{"response":{"docs":[{"id":"bcas_bcmss0837_614","title":"Little Rock Schools: Mabelvale Junior High","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Mabelvale Junior High School (Little Rock, Ark.)","School management and organization","Educational planning","School facilities","School discipline"],"dcterms_title":["Little Rock Schools: Mabelvale Junior High"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/614"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nFILED U J. DISTRICT COURT IN THE UNITED STATES DISTRICT COURTEWTErn district Arkansas EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DEC 0 9 1992 CARLR. BRENTS. CLERK LITTLE ROCK SCHOOL DISTRICT, ET AL PTftyWTTPPS. OEP. CLERK V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION TO SET ASIDE SUSPENSION AND EXPULSION RECOMMENDATION AND FOR FURTHER RELIEF Joshua moves the Court for an Order requesting the immediate reinstatement of class member, Eugene Doe, as a student on one of the campuses of the Little Rock School District. He proceeds herein through his mother, Carolyn Doe. The District is being provided the names of the parties. For cause. the movants respectfully show the Court that: 1. Eugene Doe is a special education student who attended Mabelvale Junior High, School. He has attended Mabelvale Junior High from the beginning of the 1992-93 school year until on or about November 30, 1992. 2 . On or about November 30, 1992, the school officials gave Eugene Doe's sister. who also attends this school. a behavior report to be delivered to the parent wherein Adult Doe was given notice by the school that her son was being recommended for expulsion from school prior having the required hearing as required by PL 94-142. A copy of the report is attached hereto as Exhibit\"A\". The alleged misbehavior involved an out of school incident which occurred away from school on or about November 23, 1992 . Upon receipt of this report, Adult Doe was advised that her son was not to return to school. 3 . On or about December 2, 1992, the school held a meeting with Adult Doe to discuss the incident that occurred on or about November 30, 1992 at the Cloverdale Shopping Center located at Chicot and Baseline Roads. 4 . At this meeting it developed that Eugene Doe was being suspended from school and recommended for expulsion from the school on the basis of newspaper reports and rumors which related Eugene Doe to alleged criminal behavior. Adult Doe was not provided atay evidence that tied her son to the alleged incident. 5. On or about December 8, 1992, Adult Doe was summoned to another meeting with school officials at which time she reguested the reinstatement of her minor son to school. The principal, Mr. Wayne Marshaleck, refused to honor Adult Doe's request. During this meeting school officials attempted to justify the expulsion recommendation given Adult Doe on November 30, 1992 without providing all evidence to Adult Doe prior to the meeting as required by PL 94-142. Defendants LRSD took a statement from minor Doe and failed to notify Adult Doe that a statement had been taken and did not provide her with a copy of same. Adult Doe exercised her constitutional rights and requested that this meeting not proceed. 6. Plaintiffs Eugene and Carolyn Doe respectfully show the Court that Eugene Doe has been denied admission to school sinceNovember 30, 1992 because he is alleged to have been involved in a crime that occurred prior to school hours away from school property which has no relation to his basic right to an education. 7. Defendant LRSD has effectively denied Eugene Doe an education by their actions and deprived him of equal protection and due process of the laws by his treatment herein, inter alia: 1) an expulsion recommendation based upon unrelated allegations away from school of pupil misbehavior\n2) improper notice of hearing charges against him\n3) school district policy of summary suspension for accused criminal activity\nand 4) a policy of a emergency removal from school of anyone suspected of engaging in criminal activity away from school. WHEREFORE, Joshua prays that the Court issue an immediate order and injunction to require the defendant LRSD to allow the reinstatement of minor Doe to Mabelvale Junior High School where he resides or ar his choice, a school whereby he may receive equitable educational opportunities. Moreover, minor Doe prays. wherever he is assigned, that he be \"made whole\" for the alleged deprivations herein and afforded full and effective remedial relief for the time that he was required to stay out of school. Joshua further prays that the aforementioned behavior report be expunged from minor Eugene Doe's record. Finally, Joshua asks for alternative appropriate and reasonable attorney's fees for this enforcement proceeding. Respectfully submitted.Jo: W. Walker Bar No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Street 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 November, 1992. 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- Walker c: Irsd.mot MAR 10 '93 09:57 GEYER SPRINGS EEC P.2 A LIST OF NEEDS AND IMPROVEMENTS FOR MABELVALE JUNIOR HIGH as compiled by the staff HEALTH A health room that can accommodate wheelchairs, one that has more than one cot for 650 students. Areas separate from each other for waiting, counseling and health room cots, built-in storage cabinets, racks or tables as well as cheerful walls. Our ninth grade area needs the following: a vacuum pressure pump, a free fall tube, 2 bell jars, meter sticks, pulley demonstration kit, a gyroscope, an AC geiger counter, tuning forks, a wave motion apparatus, a class set of magnets a Van De Graf generator, 10 triple beam balances, a ciass set of alcohol burners, an astronomical telescope, a class set of each of the following: water buckets, safety goggles, electric motors (DC) kit, linear spring scales, graduated cylinders, funnels, scissors, large test tubes, plane glass mirrors magnifying glasses, spectroscopes, a genera! purpose hot plate, mortar and pestles, and a parabolic reflector set. Our eight grade area needs the following: a class set of lab tables, drain tables, meter sticks, AC Geiger Counter, Magnet Set for class. Van De Graf Generator, 10 triple beam balances, class set of Bunsen burners, safety goggles and safety gloves, graduated cylinders, general purpose hot plate, large set of test tubes and racks. Class set of thermometers, specimen slides (plant and animal), refrigerator, micro projector, money for supplies to do experiments, anemometer, sling psychrometer, wind vane. Our seventh grade area needs lab tables, light microscopes, a skeleton, electrical outlets for .scopes, classroom sets of each of the following: graduated cylinders, test tubes, thermometers, specimen slides (plant and animal), blood pressure sets, scissors, metric rulers, beakers (100ml and 400ml), magnifying glasses, lab aprons, compasses, globes. They also need a hot plate, models (cell and mitosis), refrigerator, calipers, microprojecior salely glasses, pelri Wishes, ^i^(!l P\u0026amp;Ak BUSINESS EDUCATION A seven period day to facilitate course requirements, 4 computer work centers which will serve 6 computers per station, software for business applications. SPECIAL EDUCATION A seven period school day is a must, real classrooms for the Resource teachers (who roam). This area enclosed an order form for approximately $1000.00 worth of supplies that are badly needed. Our CBI students need a toilet in their classroom, their teachers need access to a telephone, as well as a set of kitchen cabinets.MAR 10 '93 09:58 GEYER SPRINGS RBC P.3 PHYSICAL EDUCATION AND ATHLETICS Seven period days with the athletic period as tiie last period of the day. locker space  currently our students have to carry their P. E. clothes with them each day as there are only enough lockers for students to use during their class periods, girls are required to share lockers with as many as 3 others, a ciass set of Fit For Life books to be used in our physical fitness unit, an exhaust fan to remove heat from the qvm during the hot months, insulation and soundproofing would help make the avm warm in the winter, an intercom that works, restroom facilities that work, water fountains that work, volleyball standards that meet AAA requirements, a multipurpose room to separate all three grades in P.E,.sanding and refinishing of the basketball court, charts and teaching aids for first aid and physical fitness, a budget to allow the teachers to replace broken and unsafe equipment. HEALTH EDUCATION Classrooms not shared and big enough to hold a full class, more time to teach health (nine weeks is not enough for eighth graders), current videos, funds for field trips. AMERICAN HISTORY U. S. History projection maps, land acquisition map, erasable white chalkboard with markers on a easel, a set of current encyclopedias, and dictionaries, a U.S, flag as well as an Arkansas flag, construction paper, globes, various teaching video tapes a classroom set of newspapers, student desks. READING 20 more computers are needed so our english classes can attend and use them for writing and research, 2 more computers are needed in the library, computer language arts programs, In our reading classrooms we need weekly newspapers, tape recorders,. CAFETERIA Other cafeterias have salad bars as well as potato bars, a change in the menus would be appreciated. SPANISH First and foremost, one class room or one shared with the French teacher to allow ideas and plans to be implemented, and to eliminate roaming between 3 class rooms throughout the building. The class room would need the following: a working overhead projector, adequate blackboard space, maps of Hispanic countries, bulletin boards. VCR, TV, computer, language listening center to include * earphone sets, computer, VCR and TV, a quality tape recorder to project adequate sound to the class, two oblong tables, up to date textbooks (a request that was bypassed), additional tapes, computer software, videos, games, supplementary materials (i.e. activity materials published by Foreign Languages Publishing companies) to enhance visual/listening/orai learning, set of Spanish dictionaries, monthly Spanish publications such as Scholastic and funds to provide each student with his own copy.MAR 10 '93 09:59 GEYER SPRINGS RBC P.4 CHORAL MUSIC For their classroom: seated risers, choir folios (100 at $3.95 each) piano repair this requires a cabinet maker to replace hinges on the keyboard cover, 50 music room chairs with table arms (since other courses are taught in our music room, and exploratory music requires extensive note taking), a piano cover, sight reading texts, audio-visual materials, a relatively new set of encyclopedias, and music filing boxes. BAND Better scheduling (seventh graders only have one elective class) smaller classes (teaching 9 different instruments in one class at the same time doesn't work) instrument storage lockers. 7 field drum cases, 2 bass drum cases, sheet music, an instrument budget, new uniforms (not used handed down ones). MATH One class set of math explorer calculators, one overhead math explorer calculator, cabinets with locks to house $2000 of math manipulatives for three rooms, educational software these are all things that our teachers have asked for earlier but have not received. ENGLISH One class set of Thesauruses (35 copies), a set of dictionaries for 5 classrooms, our current dictionaries are at least 20 years old, a subscription to Scholastic Press for 35 students, teaching packets for several current novels- We would have to buv 10 more sets of novels to be eoual to magnet schools. COUNSELORS A conference room for support groups, parent conferences, locked storage rooms for tests (we are currently storing them on the floor pf the counselors office) a small private room for testing, a direct telephone line, a long conference table. SOCIAL STUDIES Posters, maps, work booklets, overhead transparencies, a set of current encyclopedias, a book rack.MAR 10 '93 09=59 GEYER SPRINGS FBC P.5 ART ROOM The art room needs: 8 new art desks with stools, a paper cutter, a drying rack COMPUTER TECHNOLOGY AND TECH PREP. 7 period days at the New Futures schools, students are given the option to take Kiauhnardinrt ihA ou i___________w *v Keyboarding in the 7th and Sth grades in preparation for Computer Tech in the 9th grade. This is a vital prer^uisite to the 9th grade course, as required by State Education Department but not available at MJrlb. 2. The New Futures schools let students taking Computer Tech have a full year's course instead of one semester. As a result of the 7 period day, 80% of each of the 9th grade classes are taking Computer Tech in these schools versus only 30% of the 9th graders at MJHS. 3. The New Futures schools have television production studios purchased by New Futures I L X U ------ piuuuuiun iiuuios purcnaseo oy New Futures money aval able to the students with video editors and computer graphics generators using Amega computers for invaluable experience in video production, 4. Mabelvale only received 9 new IBM computers when new computers were purchased for the 9th orade computer labs last year as opposed to at least 16 new IBM for ail of the magnet schools and New Futures ahool l^s. Students are not getting the hands on experience of using up-to-date computers with hard rtf iX/OC 11V A 4nm/  a aH .^xt. ' i. .1 ..... _ drives like they are in alt the other junior highs in the Little Rock School District 5. The computer lab at MJHS is crammed into a 20' by 22' old classroom with no room for students to move around. The lab's cabinet doors are falling off their hinges. Work orders have been ignored or refused. The electricity is wired over the floor in raised boxes which students frequently trip over. The room frequently floods and has a leaky roof which endangers the welfare of the students. 6, Alt of the other computer labs in the district have direct on-line network access to the Colliers Encyclopedia in the Learning lab on CD/ROM except MJHS which has not ever had access. 7. Frequent request for software to fulfil curriculum requirements for Desktop publishing and Graohics have been ignored. IMflR 10 '93 10:00 GEYER SPRINGS RBC .6' February 10, 1993 ^^P\"^fendent of Schools ultle Rock School District 810 West Markham Street Little Rock, Arkansas 72203 Dear Mac, School DIsIriclI.S wSdM fuS High, wo understand w  Z X oSS 7 n  *** J\" new superintendent arxl his sta S to bee ,1 \"**  altow (fete, we have not heard of any ZSf ftXStHn  this patrons of the school district. The Mabelvale Junior Hinh pt a ? by the rocfl llfinn e\n,.,. Iiaucivdie junior MlOh P.T.A. FYfariltVO date, we have not heard of it's needs. As of this resolution that states\nHigh Executive Board has passed a Ml 'We urge the school district administration classroom, cafeteria and office capital improvements which r- greater insiitueU e^ K day or other innovative scheduling models and Board to proceed with expansion as these are much needed are vital to the implementing of restructuring in interdisciplinary team teaching. Under students through a seven period - J such as block scheduling and present court orders and district plans l#* -.fc - J?_, ** **' students receive educational year. To us it is the highest priority that TJinilirirt ..._____ \u0026gt;! I. .. . * educationei nnnnrtnn:/  nignesi priority that our High schools in the District.\" We understand that s^tus\nhowever, if you loo^^XS' we enjoy our \"neighborhood school' I draw from our neighborhood as well as other parte 'of feel that the term \"maonet schoni-^ic fhe students, m\"'^^ P^^'bes them with a quality educSn Th? magnet schools to correct racial unbalance Yp7Th! : are using High, Southwest Little Rock can no longer'be XS Mabelvale Junior mixed community.  as primarily one race or the other. We are a provide our studSs wiVextracurSS ? \"\"'S''''failing buildings. neglecting physical improvements to our to however, the central^oS^cTbas^se^en improvements be made to the school . . we have a new prWp?and L^si^  * visrl them ve7 often. We want you Io visit  \u0026lt;ioh't have to assistant principal who are doing very well construction and restructuring. you to visit anyway in order to understand We feel that the Board and the Administration our concerns about is of the opinion that all of the problems that areMAR 10 '93 10:01 GEYER SRRINGS RBC P.7 1 occurring in the central office are more important than the education We feel neglected by the Board and Administration ' of our students. we are prepared to once again go back to private schools. act We feel that hu v, ayaui yu uacn 10 private schools, the children P education needed by all through XS'X'?'  school 1. 2. our^hool^ 3. 4. - several rooms were 45 5. 6. By direc^ng the support services staff to perform much needed repairs remodelling, and construction at our school. ' By allowing us to have direct control of our heating and air conditioning (recently, the District came out and turned off heat pumps which provided air conditioning to our classrooms, and as a result when the weather turned cold our students did not have heat degrees during the school day.) By providirjg our teachers with equipment necessary to provide our students with a quality education (we have one microscope for an entire class yet magnet schools have one for eve^ student). By allowing u$ to have a seven course school day and more teachers to support the restructuring. By adding classroom space. We have no parent conference room, limited storage space, no room for toe math assistants, inadequate special education c assrooms, cramped cafeteria, roving teachers using other teachers cassrooms during prep time, inadequate in-school-suspension area, poor playground facilities, and a building failing apart around us. We know the district administrators are interested in the education of our students We waiting for this interest to be manifested with ,*-*- -  relations packages. ---------- ..J are action. Show us you mean what you say in your public We are anxiously awaiting a reply from you regarding our concerns. Sincerely, Tom Brock, President Mabelvale Junior High P.T.A.MAR 10 '93 10:01 GEYER SPRINGS EEC LITTLE ROCK SCHOOL DISTRICT Mabelvale Junior High Schooi P.8 P.O. Box 187 Phene 455-2413 Mabelvale, Arkansas 72103 February 22, 1993 To Whom It May Concern\nWhen I joined the faculty at Mabelvale Jr. High School, I cam aboard with a vision. My vision was and is to help those to have an interest in art to develop to their fullest potential and also to impress upon the uninterested the beauty of the arts. I still have that vision. I use this medium to express my concern. The classroom designated for ray art class does not provide adequate space to effectively conduct my class. One of the most important factors in an art class is the pleasure of displaying your art work. It lends an opportunity for each student to study their own art work in addition to review and appreciate the conversation expressed through the handiwork of others. I must report that limited space prohibits us from being able to do so. Further, this hinderance deprives other students who are interested: in art, of the chance to enroll in the class. I would welcome the challenge to teach an additional class inorder to accommodate all of those students who are interested. I humbly appeal to you to allow me the opportunity to fulfill my vision. I am asking for more space and an additonal art class. It would please me greatly if you would give serious consideration to my request. Thank you very much. Sincerely, /A  Edgar Porchia aoMS OF TSE na hawsrs JUN 04 '93 13=29 GEYER SPRINGS FBC P.2 June 3, 1993 Mr, Tom Brock Director of Support Services Geyer Springs First Baptist Church 5615 Geyer Springs Road Little Rock, Arkansas 72209 Dear Tom, Thank you for visiting with me yesterday concerning the renovation of Mablevale Jr. High School. I have enclosed two items for your and the PTA's use: one is a report on capitol projects that I requested of the administration and was included on the agenda of the May 27th school board meeting\nthe second item comes out of the proposed 1993-1994 budget for the district. Both items mentioned above seem to indicate to me that the administration has put on the \"back burner\" the improvements to MJHS. I am not in a position to justify their actions but I can shed some light on some of their reasoning. I believe the administration's major concern is the Jr. High Capacity Study mentioned in the capitol projects report. I have heard much from our administration, the court, ODM, and Mr. John Walker on this issue. In its simplest form, our administration contends that we do not need an additional Jr. High School\nMr. Walker feels that we do need one located in east Little Rock\nthe court is concerned about the issue, but has not ruled one way or the other. Unfortunately, capacity is a very complicated issue in secondary schools, and I am absolutely unable to explain it to you or anyone else. Suffice it to say that our original capacity study was presented to Judge Wright last year, but was rejected until all of the parties involved in the suit (LRSD, PCSSD, NLSD) had time to confer on the issue. So as to not leave you completely perplexed and more importantly fed up with the LRSD, let me suggest various strategies that may or may not be effective on this issue (I'll get to the 7th period later). First, since you have gone through the proper channels and met with our administration, I would suggest you circulate a petition among the PTA and staff and submit that petition to the school board at a regularly scheduled meeting (last Thursday of each month) and be prepared to explain to the board during the citizen comments period the steps you have taken and why you are frustrated. After pursuing this, I would then send the petition to the court (Judge Wright) who will refer you to Ann Brown at ODM. The second step is as important as the first since the LRSD can not undertake any capitol project without court approval. Visiting with Mr. Walker over this issue would be of benefit also. I would suggest that you ask African American members of your PTA to petition Mr. WalkerJUN 04 '93 13=30 GEYER SPRINGS EBC P.3 r 1 to assist on this issue since he is involved in this case as the legal representative of all African American students in the LRSD. I can shed even less light on the issue of a 7th period. I do know that an extra penod is costly-restoring the 7th period at Henderson Jr. High will cost the distnct $303,000. I assume (and it is always dangerous to assume) that the administration is not for a 7th period because of cost. I again suggest that you come up with a pro/con analysis of this need which should include projected costs and benefits and submit this report to Dr. Bernd and the school board. Tom, I hope I have not completely confused you or danced around these two issues as politicians will. As I told you yesterday, I believe that we must return control of schools to local bodies which include parents, teachers, and building administrators. I do want you to know how much 1 appreciate your and other parents involvement in this school. I believe the main difference between a successful school and one in trouble in the level of parental involvement. Please call me if I can be of further help. Sincerely, Johii Riggs, IV ijttle Rock School BoardTOM BROCK May 19.1993 8701 Crystal Valley Cove Little Rock, AR 72210 RECEIVED Mrs. Polly Ramer Office of Desegregation Monitoring 201 East Markham Little Rock, Arkansas 72201 MAY 2 5 1993 Office o! Desegregation Monitoring Dear Mrs. Ramer, office. The Mabelvale Junior High School and its Parent Teacher Association needs the urgent help of your On February 10,1993,1 wrote Dr. Mac Bernd at the direction of our PTA Executive Board requesting that the Administration and Board help us in providing restructuring of our academic classes and capitol improvements. We are one of the few schools in the district that does not have seven periods, and our school is a 194Os style building that has not had any improvements since Little Rock took it over. I am enclosing a copy of the letter of February 10th. We subsequently were given a meeting with Dr. Bernd in which he told us the District had over $800,000.00 in funds to improve Mabelvale Junior High. At this time we gave him a list of needs prepared by the teachers. Dr. Bernd assured us the District would begin working to fulfill our requests, and on April 29, 1993, the Board wrote me a letter indicating the District would begin drawing up plans for renovations over the summer. I am also enclosing a recent letter I wrote to Dr. Bernd expressing concern regarding the Districts failure to proceed with renovations. Can your office assist us in pressuring the Administration to fulfill Dr. Bernd statements? We feel that the District is neglecting \"neighborhood schools\" to insure that the magnet schools are adequately funded. We are beginning to think that the District is more concerned about personnel matters and politics than the students of Mabelvale Junior High School. Any help you can provide will be greatly appreciated by the Mabelvale Junior High School. PTA. students, staff, and administration. Sincerely, Tom BrockFebruary 10, 1993 Dr. Mac Bernd, Superintendent of Schools Little Rock School District 810 West Markham Street Little Rock, Arkansas 72203 Dear Mac, Several years ago the citizens of Little Rock passed a milage increase for the Little Rock R'   * u* u  7 --------------- u uuiayc iiivicaou lUI LIIC h 1A included funds to do some remodelling and new construction at Mabelvale Junior High. We understand that this work was put on hold at the time of Dr. Steele's resignation to allow me new superintendent and his staff time to become familiar with the district and its needs. As of this proposal from the District to do this work which was approved by the patrons of the school district. The Mabelvale Junior High P.T.A. Executive Board has passed resolution that states: a \"We urge the school district administration and Board to proceed with classroom, cafeteria and office expansion as these are much needed capital improvements which are vital to the implementing of restructuring in the 1993-1994 academic year. The proposed restructuring model would provide greater institutional equity for our students through a seven period day or other innovative scheduling models such as block scheduling and interdisciplinary team teaching. Linder present court orders and district plans. Mabelvale Junior High may very well be left at a disadvantage by being restricted to six class periods next year. To us it is the highest priority that cu students receive educational opportunities on a par with ail of the other Junior High schools in the District.' our M  We understand that we are not a magnet school. In fact we enjoy our \"neighborhood school\" status, however, if you look at our attendance zone, it is very similar to that of a magnet school. We raw from our neighborhood as well as other parts of the District based on the needs of the students. We feel that the term \"magnet school\" is misleading. Students should be allowed to go to any junior high school that provides them with a quality education. The court and districts are using magnet schools to correct racial unbalance. Yet, this is exactly what we are doing at Mabelvale Junior igh. Southwest Little Rock can no longer be viewed as primarily one race or the other We are a mixed community. We feel that the District is neglecting our school in favor of these magnet schools by failing to bUldings^^'' curricular subjects, and by neglecting physical improvements to our On numerous occasions, our staff has requested various improvements be made to the school owe ver the central office has seen fit to approve the requests of other schools and to play favorites. 3 principal and assistant principal who are doing very well so, you don't have to visit them very often. We want you to visit anyway in order to understand our concerns about construction and restructuring. We feel that the Board and the Administration is of the opinion that al! of the problems that areoccurring in the central office are more important than the education of ...a UI lice are more important than the education of our students. orA neglected by the Board and Administration and want them to know that many of us are parents of children who were once in private schools. We have come back to Mabelvale Junior Wirt n nrt/'oi IO A o* ! _..i___ High because of it's curriculum and it's teachers. However, if the Board and nn fhnZ 7 turncuium ano us teachers. However, if the Board and Administration fail to act on the improvement of the facilities, we are prepared to once again go back to private schools. tho ph-iH neglecting to provide the kind of education needed by all Uiv cnjiaren. We feel that the Adminstration and Board should take immediate action to improve our school through several areas: 1. 2. 3. 4. 5. 6. By having a meeting with us to share what plans are being made to improve our school. By directing the support services staff to perform much needed repairs, remodelling, and construction at our school. By allowing us to have direct control of our heating and air conditioning (recently, the District came out and turned off heat pumps which provided air conditioning to our classrooms, and as a result when the weather turned cold our students did not have heat - several rooms were 45 degrees during the school day.) By providing our teachers with equipment necessary to provide our students with a quality education (we have one microscope for an entire class yet, magnet schools have one for every student). By allowing us to have a seven course school day and more teachers to support the restructuring. By adding classroom space. We have no parent conference room, limited storage space, no room for the math assistants, inadequate special education classrooms, cramped cafeteria, roving teachers using other teachers classrooms during prep time, inadequate in-school-suspension area, poor playground facilities, and a building falling apart around us. We know the district administrators are interested in the education of our students. We are wating for this interest to be manifested with action. Show us you mean what you say in your public relations packages. We are anxiously awaiting a reply from you regarding our concerns. Sincerely, Tom Brock, President Mabelvale Junior High P.T.A. ITOM BROCK 8207 Crystal Valley Cove Little Rock, AR 72210 Dr. C.M. \"Mac\" Bernd, Superintendent Little Rock School District 810 West Markham Street Litde Rock, Arkansas 72203 Dear Dr. Bernd, Thank you for your letter of April 29, 1993 indicating the Little Rock School District is preparing to provide some assisunce to Mabelvale Junior High School. Since your letter, I have heard on several instances a rumor that Doug Eaton of your office had indicated the renovation you stated would be forthcoming is not to be acted upon. Mac, lets face facts, the Administration and School Boards creditability is not good at this time. If the renovation work, and the seven period day is not approved and in place by the beginning of the school year the parents of Mabelvale Junior High School students will be outraged. Needless to say, your credibility and that of the School Board will be nil with us. Therefore, I urge you and the Board to proceed with the plans, staff involvement, and any thing else that will show us as patrons that the District cares and is going to fulfill its promises. Thank you for all of your help and hard work with the District. Sincerely, Tom BrockApril 29, 1993 Tom Brock ssana^ Little Rock School District 8207 Crystal Valley Cove Little Rock, AR 72210 Dear Mr. Brock: appreciate the I appj^eciate concerns for Mabelvale Junior Hiqh School expressed in your letter. ---- ----------- which vou You are correct in stating that several years ago . passed which included funds for remodeling and construction at Mabelvale Junior High.  District in July of 1992, i___ examining the needs of Mabelvale this a millage increase less than new I came to the Little Rock School a year ago, but have had my staff ----------------- ------ The coming summer will be our first opportunity to have the building empty and available for the major renovation that I feel is needed. year. Let me apprise you of some important steps which we have taken: 1. My staff has completed a cost analysis on adding an additional period to the schedule at Mabelvale Junior High and the Mabelvale administration has prepared a proposal for the H \u0026gt;-oe+- It -r _________ ... . restructured\" day. I am currently reviewing both of these. 2. It has been determined that several hundred thousand dollars are in the account for Mabelvale renovation. I am directing that the school's administration be involved in drawing up the rilanc -P/iv. 4-v.^__.c _ j____. ___ I am directing 3. plans for the cafeteria. Plans tor the cafeteria, restrooms, office and other renovat.ions. e Little Rock School District has many summer programs in its schools, however, as I stated earlier, Mabelvale is being kept open this summer so that the extensive work can progress on schedule. I have requested the administration and staff of Mabelvale compile a list of equipment which is needed, in the process of doing this. They are in The team of evaluators who visited Mabelvale during the N Comprehensive Outcomes Evaluation had high praise for the staff Junior High School and seemed impressed with the school's program. ine staff, strong advocates, such as yourself, and an administration which in less than r - - yourself the North Central of Mabelvale With this several years ago. -------------------, anu an auinxnx:^ ui dcion wnicn a year has taken action to implement what the voters passed I am confident that great things lie ahead for Mabelvale. Sincerely, c / V fl I Dr. c. M. Bernd iiuperintendent OL Schools 8 10 West Markham SI reel Little Hock, Arkansas 7'2201 (301)524 20008 Mabelvale Junior High School P.O, Box 187 Phone 455-24(3 Mabelvale, Arkansas 72103 February 22, 1993 To Whom It May'Concern: a vision. When I joined the faculty at Mabelvale Jr. High School, I cam aboard with My vision was and is to help those to have an interest in art to develop to their fullest potential and also to impress upon the uninterested the beauty of the arts. I still have that vision. I use this medium to express my concern. The classroom designated for my art class does not provide adequate space to effectively conduct my class, class is the pleasure of displaying your art work. It lends an opportunity for each student to study their own art work in addition to review and appreciate the conversation expressed through the handiwork of others. I must report that limited space prohibits us from One of the most important factors being able to do so. Further, this hinderance deprives other students who are interested in art, of the chance to enroll in the class. I would welcome the challenge to teach an additional class inorder to accommodate all of those students who are interested. I highly appeal to you to allow me the opportunity to fulfill my vision. I am asking for more space and an additonal art class. It would please me greatly if you would give serious consideration to my request. Thank you very much. Sincerely, ' /  Edgar Porchia HOME or THE HEE HAIEEHE A LIST OF NEEDS AND IMPROVEMENTS FOR MABELVALE JUNIOR HIGH as compiled by the staff HiAUa A health room that can accommodate wheelchairs, one that has more than one cot for 650 students. Areas separate from each other for waiting, counseling and health room cots, built-in storage cabinets, racks or tables as well as cheerful walls. SCIENCE Our ninth grade area needs the following: a vacuum pressure pump, a free fall tube, 2 bell jars, meter sticks, pulley demonstration kit, a gyroscope, an AC geiger counter, tuning forks, a wave motion apparatus, a class set of magnets a Van De Graf generator, 10 triple beam balances, a class set of alcohol burners, an astronomical telescope, a class set of each of the following: water buckets, safety goggles, electric motors (DC) kit, linear spring scales, graduated cylinders, funnels, scissors, large test tubes, plane glass mirrors magnifying glasses, spectroscopes, a general purpose hot plate, mortar and pestles, and a parabolic reflector set. Our eight grade area needs the following: a class set of lab tables, drain tables, meter sticks, AC Geiger Counter, Magnet Set for class. Van De Graf Generator, 10 triple beam balances, class set of Bunsen burners, safety goggles and safety gloves, graduated cylinders, general purpose hot plate, large set of test tubes and racks. Class set of thermometers, specimen slides (plant and animal), refrigerator, micro projector, money for supplies to do experiments, anemometer, sling psychrometer, wind vane. Our seventh grade area needs lab tables, light microscopes, a skeleton, electrical outlets for scopes. classroom sets of each of the following: graduated cylinders, test tubes, thermometers, specimen slides (plant and animal), blood pressure sets, scissors, metric rulers, beakers (100ml and 400ml), magnifying glasses, lab aprons, compasses, globes. They also need a hot plate, models (cell and mitosis), refrigerator, calipers, microprojector safety glasses, petri dishes, prisms, spectroscope, and rock and mineral specimens. BUSINESS EDUCATION A seven period day to facilitate course requirements, 4 computer work centers which will serve 6 computers per station, software for business applications. SPECIAL EDUCATION A seven period school day is a mu^, real classrooms for the Resource teachers (who roam) . This area enclosed an order form for approximately $1000.00 worth of supplies that are badly needed. Our CBI students need a toilet in their classroom, their teachers need access to a telephone, as well as a set of kitchen cabinets.PHYSICAL EDUCATION AND ATHLETICS Seven period days with the athletic period as the last period of the day. locker space - currently our students have to carry their P. E. clothes with them each day as there are only enough lockers for students to use during their class periods, ails are required to share lockers with as many as 3 others, a Class set of fit For Life books to be used in our physical fitness unit, an exhaust fan to remove heat mrn ine gym during the hot mQOlbs. insulation and soundproofing would help make the oym warm in the Winter, an intercom that works restroom facilities that work, mater fountains that work, vniipyhaii standards J \"L requirements, ajpuitipurpose room to separate all three grades in P.E. .sanrtinn and refinishing of the basketbail court, charts and teaching aids for first aid and physical fitness, a budget to allow the teachers to replace broken and unsafe equipment. HEALTH EDUCATION Classrooms not shared and big enough to hold a full class, more time to teach health (nine weeks is not enough for eighth graders), current videos, funds for field trips. AMERICAN HISTORY U. S. History projection maps, land acquisition map, erasable white chalkboard with markers on a easel a set of current encyclopedias, and dictionaries, a U.S, flap as well as an Arkansas flan, construction paper, globes, various teaching video tapes a classroom set of newspapers, student desks'. READING 20 more computers are needed so our english classes can attend and use them for writing and research, 2 more computers are needed in the library, computer language arts programs. In our reading classrooms we need weekly newspapers, tape recorders,. CAFETERIA Other cafeterias have salad bars as well as potato bars, a change in the menus would be appreciated. SPANISH sets, First and foremost, one class room or one shared with the French teacher to allow ideas and plans to be implemented, and to eliminate roaming between 3 class rooms throughout the building. The class room would need the following: a working Overhead projector, adequate blackboard space, maps of Hispanic countries, bulletin boards, VCR, TV, computer, language listening center to include - earphone sets, computer, VCR and TV, a quality tape recorder to project adequate sound to the class, two oblong tables, up to date textbooks (a request that was bypassed), additional tapes, computer software, videos, games, supplementary materials (i.e. activity materials published by Foreign Languages Publishing companies) to enhance visual/listening/oral learning, set of Spanish dictionaries, monthly Spanish publications such as SchQfesiiq and funds to provide each student with his own copy.CHORAL MUSIC For their classroom: seated risers, choir folios (100 at $3.95 each) piano repair this requires a cabinet maker to replace hinges on the keyboard cover, 50 music room chairs with table arms (since other courses are taught in our music room, and exploratory music requires extensive note taking), a piano cover sight reading texts, audio-visual materials, ajlativelv new set of encyclopedias, and music filing boxes. BAND Better scheduling (seventh graders only have one elective class) smaller classes (teaching 9 different 9 K the same time doesn't work) instrument storage lockers, 7 field drum cases, 2 Dass drum cases, sheet music, an instrument budget, new uniforms (not used handed down ones). MATH One class set of math explorer calculators, one overhead math explorer calculator, cabinets with locks to house $2000 of math manipulatives for three rooms, educational software these are all things that our laaeiiers have asked for earlier but have not receiverl. ENGLISH One class set of Thesauruses (35 copies), a set of dictionaries for 5 classrooms, our current dictionaries 9t Igast 2Q years Q.ldi a subscription to Scholastic Press for 35 students, teaching packets for several current novels- would have to buv 10 more sets of novels to be eoual to magnet schools. COUNSELORS A conference room for support groups, parent conferences, locked storage rooms for tests (we are SUrrentlv storing thgm.on ths floor of the counselors office) a small private room for testing, a direct telephone line, a long conference table. SOCIAL STUDIES Posters, maps, work booklets, overhead transparencies, a set of current encyclopedias, a book rack. *A-RT ROOM The art room needs: 8 new art desks with stools, a paper cutter, a drying rack W-Utbr technology and tech prep, schools, students are given the option to take ^eyDoardlng in the 7th and 8th grades in preparation for Computer Tech in the 9th grade This is a vital prerequisite to the 9th grade course, as required by State Education Department but not available at MJno, 2. The New Futures schools let students taking Computer Tech have a full year's course instead of one t!^'\n.  7 period day, 80% of each of the 9th grade classes are taking Computer tech in these schools versus only 30% of the 9th graders at MJHS. ^' television production studios purchased by New Futures money In,t'l w students with video editors and computer graphics generators using Amega computers for invaluable experience in video production. 4. Mabelvale only received 9 new IBM computers when new computers were purchased for the 9th grade nnmniitor one J I___. J................................ '3St 16 new IBM for all of the magnet schools and New Futures Khool labs. Students are not getting the hands on experience of using up-to-date computers with hard . . v.i  w VI vvui^ lu vja drives like they are in all the other junior highs in the Uttle Rock School District. 5. The comput^ lab at MJHS is crammed into a 20' by 22' old classroom with no room for students to The labs cabinet doors are falling off their hinges. Work orders have been ignored or re used. The electricity is wired over the floor in raised boxes which students frequently trip over. The room frequently floods and has a leaky roof which endangers the welfare of the students. 6. All of the other computer labs in the district have direct on-line network access to the Colliers Encyclopedia in the Learning lab on CD/ROM except MJHS which has not ever had access. 7. Frequent request for software to fulfil curriculum requirements for Desktop publishing and Graphics have been ignored.Date: January 26. 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. MABELVALE JUNIOR HIGH SCHOOL The exterior appeal of the school had been greatly enhanced by the newly constructed entrance and pavilion that have been centered in the front of the building. The structure and roof line of the pavilion pay visual homage to the traditional schoolhouse silhouette. The school was very clean. Breezeways, courtyards, and areas at the periphery of the campus were all free of litter. We noted trash barrels, neatly lined with plastic, every few yards along the length of each breezeway. No graffiti was present in or around the building. All bathrooms throughout the school were very clean, functional, open to students, and fully supplied. Most of the lockers looked neat and attractive due to a new coat of taupe paint applied by staff members during the summer of 1994. Security personnel were highly visible on the campus. The gym and locker rooms, while old and not particularly attractive, were well kept. All areas of the gym and locker rooms were clean. The main hallway included displays of student work, various trophies, and the academic honor roll. While the media center was not large, it included an e?ctensive collection of books and displays of student work. Students and staff were helpful and friendly. All classrooms were clearly labeled with each teachers name and the room number. During the class change, all teachers were on duty and encouraged students to hurry to classes. Adults continually informed students of the time remaining for class changes. A couple of students who lagged behind responded politely to final warnings about tardiness and then rushed to their classes. Areas needing attention: 1. 2. 3. 4. 5. 6. 7. Neither the U.S. nor Arkansas flags were displayed from the flagpole. Some of the renovation completed this summer has not held up well at all. The skylights in the front passageway leak, causing deterioration of the ceiling material and trim paint. Newly installed metal bathroom fixtures appear corroded after only a few months of use. Major cracks run through the new concrete installed at the entry to the building. The district did not provide landscaping when they redesigned the entrance\nas a result, the entry looks rather barren. The principal said she was working to find funds to landscape e entrance area. The area behind the main building has a serious problem with runoff and drainage. During period of heavy rain, water cascades through exterior passage ways. Monitors saw a pile of sand bags at the ready in one hall. The district has worked to improve drainage, but the problem has not been alleviated. Two banks of lockers remain to be painted\ncompared to the other lockers with their fresh paint, these looked very grimy. The portable classrooms were not in the best of shape. Most needed some paint, and some had holes in the underskirts or outer walls. The principal reported that district workers were performing some maintenance on these buildings on the day of our visit. Some electrical wires were hanging rather low in the outdoor passageways, perhaps as a result of some roofing and electrical work that was in progress. However, these wires pose a hazard and should be safely secured as soon as possible. Page 12MANN JUNIOR HIGH SCHOOL Date: January 30, 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. The grounds were nicely landscaped, and a comer of one planter held a patch of blooming pansies. The office was neatly arranged, and a security guard was present at the front door. Visitors could see lists of \"Bear Cat Stars\" prominently displayed on a wall by the reception counter. The five school rules, three of which were stated in positive terms, were posted in several prominent locations in the hallways. The schools colors were evidenced all over the campus and the school mascot was displayed in several motifs. The student-created murals throughout the building were bright, colorful, and impressive. Two large display cases in the central hallway, and several smaller ones in other parts of the building, were filled with neat and attractive decorative or informational displays. Most of the glass enclosures were clean. Trash receptacles were stationed at various points about the campus. Although we entered no classrooms when class was in session, we briefly observed some from the windows in the classroom doors. We saw that many walls were brightly decorated with interesting displays, and most children were actively engaged in learning activities. Some of the teachers had done an exceptional job of decorating their rooms with materials and displays that focused on cultural and ethnic diversity. Students lockers throughout the building were generally in good shape, with some scratches, dents, marks, and paint streaks here and there. Several concrete benches offered pleasant seating along the walkways in the courtyard. The girls restroom near the main office was clean, contained paper towels and soap, and was free of graffiti. The counselors wing was spacious, contained a waiting area, and appeared to be well-supplied with college catalogues, fact sheets, and resource information. The spacious, well-lit media center was well-supplied with books and materials. On a west wing, the three exterior drinking fountains all worked. The cafeteria was clean and several attractive murals depicted positive scenes or promoted inspirational messages. A very pleasant aroma drifted from the kitchen. Throughout the building, the students and staff we encountered were friendly and helpful. Although a little slow in getting to their doors, teachers were visible in the passageways during class changes to supervise students. Areas Needing Attention: 1. 2. 3. 4. Recent warm weather had caused some grass against the building to grow tall and ragged in several places\nit needed trimming. Some paper litter detracted from the appearance of the grounds, both in front of the school and in the hallways. In the main office, the pale blue paint on the walls in the main office was chipping in several places (particularly where chairs had rubbed against it), revealing an ugly brown undercoat. A ceiling tile or two were stained with brown rings from water drainage. A few of the glass display cases in the hallways were dirty and one was marred with a small amount of graffiti. Page 135. 6. 7. 8. 9, 10. II. 12. Most of the doors to the hallways and classrooms had windows, most of which were very dirty\nmany of them also had ugly tape residue. Many of the rooms were very crowded with desks, file cabinets, student projects, etc. Although we did not look into many classrooms, most of those which we did see had dull, dirty floors. Throughout the building, we noticed several cracks in the concrete walkways and hall floors. In some places, the concrete had worn away, leaving ragged etches, jagged gaps between seams, or sizable holes. A large yellow mechanism, designed to wring out mop heads over a bucket, was very noticeable lying behind one of the benches in the courtyard. Paint on the underside of the building overhangs and walkway covers was badly peeling in many places. The building appeared to have no water drainage system to direct runoff from the roof\nso, tn several places, water from recent rains was running down I-beams and poles or dripping off the edge of the building. Metal signs hung at several spots around the building, admonishing visitors to obtain a pass from the principals office. All were badly rusted and most were bent and battered. Throughout the building, gates were wide open and many exterior doors were accessible from outside, posing a risk of unauthorized entrance to the campus and buildings. At least one classroom door was unlocked. 13. The health room was locked and dark. We learned that the nurse was not scheduled to be on campus the day we visited. 14. The cafeteria floor was swept, but scuffed and dull. We noticed several water-stained ceiling tiles along the west wall of the cafeteria. The water fountain outside the cafeteria did not work. 15. Near the art rooms, some ceiling tiles were ajar and several small tiles were missing. 16. In a north wing, the back door to an area at the northeast, which houses electrical equipment, was standing open and was unattended. Several old school district books were stacked on a power plant, and boxes and other miscellaneous stuff had accumulated in this area. A car was backed up to the open door. A paint can was overturned on the ground near the door, the stump of a small tree or shrub was freshly painted with white paint, and the wet paint was splattered messily on the grass. 17. Some teachers were eager to tell us of their concerns about classrooms over-crowded with students, and a custodial worker complained that the school needed more custodians. 18. The media center was carpeted in an attractive, soft blue covering that, although free of spots, was littered with scraps of paper and needed vacuuming. A cover over one light fixture was lose and hung precariously, and one ceiling tile was ajar. 19. On the walk between the main building and the English annex, a large area of concrete had deteriorated and held a big puddle of water. The water appeared to have overflowed from a drainage ditch which contained largely stagnant water. The ditch contained considerable plant life, so it apparently held water at least much of the time. Twin tire ruts had been cut deeply into the wet lawn near this area. 20. In the alley between the main building and English annex, a sizable section of the paving was crumbled and sunken and held a large puddle of standing water, 21. Most of the exterior hall floors in the annex were dirty and gritty and needed sweeping. Several of the hall floors had sticky substances that looked like spilled soft drinks, and needed wetmopping. 22. The exterior of one of the three main doors at the front of the English annex was badly peeled at the edge, and the paint on all three was faded. The windows in these doors were dirty. 23. The floors in the annex were dull and scuffed and some needed energetic scrubbing. Some floor tiles were broken, especially at structural joints in the hallways. Page 1424, 25. 26. In the annex, wiring (some of which appeared to be for computer links) was draped along the walls and ceilings. One wire, which extended from type of sensor, was missing part of its insulating covering. In the annex, we found two sets of twin water fountains, but only one head in each was hooked to a water source. Water pressure in one of the fountains was so low that it was impossible to drink from it. Classroom doors in the annex had metal air exchange vents on their lower half\nmost of these grills were badly bent and discolored. 27. Several of the exterior doors in the annex (other than the three at the main entrance) could be opened from the outside. All of the door windows were dirty and several had tape residue. 28. Outside the rear doors ofthe annex were two walls where chalkboard erasers had been clapped against them, leaving a white powdery residue. In this area, five student desks (with chairs attached) were arranged in a circle around cardboard boxes. The boxes contained empty soft drink cans, cigarette butts, and miscellaneous trash. A little further on, next to an exterior east walk was another desk-chair and a small pile of broken wood that apparently had been discarded there. The grass in this area was becoming overgrown. Girls Restrooms 29. The condition and appearance of the restrooms, as well as their supplies, were uneven. Most of them needed a good scrubbing. Some of them had plenty of toilet paper, while others had little or none. All of the restrooms had paper towels. Some had no soap, but where it was furnished, it was restricted to only one bar. None of the restrooms had hot water, and in some cases, water pressure was inadequate, thereby reducing the likelihood that the one bar of soap would be used. A student in one restroom said she could not depend on the room having toilet paper, so usually brought some from home. 30. Inadequate custodial care resulted in dirty mirrors, smeared cleanser residue, and bumed-out light bulbs or missing covers for light fixtures. Some of the stalls had graffiti on the walls, one stall had no door, and another bore an \"out of order\" sign due to damage. The use of strong cleaning compounds had badly discolored the countertops around some of the sinks, and in several cases, the caulking around the sinks had deteriorated or was completely missing. The cabinets surrounding some of the sinks were battered, and some were missing pieces of veneer or exhibited other signs of mistreatment. Boys restrooms 31. Except for the restroom used by the staff, which was kept locked, the restrooms were devoid of soap, paper towels, or toilet paper. A monitor described one of the restrooms as \"the worst ever\" of those weve monitored, which is a strongly negative assessment. The restroom near the cafeteria was locked. Foul odors, dirty floors, and the lack of general supplies made a trip to the restroom an act of desperation for male students. Page 1502.IS/OS 18:04 501 324 2023 LRSI) COMMVNICATI ODM 002/003 Little Rock School District .Junior League of little Rock Sponsors Career Day A t Mabelvale Junior High School l or Immediate Release February 18,199S For more information: Leah Tucker, 664-6025 Suellen Vann, 324-2020 Seventh graders at Mabelvale Junior High will leain an important lesson tomorrow - stay in school if you want to succeed in life. Some 200 students will take part in Career Day sponsored by the Junior League of Little Rock on Thursday, February 19, from 9: 30 - 11 JO a.ra. The program will featur e speakers from a variety of career fields, includirig a local artist, a zookeepen a poHceman and a TV cameraman. In addition to learning about different careers, students also will get tips on filling out applications, dressing for iriLeniews, and meeting several people from different walks of life. This is a great way to introduce our studen ts to a wide variety of careers,\" said Patricia Pennington. Mabelvale counselor. Its wonderfill to see people from the community raking time out from their work to come and encourage our students to be excited about the future.\" This is the second year that the Junior League of L ittle Rock has sponsored the Career Day program in the public schools. Members of the League's provisional member class are responsible for the planning, organizing and implementation of the program. (more) 810 West MarRham Street Little Kock, Arkansas 72201  (501)324-2000 02 IS '9S 0501 324 2023 LRSD COJOIVXICATI ODM 003.003 18:0 5 Junior Leagut'Career Day Page 2 of 2 Schools are selected in cooperation with the Little ilock School District administration. The Junior League of Little Rock in its 76th year is an international organization of women ccmmitted to promoting volunteerism, developing tb.e potential of w'omen and improving the commumty through the effective action and leadership of trained volunteers. Its purpose is exclusively educational and charitable. Mabelvale Junior High School is loc3.ted at 10811 Mabelvale Road West, Uli JILITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Division of Schooi Services Sadie Mitcheii, Associate Superintendent received SEP 1 3 70CB TO: ice of Desegregation Monitoring QFFlGEQf FROM: t:arnine, Superintendent of Schools DESEGRESATtOJ'i WCNnORlNG DATE: September 7, 2000 SUBJECT: Magnet Schools Assistance Program Grant The Little Rock School District is in the process of developing a plan that will improve the educational offerings of four schools in Southwest Little Rock: Fair High School, McClellan High School, Mabelvale Middle School and Cloverdale Middle School. The schools have decided to adopt magnet-like school themes to focus on academic content and to increase student engagement in learning. The schools, along with the District's Director of Planning and Development, will aggressively seek resources to support the themes. The Magnet Schools Assistance Program provides grants to eligible local educational agencies (LEAs). Each eligible LEA that desires to receive assistance shall submit an application before December 22, 2000. The Little Rock School District is preparing to submit an application which will include the schools listed above. If you have questions, please call Sadie Mitchell at 501/324-2007. c: Junious Babbs, Associate Superintendent - Student Registration Dr. Terrence Roberts, Desegregation Consultant Dr. Stephen Ross, Desegregation Consultant (received SEP 1 3 2000 OFFICE 01- desegregaiion monitoring Mabelvale Middle School for Accelerated Studies Environmental Sciences 1= Communication SystemsMabelvale Middle School for Accelerated Studies Environmental Sciences  Communication Systems Comprehensive Program Design Overarching Theme: School of Accelerated Studies Program Strand: Environmental Science  Experience Base A first step in successfill program design is to broaden the background knowledge of students so that they have common areas of understanding upon which to build new levels of learning. Students will experience an overall immersion into major areas of environmental science through trips to a local hatchery, Arkansas State Plant Board, Arkansas Game and Fish - Aquaculture, Arkansas Highway Department, Arkansas Project Globe, Arkansas Project Wet (Water Education Tearn), EPA (Weyerhauser and recycling), Data Stream (NLR weather). Meteorology departments at television stations, and local hospital laboratories. These experiences will provide students with a broad base for comparative studies within the programmatic strand of environmental science. Experiences provided through a variety of real, virtual, and imaginary field trips wiU:  demonstrate what is meant by natural niches, habitats and biomes by observing plants and animals in a variety of settings  review industrial processing relating to material and energy sources  lead to an appreciation of how human activities, conscious or inadvertent, are seriously impacting planet Earth  examine individual and collective roles in jobs and agencies that relate to the natural environment  recognize how environmental factors meet needs  assess common, everyday activities as appropriate use of resources, inappropriate acts resulting in abuse, or sensitive plan/schedule of resource use for conservation  raise awareness as to how the development of scientific thinking and technology increases ability to utilize the environment wisely  develop and understanding that all environments, whether they are small communities, global areas, or part of the universe, are continually evolving I Curricular Activity Many well planned, related activities wiU add in-depth meaning to the students experience base and provide opportunities for higher level applications of learning. Student projects wUl emphasize the use of scientific technologies and how the application of these technologies supports investigation and experimentation of crucial environmental problems. Students will discover what variables lead to higher life expectancies and more productive environments in regards to water, plants, animals, and fish. They will also learn about influential factors in the stability of an ecosystem and how different variables can be harmful and alter this balance. For example, in the Globe Program, students will visit a water sampling point once each month and conduct 26 different tests. Students will analyze the chemical, physical, and biological conditions of the body of water to be studied. The data will be compiled in a state-of-the-art computer that is provided with the program. Mabelvale will commit for at least 5 years for the study and recording of data. Students wiU become scientists first hand. Overlapping areas of knowledge for this water sampling project are chemistry, physics, and biology. A variety of activities will motivate students to use a broad range of exploratory techniques while learning about environmental science. These activities will be focused on maintaining balanced ecosystems for each of the separate environments for fish, plants, and animals. Living laboratories win allow students to see ecosystems in action fi-om production to decay to reproduction. Activities planned around the water tanks will include work with the school fish hatchery and maintaining a separate pond that holds older fish and plants. The greenhouse and outdoor pond win provide active areas for students to help produce and maintain different plant species. Students will also take an active role in the planning and development of landscaping for each lab area by taking into account the environment, temperature, and available sunlight. Through these interactive experiences and involvement-intensive immersion experiences, students will be provided the opportunities to investigate, analyze, experiment, and construct relevant meaning within the overall framework of environmental science. Interactive Environments Specialized areas will be developed for students to engage in real world situations over time. Equipment is usually unique and too expensive or invasive to be used in regular classrooms. The old cafeteria will be converted into a large Environmental Studies Center housing three different lab areas that support the advanced life sciences curriculum. The room will be painted in earth colors with the ceiling tiles painted the pale blue of a daytime sky. The lab areas to be included will be the Fish Farm (aquaria, aquaponic gardening, closed water system for a small fish hatchery). Natural Niches (authentic habitats for animals), and Plant Place (growing tables and hydroponic gardening). There will be a small outdoor shelter for bigger animals connected to the Environmental Studies Center. A variety of advanced measurement devices will be employed at each of the three lab areas for high tech science support. Equipment will include pumps for water treatment (water purification), computers for data manipulation and for maintaining the hatchery unit, proper heat/air/water necessities for all lab areas, microscopes, and projection systems. Other items will include animal incubators, cages, medical equipment for check-ups and emergencies (stethoscopes, scales, antibiotics, clippers, bottles, etc.), and smocks and goggles for the students to wear during lab hours. The progress and growth of each environment will be documented using video equipment and digital cameras. A campus water garden and greenhouse will serve as outdoor classrooms for the study of botany. This outdoor water garden and surrounding area will be enhanced by landscaping that is designed by students with special attention to architectural design of planters, flower beds, and the waters edge to avoid erosion and the loss of plant life.Thayer Design Inc. 1495 High Peak Road Monroe. VA 24574 804/929-6359 Environmental Studies Center  Curricular Content Acceleration is possible when the content to be mastered is interesting, meaningful and relevant to a need to know. Curricular content focuses on forming a working framework for environmental studies by subdividing it into three categories of knowledge\nplants, fish, and animals. Course material to be included in the discussion of plants will be pollination, genetics, gardening, hydroponics, cloning, climate, and adaptation and wiU overlap with the subjects of entomology, pesticides, and agriculture. Knowledge to be learned about fish wiU include information about hatcheries, water purification, life cycles, water pollution, fishing culture, and economics. Animal course content overlaps with much of the above but also includes dietary needs, vaccinations, behavioral science, and maintenance of the animals and their environment. The knowledge in each of these three areas wiU overlap at many points and will be organized in the context of three separate ecosystems with three separate lab areas (Fish Farm, Plant Place, and Natural Niches). Knowledge about ecosystems will include learning about balance, adaptation, biomes, geography, human body system, and weather/climate. Curriculum content wUl also focus on the training of specialized lab equipment for each ecosystem including the use of machinery, tools, and medical supplies to be used in the maintenance of the fish hatchery, habitats/niches, greenhouse, and outdoor pond/garden. A series of visits from local professionals in the areas of veterinary, horticulture, botany, and biology wiU provide key insight to the new developments in the high tech world and how those contributions have affected society. Teachers wUl have a wealth of reference books and materials that include National Geographic PubUcations, National Science Magazine, Field Study Guides, and the Arkansas Governmental Agencies Publications (Game, Fish, and Forestry). By searching the Internet, students can find related maps and models that can serve as examples of the kind of studying they are doing on their campus. Miniature animal and aquatic stations can be placed in each classroom as sub-studies of the larger picture of environmental science. Also, there wiU be 15 computers in each classroom that are hooked up to a network computer so aU classes can share their information. Course appropriate technology hardware and software wiU be used to integrate technology throughout the accelerated studies program. Mathematical and scientific applications wUl also be emphasized to complement the high tech approach to environmental studies. Best Instructional Practices A few selected practices that match techniques to content and that are employed consistently, are more effective than trying many different approaches simultaneously Teaching techniques/strategies are based on the seminar approach, problem-based learning, and scientific inquiry. Techniques for student learning include self-discovery, peer collaboration, community partnerships, independent study, extension learning, distance learning, and expository reporting through scientific research.  Formative and Summative Assessment Accelerated studies are based on high expectations which are made clear to students in carefuUy drawn rubrics prior to each unit of study. Assessment formats that match each set of activities, such as a rubric assessment for evaluating projects based on the productivity of a lab environment, serve as authentic measures for teachers to determine exactly what and how students learn. Such formats will allow a teacher to evaluate, for example, whether students have produced harmonious ecosystems (balanced systems with Ettle decay and loss of Efe) whEe also servmg as a diagnostic/prescriptive tool for teachers to use to accurately modify their instruction during environmental studies. Performance assessments, such as in student planned projects, oral presentations, daily journals, planned experiments, and portfoEos (on disk or video) will also help teachers to determine whether students are internaUzing higher order thinking related to environmental principles. These performance assessments will be graded by rubric and matrix evaluation techniques. A final summary portfoEo assessment, using digital pictures to represent the stages of progress and growth, will serve as a global evaluation measure, or summative assessment, for each student.  Arkansas Frameworks This section to be developed when the new standards and aEgnments are provided to staff members. The final draft of this program design will correlate benchmarks, standards, text and anciUary materials in order to ensure a tightly aligned curriculum document that is practical and user fifiendly within a creative and advanced content structure. staff Training and Curriculum Writing Programs are only successfill if their staff members successfully complete appropriate training and apply what has been learned. Accelerated studies can only be facilitated by staff members with subject area content and pedagogical skills at advanced levels. School personnel will receive intensive training in a series of mini-workshops that consist of -visits from local professionals in the areas of veterinary, horticulture, botany, and biology that will provide key insight about the new developments in the high tech world of environmental science and how those contributions have affected society. Also, staff will be trained in how to use specialized equipment/tools and application software to integrate this new technology and information into the students working framework of knowledge. Janice Meyer, field consultant with Phale D. Hale Education Consulting Inc, will provide leadership in curriculum writing and Environmental Studies unit development. She will collaborate with the science department IRC and the staff at Mabelvale in planning for the integration of the specced areas outdoors and within the Environmental Studies Center with thematic classroom activities. The result will be a teacher friendly series of curricular materials that has instructional integrity and student friendly activities that are intellectually stimulating and motivating. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, -will facilitate the curriculum writing effort as well as conduct implementation strategies workshops that combine specific thematic applications, educational best practices and integration of Arkansas Benchmarks _ 1 I- 1 1 ___1_ +z\\ Q H art fnoir and Standards. She will be responsible for leading teachers to work as a team to broaden their knowledge base so that they are at ease with the Environmental Studies approach and the activity centered curriculum. Her goal -will be to ensure optimal success in the wide ranging tasks needed for implementing the accelerated studies curriculum at Mabelvale.Mabelvale MUddle School for Accelerated Studies -continued- Overarching Theme: School of Accelerated Studies Program Strand: Communication Systems  Experience Base Students will be exposed to many different types of communication systems through a series of field trips and interactive learning experiences. There will be an initial immersion in the world of communication including visits and interactions with local radio and television stations, local newspaper publishers, marketing firms, Arkansas Education Television Network (AETN), CNN news production, and noted guest speakers fi'om major communication outlets. These experiences will provide students with a broad base for comparative studies within the programmatic strand of communication systems. A communications mindset will evolve as students learn to recognize parts, sub-systems, interactions, and matching properties of various communication venues.  Curricular Activity Student projects win involve analyzing, designing, assembly, and trouble-shooting the mechanical and electrical components of communication as well as the human aspects of planning and presentation. Emphasis will be placed upon specific technologies required for optimal quality communication practices. A variety of activities will motivate students to use a broad range of exploratory techniques while learning about communication systems. These activities will include video and radio broadcasts, script writing, technical production, on-air presentation, and taping. Print communication activities -wiU include writing and publishing newsletters, designing advertisements for school activities, and developing magazines that reflect student participation and accomplishments. An important study will focus on rhetoric and forensic speaking so that vocabulary and articulation in speech is of appropriate quality to support aU communication projects. Students will gain confidence in self-expression using their own body movement and emotions through dramatizations using pantomime. Print and broadcast samples will be reviewed by teachers on a regular basis to build the level of sophistication relating to communication concepts, skills, and application. Through these interactive experiences and intensive involvement practices, students wiU be provided opportunities to investigate, experiment, and construct relevant meaning within the overaU framework of communication systems. Interactive Environments A specially designed technological support area, Communications Central, will be used as a primary source for students to rely on during their studies of interactive communication. This will be housed in the new cafetorium to be built on the front of the campus. The stage will serve -as a presentation center and behind the stage wiU be a series of project rooms for specialized communications studies. Communications Central wUl incorporate\nbroadcast systems (radio and video), print centers (writing, graphics, and publishing), and a non-verbal communication lab (body language, deaf awareness, and sign language). Other tools found in this support area wUl be digital cameras, microphones, tele-prompters, traditional film developing tools, and a projection system. Computer driven applications specially designed to assist in elements of broadcasting, print, and design wUl be available to each classroom (content software, graphics, Internet capabilities, and presentation material). Each class will be equipped with fifteen networked computers to ensure continuity of programmatic pieces between Communications Central and classroom. This in-depth student involvement with technological systems, employed in support of verbal and non-verbal format, will assist students and their teachers in maintaining a mindset that is beneficial to thematic studies in communications. Students will mtemaUze the concept that communication systems are made of inter-connecting parts that affect quality of meaning transmitted.  Curricular Content Curricular content focuses on instruction in the technological components to be used throughout the study of communication systems. This includes the study of technological interfacing, computer science, and computer math (emphasis on formulas, algebra, and problem-based solutions). Primary state-of-the-art sources to be used during the study of communication systems: objects, models, images, audio, print related to broadcasting, language (verbal and non-verbal), and judicial/forensic debate sub-studies (moot court hearings, debates, interviews, peer mediation). Reference sources will also include samples of actual images, film, audio, and artifacts that exemplify early broadcasting practices and communication formats (recordings of old interviews, broadcasts, commercials, debates, and trials) as well as student research focusing on historical documents in the original handwriting or language.  Best Instructional Practices Teaching techniques/strategies are based on the seminar approach, problem-based learning, and formal critiques in the three areas of print, broadcast, and non-verbal communications. These techniques for learning include self-discovery, peer collaboration, expository reporting through scientific research, and hands-on student learning (planned projects, oral presentations, portfolios, dramatic productions, character plays, and sign language).1= 1= -rc:3t2.i CJr^ -r LotirO llM-se'FZ.T SE\u0026gt;x-ri\u0026gt;-u\u0026lt;i and STUDBtNT V-IOeK. \u0026lt;-tuoeV-tv pttoa^cr\" C^l fF'U^-Y IZ T \\] - cioNzii'.a^N-l\"^\" AIZ-SA EtolTlt-'Ixij ^^l^TJZOI- Pcxpr-zi 4- r\u0026gt;n i o o Video e\u0026gt;(zoaoc\u0026lt;vst Studio n c \\ c ,4 4  \u0026amp; NOtsi - Vi2F2-l3A--L_ Co R4 rvA LJ ID/*VI O r-* Mabelvale Middle School for Advanced Studies Communications Central fit PViraLJi\u0026gt;l-^\u0026lt;f^\u0026lt;S7 \u0026lt;^\u0026gt;FZAFl+V\u0026lt;S UAvS Thayer Design Inc. 1495 High Peak Road Monroe. VA 24574 804/929-6359  Formative and Summative Assessment Assessment formats that match each set of activities serve as authentic measures for teachers to determine exactly what and how students learn. Formative and summative assessments to be included are video portfolios, performances, daily journals, and student developed experiments and investigative research (with hypotheses, analyses, and conclusions). A specialized rubric and matrix system that consists of a computer flow chart for documentation wiU be used for learner products. These different assessments wiU serve as diagnostic/prescriptive tools for teachers to use in accurately modifying their instruction during the study of communication systems. These tools will also help teachers to determine whether students are internalizing higher order thinking related to the communications theme.  Arkansas Frameworks This section to be developed when the new standards and alignments are provided to staff members. The final draft of this program design will correlate benchmarks, standards, text and ancillary materials in order to ensure a tightly aligned curriculum document that is practical and user friendly within a creative and advanced content structure. Staff Training and Curriculum Writing School personnel will receive intensive training in technology (including the use of specialized computer equipment, application programs, information and graphics software, and Internet navigation), broadcasting, print, and non-verbal language from specialized consultants and field experts. Staff will participate in intense curriculum writing workshops and will cooperate with specialized consultants and field experts in order to create authentic program elements. Also, teacher knowledge of sophisticated visual imaging and text programs will be basic to the development of a curriculum document that appropriately reflects the best that a communication program should offer. Jon Boettcher, field consultant with Phale D. Hale Education Consulting Inc, will provide leadership in establishing an authentic communications center that incorporates all the areas described under Curricular Activity and Curricular Content. Mr. Boettcher has worked for many years in public radio and television production in the midwest and east coast. He will collaborate with the technology department IRC and the staff at Mabelvale in planning for the integration of the specialized communications functions with thematic classroom activities. The result will be student involvement in activities that are motivating as well as being intellectually stimulating. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will facilitate the curriculum waiting effort as well as conduct implementation strategies workshops that combine specific thematic applications, educational best practices and integration of Arkansas Benchmarks and Standards. She will be responsible for leading teachers to work as a team to broaden their knowledge base sb that they are at ease with the advanced studies and the activity centered curriculum. Her goal will be to ensure optimal success in the wide ranging tasks needed for implementing the accelerated communication systems curriculum at Mabelvale.REF: SCH.560 DATE: 10/15/92 TIME: 12:44:41 016 LITTLE RUCK SCHOOL DISTRICT MABELVALE JUNIOR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 1 ' 2 3 s 6 10 12 13 IB T? 20 21 23 24 3\" 26 27 28 29 30 31 32 33 34 35 se 37 3S 3B 40 42 43 44 45 45 47 48 49 50 51 52 53 54 OB se 57 COURSE TITLE CLASS SEX HATCH PfcKiUi! GROUP SSC TfiRH. HAHE S v OATS R0a\n4 TEACHER fiAME TTOE CAP MALE cHRULLMLNr SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 T\u0026lt; 2 3 5 t AOMIN BOIOOI F01003 B02001 302003 BOiOOl TniWfT B03011 S03013 eO3\u0026lt;521 B 03023. noiooi AOH-CONDUCT 1 1 z 1 1 7 7 7 MTWRF MTWRF OFFICE MARSHA UFFltc MARSHA 0 ftSQUeSTS W A MARSHALECK K A marshAleLK * TOTAL  150 757 300 150 T57 300 N TT e ART I 7-3 102 102 102 ----------103 163 103 ART I 7-8 102 102 102 ---------103 103 103 ART II 8 ART II 8 1-2 3-4 4B 48 MTWRF MTWRF MTWRF -HTWRP 13 77 PORCHI PORCHI' PORCHIA 32 RSlUESTS PARCH U F i.  TOTAL 20 77 40 6 Z 14 8 TT 13 14 T7 32 6 7 d Y T 6 TZ 19 8 ~7 14 10 11 12 13 14 15 14 t t IB  13 17 PORCHI MftCW 32 eOUESTS PORCHIA t A PBRCHIA F a * TOTAL ?.O 77 40 6 S 14 9 Tir 18 14 T7 32 6 7 8 Y T 6 T7 13 8 14 ** .UO SECTIONS DEFINED ** ** NO SECTIONS DEFINED ** ART ! ~ ~ 102 102 102 1-2 103 133 103 1-2 AST i -------------- 102102102 3-A 103 103 103 3-A ART II 9 ART n 9 art III 9 ART III 9 0 RFOUPSTS 0 REQUESTS 4B 5 48 5^  MTWRF . MTRF MTWRF MTWRF 13 13 PORCHI PORCH! J REQUESTS PORCHIA  A PORCHIA E A * riTAL S 5 10 3 3 3 3 5 2 Y Y 1 T 2 7 20 21 22 23 24 25 24 27 u. 29 80 31 32 33 34 35 afi. 37 38 39 40 * 13 13 PQRCHI PQRCHI 3 requests PORCHIA E A PORCHIA..F A  tuTal 5 5 To 3 7 3 7 5 2 7 Y \u0026gt;( 1 T 2 7 42 43 45 45 ** NO SECTIONS DEFINED ** ** S^\u0026amp; SCCTIliNS OSFIFJSO **  NO \"SECT IONS DEFINEO ** ** NOlSECTISNS BSFINED #* MONITOR 101 101 101  102 102 102 loa 103 103 1S4 104 104 105 105 105 106 106 106 110 110 110 111 111 111 112 112'112 113 113 113. --------------rTTTTTrrr 115 115 115 120 120 120 1-2 TTr 1-2 1-2 1-2 1-2 1-2 T7- 1-2 1-2 T-TT- 1-2 1-2 1 ~T 3 A A 5 6 1 3 4Av b 1 0 REQUESTS S RSOUtSTS 0 REQUESTS 0 REQUESTS MTWRF MTWAF MTWRF. MTWRF MTWRF MTWRF MTWRF MTWAF OFF TTT OFF OFF F F OFF 01 w WILLIA WILLIAMS J WILLIAWILLIAMS U WILL IA WILLIA WILLIA WILLIA PENMIN WILLIAMS J WILLIAMS J WILLIAMS J WILLIAMS J PENNINGTON p A MTWRF '  01 MTWRF at 'nT\"W\"'i\"=\" MTWRF MTWRF IT 01 LIB PSMMW PeNMlNSTilM ir' A PEM'MKx PEHNIU PENMN PORTER penning TUN P A PENNINGTON P A Pf f-ilUGT'''? A PENNINGTON P A PORTER T P 5 7 5 5 5 5 5 7 5 ST 5 5 1 T 1 T 1 1 1 2 1 T 1 T 1 1 1 1 1 T 2 1 T 1 1 4 T 4 4 4 A A TT 3 4 T 5 4 y Y y y y / T 7 y y 1 1 1 1 T 1 1 T 1 T 1 1 1 48 SO 51 52 53 54 55 56 57 58 59 40 61 42 63 64 45 44 47 48 49 70 71 72 73 * t  7B zyREF: SCH.56n DATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT MAt=LVALE JUNIOR HIGH SCH'JOL COURSE MASTER SCHEDULE PAGE 2 COURSE TITLE 2 3 4 6 CLASS SEX HATCH PERIOD GROUP SEC TERHNAMES DAYS ROOM TEACHER NAME MAX CAP male eNROLL?*eNT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 9 10 12 001003 13 IB 1B IB TT 20 21 22 23 24' 20 20 27 2e 29 30 31 32 33 34 90 90 E01021 X 2 3 37 38 39 40 41 42 43 44 40 40 EQ1023 an 48 80 81 53 04 o 00 00 .07 121 121 121 122 122 122 123 123 123 124 124'124 125 125 125 MONITOR  101 101?101 102 102\u0026lt; 102 103 103 103 104 104 104 105 105 105 106 106 106 1-2 1-2 1-2 1-2 3-4 3-4 3-4 3-4 3-4 3-4 110 110 110' 3-4 111 111 111 112 112 112 113 113 113 114 114 114 315 115 115 34 3-4 3-4 3-4 3-4 120 120 120 '3-4 121 121 121 122 122 122 123 123 123 124 124 124 125 125 125 ENGLISH R 1 101 101 101 102 102 102 103 103, 103 104 104- 104 2 3 4A 5 6 MTWRF MTWRF MTWRF LIB LIB LIB TXa tiS PORTER PORTER PORTER PORTER PORTER 18 ReauesTs PORTER T P PORTER T  PORTER T P PORTER T P PORTER T P  TOTAL 5 5 6 J 5 99 2 1 1 1 I 1 16 1 1 1 1 1 18 4 4 12 Y Y Y Y Y 1 1 0 0 T 1 12 1 6 8 9 10 12 13 3-4 3-4 3-4 3-4 3-4 1 2 3 4A . 5 6 1- 2. 3 4A b -I- 2 3 4A 5 6  MTWRF ^TWHF MTWRF MT'^RF. MTWRF MTW9F MTWRF \"  MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF OFF OFF OFF OFF OFF OFF 31 , 01 01 01 01 01 LIB LIB L13 LIB LIB LIB MILLIA MILLIA WILLIA NILLIA WILLIA 'WILLIA PENNIN PENNTN PENNIN PENNIN PENN IN PENMN PORTER- PORTER WILLIAMS J WILLIAMS J WILLIAMS J WILLIA'IS J WILLIAIS J WILLIAMS J PfNNINGT'JN C A PENNINGTON P A PENNINGTON P A PENNINGTCJ P A PENNINGTON P A PEffNINGTOiN P A PORTER T P PORTER T P PORTER' paRTER I P POLITER PORTED PORTER IS ReOUESTS PORTER T P PORTER T P PORTER T P * TOTAL 1-2 1-2 1-2 1-2^ 105 105 IOS  1-2 196 106 106 107 107 107 1-2 1-2 2 b 3'. 5 3 5 MTWRF MTWRF MTWRF MtR'F HTHRF MTWRF MTWRF 02 02 04 04 04 06 06 JONESL JuNESL TePRY TERRY TERRY JONESD JONE SO 156 REQUESTS JONES L K JO j2S L K TERRY P 0 TERRY P 0 leRRY P 3 JONES 0 \" JONES 0 8 * TOTAL 5 5 S 5 5 5 s 5 5 5 S 5 5 5 5 5 90 30 30 30 30 30 30 30 210 1 1 2 11 11 10 12 13 11 12 80 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 2 1 1 ENGLISH ,R ' 7 * - ? 101 101 101 102 102 102 ________103 103 103 104 104 104 LOS 105 iOS 3-4 3-4 3-4 3-4 3-4 106 106 10^.' 3-4 107 107 107 3-4 2 6 3 4A 5 3 5 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 02 02 04 04 04 06 06 JONESL JONESL TERRY TERRY TERRY JONESO JONE SO 156 REQUESTS JONES L K JOIIES L \u0026lt; TERRY P J TtRRY P 0 TERRY P 0 JONES D a JliJLS 0 A * T'.ITAL 30 30 30 30 30 30 30 210 11 11 10 12 13 11 12 80 1 1 1 1 1 1 16 1 1 1 1 1 1 13 4 4 4 4 4 4 4 4 3 4 4 5 4 4 4 4 4 4 72 Y Y Y Y 1 Y Y Y 1 Y y Y Y Y Y Y Y 1 1 1 1 1 1 1 1 1 1 1 1 12 1 1 T 1 1 1 6 IS 15 20 21 23 2 25 26 27 2fi. 29 90 31 22. 39 94 35 38 37 38 39 40 42 43 10 3 11 11 10 10 15 75 10 8 11 11 10 10 15 75 21 19 21 23 23 21 27 155 21 19 21 23 23 21 27 155 9 11 9 7 1 3 55 9 11 9 7 7 1 3 55 Y r y Y f Y Y Y Y y y Y 5 5 4 5 4 4 1 5 5 4 5 4 4 1 34 16 14 17 18 19 16 20 120 16 14 17 18 19 16 20 120 40 40 48 49 50 51 52 69 64 55 56 57 58 69 60 61 62 63 64 66 66 67 68 69 70 71 72 79 78 c*REF: SCH.560 OATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL OISTIICT AHELVALE JUNIOR HIGH SCHOOL COURSE MASTER SCHEUULE PAGE 3 2 3 6 8 8 9 10 COURSE Title CLASS SEX FQ1041 ATCH pgs100 GfMIUF sec TERM NAMES ENGLISH GT 7 101 101 101 102 102 102 1-2 1-2 103 103 103 , 1-Z 1 -3 4A OAYS ROOM TEACHER NAME MAX CAP MALE ENROLLMENT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 2 8  t 12 13 14 IB 18 18 20 21 S 23 24 2B 26 27 28 2ft 30 31 32 33 38 88 87 38 3 40 41 42 48 48 40 tn 48 4ft BO Bl 82 88 84 88 84 F01043 F02021 E02023 MTWRF /MTWRF MTWRF 02 02 02 JONESL JONESL JONESL 72 xesugsTs JOIES L K JONES L 8 JONES L K * total 30 30 30 9a 9 11 11 11 13 14 14 AJL 22 25 25 72. 8 5 5 la. Y Y Y 13 18 16 47 a 7 9 li 10 12 13 ENGLISH GT 7 101 101 101 102 102' 102 103 103 103 ENGLISH R 8. 101 101 101 102 102 102 103 103 103 104 104 104 105 105 105 106 106 106 ENGLISH R 8 101 101 101 3-4 3-4 3-4 4 A 1 3  MTWRF MTWRF MTWRF 02 02 liZ. JONESL JONESL JONES L K JONES L K 12 REQUESTS jONESL___JONES L * TOTAL 30 33 90 9 11 11 31 13 14 14 41 22 25 12 3 5 18 1 X 13 18 14 47 6 7 9 21^ IB 16  i B s 1-2^ 1-2 . 1-2 1-2 1-2 1-2   3 : 1 2 6 .. . . HTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 03 03 03 06 06 06 CAMERO CAMERO CAMERO JONESD JONESO JONESO 146 REQUESTS CAMERON- 5 F CAMERON S F CAMERON S F JONtS C 3 JONES D . JONES O 3 * TOTAL 30 30 30 30 30 30 180 12 14 10 17 15 13 31 10 10 9 10 12 14 65 24 19 27 27 27 146 8 6 11 3 3 3 34 1 1 Y 1 1 1 t, 4 b 9 a 41 16 16 15 21 Id 19 105 3-4 102 102 102 3-4 103 103 103 104 104 104 105 105 105 106 106 106 3-4 3-4 3-4 3-4 3 5 1 2 4A 6 MTWRF ..'MTWRF MTWRF MTWRF MTWRF MTWRF 03 03 \u0026gt; 03\n06 06 06 CAHERU CAMEftO CAMERO CAMERON S F CAMERON 3 F CAMERON S F JOMES\u0026amp; UW46S.a3 ...... JONESO JUNE SO 146 REQUESTS JONES. D 3 JONES 0 8 * TOTAL 30 .30 30 -12. 30 30 180 12 14 10 17 15 13 81 10 10 9 Ifi. 12 14 65 22 24 19 27 27 27 146 a 6 11 3 3 3 34 Y Y Y X Y Y 6 8 4 6 9 a 41 16 16 15 _ai 18 19 105 e0Z041 ENGLISH GT 8 ' 101 101 101 102 102 102 1-2 1-2 2 6 MTWR\u0026gt;= MTWRF 04 04 TERRY TERRY 5B REQUESTS TERRY P 0 TERRY P 0 * TOTAL 30 30 60 9 11 20 21 17 38 30 28 5b 2 2 Y 1 16 16 32 14 12 26 02043 EO3021 ENGLISH - GT 8 ' 101 101 101 102 102 102 3-4 3-4 2 6 MTWRF MTWRF 04 04 TERRY TERRY 58 REQUESTS TERRY P 0 TERRY P 0 * TOTAL 30 30 60 9 11 20 21 17 38 30 28 58 2 2 Y Y 16 16 32 14 12 26 ENGLISH R 9 101 101 101 102 102 102 103 103 103 1-2 1-2 1-2 3 5 6 MTWRF MTWRF MTWRF 05 05 03 CANNON CANNON MCDONA CANNON S R cannon S R MCOQNALO ROBERT 30 28 28 14 13 10 16 13 11 30 26 21 2 7 Y Y 1 8 1 2 22 19 19 3S. 21 22 28 2d. 28 28 27 g6 29 80 31 22. 33 84 88 afi. 37 38 , 39 40 42 43 44 48 48 48 49 BO 81 82 83 84 88 88 87 88 89 80 81 82 88 84 88 88 87 88 89 70 71 72 78 * t 8  )  t  \u0026lt;  78 75/ p u I J 4 $ s iREF: 3CH.560 ATE: 10/15/92 time: 12:44:41  16 LITTLE RUCK SCHOOL DISTRICT Mabelvale junior high school COURSE master schedule PAGE 4 CaURSF I I TLE 2 3 8 6 s 8 10 12 13 14 18 IS 18 To' 20 21 22 23 24 28 26 27 28 28 SO 31 32 33 34 38 SO 37 38 38 40 r 42 AS 48 46 47 46 49 80 81 02 03 84 06 M I CLASS SEX E03023 03041 03043 F02OO1 F02.003 F02101 F02103 P04001 .MATCH TEKTOT SROWPsec TcRH NAMES DAYS 104 104 104 105 105 105 106 106 106 ENGLISH R 3 101 101 101 10? 102 102 103 105 104 104 104 105 105 105 106 106 106 ENGLISH GT 9 101 101 IGl 102 102 102 FNGLISH\n'3T/9' IQI 101 101 102 102 102 aaoM FAX TEACHER name CAP MALE fcNROLLMENI SfcAIS AVAIL tLASi ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 -\u0026lt; 2 S 1-2 1-2 1-2 3-4 3-4 3*4:: 3*4 1-2 1-2 .3-4 3-4 1 2 4A 3 5 1. 2 4A 4A 4A 6 SPANISH I 78 101 101 101 R.1-2 1. 10.? 102 102 103 103 103 1-2 1-2 2 3 MTWR = MTHRF MTHRF MTHRF .MTHF,F MTWPf\"\" THRF. MTHRF MTHRF MTWRF yTi*. \u0026lt;F HTWRF MTHRF MTWPF : MTNRF MTHRF 03 03 CAN.Niri CAMERO CAMERO lA*/ wciiSjESTS CA 4NON S R CAMERON S F CAMERON 5 F ruAt----- To 30 30 TTY 12 12 11 'TZ T? 7 13 TT 19 29 W 7 11 1 YT Y Y Y 7 3 7 37 TY 16 22 TTF s 8 10 12 13 SPANISH I 78 . 101 101 101 102 102 102 103 103 103 Il . SPANISH II 3 3-4 3-4 3-4 1 2 3 MTWRF MTMPF MT\u0026gt;^RF 05 05 Q5 03 . 03 CANNON CA.NNON . CAWION CANNON S -s CANNON S R CAM^O , S F. CAM6R0 149 REQUESTS CAMERO.M S F * TOTAL 30 28 7K 30 30 30 ns 14 13 77 12 12 11 72 16 13 TT 12 7 18 77 30 26 \"TT 24 19 23 149 2 b 11 1 27 Y Y 7 Y 7 S 7 \"T S 3 7 33 22 19 lY 13 15 22 116 18 1 05 05 CANNON CAN.'.'UN 37 REQUESTS CANNON S CAN'.'C'i s a * TOTAL 3u 28 53 3 6 9 16 10 28 21 16 37 9 17 21 Y Y 16 TT 26 5 S' 11 OS 05 CAINON\" CANNOiX S R cannon 37 RETUESTS CANNON S R * TOTAL 30 28 58 3 6 9 18 10 28 21 16 37 9 12 21 Y Y 15 10 25 5 6 11 06 27 26 8OMAM3U^i\u0026lt;MAN S F RiJMJ'J BOWMAN 65 REQUESTS BOHMAN S F BOWMAN S F * TOTAL 30 30 30 90 7 7 10 24 12 14 15 41 19 21 25 65 11 9 5 25 Y 7 7 7 13 14 34 12 8 11 31 06 27 26 BOWMAL* bowman BOWMAN '6i \"'SFgUSSTT 30 IMAN S F BOWMAN S F B34MAN S F  ^\"To'w: 30 30 30 \"W 7 7 10 13 13 15 at 20 20 25 5T 10 10 5 '75' Y Y Y 8 12 14 TV 12 8 11 TT MO SeCTI'lNS OEFINeO ** !O SECTIONS OEFINEO ** SPANISH I 9 102 .102 102 103. ,103 103' F04003 SPANISH I 9 T=2~T 1-2 1*2 2 3 MTWOF- :MTWRF MTWRF. ITT Q RESUcSTS 0 REQUESTS eOWHAt'l In R? luESrS' ST HOWMAN S F BOWMAN S F 3^ 30 35 4 7 2 2 ~7 6 2 TIT Tff- 33 Tir Y Y 7 T 3 2 T 3 T 20 21 22 23 24 28 26 27 28 28 30 91 92 39 34 98 a\u0026amp;. 97 38 38 40 42 43 44 48 46 47 48 48 SO 81 82 83 84 80 86 87 88 88 60 61 62 63 64 68 66 67 88 68 70 71 72 73 74 78 75/REF: SCH.560 DATE: 10/15/92 time: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT MABELVALE JUNIOR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 5 9 ' 2 3 COURSE T.ITlF CLASS SEX  MATCH\n,* peftiOEj MAX SRaUP SC TERM HgS \\ ^eATS ROOM 'TEACHeR MME CAP MALE ENPOLLMENT seats avail class ethnic aALAWCF FEMACe TAKEN SEATS ROLLS 01 02 T\u0026lt; 2 3 9 8 8 101 101 101 102 102 102 103 103 103 3-4 3-4 3-4 1 2 3 MTWRF MTWRF MTWRF 06 27 26 bOWMAL' BOWMAN SO'WMAN 10 RQUESTS BOWMAN 3 F BOWMAN S F BOWMAN S F TOTAL , 30 30 35 95 A A 2 2 Z 6 2 b 2 28 24 33 By Y Y y 1 3 2 7 1 3 e to  B 9 10 9 12 F05001 F05003 F06C01 \u0026gt;^06003 SPANISH II 9 SPANISH II 9 SPANISH III SPANISH III * NO SECTIONS OEFlNEQ **' * NO SECTIONS DEFINED ** ** NO SECTIONS DEFINED * ** NO SECTIONS DEFINED ** 0 REQUESTS 0 REQUESTS 0 REQUESTS 0 REQUESTS 12 13 14 IS 13 14 18 F09001 FRENCH T 7-\n191 101 101M-2 * 18 20 21 23 24 \"S 28 27 28 29 80 F09O03 FIQIOI 102 102 102 FRENCH I 7-8  \u0026lt; . 101..191 ,101 102 102 102 FRENCH IT  101 101 101 1-2 4B 5 MTWRF MTWRF 25 25 GRlLLg.\n?GRILLO THgRESA GRILLO 38 REQUESTS GRILLO THERESA * TOTAL 2a 23 56 8 6 14 10 14 2^ IS 20 38 10 8 18 Y Y 3 13 21 10 7 17 3-4 48^\n3-4 5 MTWRF MTWRF 25 25 GRILLO GRILLO 38 REQUESTS GMLLt] TJ-aeSA * TOTAL 28 28 56 8 6 14 10 14 24 18 20 38 10 8 la Y 3 13 21 10 7 17 1-2 6 MTHRP. 25 MCFA03 9 REQUESTS MCFADDEN E X * TOTAL 28 28 4 4 5. 5 9 9 19 19 Y 6 3 3 31 32 83 34 38 38 FiaiO3 FRENCH II 8   101 101 101 S-4 6 MTWRF 25 KCFAOC 9 REQUESTS MCFADO^^w  K * TOTAL 28 23 4 4 5 5 9 9 19 19 y 6 6 3 3 20 21 22 23 24 28 28 27 aa. 29 so 31 32. 33 34 38 33. 37 38 39 40 41 42 43 44 48 48 9 8 9  9  8 37 38 39 40 41 42 FllOOl FRENCH I 9__________ 101 101 101 102. 192\n102 1-2\n. 48 1-2 'S'\nMTWRF MTWRF 25 GRILLO GRILLa 12 REQUESTS GRILLO THERESA GRILLO THERESA * TOTAL 28 28 56 2 2 4 \u0026lt;y 4 8 6 6 12 22 22 44 y Y 2 3 5 4 3 7 43 44 48 48 Fl1003 FRENCH I 9_________ T 101 101 101 102 102 102 ' -T-A 3-4  . 48. 4 5 MTWRF - MTWKF\n1 25 25 GRILLO GRILLO ReauesTs GRILLO THEReSA GRILLO THERESA  TOTAL 23 23 56 2 2 A 4 4 8 6 b IZ 22 22 44 Y Y Z 3 5 4 3 7 47 48 49 80 81 83 64 88 ! F120Q1 FRENCH II 9 101 IDI 101 1-2 6. MTWRF  , 25 MCFAOO \" 4 RE Ques ts MCFAOOEN E K * T3TAL 30 30 4 I* 4 4 26 26 y 4 4 F12003 FRENCH II 9 101 101 101 3-4 6 MTWRF 25 MCFAOO 4 RSOUESTS MC'^ADDEN E K * TOTAL 30 OS' 4 4 4 4 26 26 y 4 It 48 49 80 81 82 83 84 88 88 87 88 89 80 81 62 83 84 88 68 67 88 89 70 71 72 73 8 9 8 8 8 8 78 Jis' 9PEF: SCH.560 DATE: 10/15/92 TIMEi 12:4A:il 016 LITTLE ROCK SCHOOL IISTRICT mabelvale junior high SCHJOL COURSE MASTER SCHEOULE PAGE 6 cauRse TITLE 2 3 s 8 0 10 12 13 IB 17 18 20 21 22 23 24 2B ze i.1 28 20 30 31 32 33 34 38 30 87 38 30 40 41 42 43 44 48 Al 48 40 so SI 82 S9 S4 80 80 I CLASS SEX F13001 F13003 HOIOQI H01003 H02001 H02003 MATCH   PSRIOS GROUP SEC TERM NAMES FRENCH III 101 101 101 FRENCH III 101 101 101 PE 7 PS 7 PE 8 PC 8 1-2 b 3-4 6 MAX GAYS RfJQM TEACHER NAME CAP MALE !MROLtMtMT SEATS AVAIL CLASS ETHNIC BALANCE female TAKEN SEATS ROLLS 01 02 7: 2 3 MTWRF MTWRP 25 MCFAOD b ReavesTS MCFADDEN L K * TOTAL 23 20 6 6 6 6 22 22 3 3 3 3 8 0 10 12 13 25 MCFA-JT MCFADn K 6 REQUESTS TPTAL 2Q 28 6 6 b 6 22 22 Y 3 3 3 3 18 101 101 101 102 102 102 103 103 103 104 104' 104 105 105 IOS 106 106 106 120 120 120 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1 2 3 4A 5  6 \u0026gt; 3 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF GYMl GYMl GYMl GYMl GYM2 GYMl GYH3 SLATER SL ITER SLATER SLATER COFFMA SLATFR C A, SLATER C A SLATER C A SLATER C A CQFFMAI^ StATgR:. SLATER C A TCOO QO REQUESTS TOUD K M * TOTAL 20 20 20 35 15 20 3 133 8 6 6 15  9 6 1 51 3 5 3 6 5 4 2 28 11 11 9 21 14 10 3 79 9 y 11 14 1 10 54 y Y Y y y y y 2 3 3 9 6 3 26 y 3 6 11 8 7 3 52 101 lOl'lOl 102 102 102 103 103 103 104 104 104 105 105 105 106 106 106 120 120 120 101 101 101 3-4 3-4 3-4 3-4 3-4 3-4 3-4 1-2' 102 102\n102\n: l-2 103 103 103 105 105 135 136 106 106 120 120 120 1-2 1-2 1-2 1-2 101 101 101 102 102' 102 103 103 103' 105 105.105 106 106 106 120 120 120 3-4 3-4 3-4 3-4 3-4 3-4 2 3 4A S 6 3 1 2 - 3 5 6 3. 1 2 3 5 6 3 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF GYHl GYMl GYMl GYYl GYM.? GYMl MTWRF 5 '\u0026gt;GVM3 ?^T'WRF  ' / TITWRF . MTWRF MT^RF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF SLATER SLATER C A SLATER SLATER SLATER eOFFMA SLATES TOOQ 30 REQUESTS SLATEP C A SLATER C A SLATER C A COFFMAN OOSNIE SLATER C A Toaa H N________  TUTAL 20 20 20 35 15 20 3 133 8 6 6 15 9 6 1 51 3 5 3 6 5 4 28 11 11 y 21 14 10 yy 9 9 11 14 1 10 54 Y Y Y y Y Y X. i 3 3 \u0026lt;} 6, 3 26 9 8 6 11 8 7 52 GYMl CY^l GYMl GYM2 GYMl GYM3 SLATER SLATER C A SLATER SLATER C: A SLATER COFFMA SLATER TOOO 50 RBJOFSTS SLATER C A COFFMAN OONME SLATEr'. C A TOOO H H * TCTAL 15 15 15 15 15 A- T9 4 5 1 3 Z 31 3 6 3 4 1 2 19 7 8 11 10 4 50 8 5 7 4 5 Y y. y y y y 1 3 1 1 4 1 11 6 7 7 10 6 3 39 GYMl GYMl GYMl GYM2 GYMl GYM3 SLATER SLATER SLATER COFFMA SLATER TOTO 50 REQUESTS SLATER C A SLATER C A SLATER C A COFFMAS SLATER C A TODO H * TOTAL 15 15 15 15 15 4 ly 4 4 5 7 9 2 31 3 b 3 4 1 2 19 7 10 8 11 10 4 50 8 5 7 h 5 Y Y Y y r 'f 29 1 3 1 1 4 1 11 6 1 7 10 6 3 39 20 21 22 28 24 28 28 27 2fiL 29 SO 31 32 33 34 38 30 37 38 30 40 41 42 43 44 48 48 47 48 40 80 81 82 83 84 88 88 87 88 80 80 01 02 03 84 88 80 87 08 00 70 71 72 73 74 78 TjJREF: SCH.560 PATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT YABELYALE JUNIOR HIGH SCHOOL COURSE '(ASTER SCHEf-ULE PAGE 7 * 2 3 CUUKifc 111 Lt CLASS sex 51ATCH PfcXIUi) GROUP sec TERH 'NARES ' DAYS ROOM . TEACHeP, NAMK KAy CAP RALF tNKUULr^fcMI SfcAfS ATOIL CLASS ETHNIC SALANCe FERALE taken SEATS ROLLS 01 02 S\u0026lt; 2 9 * s H05001 OE 9 8 0 e 10 101 101 101 102 102 182 103 103 103 105 105 105 106 106 106 120 120 120 1-2 1-2 1-2 1-2 1-2 1 y 3 5 6 3 MTWRF MTMSF\"\nMTWRF MTWRF MTWRF MTWRF GYM! GYMl GYMl GYM 2 GYMl GYM3 SLATER SLATER SLATEP C A TCTJEft C SLATER \" SLATES C A COFF\u0026gt;1A SLATER TOOO 12 44 REQUESTS COFFMAN DONNIE SLATER C A TODD H M * TOTAL 15 TT 15 IS 15 5 80 6 -~T 8 5 4 2 29 3 T 3 3 1 3 15 9 11 8 5 5 44 6 -g- 4 7 10 36 19 10 H05003 10 ie 20 101 101 101 102 102 102 103 103 103 105 105 iOS 3-4 3-4 3-4 21 106 106 106 3-4 120 120 120 3~4 1 2 3 T k 3 MTWRF MTWRF MTWRF MTWRF ' MTWRF \"\"\" MTWRF 22 GYMl GYMl GYMl GY1M2 GYMl SYM3 SLATER SLATER SLATE A COFFMA SLATER TOOD  SLATER C A SLATL C A 23 S R-. VJESTS SLATER C A CfJFFKAN OONNTE' SLATER C A Ta.Jf H H * TOTAL 15 15 15 TV 15 5 80 6 4 8 T 5 30 3 3 3 1 3 16 9 7 11 T h 5 6 8 4 T 9 54- 24 28 20 27 20 102101 Home ec 9 101 101isi 102 102 102 1-2 1-2 3 S MTWRF MTHRF 10 10 OLACS SLACK 29 30 44 REQUESTS BLACK L L BLACK L L * TOTAL 23 28 56 4 7 11 18 15 33 22 22 44 6 6 12 91 92 99 94 TBTTT!MQME EC 9 ------ 101 101' 101 102 102 102 3-4 34 3 5 MTWRF ' MTWRF 10 10 SLACK BLACK 30 30 44 REQUESTS SLACK L L BLACK L L * TOT-AL 28 23 56 it 1 11 13 15 33 22 22 44 6 6 12 ser 30 39 K01021 40 42 43 44 48 40 MrrH\"\"R t 101 101 101 102 102 102 103 103 103 104 104 104 105 105 105 106 104 107 107 107 108 108 109 1-2 1-2 1-2 1-2 1-2 TTTJ- 1-2 1-2, 47 46 46 80 . K01OZ3 TOTH R 7 101 101 101 3-4 81 82 69 04 00 102 102 102 103 103 103 104 104 104 105 105 105 60 57 Y y Y y Y y Y Y T Y Y Y Y Y  S. 1 6 1 3 4 A 3 3-4 1 3-4 3-4 3-4 6 1 3 2 T 3 2 T 2 12 7 T 8 6 T 3 32  6 10 ia 13  9 T 2 3 T 2 2 TT T 5 8 3 XT 19 _ S2. 21 22 23 U. 26 20 27 at Z9 80 9 7 2 9 7 2 9 15 20 35 15 20 35 91 22. 33 34 30 ai. 97 96 99 40 41 42 49  ' 0 ' * TH F MTWRF MTWRF MTWRF 'ITWRF MTWRF MTWRF MTWRF MTWRF MTjrF MTWRF MTWRF 16 18 18 14 14 ' 14 24 ' 16  LINOSE ELLINS ELLINS ZAKRZE ZAKRZE ZAKRZE CLARK LIN1M3E 171 REQUESTS LlNOBERG V L SLLINCTON JR J ELLIfISTCN JR J ZAKRZEWSKI M C ZAKRZEWSKI M C ZAKRZEWSKI M C CLARK N 3 LI.N03ERG Y L * TuTAL 30 30 30 30 30 3T 30 30 240 11 10 10 8 14 TT 12 10 88 15 5 11 9 8 XT 13 9 82 2k 16 21 17 22 25 19 170 14 9 13 3 5 5 11 70 Y Y Y Y Y y Y Y 3 3 5 2 8 ~T b 5 46 18 13 16 15 14 \"K 18 14 123 16  18 \"'S IB 14 14 z iMoes LINOBERC Y L : LLLINg\nFLLXhGTON JR 0 ELL ING ZAKRZL ZAKKZE fLLINGTON JR J ZAKRZEWSKI M C ZAKRZEWSKI S C 30 30 30 30 30 11 10 10 8 14 15 6 11 S 8 26 16 21 17 22 4 14 9 13 8 Y y Y Y 8 3 2 3 18 13 T6 15 14 46 40 40 49 80 61 62 69 64 66 86 87 66 69 80 61 02 69 04 06 60 07 08 09 70 71 72 79 74 78 7y * 0   PEF: SCH.560 DATE: in/15/R2 TTMC: 12:44:41 018 LITTLE ROCK SCHOOL OISTRICT MAPELVALE JUNIOR HIGH SCHOOL COURSE MASTER SC'lEOULc PAGE 8 2 9 COURSE. titLE CLASS sex MATCH ROOP SEC TERM NAMES  ROOM TEACHER AX CAP HALE ENROLLHENT seats avail class ethnic balance FEMALE TAKEN SEATS ROLLS 01 02 9 106 106 106 107 107 107 108 108 108 3-4 3-4 3-4 4A 4A 3 MTWRF MTWRF MTWRF 14 24 16 2AKRZE CLARK LINTiBE 171 RESIUESTS ZAKRZ'^WSKI H C CLARK fj , LINOT.LRG y L  T.JTAL 30 30 30 240 13 12 10 88 11 13 9 82 24 25 19 T70 6 5 11 70 Y Y 9 6 15 18 14 46 123 a 9 10 K01041 12 MATH GT/EN 7 101 101 101 ________102 102 102 1-2 1-2 2 6 MTWRF MTWRF 14 14 ZAKRZE ZAKRZE 13 60 RSaUSSTS ZAKRZEWSKI 1t b TAKRZtWSKI M C * TOTAL 30 30 60 14 12 26 16 13 34 30 30 60 Y Y 17 20 37 12 10 22 18 18 17 KniC43 MATH GT/EN 7 101 101 101 102 102 102 3-4 3-4 2 6 MTWRF MTWRF 14 14 ZAKRZe ZAKRZF R 2 9 s 9 10 12 13 t3 18 19 20 21 ^0 REQUESTS ZAKRZEWSKI M C ZAKFZEWSKI \\ C TOTAL 30 30 60 14 12 26 16 13 34 30 30 60 Y Y 17 20 37 12 10 22 22 23 K0021 24 28 28 27 28 29 30 MATH R 8 101 101 101 ________102 102 102 103 103- 1'03 104 104 104 105 105 105 1-2 1-2 1-2 1-2 1-2 1 5 2 3 48 MTWRF MTWRF MTWRF MTWRF MTWRF 15 15 18' 18 la ABOUL- ABOUL- ELLIMG ELLINS s ELLINS 111 REOJESTS AP.3UL-ENEIN C ABIOL- I'\nC ELLiNGTON JR J ELLINGTaN JR J ELLINGTON JR J * TOTAL 30 30 30 30 30 150 b 12 14 14 14 62 11 \u0026lt;) 12 9 8 49 19 21 26 23 _S2 111 11 9 4 1 8 39 Y y y y Y 6 4 4 7 4 25 13 17 22 16 18 86 31 32 33 K02023. MATH R - 8 , 34 38 38 101 191 101 102 lOZ-'-lQg. 103 103 103 104 104 104 105 105 105 3-4 1 3-4 , S\u0026gt; 3-4 3-4 3-4 2 3 . HTWSP - MTWRF MTWRF MTWRF MTWRF is 15. 18 18 18 ABOOL- A30UL- ELLING FLLING ELLING 37 38 39 111 REQUESTS ASaUL-GNElN C AoOUL-SNEIx c ELU.NGTCT Jr J ELLINGTl-1 JR J ELlINGTCjN JR J  TOTAL 30 30 30 30 30 150 8 12 14 14 14 62 11 9 12 9 8 49 19 21 26 23 22 111 11 9 h 1 8 39 Y Y Y y Y 6 4 4 1 25 13 17 22 16 18 86 20 21 22 23 24 28 28 27 aa. 29 90 91 92 39 34 98 36 37 96 39 40 41 42 43 40 41 K02041 42 ALG I GT 8 101 101 101 1-2 4B MTWRF 15 APO'JL- 43 31 REQUESTS ABO'JL-ENEIN C * TOTAL_________ 30 30 11 11 20 20 31 31 1- 1- Y 23 23 8 8 44 48 48 K02043 A7 ALG X er 8 _______ 101 101 101 3-4 4B MTWRF 15 ARHUL- 48 31 REQUESTS AB JUL-fmEIN c * TOTAL 30 30 11 11 20 20 31 31 1- 1- Y 23 23 3 8 49 80 81 KO^251 82 83 84 PP-ALGSaA 8 TOI 101 101 102 102 102 1-2 1-2 a b MTWRF MTWRF IS 15 ABOUL- A30UL- 59 REQUESTS ABaUL-'NSTN C Ai.lUL-' '1-IN C * TOTAL 30 30 60 16 10 26 13 20 33 29 30 59 1 1 88 88 87 E* Y Y 12 12 24 17 13 35 48 48 47 48 49 80 81 82 89 94 89 98 97 98 89 80 61 62 69 84 88 66 67 88 89 70 71 72 79 74 78REF: SCH.56T DATE: 10/15/92 TIME: 12:44:41  16 LITTLE r^nC'\u0026lt; SCHOOL HISTICT mabelvale junior hi i SCHOOL PAGE 9 COURSE TASTER SCHEDULE COURSE TITLE (K 2 3 6 10 12 13 14 15 16 17 19 20 21 22 23 24 2S Z6 27 22 29 30 31 32 83 S4 35 36 37 38 30 40 41 42 43 44 45 4 48 49 SO 51 52 53 54 BO B6 CLASS SEX K02253 KOAOOl *04003 MATCH .PERtOO MAX GROUP SEC TERM NAMES P-ALGEBRA 8 101 101 101 102 102 102 PR-ALC-ESRA 9 ________131 101 101 102 102 102 103 103 103 DAYS ROOM TEACMeR MAME CAP MALE Enrollment SEATS AVAIL CLASS ETHNIC SALANCE female TAXEN seats rolls 01 02 3 e t 3-4 3-4 3 6 MTWRF MTWRF 15 15 ABHUL- APHUL- AMOUL\nIN C 59 REOUESTS AbOUL-?NeiC  TOTAL 30 30 60 16 10 26 13 20 33 29 30 59 1 1 104 104 lOA___ PR-ALGESRA 9 IQX 101 101 102 102 102 103 103 103 104 104 104 KOSOll ALGEBRA I 9 . __ 101 101 101 102 102 102 103 103 103 K05013 ALGEBRA I 9 101 101 101 102 102 102 103 103 103 *\u0026lt;09041 ALGEBRA TIGT 101 101 101 Ka9043 ALGEBRA IIGT 101 101 101 LUNCH LUNCH PERXOO 101 101 101 102 102 102 103 103 103 Y Y 12 12 24 17 18 35\n 10 12 13 1-2 1-2 1-2 1 2 4A 1.6 MTWRF MTWRF MTWRF MTWRF. 17 16 16 16 HUO S or\nLiNOSE LINOBE LiMone 94 REiUESTS HUDSON S A LINWFRG Y L LINDBERG. V L LINOBEkg Y L  TOTAL 30 30 30 _3l 120 14 13 13 aa 53 10 7 14 111 41 24 20 27 23- 94 6 10 7 26 Y Y Y X. 6 2 1 21 18 18 20 11 73 IB 16 3-4 3-4 3-4 3-4 1- 2 4A 6 MTWRF MTWRF MTWRF MTWRF 17 16 16 16 HUOSON LINOSE LINOBF LIHOBE REQUESTS HUDSON 5 A LINDBERG V L LINOHi-/S Y L LINO\n: KG L roTAL________ 30 30 30 3 0 120 14 il. 13 13 53 10 7 14 10 41 24 2a. 27 23 94 6 la 3 7 2b Y X Y Y 1 b 21 13 18 20 17 73 1-2 i-2 1-2 2 48 6 MTWRF \u0026gt;TWRF MTWRF 17 17 17 HUOSON HUDSON HUDSON T8 REQUESTS HUDSON S A HUDSON S A HUDSG?\nS A TOTAL 30 30 30 90 8 11 9 28 21 15 14 50 29 26 23 78 1 4 7 12 Y Y Y 9 10 6 25 20 16 17 53 20 21 22 23 21. 25 26 27 21. 29 30 31 32. 33 34 35 36 37 38 39 40  * t 3-4 3-4 3-4' 2 4B 6 MTWRF f-ITWRF MTWRF 17 17 17 HUDSON HUDSi'JH MUOSOH \u0026lt;78 R.eQUESTS HUDSON S A HUDSON S A WDSON' $ A * total JO JO 30 90 8 11 9 28 21 15 14 50 29 26 23 78 1 9 7 12 Y Y Y 9 10 6 25 20 16 17 53 1-2 3 MTWRF 17 HUDSON 17 REQUESTS HUDSUNS A * TOTAL \" 30 30 4 9 13 13 17 17 13 13 Y 13 13 4 4 3-4 3 MTWRF 17 HUDSON 17 REQUESTS HUDSuH S A * TOTAL 30 30 4 4 13 13 17 17 13 13 Y 13 13 4 4 1-4 1-4 1-4 4A 4A 4A MTWRP MTWRF MTWRF CAFE CAFE CAFF ATKINS billin BRISCO ATKINS L ) JILLIHGSLEY-R G iJRISCOE III J W 275 275 275 20 19 21 23 25 22 43 44 43 232 231 232 N N N 16 14 15 27 30 27 42 43 44 45 46 47 48 49 SO 51 S2 53 54 55 56 57 68 59 60 61 62 63 64 65 66 67 68 69 t t 71 72 73 75REF: SCH.560 DATE: 10/1'5/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL IISTRICT maLELVALE JUMOR NISH SCK.IOL COURSE MASTER SCHEDULE PAGE 10 cuUksE USLE 2 3 B 10 12 13 IS IS Tb 20 21 23 24 2S 26 27 28 2 30 31 32 33 94 36 36 37 38 30 40 42 43 44 46 46 47 48 49 60 61 82 BS S4 SB 86 CLASS SEX LOIOOI L01003 LOIZOI L01203 MAICH PfiRlJt! GROyP sec TERM MAMES 104 104 104 105 105 105 106 106 106 1-4 1-4 1-4 157 107 10? .1-4 108 108 108 109 109 109 110 110 in 111 111 ill 112 112 112 I IS UT ITT 114 114 114 115 115 ns 116 116 116 117 117 117 118 118 113 119 119 119 123 120.120 121 121 121 122 122 122 123 123 123 124 124 124 125 125 125 126 126 126 127 127.. 127 128 128 128 129 129 129 130 130 130 131 131 131 132 132 132 133 133 133 134 134 134 135 135 135 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 DAYS ROOM TEACHER MAME TTOC CAP MALE ENROLLMENT SfcAIS AVAIL CLASS blHNlU BALANCE female taken seats rolls 01 02 7^ 2 8 BAND I 7-a 101 101 101 3 RAND I 78 101 101 151 9 SANO II 76------- 101- 101 101 B BAND II 7R 4ft 48 Tflf tik 4B 4B 48 4 A 48 4A 4A 4B 1-4 4S 1-4 4 A 1-4 1-4 1-4 1-4 TT4 1-4 1-4 1-4 1-4 1-4 4 A . 4B 4A 4S 4A MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF CAFE CAFE CAFE CAFE CAFE CAFE CAFE CAFE CAFF 3RYANT CAfiFRO CANNON COLLIN CROMME ELLINS DUNCAN GREEN GULLET MTWRF ' MTWRF MTWRF MTWRF MTWRF MTWF MTWRF\nMTWRF MTWRF MTWRF MTWRF 'MTWRF MTWRF 48\n . . MTWRF 4A 48 48 1-4 46 1-4 4 A 1-4 48 1-4 1-4 1-2 3-4 1~2 4S 43 2 ' . 1 MTWRF MTWRF MTWRF MTWRF' MTWRF MTWRF MTWRF MTWRF MTWRF HTWRF MTWRF : CAFc CAFE CAFE CAFE CAFE CAFE CAFF CAFE . CAFE CAFE CAFE CAFE CAFE i CAFE CAFE CAFE CAFE CAFE CAFS CAFE CAFE CAFE HUOSON JAME^ * JONES KA*lAftA KINMAM \nRYA(!T L G CAMERON S F CANNON S R eULLlNS M A------- CRDMMETT p n ELLINGTON JR J DUNCAN M H C S GREEiJ GULLETT R E H'SSLLATO J 'K-------- HOQSOfN S A JAMES OOHNELL JONES iM P, KAMARA L A LM\u0026amp;HE' tINOfsSRS' T MCFAOO. MCFAOaeM K lATTON PAFTON ft T PEDIGO PENN IN PORCHI PORTER SINGH slater SMITH TAYLOR TERRY PENNINGTO.', P A PORCHIA E d. PORTER T P SINGH D f SLATER ,Cj a . SMITH S 0 TERRY P D WALLAC MALLACtt\"Fir WARD WILLI.A ZAKRZE CLARK 671 ReauesTs WARD R D WILLIAMS J ZAKRZfcWSKI M C CLARK N B * TOTAL 275 31 31 2^ Zlb Z'fb ZIb Zlb 30 rs\" 31 40 15 Z15 31 ST 31 12 31 31 28 ------y 15 ISO 12 275 31 ly 40 5 275 275 3984 zO 2 3 -T 19 21 18 IB 2 T 3 3 21 3 4 2 3 2 8 \"T 2 12 19 2 ----- 8 1 23 24 319 20 3 3 ------T Z5 19 18 3 F 3 3 4 19 3 ----7 3 3 3 6 2 2 9 3 23 T 3 1 22 23 339 40 5 6 ------K t'i -7T ib 5 ------ b b 7 40 6 ------ 8 5 6 b 14 S' 12 21 3 42 6 -----y 11 2 45 47 658 ?S5' Zb Zb ZIT 231 230 -77S ZbS 25 ------ 25 34 3 235 25 23 7 25 26 14 11 129 9 233 25 --------T Z\") 3 230 223 3326 TT N N TT N N K N N IT N N N N N TT N N N N N IT N N N N N w N N N N \"TTT 2 Z -----T 14 15 -rr 15 2 ------ Z 2 T 14 2 ------T 3 2 ------ 1 3 2\" 1 1 1 IZ z r 5 1 T5- 18 224 TS\" 3 4 -----S' 30 30 -TS' 21 3 ----4\" 4 4 S' 26 4 5 3 4T b 11 S' 3 14 2 30 4 2\" 6 1 29 432 s 0 10 12 13 IS IS 18 19 20 21 22 23 24 26 26 27 aft. 20 30 31 22. 33 34 36 36 37 38 30 40 42 49 25 MOOREH 1 REQUESTS 'ClRtHEAO K 0 * TOTAL 35 35 1 1 1 1 34 34 1 1 25 MtnSEK 1 REQUESTS MOOREHEAD K 0  TOTAL 35 35 1 1 1 1 34 34 1 1 25 29 REQUEST KORWES KORNEGAY CHRIS * TOTAL 45 45 16 16 13 13 29 29 16 16 9 9 19 19 46 46 47 48 49 60 Bl 62 83 64 86 86 87 88 89 60 61 62 63 64 6B 66 67 68 60 70 71 72 \"ts 74 76REF\nSCH.560 DATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT MAScLVALE JUNIOR HIGH SCHOOL COURSE 'FASTER SCHEDULE PAGE 11 r V z 3 CQUftSe TITLE match CLASS SEX PERI 00 MAX' GROUP SEC TERM HAHES OATS ROOM TEACHES NAME CAP MALE ENROLLMENT SEATS AVAIL CLASS ^THMIC SALANCE FEMALE TAKEN SEATS ROLLS 01 02 2 3 101 101 101 3-A 1 MTWRF 25 KORMEG 6 5 8 9 10 LC1501 INT SANO 7-8 101 101 101 1-2. 3 MTWRF 12 13 15 L015Q3 INT SANO 7-8 101 1QI IQl 3-4 3 .MTWRF 29 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 16 16 13 13 zs 16 16 Y 9 9 19 19 6 25 KORMEG 10 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 6 6 A 10 10 35 35 Y 5 5 5 5 Z5 KORMEG 19 REQUESTS  TaT.At 45 45 6 A 4 4 10 10 35 35 5 5 5 5 e 10  18 To 20 21 23 24 ' 26 27 28 29 30 L02001 ADV SANO 7-8 101 101 101 1-2 3 MTWRF^ . , 25 K8RNEG 2 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 1 1 1 1 y z 4? 43 Y T 1 1 1 L02003 ADV 3AN0 7-8 101 101 101 3-4 3 MTWRF 25 KORNEG 2 REQUESTS KORNEGAY CHRIS TOTAL 45 45 1 1 1 1 2 43 43 Y 1 1 1 1 L06301 L06303 L06501 CHOIR 7-8'6 CHOIR 7-3 B ** NO SECTION BEFINgS * ** NO SECTIONS DEFINED ** 0 ReauesTS 0 REQUESTS 31 32 S3 34 35 36 37 38 39 40 41 42 43 44 45 47 4B 49 50 51 53 54 56 57 L06503 L15001 Masai LI5301 L15303 CHOIR 7-3 G________ 101 101 101 CHOIR 7-8 G ________101 101 101 8G BAND I 9 101 101 101 SS 'SANO. I 9 101 101 101 86 SANO II 9' 101 101 101 .SO 8AN0 II 9. 1-2 3 MTWRF 24 31 REQUESTS SWINNE' \" SWIHNEY J J * total 40 40 31 31 31 31 9 9 Y 10 10 21 21 3-4 3 .MTWRF 24 SWI 31. REQUeSTS IE SWINNEY J J  TOTAL 40 ^0 31 31 31 31 9 9 Y 10 10 21 21 1-2 2 MTWRF 25 MOOREH 0 REQUESTS MOOREHEAD K 0  TOTAL 35 35 35 35 Y 3-4 2 MTWRF 25 MOOREH 0 REQUESTS MOOREHEAD K 0 * TOTAL 35 35 35 35 Y 1-2 1 MTWRF KORggG 2 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 z z 2. z 43 43 Y 2 2 12 13 15 16 17 IB 20 21 22 23   28 26 27 . 2\u0026amp;. 29 30 31 . S2. 38 84 SB 36 87 38 39 40 41 42 43  1  I   4S 48 49 50 51 52 83 64 55 86 87 88 59 60 61 62 63 64 65 66 67 68 69  71 72 73 75 jTj/ RFF: SCM.560 DATE\n10/15/^2 time: 12:44:41 016 LITTLE ROCK SCHOOL .IISTRICT MA8FLVALF JUNIOR HIGH SCHOOL COURSE MASTER SCHtUULf. PAGE 12 ' 2 3 COURSE TITLE HATCH CLASS sex PE RI 00 GROUP sec TERM NAMES 8AYS ROOM TFACHSR NAME KM CAP MALE ENROLLKENT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 n 2 3 101 101 101 3-4 1 MTWRF 25 KQRNEG 8  B  10 12 13 18 18 17 18 Id 20 21 22 23 24 28 28 27 28 2 SO 31 32 33 34 38 38 37 38 39 40 41 42 43 48 48 47 48 4B 80 81 L16001 L16003 L17001 L17003 L2O50I L20503 L20701 L20703 MOIOOI 82 83 M01003 84 88 88 ,87 2 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 2 2 2 2 43 43 Y 2 2 6 8 INT SANO 9 101 101 101 INT BAND 9 101 101 101 ADV BAND 9 101 101 101 ADV BAND 9 ________101 101 101 CHOIR 9 80YS CHOIR 9 BOYS 10 1-2 i MTWRF 25 KURWEG A requests KORNEGAY CHRIS * TOTAL 45 45 2. 2 2. z 4 4 41 41 I 1 3. 3 12 13 18 17 3-4 3 MTWRF 25 KORNEG 4 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 2 2. 2 4 4 41 41 Y 1 i 3 3. 1-2 3 MTWRF 25 KORNEG 14 requests KORNESAY CHRIS * TOTAL 45 45 6 6 8 8 14 14 31 31 Y 2 2 12 12 3-4 3 MTWRF 25 KORNEG 14 RgaUESTS KORNEGAY CHRIS  TOTAL 45 45 6 6 3 8 14 14 31 31 Y 2 12 12 SECTIONS OEFTMEO ** ** NO SECTIONS OECINEO ** CHOIR 9 G___________ 101 101 101 CHOIR 9 G 101 101 101 LIFE SCIENCE 101 101 101 ________102 102 102 103 IPS 103 134 104 104 105 105 IPS 106 106 106 107 107 107 LIFE SCIENCE 101 101 101 102 102 102 103 103 103 1-2 3 MTWRF 24 3-4 3 MTWRF 0 REQUESTS 0 REQUESTS SWINNE 4 REQUESTS SWINNEY J J * total 30 30 4 4 4 4 26 26 Y 1 1 3 3 24 SWINNg '4' Re*\n?'je'STs SWINNEY J J TOTAL 30 30 4 4 4 26 Zb Y 1 1 3 3 1-2 1-2 1-2 1-2 2 AA 1 3 1-2 4A 1-2 1-2 5 6 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 12 12 36 36 36 36 36 GREEN GREEN BRYANT ItRYANT C G GREEN C G GREEN SRYANT L 0 SR YANT L G BRYANT BRYANT L G ^TvYANT BRYANT 167 REQUESTS BRYANT L G BRYANT L G * TOTAL 30 30 30 30 30 30 30 ZIP 14 14 10 15 IL 15 11 90 12 12 11 10 13 10 3 76 Zb Zb 21 25 _24. 25 19 166 4 4 9 5 6 5 11 44 Y f Y Y Y Y Y b b b 5 5 4 b 34 20 20 17 20 20 15 131 3-4 3-4 3-4 2 4A 1 MTWRF '^TWRF MTWRF 12 12 36 GREEN GREEN 3RYANT C G GREEN C G GREEN BRYaNT L S 30 30 30 14 14 10 12 12 11 26 26 21 4 4 9 Y Y Y 6 4 20 20 17 20 21 22 23 24 28 28 27 28 29 30 31 33 34 38 36 37 36 39 40 42 43 48 48 47 48 48 80 81 82 83 84 88 88 87 88 89 80 61 82 83 84 68 66 67 68 69 70 71 72 73 74 78 zy2 3 B B 8 ft to 12 18 14 16 16 ie Tb zo 21 22 23 24 2B 2B 27 28 20 30 31 32 33 34 39 86 87 38 89 7' .2 43 44 :49 46 XI 46 46 REF: SCH.560 DATE: 10/15/92 TIE: 12:44:41 CCURSE IllLt CLASS sex MOlOAl M010A3 M02(501 M02003 M02041 60 61 62 63 64 M02043 66 016 LITTLE ROCK SCHOOL DISTRICT MABELVALE JUITOR HIGH SCHOOL CriURS- MASTER SCHIGULE PAGE 13 ' HATCH PERIilO GROUP sec T6RMAKS 104 104 104 105 105 105 106 106 106 107 leT'ia? L SCIENCE GT 101 101 101 ------------102 1\u0026amp;2 152 103 103 103 L SCIENCE GT -------------101 101 151 102 102'102 103 10.3 103 gRTH SCIENCE 102 102 102 103 103 103 104 134 104 105 105 105 106 106 106 -------------167' lO'TTIGT 108 108 103 ERTH SCIENCE -------------152 lon-or OAYS RtJOM TFACH.JR SAME CAP HAte bNROLLHEM SfcArS AVAIL CLASS ETHNIC BALANCE FEMALE TACEN SEATS ROLLS 01 02 7\u0026lt; 2 9  3-4 3-4 3-4 1-2 TTT 1-2 7=^ 3-4 3-4 1-2 1-2 1-2 1-2 1-2 1-2 103 103 103 ,3-4 104 104 104 105 105 105 106 106 106 107 107 107 108 ina 153 3-4- 3-4 3-4 3-4 4A 5 ~F 1 T\" 5 . T 3 5 2 4A 1 3 48 T 1 : 3 40 5 E SCIENCE gT 101 101 101 102 152 102 103 103 103 G SCIENCE GT MTWRF MTWRF MTWRF TTTWIF MTWRF MTWRF' MTWRF MTWRF NTWftF MTWRF MTWRF HIHRF MTWRF MTWRF MTWRF HTWJLF MTWRF wTWF MTWRF MTWRF MTWRF MTWRF MTWRF 3-4 \n, ,  MWSF 1-2 T=7 1-2 1 T\" 5  MTWRF HTWrF MTWRF 36 36 36 JF \u0026gt;- lYA.T RKYANT PRYANT RRYANi 167 RSOUeSTS BF /ALT L 31 BRYANT L G BRYANT L G BRYANT LG * TOTAL 30 30 30 T3T 210 13 11 15 TT 90 10 13 10 -B\" 76 TF 24 25 TT 166 ~F 6 5 TT 44 Y Y Y y T 5 4  34 2rr 19 20 TT 131 B ft 10 12 13 t 12 TT 12 GREEN GRStN GREEN 71 RETjeSTS C 0 GREET T it GREEN C 0 09.\u0026amp;i * TOTAL 30 30 90 3 TT 12 27 15 TT 15 44 18 TF 21 71 12 3 19 Y y 1 15 T5^ 20 50 3 TIT 7 20 19 r \u0026lt; T? 12  12 GREEN GRFEN GREEN Z Si GREEN C GREEM 71 REQJESTS 0 G GREEN * T 1TAL TT 30 30 90 T 12 12 27 TF 14 15 44 IS 26 27 71 TT 4 3 19 y T? 15 20 sZT T 10 1 11 11 37 37 37 37 BUNCAN OUNCAN WHITE WHITE WHITE WHITS. WHITE OUNCAN H M aONCAN H  JHITE 152 REQUESTS WHITE ROONEY WHITE ROONEY WHITE ETWNFY WHITE ROONcY * TOTAL 30 30 30 30 30 TT 30 210 10 16 9 13 13 IF 12 86 12 7 6 8 16 K 9 66 22 23 15 21 29 ZT 21 152 8 7 TT 9 1 ~y 9 58 Y Y T 1 1 T Y 6 1 5 1 -y 4 35 16 16 TT 16 22 TT 17 117 TT 11 37 37 37 37 \"TT DUNCAN DUNCAN H H DUNCAN OUNCAN ! M WHITS WHITE WHITE WHITE WMife WHITE OaNEY 152 REQUESTS WKITF ROONEY WHITE Rn'YlEY WHITE RODNEY WHITE ROONEY * TOTAL 30 30 30 30 30 \"5o 210 ITT 16 9 13 13 13 IT 86 T? 7 6 0 16 8 7 66 7? 23 15 21 29 21 TT 152 1 15 9 1 9 58 Y Y 1 Y 1 1 y -S' 1 2 5 7 4 V 35 ss 16 13 16 22 11 -yy 117 11 TT 11 DUNCAN MJMtAN 0UNC7*N ounca:-:  OUNCAN .M M 70 REOUESTS 3UMCAH H * TOTAL 30 TT 30 90 8 TC 9 21 11 14 18 43 19 21 10 11 S 3 20 Y y 1 11 T^ 14 41 8 13 29 20 21 22 23 24 29 28 27 at 29 SO 31 32 38 34 39 38 87 38 39 40 41 42 43 44 48 48 48 49 SO 92 98 54 89 98 97 98 99 80 81 82 83 84 89 ee 87 88 69 70 71 72 79 c r * * * t 7BREF: SCH.560 DATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOUL DISTRICT MABELVALF JUNIOR HIGH SCHOOL COURSE MASTER SCHeOULE PAGE 14 ' 2 9 COURSE TITLE CLASS SEX MATCH P6R10U MAX GROUP sec term names OATS ROOH TEACHER NAME CAP MALE ENROLLNENT seats AVATl class ethnic BALANCE FcMALE TAKEN SEATS ROLLS 01 02 7\u0026lt; 2 9 8 8 101 101 101 102 102 102 103 103 103 3-4 3-4 3-4 1 3 5 MTWRF MTWRF *1TWRF 11 11 11 DUNCA'M DUNCAN DUNCAN 70 REQUESTS lliJNCAN M M DUNCAN M ' OUNCAN M M * TOTAL 30 30 30 90 8 10 9 77 11 14 18 43 19 24 27 7^ 11 6 3 To Y Y Y 11 16 14 8 8 13  9 10 M03041 12 P SCIENCE GT 101 101 101 102 102 102 8 0 10 11 12 13 13 14 IS 18 17 18 IT 20 21 22 M03043 P SCIENCE GT 101 101 101 102 102 102 23 24 Mn3501 1-2 1-2 2 5 MTWRF MTWRF 08 08 3RISC0 BRISCO 40 RSQUeSTS BRISCOE III J W BRISCOE III J W * total 3 3 30 60 3 6 9 13 18 31 16 40 14 6 zo Y Y 12 13 25 4 11 15^ 18 20 21 3-4 3-4 2 5 MTWRF MTWRF 08 08 BRISCO BRISCO 40 REQUeSTS BRISCOE III J W BRISCOE III J * TOTAL ' 30 30 60 3 6 13 18 31 16 24 40 14 b Y Y 12 13 25 4 11 T5 25 28 27 28 29 SO PHYS SCIENCE 102 102 102 ________103 103 103 104 104 104 105 1\u0026lt;35 105 106 106 106 107 107 107 1-2 1-2 1-2 1-2 1-2 1-2 48 __6 1 2 -3 5 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 08 08 09 09 09  7 09 BRISCO BRISCO NAttY NALLY NALLY NALLY 144 REQUESTS TRISCaS III J W BRISCOE III J W NALLY C   NALLY C S NALLY-Cfeg_________ NALLY C e * TOTAL 30 30 30 30 30 30 180 14 13 14 7 12 12 72 11 3 12 13 13 14 72 Zb 22 Zb zo 25 26 144 5 a 4 10 s 4 36 Y Y y y Y Y 5 3 3 1 3 9 36 20 19 17 13 22 17 108 31 33 83 MO3503 34 PHYS SCIENCE 102 102 102  3-4 38 38 37 38 39 103 103 103 104 104 104 105 105 105 106 106 106 107 197 107 3-4 3-4 3-4 3-4 3-4 48 :  6 1 2___ 3 S MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 3. 08 09 09 09 09 3R1SC0 BRISCOE HI U W BRISCO NALLY NALLY NALLY NALLY 9 40 41 144 KEQUgSTS BRISCOE III J W NALLY C C NALLY C E N\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_554","title":"Little Rock Schools: Garland 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":["1990/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Garland Elementary School (Little Rock, Ark.)","School management and organization","Educational statistics","School improvement programs"],"dcterms_title":["Little Rock Schools: Garland 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/554"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District G arland is the only elementary school with a multimedia technology theme. By using state-of-the-art technology, Garland students learn to become effective users of ideas and information. Multimedia technology and educational research are incorporated into the Little Rock School District curriculum at Garland to enhance learning and better prepare students for a changing social and technological environment. Educational diversity and a multicultural focus creates an environment of interest in other cultures and an anticipation for learning about various customs, holidays and celebrations. \"Learning with dignity through technology is our motto. A caring, encouraging atmosphere is our specialty. ) Garland Multimedia Technology and Educational Research Elementary School First Class Schools For World Class KidsTheme-Focused, Multimedia Technology Adds Interest, Enhances Learning SPECIAL ATTRACTIONS  Gifted/Talented Program Students at Garland Multimedia Technology and Educational Research Elementary School learn reading, math, social studies and science via multimedia technology. Computer labs are available for students pre-K through sixth grade. Multimedia technology is available in classrooms with each grade level focused on a theme, such as:  Literacy Through Technology  Early Literacy Through Technology  Researching America Through Technology  Telecomputing Technology  Media Productions  Exploring the World Through Technology We at Garland are preparing students for a changing social and technological environment in a caring atmosphere. We have a low pupil-to- staff ratio which helps increase interaction between students and staff.  Extended Day and Extended Week Activities - Activities Include: Individualized Academic Assistance, Clubs, Field Trips and a Homework Center  Before and After School Care Program  Parent Workshops - Training parents to Assist their Children with Homework, Computer Literacy, and Nutrition  Four-Year-Old Program  Special Skills Program - Chess, Spanish, Choir, Dance, Aerobics and Taekwondo  Multicultural Program - Intensive Study of Various Cultures  Achievement Recognition  Tutoring in the Classroom  Media Center - with an Electronic Encyclopedia  Parent Link - A Voice Mail Link For Parents and Teachers Special Programs Garland offers special programs that include a gifted and talented program, speech therapy, resource classes, community based instruction, an academic support program for reading and math, comprehensive counseling and nursing, a library media specialist, social worker and multimedia theme specialist. From health to resources - from academics to discipline - Garland is in the forefront. *Garland Multimedia Technology and Educational Research Elementary School 3615 W. 25th Street Little Rock, AR 72204 501/671-6380 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Garland Multimedia Technology and Educational Research Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. R s I 1^4 Garland 361SW. 25th Uttle Rock. AR 72204 Incentive Mr. Robert L. Brown. Jr.. Principal Phone: (501) 671-6275 A nxm^/brmational'* id \"fij ?i! iii'j it*' I BWSglSSI Ji  i' iliSchedule of Events 4:30 - 6:00 6:10-6:30 6:30 - 7:00 7:00 - 7:30 7:30 - 8:00 8:00 - Until POWER 92 Live Remote Broadcast Dr. Hank Williams, Incoming Superintendent of LRSD Mr. Jimmy Pritchett, Little Rock Fighting Back Program Mr. Robert Brown, Jr., Principal of Garland Incentive School Classroom Tours Dinner Served Come share in the excitement of a New and Progressive year at Garland Incentive School Open House Monday, September 20,1993 Pre-open house activities begin at 4:30. Door Prizes to be given away!! OB B BS\niCl ^'2! VfJ = \\\u0026lt;'l B'-y-s' jVxV w' Would Like Garland Incentive Schoo! :^l a OS kd invite WrfTfcU T aaj?^ tlnaniiB^^ InfH ST 3 ,TIME-9:00 A.M, - 2:30 P.M. ADDRESS-3615 West 25th Little Rock, Arkfinsas 72204 *'HAT - Multicultural Celebration feHEN - May 27 \u0026amp; 28, 1993 la-HERE-Garland Incentive School PARTICIPANTS-Pre-K - 6th ,W--/-W-Zft/rZrAt*fi.it it ttut/f  -  -J . i iS ^2? fe' sskS B. PS'S I i I VHY - To Celebrate Cultural Awareness Robert L. Brown Jr. Prinoipal ilK ACCOLADES Garland's Certified Staff Academic 4 #1 in Growth for 93 MPT Reading \u0026amp; Math 4 #1 in Growth for 93-Stanford 8 Overall #1 in Growth for 93Standford 8 2nd Grade 4 #1 in Growth for 93Standford 8 4th Grade A Top 10 in Growth for 93-Standford 8 6th Grade MULTIMEDIA TECHNOLOGY II Discipline F 7J% Reduction in Behavior Referrals (From 1045 to 285 in 93) 86% Reduction in Suspensions (From 65 to 9 in 93) AND A Few of Garland's Special People Diversity r 250% Increase in Enrollment of Hispanic Students F Multicultrual Focus EDUCATIONAL RESEARCH 'V Fiesta Celebration \"I Cinco De Mayo 'V Three Kings Day KWANZAA Day V Chiness New Year 'I Russian Day 4 Japanese Celebration V Jewish Celebration V Korean Celebration V Jamaican Celebration 'V German Celebration V Native Amer PowWow Garland Incentive School 4 Learning with Dignity through technology!! CALL 671-6275 FOR MORE INFO. First Class School for World Class Kids. Little Rock School District Garland Incentive School  Computer-Assisted Instruction with Theme Focus Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for Kindergarten and first grade. Computers are also available in each classroom with each level focused on a theme enhanced by technology. Themes include:  Emergent Literacy Through Technology.  Early Literacy Through Technology.  Researching America Through Technology.  Telecomputing Technology.  Media Productions  Exploring the World Through Technology. We are preparing students for a changing social and technological environment in a caring, encouraging atmosphere  Parent Link This allows 24 hour accessibility to homework, school news, and teachers through voice mail technology.  Extended Day \u0026amp; Week Classes after school (homework center, special skills, clubs and leisure activities and on Saturday, as well as field trips, enhance learning. .  Before and After School Care Program Supervised activities from 7:00am to 5:30pm.  Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development.  Four-Year-Old Program The four-year-old program offers certified teachers, and instructional aide and an age appropriate curriculum enhanced with computers that prepares for kindergarten level learning.  Special Skills Program Foreign language, band, choir, dance, Tae Kwon Do and Chess are offered during and/or after school.  Multicultural Program Intensive study of various cultures that make up our world culminating with a school wide multicultural celebration.  Achievement Recognition Students are recognized for improved efforts and academic growth with high frequency throughout the school year.  Tutoring in the Classroom Tutoring is provided through community volunteers and school peers.  Media Center Provides technologically advanced resources with exceptional research capabilities.  Special Programs Gifted and Talented Program Speech Therapy Resource Classes Community Based Instruction Academic Support Program for Reading and Math Full Time Counseling Program Full Time Nurse Multimedia Educational Technology Research and Academy infuses multimedia technology into the Little Rock School District Curriculum that enhances students' learning to better prepare them for a changing social and technological environment. Students will become effective users of ideas and information through intellectual and physical access to materials in all formats with emphasis on multimedia technology. Garland's Multimedia Technology and Research Academy is located at 3615 West 25th Street, Little Rock, Arkansas and is open to the community and all which comply with desegregation requirements.ACCOLADEl Garland's Certified Staff Academic MULTIMEDIA Outstanding Growth! TECHNOLOGY Discipline  73% Reduction in Behavior Referrals (From 1045 to 285 in 93) 4 86% Reduction in Suspensions (From 65 to 9 in 93) A Few of Garland's Special People Diversity r 250% Increase in Enrollment of Hispanic Students r Multi-Cultrual Focus 'I Fiesta Celebration 'i Cinco De Mayo 'I Three Kings Day KWANZAA Day 'I Chiness New Year 'I Russian Day 'I Japanese Celebration 'I Jewish Celebration V Korean Celebration Jamaican Celebration 'J German Celebration V Native Amer PowWow EDUCATIONAL RESEARCH Garland Incentive School 4 Learning with Dignity through technology!! Gariand Incentive School Multi-Cultural Celebration Moy 26 \u0026amp; 27. 1994 CALL 671-6275 FOR MORE B^FO. Little Rock School District OPEN HOUSE 10:00 AM to 2:00 PM Each Day Come Check Us Out!!! Garland Incentive School  Computer-Assisted Instruction with Theme Focus Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for Kindergarten and first grade. Computers are also available in each classroom with each level focused on a theme enhanced by technology. Themes include:  Emergent Literacy Through Technology.  Early Literacy Through Technology.  Researching America Through Technology.  Telecomputing Technology.  Media Productions  Exploring the World Through Technology. We are preparing students for a changing social and technological environment in a caring, encouraging atmosphere  Parent Link This allows 24 hour accessibility to homework, school news, and teachers through voice mail technology.  Extended Day \u0026amp; Week Classes after school (homework center, special skills, clubs and leisure activities and on Saturday, as well as field trips, enhance learning.  Before and After School Care Program Supervised activities from 7.00am to 5\n30pm.  Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development.  Four-Year-Old Program The four-year-old program offers certified teachers, and instructional aide and an age appropriate curriculum enhanced with computers that prepares for kindergarten level learning.  Special Skills Program Foreign language, band, choir, dance, Tae Kwon Do and Chess are offered during and/or after school.  Multi-Cultural Program Intensive study of various cultures that make up our world culminating with a school wide multi-cultural celebration.  Achievement Recognition Students are recognized for improved efforts and academic growth with high frequency throughout the school year.  Tutoring in the Classroom Tutoring is provided through community volunteers and school peers.  Media Center Provides technologically advanced resources with exceptional research capabilities.  Special Programs Gifted and Talented Program Speech Therapy Resource Classes Community Based Instruction Academic Support Program for Reading and Math Full Time Counseling Program Full Time Nurse Multimedia Educational Technology Research and Academy infuses multimedia technology into the Little Rock School District Curriculum that enhances students' learning to better prepare them for a changing social and technological environment. Students will become effective users of ideas and information through intellectual and physical access to materials in all formats with emphasis on multimedia technology. Garland's Multimedia Technology and Research Academy is located at 3615 West 25th Street, Little Rock, Arkansas and is open to the community and all which comply with desegregation requirements.GOALS a DEGREES \"Rites of Passage\" To be ceremoniously initiated into the \"Rites of Passage,\" these goals must be consistently practiced by the individual. * To give one's undivided attention and respect to elders * To observe and ponder the meaning of ail things * To recognize the one source greater than yourself * To seek knowledge, wisdom and understanding * To respect mother, father, authority, life and truth * To be responsible for one's own actions/consequences * To encourage self-love and self respect * To respect the humanity of all people * To practice personal grooming/cleanliness * To develop higher learning capacities by\nGARLAND INCENTIVE SCHOOL'S 6TH GRADE CLASS OF 93 PRELUDE a. developing better thinking and memory skills b. acquiring an interest in the dictionary * To practice correct methods of classroom participation * To adhere to rules and regulations and show respect for policies * To learn self-identity: a. Who am I? b. Where am I? c. Where did I come from. How did I get here. d. What do I want to be and how will I get there. * To demonstrate appreciation for one's culture and heritage * To actively participate in the organized development of one's community  To use and manage money properly within the community * To develop a spirit of self determination and cooperative economics etc.) research foods their * To develop survival skills (husbandry, crafts, farming, carpentry,  To develop a life-long love for learning through study and I * To develop the discipline needed to select and consume healthy * To teach others what you have mastered and serve as a guide for PASSAGE \"In America. Black la a country.\" \"RITES OF PASSAGE\" Garland Incentive School's 1993 6th Grade Graduates Rites of Passage Awards Program 0  Males Robert Allen Stephen Buford Richard Burton Marvin Collins Denaro Cook James Fields William Green Ronald Harris Jerome Hunter Michael Hunter James Ivey James Johnson Vernon Jones Kelvy Matthews Steve Preston Joel Rodriguez Jose Rodriguez Steven Smith Keith Tucker Gary Vanderbilt Clifton Watson 101 * 0 Females Latasha Butler Holly Carroll Valencia Coleman Ashley Hill Terri Jackson Eva King Alisha Lemons Tameka Lewis Simona Matthews Eryn Surratt Theme: Children Are the Reward of Life -African Proverb Processional Libations Salute Musical Selection Rites of Passage Overview Recognition of Guest Speakers Musical Selection Motivational Speech Presentation of Awards 6th grade students Pele Shonowa, Entrepreneur The Liberation Flag Mr. Rickey Banks Steven Preston Student Council Vice-President Valencia Coleman 6th Grade Student Mr. Rickey Banks Mr. Robert L. Brown, Jr. Principal, Garland Incentive School * Passed MPT (Reading) * Passed MPT and Stanford-8 Mr. Robert L. Brown, )r. Principal, Garland Incentive School First Annual Overcomer's Award Mr. Terrence Hardin C.AA.P. 6th Grade Teachers for 1993: Ms. Yolanda Anderson Mr. Leroy Slater Remarks Closing Song \"Lift Every Voice and Sing\" Recessional 6th grade students Reception - Media Center Garland incentive School For Guest and Sth and 6th grade students only.The Liberation Flag was created by Marcus Garvey. Red stands for the blood and struggle. Black represents the people and their color. Green stands for land and the future. There can be no future without struggle, and there can be no struggle without people. It is your responsibility to know who you are (Black), know that your purpose is to struggle (Red), and know that your goal is liberation and a better tomorrow (Green). Every flag has meaning and Garvey was careful in selecting yours. Salute II This Flag Is Mine Here's to this flag of mine the Red, Black, and Green Hopes in its future bright Africa has seen Here's to the Red of it. Great Nations shall know of it In time to come. Red blood shall flow of it Great flag of mine. Here's to the Black of it Four hundred millions back of it Whose destiny depends on it The Red, Black, and Green of it Oh, flag of mine. Here's to the Green of it Young men shall dream of it. Face shot and shells of it. Maidens shall sing of it Waving so high Here's to the whole of it G\u0026gt;lors brought and pole of it Pleased is my soul with it Regardless of what is told of it. Thanks God for giving Great flag of mine. I LIFT EVERY VOICE AND SING Lift every voice and sing Till earth and heaven ring. Ring with the harmonies of Liberty\nLet our rejoicing rise High as the listening skies. Let it resound loud as the rolling sea. Sing a song full of the faith that the dark past has taught us. Sing a song full of the hope that the present has brought us. Facing the rising sun of our new day begun Let us march on till victory is won. Stony the road we trod, Bitter the chastening rod, Felt in the days when hope unborn had died\nYet with a steady beat, Have not our weary Feet Come to the place for which our fathers sighed? We have come over a way that with tears has been watered. We have come, treading our path through the blood of the slaughtered. Out from the gloomy past. Till now we stand at last Where the white gleam of our bright star is cast God of our weary years, God of our silent tears. Thou who hast brought us thus far on the way: Thou who hast by Thy might Led us into the light. Keep us forever in the path, we pray. Lest our feet stray from the places, our God, where we met Thee, Lest, dur hearts drunk with the wine of the world, we forget Thee\nShadowed beneath Thy hand. May we forever stand. True to our God, True to our native land. i James Weldon Johnson  This poem has been put to music and is now our Black National Anthem. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: GARLAND ELEMENTARY READING 1988 1989 1990 1991 MATHEMATICS 1988 1989 1990 1991 ALL STUDENTS No. Tested No. Passed Percent Passed BLACK HALES No. Passed Percent Passed GLACK FEMALES No. Passed Percent Passed 39 32 82 13 76. 11 79 51 35 69 16 55 16 89 44 29 66 15 65 13 65 26 18 69 57 80 39 32 82 12 71 12 86 51 34 67 17 59 15 83 44 24 55 15 65 40 26 15 58 50 70 8 8 8 7 7 WHITE MALES No. Passed 1 1 0 4 4 1 0 1 Percent Passed 100 100 100 100 100 100 WHITE FEMALES No. Passed 0 2 0 3 1 3 0 0 Percent Passed 100 100 100 50 OTHER MALES No. Passed 0 0 Percent Passed OTHER FEMALES No. Passed 7-1 1 1 1 0 1 0 0 Percent Passed 100 100 100 100 100 100 k Total of all students in the \"Other ___ - race category. These scores were not'reported by gender.SCHOOL: garland elementary READING 1988 1989 1990 j 1991 1988 ALL STUDENTS No. Tested Ho. Passed 31 25 81 PercenX Passed I__2. BLACK EALES No. Passed 8 Perc-.\nnt Passed 73 SLACK EEKALES No. Passed I 12 percent Passed 80 'fflITf. KALES l.'o. Passed i I 0 Percent Passed I___ WHITE FEMALES No. Passed 3 Percent Passed OTHER MALES No. Passed percent Passed OTHER EEK.a.LES No. Passed Percent Passed. 100 * 2 100 36 19 53 9 47 9 56 0 0  1 100 31 25 81 12 80 13 81 0 0 0 0 34 31 91 10 77 18 100 1 100 2 100 0 0 31 24 77 7 64 12 80 0 3 100 * 2 100 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 HATH EI-IAT ICS 1989 36 20 56 8 42 11 69 0 0 * 1 100 1990 31 29 94 14 93 15 94 0 0 0 0 1991 34 26 76 8 62 16 89 1 100 1 50 0 0 1988 31 20 65 5 45 11 73 0 3 100 LANGUAGE ARTS 1989 36 10 28 4 21 6 - 38 0 0 0 1990 31 22 71 10 67 12 75 0 0 0 1991 34 17 50 7 54 9 50 0 1 50 0 1988 31 17 55 5 45 8 53 0 2 67 SCIENCE 1989 36 6 17 4 21 2 13 0 0 0 1990 31 26 84 13 87 13 81 0 0 0 1991 34 20 59 7 54 10 56 1 100 2 100 0 1980 31 17 55 5 45 8 * 1 0 0 0 * 2 0 0 0 SOCIAL STUDIES 1989 36 6 17 3 16 3 1990 Tl -I 53 0 3 100 * 1 19 0 0 0 0 Total of a.ll students in the \"Other\" race category. 'ceres '..an not reported by gender. i 50 100 i 50 31 19 61 8 53 11 - 69 0 0 0 0 3A 18 53 6 46 9 50 1 100 UU J 2 100 ... 0 0 I j i I2 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 1 WHITE FEMALE 1 991 MAT-6 Di st ri but 1 on J6431 M6BYSC 10/07/91 PAGE 351 1! po r' I H' k.- Cl- Percentile Summary ._Z6 50  26 - 01-..: 75 49 -25 Number Tested TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N N 0 0 1 0 1 Mean, NatL_NCE_______48.3 WHITE MALE Percentile Summary 76 50 26 99 75 49 __-_25 __ Number Tested Mean NmV L. NCE_. ALL WHITE Percentile Summary _____ 50 26 75 49 _ 01 -_-e5_____ Number Tested Mean -Nat_Lr_NCE_. _ ox ____ ox 1 oox ox TOTAL READING N X 1 i 1 33X 33X 33X __Q_____OX . 3 54.5 TOTAL READING N X .1____25X 1 2 0 asx SOX .._0X 4 .53.1 0. 1 0 0_ 1 1 OOX OX ox - Q_ 0 1 0 ox ox 1 oox ox 0 0 1 0 OX ox 1 OOX OX 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 oox OX ox 1 1 1 1 1 -55.3______ TOTAL MATHEMATICS N X 1 0 -_O_. 3 65.9 .3 48.9 60.4 53.7 50.5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N N X N 33X OX OX _ 1 1 0 1 33X 33X OX 33X 1 1 1 0 33X 33X 33X OX 3 0 0 0 1 oox ox ox ox 1 0 2 0 33X OX 67X OX 2 0 1 0 67X OX 33X OX 3 52.0 3 56.8 3 78.1 3 56.5 3 60.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X 2____BOX__ 2 0 0 SOX OX ___OX____ 4 ..63.2._ 1 1 1 1 e5x_.... 25X E5X 25X I____25X 1 2 0 25X SOX OX 3 1 0 0 75X 25X OX OX 1 1 2 0 25X 85X BOX OX 2 1 1 0 5 OX 25X 25X OX 4 - 49.4 ... 4 _____54,8 ... 4 73.7 4 55.8 4 57.9 I . r1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 35 I-' i=' I t*r 'I \u0026gt;'i SCHOOL: GRADE: OAKLAND INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaary 50 26 01 75 49 25 Nuaber Tested N Z N Z N X N Z N N Z N Z 0_____ 9Z. 2 1 5 8 Mean NatJ_l_NCE_____ _35.9, . BLACK MALE Percentile Suaaary 76 50 26 ?9 75 49 01.-.25.- Nuabe Test ed Mean Nat'1 NCE ALL BLACK 25Z 13Z 63Z TOTAL READING N Z 0_____QJi___ __ 4 1 3 50Z 13Z 38Z 1 3 1 3 13X 38Z 1 3X 38Z 0 3 3 OZ S5Z 38Z 38Z 2 1 1 4 25 Z 13Z 13Z 50Z 1 2 0 5 13Z 25Z OZ 63Z 0  3 3 OZ 25Z 38Z 38Z 8 44.3 8 __41\u0026lt;5_ 6 39.4____ 8 42.3 8 39.2 8 37.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N Z N Z N Z N X N Z 2 0 3 17Z OZ 25Z 2 3 3 . .. 7. -__.58Z 12 ___ 3?. e TOTAL READING Percent lie Suaaary N Z 76..^99_______ 50 S6 75 49 _ 2 2 4 .. lOX 1 OZ 20Z 01 t,25_.,. 12 . 60Z.. Nuaber Tested 20 __ Mean_NatJ_l .NCE_________38.1 17Z 25Z 25Z 2 2 4 4_.33X__________4 12 45 P 1 2 42.6 TOTAL MATHEMATICS N Z .2____lOX___ 74 35Z 20Z 1.___ 35X_____ SO ______ 44. J?_____ 17Z 17Z 33Z 33Z 2 0 5 17Z OZ 42Z 5__ 4 ex 12 42.0 TOTAL LANGUAGE BASIC BATTERY N Z N Z 35 57 15Z 25Z 25Z 35Z 2 28 8 10X 1 OZ 4 0Z 40Z so .___-42. SO 41 .0 2 4 3 3 17Z 33Z 25Z 25 Z 2 1 7 2 1 7Z 8Z 58Z 1 7Z 2 0 5 5 17Z OZ 42Z 42Z 1 2 45.2 12 47.7 1 2 41.4 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 4 54 7 SO 44.1 Z N Z N Z 20Z 25 Z 20Z 35Z 3 3 7 7 15Z 15Z 35Z 35Z 2 28 8 lOZ 1 OZ 40Z 40Z SO 44.3 20 39.8 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT6 Distribution J6481 M6BYSC 10/07/91 PACE 353 SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 1 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suaeary N Z N X N X N X N X N X N X 76 50 26 01 99 75 49 25 3 '3 6 12 13X 13X 25X SOX 4 9 4 1 17X 38X 17X 29X 4 6 6 6 17X 25X 25X 33X 3 3 1 0 6 13X 1 3% 42X 33X 7 6 4 1 29X 25X 17X 29X 4 4 9 7 17X 1 7X 38X 29X 4 3 9 8 17X 1 3X 38X 33X Nunber Tested Mean Nat'1 NCE 24 40.6 24 47.8 24 43.4 24 43.3 24 49.0 24 46.2 24 42.8 i\n! i I ..J\n^lI *1 -J i  I ( I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 white female TOTAL READING TOTAL MATHEMATICS TOTAL language 10/07/91 PAGE 354 Percentile SumBary BASIC battery N X N X N X SCIENCE SOCIAL STUDIES COMPLETE battery - - -76_-. a9_____________~ 50-75 \"o' 26-49 I ------QL - 0 75 49 25 _ . OX OX 1 oox . _ ox 0 1 0 __OX 1 OOX OX 0 N X N X N N Number Tested 1 Mean Nat.'l_NCE_______4q.i____ white male total reading _P____ 0 1 0 OX OX 1 OOX - ox X 1 -62.3____ 1 ..3T.7 total MATHEMATICS Percentile Sumnary TOTAL language N X N X N 0 0 1 0 1  OX OX 1 OOX OX 1 0 0 0 100X OX OX OX 0 1 0 0 ox 1 OOX OX OX 0 1 0 0 OX 1 OOX ox OX 45.8_______ BASIC battery 1 84.6 SCIENCE 1 54.2 SOCIAL STUDIES 1 50.0 COMPLETE battery 76 50 26 01 99 75 49 25 , N X Number Tested Mean Nat'I NCE ALL WHITE 0 0 0 1 1 ..35.8 Percent He SuaiKary 76 =_aa____ so 26 01 75 49 25__ Number Tested --- Mean Natll_tiCE. QX ._______0 ox OX 1 OOX TOTAL reading N X N X N 1 0 0 1 52.1 ox 1 oox ox - ox 0 1 0 .0 1 -50.0 Z N TOTAL MATHEMATICS N X J----??-----------0-_____ox 1 1 _ OX SOX sox 2 0 lOOX OX - Q_____ox 2 38..-a____ 2 51.2 OX 1 OOX OX . OX 0 0 1 0 1 42.5 total language N Q ____OX 1 1 0 SOX SOX OX 2 43^J8_____ ox ox 1 oox ox 0 1 0 0 1 53.2 BASIC battery N 0 0 2 0 2 -..44.2 X - OX OX 1 OOX ox OX 1 OOX OX OX 0 1 0 0 1 54.2 SCIENCE N X OX 1 OOX OX OX 0 0 1 0 1 45.2 SOCIAL STUDIES N OX OX 1 OOX ox COMPLETE battery N X 1 1 0 0 50X SOX ox ox 0 2 0 0 OX 100X OX OX 0 1 1 0 OX SOX SOX OX 2 68.9 2 54.2 2 47.6I ( I I I I I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 BLACK FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE #J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 355 COMPLETE BATTERY Percentile Sunmary 76 _-_9i____ 50 26 01 75 49 25 Number Tested N 7. N X N X N X N X N X N __0 4 4 5 1 3 Mean Natfl NCE________41 .2 BLACK MALE Percentile Summary 76 - 99.._ 50 26 01 75 49 25___ Number Tested Mean Nat'l NCE ALL BLACK Percentile Summary ___76 99_. 50 26 01 75 49 25 Number Tested t_____ ---0X,_. 31X 31 X _ 38X _ TOTAL READING N X 1 6 3 3 8X________2 _ 46X 23X 23X 3 5 3 15X 23X 36X 23X .0 5 ft  OX 38X 46X 1 5X 0 1 8 4 OX 8X 62X 31 X 0 6 6 1 OX 46X 4 6X 8X 0 4 7 2 OX 31 X 54X 1 5X 13 48.3____ TOTAL MATHEMATICS N X 1 3 46.3.__ 1 3 ___44.2 1 3 39.8 13 48.5 1 3 43.7 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N N X 0 6 2 .8 1 0 26.6 OX OX 20X SOX TOTAL READING N X 0 4 6 0 2 0 S 1 0 25.5 ox_ 26x OX ____ TOTAL MATHEMATICS N X OX_________1_____4X__.. 17X 26X 8 3 -13.. . 57X_____ _ .1 1 .. 35X 1 3X 23 -Mean Nat il NCE_______34.8 23 38.4 . 1 0 2 7 1 OX OX 2OX 70X 0 1 1 8 OX 1 OX 1 OX SOX 1 0 1 8 1 OX OX 1 OX SOX 1 1 1 7 1 OX 1 OX 1 OX 7 OX 0 1 1 8 OX 1 OX 1 OX sox 1 0 24.0 1 0 23.5 1 0 30.7 1 0 33.2 1 0 22.5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N N N ____3 . 3 7 ___10 23 ___36.6 .. 13X 13X 30X 43X 0 6 7 1 0 OX 26X 30X 43X 1 1 9 1 2 4X 4X 39X 52X 1 7 7 8 4X 30X 3 OX 35X 0 5 8 1 0 OX 22X 3SX 43X 23 ____35.2._,. 23 .,35.8 23 41 .8 23 34.4 I I .1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 356 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I I j-------- Percentile Summary N N 7. N Z N Z N N Z N I I I f !  I 1 J i____ 76 50 26 01 99 75 49 25 0 4 7 1 4 OZ 1 6Z . 28Z 56Z 1 10 3 1 1 4Z 40Z 12Z 44Z 3 4 8 1 0 12Z 1 6Z 32Z 40Z 0 6 9 1 0 OZ 24X 36Z 40Z 2 2 9 1 2 8Z ez 36Z 48Z 1 9 7 8 4Z 36Z 28Z 32Z 0 6 9 1 0 OZ 24Z 36Z 40Z Number Tested Mean Nat * 1 NCE 25 35.1 25 39.9 25 37.2 25 35.9 25 38.5 25 42.8 25 35.5 I J 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 WHITE MALE TOTAL READING 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 357 Percentile Suanary N ____76 ._- 99___ 50 26 75 49 _____0 ____01 ^.25 1 1 P _ _.ox sox sox I Nuaber Tested 2 1 . Mean Nat It NCE.________47_.,5. ALL WHITE TOTAL READING Percentile Sunmary N X 76 -.59____ 50 26 75 49 0 1 1 01 25 _ OX SOX SOX .._.QX I .1 I ,1 Number Tested Mean Nat'1 NCE____ BLACK FEMALE Percentile Summary .76 - ,99 50 26 75 49 ____01 r,25_____ Nuaber Tested Meaa NatJ.!. NCE 2 47.5 TOTAL READING N X TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N P 2 0 0 2 _..60.8 X N N X N X N X N  .l . 0 4 _8X___ OX 33X 7 _ 58X 1 2 J6.3_ __PX 1 OOX OX px 0 1 1 0 OX SOX sox OX 0 1 1 0 _0X SOX SOX OX 1 0 1 0 SOX OX sox OX 0 1 1 0 OX BOX SOX OX 0 1 1 0 OX BOX SOX OX 2 52,____ 2 53.6 2 55.6 2 49.8 2 53.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 2 0 0 S 60.8 X N X N X N X N X N X OX 16 ox ox ox __ 0 1 1 ___0 2 52.9 TOTAL MATHEMATICS N X 1____8X_____ 1 3 1 12 5,1_.0, 58X 25X _ 8X___ OX SOX sox OX 0 1 1 OX SOX SOX 0____OX 2 53.6 TOTAL LANGUAGE BASIC BATTERY N N X 1 0 1 0 SOX OX SOX OX 0 1 1 0 OX SOX BOX OX 0 1 1 0 ox sox sox ox 2 55.6 2 49.8 2 53.7 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N . _ 1 2 6 3 8X 17X SOX 25X 1 1 5 5 OX Q7. 42X 4 EX 0 3 6 3 OX 25X SOX 25X 1 1 4 6 8% 8X 33X BOX 1 1 5 5 8X 8X 42 X 42X 12 46.0., 12  42,3 .. 1 2 41.7 12 39.5 12 40.9 i II 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 358 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentlie Sumnery N X N X N X N X N N N X 50 26 01 - 75 - 49 25___ 0._____OX , 1 1 1 Q 8X dX 83X 1____,8X_. 3 2 25X 17X .-.1, , _8X NuAber Tested 1 S Mean Nat/I NCE_______25.8 .. ALL BLACK TOTAL READING  ,fi! _ .50X 12 40.5 r Percentile SusBary N X ..I 76 50 26 99 75 49 1 1 5 4X 4X 21X 1  I 01 -_25.,_ _____1.7......71X Number Tested Mean Nat1 NCE  24 31 , Q 1 A 8 8% 33X SOX _.l.... 8X 1 1 9 8X 8X 75% 1 0 5 6 8X OX 42X SOX 0 2 5 5 OX 1 7X 42X 42X 1 0 2 9 8X OX 17X 75X 1 2 .35.^9 12 30,7.. 1 2 34.7 12 34.7 1 2 30.2 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N N X N 2 16 5 8X 42X 21X 2 3 1 0 ex 13X 42X .. ._.7.__29X._ 9___38X 2 2 b 14 8X 8X 25X 58X 1 3 1 1 9 4X 13X 46X 38X 1 3 9 1 1 4X 13X 38X 46X 2 1 7 1 4 8X 4X 29 X 58X 24 45.7 24 41.0 24 36.5 24 38.2 24 37.1 24 35.6 iH i i I .J LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 1 0/07/91 PAGE 3S9 1 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Suaairy N X N X N X N N X N X N X i \u0026gt; I 4 -r ,I L_... 76 so 26 01 99 75 49 25 1 2 6 17 4X 8X 23X 65X 2 12 5 7 8X 4 6X 1 9X 27X 2 4' 1 1 9 8X 15X 4SX 35X 2 3 7 1 4 8X 1 ex 27X 54X 2 3 1 2 9 ex 12X 4SX 35X 1 4 1 0 1 1 4X 15X 38X 42X 2 2 8 1 4 8X 8X 31X 54X Number Tested Mean Nat'1 NCE 26 32.3 26 46.9 26 41 . 9 26 37.8 26 39.5 26 38.1 26 36.9  'I  I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 360 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 4 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summery N X N X N X N N X N N X 50 26  01 75 49 25 ___ 0 6 t 0 _ OX OX 1 OOX _ QX 0_____^OX _ 1 0 Q 1 OOX OX ox 0 i 0 0 OX i oox ox OX 0 i 0 0 OX 1 OOX OX OX 0 0 1 0 OX OX 1 OOX OX 0 0 1 0 OX OX 1 OOX OX 0 1 0 0 ox 1 oox ox ox Number Tested 1 1 1 Mean. Nat U NCE________4.9. 5 .58,_7 6 0,4 1 1 ALL WHITE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE _._55.9 41 .3 1 1 48.4 52.6 Percentile Sunnary N X N X N X 76 50 26 75 49 P____OX_____ 0 1 OX 1 oox 01 r-25 _ 0_____OX .. 0 1 0 p  OX 1 oox OX ___ox 0 1 0 0 OX 1 OOX OX OX Number Tested Mean Nat'1 NCE I 1 1 BLACK FEMALE Percentile Summary . 76 50 26 01 99 75 49 25 Numbe Tested Mean Nat f.l NCE_. 49-5 58.7 60.4 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N y. N TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE N X N X N X ___0_____OX______ 4 5 8 24X 29X 47X . 4___8,4_x___________2__ 5 5 3 29X 29X 18X 6 2 7 12X 35X 12X 41 X 1 7 .38., 5... 17 ____50.4 17 .45.3 0 1 0 0 1 55.9 OX 1 OOX OX ox 0 0 1 0 1 41.3 BASIC BATTERY N 3 3 6 5 17 42 X 18X 1 8X 35X 29X OX OX 1 OOX OX 0 0 1 0 1 48.4 SCIENCE N X 0 3 6 8 OX 1 8X 35X 47X 1 7 36.8 OX OX 1 OOX ox 0 1 0 0 1 52.6 SOCIAL STUDIES N 0 3 6 8 17 40,1 X OX 1 8X 35X 47X OX 1 OOX OX OX COMPLETE BATTERY N X 0 5 6 6 OX 29X 35X 35X 1 7 41 . 5 ^'11 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 1 0/07/91 PAGE 361 I i , t 'L_ SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 4 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N N X N X N X N X N N X 50 S6 - ^3 01 Nunbe 75 49 1 5 1 0 _4 . 5X 25 X SOX SOX ___5____25X . 7 4 4 35X BOX SOX 2 8 6 1 QX 40X 30X 4 _20X 3 5 7 5 15X S5X 35X S5X 5 4 6 5 S5X SOX 30X 25X 2 6 6 6 1 OX 3 OX 30X 3 OX 3 5 6 4 15X 25X 40X SOX Tested Mean Nat_'l NCE 20 ____45.4 _ SO 5S . e____ 20 ...47.4. SO 47.7___ 20 ._47.1 20 45.7 SO 47.4 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Summary 76 50 26 01 99 75 49 25____ Number Tested Mean Nat*1 NCE N X N X N N X N N X N 1 9 15 _ 12 37 42.2 S4X 41X 32X , 9 12 9 24X 3SX S4X 7__._19X 37 51.4 4 14 8 1 1 37 46  4 1 IX 38X 22X _30X 6 8 13 1 0 1 6X 22X 35X 27X 5 7 12 13 14X 1 37. 35X 2 9 12 14 5X S4X 3SX 38X 3 1 0 1 4 1 0 8X S7X 38X ^17. 37 45.5 37 42.4 37 43 . 1 37 44.7 I i II LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 1 0/07/91 PAGE 368 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I I r Percentile Suanary N X N N'  X N X N X N N X *1 '1 I L____ 76 5 0 26 01 39 75 49 25 1 9 1 6 1 2 3X 24X 42X 32X 9 13 9 7 24X 34X 24X 1 8X A 11X 15 39X 8 11 SIX S9X _6 9 13 1 0 1 6X 24X 34X Z67. 5 7 13 1 3 13X 18X 34 X 34X 2 9 13 1 4 5X 24X 34X 37X 3 1 1 1 4 1 0 8X 29X 37X 26 X Number Tested Mean Nat * 1 NCE 38 42.4 38 51 .6 38 46.8 38 45.8 38 42.4 38 43.3 38 44.9 r . 1 H1 LITTLE ROCK SCHOOL DISTRICT t 991 MAT-6 Distribution DJ6481 M6BYSC 1 0/07/91 PAGE 363 t SCHOOL : GRADE: GARLAND INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summery N X N X N X N X N X N N ______7k 50 26 01 75 49 25 g 14X 4 4 4 29X 29X 29X 4.___a?x__. 7 2 1 SOX 14X 7X _3 7 3 1 21^_ BOX 21X 7X __ 3 7 1 3 21X 5 OX 7X 21X 2 4 5 3 14X 29 X 36X 21 X 1 6 3 4 7X 43X 21X 29X 3 5 3 3 21 X 36X 21X 21 X Number Tested 14 - Mean Nat * I NCE________48..3__.. 14 ____58.1 1 4 ____56,0. 14 54.3 1 4 47.1 14 48.5 1 4 52.2 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N N X N N X N 76 50 26 99 75 49 01 -.25 0 3 5 _ ,17_ OX '12X 20X 68X 3 6 9 7 12X 24X 36X 28X 1 5 1 0 9 4X 2DX 40X 36X 0 6 7 12 OX 24X 28X 48X 1 1 1 1 12 4X 4X 44X 48X 0 5 1 1 9 OX SOX 44X 36X 0 5 9 1 1 OX 20X 44X Number Tested Mean Nat'1 NCE 25 33.8 25 44.3 25 40.2 25 38.0 25 35.9 25 41 .8 25 37.7 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N 'A N X N X N X N X N X . . 76 50 26 01 99... 75 49 25 -2.__5X.. 7 9 21 1 8X 23X 54X _ 7_ ____ 13 1 1 8 33X 2ex 21X 4 12 13 1 0 1 OX 3ix 33X 26X 3 13 8 15 8X 3rx 21 X 38X 3 5 1 6 15 ex 13X 41X 38X 1 1 1 14 13 3X 28X 36X 33X 3 1 0 12 1 4 8X 26X 31X 36 X Number Tested __Mean Nat M NCE. 39 .39.\u0026lt;.fl____ 39 49..3___ 33 ____45,9 39 .43.9 39 39,9 39 44.2 39 42.9I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J64d1 M6BYSC 10/07/91 PAGE 364 i -.t \" I ^'1 .4 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 76 99_._. 50 26 01. 75 49 25 Nueber Tested N X N X N X N X N X N N X 2 5X 1 9 S1 39 18X e3X 54X .7____1 8X 13 1 1 8 33X 28X 21X 4 12 13 1 0 10X 31X 33X 26X 3  13 8 15 8X 33X 21X 38% 3 5 1 6 15 8X 1 3X 41 X 38X 1 1 1 14 13 3X 28X 36X 33X 3 1 0 12 1 4 8X 26X 31 X 36X Mean Nat/,1_NCE_______39 \u0026lt;0 __ 39 .. -49 ,3 _ _ 39 ... 45.9 39 43.9 39 ___39.9 39 44.2 39 42.9 i . I .*T------------------ -1 I -^1 I J I J '1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 365 J- I t- I SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 6 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suamary.... 76 50 6 01 99 75 49 25 Number Tested Mean Nat/1 NCE WHITE MALE Percentile Sumeary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL WHITE Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE N 0 1 1 0 2 46.2 X OX SOX SOX OX TOTAL READING N 0 0 1 0 1 41 .3 N X N X N X N X N X N X ox ' ox 1 oox ox TOTAL READING N 0 1 2 0 3 44.6 X OX 33X 67X OX ^0 ' 0 1 1 OX OX SOX 50X 0 0 2 0 OX * OX 1 OOX OX 0 0 a 0 OX OX 1 OOX ox 0 1 1 0 OX 50X SOX OX 1 0 1 0 SOX OX 50X OX 0 0 e 0 OX OX 1 OOX OX 2 39.9 2 44.6 2 43.3 2 so. 0 2 57.6 2 46.6 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 0 1 0 1 46.8 x' N N X N N X N OX OX 1 oox ox ___0 o'' 0 1 OX OX OX 1 OOX 0 0 1 0 ox OX 1 OOX OX 0 0 0 1 OX OX OX 1 OOX 0 1 0 0 OX 1 OOX ox OX 0 0 1 0 OX OX 1 OOX OX 1 1 1 1 ao.4 36.5 31 .5 51 . 1 1 37.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 0 2 1 3 42.2 X N X N X N X N X N X _0X OX 67X 33X 0 0 2 1 OX OX 67X 33X 0 6 3 0 _0X OX 1 OOX OX 0 1 1 1 OX 33X 33X 33X 1 1 1 0 33X 33X 33X OX 0 0 3 0 OX OX 1 oox ox 3 36.5 3 41 . 0 3 43.8 3 55.4 3 43.6 ' I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 366 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 6 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY ! i Percentile Summary N % N X N N X N X N X N 50 26 75 49 P1 - es 1 3 1 0 ...4 17X 56X 22X 3____l.TX 1 1 4 0 61 X 22% OX 6 5 7 0 33X 26X 39X OX 4 3 1 0 1 22X 17X 56X 6X 4 3 3 8 22X 17X 17X 44X 4 4 5 5 22X S2X esx 28X 4 3 1 0 1 22X 1 7X 56X 6X I. Number Tested Mean Nat:1 NCE 18 . - 44.3 1 6 .. .57.2 18 . 57,.7^ _. 18 52,4 1 8 45.0 18 49.4 1 8 50.9 BLACK 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 N X 76 50 26 99 75 49 __01 - 25 1 4 3 _5, 8X 31X 23X 38X 3 2 5 23X 15X 38X 3 _23X 2 5 2 -4 15X 38X 15X 31X 1 5 2 5 8X 38X 15X 38X 4 2 4 3 31X 15X 31 X 23 X 2 6 3 2 15X 46X 23X 1 5X 1 5 3 4 8X 38X 23X 31 X Number Tested Mean Nat * 1 NCE 13 41 . 6 13 47.8 1 3 46.8 13 44.6 1 3 48.8 13 52.9 13 46.5 ALL BLACK 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 ____T6 -_99 50 26 01 75 43 25 _ 2 7 13 ^3 6X_ 23X 42X 97,,. .6____L9X__ 13 9 3 42X 29X .1 0?! 1 0 9 32X 29X t3X 5 6 12 6 _16X_. 26X 39X 1 9X 8 5 7 1 1 26X 1 6X 23X 35X 6 10 8 7 19X 32X 26X 23X 5 8 1 3 5 1 6X 26 X 42X 1 6X Number Tested Mean. Natll NCE. 31 43.2 .. 31 -__ .53 J5. 31 .._.53.1 31 49.1 31 46,6 31 50.9 31 49.0 I \u0026gt;I I t- !  i l- I '1 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Di st ribut ion TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 1 0/07/91 PAGE 367 COMPLETE BATTERY Percentile Suanary -76 -^99 ... 50 26 01 - 75 - 49 - 25 Nuaber Tested Mean Nat'1 NCE____ I________ N X N X N X N X N X N N X 2 8 15 _? ._6X 24X 44X -6- ...ISX____ 1 3 1 1 4 3ex 32X 12X . Q 1 0 t 1 5 S4X 29X 32X 15X 5 8 15 6 15X e4X 44X 1 8X 8 6 8 1 2 24 X 18X 24X 35X 7 1 1 9 7 21 X 3 EX 26X 21X 5 8 1 6 5 15X 24X 47X 15X 34 .43.3 34 52.3 34 _ .51..7 .- 34 48.4 34 46.4 34 51 .3 34 48.5 I I - I I1 GARLAND SCHOOL ENROLLMENT GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 268 BLACK WHITE OTHER M F M F M F TOTAL % BLACK 3 8 3 2 2 18 61% 15 15 19 14 17 20 26 6 135 48% 1989-90 W 0 T 12 22 11 21 13 17 17 6 127 45% % Blk B 1 1 1 3 2 10 4% 1 1 5 2 2% 1% 15 2 285 94% 211 28 39 34 35 32 38 43 12 279 96% 95% 88% 100% 94% 97% 100% 100% 94% 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 18 11 240 88% 262 15 2 279 94%Q recewep\noct 2 8 '992 GARLAND INCENTIVE SCHOOL AND ARKANSAS HUMANITIES RESOURCE CENTER Office of Desegregation Moimoring PRESENTS .. PERSISTENCE OF THE SPIRIT PRESS RELEASE PHOTO EXHIBIT OFFERS NEW INSIGHTS INTO BLACK ARKANSANS EXPERIENCE IN ARKANSAS A traveling version of the photographic exhibit featuring 300 years of Arkansas black history, Persistence of the Spirit. wUl be on display at Garland Incentive School, 3615 West 25th Street, in Little Rock, from October 26 through November 1, 1992. This traveling exhibit was funded by a grant from the National Endowment for the Humanities with 'research funding from the Arkansas Humanities Council. A special cocnmunity presentation will be held on Sunday, November 1  ---------------- _____ .. ___ _ WMXivAwjr } vut Mvv A 1^92 from 2:30 p.m. to 4\n30 p.m..in honor of Dr. Ruth Polk Patterson, a former employee of the Little Rock School District. The exhibit and the accompanying video was done to honor Dr. Patterson In her efforts to include black studies as an integral component of the district's curriculum. The forty-eight exhibit panels, designed as a free-standing exhibit have been touring Arkansas since June, 1986. Again, Persistence will be on public view November 1, 1992, from 2:30 j).m. until 5:30 p.m. for area residents. This first-ever statewide research effort puts the experience of black Southerners west of the Mississippi into the lairger national context. It covers Arkansas history beginning In the sixteenth century with Desoto's famous expedition (that {passed through the Arkansas territory) up through contemporary times. 'Maps, diaries, engravings, letters, newspapers, and photographs reveal the extensive role blacks played lnj the making of Arkansas history and culture.0. I- Noted African-American historian, John Hope Franklin, commented: \"...Persistence of the Spirit is a landmarkan important achievement.\" The traveling version of this exhibit contains over 300 images of people and scenes, including the first recorded photo of a black Arkansasa Little Rock servant holding a small child in 1859. I i Viewers will discover many famous people who are native Arkansans. They are portrayed in a continuum of dedicated men and women who embody the spirit of their times. The exhibit is organized around five time periods: \"Black Pioneers\" (pre 1721 - 1803), \"No Share in the Harvest\" (1803 - 1860), \"First Freedom\" (1860 - 1900), \"tell em Were Rlsln'\" (1900 - 1954), and \"We Speak for Ourselves\" (1954 - 1986).. This first-time collection of photographs and essays reveals the breadth and depth of black life in the state of Arkansas. It demonstrates a legacy of struggle which persists in our time. The spirit of \"freedom and liberation\" continues to propel black Arkansans toward self-determination and justice in education. For more information, contact the Arkansas Humanities Resource Center, 10816 Executive Center'brive, Suite 310, Little Rock, AR 72211, (501) 221-0093 Mr. MalvinVdones President - Garland PTA  t. RECE5VSD TO: FROM Mrs. Janet Bernard, Associate Superintendent Mr. Robert L. Brown, Jr. DATE: May 16, 1993 MAY 1 3 1993 Oifica of Oessgregation Monitoring SUBJ: AMPT Test Summary/Six Years I am providing you with, the results of Garleind'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 73 -5 79 84 88 86 84 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 Africein 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 TeamsOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 28, 1993 Ms. Aletha Cirila 6310 Asher Avenue, Apt. 524 Uttle Rock, AR 72204-7746 Dear Aletha: 1 enjoyed meeting you over the phone last week and talking with you about your experiences in the Uttle Rock School District. Im so glad youre pleased with whats happening for your child at Garland Incentive School. Enclosed is the information I promised you: excerpts from the Little Rock School District Desegregation Plan (incentive school section) and the Interdistrict Desegregation Plan (public relations section). 1 think these sections contain the most information about your concerns and questions regarding incentives schools and the districts relationship with the community. 1 have asked a member of my staff, Mr. Bob Morgan, to look into your questions about the money allotted to Garland. Bob is out of state this week, but has already begun looking at the numbers and should have some information to share with you next week. He will either call or write you about what he finds. In the meantime, 1 hope youve heard from Mr. Millhollen and gotten at least some of your questions answered. Im very impressed with your interest and involvement. Tfianks for being persistent the issues you raise are important and deserve to be addressed. Please dont hesitate to let me know if 1 can be of any further help. Hang in there! Sincere yours, Ann S. Brown Enc. 5'. LmiE Rock School District OFFICE OF THE SUPERINTENDENT i Novesiber 4, 1993 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Brown: This document Included in this document is the information requested relative to Garland Incentive School as well as the Romine Interdistrict School. represents the best thinking of those ^V(^ved at the school level as to what programs might be helpful to the _ recruitment and retention of students at each of the facilities. I,' a--n--d- -I  sur e that you would agree, UtLhLdaVt we TTmlTlugTst do all in our p__o-w---e-r-- --t-o--- --i--n--c--r--e--a--s--e-- --t-h--e-- ---v--i--a--b---i-l-i--t-y--- --a--n--d- --v---i-s-biobtihl itoyf othfese schools _ as we try to grow them in population and make them more S'ttractive to parents and students. whether or not the acquisition of lie technology equipment will meet their intended purpose, that achievement, the inclusion of this technology does signa- to parents and the community that we are serious about our commitment to toese spools and are willing to support them in this effort to meet the instructional these schools. needs of students enrolled at I would also like to assure you that it is not the intent to ignore the practice of submitting business expenditures are necessary. requested in your 10-19-93 letter, that business or desire cases when program In the case of those that you , we were under the impression cases for these three projects were not necessary because they wree*r*r4e:i approved a-kvnszd^ khra^dJ .e.__ a_ _-t-i . - . implementation in the previous year'sf ubnuddsg eat.llocated to t-hpm for However, be that as it may, I assure you that you will receive all future ^d required documents on a timely basis as they relate to tthhiiss aanndd no+t-hbiaei-r* f\u0026lt;inan4cial c_ _o__n__s_i__d__e__r_a__t_i_o__n__s_ .. . .. ^*^2 -i-xa.ue uu in the budget decision making process. so that they might be used In this regard Finally, in your letter you also requested that we append other business cases for new positions since 10-28-93- in th^s recrard I Zin di created only one new position, Zhich later in this letter, but we have adjusted people currently on staff to meet some of these instructional and support services that are required by the 810 West Maridiam Little Rock, Arfcansas 72201  \u0026lt;501)32^000 U M X I- A wUUUX VlbU 4^ UU0/ UU4 Mrs. Ann Brown November 4, 1993 Page 2 District eind the Superintendent to meet needs and to help us focus our day to day operational more clearly on meeting the goals of the Changes ttit haTeiS. oS^S that will follow will use existing funds that have been an ?????? ftued or XJtloS 4at 22 t. changes have allowed us to free un funds to yhat ever changes that are nade, as we Jeo^gaSS^ f2 maxiinum efficiency. as we reorganize for With regard to the position that I like to suggest to you that I, as  xx beginning to evaluate existing personnel require other.people in this organ!^tion, wno are capable of discharging specific i----- ..... . referred to earlier, I would as a new Superintendent who is and the needs of the _ +.\u0026lt;4. 1 , , . responsibilities and who staff have not been trained to perform, or be accountable for. Therefore, I will propose to the Board allowed to o^anize with the addition of filled immediately or I will continue to of Directors that i be reorganizing for majcimum efficiency, one new position to be as soon as the position can be advertised, review our organization with the mind-set of recommendations in the future. and perhaps make other The following programs did not have business provided are the reasons for such decisions. Truancy Pick-up Program cases developed\nproposed was presented to the Board of S LS regularly-scheduled X.... meeting. The Board susmended the rules a. ' ' * to implement this program. Funds were' available in thi^^vlXw: SSi implemented since we were unabl? to place police resource officers in all of our hm suspended and voted moved to suspend the rules, and it carried  in.all of our schools. Mrs. Pat Gee Hamilton seconded the motion, unanimously for suspension of the rules. ____ , -----:-------...wo, ai wie ri? i Ag St??? for implementation of the program, Dr.' Katherine chell seconded the motion, and it carried unanimously. Mr. John BPP^he Interdistrict School Commuaicatien Station project. after of ^tation ..s n^Sd ?o' a encouraged to enhance this Windows on Future,\" and that we had11/04/93 13: 33 301 324 2032 L R School Dlst ODM @ 004/004 . Ann Brown November 4, 1993 Page 3 led to believe ^at would allow that We only needed to ua to sell Si SSiS -arfcetins coman.^J 4-..-^?? Educational Management have^ finalized tool that will this ----------coinmuni tv purchase and  - We '^ill begin highly pi to develop publicize this communication Garland , ^loation technology. Research ' Multimedia Teehnnln, MuItlBifidi a a marketing ghueational been ul We did not believe IS  allocated to that a fdnd the first pr puroSS\"\"*'\"/ =u\u0026lt;:4-S. int??n^ needed to infuse into incentive school ----- case 5S-JSSS  V^?..E-=lact. into i It was our\"oDi7r^n and support the 2.tegret?on''\nrSSi: our reasonable are reguirerSyT^ tusSS =- --------- cost of nearly two min inn Robert Brown e requested a conference to diicSj I as funds could be fSmatter, we Of tSe'SX^J?.^ -i-ting cases, as we projected therefore, a cost of proposal could be Phase'  --lop his\" considered by the It was also Of some of the proposal. the expertise their Should you call. i^eguire further document Bos-/I zq  Proposal. ____ eoa^d during the _ recommended that otrriculum supervi 1994-95 Garland utilize isors as they develop explanation, please d co not hesitate to Sincerely Henry HPW:nr Encl. 'Williams superintendent SchoolsODM Visits to LRSD Schools, Opening Days 1994 Garland Incentive School We were pleased to note that:  The hallways were clean, bright, and decorated with posters and signs of welcome.  Classrooms were neat, attractive, and prepared for children.  All staff and students we encountered were welcoming, friendly, and polite.  Children were busily engaged in learning and play activities\nsome were quietly eating lunch in the cafeteria.  Many students were wearing the attractive school uniforms.  Bilingual signs were posted throughout the halls, showing sensitivity to the school's significant Hispanic population.  The staff is more racially balanced this year with the addition of five white teachers, two of whom are male,  Fresh St, Augustine sod recently had been installed near the building's entrance, and new stands of grass were evident on the playground. We also noted some areas needing attention:  The exterior doors on the north side of the building were badly faded, and had suffered considerable water damage which caused the wood to become separated and shredded.  The boys bathroom on the first floor smelled strongly of urine, and accumulated dust covered the eye-level tile border.  One sixth grade classroom had a ceiling leak.  Brackets for the televisions and VCR's had not been mounted on the walls, inhibiting progress toward theme implementation,  Hallways throughout the building were marred by numerous small patches of missing paint, apparently where tape had been removed.April 18, 1994 Jerri Jo Tackett 23 Rio Grande Forest Dr. Little Rock, AR .72212 Dear Board Member\nI received a copy of this letter and the attached program at a meeting of the Arkansas School Counselor Association that 1 attended on Saturday, April 16,1994. I am forv.arding each of you a copy thinking that you may not have received your own. As an elementary counselor in this school district I am embarrassed for the principal and sad for the students at Garland Incentive School who experienced this public display of their test scores. I hope that you have worked with Mr. Brown and can assure the Arkansas Counseling Association that this blatant disregard of students rights to privacy will not occur again. I appreciate you handling this matter in a professional manner. Sincerely, I  Jo Tackett Occ I F r Qi COUNSELING 0 JUSLii 1 F March 16, 1994 Little Rock School Board 810 West Markham Little Rock, AR 72203 J Dear Board: The attached copy of a graduation attention of the Arkansas program has come to the Counseling Association and we have page where it lists the XuSSt'S.r' some serious concerns. r U.U ixsts rne student that passed the Minimum Performance Tests and passed (sic) the Stanforts^ ^s^lea ieil as Buckley Amendment and FERPA, like vou to ^iso, would illegal and violates both the is clearly , ------------3 guidelines. like you to note that people do not as 'ass an achievement test. As a counseling association, of this  we would like to see the creators program provided education and guidance and sensitivity to multi-cultural issues. on legal issues We appreciate your attention and issue. allowing us to present this Sincerely\", Counseling Association R. Blair Olsen Executive Secretary Arkansas Counseling Association Sonya Howard Ethics Chairperson cc to: Little Rock School Board President ACA Board President ASCA ________A Branch of the American Counseling Association________ 1421 Wilson  Arkadelphia  Arkansas  71923  (501) 246-7222* Garland Incentive School's 1993 6th Grade Graduates Males Robert Alien * Saphen Buford ** Richard Burton Marvin CoHfos r I EsbuIs Latasha Buder * Holly Carroll * Rites of Passage Awards Program Theme Children are the Reward of Life - -African Proverb DenaroCook V * Jaipes Fields * Wn^m Green * Ronald Harris Jerome Hunter  Michael Hunter * James Ivey * James Johnson  Vernon Jones ** Kdvy Matthews ** Steve Preston JodRodtiguei Jose Rodriguez * Steven Smith * Keith Tucker Valencia Coleman Ashley Hill  Terri Jackson  Eva King Alisha Lemons * Tameka Lewb * Simona Matthews * Eryn Surratt Gary Vanderbih * Qifton Watson f I I '.J\"? Processional Libations Salute Musical Selection Wtes of Passage Overview Recognition of Guest Sp\u0026lt;akrt Musical Selection Motivational Speech Presentation of Awards 6th gPade students - Peie Shonowa, Entrepreneur  The Uberation Flat' Mr. Ridtey Banks Steven Preston Student Council Vice-President Valencia Coleman 6th Grade Student Mr. Rickey Banks * Passed MPT (RK^ *  Passed MH* and Stanford-8 6ih Grade Teachers for Ms. Yolanda Andkrson Mr. Leroy Slater   Remarks Closing Sok \u0026lt;a-.' \\ S'- ' Recessional  Mr. Robert L Brown, Jr. Principal, Garland Incentive School  Mr. Robert L BTown, Jr. Principal, Garland Incentive School First Annual Overcomcr's Award Mr. Tetrence Hardin CAAJ. TJft Every Voice and Sing\" 6th grade students Recepdon-Media Cen ter Gland Incentive School Sth an/16th grade students only. i5-24-94 RECE5V HAY 2 6 1994 Office of Desegreg: idu ... \u0026lt;u Mrs. Ann Brown Office of Desegregation Monitoring Heritage West Building 201 E. Markham, Suite 510 Little Rock, AR 72201 Dear Mrs. Brown: I must confess my enjoyment in reading one of your letters to a member of my staff. Their decision and response to the allegations shared with me by Dr. Henry Williams was accepted with much gratitude. The adversity has provided opportunities for this staff to grow closer together. We are hke a family, and all the children belong to us. Now it has fallen upon my shoulders to defend their honor and integrity. The enclosed letter from Ms. Elizabeth Boyter, Staff Attorney with the Arkansas Department of Education, reveals a serious allegation from within the Little Rock School District upper management. In response to the statement \"... because of past allegations of documents being altered,\" I have spoken with Dr. Bernd, Dr. Steele, Dr. Cannon and Mrs. Mary Guinn. None of them recall any problems with the testing program at Garland Incentive School. So the past allegations never reached the previous superintendents' level. Why has it come about at this time? I know what I think, but if a resolution is to be reached, my thoughts are insufficient to warrant a change in how matters are approached. If you can help us remove this illusion of dishonesty, we would appreciate your effort. Respectfully, tx Robert L. Brown, Jr.'IJJ iOS Il Aiiansas .4? DEPARTMENT of EDUCATION ----- 4 STATE CAPITOL MALL  LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-447.5 GENE WILHOIT, Director, General Education Division May 16, 1994 Mr. Henry Williams Little Rock School District 810 W. Markham Little Rock, AR 72201 Mr. Robert Brown Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Mr. Williams and Mr. Brown: I am forwarding you a copy of the Department's SAT 8 investigative report. If you need any additional Information, please let me know. Sincerely, Elizabeth Boyter STATE BOARD OF EDUCATION: Chainnan - EIAINESCOTT, Utile Rock - Vice Chairman - RICHARD C. SMITH, JR. Tillar Members CARLE. BAGGETT. Rogers  WILLIAM B. FISHER. Paragould  JAMES M. LLEWELLYN, JR.. Fort Smith .JAMES A. McLARTY III. Newport  RAE RICE PERRY. Arkadelphia  SHERRY WALKER. Utile Rock  NANCY M. WOOD, Lillie Rock An Equal Opportunity Employer ADMINISTRATIVE INVESTIGATION Requested By: Elizabeth Boyter, Staff Attorney Arkansas Department of Education District Investigation: Little Rock School District Investigative Team: Vicki Gray, Administrative Advisor Student Assessment Yvette Dillingham, Supervisor Teacher Education and Licensure ATTORNEY'S OFFICE Summary of Allegations: Dave Floyd, Supervisor School Plant Service On April 19, 1994, the Arkansas Department of Education (ADE) received a letter concerning possible irregularities or violations of the Stanford Achievement Test, Eighth Edition The letter was written by Mr. Robert L. Brown, Jr., Principal, Garland Incentive School. school. Mr. Brown expressed concern about test security for the Summary of Investigative Activities: 1. On April 27, 1994 , a letter was sent to Dr. Williams, Superintendent, Little Rock School District, scheduling the investigation. 2 . On May 4, 1994, Vicki Gray, Yvette Dillingham and Dave Floyd interviewed individuals in the Little Rock School District. These individuals included: Dr. Superintendent\nDr. Research and Evaluation, Robert Glowers, and Hr. Principal, Garland Incentive School. Findings of Fact: 1. Dr. 2 . 3 . Henry Williams, Director of Planning, Robert L. Brown, Jr. , williams stated that Stanford 8 answer documents were picked up early from Garland Incentive School because of past allegations of documents being altered. Dr. Glowers did adjust the document pick-up for fourth grade to adhere to state guidelines. Mr. Brown was frustrated that his staff did not have time to tl clean up I the documents (i.e. etc.) before being picked up. erase stray marks. erasures, Mr. Brown was also concerned at the lack of an explanation for the early pick up of materials. * Conclusions: 1. There is no evidence that the security of the Stanford Achievement Test, Eighth Edition, was violated.06/02/94 17:15 Q FRIDAY LAW FIRM  002 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTER' TNORS The attached PRE-HEARING SUBMISSION draft Stipulation and Agreement Regarding Stephens and Garland Schools\" is hereby submitted as a document which, if finally agreed upon by the parties, will be presenlied to the court at or before the scheduled June 7, 1994 hearing. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By Christopher HellerJ ---- Ra-r Mn m n Q T Bar No. 8108306/02/94 17:16  FRIDAY LAW_JFIRM_____ @003 CERTIFICATE OF SERVICE I certify that a of the foregoing Pre-Hearing Subnlssion \"\"\" followin^pVopiri^dirositing in the United States mail on this 2nd day of June, 199c4o\npy cf same 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 Roache11 Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor -H---e--r-i-t--a-g-ae- West Bldg. Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Heller/^ 06/02/94 17:16 FRIDAY LAW FIRM @004 DRAFT IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAI*ITIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS STIPULATION AND AGREEMENT REGARDING STEPHENS AND GARLAND SCHOOLS The Little Rock School District (LRSD) has filed a \"Motion to Close Stephens School\" and has notified the court of its intention to seek permission to construct new school on the prtjsent a Stephens site. The parties have met to consider the issues re.'.ated to LRSD's motion and have reached the following stipulatior and agreement: 1. Stephens Incentive School will be closed at the er.d of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School will be assigned to Garland Incentive School but will have the option of attending ether Schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred students06/02/94 17:17  FRIDAY LAW FIRM 0005 and will be constructed as soon as possible but shall be completed no later than July 31, 1996, 3. The new Stephens school will be a magnet school and the student body will consist primarily of black and white LRSD students and some majority-to-minority transfer students from PCSSD. PCSSD will attempt to recruit students to attend Stephens Magnet School but will not be required to provide a predeternined percentage of the student population of that school. 4. Garland Incentive School will be closed when Steohens Magnet School is opened. The former Garland students shaLl be assigned to Stephens Magnet School. The Garland building shall be used for school district purposes such as an instructional res-jurce center and/or parent training center. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. 5. Stephens Magnet School shall provide a basic education program which may be modified upon an educationally justifiablt and financially feasible recommendation of Dr. Henry Williams. This provision shall not apply to any other superintendent unless same has been negotiated with the Joshua Intervenors \u0026lt; use for the school has been jointly determined. and an appropriate Stephens Magnet School shall have a bi-racial faculty with at least forty percent black faculty members. The educational program and other programs shall be conducted from perspective of integration among a principals, faculty, other staff members. parents and students. 206/02/94 17:18 FRIDAY LAW FIRM 006 Q The school will promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible. 6. Stephens Magnet School benefits which will provide the following are found in LRSD incentive schools: a. Extended Day Program including extra compensation for b. c. d. e. g- h. staff where necessary and appropriate\nExtended Week Program including extra compensation for staff where necessary and appropriate\nExtended Year Program including extra compensation for staff where necessary and appropriate\nEarly Childhood Program\nCurriculum Specialist\nStudent Educational Plans\nComputer Loan Program\nParent Programs including parents as tutors, aides and advisors. The parties do not intend that these positions will be reserved exclusively for parents. Parent support work shops shall be provided at least once each quarter of the school year. Parents shall be employed as aides with the expectation that they nay, in accordance with the desegregation plans, complete college teaching dagree programs leading to teacher certification at L-^SD's expense and enjoy possible career district. opportunities in the f. Upon a final court determination that scholarships for incentive school students are required by the desegregation p..ans. 306/02/94 17:19 FRIDAY LAW FIRM @007 scholarships shall be extended to Stephens Magnet School stidents on the same basis as they are made available to incentive /school students. 7. The goal for the racial composition of the new Stdphens Magnet School shall be fifty-five percent black student enro\n.lment with a target racial composition sixty-five percent black. range of fifty percent bleick to 8. The Office of Desegregation Monitoring has identified potential sources of magnet school funding which could be used to help support the Stephens Magnet School. LRSD will pursue federal magnet school grants and funds from other potential funding sources. 9, In the event that disputes arise with respect to this stipulation and agreement, they will be resolved among the parties and by the court in a manner consistent with the principals and expectations of the original settlement plans in this case. This agreement and stipulation made this 2nd day of June, 1994. Respectfully submitted, PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 LITTLE ROCK SCHOOL DISTRICT WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 By:. M. Samuel Jones By:_________________ Christopher Heller 406/02/94 17:20 Q FRIDAY LAW FIRM  008 JOSHUA INTERVENORS NORTH LITTLE ROCK SCHOOL DISTRICT JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 JACK, LYON \u0026amp; JONES, P.A. 3400 TOBY Bldg. Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 By:^_________________ John W. Walker By:______________ Steve Jones KNIGHT INTERVENORS Mr. Richard Roachell Roachell and streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Richard Roachell 506/02/94 17:14  FRIDAY LAW FIRM  001 HERSCHEL M. RRIDAV, ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON. P.A, JAMES W. MOORE BYRON M. SISEMAN. JR., P.A, JOE D. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. H.T. LARZELERE, P.A. OSCAR E. DAVIS, JR. JAMES C. CLARK. JR., P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS, P.A. A. WYCKUFF NISBET. JR., P A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL ill DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON It. P.A. BARRY e. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST, JR., P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH, P.A. ROBERT $. SHAFER. P.A. WILLIAM M. GRIFFIN 111, P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE FRIDAY, ELDREDGE \u0026amp; CLARK A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL DIANE I. MACKEY. P.A. WALTS I M. EBEL III. P.A. KEVIN t. CRABS, P.A. WILLIA A A. WADDELL. JR.. P.A CLYDE TAB* TURNER. P.A. CALVIL J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY . MALONE. P.A. LITTLE ROCK, ARKANSAS 72201*3403 TELEPHONE 501-376-2011 FAX NO. 501-376-2147 [ ] Copy and return with P.O.T. [ Return P.O.T. only TELECOPY TO FOLLOWING NO: THE FOLLOWING PAGES ARE FOR: TO: 4//A/ .zgAoVA/ FIRM NAME: FROM: MESSAGE: TOTAL NO. OF PAGES y THIS INFORMATION SHEET PLUS DATE: TIME: M. OAVuE CORLEY. P.A. RO8ER1 a. BEACH, JR.. P.A. J. LEE I ROWN, P.A. JAMES BAKER. JR., P.A. M. chai LES 08CHWEN0, JR.. P.A. MARRY i. LIGHT. R.A. SCOTT I. TUCKER JOHN C:.AYTON RANDOLPH GUY AL rON WADE PRICE c. Gardner J. MICH AEL PICKENS TONIA I . JONES DAVID }. WILSON JEFFRE H. MOORE ANDREI' T. TURNER JOHN R VY WHITE DAVID n. ORAF CARLA \u0026lt;. SPAINHOUR JOHN C FENOLEY.JR. ALLISOI. GRAVES BAZZEL JONANI C. ROOSEVELT R. CHRIITOPHER LAWSON GREGOFY D. TAYLOR TONY L WILCOX FRAN C HICKMAN BETTY DEMORY Cluwaii WILLIAI. J. SMITH WILLIA*\u0026lt; A. ELDREDGE. JR.. P.a. B.S. CL. RK WILLIAK L. TERRY WILLIAL L. PATTON. JR.. P.A VRITiH'a OlHiCr NO. 7 PAGES __AM/PM IF YOU DO NOT RECEIVE ALL THE PAGES PLEASE CALL 501/376-2011 ASAP TRANSMITTING FROM: EXT. 215 TELECOPY OPERATOR: FOR OFFICE USE ONLY: AUTOMATIC FAX MIDA CANON -560 -770 RAPICOM-200 (CLIENT NUMBER) - 501/376-2147 (MATTER number: U /J: ar capy of traarmUtlhrRECEIVER IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 8 1994 Office of Desegregation Mo, ng LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL STIPULATION AND SETTLEMENT REGARDING STEPHENS AND GARU The Little Rock School District (LRSI Close Stephens School\" and has notified tl to seek permission to construct a new school on the present Stephens site. The parties have met to consider the issues related to LRSD's motion and have reached the following stipulation and agreement: 1. Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred kathy\\LRSD-At,.SQ J RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 8 1994 Office of Desegregation Mu... ...ng LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS STIPULATION AND SETTLEMENT AGREEMENT REGARDING STEPHENS AND GARLAND SCHOOLS The Little Rock School District (LRSD) has filed a \"Motion to Close Stephens School\" and has notified the court of its intention to seek permission to construct a new school on the present Stephens site. The parties have met to consider the issues related to LRSD's motion and have reached the following stipulation and agreement: 1. Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred kathy\\LRSD.Atr.Sl2students and will be constructed as soon as possible but shall be completed no later than July 31, 1996. The new Stephens school shall be a magnet school and the student body shall consist primarily of black and white LRSD students and some ma jority-to-minority transfer students from PCSSD. PCSSD will attempt to recruit students to attend Stephens Magnet School for purposes of desegregation but will not be required to provide a predetermined percentage of the student population of that school. 4. Garland Incentive School shall be closed as an educational learning center for elementary pupils when Stephens Magnet School is opened. The former Garland students shall be assigned to Stephens Magnet School. The Garland building shall be used for school district purposes such as an instructional resource center and as parent training center. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. 5. Stephens Magnet School shall provide a basic education program with an appropriate theme which may be modified upon an educationally justifiable and financially feasible recommendation. Stephens Magnet School shall have a bi-racial faculty with at least forty percent black certified faculty members not including 3 . administrators. The educational program and other programs and activities shall be conducted from a perspective which promotes racial integration, rather than simply racial desegregation, among principals, faculty, other staff members, parents and students. laiiv\\LRSD-Atr.Sl2 2The school will also promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible. 6. The double funding provisions for Stephens and Garland schools shall apply to Stephens Magnet School unless and until the new school becomes an effectively desegregated school. In accordance with the standard established by the Eighth Circuit Court of Appeals, double funding will not be required if and when the racial composition of the student population is at or below eighty percent black. The provisions of paragraph 7 of this agreement shall remain in effect after the double funding requirement has ended. Moreover, the Stephens Magnet School shall be funded at the level contemplated for the highest quality educational programs in the LRSD. 7. Stephens Magnet School shall provide the following benefits which are found in LRSD incentive schools: a. Extended Day Program including extra compensation for staff where necessary and appropriate\nb. Extended Week Program including extra compensation for staff where necessary and appropriate\nc. Extended Year Program including extra compensation for staff where necessary and appropriate\nd. Early Childhood Program\ne. Curriculum Specialist\nf. Student Educational Plans\ng- Computer Loan Program\nImtbyXLRSD-Agr.StZ 3h. Parent Programs including parents as tutors, instructional aides and advisors. The parties do not intend that these positions will be reserved exclusively for parents. Parent support workshops shall be provided at least once each quarter of the school year. Parents shall be employed as instructional aides with the expectation that they may, in accordance with the desegregation plans, complete college teaching degree programs leading to teacher certification at LRSD's expense and enjoy possible career opportunities in the districts. Upon a final court determination that scholarships for incentive school students are required by the desegregation plans as contended by Joshua, scholarships shall be extended to Stephens Magnet School students on the same basis as they are made available to incentive school students. 8. The goal for the racial composition of the new Stephens Magnet School shall be fifty-five percent black student enrollment with a target racial composition range of fifty percent black to sixty-five percent black. 9. The Office of Desegregation Monitoring and LRSD are aware of potential sources of magnet school funding. The parties believe that this funding could be used to help support the Stephens Magnet School. LRSD will pursue federal magnet school grants and funds from other potential funding sources. lathy \\LRSD-Aif.Sl2 410. All parties will be fully involved in the development of the new Stephens Magnet School to ensure that the desegregation plan objectives can be achieved. LRSD will cooperate with the parties to ensure that the new Stephens Magnet School is a properly utilized and efficiently operated educational facility from the onset and thereafter. 11, In the event that disputes arise with respect to this stipulation and agreement, they shall be resolved among the parties and. if necessary, by the court in a manner consistent with the principles, expectations, and goals of the original settlement plans in this case. 12, The parties believe that this stipulation and agreement is not only consistent with the settlement plans for Stephens and Garland schools, but that it provides a desegregation and education plan which IS superior to that contained in the settlement agreement. 13, The parties pledge their good faith cooperation in implementing this stipulation and agreement. 14, The parties agree to withdraw their appeal regarding Stephens school. 15, LRSD filed its Motion for Approval of Four-Year Old Program Sites on April 6, 1994 and filed a substituted Exhibit 1 to that motion on April 21, 1994, The parties agree that early childhood programs within LRSD should be located in accordance with LRSD's motion and substituted Exhibit 1, lutfay\\LRSD-A^,Si2 516. The LRSD agrees to either resolve the matter of costs with Joshua or, failing resolution. to have the amount of same referred to the Court for disposition at the cost of the LRSD. 17. The parties agree that the combination of the operation of Washington Interdistrict Magnet School and the agreements contained in this stipulation and settlement satisfy the desegregation plan requirements for interdistrict schools required to be constructed within LRSD. No additional interdistrict schools within LRSD are required by the desegregation plans. The parties agree to cooperate with the City of Little Rock in an effort to enhance the facilities and educational opportunities of Stephens Magnet School. This agreement and stipulation made this day of June, 1994. Respectfully submitted, PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 LITTLE ROCK SCHOOL DISTRICT WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 By: M. S el\\ Jones Christopher Hell kalhy\\LRSD-A,i.St2 6 \u0026lt; r JOSHUA INTERVENORS NORTH LITTLE ROCK SCHOOL DISTRICT JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Bldg. Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 ^ohn W. Walker By: Jones KNIGHT INTERVENORS Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 By: Richard Roachell kBthyKLRSD-ART .SC 7 JUL-13-94 WED 9:34 SUSAN W WRIGHT FAX NO, 5013246576 P.Ol FILED U.S DISTRICT COURT eastern district ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES w. MCCORMACK. CLERK _______ LITTLE ROCK SCHOOL DISTRICT OEP CLERK PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS M - 1 / / KATHERINE KNIGHT, ET AL INTERVENORS little ROCK SCHOOL DISTRICT RESPONSE TO JOSHUA PROPOSED. ORDER REGARDING STEPHENS AND GARLAND SCHOOLS For its response, the Little Rock School District (LRSD) states J 1. The Joshua Intervenors have provided the Court a proposed order concerning Stephens and Garland schools. a The proposed order follows stipulation and agreement among all the parties concerning the stephens and Garland issues and a June 7, hearing concerning those issues. 1994 2. LRSD is in agreement with the proposed order. WHEREFORE, for the reasons set out above, LRSD prays for the entry of an order approving the stipulation and agreement of the parties such as the order proposed by the Joshua Intervenors. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICTJUL-13-94 WED 9:35 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol street Little Rock, AR 72201 (501) 376-2011 Christopher Heiier CERTIFICATE OF SERVICE I certify that a copy of the foregoing Little Rock School and Joshua Proposed Order Regarding Stephens and Garland Schools has been served on the following people by depositing copy of same in the United States mail on this 7th day of July, 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 kiky\\P-SkU3,,.ftD 2JUL-13-94 WED 9:35 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 stopher Hell 3LITTLE ROCK SCHOOL DISTRICT QU1Z:SSPLST POSITION SUPPORT POSITIONS ______STAFF A! GARLAND BLACK M F CAFETERIA WORKER CUSTODIANS MEDIA CLERK SECRETARY NURSE SOCIAL WORKER INSTRUCTIONAL AIDES SUPERVISION AIDES OTHER SUBTOTAL SUPPORT POSITIONS 0 2 0 0 0 02 0 1 3 10 0 0 1 11 2 0 :l 5 18 SUBTOTAL PERCENT 16.67 60.00 nF 11/10/94 WHITE M F OTHER M F TOTAL % BLACK 0 00 0 0 00 00 0 0 1 1 1 0 2 00 0 0 000 0 0 0 0 0 00 0 0 0 1 1 0 3 3 1 11 1 16 31 100.00 100.00 00 00 00 100.00 81.25 66.67 . 100.00 b 5 0 2 30 76.67 00 16.67 00 6.67 30 76.67 MAP-3 1-95 FR I 01:16 PM UUkLBBBB G A R L A D 5016716295 P - 0 .2 LITTLE ROCK SCHOOL DISTR ICT Garland Incentive School Multimedia Technology and Educational Research 361$ West 2$th 1-27-93  Little Rock, Arkansas 72204 Dear Garland Parents, In an effort to provide our students. , '* wfll implement the program on Monday January 30 new policy to all ' \" environment 1995. for counselor. students on Monday mornlna 4-b.r% ______________.. behavior management The teachers will teach the Mrs. Jones, school reinforce the rul.: Sfth vouMihf.d,/\n' Pleeii that we are all working Woether a^^^^  =''\" ^'em the most important thing to happen at school e rules to all As our discipline plan suspension room and lunch detent! The in-school suspension will be used school suspensions part of behavior. to out of we will establish __ an ln-3chool on as a consequence for negative (please refer to your Responsibility Handbook), receive an expulsion Rock Police Department will also committing category three offenses. , - as an alternative for category one and two offenses of the Student's Rights copy uiiB oruaent's and in category three In-School will recomaiendatlon. be notified for The Little students Suspension will be Mnned by a certified teacher. Students will report as soon  \\ * certified teacher, until the close ^of school Reou\\a^r nd remain there the in-achool teacher their S^ve the assignments In-school and the tearh ' will complete back to the classroom teachi^ for students to maintain their  ^^i '*ill enable assigned to in-school will grades while on %uape\\on^ computer, G.T., or other clashes \"ft, will also be prohibited from utt Activities until they complete principal will Students P.E., music, assign students to In-school. _ J . ^cr.d a conference with the principal before the student call if the time required to^ attend except resource classes. attending assemblies and Extended Dav \u0026gt; their in-school days. * ' Students Only the child, Parents will be teacher, return to the classroom. scheduled is not convenient. and Please recess wrltt.n .nd ou_l and ,,.t.d K V '-------- ' remain quiet and Students who choose not to behave---------- assigned extra iyi. TeVcSJr \"\" detention may be hall. leacners will make assignments to detention IMAR-31-95 FR I 01:17 PM GARLAND 5016716295 P . 04 GARLAND INCENTIVE SCHOOL DISCIPLINE PLAN CLASSROOM RUT\u0026gt;ES\nSTUDENTS WILL: FOLLOW THE DIRECTIONS OF ALL STAFF MEMBERS. RESPECT THE RIGHTS, FEELINGS, AND PROPERTY OF OTHERS KEEP HANDS, PEET, AND OBJECTS TO MYSELF. WALK QUIETLY IN THE BUILDING AT ALL TIMES. CAFETERIA RULES\nSTUDENTS WILL: STAY IN ASSIGNED AREA UNTIL DISMISSED BY SUPERVISION AIDE. USE QUIET VOICES AND GOOD MANNERS. LEAVE EATING AREA CLEAN. NEGATIVE CONSEQUENCES: FIRST OFFENSE - WARNING SECOND OFFENSE - RECESS DETENTION THIRD OFFENSE - CALL PARENTS/BEHAVIOR DOCUMENT FOURTH OFFENSE - TIME OUT IN BUDDY TEACHERS RGOMZBEHAVIOR DOCUMENT POSITIVE CONSEQUENCES: EACH classroom TEACHER WILL DEVELOP AND POST CLASSROOM CONSEQUENCES POSITIVE A STUDENT RECEIVING THREE BEHAVIOR DOCUMENTS IN A FIVE DAY PERIOD SHOULD BE REFERRED TO THE PRINCIPAL'S OFFICE ATTACH THE THREE BEHAVIOR DOCUMENTS TO THE LONG FORM AND SEND TO THE OFFICE. UPON RECEIPT OF THE THIRD BEHAVIOR DOCUMENT A CONFERENCE WILL BE SET-UP BETWEEN THE STUDENT PARENT TEACHER, AND PRINCIPAL. UPON THE FOURTH BEHAVIOR DOCUMENT IN A FIVE DAY PERIOD, A STUDENT WILL BE ASSIGNED TO THREE DAYS INSCHOOL SUSPENSION. SEVERE BEHAVIOR SHOULD BE SENT TO THE OFFICE IMMEDIATELY! ONLY SEVERE BEHAVIOR OR THREE BEHAVIOR DOCUMENTS IN A FIVE DAY PERIOD SHOULD BE WRITTEN UP ON A LONG FORM. ALL CATEGORY THREE OFFENSES SHOULD BE BROUGHT TO PRINCIPAL'S ATTENTION IMMEDIATELY. THE MEiiMrii^R-3 1-95 FR I 0 1:16 PM GARLAND 5016T16295 P , 0.3 Students who continue to break the rules may receive a different deemed appropriate by the principal.' nDrICSDPLT AAYV ErYXrTnRDEPMiiPE BBEPtHrwAVr\u0026gt;Ii\u0026gt;OARn MAY _B_E_ _ _R__E__F__E_R\u0026lt; R.. E_ D TrO  STUDENTS THAT THE OFFICE IMMEDIATELY. Since we are serious about improving student achievement nt taught conflict resolution by Mrs. ---------- Ms. Webb, Social Worker, will work with them respect themselves and other Jones. people. students to help Thank you for your help in making importance of a good educatl on. your child aware of the Sincerely, Karen Buchanan, Principal Amm4cie* Wright, resi nt c% Cher nselor JiOnes, ------------------------- Catherine Webb, Social Worker Mic el' Green, Discipline o. ittee 7^ Di ipline Co ittee ^aylor, Discipline Committee Faye/ Norviopd, Discipline Committee Mary Smith Discipline jiommittee i. 1. m.-VtXzXGEMI-.N 1 QIJAKIi.rly KEIOIU Sctiodi Garland Beginning Period I rin\u0026lt;ipj|_tWard Ending Period _Aiigiist 21,199 5 October 17,1995 PART I. Please indicate number of suspensions by race and category. A. Out of School Suspensions - Category I Violations j Gtik. R:\u0026gt;.k F Total Black While F Total While Spanikh M F Ttiial Span Aaia/Pav M F Total Alia/ Pac ind/E\u0026gt;k M F Tula! Ind/ Elk Other F Total Other Tou J. i 1 1 1 1 r d h - ... ,tliL rv 3|fiCi CL twiiiwo a. T.-al.n Ciliii.m 2 'X H. l-ong-Term Suspension - Category 11 Violations Gradct Black Total Black While Tmil While Spanikh Total Span Aaia/Pac Total Alia/ Pac Ind/Eik Total Ind/ Elk Other Total tXher Tola: F M F M F M F M F M F L____ r Total! P='' column C. Expulsions - Category III Violations GiaJei Black Xi F T.il.l Slick White M F Total White Spaniah M F Total Span Aaia/Ptc M F Toiel Alta/ Pac Ind/Esk M F Total Ind/ Kak Other M F Total Other Totah I- L T.xah volutnn NOPE: Period. Quarterly Reports are due in the Hearing Office one (1) week following the end of each (Ir.ulir SEE RIAERSE FOR PARTS 11, III AND IV.Sewt Himut PART II, Please complete. NOTE: These llgiircs are to be included in Part I. NO! E. Students on Sent Homes M lolal Black Wbiu M F Ttal While 'xnrlMund \u0026gt;5lms(irn luk bun tab arc not included in Part I. Spanish M F TMI Span Aiia/p.u M F Tia| Asia/ Pac Ind/Esk M F Tt'ial InJZ F k (iihcf M F Toijl Oihcr T.t.. 1 1 1 1 I i! !l !i 1 II II J T It ll 'I PART in. Personal Data - Please indicate recommending the various suspensions. race, sex and experience of staff members- . ichinf 0-3 . 4 10 lt-I5 16-20 21-25 26-30 JO Over Total! Je I Black M * 1 F 2 PART IV. Black M F  JJ, 16 11 IB 15 19 15 -Lh lA 4 12 16 4 3 127 )tDU\u0026lt;'UCMr,CBB Total Black 2 U-hiitf M F Total Wliite Spanish M I- Total Span Aaia/Pac M F Total Asia/ Pac IntPEsk M F Total lod/ Fxk , Other F Txttal Other Toul* I 1 3 3 Enrollment Data - Please indicate and Race. your schools enrollment by Grade Level, Se: ex Total Black WJtiie M F Total White Spanish K1 F 1 la. 32. 32 23. 29 35 1 0 1 0_ 0 7 108 P).3S^ 1 A 1 1 2 1 13 Tout Span 5. 0 AtiaZPac M F Total Asia/ Pac InJ/Fsk F Total InJ/ Fsk Other F Total Other Tetais Per C.M.Ie 18 J 2. 0 A 1 2 1 1 6 3 3 2 29 38 30 35 29 32 38 -7 255c,! Garland loc.QnLlVfl - negiuhirtl PFrioii J^a\u0026lt;EiLria26-_______ fcy F E^FEL,-,___ tndinj 1i'j PART I. Ibrcli-ll, 1996 Pleave indicaic number of suspensions by race and category A. Out of -School -Suspensions - Caiegoi'y I Violalion s Black M F Bu\u0026lt;k M f Ts^ti WUiu Sfinith H T.iul Spn Aiii'F*\nM f LMtl Aau/ hkbFkX ~\nrr~ li\u0026gt;J/ Fkk V \u0026gt;ih\u0026lt;r Ki TiHii (Hh^e T,.. I T -n Crrinnrrt B-^SSfes-Term Suspension - Category il Violations (3-10 days) 6 Ka:k x\u0026lt; rm Kk Tom ww IL 0 Tdel AM/rr T(l Atia/ Ftk- IL -fi.- tr'4'f k Told IlKlf Other rm F.k M 1. JI,-  \u0026lt;'\u0026gt;she( ______IL... T.'Ul* -I 15 XU 0 _0_ F M r M M F F 2 8 0 X 1 0 7 0 0 lull r\" TC't\u0026gt;ar\u0026gt;\u0026gt;n 1 14 21 0 0 0 X-siL. C. Expulsions - Category III Violations G\u0026gt;a\u0026lt;il F Tout (wk M TMd WMU M r T,.l Jptu Ak/FH M M'Fik Fk crriiai M F Tsaul Fak OUtir KI F foul (Xhvf r-uu mr. A-ii.. .:rtbz NOTE: Quarterly Reports are due in the Hearing Office one (I) neck following ihe end of each tu.uiuip Pcno.t, SEE REVHKSK for r-ARTS II. Ill AND |V.PAH r ii. Pic.ivc coinpklc. NOTH: These hgurcs nrc (a be irwludod in Part I. **NOTF.: Siudenia on Sent Homes arc not included in Part 1. ni.A M 1iU4| I',lit I Wutt! T\u0026lt;4O M .tpAniifc rz: fl i n rti^ I wMzm^ \u0026lt; -1 n M r- T.ImI Spirt Aiii'Pmc H f T.rtl Ami/ r.- H F Ti'isl InJ' cn Other h( F l..nl llili.'r -A J PAR7' HJ. Personal |\u0026gt;aia - Plcatc indicate race, sex and experience of iiaff members rceomniending the varioxit tuspciisions. Tdivkinj Expefjcrx e Bilik Tu.il CliA u-hiiv' T.-.I VkStiK Srni-4i TvUI Srsrt Aaa/Pu Tixil AlIV F*v Ud'F'k Tout (k Other Kf T.Mll (KB.I \u0026lt; tn 1. .L 0 11 0 Ills isjo .2. IIJS !*.sn so fXtl 0 3 Tiu)* M I F M F M F F F 1 1 0 0 0 0 0 0 0 0 0 1 2 2 6 8 1 0 1 0 0 0 0 9 PART IV. Enrollincni Dau - Please indicate your school's enrollment by Grade Pevei, Sex and Race, .wjiTs. a' - nr 3. Grd MKk M f T.l tiuk WIhU til r Tout S*I11M ^..lA Pre-K J... T M F ToM **\u0026gt; AateiTM M F Tout A*u/ Fk M/Crt M F Tixt U4I ek Oi*\u0026lt;f r.Ki Fl F (kiKi hl CiMj K 12 17 29 JI 0 3 2 5 0 0 0 0 0 .0 0 18 29 lat IBIS 33 0 . 4 0 4  0 0 0 37 2nd 16 11 3rd 27 0 Q 1 1 0 2 1 3 0 0 ...._0_ 28 4 th a_lXL.27, 0 0 5 til 6th CBl 20 5 TOTAL 0 0 0 0 16 3 36 8 n^i. 128 111 239 ,tAA 1 1 0 0 _0____J59.. 0 ._27., 1 0 2, 1 i 1 2 2 0  \"o 0 0 0 0 o' 0 39 8 1 11 6 17 0 0 0 257S'-t'Qc' GAPLAW) TNCENTIVE-. lUftinrtine Pt'io'i A?.5_..... r\n' r '^l.U.QSEL- WA(W-.. Tridhg rei''!!.QECEMBEK, 19,12?5,_____ f'AKT I Plejie indicate nurnbei of suspensions by race and category A. ()iii 01 School Sijs|)ensinns  Category I Vlolaiiisns t Btr Ki T.riI 6i(k M F TsMd WfciM M F TcUl bj'sn Axft/Nc T'Atl I.U'bh M F j\n' ' Aua/ Fd Tuul ItvJ^ Fak K T..ii Oihv-f T,- .0. X!. 1 .-.S-ftO- T -I., f ' 1 1 0 0 0 0 2^ 1 B' JS^jjg-Term Suspension - Category 11 Violations (3-10 days) \u0026lt;jrJ A. 5 T.-iwft.n tick KI 1. 1 4 Teu) a^k 1 i. Wkiu ToiH Ta4l AaiAfftr\n9\u0026lt; I Tout Alia/ Fif E\u0026gt;k XL Oth4r *3 r\u0026gt;(tl -Q_. ______0_ -a Touh 1- _,L .(! F M F 0 0 M F UlJff.k H r r M F 6 0 A 0 0 0 0 A 0 1 C. Expulsions - Caiegory HI Violations n/a M F T*(l aw* HX M F WlHH M F Toui  IIMPHH A4WrM M F T^l Ama/ F\u0026gt;i M\u0026gt;Fk M F TsMkI Fkk OOitr K( Thul (HH.r T ol. r.\n=t\nNOI E: Quittcriy Reports are due in the Hearing office one (i) week lolloping the end of cadi (.i.uhng Pf not. \u0026lt;\ni E RE\\ I'RSB for parts II, HI ANb |V.WWW\" PAH r 11. Plc.isc coinpluic. NO! P: These figures are ie\u0026gt; be iiKludcd in Pari I. 'NOi r,.' Siudeiiis on Sent Homes arc nol included in Part I. D kt' ni.A niitk T.Jsl SVhIK $pahiak T.'Ul S|isn Ati*/P4s- Tl*l A'tl/ rue T..4SI inJI t*fc Oihdf Kt T.'OI I Still I T,v.'. M M r M F F PART Id. Personal Data - Plcatc indicate race, sex and experience of Jiaff membeu tcccmtnending the various suspensions. Tehin/ EjpcncfKc 0-5 10 II 15 lA-lO 11 isjo mo. Toul. f.^il Oil. I Whj\u0026lt; Tuul $r*n Tool Ati*/ am Jrtd-F'k Kf TmI I|i4/ Ilk ntMr Kt T.\u0026gt;il (Wi.r T.Ub 2 0., iL . JI 0. .n. M F 2L M F 0 H 0 0 0 0 M 0 F F F 1 9 1 3 4 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 0 0 5 PART IV. Lnrollincnt Oabi - Please indicate your schools enrollment by Grade Level. .Sex and Race. Cr4 Tnul f4\u0026lt;K SI ToU ~ WhtW TiM AU/Kh Tout AmZ Fk U4/C4 \u0026gt; Tmil l\u0026gt;4/ Elk CiMf \u0026gt;77 F T.aal 01X0 r,i OrkJ-- Ji M 16 Li. U. 12 Ai 28 33 28 18 16 34 15 12 27 (I 0 J3_,. J)_ U.,,. ,JA_ _____AL -..JJ_____LSL,  0 __3L 5 6 CM 17 18 5 fl2 17 .3 _0 1) 0 0 o' 0 BW TOTAL 125 110 2.55 12 5 1? 38 1 jj 253 lllxiww^rrwian (Sa M f Pre=K_ii\u0026amp;. 1 1 3 4 8 1 1 r 0 0 M r M a M 0 i 0 X 0 A 0 0 0 0 0 0 T 0 1 4 1 1 T 0 0 2 1 T 4 1 3 0 3 0 0 0 0 0 0 0 0 0 0 li__ ...2S-.. 0 0 0 0 IGARLAND INCENTIVE SCHOOL EXTENDED DAY SATURDAY SEX/RACE BREAKDOWN Date I fXctivity October 21, 1995 IMAX Theater November 18. 95 Mid-Amer Musewm - Hots Springs January 20, 1996 Franklin Tech February 24, 1996 Aoril 13, 1996 Extravaganza ___ AR Ans Center and Science Museum Pariv in the Park Sponsor Rightsell Rockefeller j Franklin I Garland Mitchell Total 97 92 72 67 I BM I BF I WM I WF 40 42 28 1 34 ll O.M OF 44 41 30 1 0 0 0 0 0 0 0 0 0 2 3 0 1 I 2 3 3 2 3TO: FROM: SUBJECT: Ms . kt Little Rock School District\nOctober 24, 1996 J'- 2 J997 0 Office of Desegregaiion Monloring Lionel Ward, Principal, Garland Incentive Carla Miranda, Aide, Garland Incentive Margaret Gremillion, Assistant Superintendent Frank Martin, \u0026lt;1 Executive Director, T.P 'Brady Gadberry, Director of Labor Relations Abuse Complaint Made By Carla Miranda Miranda in a workers' compensation claim made that she was physically and verbally abused by her r allegations Mr. Ward. Based on workers' compensation the claim. written icipal, Mr. report attache Mark Milhollen, to Manager the of Support Services, needed to review. informed me that there was a claim that I I interviewed Ms. Miranda in the presence or Dr. Director of Human Resources and her union representatives. Hurley, In the interview Ms. Miranda reiterated the claims that she had made in the attachmenr she put on the claim form. 1 asked Ms. Miranda a direct question. \"Do you believe that Mr. Ward intentionally shoved the door into you or struck you with the door?\" She answered. \"No. \" Ms. Miranda gave me the names confirm her allegations because of people of their she believed could incidents she alleged. proximity to the The review of the site where the door was allegedly slammed into Ms. Mr. Miranda showed that there was no possible way that Ward or anyone else could have known that Ms. Miranda was behind the door. The door is solid. without a window. and opens so that it is behind it. impossible to see anyone who might be 810 West Markham Street Little Rock. Arkansas 72201  (501)324-2000 I interviewed Mr. Ward at the school and informed him of the allegations happened. Miranda. 1 and asked him to tell me his version of what He denied any verbal and/or physical abuse of Ms. He told me that he would cooperate completely and understood the need for the investigation. As evidenced by the attachments, follow-up interviews were done by Dr. Hurley with the people that Ms. Miranda said could support her allegations. In an October 21, 1996, memo to me. Dr. findings do not support any allegations Hurley stated, of any incident \"My of striking or grabbing Ms. Miranda or of any profane or loud, abusive language directed at her by Mr. Ward.\" There is no basis for any disciplinary action against Mr. Ward related to claims of abuse made by Ms. Miranda. Additionally, the evidence shows that if Ms. Miranda's arm was struck by Mr. Ward opening a door into her. it would have been for him to know she was standing behind the door. impossible If it occurred, it could not have been an intentional act. By copy of this memo and the attachments. I will also inrormi the LRSD workers' compensation carrier or these internal findings. cc: Mark Milhollen Workers' Compensation Carrier AttachmentsARKANSAS CENTER FORSURGERK OF TH.E HAND AND UPPER EXTRE3im Eduard R. Weber. M.D. Michael M, Moore. M.D, G. Thomas Frazier. M.D. Joseph E. Sheppard. M.D. Marcia L. Hixson. M.D. October 8, 1996 Members of the American Societs forSurcerv of the Hand Dioiomais of the .Amcncan Board of Orthopaedic .Surgeons with .Added CcntHcation in Hana Surgers Fefiows of the .American Academy oi Onhopaedic Surgeons Public Employee Claims Division 217 University Tower Building Little Rock, AR 72204 Attention Alan McClain JAN 2 W Office of Desegregation Monitoring Re\nCarla Miranda Claim #PE941608 WCC File #E410054 Dear Mr. McClain\nI re-examined Carla Miranda on 10/08/96. Her arm is much better following her injury at work. She has been off work since the accident on 08/30/96 until the present time. She is currently under the care of Dr. Sherman at DAMS and, at this time, she is off for psychological and emotional reasons. I will be happy to see Ms. Miranda back as needed. Please let me know if I can supply any additional information. PATIENT INFOR.MATION. SCHEDULING soil 66U-40SS 18001 SSn-4088 Sincerely yours, -z Marcia L. Hixson, M.D. E.MERGENCY HAND HOTLINE  S(X) 1 84-W.A.VD i5011 663-8400 MLH/ph/lO15 1008mira.c LITTLE ROCK Doctors Plaza Suite 200 VX) S. .'VlcKinley Little Rock. AR 72205 15011 664-4088 '8001 880-4088 Fa.x: (501) 664-7113 cc: Pamela S. Brown, M.D. 9501 Lite Drive, S-195 Little Rock. AR 72205 Zan Davis Attorney at Law 400 West Capitol, S-2422 Little Rock, AR 72201 PINE BLL'FF 1801 W. 40th 5-C Pine Bluff. AR 71603 '501)535-7231 Allen Sherman. M.D. UAMS, Slot 543 4301 W. Markham Little Rock, AR 72205 Carla Miranda 13006 El Rd Little Rock, AR 72206 HOPE 4()7 W. I6lh Hope. AR 71801 501)777-8110 Fax: (501 \u0026gt;722-2231 Municipal League of Workers' Compensation P.O, Box 37 North Little Rock. AR 72115 Attention Amy Boswell I I interviewed Mr. Ward at the school and informed him of the allegations happened. Miranda. 1 and asked him to tell me his version of what He denied any verbal and/or physical abuse of Ms. He told me that he would cooperate completely and understood the need for the investigation. As evidenced by the attachments, follow-up interviews were \u0026amp; done by Dr. Hurley with the people that Ms. Miranda said could support her allegations. In an October 21, 1996, memo to me. Dr. Hurley stated, \"My I 8 I I I findings do not striking or grabbing Ms. support any allegations of any incident of Miranda or of any profane or loud. abusive language directed at her by Mr. Ward.\" There is no basis for any disciplinary action against Mr. Ward related to claims of abuse made by Ms. Miranda. Additionally, the evidence shows that if Ms. Miranda's arm was struck by Mr. Ward opening for him to occurred, a door into her. know she was it would have been standing behind the door. it could not have been an intentional By copy of this memo and the attachments. the LRSD workers' compensation carrier act. I will of impossible also these If it inform nternal findings. c Mark Milhollen Workers' Compensation Carrier Attachments I 4 IOctober 21, 1996 J RECEIVED To: Brady Gadberry, Director of Labor Relations 2 1995 Hurle' From: Dick Hurley, Director of Human Resources ^Office ot O339grega\ni\u0026amp;n Monitcriiig r Subject: Garland investigation Per your request, I went to Garland elementary school to investigate an alleged incident involving Mr. Lionel Ward and Ms. Carla Miranda. Ms. Miranda had alleged that Mr. Ward had hit her with a door and, later, had grabbed her arm forcefully. My initial involvement was to attend a meeting in your office with Ms. Miranda. My notes from that meeting are attached. Ms. Miranda provided the names of three people that she felt could corroborate her version of the incident. At least, she said, they were in the area and would have heard something. When I went to the school, Mr. Ward met me and asked me into his office and proceeded to provide me with background documentation regarding his relationship with Ms. Miranda. I informed him that my participation was narrow in scope and was only intended to follow up on Ms. Mirandas allegations. He insisted that even a narrow focus investigation would necessitate understanding the overall picture, so he provided several documents which I kept. I interviewed the school secretary (Ms. Pat Crosslin) and Mrs. Harshaw, an aide who also works in the office. These were two names provided to me by Ms. Miranda. The third person, Ms. Rogers was out of the building for staff development and I decided to interview her by phone later when she was available. Mr. Ward asked me to interview Ms. Thelma Coleman because she works in the library and would have been present during any incident occur in that area. .'hich may My interview notes are attached. My findings do not support any allegations of any incident of striking or grabbing Ms. Miranda or of any profane or loud, abusive language directed at her by Mr. Ward.Interview of Ms. Thelma Coleman (Note\nThe question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I did not observe anything at all. There was no problem in the library that I am aware of. I did not see or hear any incident. I did not hear any loud conversation.Interview of Ms. Harshaw (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) Mr. Ward and Ms. Norwood were in the office. Ms. Miranda was walking around out in the hallway and looked as if she was distressed. Like she didnt want to go into the office, but was going to go in anyway. It was a morning when I came over here (the office) to work. Mr. Ward had put me in the office a couple of hours each day before I go to my classroom as an Aide. I think the other Aides were jealous because Ms. Miranda would shun me....That is not the Christian thing to do. I quit speaking to Ms. Miranda, because she would not speak to me. My daughter said ms. Miranda was mean to her in her classroom. I went to Mr. Ward to get my child moved but he said no and he would speak to the teacher, Ms. Arnold. The teacher is nice to me and my daughter but Ms. Miranda is not. The teacher talked to Ms. Miranda and she started being better to my daughter. The social worker told me there were other problems with ms. Miranda but I only care about my daughter. I saw Ms. Miranda when I walked down the hallway. I was going to the busses when I saw her. I was in the main hallway, and she was outside Mr. Wards office in an agitated mood. Mr. Ward was in the office with Ms. Norwood. I didnt see or hear anything else.Interview with Ms. Pat Crosslin (School secretary) (Note\nThe question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I know nothing about anything that might have happened in the library. I do know that Ms. Miranda came into the office and leaned on the counter with her arms full. She said \"I am waiting for Mr. Ward. She went in his office and the door was partially closed. She was there twice on the same day, about 10 or 15 minutes apart. I did not see or hear anything improper. If she was hurt, I dont know anything about it. I give out the workers comp forms and she did not ask for one. She didnt appear to be injured at all when she came into the office and leaned on the counter.Interview (by phone) of Ms. Rogers (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I saw and heard nothing myself. Mr. Ward.had made a schedule change, so me and her came in to ask him about it. He said he wasnt going to change it, so we left. I was going to get moved into the room she had and she wanted to keep it, so I didnt care and that is why we went. But, he is authority, so I knew it was no use. There is nothing I seen or heard. I am not a witness to anything. I heard stuff through the grapevine, but I did not see anything. We came from the library together and we left his office together.Meeting with Carla Miranda October 10, 1996 Brady Gadberrys Office B.G. I have talked to Mr. Ward. I did not talk to the others. C.M. Will you do it please? B.G. C.M. Do you still wish to transfer? I want my job back and for him to go home. I dont believe he hit me intentionally. I believe you are responsible for your actions. You dont blow up...You maintain control. If someone blows up because you called the Union, they are out of control. B.G. Do you want to transfer out of the building? Previously, you agreed to a transfer but when we made it possible, you backed out. Now I am asking you Do you want to transfer? C.M. If he is staying, yes, I want out! I dont think I should have to move out. B.G. I want this to be perfectly clear...Mr. Ward is the building administrator and, as such, has the authority to place you where he wants for the betterment of the school. What is done regarding Mr. Ward will be confidential. Any action, up to and including Board action, is private according to law. We will follow-up and take whatever action is deemed appropriate. If you want to transfer, we will make every attempt to move you. If nothing is found within two weeks, we will make a place until something can be found. C.M. Im under Doctors care just to get out of the house. My surgeon is Marcia Hickson. My Counselor is Allen Sherman at the Medical Center.C.M. I want you to ask the others about the things going on. B.G. Give me their names and I will ask Dr. Hurley to follow up and interview the people. Note: Ms. Miranda provided the names of Mrs. Rogers, the School secretary, and Mrs. Harshaw.Interview with Ms. Faye Norwood (School CTA Representative) (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I was not aware of any incident at all. I was called in as a witness because of my Union position. Nothing out of the way was said or done while I was present. Mr. Ward passed a letter to her to sign. She signed it and I signed it as a witness. I didnt even read the letter. There were no loud voices or profanities or anything. I had got called on the intercom to come to the office and I came. Mr. Ward had previously had a meeting with the Aides to tell them he was reassigning them. Some did not get changed. I did not and a pre-K Aide did not get changed. Ms. Miranda is a representative for the Aides, so she may have talked to Mr. Ward about the changes. I personally saw nothing at all out of the way.Mark Stodola Prosecuting Attorney Sixth Judicial District Pulaski \u0026amp; Perry Counties October 11, 1996 State of Arkansas OFFICE OF THE Prosecuting Attorney 122 S. Broadway Little Rock, Arkansas 72201 Phone 501 / 340-8000 Fax 501 / 340-8049 Lionel Ward 3912 Tudor Drive Little Rock, AR 72204 Dear Mr. Ward: This office has received a complaint concerning Ms. Carla Miranda. Ms. Miranda alleges that you have been harassing and have made several harassing calls to her home. If this complaint is verified and either of you persist in such behavior, this office may be under a duty to issue a criminal information charging you with a violation of .\\rk. Code ,4nri. 5-71-208 Harassment which could result in your arrest and appearance in Municipal Court. Be advised that you should limit any contact with Ms. Miranda to relevant matters only. If this complaint is untrue or you have an explanation for your actions, please bring it to my attention immediately. Sincerely, 1 Prosecuting Attorneys Office Sixth Judicial District Dan Turner Complaints Department LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 October 24, 1996 TO: Mark Milhollen, Manager of Support Services FROM:, Brady Gadberry, Director of Labor Relations SUBJECT: Carla Miranda, SSN: 431-23-4688 It has been confirmed with Lionel Ward, principal at Garland, that Carla Miranda did attend the workshop on the days of August 6, 7 and 8. Please pay her at the rate of pay the other instructional aides w'ere paid for that workshop. Thank you. J- /JAMES W. DANIEL CHAIRMAN PAT WEST HUMPHREY, COMMISSIONER ALICE L HOLCOMB. COMMISSIONER JOHN A. KENNEDY INTERIM CHIEF EXECUTIVE OFFICER DAVID GREENBAUM CHIEF ADMINISTRATIVE LAW JUDGE of FORT SMITH DIVISION 616 GARRISON - ROOM 207 FORT SMITH, AR 72901 TELEPHONE 501-783-7970 SPRINGDALE DIVISION 244 SOUTH 40TH SPRINGDALE, AR 72762-3845 TELEPHONE 501-751-2790 WORKERS' COMPENSATION COMMISSION 4TH \u0026amp; Spring Streets P.O. BOX 950 Little Rock, Arkansas 72203-0950 Telephone 501-682-3930! 1-800-622-4472 Arkansas Relay System TDD 1-800-285-1131 November 12, 1996 Ms. Carla Miranda 13003 El Road Little Rock, AR 72206 RE: Carla Miranda vs Little Rock School District WCC FILE: CARRIER: E612750 #541 24267 Dear Ms. Miranda: Ne enclose for your information a copy of the AR-2 form insurance company which indicates an intention to controvert, filed by the that is deny, the injury of August 30, 1996. You should review the controversion section of the AR-2 form for the carrier's position in this matter. You have two options under the Arkansas Worker's Compensation law if you wish to pursue your claim: 1. 2. You may request a conference of the parties with a Legal Advisor/ or You may request a formal hearing before an Administrative Law Judge. If you have any questions, you may call our toll free number 1-800-622- 4472 or (501-682-3930) and an Advisor will assist you. Yours very truly. FAYDEANE GRAY Director Operations/Compliance Enclosure FG/sn cc: Municipal League WCT P O Box 37 North Little Rock, AR 72215 Form AP-2 Authoruy ACA 11-9-803 ana ACA 11-9-810 Aevisec 3.15.93 ARKANSAS WORKERS' COMPENSATION COMMISSION 625 Marshall Street, 2nd Floor Justice Building Little Rock. Arkansas 72201-1073 EMPLOYER'S REPORT OF INITIAL PAYMENT OF COMPENSATION OR INTENTION TO CONTROVERT Initial Filing I I Amended Filing Awnr^ ciio Mrt r.^irripr (Tlaim No F AWCC File No. Carrier Claim No. '^*1\"_*c Employee Name (Last. First. Ml) \u0026gt; .' I* iQ.Z4J?~: Employee SS No. ^/Li, '73 Ao I Employer Nai Na^ Fed. Employer I.D. No.  State Zip Cope h Carrier Or Self-Insured Name NAlC or Seif-insureo Fed. Emotoyer t.D. No. Claims Office Location (City. State) COMPENSATION (if not applicable, skip to next section) I I Cate of Iniury City, State of Iniury Dates Covered by First Check a -I o-.-I-. I First Date inaemniiy Triggereo Body Part Iniured : Oisap.iitv Oaiei Date of First Comp. Check Average Weekly Wage Weekly Comp. Rate Check condition applicable: __.Medical Only Claim (no indemnity duel PPD Only Case CONTROVERSION SECTION DATE OF INJURY OR DEATH: REASONFOR CONTROVERTING CLAIM:__/ A J r^L_Q -Q' Tin SI t..:\nI-\n4 DEATH CASE DATA NOV -Jy\" List all Dependents below: Attach Death If no dependents, check here: N.AME OF DEPENDENT Certificates and Birth cei^icat^.Jofl^ependent Children 'lONSfiiP ^og^^i di DATE CF 3IRTH : RcLATi iEASED WEEKLY BENEFIT AMOUNT CERTIFICATION i i (If more space is needed, attach supp e^ental sheet) 1' I certify that the foregoing is a complete and accurate reoort according to the records of the insurer pertaining to first W\u0026lt;wl M f LI lU I LI Ik- I V-\u0026gt; I I y LA WW W . payment, controversion and beneficiary information. I further certify that a copy, of this report'br'equivalent ntrtrmntii'M'i r \u0026lt;-\u0026gt; if/i am l/*\\\\zOO /*ir hiC Hpnpf I f?l fl TIPP  nformation has been provided to the employee or his beneficiaries. Signature Printec or Typewritten Name 'He Date* iaUniqa MUNICIPAL LEAGUE w WORKERS COMPENSATION TRUST P.O. BOX 37 NORTH LITTLE ROCK, ARKANSAS 72115 PHONE (501) 374-3484 November 4, 1996 Ms. Carla Miranda 13003 El Road Little Rock, Ar. 72206 Re: Carla Miranda vs Little Rock School District Claim No: 541-24267 Dear Ms. Miranda: Thank you for your cooperation during the investigation into your claim for workers compensation benefits. As you know, your claim was initially accepted as a compensable medical claim. However, after further investigation it has been determined you did not sustain a compensable work-related injury. As I stated in our telephone conversation, if you plan to persue your claim the proper procedure is to retain an attorney and request a Hearing before an Administrative Law Judge at the Workers Compensation Commission. Attached is the only medical bill we have received that has not been paid. Respectfully Yours, Ms . Tommie Purdom Sr. Claims Representative Enclosure District No. 1 Trustee Mayor John Patrick Pocahontas District No. 3 Trustee \u0026amp; Group Manager City Clerk Sandra Fearman Rogers At-Large Trustee Mayor Emmitt J. Conley Cotton Plant District No, 2 Trustee Mayor Harold Maclntire Shannon Hills District No. 4 Trustee Mayor Gene Yarbrough Star City Assistant Director Sheryl! D. Lipscomb LR SCHOOL DISTRICT ' 810 W MARKHAM TQ! ATTN JUANITA DRIVER 7 n i'! IE ... . w tZ .  s XXKCA .c- LITTLE ROCK AR 72201 1 057736  MeJ-CSe Mec c3-o Ssc's:: s SSf'J C~AMP.A A.AP H S 3= cr C 2 PATIENTS NAMS .as: Na*-'? 's: Na-^e M'ac-c iniiia : eiT=\\Sg,= MIRANDA CARLA ! ' MM DO : =A-,ENT S a\n5: 13003 E L ROAD LR = CODE 72206 c q'L-cn- jyr / U HE^uTH INSURANCE CLAIM FORM J'y ' c f c 02 25 57 iEN RE-AO'.S- A ? t =i.-'E\\TS\"i AR TElP'O\\E A^ea Cose ( 501 888 2373 -as:\\a'-r -\"w'r M30F'''t3 ' 3P .P- SE** X X REAC SAC !E EoRr.i before COMF.ETiNG i SIGNING TH'E SIGNATURE ON FILE X - SE* ' X C-- X X 10 15 96 431-23-4683 4 .\\Sj=i! S NAMi .a'f't: M co - LR SCHOOL DISTRICT NSjP=2 5 Arr==?S S--er- 810 W MARKHAM LITTLE ROCK 72201 I C: I AR  501 671 bZlS  i LR SCHOOL DISTRICT I , AR WORKER'S COMP I X SIGNATURE ON FILE X 726 31 f -------------- X r 10 08 96 3 1 99213 1 I 56 00 1 10 08 96 3 1 WC103 1 25 00 1 I.UMEEF 710758074 X I I I -fSiClAN EES OP C.P: S MA-RC I A ^HIX'SCN, ' MO 710758074 10 15 96 c LC L C c ? 710758071 --------------- 71075807A c c t Of c 1223455 X 31 00 0 00 t  31 00 PEN ' MARCIA HIXSON, MO . 600 SO MCKINLEY, SUITE 200 ! LITTLE ROCK, AR 72205 L-,. 710 75 8074 Please\" indicate accountr when '^AViflG''p5\u0026gt;'vWf^T LITTLE ROCK SCHOOL DISTRICT Garland Incentive School Multimedia Technology and Educational Research 3615 West 25th Little Rock, Arkansas 72204 August 30, 1996 TO\nCarla Miranda, Instructional Aide FROM: Lionel Ward, Principal SUBJECT: Conference Follow-Up This communication is in response to our meeting after you received your schedule for this school year. Initially, you were invited and challenged to accept the decision for the strengths you have displayed in your assignments before. It would seem, tthheenn., that you would take the changes and begin thinking about how it can be done rather than what you could do to keep it from getting done. It is unfortunate cnat you chose the low road. I have a real problem with you making any trouble for the positive school climate desired. You were told earlier that changes in schedules were likely. Today, the changes happened following deliberations that consider your strengths and the strengths of' others.. More to the point. this decision was made in relevance to students' lives and implementation of Incentive School Programs. IS an administrative decision that provides Again, the decision support for the strategic plans outlined in the Little Rock School District. Mrs. Miranda, you have been a part of the lives of students and teachers of Garland for a long time. If you decide that you would prefer not continue your linkage to Garland, you are perfectly within your right to seek a transfer or tender your resignation. That choice, Mrs. Miranda, is yours. Should you choose to continue your tenure at Garland, be prepared to give each day your very bes t. All you have to do is enroll your immediate energies. If yoir me. / .ave questions. strongly encourage you to raise them with 1 a\nW ESSED BY: DATE/TIME: NCIP, ' S SIGNATURE ARKANSAS CANCER RESEARCH CENTER Behavioral Medicine Program 4301 West Markham. Slot 543  Littl\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_685","title":"Little Rock Schools: Ish 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":["1990/1995"],"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","Ish Elementary School (Little Rock, Ark.)","School enrollment","Educational statistics","School management and organization"],"dcterms_title":["Little Rock Schools: Ish 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/685"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nIsh Elementary was open from 1965 to 1993.\n1 S r. A a 1 2 3 4 5 b VAI't MRi WALKER. THE COURT I know, when I 6 V 7 8 6 Yes, ma'am. -7 that has not been addressed. As you permitted the district to.survey.the students. suggested that OJ 10 J / 11 F.i t ( .* !. 8.1 ' 81 91 OS SS es AS iJS IZ !? I \u0026amp; ? f 13 14 IB 16 17 18 19 20 21 22 23 24 2B I,, as an incentive,.they might offer some of these benefits that are offered to incentive .school as get the kids to go to Ish. an ,incenti,ve to I have not in any wayiruled with\nrespectto that motion, however, and I had assumed that the\u0026gt;incentive school of one thing and that the interdistrict magnet is another with.' respect to this  1 can t the magnet program called? remembe r. but I some MS. BROWN. THE COURT. remember what it's called. High Intensity learning. High intensity learning. But, in any event, I What is I couldn't will be addressing that later, did not intend to address it today. preliminary questions about King. MR. WALKER. the COURT. although 1 do have Al 1 right, your Honor. And with respect to scholarships. I know Mr. Walker keeps reminding the Court that we have not ruled.on schoIarshi ps. The scholarship issue is a in terms of how to real ly hard one:fori me administer the schoI arships, and also, as I recall, the Plan does not commit the Litt la.Kock Oistrict to scholarships absolutely. to discuss it. MR. WALKER. but commi ts That's the district in good-faith where we differ, -That's why we )LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: ISH ELEMENTARY 1988 READING 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALL STUDENTS No. Tested No. Passed Percent Passed BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed 17 13 76 75 83 28 26 93 12 92 11 92 27 25 93 10 91 15 94 16 12 75 67 80 17 16 94 88 100 28 28 100 13 100 12 100 27 24 89 11 100 13 81 16 12 75 67 80 6 5 A 8 7 6 4 8 WHITE MALES No. Passed 0 2 3 0 3 3 0 0 Percent Passed 100 100 100 WHITE FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER MALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed * Total of all students in the \"Other -- race category. These scores were not reported by gender.SCHOOL: ISH ELEMENTARY 19..88 ! READING 19 8^ 1990 199 1 T 1989 No. Tested No. Passed 24 23 24 17 12 10 13 11 24 23 Perc.en^P^ss^______2^-___ 71 83 85 96 BL.ACK MALES i:o. Passed 11 6 4 7 11 Percij t Passed 100. SO. 100. I mn. BLACK FEMALES No. Passed 7 7 6 3 7 711ent Passed WHITE HALES Ho. Passed Percent Passed __\nWHITE FEMALES No. Passed Percent passed OTHER MALES No. Ptissed _a8. 70 100 0. 88 2 2 0 0 2 100 3 100 0 Percent Passed____ OTHER FEMALES No. Passed 0 Percent Passed ______ Total cf 0.1a 50 2 0 0 100 0 0 0 0 0 0 100 3 100 0 0 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUIdMARY GRADE 6 MATHEMATICS 1989 24 19 79 1 AB. 8 80 2 50 2 100 0 0 1990 1991 1988 LANGUAGE ARTS 1989 1990 1991 I 1988 SCIENCE 1989 1990 1991 ----------SO^AL STUDIES 1988 1969 1990 1991 12 10 83 4 AJ. 6 100 0 0 0 0 13 11 85 7 100 3 60 0 0 0 0 24 13 54 4 36 5 63 1 100 2 67 0 0 24 17 12 10 13 11 24 13 24 15 12 10 13 12 24 10 24 12 12 10 13 10 71 1 88 6 60 2 50 2 100 0 0 83 4 67 6 100 0 0 0 0 85 7 100 3 60 0 0 0 0 .. 54 6 55 4 50 1 50 2 67 0 0 63 83 92 42 77 6 4 7 6 4 4 6 75 5 50 2 50 2 100 0 0 67 6 100 0 0 0 0 100 4 80 0 0 0 0 55 2 25 2 100 0 0 0 50 5 50 1 25 2 100 0 0 67 6 100 0 0 0 0 86 1 3 60 I 0 0 0 0 1 I I students in the \"Othei-\" race category. vcK not reportocI by gender.I 'I I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL : GRADE: ISH INCENTIVE SCHOOL 1 WHITE FEMALE Percentile Summary so 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE WHITE MALE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL WHITE Percentile Summary 76 5 0 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE 1991 MAT-6 Distribution #46481 M6BYSC 10/07/91 PAGE 788 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY  N % N N X N \" Z N X N X N 1 0 0 0 1 67.7 1 OOX OX OX OX 1 o' 0 0 1 93.3 TOTAL READING N X 0 0 1 0 1 36.5 ox ox 1 OOX ox TOTAL READING N X 1 0 1 0 SOX bx SOX OX 2 52.1 1 OOX ox ox OX 1 0 0 0 1 65.6 TOTAL MATHEMATICS N X 0 1 0 0 1 55.3 ox 1 OOX ox ox TOTAL MATHEMATICS N X 1 1 0 0 SOX SOX OX OX 2 74.3 1 O^OX bx ox ox 1 0 0 0 1 73.7 TOTAL  LANGUAGE N X 0 0 0 1 1 26.3 OX OX OX 1 OOX TOTAL LANGUAGE N* X 1 b 0 1 50X bx OX sox 2 46.0 100X_ OX OX OX BASIC BATTERY N 0 0 1 0 1 40.1 ox ox 1 OOX ox BASIC BATTERY N X 1 0 1 0 5 OX OX Qy. 2 56.9 0 1 0 0 1 50.0 OX 1 OOX ox ox 0 0 1 0 1 48.9 SCIENCE N X 0 0 0 1 1 27.2 OX OX OX 1 OOX SCIENCE N 0 1 0 1 ox sox ox sox 2 38.6 OX OX 1 OOX OX 1 0 0 0 1 74.7 SOCIAL STUDIES N X 0 0 0 1 1 31 . 5 ox ox ox 1 OOX SOCIAL STUDIES N X 0 0 1 1 ay. ox sox sox 2 40.2 1 OOX ox ox ox COMPLETE BATTERY N 0 0 0 1 1 35.8 OX OX OX 1 OOX COMPLETE BATTERY N 1 0 0 1 SOX ox ox sox 2 55.3 h- I- i I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PACE 789 I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnery .....76 50 - 26 ' 01  75 49 5 Number Tested N X N X N X N X N X N X N 1 10X 2 2 5 1 0 ___flean NatU.llCE_________43.0 BLACK MALE Percentile Summary 76 50 26 01 99 75 49 -5_ Number Tested Mean Nat'1 NCE ALL BLACK Percent lie Summary ___76 -.59. 50 26 01 75 49 25_____ Number Tested 20X 20X SOX 4 1 0 5 40X 1 OX ox sox 2 2 2 4 20X 20X 20X 4 OX 3 0 3 4 30X  OX 30X 40X 1 0 2 6 1 1X OX 22X 67X 2 0 3 20X OX 3 OX SOX 3 0 3 3 33X OX 33X 33X TOTAL READING N X 1 0 45.7 1 0 43.9 1 0 43.8 9 27.7 1 0 36.2 9 39.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X 1 2 4 1 0 6X 12X 24X 59X 2 5 3 7 12X 29X 18X 41X 1 3 2 12 67, \\77 1 1 X 677 1 2 6 8 6X 12X 35X 47X 1 4 4 9 6X 22X 22X SOX 2 3 3 1 0 1 IX 17X 1 7X 367. 1 3 5 8 6X 1 QX 29X 47X 17 35.6 17 37.4 1 8 34.6 17 35.1 1 8 35.5 1 8 34.3 1 7 33.0 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 4 6 1 5 15X 22X 56X_ .6_^ 6 3 12 22X 22X 1 IX 44X 3 5' 4 1 6 .11X isx 1 4X 57X 4 2 9 12 1 5X 7X 33X 44X 2 4 6 15 7X 15X eax 56X 4 3 6 15 1 4X 1 IX 21 X 54X 4 3 8 1 1 ISX 1 2X 31 X 4ex 27 MeaQ-Nat_Ll_lCE________3ft.^___ 27 4Q..4______ 28 37.9 27 38.2 27 .32.7 28 35.0 Z6 35.31 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 790 I  I SCHOOL\nGRADE: ISH INCENTIVE SCHOOL 1 ALL STUDENTS Percent i1 Sumnary TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N N 76 50 26 01 99 75 49 25 3 4 7 .15 1 OX 1 4X 24X 52X _7 7 3 12  24X _ e4X 1 OX 41X___ 4 5 4 17 13X 17X 13X 57X 5 _ 17X 2 1 0 1 2 7X 34X 41X 2 5 6 1 6 7X 1 7X 21X 55X 4 3 7 1 6 13X 1 OX 23X 53X 5 3 8 1 2 187. 1 1 X 297. 43X Nuaber Tested 29 ___Mean NattL NCE_________23 , Z 29 ..42 ,.6 30 38.4 29 ____ 39.5_____ 29 33.1 30 35.3 28 36.6 p- r j--------- I I I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PACE 791 SCHOOL: GRADE: ISH'INCENTIVE SCHOOL 2 UNITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL....... LANGUAGE BASIC BATTERY Percentile Suaiary SCIENCE SOCIAL STUDIES N X N COMPLETE BATTERY % N X N X N X .of 1 76 5 o' 26 01 99 75 49 25 N X Number Tested Mean Nat^lNCE ALL WHITE I 2 I 0 0 1 56.4 Percentlie Summary' 76 50 26 01 99 7S 49 25 Number Tested Mean Nat'1 NCE BLACK FEMALE Percent Ue Nummary 76 50 01 99 75 49 25 Number Tested Mean Nat * 1 NCE OX 1 OOX OX OX N TOTAL READING N X 0 T 0 0 1 56.4 0 0 1 0 1 47.9 OX 1 OOX OX OX TOTAL READING N X t 0 3 2 17X OX SOX 33X 6 45.9 OX OX 1 OOX OX 0 i 0 0 1 62.3 TOTAL MATHEMATICS N X 0 0 1 0 1 47.9 OX 1 OOX OX OX 0 1 0 0 1 56.4 TOTAL LANGUAGE N X OX 1 OOX OX OX 0 0 1 0 1 49.5 BASIC BATTERY N X ox ox 1 OOX ox 0 0 1 0 1 46.8 SCIENCE N X ox ox 1 OOX ox 0 1 0 0 1 55.9 SOCIAL STUDIES N X OX 1 OOX OX OX COMPLETE BATTERY N X OX OX 1 OOX OX 0 1 0 0 1 62.3 TOTAL MATHEMATICS N X 1 2 1 2 17X 33X 17X 33X 6 47.7 OX 1 OOX OX OX 0 1 0 0 1 56.4 TOTAL LANGUAGE N X ox 1 OOX ox ox 0 0 1 0 1 49.5 BASIC BATTERY N X OX OX 1 OOX OX 0 0 1 0 1 46.8 SCIENCE N OX OX 1 OOX OX 0 1 0 0 1 55.9 SOCIAL STUDIES N X ox 1 OOX ox ox COMPLETE BATTERY N 2 0 0 4 33X ox OX 67X 1 i 2 2 17X i7X 33X 33X 0 2 2 2 OX 33X 33X 33X 2 1 1 2 33X 17X 1 7X 33X 1 1 2 2 1 7X 17X 33X 33X 6 39.1 6 44.7 6 _____42.2 6 47.7 6 43.5 . )I I It/ It*: {'I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: iSH INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL reading 1 991 TOTAL MATHEMATICS MAT-6 Distribution #J6481 M6BYSC I 0/07/9 I PAGE 793 Percentile Su n n e r y 50 26 75 49 -O t^ -_  S .. Number Tested Mean Nat:i_MCE. N Z N Z ------------------ ---------------3___.16J!_ 6 3EZ 7 6 32Z 6 3EZ 32Z 4____1Z___ 1 9 -4a.a. 37X 32X 19 -52 . i TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES N N N Z N COMPLETE BATTERY N z 5 5 7 6X 377, 7 6 3 16Z... 37X 32X 16X . _1 6 8 4 5X 32X 42X 2tX 1 h 3 3 37X 32X 1 6X 1 6X 3 6 7 3 t 9 42.9 1 6X 32X 37X 1 6X 1 9 ... 49.0 1 9 46.8 1 9 53.2 1 9 48.9 I ( J N 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di st ribut Ion J648I M6BYSC 10/07/91 PAGE 792 SCHOOL: GRADE: ISH INCENTIVE SCHOOL 2 BLACK MALE L i TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suamery N X N X N X N X N X N X N X I IO 50 26 75 49 B____17X I\" i' Q1 _r..25__. 5 3 2 42X 25 X 17X 2 5 4 1 17X 0 OX 42X 33X 8X 4 5 3 33X 42X 25X 2 5 4 1 17X 42X 33X 8X 1 4 5 2 8X 33X 42X 17X 5 5 1 1 42X 42X 8X 8X 2 4 5 1 1 I 7. 337 42X 8X P \u0026lt;0 I -S I7wr- I. rw, Nunber Tested Mean . NAt_Ll_NCE. 12 .49.6, - 12 _54.1. 12 -.._43.2 .. 12 50.5 1 2 ____48.8 12 56.4 12 51 . 1 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Sumaary 50 26 ..-01 75 49 25, Nunber Tested Mean .Nat/,l._NC_E__ N X N X N N X N X N X N 3 5 6 _4 18 48 r4 17X 28X 33X eex. 3 7 5 3 18 52.5 17X 39X 28X -L7X______ 2 4 5 7 1 8 41 . B 11X 22X 28X ....39X 3 6 6 17X 33X 33X 3____17X 18 48.6 1 6 7 4 6X 33X 39X 22 X 7 6 2 3 337. 337, 1 IX 17X 3 5 1 3 17X 28X 39X 17X 1 8 46.6 18 53.5 18 48.6 1 : I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J\u0026amp;481 M6BYSC 10/07/91 PAGE 794 SCHOOL: GRADE: ISH INCENTIVE SCHOOL 3 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY 1^2 ^1 I Percentile Sunnary 76 so' 26 01 99 75 ZS Number Tested Mean Nat * 1 NCE BLACK MALE Percentile Sumaary 76 SO 26 01 99 75 49 as Number Tested Mean Nat * 1 NCE ALL BLACK N 0 a 5 3 1 0 39.a X N N X N X N X N X N Percentlle Sumaary 40 41 I I* so 26 0 1 99 75 49 as Number Tested Mean Nat * 1 NCE OX 2 OX SOX 30X 3 5 0 20X 36x SOX OX a 5 2 1 aox sox aox 1 ox 0 5 3 a ox sox 30X aox 0 3 3 4 OX 30X 30X 40X 0 4 2 4 OX 4 OX aox 4 OX 0 4 4 2 ox 40X 40X aox 1 0 52.1 1 0 57.8 1 0 47.0 1 0 41.5 1 0 41 . 4 1 0 45.1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I !! N X N X N X N X  N X N X N 1 _ 0 0 3 3 OX OX SOX SOX __a__ 0 1 3 33X  OX 17X SOX 1 1 1 3 17X 17X 17X SOX 0 2 0 4 OX 33X OX 67X 0 a 3 1 OX 33X SOX 17X 1 1 2 2 1 7X 1 7X 33X 33X 0 2 1 3 OX 33X 17X SOX 6 32.8 6 47.7 6 45.2 6 38.9 6 42.5 6 46.4 6 39.5 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 a 8 6 1 6 36.8 X N X N X N X N X N N X OX i3X SOX 38X 4 3 6 3 25X 1 9X 38X 1 9X 3 '6 3 4 19X 38X 1 9X asx 0 7 3 6 OX 44X 1 9X 38X 0 5 6 5 OX 31 X 38X 31 X 1 5 4 6 6X 31X 25X 38X 0 6 5 5 OX 38X 31 X 31 X i. i 16 50.5 1 6 53.1 1 6 44.0 16 41 .9 1 6 43.3 1 6 43.0 I 1 J\nI j W i1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 795 I I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 3 ALL STUDENTS ft--- I t r I Percentile Suweary .7^.^ SO - 26 - 01 - -sa 75 49 25 Number Tested Mean NatM.JiCE. TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 S 8 6 1 6 -36 X N X N X N X N X N N X _ QX 13X 50% 38X 4 3 6 3 25X 1 9X 3QX 19X 3 6 3 4 19X 38X 19X 25X 0 7 3 OX 44X 1 9X 38X 0 5 6 5 OX 31X 38X 31 X 1 5 4 6 6X 31 X esx 38X 0 6 5 5 OX 38X 31 X 31X 1 6 50 ._5 1 6 53.1 1 6 44.0 1 6 41 . 9 1 6 43.3 1 6 43.0 I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 796 SCHOOL: GRADE: ISH INCENTIVE SCHOOL 4 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaery N X N X N X N X N X N N X 50 26 01 75 49 25 _  _____OX 0 0 .1 OX OX 1 OOX ._._L_____OX, 0 0 OX OX 1-. 1 QOX._. 0 0 0 1 OX OX OX 1 OOX 0 . OX 0 0 1 OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX 0 0 1 0 OX OX 1 OOX OX 0 0 0 1 OX OX ox 1 OOX J -i r Numbe Tested 1 __ Mean MatM.NCE________2.1.8. 1 1 ALL WHITE TOTAL READING ___21.. 8 _ TOTAL MATHEMATICS 1 1 29.9 ____20.4 85.3 1 1 38.3 83.0  I Percentile Summary N X N X 76 t_99____ 50 26 75 49 0 0 0 OX OX OX _01 .T. 25____ 0 0 0 . . 1. - lOOX .OX_____ OX OX . .1 _ 100X _ -! . . Number Tested Mean Natll. MCE__ BLACK FEMALE Percentile Sunaary 50 26 75 49 ___0125_____ Number Tested Hean ,MatM. NCE 1 21 .8 TOTAL READING N X 1 21^8 TOTAL MATHEMATICS N X i___ TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N N N 1. 4 5 _7X___ 27X 33X 5 ......33X._. 15 ^4.2.____ ____4____2.7X_____ 6 2 4 OX 13X _ . 3.__ 20X_ 15 ________55^4 0 0 0 1 1 29.9 OX OX OX 1 OOX 0 0 0 , -_1 OX OX OX lOOX 0 0 0 1 OX ox OX 1 OOX 0 0 1 0 OX OX 1 OOX OX 0 0 0 1 OX OX OX 1 OOX 1 1 20.4 25.3 1 1 38.3 23.0 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N N X N X . .3 .... 20X 5 5 2 33X 33X 13X 3 3 7 2 20X 20X 47X 13X 2 4 5 4 13X 27X 33X 27X 3 4 4 4 20X 27X 27X 27X 3 3 7 2 2 OX 20X 47X 1 3X 15 53..0 . 15 49.6____ 1 5 _____45.3 15 47.8 1 5 48.81 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 1 0/07/91 PAGE 797 I I 0 jU SCHOOL: GRADE ISH iNCENTIVE SCHOOL 4 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaary N ' X N N X N X N X N N 76 50 ze 01 99 75 49 25 0 3 3 4 OX 30X 30X 40X 4 4 2 0 40X 40X 20X OX 0 4 4 2 OX 4 OX 40X 20X 0 5 3 2 OX '5 OX 30X 20X 2 ' 2 3 3 20X 20X 30X 30X 3 2 2 3 3 OX 2 OX 20X 3 OX 2 2 4 2 20X BOX 40X 20X NuBber Tested Mean Nat'l NCE 1 0 41.7 10 62.7 1 0 44.3 1 0 48.2 1 0 47.1 1 0 51 . 2 1 0 48.4 ALL BLACK TOTAL READING TOTAL' MATHEMATICS TOTAL--------- LANGUAGE BASIC .... BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY i- Percent lie Suaaary 76 50 26 01 99 75 49 25 Nuabe Tested Mean Nat * 1 NCE N 1 7 8 3 25 43.2 X N X N N X N N X N\n I 4X 28X 32X 36X 8 32X 10 4 OX 4 3 16X 12X 3 9 9 4 yzx 36X 36X 16X 3 8 1 0 4 1 2X 32X 40X 1 6X 4 e 8 1 1SX 24X 32X 28X 6 6 6 7 24X 24X 24X 28X 5 5 1 1 4 20X 20X 44X 16X ^'1 25 58.3 25 49.5 25 49.1 25 46.0 25 49 . 1 25 48.6 3 7-]1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Oi st ri but ion #J6481 M6BYSC 10/07/91 PAGE 798 I i.... SCHOOL: GRADE: ISH INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnery ____76_.r_99., 50 26 ____01 75 49 25. Number Tested Mean Nat?X_NCE________ N X N X N X N X N X N N X .._1 7 8 10 26 -4X 27X 31 X 38X .8 . _.31X_, 1 0 4 4 38X 1 5X 15X 3 9 9 5 12X 35X 35X 19X 3,_12X 8 1 0 5 31X 38X 1 9X A h 8 8 I5X 23X 31X 31 X 6 6 7 7 23X e3X Z17. 5 5 1 1 5 1 9% 1 9X 42X 1 9X 26 56.9 ____ Zb 48.8 Zb 48.0 26 45.2. 26 48.7 26 47.6\n I I 1 1 I I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ISH INCENTIVE SCHOOL 5 WHITE MALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE 1tJ6481 MSBTSC 10/07/91 PAGE 799 Percentile Sunaery 76 99 50 26 01  75  49 : 25_ Nuaber Tested N X N X N X N X N X SOCIAL STUDIES COMPLETE BATTERY N X -0 0 1 ,0 N 1 Mean Net* I .NCE________47.4 ALL WHITE Percentile Sunnary 76 50 26 99 75 49 Nuaber Tested _____n Nat^l NCE_ BLACK FEMALE Percentile Sunnary Th..- 93.___ 50 26 75 49  .-QI - 25_____ Number Tested  Mean NaiM KCE. OX ox 1 OOX . OX -J 0 0 _100X _ ox ox _0_ OX . 0. 1 0 0 . OX 1 OOX OX OX 0 1 0 0 ox 1 OOX OX OX 1 0 0 0 1 oox OX ox ox 1 0 0 0 1 OOX OX 07. 07 0 1 0 0 X OX 1 OOX OX OX 1 _^7,vQ____ 1 58.1______ 1 S6.4_________ 1 78.2 1 82.7 1 64.2 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES N X N X N N X N X N X COMPLETE BATTERY 0 0 1 a. N 1 .47.4 OX ox 1 OOX  OX. TOTAL READING N X ~ Q_____OX 1 2 1 4 1 -100X_ 0 0 1 67.0 25 X BOX .25X__ OX OX .OX 0 i 0 . 0 1 52. 1 TOTAL MATHEMATICS N X -1____25X 1 1 25X 25X 1 .__25X 4 ____48. OX 1 OOX OX OX 0 1 0 0 1 56.4 TOTAL LANGUAGE N X ox 1 OOX ox ox_ _ BASIC BATTERY N X 1 0 0 0 1 78.2 1 oox ox ox ox 1 0 0 0 1 82.7 SCIENCE N X 1 OOX OX ox ox 0 1 0 0 1 64.2 SOCIAL STUDIES N X OX 1 OOX ox OX COMPLETE BATTERY N X  1 0 1 . 2 25X ox 25X BOX 0 1 1 2 ox___ 25X asx BOX 0 0 4 0 ox ox 1 oox ox 0 0 1 3 OX ox 25X 75X 0 1 2 OX 25X 25X BOX 4 4 42,2 . 4 ____ 45,7____ 4 33.3 4 40.6 L I'i r IN I .,1t LITTLE ROCK SCHOOL DISTRICT 1 991 MAT6 Distribution *J6481 M6BYSC 10/07/91 PACE 800 I i\ni------ t J I I I r SCHOOL: GRADE: ISH INCENTIVE SCHOOL 5 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL BLACK Percent 1le Summary Th 33 SO - 75 26 01 49 25 Number Tested Mean Nat'I NCE N Z N Z N N Z N N Z N J 1 '! I r  I r 1 4 1 1 14Z 57 Z 1 4Z 14Z 4 2 0 1 57Z 29Z OZ 1 4Z 2 2 1 2 E9Z 29Z 14Z 29Z 3 2 1 1 43Z 29Z' 1 4Z 1 4Z 1 4 2 0 1 4Z 57Z 29Z OZ 2 1 3 1 29Z 1 4Z 43Z 1 4Z 2 3 1 1 29Z 43Z 1 4Z 14Z 7 53.2 TOTAL READING N Z 7 65. t 7 49.7 7 56.9 7 53.5 7 52.5 7 55.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N Z N Z N Z N N Z 1 5 3 2 3% 45Z 27Z 18Z 5 45Z 3 27X 1 2 9Z 1 8Z 3 2 Z 4 37% 18Z 18Z 36Z 3 3 2 3 7Z 27Z 18Z 27Z 1 4 6 0 9Z 36Z 55Z OZ 2 1 4 4 1 8Z 9Z 36Z 36Z 2 4 2 3 18Z 36Z 18Z 27 Z 1 1 48.7 1 1 59.0 1 1 45.4 11 51 . 6 1 1 50.7 11 45.5 1 1 50.2 t I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 801 4- 4 i SCHOOL: GRADE: ISH INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 76 -_-99___ 50 26 01 75 A3 25 Number Tested Mean Natil.NCE. N X N X N X N X N X N X N 7. .1 J------ I t- J.------- | k ! 1, 5 4 2 1 2 J8.6 ____8X,. 42X 33X 17X .6 1 2 SOX 25X 8X J7X 3 3 2 4 25X 25X 17X 33X 3 4 2 3 25X 33X 1 7X 25X 2 4 6 0 17X 33X SOX OX 3 1 4 4 25X 8X 33X 33X 2 5 2 3 1 7X 42X 17X 25 X 12 _____52.6 1 2 46,0 12 ____52.0 1 2 53.0 12 46.6 1 2 51 .4 i- ' i i i 3I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 802 I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 6 f, i: I hr r i.^ i r^' BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 50 26 pl 75 49 25 Number Tested N N X N X N X N N X N _ 2- 0 1 2 40X OX 20X 40X __e___4ox____ 1 0 2 20X OX 40X 2 1 2 0 _ 40X____ BOX 40X OX 2 1 0 2 40X 2CX OX 40X 2 0 1 2 40X OX BOX 40X 2 0 1 2 40X OX BOX 40X 2 1 0 2 40X BOX OX 4 OX 5 Mean Nat ' L,NCE...............44.2. 5 _______58.2..._ 5 58.7 5 52.6______ 5 44.8 5 47.2 5 50.8 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 50 26 75 49 01 - .25 Number Tested Mean Nat'l. NCE ALL BLACK Percentile Summary N X N X N X N X N X N N X 76 50 26 99 75 49 Ol.r e5_. Number Tested Mean NatlI^NCE 0 4 1 OX 57X 14X 1_____t 4X 2 4 29X 57X 2 .._ -29X 0 OX 1 B 4 .0 14X e9X 317. OX 0 5 2 0 OX 71 X 89X OX 3 3 1 0 43X 43X 14X OX 1 4 2 0 1 4X 57X 29X OX 1 4 a 0 1 4X 57X 29X OX 7 49.2 7 53,5 7 49.9 7 50.7 1 3h . 8 1 33.1 7 53.1 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 2 4 2 4 .. 17X____ 33X 17X 33X . 3 _ .25X 3 4 25X 33X 2 -_.17X ._3__25X 3 6 _ 0 25X SOX OX 2 6 2 2 17X SOX 1 7X 1 5 3 2 2 42X 25X 1 7X 17X 3 4 3 2 25X 33X 25X 1 7X 3 5 2 2 25X 42X 117 117. 12 J7^1._ IB ________55.5. 12 ____53.5____ 12 51 .5 12 51.8 12 53.5 1 2 52. 1 .t   i I ' I1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 803 ! I r I 'i [ I I ) I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaary 76 50 26 01 99 75 49 25 Nuaber Tested Mean Nat*1 NCE I--------- 1- I I. N X N % N X N X N X N N X 2 4' 2 4 17X 33 X 17X 33X 3 3 4 2 asx asx 33X 17X 3 3 6 0 25X 25X SOX   2 17X SOX 17X 17X 5 3 a a 42X 25X 17X 1 7X 3 4 3 2 asx 33X asx 1 7X 3 5 Z 2 25X 42X 17X 17X 12 47.1 12 55.5 12 53.5 12 S1 .5 12 51.8 12 53.5 1 2 52.1TO : Mr. Stan Strauss Principal, Ish Incentive School FROM: Ms. Sandra Thomas Members Present: President, Ish Incentive School PTA ~~ and PTA Members Present on 3/9/93 DATE : March 12, 1993 RE: Concerns of Parents/Patrons At concerns the last PTA meeting, held March 9, 1993, Issues and were raised by members present, not only their concerns, but also concerns expressed by many parents not present. The by following is a list of these present. concerns . 1 . Second Grade Students Formerly Taught by Mr. Ellis Many parents \"passed out\" and there or lack thereof. feel that the second 9-weeks grades were is no Indication of advancement We want a special meeting with you, the new teacher. the appropriate district administrator, parents of these students to discuss the present classroom situation and the grading procedure. and the 2 . Extended Day There Is concern for what occurs It is our primarily for understanding that this during Extended Day. the extension program 3 . either as of classroom a tutorial or for accelerated learning. provides academics, At the December PTA meeting you stated that Extended Day would was being Implemented to foster \"higher level thinking\". writing. However, arithmetic) we want learned children need extension of what we want to take place. the first. basis And (reading. if our classroom learning, that is We want to be assured that the classroom coordinates each child's Extended Day activities. acknowledge and desire leisure children but not in lieu of academics. activities teacher for We our Music Instruction The number of children who are participating in choral music has diminished significantly.The children are expressing that the music presented is not interesting or relevant to their experiences. Why are these children expected to sing along with recorded music played on a low quality system?  Why is there not a musician on staff available for these students? We want a meeting with you. the music teacher, and the appropriate district administrator to discuss this situation. 4 . Building Maintenance Restroom facilities for boys and girls were observed during the meeting time, earlier on the meeting date. and numerous other times 3 . found to be unsatisfactory during this school and paper towels, flushed clean floors toilets : soap dispensers environment) . toilets ( {especially around obviously over (bar soap is not lacking warm after school the base a long period of year and water, hours), 0 f the time), and satisfactory in this The bathrooms were also odorous. want these deficiencies corrected) During the PTA meeting roaches were We observed abundantly around the base of the water fountain in the cafeteria. during spring break. We want this building exterminated Water fountains were found to not be running continuously, or to have very low pressure. We recommend all fountain sites. that cups and dispensers working, be Installed at Classrooms are not being cleaned after school ends (trash emptied, bathrooms cleaned, floors mopped and waxed on a routine basis). perform these tasks. haven to situation. only as well. We We have personnel hired to our We chi 1dren want them want this building regardless of to experience in a warm supportive environment, Campus Facilities There area 1 s for no playground equipment or to be their a home learning not but a clean one Pre-K students. What designated play forthcoming to alleviate this situation provi sions are as spring will be here shortly and these children will spend more time out of doors? Non-students are utilizing grounds during school hours or otherwise loitering on the and non-parent.s utilizingcampus . We want this stopped IMMED I ATE LY. We want the grounds properly maintained during this season . These are some very specific concerns that we have about the overall operation and administration of this institution. As this is an Incentive School, we feel compelled to bring this next item to your attention, as it has been brought to our attention. During Mrs . Redwood's Black History program. Mr . Ford, a grasp singing new teacher in this school, was observed choosing not to the hands of the children standing around him during the of \"We Shall Overcome\" and \"Reach Out and Somebody's Hand when all other members of the audience Touch did so . We were told that he ultimately \"slipped out\" of the assembly. THIS IS A PROBLEM. Mr. Strauss, we do not want you to feel that the PTA is not proactive. We want you to know that we want this school to be the best that is can be and we are willing to help. However, it has been expressed that if a parent comes to or a problem his/her child may soon come home you with a concern with a Behavior Document. THIS IS A PROBLEM. In keeping with our time day to inform you that the PTA proactive stance, we want to take this has scheduled a campus clean up for April 3, 1993 from 9a,ra. to support in this clean up effort and 4p.m. your We solicit attention to concerns detailed above. March 24, 1993. We anticipate a written response your the by cc : Ms. Janet Bernard Ms. Arma Hart Ms. Gill South Little Rock Community Development Corp.received June 6,1993 JUN 7 '993 Honorable Susan Webber Judge of the United States District Court Federal Building 600 W. Capitol Little Rock, AR 72202 Office of Desegregation Monitoring Dear Judge Webber\nAs stated, in the December 12,1990 order of the United States Court of Appeals for the Eighth Circuit, submitted September 4,1991, and filed November 14,1991, that there should be no retreat from the elements of the 1989 plan, better known as the Desegregation Plan. The elements related to the incentive schools are as follows: \" (J) Double funding for students attending the incentive (virtually all-black) schools\n.., (5) the agreed effort to eliminate achievement disparity between the races\n(g) the agreed elements of early childhood education\nat least in the incentive schools\nand (?) appropriate involvement of parents.\" Because the district administration has not effectively monitored and/or implemented the strategies and timelines to assure that the objectives of the plan were attained, the objectives have not been met and thus our children have not been granted the opportunities afforded them under the plan. Further, because the Little Rock School District administratoKof Ish Incentive School have failed to live up to the quality and spirit of the orders, of the District Courts, which are established to assure access to an equitable, quality education in an environment conducive to the elimination of achievement disparity between the races, we appeal to this Court to deny approval of the proposal assignment zones for the new King school which includes the present assignment zones of the Ish Incentive School. The ineptness, insensitivity and lack of commitment of the assigned Building Administrator is reflected in:S. Facen to Judge Webber - page 2 1. The presence of an ineffectively administered school facility: (the building not maintained in a clean and sanitary manner. 2. The grounds never being fully cut, trimmed or cleaned, even though parents have brought this to the attention of the principal\nand parents have volunteered to assist in cleaning the grounds\non one occasion parents cleaned the grounds with no assistance from any staff member. 3. The repair of the building roof at a large cost during this current school year, only to have the roof continue leaking. 4. The building remaining unsecured for about five weeks even though this was brought to the attention of the principal. 5. School being infested with roaches, both around drinking fountains and in the classrooms for a period to exceed at least three months after being brought to the principals attention by teachers and parents. 6. Unsightly appearance around cafeteria door for the entire period of this school year even though it has been brought to the attention of the principal. 7. The drainage ditch on the south side of the building, cleaned recently for the first time since 1991, even though it was brought to the principals attention\nwith emphasis on the adjoining fence line which is weed covered and together create hazards to our children from mosquito and other insect bites. 8. Grounds never cleaned of glass and other hazardous items, until April 3,1993 when parents performed the tasks, but designated as play area for four year olds. These deficiencies could reflect the need for more custodial staff\nhowever, our observations are that these inefficiencies are tolerated. The neighborhood is willing to assist when needed, but not used. 9. The disrespect and insensitivity shown the neighborhood and parents whose desire it is to be accepted as equal partners in the education of our children. 10. Failure to provide funds to teachers so that curriculum can be effectively implemented. 11. Failure to provide leadership which encourages and/or enhances effective and quality cooperation between and among parents and teachers. 12. Failure to make a commitment to an effective curriculum and/or environment that supports and encourages the celebration of ethnic and cultural diversity. 13. Failure to assure that staffing provides the children cultural identity of persons in leadership.S. Facen to Judge Webber - page 3 Examples\nExcept Environmental Education Specialist, who occassionally acts as the assistant principal, every person in the building who interacts with every student is white. The Media Specialist The Media Clerk The Computer Lab Tech The Art teacher The Music teacher The Principal The Nurse The Physical Education teacher Others who do at one time or another interact with every student are: Counselor Speech teacher In one class room both the teacher and the instructional aide are white male. Every menial employee task is Black. The result is these children always see white people as the people in charge when there is cooperation between the classroom teacher and the specialist. And all the unskilled tasks are performed by Black people. Although there are many negatives in this building the community is committed to appropriate involvement to maximize the opportunities made accessible to our children. When the school is allowed to remain at its present location\nand the inclusion of the Ish zones are disallowed in the proposed zones for King, we will be the recipients of: 1. time for the full implementation of the advantages granted our children under Court order\n2. a process by which the busing experience is minimized\nS. Facen to Judge Webber - page 4 3. The elimination of a hardship on parents - transportation out of the neighborhood, an objective originally expressed in the Little Rock School Districts suit\n4. Accessibility to a gifted and talented program\n5. adequately and sensibly ^^jlaftdod funds for meeting recurring and special needs of the children 6. maximum advantages of smaller class sizes 7. a quality before and after school care program 8. a full-time counselor 9. School nurse 10. Certified auxiliary teachers. 11. Instructional aides 12. Supervision aides 13. Special interest clubs 14. an environmental curriculum These things will assure our children of all the advantages and opportunities for eliminating the achievement disparities between the races. It would be a miscarriage of justice for this Court to change the course set forth in the guidelines of the order of the Eighth Circuit Court regarding the Incentive schools, particularly Ish. The time and energies expended in putting forth the plan certainly justifies assuring that the spirit and the letter of the order is attained toS. Facen to Judge Webber - page 5 assure that opportunities are granted our children. Further, we appeal to this Court to acknowledge and give credence to the expressed needs and concerns of the community, which will give support to previous expressions of the Federal District and Appeals Court. All for the sake of the children. Sincerely yours, Sarah Facen I cc: Mac Bernd, Little Rock District Superintendent President - Little Rock School District Board of Directors Ann Brown, Desegration Monitor, Little Rock School District ,undersigned residents of the Southend of Little Rock and supporters of Little Rock Public Schools desire the continuance of public school  The education within Ish Incentive School at its' current location. With consideration This request is supported by the attached narrative, to our expressed concerns (see attached), we are confident that this (see attached), we school can be among the best in the district. NOME ftDDRESS PHONE # .Li^i VAa.... i' i r i /.I \\ ! in.! hi - lA. h. ..Ai--------- \u0026lt;r L'l-___ L /'! y.:' A'A 3  y - OlyL\u0026gt;0 31jm-. '1V3. ^3 rr y   : y,' \"  I   ' ( I i  .A.'7' 5 / L i 2- 1 \u0026lt;  ] U17.' ., 1 V\n  .\u0026gt;\u0026lt; ' I Xd. } , t-v r ,33 /S^iXLy \u0026lt; ,1 i\u0026gt;7i, 7 1 J- 7 '3.c'33 -r-r f '7 ro S.1 ()ja'j yL- _____________ '^.ce/iahi 7)3(1^ ^4\n\"XTT- J. -''  A LjkXLr er 7 ' 7' rUL 7' :jaci-3. f :isr/ 'J- a Lil yo. ^R.y^72$' I 'r / ,^jLr 1 '2\u0026gt; \u0026lt;1 C\u0026gt;73 (3\u0026gt;-.-\u0026lt;!1-^1.^_______ 377/7yy? S ']^-\u0026lt;^773 373i-ZTl^ 31The undersigned residents of the Southend of Little Rock and supporters of Little Rock Public Schools desire the continuance of public school education within Ish Incentive School at its current location. This request is supported by the attached narrative, With consideration to our expressed concerns (see attached), wwee aarree confident that this school can lae among the best in the district. NAME ADDRESS PHONE  ' .7' ''7cz,, . \u0026lt;O\n- Z7. h 3(73j7  1 \"i  t  i,. I  ' .2. ''? I /hi'J Lt ( ?LkcC-i riL 7/7'73 -Pchha h 5-77 ri 31 7 77Z72_1__ , / Ll7_ .1 ~Ji 'll' /.tl lih- 'j -h, I h' \u0026gt; A\n/ 7 )\u0026lt;3L7h.'A.'' CH / ) 1  I. t ) 4,f4 !/ , -L_ J t. 6 7'2  2 \u0026lt; ,f . 3') 7 \u0026lt;'/hi'h-D/- I Jf ! // ' f y /'IJ 3y(/^ 7c y J)\u0026gt;: ^.13.^.. ! 1 /hkhk,, IL /C^Th-______ \"AftcLsi .^76 - 7'^4-)i5c7 7 r. X)^-DO^7-^ 7 / 2-^- I j_ / \u0026lt;f ,y'-) ./ \u0026lt; 2 ! h)hl. J t V ! J-n' .''y ----- '\\i V . I Ch- J. A il I ^.'jl Cl IL.J J_1__ L. S (. 7 I - ' S ^12 7S't' . \u0026gt; The undersiqned residents of the Southend of Little Rock and supporters o^ Little Ruck Public Schools de^sire the continuance of public school educa tiun w.} thin Ish Incenti e School at its' current location. This request is supported by the attached narrati With consideration to our expressed concerns (see a t tac hed ) , we are confident that this school can be among the best in the district. NHML hDDRESS PHONE H _ ......... V:- _.3Q00 Mb- Lrp,3S. 4- 4^5. actd3 'Sj j~I [v 3 f b r J 41^1\nBlSq , The undersigned residents oT the Southend of Little Rock and supporters ot Little Rock Public Schools desire the continuance ot public school education within Ish Incentive School at its' current location. This request is supported by the attached narrative. With consideration to our expressed concerns ((sseeee aa tt ttaacchheedd)) ,, we are confident that this school can be among the best in the district. NAME ADDRESS PHONE # I V\u0026gt;--^ \u0026lt; ALii. 7/n 2^0^ 1 UALiOu jLLx_J_2^q| Z. 57^-35/r  The undersiqned residents of the Southend o-f Little Rock and supporters o-f Little Rock Public Schools desire the continuance of public school education within Ish Incentive School at its' current location. Ti ^|)ues __ __ p oufr expressed c ithoo\\/'can is SU bk arnon H/tt NAME -K - 'lU-tt f' \u0026gt;^1\n^- t by t^^ attd'c^hed narrat. ( see\\attac}i6d ) , ( wi^ are' (see\\attad best'' in'''-the\" ADDRESS Jilt. 7  Ai4i tlV'Bonai^^rt^tiion I e on A^fen ty t ha ____________ PHONE  ') 0:7 [J\". 1 T' 7C 7\u0026gt;it7 '7~!  T- y ^7 3,-,. -,,_______ TZ':ix5\u0026lt;^ /. '/ f ! i-CTTr-y^ 2b-^ 7if/ y/rcT^ yr. lei l-cdyiACCf cTy^f 'C ^-7________ _71iy7U77ij^^____ i' I 57 S7^ ~/^ oKeeb /Memorial \u0026lt;. (tburcfj 3101 South Izard Street Little Rock, Arkansas 72206 (501) 375-8687 Rev. Dr. W.H. Graves, Presiding Bishop Rev. J.W. Johnson, Presiding Elder Rev. W.S. Jones, Pastor Parsonage Phone. (501 ) 372-0604 Evanda Evans, Steward Board Chairrnan W.C. Washington, Tnistee Board Chairman Ruth Evans, Missionary President Stephanie. Coleman, Secretary May 3, 1993 Mr. John Moore, President Board of Directors Little Rock School District 810 West Markham Little Rock, Arkansas 72201 Dear Mr. Moore: The membership of the Reed Memorial CME Church is pleased to lift our voice in support of maintaining Ish Elementary as an operating school. Ish Elementary has served the families of South Little Rock since 1965. integral part of the community. It has, over the years, become an Ish, in conjunction with other institutions in the neighborhood, has developed many solid, contributing citizens. The mood of the country and, indeed, of this community, is support for strengthening and rebuilding the family. In south Little Rock, Ish School is considered a part of the neighborhood family and provides a focal point for many self-esteem building activities. community. The four year old program is a real plus for the The K-6 program coupled with the after-school incentive effort is a program that is valued and respected. The trend of more community and parental involvement, of which the Reed Memorial Family will be a part, will only serve to increase the academic achievement of the students. We ask that you accept this letter as the official position of the Reed Memorial Church family. We ask that the Ish Elementary School remain open as an operating school that can continue to serve the citizens of South Little Rock. Sincerely, Rev. WilJJram S. Jones, Pastor * . v FILED -E ASTERNO DISISTTRRICICTT C AORUKRATNSA\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN J 11993 carl h. brents, clerk 3y.-_Ay . Jk(7 .AAr^/v OEP. CLERK 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 The Court held a hearing on June 8 and 9, 1993, on plaintiff's motion for approval of the attendance zones for the King Interdistrict School Interdistrict School. and the site selection for the Stephens Most of the testimony addressed the King attendance zones\nadditional testimony on the matter of the Stephens site will be taken at a later date. The Court issues the following Order concerning the attendance zones for King. The Little Rock School District hired Dr. Leonard Thalmueller, a former LRSD employee, to draw up several proposed attendance zones plans for the new King Interdistrict School. The plan approved by the LRSD Board of Directors assumed that the Ish Incentive School would be closed unless 100 or more students in the Ish attendance zone wished to attend that school for the 1993-94 academic year. The Court finds that the zoning changes approved by the LRSD are acceptable. They were drawn in such a way as to minimize changes in the attendance zones for other schools. The Court approves the plan, however, only on the condition that Ish remain open unless the LRSD establishes. according to the Court's criteria, that fewer than 100 students wish to attend Ish during the 1993-94 academic year. The incentive schools are an integral part of the desegregation plan and the LRSD failed to present sufficient evidence to justify the closing of Ish at this time. The Court further f inds that it would not be appropriate to close Ish according to the criteria set forth by the LRSD at the hearing. The Court orders that Ish will remain open during the 1993-94 school year if 100 or more students want to attend Ish. The 100 students who will decide the immediate future of Ish will come from the following groups: 1. Students now attending Ish who reside within the Ish attendance zones\n2. Students not attending Ish but who live within the Ish attendance zones\nand 3. Students now attending Ish but who live outside the Ish attendance zones. The Court is adding this third group of students, which is significant in number. because it believes it is only fair to recognize that these students have a stake in the closing of Ish. Student assignments are confusing and are in a state of disarray for a number of reasons, including grandfathering leftover from the earlier controlled choice student assignment plan. The LRSD has the burden of recruiting students to populate the King Interdistrict School from the above three groups of students. The LRSD also has the burden of proving that fewer than 100 -2-students in the above-mentioned groups wish to attend Ish. Within 10 days from June 9, 1993, the LRSD must submit to the Court its proposed survey of these students along with its plan for executing the survey and implementing the survey results. This plan must include a time schedule with deadline dates for implementing each step of the survey process, including the date by which the district will determine whether Ish is to remain open or to close. Because the district's student assignment plan for King includes closing Ish and reassigning those students to King, the LRSD must develop an amended student assignment plan for assigning students to King in the event Ish remains open. The district must submit this amended plan to the Court by July 16, 1993. The Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan. The Court notes that at the hearing the LRSD committed to a total of four four-year-old classes at King if Ish is closed. The Court believes this is a wise decision that will aid the LRSD's King recruitment efforts. The Court is not approving any expansion of the capacity of Jefferson Elementary School by approving attendance zone changes in this Order. DATED this //~ day of June, 1993. JUDGE -3- THIS DOCUMENT ENTERED ON DOCKET 3H^ IN compliance WITH RULE 56 AND/QR 79\u0026lt;a).FRCP ON., BY rIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs, No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS By Order dated June 11, 1993 [doc.#1848], the Court approved the Little Rock School District's (\"LRSD\") attendance zones for the King Interdistrict School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than 100 students wish to attend Ish during the 1993-94 academic year. In this regard, the Court directed that within 10 days from June 9, 1993, the LRSD submit to the Court its proposed survey of potential Ish students* along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/Ish survey process, the revised form letter with attachments, and the revised school selection form. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has 1 The Court determined that the 100 students who will decide the immediate future of Ish will come from the following groups: (1) students now attending Ish who reside within the Ish attendance zones\n(2) students not attending Ish but who live within the Ish attendance zones\nand (3) students now attending Ish but who live outside the Ish attendance zones. indicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua\") have responded in opposition to the motion. Having carefully considered the parties' pleadings, the Court finds that the LRSD's motion is well-founded and that the goals of the settlement plan will not be adversely impacted by the granting of the motion. The motion to close the Ish Incentive School therefore is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. the actual number of preferences which may be presumed is 145.^ Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order. the Court specifically stated that \"[t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan.\" In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process, in 2 objections. Joshua has not submitted a brief in support of its response setting forth any autliority that would support its -2-part because no objections had been filed. Joshua has not attempted to explain its neglect of the Court's deadlines, and it is far too late at this time to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately African-American neighborhoods. While such concerns certainly are valid, the Court would point out that the King Interdistrict school, which will be desegregated, is a new school in an African-American neighborhood and, indeed, is in close proximity to Ish. There thus is no net loss of schools in predominately African-American neighborhoods with respect to the Y the settlement plan which precludes the closing of incentive^ schools when there is an insufficient student population to j closing of Ish. The Court would also note that there is nothing in support the school. The Court does reiterate. however. that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by African-American citizens while increasing the capacity of schools in areas largely inhabited by white citizens. IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this day of 1993. UNITED STATES DISTRICT JUDGE -3-IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WES'lLIP.W Division LITTLP: POCK SCnOOr, IJISTlCrCT, FT AL. PLAINTIFFS V. i,P-C-82 - 0 6 6 PULA-SK I COUNTY .SPPXIIAL SClIOCjl, DISTRICT, FT AI,. DEFENDANTS I.OREHE JOSHUA, ET A[.. INTERVENORS KATHERINE W. KNIGHT, ET Ai,. INTERVENORS JOSHUA INTERVENORS' OPPOSITION TO STATUS REPORT The Joshua Intervenors respectfully oppose the Status Report of the Little Rock School District filed herein on or about July 16, 1993. For cause we respectfully show the Court that: The survey was not extended to all potential students of Ish School. Although the Court may have approved the survey form and process, there was no effort made, on information and belief, to reach pre-school children which may or may not have included kindergarten children. The concept of one hundred necessarily has to take into account this group of students. Joshua strenuously opposes the Court's intent to close an incentive school in view of the Order of the Eighth Circuit herein. The incentive school benefits which were promised to the present enrollment has not been delivered and stand not to be MRS . 1. 2 . 3 . no. delivered. This includes the scholarchip benefits which the Court has not ruled upon despite the commitments by the school district to the Eighth Circuit and the community. 4 . The process was designed to fail. It is reasonable to assume that an equal percentage ofthe students who did not return the forms would have opted for Ish to that percentage which actually did i.e., 55.4%. On that so, basis, the actual number of preferences which may be presumed is 145 . Joshua continue to object to the closing of schools which are located in predominantly African American neighborhoods. WHEREFORE, Joshua recjuest a hearing, after an opportunity for discovery, to present its position and to present the position of parents as representative ill the attached letter from Mrs. Sarah Facen. Respectfully submitted, JOSHUA INTERENORS By: John' W. Walker, Bar #6404 6 joAn w. walker, p.a. 1723 Broadway Little Rock, AR (501) 374-3750 72206 6 .CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document lias been served upon all counsel of record by U.S. Mail on this 23rd day of July, 1993. ( John W. WalkerIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION/' (, LITTLE ROCK SCHOOL DISTRICT V. S NO. LR-C-82-866' PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL received JUL 19 1993 Office of Desegregation Monitoring PLAINTIFFS DEFENDANTS DEFENDANTS INTERVENORS STATUS REPORT ON THE ISH INCENTIVE SCHOOL BY LITTLE ROCK SCHOOL DISTRICT Comes the Little Rock School District and for its Status Report states: 1. In an Order dated June 11, 1993, the Court directed the Little Rock School District to prepare a survey to send to various students to determine if 100 or more students wished to attend Ish Incentive School. If fewer than 100 students in the listed groups did not wish to attend Ish then the Court authorized the Little School District to close Ish. 2. In an Order dated June 30, 1993, the Court approved the Little Rock School District's King/Ish survey process, the revised form letter with attachments. and the revised school selection r,i / t I form. 3. The Affidavit of Marie Parker, which is attached hereto and incorporated by reference, sets forth the process which the -1- cvaUndjfLittle Rock School District has followed in implementing the survey process. 4. The survey process has indicated that only 82 students in the group listed by the Court in its June 11, 1993, Order wished to attend Ish Incentive School 5. In accordance with the above the Board of the Little Rock School District voted on July 15, 1993, to close Ish Incentive School. 6. Pursuant to' the Little Rock School District's timeline which was approved by the Court, the District will mail student assignment notices on July 23, 1993. 7. The Little Rock School District had prepared an amended student assignment plan for use in the event Ish remained open. However, in view of the survey results and the closure of Ish it is not necessary to file the amended student assignment plan. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201 BY: FREDERICK S. URS^Y 67055 -2- cvaUrtdjf CERTIFICATE OF SERVICE I, Frederick S. Ursery, hereby certify that a copy of the foregoing has been served upon the following by depositing a co of same in the United States mail, postage prepaid, on this day of July, 1993. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 7220.1 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 'REDERICK S. URSERY -3- cviUndar AFFIDAVIT Comes the affiant, Marie Parker, and after being duly sworn. states: I am the Associate Superintendent for Organizational and Learning Equity for the Little Rock School District. The following is a list of the actions which have taken place in regard to implementing the Ish assignment survey: June 11, 1993 Court approved an attendance zone for King on the condition that Ish remain open unless the LRSD established. according to the Court's criteria, that fewer than 100 students wish to attend Ish during the 1993-94 academic year. June 21, 1993 Filed a timeline ^or implementing the King/Ish survey process. a proposed form letter to parents with attached fact sheets on the King Interdistrict School and the Ish Incentive School, and a school selection form. June 1993 Compiled a list of: 1) students now attending Ish who reside within the Ish attendance zone\n2) students not attending Ish but who live within the Ish attendance zone\n3) students now attending Ish but who live outside the Ish attendance zone. June 1993 Press release to announce community meetings. June 1993 Fliers announcing community meetings delivered door. . to persons. door by recruiters and community June 1993 Fliers announcing community meetings provided to local churches. June 1993 Patrons of Ish community telephoned parents of Ish students regarding meeting. June 29, 1993 Conducted community meeting at Ish to provide information about schools. access to Ish and King June 30, 1993 July 1993 Court approved the King/Ish survey process, the revised form letter with attachments, and the revised school selection form. Press release to announce July 8 community meeting.July 1993 Fliers distributed door to door throughout Ish neighborhood to announce July 8 community meeting. July 7, 1993 Mailed letter to parents of students with Ish Fact Sheet, King Fact Sheet, stamped and addressed return envelope. Survey Form, July 8, 1993 Conducted second community meeting at Ish to provide additional information regarding access to King and Ish schools and to allow parents to register at that time, chose to do so. if they July 1993 Patrons conducted door to door campaign encouraging parents to return survey form. July 1993 Developed amended student assignment plan (in the event Ish remained open). July 9-14, 1993 Conducted Assignment telephone Office survey encouraging complete and return survey form. via Student parents to July 14, 1993 Survey foirms compiled and results submitted to the LRSD attorneys and the Interim Superintendent for further action. July 15, 1993 The LRSD Board voted to close Ish. The following are the results from the survey process: 260 Survey Forms Mailed 148 Received 82 Requested Ish 66 Requested King Respectfully submitted, MARIE PARKER WITNESS MY HAND AND SEAL this day of..-July, 1993. NOTAR' My Commission Expires: Cyd. /Q\nJUL-19-93 MON 9:21 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 drk IN THE UNITED STATES PXstrict\ncourt :\u0026gt;F,'7ik^SA's  . I'erAtr' 1. EASTERN DISTRICT. pF, WESTERN DIVISION' 93 JUL 15 Pfl |: Li'f LITTLE ROCK SCHOOL DISTRICT V. CARL n. BRENTS, cr I NO. LR-C-82-866 PLAINTIFFS PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL I. DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS STATUS REPORT ON THE ISH INCENTIVE SCHOOL BY LITTLE ROCK SCHOOL DISTRICT Comes the Little Rock School District and for its Status Report states: 1, In an Order dated June 11, 1993, the Court directed the Little Rock School District to prepare a survey to send to various students to determine if 100 or more students wished to attend Ish Incentive School. If fewer than 100 students in the listed groups DiiA, i I did not wish to attend Ish then the Court authorized the Little School District to close Ish, 2. In an Order dated June 30, 1993, the Court approved the Little Rock School District's King/Ish survey process. the revised form letter with attachments, form. and the revised school selection 3. The Affidavit of Marie Parker, which is attached hereto and incorporated by reference, sets forth the process which the -1- e*iUnd.MJUL-19-93 NON 9:21 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 Little Rock School District has followed in implementing the survey process. 4. The survey process has indicated that only 82 students in the group listed by the Court in its June 11, 1993, Order wished to attend ish Incentive School 5. In accordance with the above the Board of the Little Rock School District voted on July 15, School. 1993, to close Ish Incentive 6. Pursuant to the Little Rock School District's timeline which was approved by the Court, the District will mail student assignment notices on July 23, 1993. 7. The Little Rock School District had prepared an amended student assignment plan for use in the event Ish remained open. However, in view of the survey results and the closure of Ish it is not necessary to file the amended student assignment plan. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE i CLARK 2000 First Commercial Building 400 West Capitol Little Rock, TVrkansas (501) 376-2011 72201 BY: FREDERICK S. URS 67055 -2- /JUL-19-93 HON 9:22 SUSAN W WRIGHT FAX NO, 5013246576 P. 04 CERTIFICATE OF SERVICE I, Frederick S. Ursery, hereby certify that a copy of the foregoing has been served upon the following by depositing of same in the United States mail, postage prepaid, day of July, 1993. on this Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 7220.1 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR -7-2-2-01 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 'REDERICK S. URSERY a c -3- 0v*\\lMd.\u0026gt;r JUL-19-93 MON 9:22 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 affidavit Comes the affiant, Marie Parker, and after being duly sworn, states\nI am the Associate Superintendent for Organizational Learning Equity for the Little Rock School District. and The following is a list of the actions which have taken in regard to implementing the Ish assignment survey: place June 11, 1993 Court approved an attendance zone for King on the condition that Ish remain open unless the LRSD established, according to the Court's criteria, that fewer than 100 students wish to attend Ish during the 1993*94 academic year. June 21, 1993 Filed a timeline -for implementing the King/Ish survey process, a proposed form letter to parents with attached fact sheets on the King Interdistrict School and the Ish Incentive School, and a school selection form. June 1993 Compiled a list of\n1) students now attending Ish who reside within the Ish attendance zone\n2) Students not attending Ish but who live within the Ish attendance zone\n3) students now attending Ish but who live outside the Ish attendance zone. June 1993 Press release to announce community meetings. June 1993 Fliers announcing community meetings delivered door. - to door by recruiters persons. and community June 1993 Fliers announcing community meetings provided to local churches. June 1993 Patrons of Ish community telephoned parents of Ish students regarding meeting. June 29, 1993 Conducted community meeting at Ish to provide information about access to Ish and King schools. access June 30, 1993 Court approved the King/ish survey process, the revised form letter with attachments, and the revised school selection form. July 1993 Press release to announce July 8 community meeting.93 HON 9:23 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 July 1993 Fliers distributed door to door throughout ish neighborhood to announce July 8 community meeting. July 7, 1993 Mailed letter to parents of students with Ish Fact Sheet, King Fact Sheet, Survey Form, stamped and addressed return envelope. July 8, 1993 Conducted second community meeting at Ish to provide additional information regarding access to King and Ish schools and to allow parents to register at that time, chose to do so. if they July 1993 July 1993 Patrons conducted door to door campaign encouraging parents to return survey form. Developed amended student assignment plan (in the event Ish remained open). i I July 9-14, 1993 July 14, 1993 July 15, 1993 260 14 8 82 66 Conducted telephone survey Assignment Office encouraging complete and return survey form. via Student parents to Survey forms compiled and results submitted to the LRSD aattttoorrnneeyyss aanndd tthhee Interim Superintendent for further action. The LRSD Board voted to close Ish. The following are the results from the Survey Forms Mailed Received Requested Ish Requested King survey process\nRespectfully submitted, MARIE PARKER WITNESS MY HAND AND SEAL this day of^July, 1993. NOT. My Commission Expires: Cy JUL-20-93 TUE 8:24 I SUSAN W WRIGHT FAX NO. 5013246576 P. 02 U.S. D II. L? RIC I I. li\n . I I ,\n- ' . i : s  I . * IN THE UNITED STATES DIS'IRicT' COCRT EASTERN D-I-S-T--RI COTFcAKKANSA^!.| q. r.q WESTERN DlVISlbhf\"^ CARL ERENTS ' Ft-' LITTLE ROCK SCHOOL DISTRICT BY__. V. NO. LR-C82866 cilPrcLi\n? PLAINTIFFS PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS MOTION OF LITTLE ROCK SCHOOL DISTRICT TO CLOSE ISH INCENTIVE SCHOOL Comes the Little Rock School District and for its Motion to Close Ish Incentive School states: 1. In an Order dated June 11, 1993, the Court directed the Little Rock School District to prepare a survey to send to various students to determine if 100 or more students wished to attend ish Incentive School. If fewer than 100 students in the listed groups did not wish to attend Ish then the Court authorized the Little School District to close Ish. 2. In an Order dated June 30, 1993, the Court approved the Little Rock School District's King/Ish survey process, the revised form letter with attachments, and the revised school selection 4 form. 3 . The Amended Affidavit of Marie Parker, which is attached hereto and incorporated by reference, sets forth the process which the Little Rock School District has followed in implementing the survey process. -1- evi'Ind.Ar JUL-20-93 TUE 8:25 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 4. The survey process has indicated that only 82 students in the group listed by the Court in its June 11, 1993, Order wished to attend ish Incentive School. 5. In accordance with the above the Board of the Little Rock School District voted on July 15, 1993, to close Ish Incentive School. 6. Pursuant to the Little Rock School District's timeline which was approved by the Court, the District will mail student assignment notices on July 23, 1993. 7. The Little Rock School District had prepared an amended student assignment plan for use in the event ish remained open. However, in view of the survey results and the closure of Ish it is not necessary to file the amended student assignment plan. WHEREFORE, LRSD prays that the Ish Incentive School be closed and for all other just and proper relief to which it is entitled. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201 pv'hd.if BY: -2- FREDERICK :K S . URSER^, \\ #67055JUL-20-93 TUE 8:25 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 I, Frederick s. CERTIFICATE OF SERVICE , , Ursery, hereby certify that a copy of the foregoing status Report on the ish Incentive School by Little Rock School District has been served upon the following by depositing a copy of same in the United States mail, postage prepaid, _L3. day of July, 1993. on this Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 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 FREOrfRICK S. URSERY -3- ev'ld.er JUL-20-93 TUE '8:26 SUSAN U WRIGHT FAX NO, 5013246576 P. 05 AMENDED AFFIDAVIT Comes the affiant, Marie Parker, and after being duly sworn, states: I am the Associate Superintendent for Organizational Learning Equity for the Little Rock School District. and The following is a list of the actions which have taken place in regard to implementing the ish assignment survey: June 11, 1993 Court approved an attendance zone for King on the condition that Ish remain open unless the LRSD established, according to the Court's criteria, that fewer than lOO students wish to attend Ish during the 1993-94 academic year. June 21, 1993 Filed a timeline for implementing the King/Ish survey process, a proposed form letter to parents with attached fact sheets on the King Interdistrict School and the ish Incentive School, and a school selection form. June 1993 Compiled a list of: 1) students now attending Ish who reside within the Ish attendance zone\n2) students not attending Ish but who live within the Ish attendance zone\n3) students now attending Ish but who live outside the Ish attendance zone. June 1993 Press release to announce community meetings. June 1993 Fliers announcing community meetings delivered door to door by recruiters persons. and community June 1993 Fliers announcing community meetings provided to local churches. June 1993 Patrons of Ish community telephoned parents of Ish students regarding meeting. June 29, 1993 Conducted community meeting at Ish to provide information about access to Ish and King schools. to June 30, 1993 Court approved the King/Ish survey process, the revised form letter with attachments, and the revised school selection form. July 1993 Press release to meeting. announce July 8 communityJUL-20-93 TUE 8:26 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 July 1993 Fliers distributed door to door throughout ish neighborhood to  - * meeting. announce July 8 community July 7, 1993 Mailed letter to parents of students with JI IsTx Fact Sheet, King Fact Sheet, Survey Form, stamped and addressed return envelope. July 8, 1993 Conducted second community meeting at ish to provide additional information regarding access to King and Ish schools and to allow information parents to register at that time, chose to do so. if they July 1993 Patrons conducted door to door campaign encouraging parents to return survey form. July 1993 Developed amended student assignment plan (in the event Ish remained open). July 9-14, 1993 Conducted telephone survey via student Assignment Office encouraging parents complete and return survey form. via to July 14, 1993 Survey forms compiled and results submitted to the LRSD attorneys and the Interim Superintendent for further action. attorneys July 15, 1993 The LRSD Board voted to close Ish. The following are the results from the survey process: 260 Survey Forms Mailed 173 Received 82 Requested Ish 66 Requested King 25 Requested to remain at their current school Respectfully submitted, Ik marie parker WITNESS MY HAND AND SEAL this /^day o Uly, 1993. Mi^^oWiissior. Expires: NOTARY7PUB CJUL-20-9'3 TUE '8:27 SUSAN W WRIGHT FAX NO, 5013246576 P, 07 U.S Cl IN^'ltHE^-UUlTED STATES DISTRICT COURT eastern CT 33 ' WESTERN PIVISION OF AJRKANSAS LITTLE ROCK SCHOOL lyiSTRICT. B I -- V. '3 PLAINTIFFS 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 ^lEF IN SUPPORT OF MOTION OF LITTLE ROCK SCHOOL DISTRICT TO CLOSE ISH INCENTIVE SCHOOL~ In its order of June 11, 1993, the court stated that \"Ish will remain open during the 1993-94 school year if lOO or more students want to attend Ish.\" The court further noted that LRSD \"has the burden of proving that fewer than 100 students ... wish to attend Ish.\" The court required that LRSD submit within ten days from June 9, 1993 \"its proposed survey ... along with the plan for executing the survey and implementing the survey results\". The court also required that LRSD's plan include a time schedule with deadline dates for implementing each step of the survey process, including the date by which the district will determine whether Ish is to remain open or to close.\" Order June 13, 1993, p, 3. LRSD's plan for determining whether 100 to attend Ish school for the 1993-94 school or more students wish year was approved by the court in an order dated June 30, 1993 . The amended affidavit CM3L IT 1 \" 1 of Marie Parker shows that LRSD followed its court approved plan for determining the number of students who wish to attend Ish. -1-JUL-20-93 TUE 8:27 SUSAN W WRIGHT FAX NO, 5013246576 P, 08 I Only S2 students selected Ish school. Therefore, in accordance with the court's order of June 11, 1993 and the survey process which was approved June 30, 1993, Ish Incentive School should be closed and those students who would otherwise have been assigned to Ish should be assigned to King Interdistrict School. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201 BY: -2- FREDERICK S. URSERY/ #670551, JUL-20-93 TUE 8:28 SUSAN W WRIGHT FAX NO, 5013246576 P. 09 -CERTIFICATE OF SERVICE ^^sery, hereby certify a copy of the SchoS bv Report on the Ish Incentive School District has been served upon the depositing a copy of same in the United States mail postage prepaid, on this . day of July, 1993. Frederick S. Ursery, that Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr, Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Su 201 East Markham Street Little Rock, AR Suite 510 72201 FREDERICK S, URSERY -3-06/28.-93 09:20 0301 324 2032 L R School Dlst ODJI @002-002 a Little Rock School District NEWS RELEASE JUNE 28, 1993 For more information\nJeanette Wagner, 324-2020 LRSP SCHEDULES COMMUNITY MEETING AT ISH SCHOOT A special meeting will be held for Ish School and interested community members Tuesday. Tune 29 atJsh School. 3001 Pulaski street. parents, patrons at 7 p.m Parents of clhldren currently attending Ish School and those who are assigned to the Ish attendance zone but do not attend Ish wiU discuss and be given information on school assignment options for the 1993-94 school year. Students assigned to the Ish attendance zone for the 1993-94 school year have the option of attending Ish School or Martin Luther King, Jr. Interdistrict School opening in the 1993-94 school year. For more information call 324-2272. ### 810 West Markham Street  Little07/07/93 12:39 301 324 2032 L R School Dlst ODM @002/002 ?l\nii Little Rock School District NEWS RELEASE July 7, 1993 For more informatioii\nJeanette Wagner, 324-2020 LRSD SCHEDULES COMMUi r MEETING AT ISH SCHOOL A special meeting will be held for Ish School parents, patrons and interested community members Thursday July 8 at 6 p.m. at Ish SchooL3001 Pulaski Street. Parents of children currently attending Ish School and those who are assigned to the Ish attendance zone but do not attend Ish will discuss and be given information on school assignment options for the 1993-94 school year. Parents may also register tbpir children at the community meeting. Students assigned to the Ish attendance zone for the 1993-94 school year have the option of attending Ish School or Martin Luther King, Jr. Interdistrict School opening in the 1993-94 school year. ### BIQ We.t Markhan, Street . l.ltt.P Rnrk 722Q1  f5Q1^324.7nnn07/12^93 14:22 501 324 2032 L R School Dlst ODM 001/001 Little Rock School District NEWS RELEASE July 10, 1993 For more information\nJeanette Wagner, 324-2020 Which School will your child attend: Ish. King or some other. school. The Little Rock School District is asking all parents to complete and return the surveys that were mailed out on July 7, which discussed school assignment for Ish attendance zone students for the 93-94 school year. The surveys included: 1) students who now attend ish and live in the Ish attendance zone 2) students not attending Ish but who live within the Ish attendance zone 3) students now attending Ish and live outside the Ish atendance zone. The deadline for returning the surveys is July 14, 1993 . If you have any questions, please contact Marie Parker at 324-2272. ###'RECEIVED J LSTHi.to TCCURT if\n!!:ANAS JUL 2 8 1993 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 211993 Office of Desegreja'ucn MoMiSfina GAF f jTS, CLlRK CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER Before the Court is the motion of the Little Rock School District for Court approval to close the Ish Incentive School filed on July 19, 1993. Any party wishing to file a response to the E ! motion must do so no later than Wednesday, July 28, 1993. r\u0026lt;4 DATED this day of July, 1993. united SiTtAATtEeSs 'dist'rRiIgCT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET N OMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP yN BY_^ 1 .b 1  i -3 i'\"\n1 1 Office of Desegragation Monitor 201 E Markham, Suite 510 Heritage West Bldg Little Rock, AR 72204 vjt Case: 4:82-cv-00866WH IB. M2 rn H M IN THE UNITED STATES' DISTRICT COURT EASTERN DISTRICT. OR ARKANSAS' WESTERN DlVi'slOi * SY, LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS V, LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS RESPONSE TO ORDER On July 23, 1993 at 5:00 p.m. undersigned counsel received a copy of the court's order of this date. United States District Court all day. Undersigned counsel was in Although the court's order was entered on July 23, 1993, it was not filed until July 27, 1993, Moreover, counsel did not receive a copy of Little Rock School District's (LRSD) motion until approximately 5:15 p.m, on this date. Under the circumstances, therefore, with particular emphasis upon the time left for reply, the Joshua Intervenors respectfully oppose the motion for approval to close the Ish Incentive School and respectfully request that the court accept as the response in opposition the pleading filed by Joshua on July 23, of that document is attached hereto. 1993. A copy Respectfully submitted, JOSHUA INTERVENORS j^hn W, Walker #64046 John W. Walker P.A. 1723 BroadwayUS Dis I Cl Little Rock FAX NO. 5013246096 P. 03 CERTIFICATE OF SERVICR I, John w. Walker, hereby certify that a true and of the foregoing document correct copy record by U.S has been served upon all counsel of  Mail on this 23rd day of July, 1993. Jgnn W. Walker Iz' HU. WUUU IN the united STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. plaintiffs NO. LR-C-82-866 PULASKI COUNTY SPECIAL DISTRICT, ET AL. SCHOOL MRS. LORENE JOSHUA, ET AL. dependants KATHERINE W. KNIGHT, INTERVENORS ET AL, INTERVENORS JOSHUA INTERVENORS The Joshua Intervenor of the Little Rock School s -OPPOSITION TO STATUS REPORT respectfully oppose the Status Report Ai16, 1993. ^S-Chool. For cause we District filed herein on or about July respectfully show the Court that: The survey was not extended to all potential students of Although the Court may have approved the a, survey form process. there was no effort made. i^Vto reach pre-school children which on information and belief, kindergarten children. may or may not have included The concept of one hundred to take into account this necessarily has 2. group of students. line Joshua strenuously opposes the Court's intent to ncentive school in view of the Order of the Ighth Circuitt herein. 3. Aerexn. The incentive school benefits present enrollment has delivered. has not whicn re promised to the been delivered and stand not to be This includes the schol ruled upon despite the a^hip benefits which the Court to the Eighth Circuit and the \u0026gt; commitments by the school district community. / 5. 4. It is reasonable to 5 The process was designed to fail. assume that an equal percentage of us DisI Cl Lillie Rock FAX NO. 5013246096 P. 05 the students who did not return the forms to that would have opted for Ish percentage which actually did SOy basis, the actual number 145. i.e., 55.4%. On that  Ul 6. of preferences which may be presumed is Joshua continues which are located in WHEREFORE, Joshua to object to the closing of schools predominantly African American neighborhoods. request a hearing, after an discovery, to present its opportunity for position and to present the parents as representative in the attached latter from Facen. position of Mrs. Sarah By: Respectfully submitted, JOSHUA INTERENORS Joh JOffi  Walker, Bar #64046 --- W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 (501) 374-3758 JUL-M IHU 1UU4 Uh. LUny\u0026lt;lBU!) w Little Rock, AR (501) 374-3758 122^^ CERTIFICATE OF SERVICE John W. Walker, hereby certify that of the foregoing document has been served a true and correct copy upon all counsel of record by U.S, Mail on this 28th day of July, 1993. n W. Walker I 1John w. Walker, I.a. AnoRNEY At Law 1723 Broadway ijTrLE Bock. Arkansas Tei.E'PIIONE (501) 371-3758 I'AX (501) 371-1187 received JUL 3 0 1993 JOHN W. WALKER RALLil WASHINUWN MARK Bt'RNLTIK AUSTIN PORTER. -II\n. July 29, 1993 Office of Desegregation Monitoring Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Little Rock, /vR 72201 Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Richard Roachell, Esq. Roachell \u0026amp; Streett 401 West Capitol Ave. Suite 504 Little Rock, AR 72201 Little Rock, AR 72201 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 Re: LRSD V. PCSSD\nNo. LR-C-82- 866 Dear Sirs or Madam: Enclosed please find a copy of Joshua's Response to Order which has been filed in the above matter. Sincerely, A- John W. Walker JWW:Ip Enclosure cc: All Counsel of Recordo' \\995 THE UNITED STATES DISTRICT COURT racteRN district of ARKANSAS EASTERN DISTRICT OF WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS LR-C-02-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS On July 28, RESPONSE TO ORDER 199 3 al\n5:00 p.lu. undersigned coun el received a copy of the court's order of this date. United States District Court. a.I 1 day. Undersigned counsel was in Although the court's order was entered on July 23, 1993, jt was not filed until July 27, 1993. Moreover, counsel did not receive a copy of Little Rock School District' s (LRSD) motion unt.il approximately 5:15 p.m. on this date. Under the circumstances, therefore. with particular emphasis upon the time left for reply. the Joshua Intervenors respectfully oppose ttie motion for. approval to close the Ish Incentive School 50 and respectfully request that the court accept as the response in opposition the pleading filed by Joshua on July 23, 1993 . A copy of that document is attached hereto. Respectfully submitted. JOSHUA INTERVENORS j^hn W. Walker #64046 John VJ. Walker P.A. 1723 BroadwayI , 111 title Rock, AR (501) 374-3758 (JI': KJ' I. P' I (JATE jOEJSER'/ACE Joli 11 W. VJo.lkci', Ik\nI oljy '-er 72206 tify a true uud correct copy of I Ik- lorofjoinq dt?cuiiieiit liac I 'Cell seivod upon all counsel of record by d . Ma 1.1 OU tli.i u 2111 h day of July, 1993. I'' 3 6,. )  t i b I.  Jolin W. Walker'RECEIVED t c. . OiST \"J 3 FD  asr^ '^xsz\u0026amp;n rn\nCT COURT fS:'CT ARKANSAS JUL 2 8 1993 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS JUL 2 7 1993 WESTERN DIVISION OtiicQ of Desegregation Monitoring OAF?:.. Ti, ii-r 3 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 Before the Court is the motion of the By: 'jT3, CLlRK L'^P. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Little Rock School District for Court approval to close the Ish Incentive School filed on July 19, 1993. Any party wishing to file a response to the motion must do so no later than Wednesday, July 28, 1993. nJ DATED this day of July, 1993. united SiTtAATtEeSs 'disTRrIicCT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN \u0026gt;N OMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP by 1 1 J T 50 Olfes c' ,^N THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS On July 28, RESPONSE TO ORDER 1993 at 5:00 p.m. undersigned coun el received a copy of the court's order of this date. United States District Court all day. Undersigned counsel was in Although the court's order was entered on July 23, 1993, it was not filed until July 27, 1993. Moreover, counsel did not receive copy of Little Rock School District's (LRSD) motion until approximately 5:15 p.m. on this a date. Under the circumstances, therefore, with particular emphasis upon the time left for reply. the Joshua Intervenor respectfully oppose the motion for approval to close the Ish Incentive School and respectfully reque t that the court accept as the response in opposItion the pleading filed by Josliua on July 23, 1993 . A copy of that document is attached hereto. Respectfully submitted. JOSHUA INTERVENORS Walker #64046 jjbhn W. John W. Walker P.A. 1723 BroadwayI , Joliii of the Lilt tie Rock, AR (501) 374-3758 cisicjM.r.ior service Vb'.i .1 ker, 72206 iKii f\nby \u0026lt;\nej-tify l.liiiL a true and correct copy f.'fjr erjo i.nq docuiiieiit liar: leell SC) V('il upon all counsel of recoi. 11 l.r/ IJ Ma 1J oil th j \n2!il li dcij' of Ju I y, 1993 . \u0026lt; L I I .folin V\\l. WalkerAUG- 2-93 HON 15:4! SUSAN W WRIGHT FAX NO, 5013246576 P. 02 ua.oiSTmcT count EAsrenN district Arkansas IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION AUG 0 2 1993 CARLfi,BR By J13 ENTS, CLERK P. CL LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS 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 ORDER By Order dated June 11, 1993 [doc,#1848], the Court approved the Little Rock School District's (\"LRSD) attendance zones for the King Interdistriot School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than 100 students wish to attend Ish during the 1993-94 academic year. In this regard, the Court directed that within 10 days from June 9, 1993 , the LRSD submit to the Court its proposed survey of potential Ish students^ along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/lsh survey process, the revised form letter with attachments, and the revised school selection form. None of the parties objected. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has 1 The Court determined that the 100 students who will decide the immediate Future of Ish will come from the following groups\n(1) students now attending Ish who reside within the Ish attendance zones\n(2) students not attending Ish but who live within the Ish attendance zones\nand (3) students now attending Ish but who live outside die Ish attendance zones.AUG- 2-93 HON 15:42 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 indicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua\") have responded in opposition to the motion. Having carefully considered the parties^ pleadings, the Court finds that the goals of the settlement plan will not be adversely impacted by the granting of the LRSD's motion to close the Ish Incentive School, and that the motion should be and hereby is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. the actual number of preferences which may be presumed is 145.^ Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order, the Court specifically stated that \"[t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan. II In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process, in 1 conclusion. Joshua has not submitted a brief in support of its response setting forth any authority that would support such a -2-AUG- 2-93 MON 15:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 part because no objections had been filed. Joshua has not attempted to explain its neglect of the Court's deadlines, and it is now far too late to ask this Court to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately black neighborhoods. While such concerns are certainly valid, the Court notes that the King Interdistrict school, which will be desegregated, is a new school in a black neighborhood and, indeed, is in close proximity to Ish. There thus is no net loss of schools in predominately black neighborhoods with respect to the closing of Ish. The Court would also note that the granting of the LRSD's motion to close Ish due to an insufficient number of students does not conflict with the terms of the settlement plan. The plan states the following with respect to incentive schools: There shall be a limited number of incentive schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending those schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with a variance of 5 percent. to these elementary area The recruitment of white students percentage schools may increase the of white students in these schools to maximum percentage of 60 percent. The incentive schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens, The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive school\nany -3- aAUG- 2-93 HON 15:43 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. shall utilize the services To meet that goal, the parties of a consultant who has demonstrable experience in developing and successfully implementing such educational setting. programs in maj ority-black Interdistrict Plan, April 29, 1992, pg. 4. According to the desegregation plan, the double funding allotted the incentive schools is intended to help alleviate the racial-isolation of the children attending these predominately one- race schools. The Eighth Circuit Court of Appeals has stressed the importance of this incentive school feature\nIt may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double funding for students attending the incentive (virtually all-black) schools ,.. Appeal of Little Pock School District^ 949 F.2d 253, 256 (Sth Cir. 1991). However, in accordance with the aforementioned survey process, the LRSD gave the parents of Ish Incentive School students the choice of removing their children from a racially-isolated setting by electing to send them to King, a new, desegregated Interdistrict School in the same general neighborhood. King offers many program enhancements, including four curriculum specialists, a 56 station computer lab. electronic-assisted instruction, and an automated a media center. Also, as previously noted by the Court, if Ish were to close and its students transfer to King, the LRSD committed to -4-AUG- 2-93 MON 15:43 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 increase the total number of four-year-old classes at King from two to four. Nevertheless, to the extent the granting of the LRSD's motion to close Ish is a disputed modification of the plan, the Court finds that such modification is in compliance with the standards for reviewing disputed modifications as set forth by the Eighth Circuit Court of Appeals in Appeal of Little Rock School District, suprsi 949 F.2d 253. There, the Court stated: To modify [a] consent decree[], the court need only identify a defect or deficiency in its original decree which impedes experience has achieving proven its goal. either it less effective because [or] disadvantageous, or because circumstances and conditions have changed which warrant fine-tuning the decree. modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement of the parties. A Td. at 258, quoting with approval Heath v. De Courcy, 888 F.2d 1105, 1110 (6th Cir. 1989). Here, the Court finds that the insufficient number of Ish students (fewer than 100} IS changed circumstance which a constitutes a defect or deficiency in the plan and impedes the goals set forth therein. Furthermore, the Court finds that the circumstances and conditions thus have changed which warrant \"fine- tuning\" the plan. Th closing of Ish, when considered in light of the opening of the desegregated King Interdistrict school, furthers the purpose of the plan in a more efficient way without upsetting the basic agreement of the parties. Although the Court grants the LRSD's motion to close Ish, it does not excuse the LRSD from its obligation to recruit white -5-AUG- 2-93 MON 15:44 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 students to desegregate the remaining incentive schools. The Court reiterates that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens. The motion to close Ish does not evidence such a pattern. IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this 2nd day of August 1993. UNITED STATES DIStfRIC' 'RI CT JUDGE -6-h \u0026lt;\u0026gt; U.S. OfSTAlCT COURT EASTERN DISTRICT ARKANSAS AUG 4 1993 On'ics oi Deses^^S\"'-'*^^ vi:or..tor'!\n'.g IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS AUG 0 2 1993 WESTERN DIVISION KC!RK LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS 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 I INTERVENORS ORDER By Order dated June 11, 1993 [doc.#1848], the Court approved the Little Rock School District's (\"LRSD\") attendance zones for the King Interdistrict School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than 100 students wish to attend Ish during the 1993-94 academic year. In this regard, the Court directed that within 10 days from June 9, 1993, the LRSD submit to the Court its proposed survey of potential Ish students^ along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/Ish survey process. the revised form letter with attachments. and the revised school selection form. None of the parties objected. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has fell  students who wiU decide the immediate future of Ish will come from the toUowmg groups\n(1) students now attending Ish who reside within the Ish attendance who live within the Ish attendance zones\n(2) students not attending Ish but zones, and (3) students now attending Ish but who live outside the Ish attendance zones. I indicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua) have responded in opposition to the motion. Having carefully considered the parties' pleadings, the Court finds that the goals of the settlement plan will not be adversely impacted by the granting of the LRSD's motion to close the Ish Incentive School, and that the motion should be and hereby is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. the actual number of preferences which may be presumed is 145.^ Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order. the Court specifically stated that tl [t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan.\" In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process, in 2 conclusion. Joshua has not submitted a brief in support of its response setting forth any authority that would support such a -2-part because no objections had been filed. J oshua has not attempted to explain its neglect of the Court's deadlines, and it is now far too late to ask this Court to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately black neighborhoods. While such concerns are certainly valid, the Court notes that the King Interdistrict school, which will be desegregated, is a new school in a black neighborhood and, indeed. is in close proximity to Ish. There thus is no net loss of schools in predominately black neighborhoods with respect to the closing of Ish. The Court would also note that the granting of the LRSD's motion to close Ish due to an insufficient number of students does not conflict with the terms of the settlement plan. The plan states the following with respect to incentive schools: There shall be a limited number of incentive schools, a period of at least six years,   that number of black students for sufficient to accommodate _ ------ who, by attending those schools, make it possible to achieve a student population the remaining Little Rock schools y an schools) of 55 percent black and 45 percent white with variance of 5 percent.  (elementary area a to these elementary The recruitment of white students _ - area schools increase the percentage of white students in these schools to maximum percentage of 60 percent. T V, incentive schools shall be: r^.J.li,,, Ish, Mitchell, Rightsell, Rockefeller, and Stephens may a Franklin, Garland, Kigniseii, Rockefeller, and Stephens. The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in into the incentive , / iVxiiy d uesignauea numneir of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools --established those seats attributable t.. LL.1:, available for those students who otherwise would have been assigned to an incentive school\nAs are to LRSD will be incentive or could any -3-assignment shall be in accordance district's student assignment plan. Funding for the incentive schools shall be f incentive schools shall be set at two elementary area schools to ensure ---------racially-isolated settings are provided meaningful opportunities for desegregated of a consultant who has aemonstrable \u0026lt;---- implementing that the children who are experiences/activities. services of educational setting- experience in developing and successfully such programs in a majority-black Interdistrict Plan, April 29, 1992, pg. 4. According to the desegregation plan. the double funding allotted the incentive schools is intended to help alleviate the racial-isolation of the children attending these predominately one- race schools. The Eighth Circuit Court of Appeals has stressed the importance of this incentive school feature\nhelpful for us to state those elements of the K- , that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double fundinrr -fnr fa 4-4- the ------ They are (1) double funding for students attending incentive (virtually allblack) schools ... Appeal of Little Rock School District, 1991). 949 F.2d 253, 256 {8th Cir. However, in accordance with the aforementioned survey process, the LRSD gave the parents of Ish Incentive School students the choice of removing their children from a racially-isolated setting electing to send them to King, a new, desegregated Interdistrict School in the same general neighborhood. King offers many program enhancements, including four curriculum specialists, a 56 station computer lab. electronic-assisted instruction. and an automated media center. Also, as previously noted by the Court, if Ish were to close and its students transfer to King, the LRSD committed to -4- Iincrease the total number of four-year-old classes at King from two to four. Nevertheless, to the extent the granting of the LRSD's motion to close Ish is a disputed modification of the plan, the Court finds that such modification is in compliance with the standards for reviewing disputed modifications as set forth by the Eighth Circuit Court of Appeals in Appeal of Little Rock School District, supra, 949 F.2d 253. There, the Court stated: To modify [a] consent decree[] lo moairy [a] consent decree[], the court need only defect or deficiency in its original decree which impedes achieving its goal, either because e^erience has proven it less effective [or] disadvantageous, or because circumstances and conditions have changed which warrant fine-tuning the decree, modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement of the parties. has its either [or] A Id. at 258, quoting with approval Heath 1105, 1110 (6th Cir. 1989). V. De Courcy, 888 F.2d Here, the Court finds that the insufficient number of Ish students (fewer than 100) is changed circumstance which constitutes a defect or deficiency in the plan and impedes the goals set forth therein. Furthermore, the Court finds that the circumstances and conditions thus have changed which warrant \"fine- tuning\" the plan. The closing of Ish, when considered in light of the opening of the desegregated King Interdistrict School, furthers the purpose of the plan in a more efficient way without upsetting the basic agreement of the parties. Although the Court grants the LRSD's motion to close Ish, it does not excuse the LRSD from its obligation to recruit white -5- a i Istudents to desegregate the remaining incentive schools. The Court reiterates that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens, not evidence such a pattern. The motion to close Ish does IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this 2nd day of August 1993. unite\n'ATES D :s2r^t judge THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 79\u0026lt;a) FRCP ON BY^ -6-U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS AUG 4 \u0026gt;993 IN THE UNITED STATES DISTRICT COURT AUG 0 2 1993 OH'iCS oi OeseGifcG: icr. n^oC'VjritiQ EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION By: ^ents, clerk OH. CieRK LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS 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 ORDER By Order dated June 11, 1993 [doc.#1848], the Court approved the Little Rock School District's (\"LRSD\") attendance zones for the King Interdistrict School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than students wish to attend Ish during the 1993-94 academic year. 100 In this regard, the Court directed that within 10 days from June 9, 1993, the LRSD submit to the Court its proposed survey of potential Ish students^ along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/Ish survey process, the revised form letter with attachments, and the revised school selection form. None of the parties objected. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has The Court determined that the 100 students who will decide the immediate future of Ish will come from the following groups. (1) students now attending Ish who reside within the Ish attendance zones\n(2) students not attending Ish but U/kzs lia.a. .L* T-U ___l_ . .. ' '  Who live within the Ish attendance zones\nand (3) students now attending Ish but who live outside the Ish attendance zones. .'-aaindicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua\") have responded in opposition to the motion. Having carefully considered the parties' pleadings, the Court finds that the goals of the settlement plan will not be adversely impacted by the granting of the LRSD's motion to close the Ish Incentive School, and that the motion should be and hereby is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. presumed is 145.^ the actual number of preferences which may be Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order. the Court specifically stated that \"[t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan.\" In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process. in 2 conclusion. Joshua has not submitted a brief in support of its response setting forth any authority that would support such a -2-part because no objections had been filed. Joshua has not attempted to explain its neglect of the Court's deadlines, and it is now far too late to ask this Court to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately black neighborhoods. While such concerns are certainly valid, the Court notes that the King interdistrict school, which will be desegregated, is a new school in a black neighborhood and, indeed, is in close proximity to Ish. There thus is no net loss of schools in predominately black neighborhoods with respect to the closing of Ish. The Court would also note that the granting of the LRSD's motion to close Ish due to an insufficient number of students does not conflict with the terms of the settlement plan, states the following with respect to incentive schools: The plan There shall be a limited number of incentive schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending those schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with variance of 5 percent. The recruitment of white students to area schools may increase the percentage of white students in these schools to these elementary maximum percentage of 60 percent. The incentive schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens. The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive school\nany a a -3-recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully implementing such programs in a majority-black educational setting. programs a Interdistrict Plan, April 29, 1992, pg. 4. According to the desegregation plan. the double funding allotted the incentive schools is intended to help alleviate the racial-isolation of the children attending these predominately one- race schools. The Eighth Circuit Court of Appeals has stressed the importance of this incentive school feature: It may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double funding for students attending the incentive (virtually all-black) schools ... Appeal of Little Rock School District, 949 F.2d 253, 256 (8th Cir. 1991). However, in accordance with the aforementioned survey process, the LRSD gave the parents of Ish Incentive School students the choice of removing their children from a racially-isolated setting by electing to send them to King, a new, desegregated Interdistrict School in the same general neighborhood. King offers many program enhancements, including four curriculum specialists, a 56 station computer lab, electronic-assisted instruction. and an automated media center. Also, as previously noted by the Court, if Ish were to close and its students transfer to King, the LRSD committed to -4- increase the total number of four-year-old classes at King from two to four. Nevertheless, to the extent the granting of the LRSD's motion to close Ish is a disputed modification of the plan, the Court finds that such modification is in compliance with the standeirds for reviewing disputed modifications as set forth by the Eighth Circuit Court of Appeals in Appeal of Little Rock School District, supra, 949 F.2d 253. There, the Court stated: To modify [a] consent decree[], the court need only identify a defect or deficiency in its original decree which impedes achieving its goal, either because ej^erience has proven it less effective [or] disadvantageous, or because circumstances and conditions either ] effective have changed which warrant fine-tuning the decree, modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement of the parties. A Id. at 258, quoting with approval Heath v. De Courcy, 888 F.2d 1105, 1110 (6th Cir. 1989). Here, the Court finds that the insufficient number of Ish students (fewer than 100) is changed circumstance which a constitutes a defect or deficiency in the plan and impedes the goals set forth therein. Furthermore, the Court finds that the circumstances and conditions thus have changed which warrant \"fine- tuning\" the plan. The closing of Ish, when considered in light of the opening of the desegregated King Interdistrict School, furthers the purpose of the plan in a more efficient way without upsetting the basic agreement of the parties. Although the Court grants the LRSD's motion to close Ish, it does not excuse the LRSD from its obligation to recruit white -5-students to desegregate the remaining incentive schools. The Court reiterates that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens, not evidence such a pattern. The motion to close Ish does IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this 2nd day of August 1993. united states'DISTRIC' STRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP ON 1^1321 -6-IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER LbU uAS-R.\\ ofsTRrZJ^APMNSAS I 0 1993 CARL S. dHENTS, CLERK 0P. PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS Before the Court is the Joshua Intervenor's (Joshua) motion [doc.#1929] for this Court to reconsider its order granting the Little Rock School District's motion to close the Ish Incentive School. The Court has carefully considered Joshua's motion and finds that it should be and hereby is denied. Joshua has not set forth any facts or legal conclusions that would justify I I I reconsideration of the Court's order. IT IS SO ORDERED this /O day of August 1993. UNiT^ ST^Ss d':^:'RICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLI^CE WITH RULE 58 AND/OR 79(al FRCP ON by I I II I i IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER filed caste^oisSSnsas AUG 1 0 1993 CARL  .ihl DP. .fcRK PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS Before the Court is the Joshua Intervenor's (Joshua) motion I [doc.#1929] for this Court to reconsider its order granting the Little Rock School District's motion to close the Ish Incentive School. The Court has carefully considered Joshua's motion and finds that it should be and hereby is denied. Joshua has not set forth any facts or legal conclusions that would justify i^i^NTS, CLERK ( I I I I ( I I reconsideration of the Court's order. IT IS SO ORDERED this /O day of August 1993. I UNITED STATES DIST?'RICT JUDGE 3N THIS DOCUMENT ENTERED ON DOCKET SHEET MM COMPLI^CE WITH RULE 58 AND/OR 79/al FRCP - ^-10-Q--, BY W ' 1 SE^H-gS TUE 14:27 SUSAN U WRIGHT FAX NO, 5013246576 P. 02 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS 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 ORDER By Order entered August 10, 1993, this Court denied the Joshua Intervenor's (\"Joshua\") motion for reconsideration of its order granting the Little Rock School District's (\"LRSD\") motion to close the Ish Incentive School [doc.#1934]. Counsel for Joshua has let the time for filing a notice of appeal from the Court's order lapse. Now before the Court is Joshua's motion for an order granting them an extension of time until October 10, 1993, in which to file a notice of appeal. As grounds for its motion, counsel for Joshua states that he was confused by the following statement made by the Court in a hearing on August 12, 1993, regarding the resolution of Joshua's motion for reconsideration: I have not in any way ruled with respect to that motion ... Transcript, at 6 (August 12, 1993). The Court frankly does not understand how counsel could have been confused about the parameters of his own motion for reconsideration. As counsel knows, the motion is comprised of twoSEP-14-93 TUE 14:28 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 parts J First, Joshua asks the Court to modify its opinion by rescinding its order closing the Ish incentive School. Second, Joshua states that \"[i]n the absence of modification, the Court is requested to issue an Order requiring that all incentive school benefits, including scholarship benefits, fallow the incentive school children wherever they may be assigned. Moreover, in the event that King opens as a racially identifiable school, Joshua further requests that it become an incentive school so that all children therein will have the benefit of incentive school programs including the promised scholarships [doc.#1929]. When the Court's statement is not taken out of context as counsel has done, it becomes clear that counsel's confusion is not justified: The children Court\n[Y]ou are entitled mentioned to promised incentive school benefits, have a motion pending on that  whether receive Ish their Now, you Mr. Walker: Yes, ma'am. The Court\nthat has not been addressed. As you know, when 1 permitted the district to survey the students, I suggested that as an incentive, they might offer some of these benefits that are offered to incentive school as an incentive to get the kids to go to Ish. 1 have not in any way ruled with respect to that motion. Transcript, at 5-6 (August 12, 1993). 1 The motion is captioned as follows\n\"Motion for Correction of Finding of Fact or Conclusion of Law aiut Motion for Ruling on Request that Incentive School Benefits Including Scholarship Benefits Follow the Incentive School Children.\" (Emphasis added.) -2-SEP-14-93 TUE 14:28 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 The Court clearly was not speaking to Joshua's motion asking that the Court reconsider its order to close Ish, but was speaking to Joshua's motion requesting that the Incentive school benefits follow the Incentive school children. Moreover, the order denying Joshua's motion for reconsideration was entered on August lo, 1993, two days prior^the hearing in which the above statements were made and well in advance of the deadline for filing a notice of appeal. Counsel does not contend that he failed to receive notice of the order. Nevertheless, because the LRSD does not object, the court will grant Joshua's motion for an extension of time. Joshua is hereby given until and including October 10, 1993, in which to file their notice of appeal. IT IS SO ORDERED this 14th day of September 1993. 'judge 2 Ths mailing certificate of the Clerk states tliat the order was mailed to Mr. Walker on August 10, 1993. -3- SEF14-93 TUE 14:27 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U.S. DISTRICT JUDGE SUSAN WEBBER WRIGHT FAX LINE (501) 324-6576 DATE\n9/14/93 TO\nAnn FROM\nBarry NUMBER OF PAGES INCLUDING COVER SHEET  4 Message\nOitice SEP 1 5 o! Dese5'C8-''' IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SEP 1\" 1993  LITTLE ROCK DISTRICT PLAINTIFFS VS No. LR -C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR EXTENSION OF TIME IN WHICH TO FILE NOTICE OF APPEAL The Joshua Intervenors respectfully move the court for an ORDER allowing them to have 30 days from August 12, 1993 in which to file a notice of appeal herein. For cause. Joshua shows the Court that on August 10, 1993, the Court entered an ORDER denying Joshua's motion for reconsideration of the Court's order of August 2, 1993 authorizing the Little Rock School District to close Ish Incentive School. When the parties appeared before her Honor on August 12, 1993, 30 days ago taking into account the weekend which just passed, the Court stated that: \"I have not in any way ruled with respect to that motion \" (p. 6, Transcript of Proceedings, a copy of which is attached hereto.) Joshua's motion for reconsideration was filed on August 2, 1993. The Court has not entered a judgement in this case. Therefore, an ORDER allowing Joshua thirty additional days in which to appeal the court's order would be both appropriate and of no prejudice to the Little Rock School District. Joshua's counsel has spoken with the Little Rock School District's counsel regarding this motion and counsel is authorized to state to the court that Mr, Jerry Malone has no objection to this reguest. Wherefore, the Joshua Intervenors respectfully request that the court enter an ORDER granting them until October 10, 1993 in which to file their notice of appeal from that order. Respectfully submitted. CERTIFICATE OF SERVICE I, John W. Walker, certify that a copy of the forego!^ has been served on September, 1993. all counsel of record on this RECEIVED fir\" Hr OCT 1 3 1993 IN THE UNITED STATES DISTRICT COURtF\"X1thi^w^, OJfice of Desegregation Monitoring EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. C^Rt R- TEAINTIFFS-V. NO. LR-C-82-866 BV-PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, As next Friend of Minors Leslie Joshua, Stacy Joshua\nSARA MATTHEWS\nAs Next Friend of KHAYYAM DAVIS\nALEXA ARMSTRONG\nCARLOS 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 KATHERINE W. KNIGHT, ET AL. INTERVENORS NOTICE OF APPEAL Notice is hereby given that the Joshua Intervenors appeal the Orders of the Court entered herein on August 10, 1993 and September 27, 1993, respectively, to the United States Court of Appeals for the Eighth Circuit. Respectfully submitted, ! . B 5995 No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 I. 111' Hr I 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 October, 1993, 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 Co\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_486","title":"Incentive Schools: ''Marva Collins' Teacher Training Session, Mitchell and Rightsell Incentive Schools,'' Martin Luther King Interdistrict Magnet School","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":["1994-08-30/1994-09-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Curricula","Teachers--Training of"],"dcterms_title":["Incentive Schools: ''Marva Collins' Teacher Training Session, Mitchell and Rightsell Incentive Schools,'' Martin Luther King Interdistrict Magnet School"],"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/486"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nMARVA COLLINS TEACHER TRAINING SESSION I MITCHELL AND RIGHTSELL INCENTIVE SCHOOLS RECEIVED SEP 0 1994 Office of Desegregation Monitoring 1 MARTIN LUTHER KING INTERDISTRICT MAGNET SCHOOL 905 MARTIN LUTHER KING DRIVE LITTLE ROCK, ARKANSAS 72202 1 I AUGUST 30 - SEPTEMBER 1, 1994 I  MARVA COLLINS TEACHER TRAINING SESSION  MITCHELL AND RIGHTSELL INCENTIVE SCHOOLS  I Ii II MARTIN LUTHER KING INTERDISTRICT MAGNET SCHOOL 905 MARTIN LUTHER KING DRIVE LITTLE ROCK, ARKANSAS 72202 M H AUGUST 30 - SEPTEMBER 1, 1994 TABLE OF CONTENTS INTRODUCTION 1 - All Children Are Born Achievers 2 - Self Esteem Units 3 4 - Ten Steps Towards Better Disciplined Classrooms - Beginning With The End In Mind Changing Me First How Do I Praise Thee...200 Ways HOW-TO SESSION   5 - The Creed - Westside Preparatory School 6 - Phonics Drill 7 - Poetry Selections From Westside Preparatory School 8 - The Marva Collins' Method 9 - Teaching Shakespeare's MacBeth 10 - Teaching The Song of Roland 11 - Westside Preparatory School Teaching Units 12 - Thinking Exercises 13 - On The Pulse Of Morning 14 - Tigers In The Street 15 - The Three Questions 16 - Momotaro The Peach Boy Reading List For Ages 4, 5, \u0026amp; 6 Song Of The Shirt a 17 - The Punny Jester 18 - Reactive Education vs. Proactive Education 19 - Teaching The Epic a a a I MARVA COLLINS' TEACHER TRAINING SESSION I agenda  August 30, 1994 9:00 11:00 Introduction Session - Beginning with The End in Mind (empowering teachers, changing attitudes, etc.) 11:30 12:00 Question and Answer Session 12:00 1:00 Lunch i 1:00 3:00 3:00 4:00 Handling Discipline Problems Empowering Children \"How-To's\" Role playing with teachers (teachers will \"become discipline problems\" I MARVA COLLINS' TEACHER TRAINING SESSION AGENDA August 31. 1994 9:00 12:00 Teaching Phonic Teaching Reading Comprehension Teaching Every Child to Read (How-To's) 12:00 1:00 Lunch 1:00 3:30 Teaching Poetry Teaching Spelling Complete any material from this morning iI 3:30 4:00 Question and Answer Session SP I MARVA COLLINS' TEACHER TRAINING SESSION AGENDA September 1, 1994 9:00 12:00 Reading Lessons (How-To's) Shifting Paradigms (Changing attitudes as to how we teach and how children learn) Building a New Belief System Teaching Reading, Writing and Spelling Simultaneously 12:00 1:00 Lunch  1:00 3:00  Teaching Parallel Thinking vs. Forward Thinking Teaching Children to Read Analytically Teaching Thinking Skills  3:00 4:00 Question and Answer Session Evaluation of the Program  ^^11 I II h I I I ALL CHILDREN ARE BORN ACHIEVERS 1. i ii i' I, 1 i I i Iq ____THOUGHTS ON THE ABOVE AVERAGE TEACHER BY MARVA N. COLLINS Beginning With The End In Mind I If we were about to erect a house on a certain site, we would see beyond the tangled branches, debris, and other barriers. Otherwise, we would begin With the end in mind. We would begin by picturing in our mind how the picture of the house we have in mind will look Meanwhile, think if you Ocb-Azi _____ItTTTI. -  1 J  . uuuu win looK. Meanwmie, uiiiik u you were asked this question\n\"What is your greatest success story?\" Wouldn't it be with a sense of chagrin if you had to answer, \"I worked miracles with the Jright children\". What about the child that everyone else has written off! What about the child that everyone else predicted would not make it? These are the children that truly means to begin with the end in mind. The TOy we see the problem is the problem. Our belief system plays a great role in the kind of teachers we become. Become A Be Rather Than A Have Examples of the \"BE teacher is\nI will be a great teacher. I will be a great example. I will BE a proactive person. I will BE what I ask my students to be. I will BE an excellent teacher every moment every second. I will BE a circle of influence. I will BE a producer. I will BE a paradigm shifter when needed. There can BE no friendship without confidence. There can be no confidence without integrity. Examples of the HAVE teacher. I will become a better teacher when I HAVE BRIGHTER STUDENTS. If only I HAD better students If only I HAD more materialsB B If only I HAD more obedient student If only.LHAD more motivated students If only I HAD more motivated, caring parents IF only I HAD a better principal and better co-workers Are you a BE or a HAVE? Picking Up Both Ends Of The Stick i When picking up a stick, we pick up both ends. When teaching children, we must deal with the total child\nthe bright student, and the not so bright student. The excellent teacher will make the poor student good and the good student superior. This means dealing with BOTH ENDS OF THE SUCK. J Effective Discipline L L L Create an image and reinforce that image. First of all, are you a kind, caring, consistent teacher? Do you lecture about your own childhood? Do you present a curriculum that includes making choices, consequences, being a creator versus a second-hander? Children are what they learn. What images do we teach? Have children tell why they are too bright to exhibit certain behavior Have children tell you why they made the wrong choice Are you proactive or reactive? Do you react negatively to bad behavior? Have you examined your SET OF BELIEFS? Have you recorded a NEW LIFE TAPE RECENTLY, or you still playing your teaching tape of decades ago? We all live with many scripts given us by our parents, teachers, and others. These scripts may be totally wrong or in conflict with society and our students. Make your own list of TO BE NOT TO BE A Bad Teacher iI Post a list in your classroom classroom and celebrate a ROBERT IS Do you daily utilize creativity and conscience? MAKE A LIST OF THE THINGS THAT MAKES YOU AN ABOVE AVERAGE TEACHER r II I, I S' I 3 I I I I I I I J  I ! 1 ' 1 I , I: I i I I' i i 7teir-esteem unit SelfEsteem#4 WhoAml? Child will begin with the alphabet and continue through Z. A, I am adorable, h.I am beautiful. Clamchanning DI am delightful  I am uger and enthusiastic FI am fantastic Glam gorgeous HI am highly motivated I lam never indolent JI am just fantastic Klamkind , LI am loveable M1 am motivated to readi the zenith of success NI am never, never a Second-Bander, I am a Creator 01 am oh so wonderful PI am pleasing, pleasant, and proud QI am quite audacious RI am really, really great SI am so, so sanguine T1 am never, never timorous Ulam unique VI am very, very valiant WI am wonderful XI am extra special YI am youn to mold successfully Z1 am zooming to success and happiness. I i This session may be used to teadi not only positive reafiirmation, but alto to teach the alphabet and vocabulary words at the tame time. The more a child identifies with bis or her qiedal tdves, the less they will have time to create havoc in the dimnnm Bwnwnber, we orate in image and ranfome that image. What image wouldwe like OUT Students to have? We must then create that image and rcinforceit daily. I WILL NOT LET YOUR PROBLEM BE MY PROBLEM Did your friend ever call you names or ay things to hurt you? ( Did you feel badly? Remember if your friend calls you a name, your friend feels badly at that moment You must not let that friend give you their bad feelings. You will say, \"1 love you very much, and I am sorry you feel badly, but I cannot take your bad feelings for you\". You are then a CIRCLE OF INFLUENCE RATHER THAN A CIRCLE OF CONCbKN. Have students draw CSrdes of Concern (What ate you concerned about, worried about, think about?) Now draw Circles of Influena (How do you solve these problems, what do you make right? Display drawings titled\nMRS. ' JONES' CIRCLES OF INFLUENCE OR MRS. JONES' 1CIRCLES OF CONCERN Children may be concerned about crime, drugs, the homeless, the environment. They may also become circles of influence by not using drugs, by protecting the environment the way they can, etc.. To solve a probTembFto work towards a solution makes us CIRCLES OF INFLUENCE To see a problem and not work towards a solution is to become a CIRCLE OF CONCERN. Eave a Circle of Influence Party Where eadi child tells bow they have become Circles of Concern. Serve circle candy (lifesavers), or dougnuts (bole in the middle), etc., or vegetables with a hole carved in the middle, etc.. Tie in the story, THE LITTLE ENGINE TEAT COULD as being a Circle of Influence. At lint, be was a Circle of Concern (concerned as to how be would teach the top of the hill until he realised that be was the solution to the problem he thought could be sol ved by the older and larger trains.) Create the Little Engine that Could award. Develop a Circle oflnfluena Award.. Develop a Creator's Award, etc.\nCreate a Be and Have Award Talk about the Be's and the Have's. 1 will be great I will be the best in my class I will be the best creator in the world rather than: If only I bad a better family If only I had a sharper pencil If only 1 had a nicer home If only I had less homework If only I had a better teacher If only 1 bad a shorter story to read If only I had less math problems to do, etc.. Create a Be and Have dialogue where some of the children ate Be's and some are Eave's Then discipline the class by saying, John is bong a Have.. Jet's be a Be bright boy, CREATE AN IMAGE AND REINFORCE IT. Create a Be Qassroom SHARPEN THE SAW ESTEEM UNIT Say to duldren, What happens when we attempt to cut with a dull A dull knife? A dull grass cutter? It will not cut. right? Children, likewise, with our skills, we must always sharpen the saw by sharpening our skills. What happens if we get an answer for three plus four equals fifteen? We need to sharpen the saw, right? What happens when our skills saw: becomes dull? How do we sharpen our skills? How do we sharpen our personal saws? Develop bulletin board that says: Sharpening our Saws.What do others say to the person that others think you are? What do people say to the person that you really are? Write a Poem titled: \"The Real Me\", or the Inside Me (Draw a square and have the child write inside the square who they really are). Then under the square, write about the Outside Me (How others see me) Self-Esteem #2 On the Day I Was Born On the day I was born, the world shouted, \"Welcome to the earth (child will say their name)** You are wonderful, you are splendid, you are momentous, you are terrific, you are great, you are destined to make the world a wonderful place. We are so glad that you are here. On the day I,_______________  was bom, my parents said, \"We love you (childs name_) _________________________________(childs name), and we are go glad that you came to live with us. Welcome to our family. We love you so very much. Self Esteeem goal # 3I A, I am adorable. B., I am bold and brave. C., I am cuddly and courteous. D. I am delightful. E., I am eager. F., I am fantastic. G., I am glorious. H. I am Heavenly, I, I am idolized. J., I am just right. K., I am kind. L, I am loveable. M., I am magnificient, N, I am nice, noble, and neat. 0, I am au courant (say oh kuh rahn which means well informed), P, I am pleasant and pleasing. Q, I am quite sensational, R., I am really, really great., S, I am simply wonderful, T., I am timely, U, I am unique, V, I am very, very bright, W, I am a winner, X, I am extra-luminous, Y, I am yours to mold fantastically, Z, I am heading for the zenith of success. Ten Steps Towards Better Disciplined Classrooms By Marva N. Collins 1. Always make friends with each student before there is a discipline problem. 2. Find something positive to say to each student everyday. Example: Tvly what nice gym shoes, or I missed you yesterday Cathy.' d '* 3. Give extra teaching time after school or before school to the slower student. This student is usually the one that causes havoc in the classroom. '* 4. Rather than eating with fellow teachers or staff, instead sit with a different child, or the entire class each day. 5. When a student misbehaves instruct the entire class that they are to repeat the \"T following, when asked why the will not misbehave. Your question\n\"Why aren t you going to misbehave in class?\" Their repose to you should be: \"Because I am too bright to waste my time.\" I 1 6. When younger students misbehave in class, do not have them write punitive lines\n1 will not chew gum in class.\" Instead, have them write a composition on the etymology of gum, where gmn came from or \"A composition entitled I am too Brigh tto Waste My Time * in School. You may also choose to have them deliver a three minute speech detailing Why I am too Bright to Waste Time in School.  7. Write positive notes on your students papers such as\nLef s work on this paper together I or I know that together we can do better. 8. Offer help to slower students with their schoolwork. It is usually these students that prevent teachers from accomplishing what they could with other students. I , 9. Never forget that you are a professional. Never resort to becoming a student. For example, when a student writes a note that says: \"I hate you Mr. Jones. Read the note \u0026lt; I and say, \"I like you too,\" and then call on that student to recite, etc. Reduce ridicule and laughter in the classroom by telling the student that speaks out. 10. JU* 10. Reducendicuie ana laugnier in ------------------r------- that he or she is very courageous, and it took courage to be wrong, but they who stood * silent or laughed took the easy path, the child that speaks out is to be praised not mocked. Encourage students to clap for the other students\ncreate a spirit of group effort in the classroom.  1989 Marva N. CollinsI I I Changing Me First I I will provide a positive environment for my students I will make every child a star. I I will not allow any child to fail. I will begin with the end in mind. I I will be a Circle of Influence for my students I I will agree that I must pick up 'Both ends of the stick\"\nThe good end and the bad end. I will professionally better myself each day. I will never arrive in the Land of the Done. I I I will provide a first-rate academic program for my students. I I will become a universally good teacher. I I will praise the good that my students do, and give options for the bad behavior. I I will not let the kind of home, background, or ambience that my students come from determine my belief system. I I will internalize the fact that the way I see the problem is the problem. I I will love and believe in each child unconditionally. I B II I I I I will not point fingers at the person I feel is to blame for my students' failures. Meanwhile, I shall see each child as a \"lump of coal\" with the potentials of becoming my diamonds\". I I I will make every \"Poor\" student good, and every good student, \"Superior\". I will never use excuses. As a teacher, I will either declare that I am \"Responsible\" or I must declare myself, \"Irresponsible\". I I will be willing to bridge the gap with which my students come. I I will always believe that my influence with each student will become the beginning of a new life for each child. I I will love, respect and honor my students so that they too, may honor, respect and love me. I I I will have my students make life deposits each day by having each child write 200 Reasons Why They Are Fantastic or Wonderful I When a child misbehaves, I will have the child red circle the reason he or she has written that indicates that the behavior is inappropriate at that time. I I will never again write on a child's paper: \"You can do better\". I will monitor each child's work so that his \"better becomes his or her best\". I I will mediate errors before those errors become permanent ones. I will respect each child unconditionally. I I - -    Society will draw a circle that shuts me out, but my superior thoughts will draw me In.  I was bom to win if I do not spend too much time trying to fail. I can become a citizen of the world if I do not spend too many energies attempting to be local.  I will ignore the tags and names given me by society since only I know what I have the ability to become. I will continue to let others predict, but only I can determine what I will, can or cannot do. Failure is just as easy to combat as success is to obtain.  Education Is painful and not gained with ploying games or being average. I have seen failure destroy millions with promised hopes and broken dreams. While I hove the opportunity, I shall not sit on the sidelines bitter with despair and wishing later that I had become a literate lifter of the world instead of a failing leaner.  I will use each day to the fullest. I promise that each day shall be gained, not lost - used, not thrown away. Yet, it is my privilege to destroy myself If that Is what I choose to do.  I hove the right to fail, but I do not have the right to take my teacher and other people with me. God made me the captain of one life - my own. Therefore, if I decide to become a failure, that is my right. We were all promised a pursuit of happiness and that is what I must do: pursue happiness and success for myself.  No one will give It to me on a proverbial platter, and no one will care as much about me as I must care for myself. I must be willing to accept the consequences for my own failure, and I must never think that those who hove chosen to work while I played, rested and slept will share their bounties with me.  I will wave proudly my flag signifying that I am a failure by choice, but I will never envy those who have selected to wove their unfurled banners announcing their success. My success and my education can become a life-time companion which no misfortune can depress, no crime can destroy, no enemy can alienate. No names can hurt me.  Education and success can become a lifetime solace. It guides goodness. It gives at once grace and genius to governments, communities, cities, townships, villages, homes and palaces.   I I I I I I V II Without education, what is a man or woman? Splendid savages, a slave, a beast wandering from here to there believing whatever they are told.  I I God is not some cosmic bellboy that comes at my beck and call. If I want to achieve, the first step must be my own undertaking, rime and chance comes to us all. Whether I decide to take that time and chance is indeed my own decision.  I can either be hesitant or courageous - lite does indeed maroon the hesitant, but inspires the brave. I I will swiftly stand up and shout: \"This is my time and my place. I will accept the challenge, or I will let others make my decisions for meP' I Westside Preparatory School THIS CREED IS MEMORIZED BY ALL STUDENTS AT WESTSIDE PREPARATORY SCHOOL AND IS RECITED DAILY. EVEN THE THREE AND FOUR YEAR OLD CHILDREN MUST MEMORIZE THIS CREED.  CREED COPYRIGHT. 1980 BY MRS. MARVA N COLLINS. THE WESTSIDE PREPARATORY SCHOOL H I i  Cry and Crystal  Th^ ^\"ted^ practice the many sounds for letter comblnaUons. These sheets should be used These sheets are not designed to teach phonics, as reinforcement only after the spellings and sounds have been taught. Add your own words to continue the driU. a I I Cry and crystal (repeat) The y in cry now says The Y In crystal now says 1 Machine and scream (repeat) The I In machine now says e The ELA In scream now says e Nancy and tyrant (repeat) The Y In Nancy now says e\" The Y In tyrant now says 1~ Steak and wealth (repeat) The EA In steak now says a The EA In wealth now says e 1  Therapy and try (repeat) The Y in therapy now says e\" The y In try now says T\" Lead and led (repeat) The EA In lead now says e The e In led now says e Physician and baby (repeat) The y In physician now says 1 The Y In baby now says e\" Physical and adjustment (repeat) The E In adjustment now says IT The Y In physical now says T Break and beak (repeat) The ELA In break now says a The ELA In beak now says e Ski and read (repeat) The I In ski now says e The EA In read now says e Phone and enough (repeat) The PH In phone now says f The GH In enough now says f Though and rough (repeat) The OUGH In though now says o The OUGH In rough now says fI I I I a Christmas and chagrin (repeat) The CH In Christmas now says cr The CH In chagrin now says sh Piece and peace (repeat) Piece and peace are homonyms. They sound alike, but have different meanings. Homonyms change with the Inside vowel Arachne and chap (repeat) The CH In Arachne now says k The CH in chap now says ch Ache and cake (repeat) The CH in ache now says k The C in cake says k Neighbor and straight (repeat) The EIGH In neighbor now says a The AIGH In straight now says a E before I usually says a Receipt and size (repeat) The vowel signal E changes c\" to s\" The S in size says s Note: you may want to add other sounds to the list that has been prepared for you. This is a good way to practice word attack skills so that reading the basal reader becomes easier for children. Leisure and zoom (repeat) The S In leisure now says z The Z in zoom says z Sell and peace (repeat) The S In sell now says s The CE in peace now says s because the vowel signal E changes c\" to an s\". I Session and patient (repeat) The TI In patient now says sh The SI In session too. says sh The vowel signal I changes s\" to sh\". I Curl and pearl (repeat) The R In pearl controls the vowel EA and it neither says EH nor EA, the R in curl controls the vowel Uand it neither says UH norU.Toe-try Sefectivns Trom Ti^estside Treparatory ScfiooC 'These poems have been selected and memorized hy the children of 'Westside VreparatorySchool. Jrom the boolilOl famous Toems. TVe fiope you will ftave as mut/i tiyoyment rcang them as the children have had memorizing them in their entirety.s s  (Dropout by Codtns I i J J- i lichen as a child Id always dream of the things I would Become someday. Somewhere there would Be people who would care. (People who would share the dreams, aspirations andgoals that I had. Little did I realize that I would Be laBeled, Bad\". As time went By I was a statistic that was all too sad. I went to class doing the Best I could, never learning the things that I should. *2^ BTigftte.T students fiad ad tHe chances. Soon I [earned to sunhve hy acting out in class. I [earned to Be tfie c[ass c[own. This is fiau\u0026gt; I drozi/ned my sorroufs and my pain, ^y making others [augh, while I cried inside with so much hurt and shame. I never learned to read, never learned to tvrite, I only learned how to fight. And hating and fighting I did zvith all my might. Soon I decided to take to the streets to learn to Be mean, db Be seen, to yell and scream...to hate ondfight... I was a desperate soul inflight. I dropped out cf school. I was tired of Being the class fool. I was never taught the learning tool. And now I try to Be so cool. Someday soon I hope someone wdl tahe my hand. And care, really care. And show me another way. I do want to learn to read and zvrite. (Please help me in my plight. I, too, want to see the Gght. 1 I t I 1d( p r t p 1 r I t o r y schoolH (Be Strong ly MUUk Saon^pon Sa\u0026lt;c\u0026lt;ic\u0026lt; Strong! TVc are not fiere to p[ay, to dream to drift\nwe have hard worh^to do, [oads to [ift\nshun not the struggCeface it\ntis Qods gift. Be Strong! Say not, VTie days are evil. T^ho s to blame? and fold the hands of aeguiesce-Oh shame! Stand up, speafout, and bravely in Qods name. Be strong! It matters not how deep entrenched the wrong, (Kow hard the hattie goes, the day how long\n(Taint not-fght on! (Tomorrow comes the song. - w  H I I d e preparatory achool 2!}-lelp me 'Teacher, I am Scared I am in danger teacher, you rescue me. I say things when I am angry teacher, and you forgive me, for you hnow that I hurt inside. I am in the darhiteacher, and you show me the light. I am chubtfii[ and you give me faitfi. - I am neglected, and you teac/i me. ignore the tags, labels and the former statistics that have signified that I am a failure...... Qbu show me success. I am a child, and you show me the way. Qbu hnow that I still have to grow, to learn, to become, you hnow that I can be more than what I am, and you are patient enough to never give up on me. Everybody else says that I am \"bad, but you teacher, always see the \"good\" in me, and for you I become good. i I am lost and you give me directions. I waste time and you sfivw me fiow to use my time wisely. you do not nag....you forgive....andyou show me that you care not just by the things you say to me, 'But I see the love for me in your eyes and I dare not let you down. I succeed teacher for you, and before you hnow it, I have learned to love success.I I see only today, but you show me tfU vision of tficfiturc. ~Qi\u0026gt;u mahie me fihe what I su in the future and therefore, I am motivated to use today more wisely. ,3 'When I attempt to go backwards, you push me forward. I am sometimes stunted by thefaibures of my past, and you mab/ me see the gbory of the future. (fou have unbboched my fetid channebs through which now creativity and sebf rebiance conf bow. 'fou see today as my beginning, and you do not remember the decadent past. E ^hen I am afraid, you give me courage..... 'When I am 9darooned by the problems cf bife, you encourage me to stee[ the wid in pleasure or in pain to go forth. I want to [earn...I want to achieve... and you teach me to do both. V 'Ihanl^you teacher. \"lOww what? I (ove you. I [ove you because you are so forgiving. I [ove you because when the worbdsaw faibure, you, teacher saw success. 'Because of you my [ight shad never fbicber, and now I am motivated to [ight the dying embers cf others who too, have been tagged and [abebed. I sfiaff never forget you teacfier......I (ove you. kJ IOpportunity tg Jai* J**at InftCll (KfastcT of kuman dcstiniij am I. Jame, Cove, aruffortune on my footsteps wait, Cities aneffieUs I waf^ I penetrate ^Deserts and seas remote, and passing by ^veb, and mart, andpabace, soon or bate I b\niwcl^unbidden, once at every gate! Ifs be eping, wa^c-iffeasting, rise before I turn away. It is tfie fiour of fate, Sbid they who foblaw me reach, every state 9dortcds desire, and conquer every foe Save death\nbut those who doubt or hesitate. Condemned to faibure, penury and woe, Seebime in vain and lisebess^ impbore- I answer not. Sind I return no more.9 Ihnt lime of year Shakfspun 'That time year tfiou may 'st in me Sefiofd 'Wfien yeffoTi) feaves, or none, orfeto, do fiang Upon tfiose fougfis rofiieh sfia^ against tfie cofd, Bare ruin'd cfioirs, where fate the sweet birds sang: In me thou see 'st the tzoilight of such day As after sunset fadeth in the west, 'Which by and by bfacf^night doth ta^ away, (Death's second seff, that seab up alf the rest: In me thou see st the gfowing of sueh fire 'Ihat on the ashes of his youth doth fie, J4s the death-bed whereon it must e^ire, Consum'd with that which it was nourish'd by: I 1 QJiis tfiau pcrccivst wfiicfi ma^ tfiy [ove more strong, Qb [ove tfot wett wfiicfi tfiou must Uave are (ong. a. e I I I 1 d  preparatory ackoolJI f  I 9{ouse by the Side of Tdie Walter ffiu fl TJiere. are hermit soids that [ive ufithdraiim In the place of their self content\nThere are pioneer souls that blaze their paths 'Where highways never ran- 'But let me live by the side cf the road lind be a friend to man. fl fl Let live in a house by the side of the road, 'Where the race of men go by- The men who are good and the men who are bad, As good or bad as I. I would not sit in the scomer's seat, Or hurl the cynic's ban- Let me live in a house by the side of the road And be a friend to man.  I see from my house by the side of the road, 'By the side cf the highway cf life, 'The men who press with the ardor cf hope, 'The men who are faint with strife. (But I turn not away from their smiles nor their and tears, 'Both parts of the infinite plan- Let me live in a house by the side of the road and be a friend to man. I hnaw there are brooh^baddened meadows ahead And mountains of wearisome height\nTt .c.____r______ ~ tC.And stretches away to the night. (But stid I rejoice when the travelers rejoice And weep with the strangers that moan, 9^ hve in my house by the side of the road Lif^ a man who dweds alone. Let me doe in a house by the side of the road- It's here the race cf men go by. Lhey are good, they are bad, they are wecd^j, they are strong, wisefoolish-so am I! dhen why should I sit in the scomer's seat. Or hurl the cynic's ban? n Let me. Cive in my fioiise Sy tfie side of the road and be a friend to man. [I El Ia SoUtudc t^VI* WUxrMaxJi. i 9 1 1 Laugh, and the. wortd laughs -uhth gou\niVeep and you weep alone. IL or the sad old earth must borrow its mirth, (But has trouble enough of its own. Sir^, and the hills answer\nSigh, and it is lost on the air. The echoes bound to ajcryful sound, (But shrinhjrom voicing care. 1 I a (Rejoice, and men will seeh.you\ngrieve, and they turn andgo. 'They want full measure of all your pleasure, 'But they do not need your woe. (Be glad, and your friends are many\n'Be sad, and you lose them all. 'There are none to decline your nectared wine, 'But alone you must drinh,life sgall. UFeast, and your halls are crowded\nLast, and the woHdgoes by. Succeed andgive, and it helps you live, 'But no man can help you die. 'There is room in the halls cf pleasure Lor a long and lordly train, But one by one we must ad file on through the narrow aisles of pain. oL I turned myself into myself and was Jesus, 9den intone my lozhn^ name praises all praises I am the one who would save I sowed diamonds in my hachyard my howels deliver uranium The filings from my fingernails are semi-precious jewels On a trip north I caught a cold and blew my nose giving oil to the Arab world. I am so flip, even my errors are correct I saifed west to reac/i east and fiad to round off tfie earth as I went The hairffom my head thinned andgofd was [aid across three continents I am so perfect, so divine, so ethereal, so surreal I cannot he comprehended e^^cept hy my permission. I mean I canf[y a bird in tfie s^.I T,go Tripping hf Qiffvanm V I was bom in the Congo I waited the fertile crescent and built the Sphiwc I designed a pyramid so that a star that only glows Dvery one hundred years fall into the center giving divine and pc feet light. I am bad. ' ' 8 I I sat on the throne drinking nectar zvith Allah I got hot and sent an ice age to Durope to cool my thirst (My oldest daughter is (fefertiti The tears from my birth pains created the (h^ I am a beautiful woman.  . 1 '*fi- I /gazed on the forest and burned out the Sahara with a paciiet cf goat's meat and a change of cdothes I crossed it in two hours I am agazeiie so swift, so szvift you can't catch me. I ' 1 ,'t i  yor a Sirtfiday present when he was three I gave my son ^Hannihai an eiephant gave me ^^snnefor (Mother's (Day (My strength fiows ever on. 1 I i i (My son (fpah built a new arl^and I stood proudly at the helm as we sailed on a seft summer day 1 1Q(ccp-a-(foin ynw^Z. Suwn K . If you strike a thorn or rose, l^eep a-poin'! If it ftails or it snows, J(eep a-oin'! V^aint no use to sit and 'whine \"When your fish ain't on your Une\n'Bait your lwok.and ktep a tryin %eep a-oin'! 'When the weather kfihs your crop, TQeep a-goin ! OBough 'tis work.to reach the top, !l(eep a-goin'! 5pose you re out o'eo'ry dime, ^ittin' broke ain't any crime\n001 the world you 're feelin 'prime Qkeep a-goin'! fien it looks like all is up, 7(eep a-goin'! I T\u0026gt;rain tfie sweetness from tfie cup, westelde ereparatery aehoo) 12 'Keep a-poin 7 See tfie ziHid birefs on tfie zoing, f^Uar the beUs that sweetfy ring, 'i^^hen you feeb bihe surginsing  Keep a-goin'! I IL: n II 1 3'5 ft* t  i  i i 9 prtptxaXOTy chool 13 \u0026lt;?Tlic 9v(eTchant of Venice hf WB^Skai^tpten 1 'IfU quality of mercy is not strained\nIt droppetfi as tfie gentfe rain from fieavc Upon the place Seneath: it is twice hfest,- It blesseth him that gives and him that tah^: 'tis mightiest in the mightiest\nit Secomes ndie throned monarch better than his crozvn: ^hs scepter shows the force of temporabpower, TTu attribute to awe and nuyesty, 'H^herein doth sit the dread and fear of hivgs\n(But mercy is above this scepteredsway,- It is enthroned in the hearts of hivgs. It is an attribute to Qod himsebf\n.^nd earthly power doth then show li^t (jod s, When mercy seasons jiestice. 39docni[igfit swut the moanfight sleeps upon this han^ iHiere toU[ we sit, and [et tfie sound music Creep in our ears: Soft stiffness, and the night, (Become the touches cf sweet harmony. Sit Scssica: foo^ how the ffoor of heaven is thic^infaid with patines cf frightgofd: (There's not the smaffest orb which thou behofdst (But in his motion fi^ an angef sings. Stiff quiring to young-ey d cherubims. 9 1 W   t  1 d e 15 pitftrttety ic h o o I t C1  asi 'A ITrees fy 9^hiter H I thinks that I shall never see a poem as lovely as a tree. A tree whose hungry mouth is prest Against the Tarth's sweet flozving hreast. tree tfiat looks at Qod all day, And lifts her leafy arms to pray\n1 1 A tree that may in summer wear A nest of rohins in her hair\nUpon whose hosom snow has lain\nwho intimate^ lives with rain. f I a Toems are made ByfooCs me, Tut only Qod can mal^e a tree. '*\u0026lt;a(atdc preparatory acheol U ifB C^DDSin^g A MANUAL FOR EDUCATING ANO MOTIVATING YOUR CHILO I 1 i I I i: r Introduction The rest of the nation seemingly is just beginning to ask why Johnny and Mary are so bored in school. I posed this question fourteen years ago when I left the public school system in dismay. When others were busy takiiig about fixing the students. I knew that it was the system and the teachers that needed fixing. I knew that Johnny and Mary America did rot need more labels, staining, inkblotting and measuring. I knew that Johnny and Mary America did not need more federal funds, grants, and gimmicks and things. They just needed more teachers who believed that all children are achievers, until they are taught too thoroughly that they are worthless. I also remembered nostalgically the lessons of history and thought of Abraham Lincoln, who at fourteen years of age had not learned to read. I also thought that if Abe had been a student in todays schools, he emphatically never would have become president of the United States. Poor Abe would have been put into one of our Zeitgeists learning disabled rooms. Thousands of visitors visit our school each year to see what they call a miracle. I call it common-sense, dedication, and the efforts of bright, energetic teachers who take personally the failure of just one child. While the rest of the nation is busy telling us to tell our children to just say No\" to dmgs. we. here at Westside Preparatory School are giving our children options. In other words, we have given them a multitude of things to say. Yes* to. In my opinion, it is easier to just say. No\" when we have choices of things to say. Yes\" to. Our children learn not from the banalities of seeing Jimmy and Sue mnning through the pages of a watered-down, easy-to-read-easy-to-leam basal reader, but the lessons of sticktoivness. perseverance, determination, courage, and our responsibility to give something back to the world. I personalty feel that dnjg addiction arises when people fail to take responsibility fortheir own lives. I feel that our children have failed to take responsibility lor their lives because we have failed to teach them these lessons in school. Any normless society is bound for real trouble. The lessons of history tell us this. The lessons in this book are simple, and consist of the kind of common sense that Ralph Waldo Emerson told us astounds people, but the lessons in this workbook do work. Try them and see a child's eyes holding wonder Ike a cup. Try them and see your classroom metamorphose into a miracle right before your eyes. Try them, and become the great teacher that you can be. .Z'7O 'v_ Marva N. illins Director/Founder ot Westside Preparatory School  I i I I I i 1. I p  Copyrighl 1989 by Mrs. Marva N. Collins A 501 (c)3 Non-Profit Organization 4146 West Chicago Avenue  Chicago, Illinois 60651 (312) 227-5995 No parts of this publication may be duplicated without the permission of Marva Collins Cover art: M. Sanders TABLE OF CONTENTS Phonics Drill 1 Caring the Marva Collins Way 7 A Proposal for American Schools 12 Listening and Teaching from Nursery Rhymes 17 Greek Mythology 21 Thinking and Listening Skills for Math 23 Miscellaneous Ideas 26 Excellence the Marva Collins Way 27 The Worst Mistakes Made in the Classroom 34 Monitoring Teacher Success in the Classroom 35 Developirig Effective Reading Materials 36 Proverbs 38 Why I Teach 42 PHONICSDRILL 2 ni-a Hl I I HI I I INTRODUCTION This phonics drill is designed to help students practice the many sounds for letter combinations. The drill is done with handclapping to create a rhythm that is fun and exciting for children. Learning phonics does not have to be tedious. These sheets are not designed to teach phonics. These sheets should be used as reinforcement only aft^r the spellings and sounds have been taught. Add your own words to continue the drill. Cry and crystal (repeat) _ The Y in cry now says i The Y in crystal rraw says i Nancy and tyrant (repeat) The Y in Nancy rxjw say^ e The Y in tyrant now says i Therapy arxt try (repeat) The Y in therapy now s^ e The Y in try now says i Physician and baby (repeat) The Y in physidan rxwr says i The Y in baby now says e Physical and adjustment (repea^ The E in adjustment now s^ i The Y in physical now says i Ski and read (repeat) The l in ski now says \"e _ The EA in read now says e Machiira and scream (repeat) The 1 in machine now says e The EA in scream now says e Steak and wealth (repeat) _ The EA in steak now says a The EA in wealth now says e Lead and led (repeat) The EA in lead now says? The E in led now says e Break and beak (repeat) The EA in break now says a \"Nobody will do your work for you. You have to trust yourself, act for yourself, speak for yourself, and be yourself. Crystal Marshall Age 6 B I d t e P s c h 0 0 I w e s t s I e P PHONICS DRILL The EA in beak now says e can I go out pwth the big boats? I By having Sttif-motivation, pftlf-determination, land self-confidence.\" Phone and enough (repeat) The PH in phone now says f The GH in enough now says ( Though and rough (repeat) The OUGH in though now says o The OUGH in rough now says f yinde Jean-Baptiste Age 6 t 1 a Christmas and chagrin (repeat) The CH in Christmas now says cr The CH in chagrin now says sh Arachne and chap (repeat) The CH in Arachne now says k The CH in chap now says ch Neighbor and straight (repeat) The HIGH in neighbor now says a The AIGH in straight now says a e before i usually says a* Receipt and size (repeat) The vowel signal E changes c to s' The s in size says s Leisure and zoom (repeat) The S in leisure now says z The Z in zoom says z Sell and peace (repeat) The S in sell now says s The CE in peace now says s because the vowel signal E changes c* to an \"s' Session and patient (repeat) TheTI in patient now says sh The SI in session too, says sh The vowel signal i changes *s to sh Curl and pearl (repeat) The R in peari controls the vowel ea and it neither says oh nor 53, the r in controls the vowel u and it neither says uh nor u Piece and peace (repeat) Piece and peace are homonyms__ They sound alike, but have different meanings. Homonyms change with the inside voweL Ache and cake (repeat) The CH in ache now says k The C in cake says k I e s t s 1 d e P r e p s c h o o I fl PHONICS DRILL-Beg and Beige Beg and Beige The G in Beg now says G The G in Beige now says J \"I will determine what I can do.\" Rug and Rouge Rug and Rouge Marcus Patton Ago 7 a The G in Rug now says G The G in Rouge now says J Mag and Magellan Mag and Magellan The G in Mag now says G The G in Magellan now says J Keg and Cage Keg and Cage V The G in Keg now says G The G in Cage now says J I Rag and Rage Rag and Rage The G in Rag now says G The G in Rage now says J Sag and Sage Sag and Sage I The G in Sag now says G The G in Sage now says J I Ache and Chap Ache and Chap 3 Ache says K and Chap says CH Trachea and Chin Trachea and Chin a Trachea says K and Chin says CH* Chip and Bronchitis. Chip and Bronchitis Chip says CH* and Bronchitis says K Charles and Children Charles and Children w e s t S I d G P r e p s c h 0 0 I L  PHONICS DRILL a \"God gave me a mind of my own, and I know how to use it.\" Charles says 'CH\" and Children says \"CH\" Beg and Beige Beg and Beige Adrianna Glanton Ago 7 The vowel signal e changes g to j, and hits the vowel before it arxf makes it say its itame. Supper and Super Supper and Super The vowel signal e hits the vowel before it and makes it say its name. (Wo double the consonant in super and wo now have supper because the vowel signal is rww too far away to act). Dinner and Diner Dinner and Diner The vowel signal e hits the vowel before it and makes it say its name. (Wo double the consonant and we now have dinner). Fat and Fate Fat and Fate 9a The vowel signal e hits the vowel before it and makes it say its Less and Lesion Less and Lesion The vowel signal I changes s to z The vowel signal i changes s to z Read and Measure Read arxl Measure The ea in read now says e The ea in measure now says? Real and Steak Real and Steak The ea in real now says e The ea in steak now says's See arxJ read See and read They both say e They both say e Candy and Bread Candy and Bread The y'm candy now says e The ea in bread also says? name. w e s t s I d e P r P s c h o o I  PHONICS DRILL Fly and High Fly and High The y in Fly now says i _ The igh in high now says i Charles and Andromache Charles and Andromache Charles says CH* and Andromache says K Chevrolet and Ache Chevrolet and Ache Chevrolet says \"SH\" and Ache says K Trachea and Chagrin Trachea and Chagrin Trachea says K and Chagrin says 'SH* Bronchitis and Champagne Bronchitis arxf Champagne Bronchitis says K and Champagne says *SH' Chalice arxf Charlotte Chalice and Charlotte Chalice says *CH* arxi Charlotte says *SH' Chord and Chain Chord and Chain Chord says K and Chain says *CH' Tp arxf Type T\u0026lt;3 and Type _ The vowel signal E hits the vowel y and makes it say long L Pan and Pane Pan and Pane The vowel signal E hits the vowel before it and makes it say its name artd makes it say its name. Rob arxf Robe Rob arxf Robe The vowel signal E hits the vowel before it and makes it say its name.... and makes it say its name. Sam arxi Same Sam and Same \"1 am on the road I want to be on. I am on the road to brightness. Tia Hudson Ago 7 I ' * w e s t s 1 d e P r e p s c h o 0 I PHONICS DRILL The vowel signal E hits the vowel before it and makes it say its name.... and makes it say its name. nt is my right to Sjcceed.\" Ran and Reign Ran and Reign dith Jones le 6 The a in ran now says A. _ The ei in reign now says A, now says A. Rub and Ruby Rub and Ruby The vowel signal Y hits the vowel before it and makes it say its name.... and makes it say its name. Sing and Singe Sing and Singe The G in Sing now says G The G in Singe now says J Cry arxf Dandy Cry and Dandy The Y in cry now saysT, and the Y in dandy now says E 1 Yet and Handy Yet and Handy The Y in Yet now says Y, and the Y in handy now says E 1 Machine and Bee Machine and Bee The I in machine now says^ Double ee in bee too says E 1 Read and Ski Read and Ski The I in ski now says E _ The ea in read, too says E Cat and Ice Cat and Ice t The C in Ice now says S (Because the vowel signal E changes C to S). The C in cat now says C Can and Nice Can and Nice  The C in can now says C The C in nice now says S (Because the vowel signal E changesC to S) d r e p s c h o o I w e s t s I e P I a CARING THE MARVA COLLINS WAY ' r/ '1 Prologue Often teachers develop belief systems about students and that is alright if those systems don't become rigid and inflexible, not albwing new evidence to come in and change them. Belief systems alter the way students are treated. If teachers believe that children cannot learn\nthose students, of course, will not learn. If teachers believe that the kind of home a student comes from has anything to do with what that child can achieve, then, of course, the curriculum becomes watered down and it becomes an impossible feat for the child to learn. I take the position that the more fetid a home environment might be. the harder a teacher must work to break that self-perpetuating cycle. When I worked in Chicago's public schools, I often heard teachers say, \"I am so sick of these children.\" When one takes this kind of attitude, it of course, rubs off on the children. If we are not excited about what we do. then children can sense this. Can we imagine a doctor saying. \"I do not believe this patient will ever gel well?\" When wo create a positive environment for our students, wo can see some miraculous things happen. When we expose children to the great world masterpieces in literature, we always ask them: \"Why are wo reading this?' We let them know that groat works are for great minds, and wo do consider their minds great. When we use a vocabulary book for the younger children entitled. \"VOCABULARY FOR THE COLLEGE BOUND STUDENT.\" we tell the students. \"YOU ARE COLLEGE BOUND.\" We give our students the idea that each of them are winners. When a child misbehaves in school, we have \"brainwashed\" them to respond to us when questioned about their behavior that they are just too bright to misbehave. This, of course, cannot be just a one day endeavor, it must be our consistent reply to them whenever a problem arises. Just as children respond to the \"brainwashing* around them before they come to school, we, too, at school must wash out the negative \"brainwashing\" and replace it with positive reinforcement. Just as the children have learned meanness, decadence, fetidness, and other negative attitudes, we must reteach them the positive forces npeded to win in life. I care a great deal about our children, and they know this. How do we convey this attitude? Consistently, we tell our children .that they are of royal blood, that they are born to win. We tell our children each day that they are special, unique, and this becomes a daily routine for our children. When we are constantly told that we are bright, we become bright. Of course, rhetoric is never a replacement for skills, and first we attempt to tell our children that they are bright, and then we use the positive attitudes that we have taught our children to encourage academic skills. We find that once we take care of the basic child, teaching then becomes an easier endeavor. Thousands of visitors come to visit Westside Preparatory School each year to see what they can a miracle. We call it dedication, common-sense, determination, and a love for our students. We hope that the following information will help you see some of the miracles others come here to see, and hopefully, too, your dassroom win become a beacon of hope tor our children.the children that will one day lead us. \"When we create a positive environment for our students, we can see somie miraculous things happen II \"I don't want anyone telling me what to do. I am the captain of m^ own life.\" Meghan Coleman Age 7 w e s t s I d e P r e P s c h o o I a -  } CARING THE MARVA COLLINS WAY I \"Nobody can tell me what I cannot do.\" Helena Hopkins Me 6 * is Why arent you going to continue talking to your friend? Child responds: \"Because I am too bright to waste my time.\" Turn arourxf sweetheart, your life is in front of you\nnot behind you. When one child calls another child a name or uses a racial slur then say. Perhaps you would like to make an appointment with God and say, \"God you made something ugly and I am angry about that\" When a student passes a negative note written about the teacher say, I love you too.\" Thon continue teaching. When a student insist on arguing a point, simply say in a soft and loving tone: \"I love you very much and I will not let you fail.\" When a student insist on talking more than they listen. Say, If God had meant for us to talk more than we listen, he would have given us two mouths and one oar, would you like to go arxf ask God for another mouth?\" Reinforce what has be^n learned in class. If a vocabulary word learned is in order, say to a child, I am chagrined at your behavior right now.\" Chagrin would bo one of our vocabulary words, or we often use the lines learned from Brownings sonnet, \"Lot mo count the ways I am going to punish you if you do not get in your seat.\" Or a child will write a composition as to why they are too bright to waste their time in school. We never use punitive lines to punish a child such as: I will rxjt chew gum.\" etc., or a child will stand an give an impromptu speech as to why they are too bright to waste their time in school, or they will find the etymology of gum if they insist on chewing gum. a To get a rather rowdy and noisy group from the bathroom, say, Out out little spots, you should have taken care of that foolishness at home.* This, of course, is from Shakespeares Macbeth. When a child makes a mistake, say, *# you cannot make a mistake, you cannot make anything.* Create an ambience of positivenass in the classroom where children learn that it takes more courage to be wrong than to play it safe without ever resporxling to questions. a As simplistic as it may sound, love moves the world. Children respond to love, positive feedback rather than negative programming. Remember, you must be different, they have heard the negative comments all their Bfe. 8 Do not be afraid to be wrong atvf to admit that you are wrong. None of us have all of the answers alt of the time. Have children proofread the blackboard for errors, remember, children cannot create havoc and find your errors too. Make children a part of the learning environment Write encouraging notes to chitdren\nnot just when they are in trouble. One troubled child got a note from me each dajt that said, \"Charles was very .very, very, good today.* and I signed it He looked forward to taking this note home each day to a very negative parent Soon the parent too. became positive, and the parent looked forward to receiving this note each day. When the child did not behave, I would say, *What do you have to do to get your rrote today?* This was all I needed to curb this child's behavior. Never resort to becoming child-Ike with your students. H a child persists in calling you names, consistently say, \"I love you, and whatever you may call mo or say, I still love you very much.' w e s t s I d e P r e P s c h o o I CARING THE MARVA COLLINS WAY Some students are not easy to I3\u0026lt;e, but never pick on a student If you firxl a student with undesirable behavior, go out of your way to like this student and you will find that one day you will like the student.  Never place problem students in the corners or in the back of the dassroom. Keep them near you, remember, we need to reach the troubled child quickly. Say to the class down, * I realize how tough it must be to go home each day and try to figure out a new act, and so I \u0026amp;m going to help you with your work so that your friends will think that you got smart all by yourself.*  I shall not complain all day because I did something wrong, but I will keep trying until I get it right, Touch students as you pass their desks, ask. 'Are you okay?* Never let students say. \"I cant*, say to them. We remove the T from cant and we have can.* Regina Marshall Age 7 Daily have the students repeat. * I am great, there is nothing that I cannot do. I am smart. I was born to win. I am royal. I am the greatest..! will not fail. This is a school where we learn to succeed...etc.* Do this each day. 1 Write positive notes on the childrens papers. When a child gets something wrong, do not redmark the paper, take the child alone and help them get the errors right Remember if they had known how to do the paper correctly in the first place, they would have done so. With child abuse being what it is today, avoid telling parents negative things about their children. You and the child attempt to solve the problems that arise in your classroom. You earn the respect and trust of your students, and you become a more effective teacher. Stay out of the teachers lounge where you will hear negative things that will make you less of an effedive teacher. Believe in your students\nlet m one break this trust Do not send students to the office. Remember, you, the teacher must be able to handle your own family and your own household.* Your household in this case, being your classroom. 1 Do rxjt become a two-by-four teacher bound by the four walls of your classroom and the two covers of a book. Dare to bring in extra materials. Never assign students what you have not read or do rwt know yourself. Never teach so long that you feel that you have aG the answers\nyou will never arrive in the Land of the Done. Do not become a slave to teaching aids. You must become the master of your classroom. Do not assign reading groups. AH children loam better when they are alltaught together. Read orally, not silently. i r Invite parents into the classroom rwf just when there is a problem. Have children write invitatwns to their parents that welcome them each day into the dassroom. Do rot talk to parents in academic vernacular which puts them out of touch with being able to communicate with you as a teacher. Be willing to bridge the gap with which your children come to you. Do not use statistics or the kind of home your children came from to determine what they can become. Remember Abraham Lincoln did not learn to read until he was fourteen years old. What possble chance would he have in our classrooms today? Do not predetermine that certain children will not learn certain things. All children will learn if wo w e s t s I d e P r e p s c h o o I 9 CARING THE MARVA COLLINS WAY I plan to succeed y doing my part, bother to teach\nthey will not learn if wo feel that they are too inferior to learn. Positive statements\nthere is no turning ack now.\" Brandon Collins 10 7 ...You can make your life anything you want it to be. ...Every person has free will and can choose to make their life better or worse. ...School can give you the tools to lead a better life. Wo all come to make life better. ...Tho knowledge you put in your head is going to save you. ...You are so clever and so bright. ...You can do it. ...There are no excuses for not learning. ...Today will decide whether you succeed or fail tomorrow. ...We shall work together. I am always hero to help you. Fl ...I don't know everything children. I am learning all of the time myself. I am just another human being whos lived longer than you. I am not smarter. I am rt greater than any of you. ...Let us do well and speak well. ...If you want to be a leader you must learn to lead yourself first ...You are what you learn. ...The world is rtot looking lor average people. ...Where there is no order there is disorder. Where there are ordered minds there is an ordered sodety. When a child is misbehaving say, *You knew how to do that when you came to school Doing that (name the behavior) is a good way to get a job isn't it? Someone is actually going to pay you (or doing that?* When reading and students are not paying attention say, *1 am not here to entertain you. There is a lesson here. We had all better start paying attention to these lessons or this world is surely headed (or trouble. I love you all the time even though I may correct you or disagree with you some o( the time.* , To a misbehaving child say. That is not how the brightest child in Km world behaves. You were bom to win, so don't make yourself a loser.' To a child who is worried about lunch time or dismissal say, 'Are you worried about getting one hour's worth of food when Tm trying to teach you how to get food for a lifetime?' When a child gave an incorrect answer say, \"Very good try but rx3t quite.* a 1 1 1 II w e s t s I d e P r e P s c h o o I  CARING THE MARVA COLLINS WAY a When a child is not paying attention say, Pay attention. Why? Because you are too bright not to. - 3' Statement to develop trust \"I love you and I am rxjt going to go home or to the teacher's lounge to talk about you behind your back. I am going to tell you the way it is to your face. Look at your (name a condition or a behavior: dirty face, tom shirt). Without a good education you will always have that (name the condition). I expect you to act like someone who is getting an education starting right now.' Concentrate and you will radiate. Hold your head up high so that I can see your bright eyes. \"Opportunity knocks only once, and if you don't heed it, you will regret it.\" Excellence is not an act but a habit The more you do something the betteryou will become. Both statements can be used to inspire practice when practice becomes tedious. Tasha Griffin Age 7 Trust yourself. Think for yourself. Act yourself. Be yourself. Imhalion is suicide. A statement reinforcing the importance of individuarity. Can you act like a bright child? H you know it. then show it? If you can do it, then prove it. State to the class that you have a room filled with mentally gifted minors. ADD YOUR OWN IDEAS. \u0026lt; \"You can make your life anything you want it to be v 11 w e s t s I d e P r e p s c h o o I V IA PROPOSAL FOR AMERICAN EDUCATION I Will pursue fcpiness.\" America will no longer be labeled A NATION AT RISK when the following changes occur in all . school systems: minah Darby  St , f: b '5 S' El 12 1. Fewer studies done and loss rhetorizing about our problems and work harder at the problems. Rather than getting it written let's get it right. 2, When wo cease blaming the students in America for the failure federal dollars created. 3. When we learn to teach earth science, chemistry, and other sciences beginning in grade four. When we hire the brightest of the crop to teach rather than hiring the dullest graduates who cannot find employment in other fields. 4. When educators stop spending so much lime writing what children cannot do on their evaluation sheets and begin to spend that time teaching and planning. 5. When we remove the audio-visual aids from the classroom and use the innate tools given manthe brain, curiosity, and a determination from educators that they will not let children fail. 6. Science and math teachers must be specially trained to teach these subjects, and not thrown into a classroom to teach a subject they are not prepared to teach. 7. Teach geography classes beginning in grammar school. Geography is rarely taught in most American classrooms. 8. Extend the school day from 8:00 until 4:00 with Saturday classes for poor achievers. 9. Prevent drop-out by providing poorer students or high-risk students with better teachers who are paid for performance. 10. Students usually drop out of school rx3t because they want to but because elementary teachers deprived them of the needed foundation to succeed in school. Students should be tracked for non-failure from the time they begin school. The first three teachers should be held responsible for those children reading below grade level by the end of third grade. It is too late to worry about failure in our students when they have already failed. 11. Teachers who prevent drop-outs through high motivation should benefit from higher pay. These monies are cheaper than building more and more incarceration centers. 12. This same program will also improve the rate of competent college graduates. They lack basic skills that should have been offered in grammar school. 13. inspire children and students with good literature so that they will become fife-time learners and will continue to read serous books and master new bodies of language. Usually with a graduate degree American students cease learning. 14. Children must return to writing a daily precis and compendium so that they are not forced to go through fife thinking by the mile and writing by the inch. Writing should begin in kindergarten, and children should be taught to follow the guidelines for writing, as well as creative forms. One w e s t s 1 d e p r e P s c h o o I A PROPOSAL FOR AMERICAN EDUCATION fl cannot master creative writing until you have the basics. 15. Eliminate extracurricular activities until students are achieving at least one grade level above their present level. Why participate in extra activities until we have mastered the necessary ones. Competitive sports and other activities can stunt a student's intellectual growth if over emphasized. 16. We could prevent incarcerations and psychologically depressed citizens by making certain that each student learns to feel good about themselves beginning in kindergarten. The good teacher will always make the poor student good and the good student superior. 11. There must be more uniformity in the American curriculum rather than each state doing its own thing. There should be a compulsory education act that would require all students remain in school until they master the ninth grade curriculumnot according to age but according to ability. This would lower the dropout rate arxf decrease the nation's deficit fortaking care of failing dependent citizens. \"Our ancestors have come too far in this bloody mess. As Dr. King has said: \"Kee[ the Dream alive.\" Jason Swan Age? 1 8. There should be a wider scope of educational television utilized in America. 19. We must begin to use standardized tests not just to measure acquired knowledge. Realize that success depends not on innate ability, IQ, or general aptitude, but on the capacity to use innate ability for disciplined study. If an American child scores well on a test, we declare them acceptable,* but can they think well enough to use the knowledge they possess? 20. Memory work must return to the American curriculum. To knowfactsforaday is not teaching, it is performing for a day. 21. American students and teachers should be required to pass the same test. We would be astonished at the large proportion of teachers who would fail an eighth grade examination. 22. We should motivate students to realize that success or failure in school reflects on us as a nation collectively and also on our families. We should compete with each other to become lifters not leaners. 23. A spedal ceremony should be held for all teachers in this country who have made certain that all their students excel in class. 24. There must be more competition among schools to turn out the best students. This to me is acting collectively for the country. 25. Once a student enters an academic institution, they should not have to worry about being terminated for academic failure. This allows the student to develop a feeling of belonging in a mutually supportive group environment When a student does enter a university or the work world the student will have learned to consistently internalize attitudes about hard work. 26. Our grammar schools must become places which begin to teach children language. English, social studies, arithmetic, science, music, health, physical education, industrial arts, sociology. Great Books, foreign language, and geography. They must not be day-care centers and play centers. 13 h d I c t s 0 p r P o e e e s I w sh \"Before kingdoms can change, men must change. That Is what I will try to do with my life, bring about change.\" Kenneth Simmons Age 12 1 9 [9 ^1' 14 A PROPOSAL FOR AMERICAN EDUCATION 27. Rather than school superintendents sitting behind desks laden with paper, enunciating hopes and expressing principles, they should get into the classrooms and make certain that all teachers are motivating, teaching, and producing litters for the world and not leaners on society. 28. The curriculum for American schools should be prepared by excellent classroom teachers and not the experts who have never taught a day in their lives. 29. Oral presentations should return to the classroom. Children should be encouraged to speak standard English, in complete grammatically correct sentences. They must do more writing and less marking of true or false on prepackaged lesson plans or sheets run off on a mimeographed machine. This is one reason for the decline of handwriting in our country. 30. Textbooks must bo well-written, theeasy-to-read, oasy-to-teach method must bo eliminated. The text must cease the banalities of: \"See Jane and see Spot.\" Our books must bo filled with scholarly information that will teach children to think rather than guess at an answer that requires not one lofty thought. 31. Daily compositions should follow each reading to make certain comprehension of reading material has taken place. In America there are thousands of inferior publishers of textbooks for children. Only the best publishers should be selected and a high standard must be set as a criterion for these publishers so that inferior materials will never reach the hands of our children. 32. There are no national standards for writing textbooks which are used in American schools. Yet there are standards for success orfailure in our society. Wo then have boon very hypocritical. Real textbooks should be used in a real world. 33. Every parent must be assured that his child win be presented the knowledge and well considered ideas of tho best educators. Tho best education for some is tho best education for all, in terms of national security and national longevity. 34. Teachers should be retrained or retested every two years. This would keep teachers learning rather than settling for complacency. 35. Discipline will cease to be a problem when the academic situation in schools begins to challenge the children rather than boring them. When one learns how to tick, they ultimately want to learn to tick better. 36. As well as giving standardized tests, oral tests should also be administered to students in America. Special attention should bo given to pronunciation, emphasis, inflecton, and pause. Tho students should road both intoingontly and intelligibly. Twenty linos, at least, should be read byeach candidate. We will then realize that poor reading instruction or no instruction has been given our students. ORAL roading is all but extinct in American schools. 37. Standardized national graduation requirements should be established for every American state. 38. There should be an opportunity for new teachersto conference with olderteachors who have w e s t s 1 d e P r e P s c h o o I A PROPOSAL FOR AMERICAN EDUCATION-demonstrated success with their students. These meetings should occur after school atxf on weekends. 39. There should be a definite criterion for each teacher to follow rather than a, Do your own thing* kind of ambience in the American dassroom. 40. Less experimentation and innovation. These things should be kept to a minimum until all children have mastered basic skills. \"I am a leader. I work hard, and I care how my work looks. I have pride in myself, and everything I do.\" fl ia I I 1I B1 LI a 41. Each local school should be tested by an outside testing source. Many of the funds presently used for studies and other such nonsense could be used to have objective testers test each school district. This would automatically point out the good and bad teachers. 42. A federal agency should set standards to define what students at a given age must know. No national data is presently used to determine how well schools are doing or how poorly they are doing. 43. American schools are so prepared to accept that some students are unteachable that they give up on difficult students. We as educators must see to it that every student in every classroom has achieved grade level by the end of the school year. Students must not only be given an opportunity to learn, but we must make certain that they do learn. 44. American schrxjis spend far too many tax dollars for cleaning personnel ratherthan teaching students the responsibility for their own cleaning. Teachers and students could share the cleaning responsibility. 45. Discipline can be taught through ethics, morality, and philosophy. These courses are extinct in today's schools. An exemplary way would be to read about great men and great deeds in reading class. Students must be erxxiuraged to talk about their inadequacies. When discipline problems occur, a visit should be made to the homes of the students to remind parents that a black mark* on a students record can mar the child's future success. 46. What children learn in real He is out of step with our present curriculums. Standardization of curriculum makes for special mobility of pupils a less serious problem. 47. No student should not be passed along until all requirements for universal citizenship have been met Passing students along only creates disgruntled and angry people that end upon relief rolls or incarceration centers. These students will never compete in the marketplace until we have a standardized curriculum for all children and untS good dedicated teachers refuse to let students fail 48. If we attempt to educate the entire population in America rather than meeting the needs of some, we will find the failure rate in the country rapidly decreasing. 49. We must provide standardized opportunities for aO groups of people in America so that we may dare to have a universal bench mark to gauge performance. The burden of performance will fall upon the individual student if we as educators have supported them in every way possble to ensure that no child fails. Aisha Jean-Baptiste Age 12 I w e s t s I d P r e P s c h o o I  1 w I APTOPOSAL FOR AMERICAN EDUCATION ^hat you do day, reflects lupon tomorrow.\" hl lahil Liddell Age 12 h 3 16 50. Work organizations cannot demand high standards from workers until those standards have been taught in schools, in a society that will except nothing less than excellence from every student. This would automatically boost our sagging economy. 51. For students with special needs, educational television courses could be utilized. Data would be collected by a national federal agent in order to gauge the success of the televised courses. The agent would also be required to see to it that those skills in which the students lack most would appear on educational television. These programs cannot bo based on popularity, but on the basis of meeting educational needs and conveying informative content. 52. Students that achieve in high schools should meet with their respective teachers in a national yearly forum to bo honored and to discuss how they can collectively help poorer students roach their potential. This also helps to teach national unity. 53. Teachers should teach their peers al least once a month. The teacher should then bo critiqued by his colleagues. 54. Students should evaluate their teachers and give them report cards too. These evaluations should be examined in a group session attended by teachers and students. This would encourage teachers to become responsible for their performance, and to give them an opportunity to explain their deficiencies. Presently it is only one hand clapping, and that is the hand of the teacher. 55. Every student should have his work posted, even if the papers contain errors. This encourages students to continue trying. Instead of posting commercial bulletins use the work of the students to decorate your school. 56. Schools should become more supportive of children. We must teach the total child. Rather than dwell on what the student has not accomplished, we must concentrate on what they can do. The average child hates school and this indicates that educators have failed. Our books must be filled with scholarly information that will teach children to think rather than guess at an answer that requires not one lofty thought.\" I i d h I 1 P e P r e s I c s s o e oLISTENING AND TEACHING FROM NURSERY RHYMES Grades Kindergarten-Second Jack and Jill went up the hill To fetch a pail of water. Jack fell down artd broke his crown. And Jill came tumbling after. \"Hope alone is not enough. One must work to make drea come true.\"  1. 2. 3. 4. 5. 6. 7. 8. How many people went up the hill? 2 What were their names? Jack and Jill What word means to get or obtain? Islsdl Do we use the word fetch today? In what did they put the water? ajlsS. How do you know? The ooem tells me so on line 2. Who fell down first? j/acfl What word means rolling? tumbling Spelling and Seat work Jack water Jill tumbling hill after letch Complete the sentences: 1. Jack and went the fell and broke his to fetch a____ of and came after. Thomas Lewis Age 13 I Teaching punctuation and proofreading from blackboard until children learn the skill. I 1. jack end jille wente Upe teh heal 2. jack felle downe 3. fill caem tumelin aeftr 1 STEP THE WORDS Turn Iblii rI Play blackboard game, \"Give Me a Vowel\" Child must say, *ni take an a . m take an 4 an eforwent, a ufor up. They continue untit they finish all the sentences from Jack and Jitt. Have children write letters to Jack and JiH and illustrate letters. Put a sample letter on the blackboard. You have now given them enough exercises to avoid spelling errors. w e s t s I d e P r e P s c h o o I p I LISTENING AND TEACHING FROM NURSERY RHYMES A leader always Listening and Comprehension Skills cognizes what important. A flower always ^ognizes the rlvial.\" 3' \u0026lt;gG 12 ha Vaughn 9 1 Z I el L1 9 9 18 Little Boy Blue Come blow your hora The sheep are in the meadow. The cows are in the corn. Where's the little boy. Who looks after the sheep? He's under the haystack. Fast asleep. 1. What is the boy's name? Little Bov Blue 2. Why do we use a capital T.'. capital \"B' and capital \"B\" in the first line? They are someone's name. 3. What doos Blue blow? A horn. 4. How do you know? Line two tells me so. 5. Where are tho cows? In the com. 6. Why aren't the sheep in the corn? Sheep do not eat com. 7. Whore are tho sheep? In the meadow. 8. How many sheep are there? How do you know? Here vou can develoo the concept of singular 9. Is Blue dependable? Why or why rtot? 10. Whore is Blue? Blue is under the havstack. 11. What is Blue doing? Blue is fast asleeo. 12. Do we sleep while we work? Talk about good work habits. 13. Why do you think the boy is called Blue? 14. Discuss homonyms, blew-blue Use orally h sentences. Spelling and Seat Work from Little Boy Blue Little Boy Blue com asleep cows meadow sheep haystack II I Complete the Senterx^es: 1.______________________ 2. The sheep are_______ 3. The cows are in______ 4. Littla Boy Blue_______ come blow your horn. fast asleep. Teach Punctuation and Proofreading from the Blackboard 1. little boy blew come bowl your hone 2. the cows is in teh cone 3. wheres leh lell buoy who kxMcs aeftr teh shep e s t s I d e P r e p s c h o o I f s LISTENING AND TEACHING FROM NURSERY RHYMES I Step the Words fit ~~LlLe hi stack mea Idow aJ sleei Have one child interview Blue as to why he was not watching the sheep. Have an anchor person do the news of the day's events of the sheep and the cows and Farmer Jones' loss over Boy Blue's laziness. \"I want to get a good education, in order to teach those that are considered unteachable. Fannie Hopkins Age 13 Directions for Listening and Thinking Skills Farh child is given the figures above on a xeroxed sheet. The teacher reads the directions, the children listen and follow the directions. 3 1. K Boy Blue's name was Boy Red. write the sum ot two plus one in the first figure, which is a triangle on line two. If Boy Blue wore blue, write yes in figure one on line one. 2. If Boy Blue fell asleep, write your name three times under the third figure on line three. If Boy Blue did not fall asleep, write the other word that also says blue, but is not a color, under the third figure on line three. 19 e s t s I d e P r e p s c h o o I w 1 LISTENING AND TEACHING FROM NURSERY RHYMES \"A leader does not limit his options.\" 3. If the cows are in the meadow, write the boys last name in the first figure, which is a square on line 3. If the cows are not in the meadow, write the sum of one plus two over the last figure on line three, which is a triangle. Kortez Eaton Ago 13 *As with any exercise, cons'tstency and dose teacher observation is a must at first until students perceive the idea. The geometric figures can be used with math, algebra, science, literature or any subject Here, the entire group must listen. This alleviates discipline problems, and creates thinkers. It does however require an active not a passive teacher. TEACHING MORAL AND THINKING SKILLS WITH THE FAIRY TALES a Jack and The Bean Stair 1. First of all, wo cant plant a seed overnight, and have it grow overnighL 2. Was it right to kill the giant because it was evil? 3. Do we commit wrong against someone who has wronged us? 1 Developing Characterization: Jack was: courageous', determined The Giant was: evil, a thief, large, obese, had a voracious appetite, loved money and things. I I i Goldikxks and the Three Bears LI 1. Why wa have three* in stories El a Ei 2. 3. 4. 5. 6. 7. 8. 9. a. the Id b. the ego c. the super-ego Why was Goldilocks allowed to travel away from home alone? Where were her parents? Did the parents search for Goldilocks? Why did the bears leave the door open? Do we just walk into people's homes arxl eat their food? What kind of little girl was Goldilocks? What do you think her parents said to her (Goldilocks) when she returned home. Recreate a conversation between the three bears after Goldilocks escaped bears regarding Goldilock's destruction. 11. Have the children dramatize Goldilocks and the Three Sears where the story line is changed to Goldilocks going for a walk alone and meets the three bears. Mother Boar b^ins to ask in a motherly voice, \"Child, why are you out hero aloner Baby Bear says, 'Please Mom, can she come home and play with me?* Develop dialogue from this point varying the traditional story. E I w e s t s I d e P r P s c h o o I 2j H GREEK MYTHOLOGY S Read Prometheus and Epimetheus. Pandora. Compare the Greek version with Genesis. Compare Pandora to Eve. Make a written list of famous couples: \"To have no goals in one's life is a sin. I I *I Adam and Eve, Prometheus and Pandora, Napoleon and Josephine, Prometheus and Pandora, Macbeth and Lady Macbeth, Romeo and Juliet, Baucis and Philemon, Samson and Delilah, Anthony and Cleopatra, Julius Caesar and Cleopatra, Medea and Jason, Troilus and Cressida, Joseph and Mary, Jack and Jill, etc. Have students write letters to their favorite couple. Assign homework research on other famous couples. Why are they famous? Assign famous couples' names for spelling. Read Orpheus ar^ Eurydice. Compare Lot and his wife (Bible). Have one person interview Orpheus after his departure from Hades. Rhonda Carroll Aga 13 ETYMOLOGY il Have children find Greek words that are still used today. Learn from where/whom they originated. ifi I Siren - from the Greek Sirens, who are very loud. Echo - from the Greek Goddess, Echo. Hectorian - from Hector of the Iliad. Cereal - from Ceres, Goddess of grain. Bacchanalian - intoxicated or drunk from the Greek god Bacchus, god of wine. Terpsichorean - a fine performer or dancer from Terpsichora. r Muse - from the nine Muses meaning to think, study or as in museum meaning study ol mankind. Have the students memorize the nine muses: 3 1. Terpsichore - Muse of dance. 2. Erato - Muse of love and poetry. 3. Calliope - Muse of heroic poetry. 4. Melpomene - Muse of tragedy. 5. Clio - Musa of History. 6. Urania - Muse of astronomy. 7. Polyhymnia - muse of sacred song. 8. Thalia - muse of comedy. 9. Euteipe - Muse of lyric poetry. (symbol: laurel wreath). (symbol: the lyre). (symbol: the magic harp). (symbol: the magic mask) (symbol: laurel wreath). (symbol: the compass). (symbol: the veil). (symbol: a staff). (symbol: the flute). Have your students write their own myths. Dictate to sentences, daily, trom readings. Then diagram on the blackboard. Proofreading sessions... 1. jason sot the goldun flees 2. hector was a bully 3. pandora was two qurious 4. Orpheus sad do knot luk bake 5. eurtdice did Knot obeye d e P r e p s c h o o 1 w e s t s I a GREEKJVIYTHOLOG Y AM lleeaadaeerr rh as ^iomething he or she works joward. A follower lias something he or she works ligainst.\" Have a Greek Myth contest. (Divide the class into groups). The teacher begins a statement, students finish it or guess characters from the clues given, e.g: 1. In Greek mythology, I was tho first woman. (I am Pandora ) 2. I could have escaped Hades, but I looked back. (I am Eurydice.) 3. I fought in the Trojan War. I am known as a bully. (I am Hector.) 4. I helped Jason find the Golden Fleece. (I am M^ea.) VOCABULARY David Lyons Ige to Oevebp 20 words from each myth. Have students dramatize Orpheus and Eurydice. Invite another class. Have one child do research on Ovid, who wrote The Metamorphoses. Have that child pretend to be Ovid, and come in to speak to the class. Students should take notes and ask questions. TEACHING THE EPICS Sortg of Roland (French Epic) Nibelungenlied' (German Epic) say knoe-buh-lung-en-let \"El Cid (Spanish Epic) The Epic of Gilgamesh (Sumerian Epic) 3,000 years old An epic is a long narrative tale of some heroic deed and it begins when the action has already begun. All epics begin in Madias Res in the middle of things, say mee-de-yuhs race (a Latin term) America does not have an epic because we are not an ok) enough country. 1: 22 I w e s t s I d e P r G p s c h o o I THINKING AND LISTENING SKILLS FORMATK A r 1 a/ \"Followers don't think about what they are saying, they just say an^hing.\" Preston Collins Age 12  El -V.c,I B AA A aa n 0 19 I Each child is given the figures above on a xeroxed sheet The teacher reads the directions, the students fisten and follow directions. 1, H one-fourth plus three-fourths equals two and one-haH. then write the author of Macbeth in the first figure on fine one. If seven-fourths plus three-fourths equals two and one-half, then write the product of 9 x 9 over the third figure on line two. which is a triangle. ? H the square root of 81 is seven, then write the sum of eight plus seventeen, minus one in the first figure on line three. If seven is not the square root of 81. write the sum of seven-eights plus w e s t s I d e P r e P s c h o o I THINKING AND LISTENING SKILLS FOR MATH two-fourths inside the last triangle on line three. *'l am a leader H because of my talent to manage crisis situations.\" 3. If 8 times 8 plus 5 equals 67. write the product of 7 times 7 beside the second figure on line two. If 8 times 8 plus 5 does not equal sixty-seven, write the nine Muses inside the second figure on line three. Pierre Rachal Age 13 4. Add the numerals 78.69,128,212. Write the sum, minus 17, over the first figure on line one which is a square. 5. Add six and two-eights plus eight and two-fourths. Write the sum underneath figure 2 on line one, which is a triangle. 6. Divide 795 by 3. Write the answer underneath the second figure on line two, which is a square. 7. If seven times eight equals 59, write your first name, five times in front of figure two on line two which is a circle. 'NOTE: For younger children, use the same geometric figures, but use appropriate Math problems. 1 Try Rapid Ouesfnns Ask child one: *7 plus 8* Ask child two: \"Plus 2*' (15 plus 2-17) Ask child three: \"Minus 8* (7) Ask child four \"Plus 18\" (25) Ask child five: \"Minus 4\" (21) Do this quickly. If a student is not fast enough, continue the rapidity. This promotes agile thinkers and promotes good discipline, for correct answers depend on rapid thinkers and good discipline. This same approach can ba used for any subject. Ask child one: \"What are the seven continents?\" Ask child two: \"Can you repeat the confinents in the same order. Then include the five Groat Lakes.\" Ask child throe: \"Repeat the order of the continents, Groat Lakes and name five steles in our country.\" A lack of memory work is why students do so poorly on tests and on general tasks. Have a student repeat a Rtany of numbers such as: 7. 8, 9, 12. 18. 24 Ask student number two to repeat the same numbers backwards. If wo want woll-disciplinod classrooms we must give children a reason to Rston rather than bo authoritative. \"Bo quiof usually falls on deaf ears. w e s t s I d e P r e P s c h o o I THINKING AND LISTENING SKILLS FOR MATH _ -fj  -i\n\"I will lead myself. I will discard the wishes and whims of others.\" Continue the pattern\n1) 2) 3) 4) 6,12,18.24, 7,14,21.28, 2. 4, 6, 7. 9, 10, 12, 14, 15. 17. 4. 2. 8. 3.2.6. 7.2.14 Tiffany Owens Age 12 I 5) 6) 9x9. 8x8. 7x7. 6x6. 3x3. 2 + 7.  + 2. S 25 t s I d e P r e p s c h o o I w e s  MISCELLANEOUS IDEAS 'No one can ake my mind away from me.\" Poems Keeping His Word by Henry W. Longfellow House by the Side of the Road by Sam Walter Foss eidah Ashshaheed Age 13 Stories The Ugly Duckling by Hans Christian Anderson The Selfish Giant by Oscar Wilde Damon and Pythias Book Silas Marner *No greater love has he than he who would give up love for a friend.\" The Bible SYMBOUSM These stories represent kindness arxf friendship. Teach the poem Somebody's Mother (learn from memory) Composition-Oiscuss friendship. Each student participates. Write a class contributed sample on the blackboard. Have children copy in rxatebooks, then assign compositions. Have two students interview each other regarding some unusual friendship happening. Use a TV interviewer and subject Dictate sections of a good paragraph from one of the previous books read. Take spelling words from books read. Diagram ten sentences daily from books read. Teach the eight parts of speech from books read. Cross out the one that does not belong: 1. 2. 3. 4. 5. 6. 7. 8. 9. Hades, Orpheus, Eurydice, dark. Cavern, blood, stygian Dante, Divine Comedy, Inferno, Alighieri, Mitton, purgatory Charles Dickens, Worst of Times, England, Irelarid, Little Dorritt Between Good and Evil, Dostoevsky, Nietzsche, Fredrick, German Ydor Happy Prince, par excellence, emeralds, ruby, diamonds, bird, good heart, Oscar Wilde Nectar, Athena, Hera, Cupid, Lady Macbeth, Narcissus, Terpsichore, Erato Telemachus, Ulysses, Circe, No-Man, sirens, shipwreck. Pandora London Bridge, Little Miss Muffet, Jack Sprat, Prometheus, Jack and Jill bete noir, denouement, chagrin, creme de la creme, potpourri, fabulous, bon vivant to. Rome, Copenhagen. Venice, Paris, Bonn, Austria 11. final, finish, begin, complete, end, thats all I w e s t s I d e P r e P s c h o o I  EXCELLENCE THE MARVA COLLINS WAY The Habit of Winning by Manra N. Collins Winning is not a sometime thing. You don't win once in a while. You don't do things right onca-in-a-whib. You do them right all the time. Excellence and winning must become a lifetime pursuit There is no pbce in the worb for second-best pursuits. The seoorid-best in life is for losers, ft is and must always be your zeal to do all that you can to ensure that you will be first. \"Without leaders followers are afra to do anything.\" Frank Borom Age 14 \u0026lt;   1 The objective in life is to win by carrying your own load. This does mean that you walk over the excuses made by others for not succeeding. Those who win always refuse to have others lift their bads for them. Winners in life refuse to become leaners\nthey prefer to lift the bads of life. Winners in life do not bemoan the diffbulties of life as problems. They see what others call a problem to be a challenge for them. Things will often go wrong in life as they often do. The road will often seem difficult and many will tell us in life, It can't be done.' Never however, give up and shout budly and bng, I will be the one to do what others sab coub not be done.* Don't give up a task with a sigh , but stick it out until you have captured the victor's cup knowing that on the day of victory none of us are tired. The goal is often nearer just when we decide to quit trying. Success is usually failure in disguise. The silver tint of the cbuds may only be doubt, and we will never know how cbse we were to winning until we dedde to give up. Even when we are hardest hit in life, never quit The person who wins in life is the person who realizes that they are bom with all the qualities needed to win in life. We have two hands, two eyes, a brain, and the equipment that we all have in which to win in life. Aint Got Time by Marva N. Collins I ain't got time to shed rw tears I will be gone in a few years. And the time I spend with our chibren of today. Hopefully will make their worb better in every way. There are just too many chibren to save before I die. So every moment must be used to teach our chibren to fly. I must teach them to be unprogrammabb They must be in command, Every black boy must bam to b e a real man and bad others to a free land. So. I ain't got time to talk back to you to answer your criticism w e s t s I d e p r e P s c h o o I EXCELLENCE THE MARVA COLLINS WAY gi believe that a Hl an really achieves success when he is Ijolng something he wally wants to do in life.\" There is just too much for me to do. Success for our children is all too few. And saying what our children cannot do is not now. Too many of my people are poor and blue And, so you see, I aint got time to talk back to you. Thore is just too much to do. eeb Thomas Age 12 I am Excellence by Marva N. Collins I bear the flame that enlightens the world. I fire the imagination. I give might to dreams and wings to the aspirations of man. fl J  28 I create all that is good, stalwart and long-lasting. I build for the future by making my every effort superior today. I do not believe in can\",, might-have-been, or maybe. I will find a way or make my own way. When society draws a circle that will shut me out, I will design my own circle that will draw mo in. I am the parent of progress, the creator of creativity, the designer of opportunity, arxf the molder of human destiny. Because of me, man holds dominion over himself, his home, his community, and his world. I leash the lightening and plumb the ether. From out of the shadows of the past I come wearing the scars of mistakes made by others. Yet I wear the wisdom and contrbutions of all ages. I dispel yesterday's myths and find today's facts. I am ageless and timeless. I have no time for vice, crime and destruction. I banish mediocrity and discourage being average. I can function in pleasure or in pain. I can steel the will to do what must be done. Fortunate are the individuals, communities, and nations that know me. Men and the world are my workshops. Here I stir ambition, forge ideas, and create the keys that open the doors to worlds never dreamed. Earth awakes unfolding to me. Life is always calling me. My greatest success is yet to be discovered. I am the source of craat'ion. the outlet of inspiration, the dream of aspiration. I am excellence! Won't you too light my candle? Please don't let me flicker away.  w e s t s I d e p r e P s c h o o I EXCELLENCE THE MARVA COLLINSWAY-The Creed by Marva N. Collins Society will draw a circle that shuts me out, but my superior thoughts will draw me in. I was bom to win if I'do not spend too much time trying to fail. \"My definition of success is when all black children are literate and have good jobs.\" I can become a citizen of the world if I do rwt spend to many energies attempting to become local. Oan*iel Kendricks Age 13 I will ignore the tags and names given me by society since only I know what I have the ability to become. 1 I will continue to let society predict, but only I can determine what I will, can, or cannot do. Failure is just as easy to combat as success is to obtain. Education is painful and not gained by playing games, but I have seen failure too destroy millions with promised hopes and broken dreams. a While I have the opportunity, I shall not sit on the sideline bitter with despair and wish later that I had become a literate lifter of this world instead of a failing leaner. H I will use each day to the fullest. I promise that each day shall be gained, not lost, used, not thrown away. Yet it is my privilege to destroy myself if that is what I choose to do. I have the right to fail, but I do not have the right to take my teacher and other people with me. I God made me the captain of only one life, my own. Therefore if I decide to become a failure, it is my right Ia We were all promised a pursuit of happiness, and that is what I must do, pursue happiness and success for myself. No one will give it to me on a proverbial platter, and no one will care as much about me as I must care about myself. But I must be wilting to accept the consequences forthat failure arxf I must neverthink that those who have chosen to work while I played, rested, and slept, will share their bounties with me. u I will wave proudly my flag signifying that I am a failure by choice. But I will never envy those who have selected to wave their unfurled banners announcing their success. My success and my education can be a companion. Which no misfortune can depress, no crime can destroy, no enemy can alienate, no envy or names can hurt me. a Education and success can be a lifetime solace. It guides goodness, it gives at once grace and genius to governments, communities, cities, townships, villages, homes, and palaces. Without education, what is a man? A splendid slave, a savage, a beast, wandering from here to there believing whatever they are told. God is not some cosmic bellboy who comes at my beckon and call. If I want to achieve, the first step must be my own undertaking. Lkewise. if I want to fail, that too is my choice. Time and chance comes to us all. Whether I decide to take that time and chance is indeed my own choice. w e s t s I d e p r e P s c h o 0 I 4 EXCELLENCE THE MARVA COLLINS WAY \"My definition of success would be to graduate from Harvard University.\" I can either be hesitant or courageous. Life does indeed maroon the hesitant arxf inspire the brave. a I can swiftly stand up and shout, 'This is my time and my place. I will accept the challenge, or I will lot others make my decisions for mo.' a Seidah Ashshaheed Ago 13 I Am Teacher by Marva N. Collins I am teacher, I am ancient as Jesus himself or Socrates. I am more than ancient, I am eternal. I mold my students for the future by making today different, my dassroom is a workshop where all children find the opportunity to give might to their brains. Hero they can plumb the ether arxJ shackle the lightning. When the first trees, flowers, and grasses appeared I was here... I was the teacherthat taught the universe the beauty of the trees... The fragrance of the flowers... It was my student's words that recorded the first history of mankind. When men and women struggled to find the good nhem,* I influenced them to never let the \"bad\" conquer the good, thus enabling them with the powerto go through lilerwith dear and unfettered channels. I am all ages and times I have inspired men and women with lofty thoughts, determination, and perseverance. I make my students excited about the voyage of life, I refuse to have any of my students sit on the side lines catching the crumbs of the mainstream. I hurt when my students hurt, I am sad when they are sad. I understand their private pain and I help them succeed despite their denial that they need my help. I do not believe in stanining. inkblotting, and measuring my students. I believe that all of them can achieve if they are rat taught too thoroughly that they cannot achieve. What Shall I Tell My Students Who Are Poor by Marva N. Collins What shall I tell my children who are poor? Of what it means to bo judged by where one lives? What shall I ten my students who are the day, sculptured by my humble hands? 30 What shall I tell my students who did not grow under my heart, but whom I have allowed to enter my heart? How can I tell my students how bright they are when everywhere they turn they see failure, fetidness, decadence, and statistics of how miserably they have failed? How can I teach my students that hope does rat have to be yesterday's scattered ashes or a dingy yellow sheet flapping over a dismal alley? 8 1Ia e s t s I d e P r e P s c h o o I EXCELLENCE THE MARVA COLLINS WAY I a The poor cannot travel, the poor never have enough of anything, not even dreams. The poor cannot make decisions. The poor are isolated into forgotten regions where conditions become more and more decadent that makes way for those more verbal than they to speak for them. a What shall I tell my dear students raised in a world where everything that is good is given to the heirs of the rich? How can I tell my dear students that they must begin to be the generic heirs that will make tomorrow different because together, we dared to dream today? a a I \"i will know I am successful when I have helped the needy and the BlacI Africans of America What can I say to give my students strength, fortitude, perseverance, and the determination to rise above today's poverty and to reach out and touch another man who may have lost his way? What shall I tell my students who are poor when the teacher's guide not once alludes to the hurt that is inside of them? What shall I tell my students who are poor how to ignore the injustices of an imperfect and callous world and to learn despite the many wrongs of society? What can I say that will make my students grow strong and make such gigantic contributions that even the most apathetic person will feel shame at having ignored their inalienable right to become first class citizens. Rhonda Carroll Age 13 I What can I tell my students who are poor of how much they are needed to discover a cure for cancer. Or to chart the course for others who trod the same fetid ways that he once knew? How can I teach my students to survive for the good of all humanity? How can I teach my students that to hate and to get revenge with our adversaries is to keep our own wounds green? I 1 What shall I say about the truths that have often been obscured arxl omitted. I now find that I have much to say to my students who are poor. I will demonstrate by example that to be number one is to never look back at number two lest we trip and fall. I will tell my students the illustrious stories of the poor children of old and how with perseverance, sticktoiveness, and yes with a good teacher somewhere in between, these same poor men grew up to make some of the greatest contributions ever made in America. I will take my students to the once upon a time era, when men, because of their poverty burned the midnight oil while their fellow men slept in order to make sure that the setting sun in which they were bom would one day rise and give off and illuminating light. This light would announce to the world that difficult does not mean impossible. 1 I will say to my students who are poor that if their lives are ever to be better, then they are the ones who will have to do it. Yes, I will tell my students that if the ghetto is ever to become a part of history, that it is they, my students today, who must envision rebuilding tomorrow using the toil of their own backs, the might of their brains, and the vision of a dream that they did not allow to die. None will do it for them. So this I will do for my students because I love them. My children who are poor must find the truth for themselves and pass that truth on to their children arid to their children's children. In years to come, I believe that I have armed my children with the ability to fish rather than having a fish given to them, that their children's children will venerate them. Then of course, my love and guidance will not have been in vain. For my students who are pdor, it is education arxJ the ability to lead themselves that will set them free. 3.1 h f d s c o o p e r 1 P e I s w e sEXCELLENCE THE MARVA COLLINS WAY 1 i dont want success ------ ..Mori ltthe money, I want It for my own piece of f^ind.\" Fannie Hopkins \\ge 12 1 I I 32 INTO MY HEART by Marva N. Collins I give might to the brain, determination to those that feel they could never have made it without my help. I build all that is stalwart, longlasting and good. I discourage being average. I believe that all students can learn if they are not taught to thoroughly that they cannot learn. I do not believe in maybe, might-have-been, or we will see. I do not believe in tagging, labeling, stanining, inkblotting, and measuring my students until they are left feeling illusive and low in self-esteem. I do not believe that the kind of home a student comes from has anything to do with what that child can become. I do not make prior predictions without allowing my students to determine their own capabilities. I refuse to let my students fail for they are yet to young to realize what is best for them. They are still in the twilight of their years and therefore, failure has not left its whips and scorns on them. Because I love them, I shall protect them from the hydra-headed monster called failure, knowing that their solace in the years to come will truly be the skills they have learned. These skills will never rust, tarnish, or go out of style. Knowledge is forever. I shall make my students comfortable with their locals. Yet with equal comfortability they too can function as universal citizens of the world. I will teach them to think for themselves so that they will not be girdled about in gusty winds like leaves bbwn from here to there believing whatever they are told. I will learn to listen to their thoughts as well as get them to try to understand my own. I will earn their love so that they will respect me when it is time to chastise them. Then they will understand that I love them all of the time, but I disagree with them some of the time. They too have the same opportunity to disagree with me, arxf to let me know that they too can teach me lessons of life. I'will not enunciate my hopes and express my principles for my students. I will not get more and more studies written rather than spend my time getting their lives right. I will love them as I do my own children. I did not carry these children under my heart, but I will allow them to grow into my heart. I cannot build enough bridges for all of them, but I will teach them to have the fortitude to build w e s t s I d e p r e P s c h o o I B EXCELLENCE THE MARVA COLLINS WAY their own bridges. To take paths never taken and always leave a path for those who may wish to follow. I will attempt to teach them to be courageous enough not to run away from everything that is difficult, but to face unflinchingly the problems of fife and rot see them as problems, but as challenges of living. \"Failure is just as easy to combat as success is to obtain.\" I shall encourage themnot to rest on their past laurels. That good today does not mean forever. And to know that they wifi ne ver be out of the stress of doing, achieving, pursuing. That excellence is a non-ending pn^cess, and they will never arrive in the land of the done. Tiesha Vaughn Age 12 I will attempt to make my students curious and discontent, for without the two. there is no progress. I want always to say with pride. \"Those are my students, of them I am proud, when cometh more?\" Like Romeo's Juliet, I would like to feel that when I am no longer on earth, that my students will light the world with excellence, with self-determination, and with pride. They too will say, \"Come with me. I will show you the way.\" I would like for them to say. \"Your problems are my problems, you are my brother and you are rot heavy.\" My work is ageless and timeless. My influence never dies, never ends. Because youmystudents carry on what I have begun. I HAD WE BEEN, WE TOO by Man/a N. Collins Had we been a dishonest people, we never could have been fooled away from our native land, for dishonesty never sleeps. Had we been a violent people, you never could have caught us and today we would be free. Had we been liars, we could have fooled you. We are a tired, proud people. Oh so disgusted. Artd so tired of living with a carpet of glass instead of a carpet ol grass. Cant you understand? We too want dignity in this land. Just a chance to prove that we can be a man. We are tired of being stuck in worthless sarxi, while you lule the land. Proving more and more that I am rot a man. All we ask is justice as a demand. To prove too that wo are tired of your plan. I. too, want to be a man. w e s t s I d e P r e p s c h o o I  H IHE TEN WORST MISTAKES MADE IN THE CLASSROOM \"The best way to uccess is to pursue a goal, follow through n this ooal. ar 1. Tolling ourselves Ihat things will improve, instead of taking prompt adion when we susped a child has problems in school, whether its academic or behavioral problems. win!\" this goal, and 2. Testing without teaching. 'avid Lyons Age to 3. Assuming that children will know certain skills. 4. Failure to encourage students rather than telling them all of the things that they do wrong. First deal on the things that they do right Example: \"Mary, I like the way you wrote your name, but let's look at this.' 5. Assuming that the kind of background a child comes from is indicative of what a child can, or will become. I 6. Not dearly defining a task to be accompTished. 7. Not taking the time to establish communication with a student before the child is in trouble. t 8. Attempting to put a band-aid on a hemorrhage. If a child has a personal problem, that problem must be taken care at before academics. 9. Taking it for granted that a child's interests and abilities match._.or should match those of his/ her parents. a 10. Assuming that our views as teachers are always right, and that the views of our students are always wrong. Students have rights and views too. w e s t s I d e P r e P s c h o o I MONITORING TEACHER SUCCESS IN THE CLASSROOM Are the same methods used (or each child? Children are not nuts and bolts. Are students excited about the learning process? Ooes the teacher tend to focus only on the brightest students? Ooes the material Used include the slower student? Is seat work a reinforcement of what has been taught in the classroom? fl na Fl II o a StI Is seatwork simply busy work? Are all the students involved in the classroom process? How do children utilize their time when the teacher is transcending from one subject to another? Does the teacher check papers before errors are made rather than grading papers AFTER the children have already made the errors. Ooes the teacher walk from student to student remediating errors before these errors become permanent errors? Are the teachers good disdplinarians? Oo they resort to punitive measures ratherthan positive reinforcement as to why a child is too bright for certain behaviors? Eg., when a child acts out in class, do you have the child write a given number of lines as to why this behavior should not exist, or do you have the child write a composition entitled, *1 am too bright to waste my time in school?' Are the teachers knowledgeable in their field? Are they able to add to what the textbook gives? Oo children like to come to this classroom? Oo more children succeed than fail? Is the teacher excited about her or his students? Are the teachers professional enough to handle their own discipline problems or do they resort to having the office solve all of their problems? Ooes the teacher solve the problems in her dassroom, or does she repeatedly send for parents? \"In spite of the difficulties and fru^rations of our times, I still believe in the American Dream Quinton Bryant Age 12 w G s t s I d e P r e P s c h o o I P^ELOPING EFFECTIVE READING MATERIALS L^reedom is not FUpmething that can be bought th money. It is mething we must work tor.\" \u0026lt;L nus Miller Age 12 I II II I HI IS EH DEVELOPING EFFECTIVE READING MATERIALS THAT PROMOTE HIGH INTEREST FOR ALL STUDENTS by Marva N. Collins Reading can be compared to tho porlormance of a symphony orchestra. This analogy illustrates throe points. First, like the performance of a symphony, roading is a holistic act In other words, while reading can be analyzed into subskills such as discriminating letters and identifying words, performing the subskills one at a time does not constitute reading. Reading can bo said to take place only when tho parts are put together in a smooth, integrated performance. Second, success in reading comes from practice over long periods of time, like skill in playing musical instruments. Indeed, it is a life time endeavor. Third, as with a secure musical score, there may be more than one interpretation of a text. The interpretation depends upon the background of the reader, the purpose for reading, the amount of vocabulary tho reader brings to the task, and the context in which reading occurs, (reference\nWhat is Reading?\nThe Report on Making a Nation of Readers Department of Education) First, we need to disband our traditional three reading groups. We need to teach beginning reading skills as a total group. Teach phonics first before the whole word approach. When teaching children the sound of letter A, why not teach them all of the spellings for the sound simultaneously. The spellings for long A are\n*a-e', \"ey\". ea\", aigh\", \"eigh\", ay\", af. Why teach them only some of tho sounds and then later say. These too, boys and girls are the sounds for \"a\". By teaching all sounds together, I have found that we prevent confusion of the spellings. The way wo traditionally teach reading in American schools actually impedes tho lifelong process of becoming a good reader. ViZhon teaching the sound for the letter C, one should also teach that tho spellings for C are: \"ck as in tack, single \"c\" as in cat, \"ch\" as in ache, trachea, bronchitis, Achilles, and Andromache. Single \"k\" makes the same sound as single C. Single k\" as in king, kilt, kill, etc. This way the children will learn all of tho spellings for C at the same time. With daily dictation, patience and practice, tho spelTings become easy for tho children. Also tell them tho rule for using ck\"\ntho vowel before the \"ck\" is always short. Before reading any story in a basal textbook, have the students preroad tho words in the selection. Have oa^ student fake a turn and say. Tho vowel is \"a\" and tho word is bat Tho vowel is \"o\" and tho word is lot. The vowel is T and the word is hit.\" Develop a roading list and copy it. using the words from the story. Sot aside a time during tho day when each child individually reads the list by following tho examples given above. Each day tho students should road as an entire group rather than the traditional approach of throe reading groups. Usually while tho Rod Birds are reading the Blue Birds are causing dtsc^Hno problems. When the entire group roads at tho same time, this causes each child to pay Mention especially when tho \"Stop-Go\" reading approach bused. It abo helps wjth word recognition. oxatpple. if one child calb a word \"angle\" instead of \"anger, the other students hearthe correction and they loam a now word. By having all students road orally, tho teacher encourages comprehension, and can immediately correct errors before they become permanent sitent errors never detected oxcopt,on tho standardized test and by this time it b usually too late. When students read orally the teacher can ask for synonyms, antonyms, or homonyms for words read rather than attempting to teach these in an bolatod unit Reading tends to be taught as an isolated subject. I believe that tho most effective roading program becomes most valuable when roading is intograted with all subjects. After ah. if a child cannot read, they cannot do anything. e s t s I d e P r e P s c h o o I DEVELOPING EFFECTIVE READING MATERIALS I 1 1 I  I F I I I JI Whan teaching arithmetic, tell them that the word arithmetic is a Greek word meaning skilled in numbers.\" This begins the word etymology process. If children can read, write and understand the meaning ot such words as:quadrilateral, volume, capacity, hypotenuse, etc., they will not only understand better the processes involved in finding solutions, but they will have a better grasp of what solution they are seeking. For example, if students are learning the Pythagorean theorem, have the students do a report on Pythagoras, and discuss further his influence on Greek culture. Compare Pythagoras as a philosopher with Aristophanes' work. Plato, Socrates, arxf Marcus Aurelius. This could be done in a literature session aside from the math class. But think how the parallel in reading class would make the math class on Pythagorean theorem come alive. When teaching Greek mythology, teachers must know what connects. After teaching the elementary \"Jason and the Golden Fleece\", one should go right into \"Medea\" by Euripides. \"Medea* is simply another version of the basic Greek myth. Our fourth graders give their own theatrical production of \"Medea\" each school year. Invitations are written to the classes and parents. The children also love to memprize the Greek alphabet and each child does a comprehensive study of ancient Greek culture and literature. In other words, we combine literature, social studies, art, science, and all subjects into reading, comprehension, and spelling. We do not pull out another book to teach spelling from. We teach spelling words straight from our math, reading, social studies, etc. The words may be hypotenuse, obtuse, Aristophanes, Plato, etc. Writing likewise, should be a part of the total reading program. After our students read orally each day, we have them write letters to the characters in the story. We have them conduct interviews with the characters. For example, children interviewOdysseus, or they conduct mock interviews with Homer the author of The Iliad\". Every student must learn the etymology of words such as: sandwich came from the Earl of Sandwich, boycott came from John Boycott of Ireland, kangaroo from Captain John Cook, the state of Delaware from Lord De La Ware. The best education is the education ol constant inquiry. We want our students to continue to ask why and to develop an insatiable curiosity. We realize that we can never satisfy inquiring minds that constantly probe arxf seek information. To teach a student to read but not love reading is not, in my opinion a good education. We must eradicate the opinnn that inner-city children will not understand excellent literature. These children should receive a first-rate education if they are ever going to break the unending cycle of poverty and degradation. These students do not need more remedial classes, they need to be mainstreamed into society where they will be able to furxztion in the national arxf international marketplace. \"By having ail students read orally, the teacher encourages comprehension, and can immediately correct errors before they become permanent silent errors never detected except on the standardized test and by this time It is usually too late.\" \"I am glad that we can vote, and that blacks and whites, can talk, work, play, and struggle together.' Paul Orange Age 10 37 h I d s c o o p e P r t e I s s w efl fl PROVERBS HIntellegence ne better the serves than talk.\" omas Hamilton e9 At Westside Preparatory School proverbs are used to motivate and inspire children into discovering the tnith about themselves and the world around them. The children use a proverb list for memory work and during writing and discussion times. Proverbs can also be found posted throughout the school as visual reminders of the lifestyle the children are called to live. This section is a collection of those proverbs. A man of words and not of deeds, is like a garden full of weeds. Nursery Rhymes n 38 Mediocrity does rrot inspire men to greatness. Zarlenga Better to hear the scorn of the wise than the song of fools. Ecclesiastes 7:11 He who conquers others is strong\nHe who conquers himself is mighty. Tao Te Ching I'd rather die on my feet than beg on my knees. Life maroons the hesitant and inspires the brave. Marva N. Collins Dr. Thomas Dooley Thinking well is wise\nplanning well, wiser\ndoing well wisest best of all. Persian Proverb All things great and small, the good Lord lovefh them all. Samuel Coolrldge from The Ancient Mariner Here Lord is my life. Place it on the alter today. Use it as you will. Albert Schweitzer We must all live together as brothers or perish alone as fools. Dr. Martin Luther King If you live with a lame man, you will learn to limp. The mass of men lead Fives of quiet desperation. Plutarch Henry David Thoreau Great rpen are those that know that the spiritual force is greater than material force and that thoughts mle the world. Concentrate and you will radiate. Ralph Waldo Emerson .1. d h I H w e s t $ I e P r e P $ c o o I PROVERBS 1I I fl nn nnn a a .4\u0026gt;- Zarlenga A great flame follows a little spark. Dante The beautiful is that which gives pleasure upon being seen. Thomas Aquinas Cowards die many times before their deaths, the valiant only taste of death but once. From Shakespeares Julius Caesar Look like the innocent flower, but be the serpent under it. From Shakespeare's Macbeth Education was not meant for all people\nit was meant to take only a few people to great arxl lasting heights. Nietzsche With a good conscierK:e our only sure reward, with history the final judge of our deeds, let us go forth to lead the larxl we love, asking His blessing and His help, but knowing here on earth God's work must truly be our own. John F. Kennedy Some people see things and say\n'Why? I see things arxl say 'Why not?\" Robert F. Kennedy Learning is never an easy enterprise\nrtor is truth an easy master. The Great Books Hope is wishing for a thing to come true\nfaith is believing that it will come true\nwork is making it come true. Norman Vincent Peale If neither foes nor loving friends can hurt you, if all men count with you, but none too much\nif you can fill the unforgiving minute with sixty seconds' worth of distance run, yours is the Earth and everything that is in it, and-which is more- you'll be a man my son! From Rudyard Kipling's It Have patience for the small things of life, courage for the great sorrows, and when you have done your work, go to sleep krxiwing that God is awake. From Victor Hugo's Les MIserables We canrxit put a noose around amther man's neck without first hanging ourselves. Henry David Thoreau I can never go too far wrong, for I have the best guide in the worldGod guides me. Marva N Collins w e s 1 s I d e P r e P s c h o o I \"Your enemies are the people who make life easy.\" Sharquita Holmes Former student I  a I' I PROVERBS 1 \nHow is anyone  become wise ithout reading )out the past.\" Ammon Johnson Me 12 I 40 Fortune favors the bold. Virgil To be intimate with a fool is like going to bed with a razor. Benjamin Franklin The real fault is to have faults and rwt try to mend them. Confucius Stand with anybody that stands right. Stand with him while he is right and part with him when he goes wrong. Abraham Lincoln Give me the storm and tempest of thought and action, rather than the dead calm ot ignorance and faith. Ingersoll Belter to be a nettle in the side of your friend than his echo. Emerson If your neighbor's team is stuck in the mud, it is not quite enough to advise him to ,Hitch his wagon to a star.\" Hubbard Every day that is bom into the world comes like a burst of music, arxf rings itself all the day through\nand thou shall make of it a dance, a dirge, or a life march, as thou will Carlyle God never closed one gap but he opened another. Irish Proverb Thoughts are things, and their airy wings are swifter than carrier doves, they follow the law of the universe and they spe^ o'er the track to bring you back whatever went out from your mind. Ella Wheeler Wilcox Great works are performed not by strength but by perseverance. Samuel Johnson The world is my country, all mankind are my brethren, and to do good is my religion. Thomas Paine Go put your creed into your deed. Ralph Waldo Emerson All service ranks the same with God, there is no last rwr first. Robert Browning No virtue is higher than love, and there is no loftier aim in life than to do good to all men. Confucius d h I t e P s P r e c s s I e o o wPROVERBS The actions of men are the best interpreters of their thoughts. John Locke One single sunbeam is enough to chase away many shadows. St. Francis of Assisi \"You should not follow everyone' mind. If you are a conformist, th: is what you are doing.\" Kenya Kimball Age 12 41 I h o o c $ p d e r P G t I S s e wI WHY I TEACH \"If you don't plan your future now, all you are really doing is planning to fail.\" Often I am in the company of people who run billion-dollar corporations, and have amassed fortunes through the expertise of selling one product or one service or arwther. Those people seem to have all of the,material things that are inherent of our idea of the American Dream. It is during these moments that I reflect again and again as to why I teach. Shelisa Washington Former student When 1 return to the classroom and see childrens eyes holding wonder like a cup, then I know why I teach. I hoar a child say, I love you Mrs. Collins, and I am the recipient of many gifts such as rings that tarnish, candy that is sti^y from being in a sweaty palm and I must courageously eat that piece of candy given to me by a benevolent child, or when a child says to mo, You smell good\nI love you'....I then know why I teach. When I see a precis written by my students filled with ideas germinated in my classroom, arxJ when I hoar ideas that I have given expanded upon with tofty thoughts of their own\nI know why I leach. I then too think that most human beings are as good as they are because some unknown teacher cared enough to continue polishing until a shiny luster came shining through\nbecause some teacher cared enough to remove the previous tetid tags and labels of failure from their psyches. I then think of how many times visitors from all over the world have come to Westside Preparatory School and replied, 'It's amazing, what you do here with children. I then think how many times wo have called the profits of a billion dollar corporation a miracle\nwo expect profits\nwo expect success. Why then cant wo expect the same success from our children? That is why I teach. a Thon there is Tiffany, a child considered autistic who had not spoken, who had been tokJ by the experts that sho was an unlovable and unteachable child. Then one day after much patience, prayers, love and determination Tiffany's first words to mo were, I love you Mrs. Ollins,\" The consonant *C was left off\nbut I realized that the tears that flowed from Tiffany's declaration made me the wealthiest woman in the world. Today to see Tiffany writing her numerals, beginning to road single words, talking, and most of all to seo that glee in her eyes that says, I loo, am special, I too, can learn, this to me is worth all of the gold in Fort Knox. a I dont know much about tax-shelters, balance sheets and takeovers mentionod in big business, but the biggest business on earth to mo is to see a child whose eyes proclaim you his or her heroine. Another reason I teach is Durville. Durville is a student from the Cabrini- Green Housing Project This is an area whore one keeps score of the murders, rapes, and crimes that prevail in the area every minute. Yet, this lad came to our school in September with a fourth grade level in reading and now in April ho has scored at a twelfth grade reading level. Durville squints, because ho has difficulty seeing, yet despite the odds, he is the brightest lad wo have over had at our school. Durville confuses the stat ist icians and the people who do all of the baleful studios as to what one can become when one is a resident of a fetid area. Right on, Durvillel Ono day you will show the world that all you need is an opportunity. Despite the fact that you are rwt a paying pupil at Westside Preparatory School, and we are always financially strapped, it is worth all of my sleepless nights wondering how I am going to balance our doficils to see the glow in your eyes that will one day light the world. There is Takiesha. a three-year old that is roading, knows her alphabets, and can compute with two-digit numerals and takes pride in her knowledge, proving again that young children can do more than take naps, drink milk, and go homo at the end of an average school day. w e s t s I d e p r e p s c h o o I WHY I TEACH These are the real reasons why I loach. To seo people grow right in front of my eyes b Iru^ s work on Earth, if is my miracle. 11 is the kind of mirado that one cannot see from totals on a balaiw sheet, from profits and take-overs. I may not bo mentioned in Fortune magazine u one ot the wealthiest women in America, but my wealth cannot be measured on a balance sheet I do ria have financial power, but I have the power to mob. to nu\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_623","title":"Little Rock Schools: King Interdistrict Magnet 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":["1991/1993"],"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","King Interdistrict Magnet Elementary School (Little Rock, Ark.)","School enrollment","School management and organization","Educational law and legislation"],"dcterms_title":["Little Rock Schools: King Interdistrict Magnet 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/623"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nFCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 RECEIVED August 6, 1993 AUG 1 0 1993 Mr. George Mones Senior Vice President for Human Resources St. Vincent Infirmary Medical Center 2 St. Vincent Circle Little Rock, AR 72205-5499 Office of Desegregation Monitoring Dear Mr. Mones: Thank you for agreeing to make the enclosed brochures available to your employees who may be interested in enrolling their children in the new King Interdistrict Magnet School located at 907 Martin Luther King Jr. Drive. The Pulaski County Special School District is interested in recruiting pre-K (age 4) through 6th grade students to attend. It is our belief that many parents of youngsters who may qualify to attend are your employees. If you need additional brochures, please feel free to contact me. Again, thank you for your cooperation and support of public school education. Sincerely, Ruth Simmons Herts, Ed.D. Director of Desegregation PS c Mr. Billy Bowles Mr. Bobby Lester Office of Desegregation Monitoring Provisional Brochure will specify who may qualify to attend.\u0026lt;?P: FCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 received August 10, 1993 W6 1 2 5 Otticc o Dssegteg^uon Moniwing Dear Parents/Guardians: We are very pleased that you have decided to enroll your youngster(s) in the new King Interdistrict Provisional Magnet School. It is an excellent educational opportunity for students. The Pulaski County Special School District is interested in recruiting pre-K (age 4) through 6th grade students to attend. I have enclosed several brochures about the school. Please assist us by distributing the brochures to your friends, neighbors and relations. If you need additional brochures, please feel free to contact me. Thank you for your cooperation and support of public school education. Sincerely, Ruth Simmons Herts, Ed.D. Director of Desegregation ch c Mr. Billy Bowles Mr. Bobby Lester Office of Desegregation Monitoring Brochures will specify who may qualify to attend. RECEIVED AUG 1 6 1993 Office of Dese^regali: Moniiorin^ NLoja-i-vC Mc\n:\u0026gt; 4 '^C\u0026lt;\\SuS^^Q1A5^ \\ \\ 3 '3\\sJbo^^^ (. 1 A I) A. xto V\\ \\ \\ \\ A. 3 \\ \\ K \\ 3 J_ 5  l \\ ^_k a S 1 ) ^_^O k-T'**^ 'CV'''^\u0026gt;^-\u0026gt;^j--' '\\ 3 \\ '^^Ck ^^\\3\\Sk \\ ^'^ Ci V^w^ \\ P*^ I 5^ G \\ \\ g 13 (? I. 1 TEL: Aug 16,93 12:04 No .001 P.Ol 0\nl-ll'cLMniU - Iom/ijVIC 1^ ssr dcH MA/T^ . 4 _ piXijf-STEL: Aug 16,93 12:05 No .001 P.03 r kin^ :\u0026gt; ^J^ASk 1 ^\u0026gt;\u0026lt;v \\ --------- \u0026lt;^\\^\\\\\\ \\ ?3 I V\nvJt fA'-o.-f\u0026gt; J ,r^'\u0026gt;.. ? \\ v3\\S 'X' \u0026gt; ^c I 3 1 \\ 3 \\ I'ii 13 I s J.. 3 (p mrmm TEL: Aug 16,93 12:05 No .001 P.02 Kin^ U) AsSlGA/MgA/T Process I T=\u0026gt;06/cci c'/'e IS r^o uuActiiA^ pnlicc^ (XbSi t/^SD iv kin ATI ACrtSD brea-kdoLon lotj 5chool s 4'kicL-f' zojyt b-c rezissi^nfid 4Uvu Or^\nnal f4\\o5. 'kkicbf' cojyt reAssi^ned 'w 4Iwla\nSchool I 4-)no\u0026amp;e- -Hv/xh +kur nA. 1 SakodJ S-e^ h a.V^ iaI I4 (p I TEL: \\ SI ___Aug J6_. 95 12 :Q5 No .001 P .04 kina  I) \\ - '4\\5iAXJii.i\u0026lt;p- O' XSuS^^QibA'i '^- JAJ:y -sfA-sAA, \\ v V V k) *\\ '^\u0026amp;-/'e*\\\u0026gt;\u0026gt;Sl,axXiA\u0026lt;Yr- Vx \\ ^xVio\\, l\\iv) \\f'| \\ \\ 1. 3 \\XSboJ*\u0026lt;x\u0026lt;p- \u0026gt; . \\ \\ 1 V K \\ \\ \\ 3 vJ\\l\u0026lt;3.i\\.\u0026lt;,.vO^V'' 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\nAugust 16, 1993 To: Estelle Matthis From: n Brown Subject\nKing Recruitment and Assignment When you and 1 last met on Friday, August 6, 1993, I inquired what policy the LRSD had developed regarding which and how many LRSD white children the district would allow into King. You stated that, although there was no policy at the time of our conversation, you were aware of the importance of such a policy, and that you expected to develop one within the next few days. It has been 10 days since our meeting, and it is now exactly one week before school opens to students. 1 still have not received any information about your policy on admitting LRSD white children to King. 1 understand that you plan to meet this afternoon with my associate, Connie Hickman Tanner, to discuss recruitment. At that time, please give the following written information to Mrs. Tannen 1. The policy on admitting LRSD white children to King. 2. The names of LRSD administrators, other employees, or board members who were directly involved in formulating this policy. 3. The date this policy was put into effect. 4. The date the policy was communicated to the Student Assignment Office. 5. An explanation of the basis for this policy, citing relevant desegregation plan and court order provisions by date and page number, and including specific reference to any other written LRSD assignment policies and procedures that were factored into the King assignment policy. 6. The LRSD policy for recruiting and admitting private school children into the district. August 16, 1993 Page Two 7. The number of LRSD white students presently registered for King: a. b. c. By grade level, sending (zoned) school, and date registered. Indicate which of those students are coming into the district from private schools. Indicate which of those students have a parent employed at Childrens Hospital, the Capitol complex, or another worksite near King. 8. The number of King seats presently reserved for PCSSD students. 9. The number of King seats presently reserved for LRSD white children. 10. The number of King seats presently reserved for LRSD black children. 11. The number of PCSSD children registered for King as of August 16, 1993. 12. The number of LRSD black children registered for King as of August 16, 1993. 13. The number of King seats for white children that will be reserved, by district, throughout the school year. 14. The date by which the LRSD plans to release any reserved King seats, which seats (by number, race, and home district) the district will release, the policy which will govern that release, and the policy which will guide the placement of new students thereafter. 15. A list of all King recruitment meetings by date, site, number attending, home district of those attending, and home school of those attending. 16. A list of the policies, procedures, and practices the district has instituted to maximize the potential for recruiting students whose parents work at Childrens Hospital, the Capitol complex, or other worksites near King. 17. A description of the safeguards the district has instituted to promote trust and good will between parents and the district during the King recruitment and registration process. 18. Do you plan to change the school assignment of any students whom the district has already assigned to IQng? If so, site the LRSD policy that governs changing an assignment after the district has made an initial school assignment. cc: Connie Hickman TannerODM needs the following information: Total number of LRSD students enrolled in King Number, by race, from the King assignment zone Number, by race, from LRSD outside King attendance zone and a list of the schools those out-of-zone students attended during the 1992-93 school year. Total number of intra-district transfers, by race, to Romine and WashingtonTo: From: Little Rock School District Ms. Melissa Guldin, ODM Monitor \u0026lt; telle Matthis, Interim Superintendent received i? Office of Desegregaiion Wciiifonng AUG 2 0 1995 Re: King Interdistrict School Date: August 20, 1993 Per your request for information received at approximately 3:10 p.m. on Friday, August 20, 1993, I provide the following: 1. Total number of LRSD students enrolled in King: 432 . 2. Number by race, from the King assignment zone: 355 black\n14 white (in addition, 3 whites and 1 black received staff preferences\n2 whites received legal transfers\n2 blacks were successful on appeal of assignment\nand, we are still attempting to trace the origin of 2 blacks). 3. Number, by race, from LRSD outside King attendance zone and a list of the schools those out-of-zone students attended during the 1992-93 school year: 53 white (see attached list reflecting the 1992-93 assignments. A total of 59 students appear on the list, however, 6 of those have been transferred to other schools). 4. Total number of intra-district transfers, by race. to Romine and Washington: we are in the process of gathering this information and will provide it as soon as it becomes available. EM: nr 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361k\n'\"3  I \\ \\ SKAx-j \\ C\\3- -\u0026lt;'?' K J 3 \\\\ \"K Ph I 3 G g !3 X6 (c TD-tA-t - s:\u0026gt;^cu} /)ftrr *  3 4 3 V\\ \\ ^^XiXK \\^^\\^^'5-eJ 3 ^^AV\\b\\ Xsic\n, 5 c0d lUiOi i to: Mr. Jerry Malone Mr. Billy Bowles Ms. Ann Brown FROM\nJohn W. Walker RE\nDATE\nmemorandum King Interdistrict Magnet Elementary School August 20, 1993 6'^ This is to advise that Joshua has not signed the Stipulation upon which we agreed upon in principle yesterday at the Little Rock  __ This is because information that we have to conclude that a larger number of pupils are school Board offices. received causes us numoer or puyns being assigned to King from outside the King attendance zone than the number we were given. Most of these youngsters are from other cannot be parties to assignment and attendance at the We incentive school areas. practices which allow decline in emphasis . . incentive schools nor can we support practices which distort the double funding requirement and desegregation requirement of the plan. For these basic reasons, as Joshua counsel, I am withholding endorsement of the stipulation and putting :^D on will not agree to the Courts suggestion that we-------------- pupils be assigned to King under the circumstances. let LRSD white I ! I 1 ILittle Rock School District received AUG 2 A 1993 To: Mrs. Ann Brown, Federal Monitor From: Estelle Matth 'interim Superintendent Office of Deseg.-sgaficn Monitoring f . Re: King Interdistrict Magnet* School Recruitment and Assignment Date: August 23, 1993 In response to your memo dated August 16, following: 1993, I provide the 1. None. LRSD Board. Any policy would have to be acted upon by the It takes two (2) Board meetings to adopt a policy, (i.e. two readings). Further, court approval would be necessary to approve any modification of the court-approved Desegregation Plan and/or the court- approved King Student Assignment Plan. N/A N/A 4. N/A 5. N/A 6. There is no such \"policy. (t Children attending private school are eligible under LRSD's EPS Code: JECwhich admits students K-12 within the geographical limits of the District. students are then assigned to elementary area schools by Those attendance zones or under other provisions of Court-Approved See LRSD Desegregation Plan, Student Desegregation Plan. Assignments, p. 139, III, see also. Desegregation Plan, p. 95. 2. 3 . 7. a. See 8-20-93 memo from Estelle Matthis to Melissa Guldin\nb. See 8-20-93 memo referenced above\nc. Not yet available. I 8. See Interdistrict Plan, p. 3, I-B.: p. 9, I.B. and F. (pg. 11)\nII., p. 11. See also. LRSD Desegregation Plan, April 29, 1992, II., p. 139\nunder these provisions, the PCSSD should send a minimum of40% of the students. The 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Mrs. Ann Brown August 23, 1993 Page 2 desired goal is approximately 51 percent black (from LRSD) and 49% white (from PCSSD or beyond Pulaski County). 9. Zero. See Motion for Clarification filed 8-20-93. 10. See No. 8 above. Also, the number of students from the court-approved King assignment zone to achieve the desired ratios. of 692 students. Between 349 and 417 students based on a capacity These numbers increase based on the new capacity figure of 728 due to the additional two (2) four- year old classes. 11. 101 as of 8-20-93\nTotal white enrollment as of 8-22-93 was 212. That number was continuing to increase as registration continued. 12. 384 as of 8-22-93. 13. The permissible ranges are as high as 417 black and as low as 279 white\nor, as low as 349 black as high as 347 white. The black number will not go above the maximum. The other seats not taken by LRSD blacks will be available for recruitment of white students from PCSSD and beyond Pulaski County. 14. See response to question 13. either by agreement of the parties Any release of seats may occur in applicable Desegregation Plan provisions Court. accordance with or order of the 15. This information is being gathered in accordance with applicable desegregation plan provisions. 16. See response to question 15. 17. The LRSD is endeavoring to comply with the terms and conditions of the court-approved Desegregation Plan such that all parents, those recruited to King and those not recruited to King, will understand the complexities and constraints under which the LRSD must work while attempting to make available to them the exciting opportunities which will flow from proper implementation of the plan. 18. The LRSD was advised, by representatives of ODM, that the Court (on Tuesday, August 17, 1993) expressed concern regarding the possibility of this occurring. Accordingly, the parties and ODM met on Thursday, August 19, 1993, at 2:00 p.m., to discuss those concerns. An agreement was reached and the LRSD proceeded in accordance therewith. Joshua Intervenors, thereafter, refused to execute the Agree-Mrs. Ann Brown August 23, 1993 Page 3 merit and LRSD filed a motion on 8-20-93. See copy of Agree- ment attached and copy of Motion served on ODM on 8-20-93. However, should such occur, the basis for such change would be the LRSD's commitment to comply with the requirements of the LRSD Desegregation Plan, the and applicable court orders. Interdistrict Desegregation Plan EM: nr Enclosures #1 and #2 cc: Jerry L. Malone Connie Hickman-Tanner Sterling Ingram 1To: From: Re: Date: p.m. Little Rock School District Ms. Melissa Guldin, ODM Monitor telle Matthis, Interim Superintendent King Interdistrict August 20, 1993 School on Friday, August 20, infonnation 1993, received at approximately 3: lo 1. Total number of LRSD 432. I provide the following: students enrolled in King: 2. 355 black\nthe King 3. 4. EM: nr 1 black 14 / ---assignment zone: 14 white (in addition. receivedT^r? received legal transfers\nful on appeal of attempting to trace 2 blacks were assignment\nand. 2 whites success-the . we are still origin of 2 blacks). trom LRSD outside , - King attendance _ those out-of-zone zone and a list of the k\n:e: sk\n.- Total number of intra-district transfers to Romine and WasC! hH i1 ngtojxkn V*:  w= . of gathering this information soon as it becomes available. 810 West Markham Street year: appear transferred by race. we are in the process and will provide it as  Little Rock, Arkansas 72201  (501)374-3361 I y\\ \\ 8\u0026lt; ^ vA \\ r\\ P \\ '^t5\u0026gt;A-3CA^ 5\u0026gt;a\u0026gt;i \u0026lt;'?' k \\ Ph I SI 3 L\u0026gt;_ a \\ 13 ^(p  ' 'Ttifi.k - l-SS i-xay ~t~r^ff\u0026gt;ri. Aferr ^t * \u0026amp; S' 3 -A- 3 \\ I XI-Si I I4 1 13 \\ (p \\ 1 \\ \\ I \u0026gt; \u0026lt;is.O \\ ^\u0026lt;Ck.'\u0026lt;sc\u0026gt;^lJ3j\u0026gt;cu A jC- \\ 1_ 3 \\ \\ V \\ s \\ 3 5 AGREEMENT The parties met on Thursday, August 19, 1993, pursuant to the instructions of the Court, to discuss initial enrollment at Martin Luther King Interdistrict Magnet* Elementary School (\"MLK\") 1993-94 school year. for The parties are in substantial disagreement about certain matters which relate to the plan and the manner in which assignments would be made under the plan to MLK. Joshua Intervenors strongly oppose the placement, assignment or enrollment of LRSD white students, who live outside the Martin Luther King Interdistrict School assignment zone, to MLK. The PCSSD is also concerned about future year's effect of LRSD white students being assigned, enrolled or allowed to attend Martin Luther King Interdistrict Magnet* School. All parties are mindful of the admonitions of the Court regarding school district/parent cooperation and integrity as well as the other needs for both desegregation and certainty about school opening for this year at Martin Luther King Interdistrict Magnet* School. Based on these concerns and considerations, and the encouragement of Court, the parties have agreed that for the 1993- 94 school term only, LRSD white students, who have received written assignment notices to MLK from the LRSD as of the date of this agreement, shall be allowed to attend or be enrolled or assigned to MLK. Once assigned to MLK, those children shall be afforded all the rights and privileges of other students who are being assignedPage 2 to the Martin Luther King Interdistrict Magnet* School (i.e., including continued enrollment). However, there shall be no sibling preference available to these students so assigned. No other LRSD white students may be assigned to MLK. The parties will seek Court approval of this Agreement. DATED THIS day of 1993. John W. Walker, Joshua Intervenors Attorney Bobby Lester PCSSD Superintendent Dr. Henry Williams LRSD Superintendent James Smith NLRSD Superintendent Richard Roachell Knight Intervenors Attorney *ProvisionalAUG-23-93 MON 10:36 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION O'! rx\"' 2.0 r\u0026lt;'.i y' 7 I LITTLE ROCK SCHOOL DISTRICT \"PLAINTIFFS ir-  -  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 FOR CLARIFICATION OF KING INTERDISTRICT SCHOOL STUDENT ASSIGNMENTS OR, IN THE ALTERNATIVE, MOTION TO ENFORCE AGREEMENT OF PARTIES The Plaintiff, Little Rock School District (\"LRSD\"), for its motion for clarification of the King Interdistrict School's student assignments or, in the alternative, motion to enforce agreement of the parties, states: 1. The parties herein are operating under court-approved desegregation plans and settlement plans. In particular, the LRSD is operating under a Desegregation Plan dated April 29, 1992. It is also acting under an Interdistrict Desegregation Plan dated April 29, 1992. 2 . The plans make provisions regarding the various types of schools in the several schools districts. Namely, the plans refer to magnet schools, interdistrict schools, elementary area schools and incentive schools. The intent of the plans was for each type of school to serve specified purposes and perhaps, certain patrons. AUG-23-93 MON 10:37 SUSAN W WRIGHT FAX NO, 5013246576 P. 03 3. The plans also contain provisions outlining the recruitment and assignment of students to the various types of schools. For instance, the LRSD Desegregation Plan provides that students will be assigned to area schools by attendance zones. LRSD Desegregation Plan, April 29, 1992, P- As for 139. Interdistrict Schools, the plans provide that such schools shall be populated primarily by black students from LRSD and white students from PCSSD or beyond Pulaski County. Interdistrict Desegregation Plan, April 29, 1992, p. 4. 4. Incentive school assignments are to be made from attendance zones that encompass the neighborhoods around the school. LRSD Desegregation Plan, April 29, 1992, p. 139. By so assigning, those schools designated as incentive schools would be, at first, virtually all-black schools. Accordingly, the parties agreed that incentive schools would be desegregated in phases through a combination of white recruitment into the incentive schools and by designating a number of seats for white students. Interdistrict Desegregation Plan, April 29, 1992, P- In 4 . addition, desegregation transfers may be made where such transfer enhances the desegregation at the incentive school. LRSD Desegregation Plan, April 29, 1992, p. 140. 5. The plans also envision that efforts will be made to recruit white students currently attending private schools either back to or into the area school which serves the attendance zone where those students live. LRSD Desegregation Plan, April 29, 1992, p. 95. 2AUG-23-93 MON 10:37 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 6. Under the Interdistrict Desegregation Plan, the parties agreed that various interdistrict schools would be constructed and/or operated in the LRSD and the PCSSD. In fact, the LRSD agreed to, and did, construct a new King Interdistrict School to serve students at the beginning of the 1993-94 school year. The parties attempted to locate the school such that it would be attractive to those whites from the PCSSD and outside Pulaski County who work within the governmental and business centers of Little Rock. Interdistrict Desegregation Plan, April 29, 1992, p. 11. 7. The development of interdistrict facilities and programs which would allow for black children in the LRSD and white children in the PCSSD to attend schools in a desegregated environment was one of the primary aims of the parties. However, the development of the interdistrict schools also served as a mechanism through which the parties could receive financial assistance by way of the majority to minority transfer program. It was understood that vigorous and sustained recruitment would be necessary to maximize such transfers. By doing so, funds would be available to continue the operation of the agreed upon interdistrict schools. 8. In recruiting students to attend King interdistrict School, whites within the LRSD attended meetings and expressed a desire to enroll their children in the school. Based on reasonable information and belief, less than 60 white students within the LRSD have been placed on the list to attend King Interdistrict School. 3AUG-23-93 MON 10:38 SUSAN W WRIGHT FAX NO, 5013246576 P, 05 9. Prior to the start of the 93-94 school year, while the fall registration process was being completed, the Interim superintendent, Mrs, Estelle Matthis, learned of these assignments. The in-coming Superintendent in the LRSD, Dr. Henry Williams, in consultation with the Interim Superintendent was preparing to resolve those questions surrounding these assignments so that parents could be notified prior to the start of school for the 93- 94 school year- 10. Dr. Williams and Mrs. Matthis concluded that solutions available to the LRSD such to allow full comp the desegregation plans. corrective action could be taken prior to the opening of that parents could . be advised where their childret They also concluded that th assigned for the 1993-94 school year. see Exhibits No No. 2 attached hereto and incorporated herein by reference. 11. Prior to final action being taken by the LRSD, the LRSD received word, through the Office of Desegregation Monitoring (ODM) and its attorneys, that this Court had expressed concern (on 1 1 Tuesday, August 17, 1993) regarding the possibility that the LRSD would notify some or all of those LRSD whites that they would not be permitted to attend King Interdistrict School for the 1993-94 4 1 Teachers in the LRSD returned to contract on Monday, August 16, 1993. 1993\u0026lt; The students are set to return on Monday, August 23, II I I ! AUG-23-93 MON 10:38 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 9. Prior to the start of the 93-94 school year, while the fall registration process was being completed, the Interim superintendent, Mrs. Estelle Matthis, learned of these assignments. The in-coming Superintendent in the LRSD, Dr. Henry Williams, in consultation with the Interim Superintendent was preparing to resolve those questions surrounding these assignments so that parents could be notified prior to the start of school for the 93- 94 school year- 10. Dr. Williams and Mrs. Matthis concluded that there were solutions available to the LRSD such to allow full compliance with the desegregation plans. They also concluded that the necessary corrective action could be taken prior to the opening of schools so that parents could be advised where their children would be assigned for the 1993-94 school year. see Exhibits No. 1 and No. 2 attached hereto and incorporated herein by reference. 11. Prior to final action being taken by the LRSD, the LRSD received word, through the Office of Desegregation Monitoring (ODM) and its attorneys, that this Court had expressed concern (on 1 1 Tuesday, August 17, 1993) regarding the possibility that the LRSD would notify some or all of those LRSD whites that they would not be permitted to attend King Interdistrict School for the 1993-94 1 4 Teachers in the LRSD returned to contract on Monday, August 16, 1993. 1993. The students are set to return on Monday, August 23, I il I 5 IAUG-23-93 HON 10:38 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 school year. Being reluctant to permit LRSD whites to attend King School because of the uncertainty whether such would be in compliance with the court-approved desegregation plans as well as the spirit and intent of the parties when the plans were developed, the incoming superintendent deemed it most advisable to seek clarification from this Court. 12. In light of the foregoing, the LRSD prepared to request the indulgence of the court and seek clarification regarding several concerns: (a) whether LRSD whites may be permitted to attend King Interdistrict School without violating the court-approved i J desegregation plans or the spirit and intent of the parties in developing those plans?\n(b) If the response to question number 1 II is in the affirmative, whether those LRSD whites who are allowed to attend King Interdistrict School will be permanently assigned or assigned only for the 1993-94 school year?\n(c) Whether LRSD whites. other than those currently on the list to attend King Interdistrict School, will be permitted to attend King Interdistrict School during the 1993-94 school year?\n(d) Whether LRSD whites, other than those currently on the list to attend King Interdistrict School, will be permitted to attend King Interdistrict school during the 1994-95 school year and beyond?\n(e) If the answers to the foregoing questions are in the affirmative, whether the LRSD will be permitted to develop criteria to determine under what circumstances, if any, LRSD whites will be t permitted to attend King Interdistrict School?? (f) whether provisions can be made to overcome the loss of M-to-M transfer 5 ,1 I a ij 3AUG-23-93 MON 10:39 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 moneys to be sustained by LRSD through permitting LRSD white students to occupy seats which could otherwise be filled by PCSSD white students (either this year or in future years)?\nand, (g) Whether provisions can be made for the potential expenses to be incurred by the LRSD to provide transportation to the LRSD white students, from scattered areas of the city, to attend King Interdistrict School? 13. The LRSD would be pleased to accept white students from the LRSD into King Interdistrict School as long as such can be done in accordance with the court-approved desegregation plans or any court-approved modification thereto. Because of these numerous concerns raised by the incoming superintendent, it is respectfully submitted that a good-faith basis existed for clarification and direction from this Court, In light of the impending opening of ii i! schools, it was critical that this matter be resolved immediately. 5 14 , Before the request could be made. the parties and I representatives from ODM met on Thursday, August 19, 1993 , as instructed by the Court, Present at that meeting were\na. b, c. d. e. f. g- h. i, j  k. 1. m. Dr. Henry Williams, in-coming LRSD Superintendent Estelle Matthis, interim LRSD Superintendent Sterling Ingram, LRSD Chris Heller, LRSD Attorney Jerry L. Malone, LRSD Attorney John W. Walker, Joshua Intervenors Attorney Joy Springer, Joshua Intervenors Connie Hickman-Tanner, ODM Melissa Guldin, ODM Bill Mooney, Court-Appointed Budget Specialist Bobby Lester, PCSSD Superintendent Billy Bowles, PCSSD Ruth Herts, PCSSD 6 I ilAUG-23-03 MON 10:39 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 15. During the meeting, concern was expressed that the assignment of some LRSD white students to King Interdistnct school could constitute a violation of the desegregation plans. Notwith- *1 standing, those present were advised that the Court wanted the parties to come to an agreement regarding those students (less than 60) such to allow them to be accommodated at King Interdistrict school for 1993-94 and beyond. The LRSD does not concede that the plan prohibits it from so assigning some LRSD whites to King Interdistrict School. Arguments can be made to the contrary. After much discussion, the parties drafted an agreement (the \"Agreement\") whereby those LRSD white students, outside the King Interdistrict School Assignment Zone, who had received written notice of assignment, to that school before August 19, 1993, would be allowed to attend the school for 1993-94 and beyond. No other 11 16. LRSD White students, not within the King assignment zone, would be .1 II allowed to attend King Interdistrict School. A true and accurate 11 copy of the Agreement is attached hereto as Exhibit \"3\" and incorporated herein by reference. 17. As a result of that meeting and the Agreement, those present agreed that the LRSD could proceed under it, even though it would not be fully executed until Friday, August 20, 1993 . The LRSD did so proceed. Further, the LRSD faxed copies of the type- written agreement to all those who had been present as well as to: a. b. c. d. Dr. James Smith, NLRSD Superintendent Steve Jones, NLRSD Attorney Sam Jones, PCSSD Attorney Richard Roachell, Knight Intervenors Attorney I 7AUG-23-93 MON 10:40 SUSAN W WRIGHT FAX NO, 5013246576 P. 09 18. At mid-morning on Friday, August 20, 1993, the LRSD received a telephone call from Attorney Walker indicating, among other things, that several other issues would prevent him from being able to sign the Agreement as the parties had contemplated. Recognizing that its dilemma was now even more critical than it had been, the LRSD resolved that judicial clarification was absolutely necessary. The LRSD later received a memo stating the Joshua Intervenors position. A true and accurate copy of that memo as faxed to the LRSD and others is attached hereto as Exhibit \"4\" and incorporated herein by reference. 19. Based on the foregoing, the LRSD does hereby request guidance and direction from this Court. Wherefore, the Plaintiff, Little Rock School District, prays that this Court enter an order clarifying the issues raised herein. II as well as any other related concerns\nor, in the alternative, that an order be entered enforcing the agreement of the parties based on i S k the detrimental reliance of the LRSD and that the parties be awarded any and all legal and proper relief to which they may be entitled. I FRIDAY, ELDREDGE AND CLARK 2000 First Commercial Building 400 West Capitol Avenue Little Rock, AR 72201 Phone No. (501) 376-2011 Attorneys for Little Rock School District..^ Jerry L. Malone Bar I.D. No. 85096 z 8AUG-23-93 MON 10:40 SUSAN W WRIGHT FAX NO. 5013246576 P, 10 CERTIFICATE OF SERVICE the foregoing certify that a copy of Request for Clarification of King Interdistrict School Student Assignments has been served on the following by depositing a copy of the same in I the United States mail on this day of August, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 7201 Mr. Richard Roachell. First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 k f Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone LRSD Attorney 1 9 iAUG-23-93 MON 10:41 SUSAN W WRIGHT FAX NO. 5013246576 P. 11 i i PARENTS!! COME HEAR ABOUT LRSD' Wednesday, August 11,7 P^i* ^sin Room .810 WestMarldaamstreet AMc^SSS'eStam Eiementaiy School is open school attendance zones and coun approved School DisSct wSsTuS?h,H^^ Pulas^^CounTy area also have!!:iop\u0026amp;\"SS\u0026amp;K^^^^ IL Provisional staius 1/AUG-23-93 MON 10:41 SUSAN W WRIGHT FAX NO. 5013246576 P. 12 PARENTS? COME HEAR ABOUT LRSDs NEW MARTIN I IfTnrD irrMr to INTERDISTBICT MAGNET^EMEiOTlcK'- Wednesday, August 11,7 p.m. : I Little Rock Administration, Board Room ,810 West Markliam Street 3^isSSSSSSS=ss=^ in the Pulaski County Provisional status . J i J i .1 IAUG-23-93 HON 10:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 13 agreement i The parties met on Thursday, August 19, 1993, pursuant to the instructions of the Court, to discus initial enrollment at Martin Luther King Interdistrict Magnet* Elementary School (\"MLK\") 1993-94 school year. for I I I I J The parties are in substantial disagreement about certain matters which relate to the plan and the manner in which assignments would be made under the plan to MLK. Joshua Intervenors strongly oppose the placement, assignment or enrollment of LRSD white students, who live outside the Martin Luther King Interdistrict School assignment zone, to MLK. The PCSSD is also concerned about future year's effect of LRSD white students being assigned, enrolled or allowed to attend Martin Luther King Interdistrict Magnet* School. All parties are mindful of the admonitions of the Court regarding school district/parent cooperation and integrity as well as the other needs for both desegregation and certainty about school opening for this year at Martin Luther King Interdistrict Magnet* School. I Based on these concerns and considerations, and the encouragement of Court, the parties have agreed that for the 1993- 94 school term only, LRSD white students, who have received written assignment notices to M2LK from the LRSD as of the date of this I agreement, shall be allowed to attend or be enrolled or assigned to MLK. Once assigned to MLK, those children shall be afforded all the rights and privileges of other students who are being assigned Exhibit 3\"AtJG-23-93 MON 10:42 SUSAN W WRIGHT FAX NO, 5013246576 P, 14 Page 2 to the Martin Luther King Interdistrict Magnet* School including continued enrollment) . However, there shall be no .1 I I I sibling preference available to these students so assigned. No other LRSD white students may be assigned to MLK. The parties will seek Court approval of this Agreement. DATED THIS day of 1993 . John W, Walker, Joshua Intervenors Attorney Bobby Lester PCSSD Superintendent'  Dr. Henry Williams LRSD Superintendent 1 James Smith NLRSD Superintendent 4 5 II Richard Roachell  Knight Intervenors Attorney I ^ProvisionalADG-23-93 MON 10:43 SUSAN W WRIGHT FAX NO. 5013246576 P. 15 MEMORANDUM I to: Mr. Jerry Malone Mr, Billy Bowles Ms. Ann Brown FROM: John W, Walker RE\nKing Interdistrict Magnet Elementary School DATE\nAugust 20, 1993 This is to advise that Joshua has not signed the Stipulation upon which we agreed upon in principle yesterday at the Little Rock This is because information that we have School Board offices. received causes us to conclude that a larger number of pupils are being assigned to King from outside the King attendance zone than the number we were given. I Most of these youngsters are from other We cannot be parties to assignment incentive school areas. practices which allow decline in emphasis and attendance at the incentive schools nor can wa support practices which distort the double funding requirement and desegregation requirement of the plan. ''For these basic reasons, as Joshua counsel, I am withholding endorsement of the stipulation and putting LRSD on notice that_we will not agree to the Court's suggestion that we let LRSD white pupils be assigned to King under the circumstances. 1 1 I \u0026lt;1 4 f! 1 I(7 received IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION AUG 3 I 1993 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANT LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. -INTERVENORS PCSSD RESPONSE TO LRSD MOTION FOR CLARIFICATION OF KING INTERDISTRICT SCHOOL STUDENT ASSIGNMENTS OR MOTION TO ENFORCE AGREEMENT OF PARTIES  The PCSSD will abide by the settlement agreement entered in this matter. WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building. 200 West Capitol Avenue Little Rock, Arkansas 72201-3699 (501) 371-0808 By. M. S At^ .el ones, II irneys for PCSS '(76060)CERTIFICATE OF SERVICE On this 3d day of August, 1993, a copy of the foregoing was mailed, postage prepaid, to: Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Mr. Stephen Jones Jack, Lyon \u0026amp; Jones 3400 TCBY Tower Little Rock, Arkansas 72201 Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72206 Mr. Richard Roachell Roachell \u0026amp; Streett 401 West Capitol, Suite 504 Little Rock, Arkansas 72201 Office of Desegregation Monitoring Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 M. Sa] el ones III I J:drlll67.030 2JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 September 2, 1993 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 received SEP 7 Ofiice of Desesrogstioi'i Monilorifig [COPY] Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. Roachell \u0026amp; Streett 401 West Capitol Ave. Suite 504 Little Rock, AR 72201 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 Re: LRSD V. PCSSD\nNo. LR-C-82- 866 Dear Ms. Brown and Gentlemen: Enclosed please find a copy of Joshua's Reply to Motion for Clarification of King Interdistrict School Student Assignments or, in the Alternative, Motion to Enforce Agreement of the Parties which is being filed in the above matter. Sincerely, [ORIGINAL SIGNED BY UNDERSIGNED COUNSEL] John W. Walker JWW:lp EnclosureIN 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 REPLY TO MOTION FOR CLARIFICATION OF KING INTERDISTRICT SCHOOL STUDENT ASSIGNMENTS OR, IN THE ALTERNATIVE, MOTION TO ENFORCE AGREEMENT OF THE PARTIES The Joshua Intejrvenors support the motion for clarification but oppose the alternative request to enforce the purported agreement of the parties. For cause, Joshua respectfully shows the Court: 1. The Court has approved the closing of the Ish Incentive School against the objections of Joshua. Joshua is mindful that there is a reluctance to aggressively promote white attendance at incentive schools and to enhance the schools to the point where those schools will be the best ones in the district. The effort, therefore, is to close them rather than integregate them and to thereby reduce the district's financial and educational obligations to children of African American descent. 2. Joshua is advised that before school began, children of African American descent from outside the King attendance zone werebeing assigned thereto. Joshua did not have that information when it met with members of the Office of Desegregation Monitoring (ODM) and school district officials where they were advised of the Courts interest in accommodating white parents who live within the Little Rock School District who may have been, albeit inadvertently, promised assignment to King by recognizing those assignments. Joshua and Pulaski County objected for similar and for different reasons. Joshua agreed to allow limited assignment this year of white youngsters who live within the district pursuant to the premises proffered and because it was made clear that this was the Court's wish. 3. The Court is reminded that the district promised African American children that it would both strengthen their incentive schools and recruit white children to them through an aggressive recruitment program. Joshua takes this occasion to assert that while promises made to parents are important, when the promises are made to African American children, they are just as important as the promises which are made to white children and their parents. 4. A hearing would be important on this matter and would help to set the parties upon the appropriate course with this new school administration which appears more committed to the desegregation plan than the last administration. WHEREFORE, premises considered, the Joshua Intervenors join in the motion to clarify student assignments in general and to King I Interdistrict School in particular. Joshua opposes the motion to enforce the agreement without an evidentiary hearing regarding its future impact upon the retention of the incentive schools and thebenefits which were \"promised\" to the children of African American descent who lived in those zones. Those promises, we remind the Court, were made by school district officials and have not been fulfilled either by the district. Respectfully submitted. W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 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 2nd day of September, 1993. 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. Roachell and Streett 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 John  talker AGREEMENT The parties met on Thursday, August 19, 1993, pursuant to the instructions of the Court, to discuss initial enrollment at Martin Luther King Interdistrict Magnet* Elementary School (\"MLK\") for 1993-94 school year. The parties are in substantial disagreement about certain matters which relate to the plan and the manner in which assignments would be made under the plan to MLK. Joshua Intervenors strongly oppose the placement, assignment or enrollment of LRSD white students, who live outside the Martin Luther King Interdistrict School assignment zone, to MLK. The PCSSD is also concerned about future year's effect of LRSD white students being assigned, enrolled or allowed to attend Martin Luther King Interdistrict Magnet* School. All parties are mindful of the admonitions of the Court regarding school district/parent cooperation and integrity as well as the other needs for both desegregation and certainty about school opening for this year at Martin Luther King Interdistrict Magnet* School. Based on these concerns and considerations, and the encouragement of Court, the parties have agreed that for the 1993- 94 school term only, LRSD white students, who have received written assignment notices to MLK from the LRSD as of the date of this agreement, shall be allowed to attend or be enrolled or assigned to MLK. Once assigned to MLK, those children shall be afforded all the rights and privileges of other students who are being assignedPage 2 to the Martin Luther King Interdistrict Magnet* School (i.e., including continued enrollment). However, there shall be no sibling preference available to these students so assigned. No other LRSD white students may be assigned to MLK. The parties will seek Court approval of this Agreement. DATED THIS day of 1993. John W. Walker, Joshua Intervenors Attorney Bobby Lester PCSSD Superintendent Dr. Henry Williams LRSD Superintendent James Smith NLRSD Superintendent Richard Roachell Knight Intervenors Attorney *Provisional IInterdistrict Schools Enrollment B W T % BIk Baker 75 208 283 27 Crystal Hill Romine Washington 307 277 483 469 84 339 776 361 822 40 77 59 ELEMENTARY INTERDISTRICT SCHOOLS 1992-93 Capacity 60%-40% Enrollment Capacity 328 810 487 939 60% 40% 60% 40% 170 466 217 493 113 197 131 310 486 324 144 292 195 329 563 376 50%-50% Enrollment Capacity Interdistrict Transfers Intradistrict Transfers 50% 50% 50% 50% 141 388 180 411 Prepared by Office of Desegregation Monitoring August 20, 1993 141 388 180 411 164 405 243 469 164 405 243 469 63 black 278 black 10 white 113 white 6 black 0Interdistrict Schools Enrollment B W T % BIk Baker Crystal Hill Romine Washington 75 307 277 483 208 469 84 339 283 776 361 822 27 40 77 59 ELEMENTARY INTERDISTRICT SCHOOLS 1992-93 Capacity 60%-40% Enrollment Capacity 60% 40% 60% 40% 328 810 487 939 170 113 197 131 466 310 486 324 217 493 144 329 292 563 195 376 50%-50% Enrollment Capacity Interdistrict Transfers Intradistrict Transfers 50% 50% 50% 50% 141 141 164 164 63 black 6 black 388 388 405 405 278 black 0 180 180 243 243 10 white 144 black 59 white 411 411 469 469 113 white 176 black 186 white Prepared by Office of Desegregation Monitoring September 3, 1993 IAUG-23-93 HON 10:36 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION c--'rr:o M r- 7 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 FOR CLARIFICATION OF KING INTERDISTRICT SCHOOL STUDENT ASSIGNMENTS OR, IN THE ALTERNATIVE, MOTION TO ENFORCE AGREEMENT OF PARTIES The Plaintiff, Little Rock School District (\"LRSD\"), for its motion for clarification of the King Interdistrict School's student assignments or, in the alternative, motion to enforce agreement of the parties, states: 1. The parties herein are operating under court-approved desegregation plans and settlement plans. In particular, the LRSD is operating under a Desegregation Plan dated April 29, 1992. It is also acting under an Interdistrict Desegregation Plan dated April 29, 1992. 2 . The plans make provisions regarding the various types of schools in the several schools districts. Namely, the plans refer to magnet schools, interdistrict schools, elementary area schools and incentive schools. The intent of the plans was for each type of school to serve specified purposes and perhaps, certain patrons.AUG-23-93 MON 10:37 SUSAN W WRIGHT FAX NO, 5013246576 P, 03 3. The plans also contain provisions outlining the recruitment and assignment of students to the various types of schools. For instance, the LRSD Desegregation Plan provides that students will be assigned to area schools by attendance zones. LRSD Desegregation Plan, April 29, 1992, P- 139. As for Interdistrict Schools, the plans provide that such schools shall be populated primarily by black students from LRSD and white students from PCSSD or beyond Pulaski County. Interdistrict Desegregation Plan, April 29, 1992, p. 4, 4. Incentive school assignments are to be made from attendance zones that encompass the neighborhoods around the school. LRSD Desegregation Plan, April 29, 1992, p. 139. By so assigning, those schools designated as incentive schools would be. at first, virtually all-black schools. Accordingly, the parties agreed that incentive schools would be desegregated through a combination of white recruitment into the in phases incentive schools and by designating a number of seats for white students. Interdistrict Desegregation Plan, April 29, 1992, P- In 4 . addition, desegregation transfers may be made where such transfer enhances the desegregation at the incentive school. LRSD Desegregation Plan, April 29, 1992, p. 140. 5. The plans also envision that efforts will be made to recruit white students currently attending private schools either back to or into the area school which serves the attendance zone I where those students live. LRSD Desegregation Plan, April 29, 1992, p. 95. 2AUG-23-93 MON 10:37 SUSAN W WRIGHT FAX NO. 5013246576 P.04 6. Under the Interdistrict Desegregation Plan, the parties agreed that various interdistrict schools would be constructed and/or operated in the LRSD and the PCSSD. In fact, the LRSD I agreed to, and did, construct a new King Interdistrict School to serve students at the beginning of the 1993-94 school year. The parties attempted to locate the school such that it would be attractive to those whites from the PCSSD and outside Pulaski County who work within the governmental and business centers of Little Rock. Interdistrict Desegregation Plan, April 29, 1992, p. 11. 7. The development of interdistrict facilities and programs which would allow for black children in the LRSD and white children in the PCSSD to attend schools in a desegregated environment was one of the primary aims of the parties. However, the development of the interdistrict schools also served as a mechanism through which the parties could receive financial assistance by way of the majority to minority transfer program. It was understood that vigorous and sustained recruitment would be necessary to maximize such transfers. By doing so, funds would be available to continue the operation of the agreed upon interdistrict schools. 8. In recruiting students to attend King Interdistrict School, whites within the LRSD attended meetings and expressed a desire to enroll their children in the school. Based on reasonable infoirmation and belief, less than 60 whit students within the LRSD have been placed on the list to attend King Interdistrict School. 3AUG-23-93 MON 10:38 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 9. Prior to the start of the 93-94 school year, while the fall registration process was being completed, the Interim Superintendent, Mrs. Estelle Matthis, learned of these assignments. The in-coming Superintendent in the LRSD, Dr. Henry Williams, in consultation with the Interim Superintendent was preparing to resolve those questions surrounding these assignments so that parents could be notified prior to the start of school for the 93- 94 school year. 10. Dr. Williams and Mrs. Matthis concluded that there were solutions available to the LRSD such to allow full compliance with the desegregation plans. They also concluded that the necessary corrective action could be taken prior to the opening of schools so that parents could. be advised where their children would be assigned for the 1993-94 school year. See Exhibits No. 1 and No. 2 attached hereto and incorporated herein by reference. 11. Prior to final action being taken by the LRSD, the LRSD received word, through the Office of Desegregation Monitoring (ODM) and its attorneys, that this Court had expressed concern (on 1 Tuesday, August 17, 1993) regarding the possibility that the LRSD would notify some or all of those LRSD whites that they would not be permitted to attend King Interdistrict School for the 1993-94 1 4 I 16, 1993 . 1993. Teachers in the LRSD returned to contract on Monday, August The students are set to return on Monday, August 23,AUG-23-93 MON 10:38 SUSAN W WRIGHT FAX NO. 5013246576 P.06 school year. Being reluctant to permit LRSD whites to attend King interdistrict School because of the uncertainty whether such would be in compliance with the court-approved desegregation plans as well as the spirit and intent of the parties when the plans were developed, the incoming superintendent deemed it most advisable to seek clarification from this Court. 12. In light of the foregoing, the LRSD prepared to request the indulgence of the court and seek clarification regarding several concerns: (a) whether LRSD whites may be permitted to attend King Interdistrict School without violating the court-approved 1 desegregation plans or the spirit and intent of the parties in developing those plans?\n(b) If the response to question number 1 i' is in the affirmative, whether those LRSD whites who are allowed to attend King Interdistrict School will be permanently assigned or assigned only for the 1993-94 school year?\n(c) Whether LRSD whites. other than those currently on the list to attend King Interdistrict School, will be permitted to attend King Interdistrict School during the 1993-94 school year?\n(d) Whether LRSD whites, other than those currently on the list to attend King Interdistrict School, will be permitted to attend King Interdistrict school during the 1994-95 school year and beyond?\n(e) If the answers to the foregoing questions are in the affirmative, whether the LRSD will be permitted to develop criteria to determine under what circumstances, if any, LRSD whites will be permitted to attend King Interdistrict School?\n(f) Whether provisions can be made to overcome the loss of M-to-M transfer 5 IAUG-23-93 MON 10:39 SUSAN W WRIGHT FAX NO. 5013246576 P, 07 moneys to be sustained by LRSD through permitting LRSD white students to occupy seats which could otherwise be filled by PCSSD white students (either this year or in future years)?\nand, (g) Whether provisions can be made for the potential expenses to be incurred by the LRSD to provide transportation to the LRSD white students, from scattered areas of the city, to attend King Interdistrict School? 13, The LRSD would be pleased to accept white students from the LRSD into King Interdistrict School as long as such can be done in accordance with the court-approved desegregation plans or any court-approved modification thereto. Because of these numerous concerns raised by the incoming superintendent, it is respectfully submitted that a good-faith basis existed for clarification and direction from this Court. In light of the impending opening of schools, it was critical that this matter be resolved immediately. 14 . Before the request could be made, the parties and representatives from ODM met on Thursday, August 19, 1993, as instructed by the Court. Present at that meeting were\na. b. c. d. e. f. g- h. i. j  k. 1. m. Dr. Henry Williams, in-coming LRSD Superintendent Estelle Matthis, interim LRSD Superintendent Sterling Ingram, LRSD Chris Heller, LRSD Attorney Jerry L. Malone, LRSD Attorney John W. Walker, Joshua Intervenors Attorney Joy Springer, Joshua Intervenors Connie Hickman-Tanner, ODM Melissa Guldin, ODM Bill Mooney, Court-Appointed Budget Specialist Bobby Lester, PCSSD Superintendent Billy Bowles, PCSSD Ruth Herts, PCSSD 6 IAUG-23-93 NON 10:39 SUSAN W WRIGHT FAX NO. 5013246576 P, 08 15. During the meeting, concern was expressed that the assignment of some LRSD white students to King Interdistrict School could constitute a violation of the desegregation plans. Notwith- standing, those present were advised that the Court wanted the parties to come to an agreement regarding those students (less than 60) such to allow them to be accommodated at King Interdistrict school for 1993-94 and beyond. The LRSD does not concede that the plan prohibits it from so assigning some LRSD whites to King Interdistrict School. Arguments can be made to the contrary. 16. After much discussion, the parties drafted an agreement (the \"Agreement\") whereby those LRSD white students, outside the King Interdistrict School Assignment Zone, who had received written notice of assignment, to that school before August 19, 1993, would be allowed to attend the school for 1993-94 and beyond. No other LRSD White students, not within the King assignment zone, would be 'I allowed to attend King Interdistrict School. A true and accurate copy of the Agreement is attached hereto as Exhibit 3\" and incorporated herein by reference. 17. As a result of that meeting and the Agreement, those present agreed that the LRSD could proceed under it, even though it would not be fully executed until Friday, August 20, 1993 . The LRSD did so proceed. Further, the LRSD faxed copies of the type- written agreement to all those who had been present as well as to: a. b. c. d. Dr. James Smith, NLRSD Superintendent Steve Jones, NLRSD Attorney Sam Jones, PCSSD Attorney Richard Roachell, Knight Intervenors Attorney 7AUG-23-93 MON 10:40 SUSAN W WRIGHT FAX NO. 5013246576 P. 09 18. At mid-morning on Friday, August 20, 1993, the LRSD received a telephone call from Attorney Walker indicating, among other things, that several other issues would prevent him from being able to sign the Agreement as the parties had contemplated. Recognizing that its dilemma was now even more critical than it had been, the LRSD resolved that judicial clarification was absolutely necessary. The LRSD later received a memo stating the Joshua Intervenors position. A true and accurate copy of that memo as faxed to the LRSD and others is attached hereto as Exhibit \"4 and incorporated herein by reference. 19. Based on the foregoing, the LRSD does hereby request guidance and direction from this Court. Wherefore, the Plaintiff, Little Rock School District, prays that this Court enter an order clarifying the issues raised herein, 1 as well as any other related concerns\nor, in the alternative, that an order be entered enforcing the agreement of the parties based on 1 the detrimental reliance of the LRSD and that the parties be awarded any and all legal and proper relief to which they may be entitled. FRIDAY, ELDREDGE AND CLARK 2000 First Commercial Building 400 West Capitol Avenue Little Rock, AR 72201 Phone No. (501) 376-2011 I Attorneys for Little Rock School District- Jerry L. Malone Bar I.D. No. 85096 3AUG-23-93 MON 10:40 SUSAN W WRIGHT FAX NO. 5013246576 P. 10 CERTIFICATE OF SERVICE certify that a copy of the foregoing Request for Clarification of King Interdistrict School Student Assignments has been served on the following by depositing a copy of the same in I the United States mail on this 7*^. day of August, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 7201 Mr. Richard Roachell. First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 I Ii f Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone LRSD Attorney 9 J AUG-23-93 MON 10:41 SUSAN W WRIGHT FAX NO, 5013246576 P.ll I PARENTS!! COME HEAR ABOUT LRSD' Wednesday, August 11,7 p.m. . 810 West MarkhamStreet ^oard Room t^JicSAiScan elernSS^snSs v School is open school attendance zones and wh^( 'P coun approved School District WhiSsSe^?^Th?^r\"^ PuJasfi^Counly arcaalso tav^ Provisional status area also have the option toltteMKn Luther King Jr. school. ]\u0026gt;e^o '2^ nJ 3 I.AUG-23-93 MON 10:41 SUSAN W WRIGHT FAX NO, 5013246576 P. 12 PARENTS! Wednesday, August H, 1 p.m. Litile Rock Administration, Board Room , 810 West Marrams treet Eknjenuiy School is open school ^attendance zones and the court approved SchoolpisSSSav^\"?nS/o? the option to Marrin T nri,^, T. area also have Provisional status option to attend Martin Luther idkg Jr schoolAUG-23-93 MON 10:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 13 agreement I The parties met on Thursday, August 19, 1993, pursuant to the instructions of the Court, to discuss initial enrollment at Martin Luther King Interdistrict Magnet* Elementary School (\"MLK\") for 1993-94 school year. 1 I i J The parties are in substantial disagreement about certain matters which relate to the plan and the manner in which assignments would be made under the plan to MLK. Joshua Intervenors strongly oppose the placement, assignment or enrollment of LRSD white students, who live outside the Martin Luther King Interdistrict School assignment The PCSSD is also concerned about future zone, to MLK. year's effect of LRSD white Students being assigned, enrolled or allowed to attend Martin Luther King Interdistrict Magnet* School. All parties are mindful of the admonitions of the Court regarding school district/parent cooperation and integrity as well as the other needs for both desegregation and certainty about school opening for this year at Martin Luther King Interdistrict Magnet* School. Based on these concerns and considerations, and the I encouragement of Court, the parties have agreed that for the I993- 94 school term only, LRSD white students, who have received written I .1 assignment notices to MLK from the LRSD as of the date of this agreement, shall be allowed to attend or be enrolled or assigned to MLK. Once assigned to MLK, those children shall be afforded all the rights and privileges of other students who are being assigned Exhibit 3\"AUG-23-93 MON 10:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 14 ! Page 2 1 to the Martin Luther King Interdistrict Magnet* School (i.e,, including continued enrollment). However, there shall be no sibling preference available to these students so assigned. No other LRSD white students may be assigned to MLK. The parties will seek Court approval of this Agreement. DATED THIS day of 1993. John W. Walker, Joshua Intervenors Attorney Bobby Lester PCSSD Superintendent'  Dr. Henry williams LRSD Superintendent J 1 James Smith NLRSD Superintendent Richard Roachell  Knight Intervenors Attorney I ! I *ProvisionalAUG-23-93 HON 10:43 SUSAN M WRIGHT FAX NO. 5013246576 P. 15 MSMORANDOM TO\nMr. Jerry Malone Mr, Billy Bowie: Ms. Ann Brcwn FROM\nJohn w. Walker RE: King Interdistrict Magnet Elementary School DATE\nAugust 20, 1993 This is to advise that Joshua has not signed the Stipulation upon which we agreed upon in principle yesterday at the Little Rock School Board offices. This is because information that we have received causes us to conclude that a larger number of pupils are being assigned to King fron outside the Xing attendance zone than Most of these youngsters are from other the number we were given, incentive school areas. We cannot be parties to assignment practices which allow decline in emphasis and attendance at the incentive schools nor can we support practices which distort the double funding requirement and desegregation requirement of the plan. \"For these basic reasons, as Joshua counsel, I am withholding endorsement of the stipulation and putting LRSD on notice that_we will not agree to the Court's suggestion that we let LRSD white pupils be assigned to King under the circumstances. I I // J I i 1 J 1 1Little Rock School District August 26, 1993 RECEIVED AUG 2 6 1993 Mrs. Ann Brown Federal Monitor Office of Desegregation Monitoring 201 East Markham Street, Suite 510 Little Rock, AR 72201 Office cf Desegregation IV\niGi inng Dear Mrs. Brown: Provided is the additional information that addresses Items 15 and 16 in your request for information dated August 16, 1993, regarding King recruitment and assignment. Item 15 - Please see enclosed charts Item 16 - The LRSD will adhere to the criteria established by the parties in the Interdistrict Desegregation Plan, April 29, 1992, as well as the latest filing to the Court, No. LR-C-82-866, Item 16, dated August 20, 1993. The District will finalize its criteria for placement of students in the Martin Luther King Interdistrict Elementary Magnet* School as soon as additional clarification is provided by the Court. See August 20, 1993, filing. Conferences were held with recruitment staff on August 13, 1993, and they have been directed to use the language in the interdistrict plan when recruiting students to the new King School. Staff activities are being closely supervised by appropriate administrator. Your assistance to and patience with the District in this sensitive matter are appreciated. Please contact me if additional clarification is needed\nSincerely, Estelle Matthis Interim Superintendent EM/lks * Provisional 810 West Markham street  Little Rock, Arkansas 72201  (501)824-2000 PERSON(S) RESPONSIBLE SCHOOL/DEPARTMENT DATE May 17, 1993 May 18, 1993 June 7, 1993 July 22, 1993 August 11, 1993 LITTLE ROCK SCHOOL DISTRICT KING INTERDISTRICT ELEMENTARY MAGNET SCHOOL RECRUITMENT ACTIVITIES/MEETINGS Assoc. Supt. Marie Parker\nRecruiters Cole and Rather Desegregation SITE Oak Grove Elementary Sylvan Hills LRSD Board Room LRSD Board Room LRSD Board Room NO. ATTENDING 0 Parents 3 Parents 44 53 32+ HOME DISTRICT OF ATTENDEES PCSSD PCSSD PCSSD Parents and Counselors PCSSD PCSSD and Western LRSD Patrons RECEIVED AUG 2 6 1993 Offisa of Qesegrsgation Monilonng HOME SCHOOL OF ATTENDEES See attached sign-in sheet See attached sign-in sheet See attached sign-in sheet See attached sign-in sheetVi ! J  (' \u0026lt;S\n1 - ' ! I m i J 1 (jxuhaj2jM_ (mAajJc?6$ ^63JVvto to 'c,rv\\' 12 'S'H'-4aaj \u0026lt;=* \\ ^^C'VX. A a^b'' I? \"'^ l-U Or- 6' - C^) \u0026lt;ZOztA.Wx\u0026lt;J^\u0026gt;. ^c~ CAp L ,4 6 LI 3 1 ( s\\ \u0026gt; 0 n 'i'i 5 ^1- '}z^ I (aI ^l\u0026gt;. d/iAJU /:VvJlV^ LcfVS A-2X_ y6t.i.i:s.o/J t4C/^. Pcssii O '^'4 \"VxirvKiyX-^ kj(^xc:\u0026gt;. LKS j:, LR.SD w\u0026amp;- ^(l'i-'-CL{AU)ck C'CC' h /tv tte( \u0026lt;1 . '1\u0026gt;7laj-\u0026gt;~ \u0026gt; Axvbv] j'C I-ryt^,^) ^/oopXzvtAv-i-e^-^ '' II 26^e I b !-' Vt P\\fm me SV' p 0,1 icc. p f Cy j 4 Gcaj-AsiQu^x, fiddfeez^ ^*5 J/'tx S/ye/'c^'^oe^ ya/j-o 333^3 I II QL(j^i^/yiA. Ji z P7^C) Ss^-s?^7 33,P3S^ ^-S7\u0026lt;!i-rn'i^ h. CUvJ : ^XQvW I 'i (\u0026gt;ii-j{'4t'iV(yte I ''' c.tu ciA f30 faq m,n/ie5c7\u0026lt;^ ))J 1 \u0026lt;iee-A7^ j' ^'\u0026lt; e-4:' At 'A 7Pa T'^pp-yy^, S'i'^o \u0026amp;ri=ck,A^-t:^ jli( ^^3 3kr(Jsw=\u0026lt;C -l^\\5.o 5 \\ \"3 5riU [W  AKjy'c\u0026lt;_\u0026lt;zCl5t5^ 2'\u0026gt;U\u0026gt;-3c.' 34 , \u0026lt;'\u0026lt;=23-7Jc- ''235-3/^ 75P-CVST. 07 ? //7\u0026lt; 77777^ C'C'7,y I'T'.'/!= ^(2A\u0026gt;^, 7S(07b 7^/13 7 7he //O ^L\u0026gt;IICAjr3 Ct.\u0026lt;\u0026lt;c eiio-cci^ 7^! I c^ i-^^r-c-yy L 9 1 . 7^^-5.'i'Z 9^ \\ypA\u0026gt;-jtiJi(L U7i^ ' l^QC jJ\n^L ^m//7 17 PlidjTxL 7oiJ\\ }Atu,, Qay. 7 - CO! S h-Hlfii'd' lout StKoi^ Ct 4iKcJ '(/ a^o JaliL cH^kw me 'C rt HS GckaDoK^ N^B At2. - (rCCj  I *^3, 5q TT L'l^n L\\jr\\At K V ^3\u0026gt;\u0026lt;maVSc'\u0026amp;\u0026amp;k) ^\u0026gt;00^ \u0026gt;^1 Gee riS. nt'VCi'iVrr t ~_O5cr-\u0026lt; 1-.'c'i.n' t . ! /G7 J^C'717^. ^if^-^Cco -T Vc.\u0026lt;r. CiA'+l^ 3ce\u0026gt;Z 33i-^od\u0026lt;d -h  376. !(23s-- k^.L.'. 'cVV'Q. ^od^ '~7Si^C) 9A| O''t AJ L 2. KC!f\u0026lt;C- - WM? l'it2 IC' llG G-^ A '-/iS'L. 1~ fd-L.^ 12 3! L^ c \u0026lt; IT - !T T :!*\u0026gt; -.' I ' r- I 7 ^-i,^~SW/ H S37 5 ?3^l-2ic\u0026gt;-l H - To Zf S3^^ 7^10 / y-Q \\jp cV ) y  r ) '4|T)1''aV'4^' ^.d^-r Lctc^teqc DaLcC. 1 TV sM  'C (Jmh \u0026gt; ^YCq- C A 1 I 6\u0026lt;zV( 5o e J.(atL2 'To J ,d fl I-fi A A\nd:. cJ\n 'r- /^!di2^fr\\f^ic,/'J d.2^2b.,d^ C^FriCjfi (OCC LccpPd, 3xh\n.m^i 11C- 2\u0026gt;1i^^C0\u0026gt; t C cS5-)^_^ Cc.^ Ci/2 2GO3 ^WCtcJldr f- J in 0^2' I H H ? r.) I \\ T- ! n J f t h 1 J ______________ lA ktsi^d'^a.tAi'n /^dd/zei\u0026gt;A fdh(}7t^. I I IASAs^ Pei\u0026lt;dA^ 18(8 Jo^ce Co aft L^, f\\t{~722Qlf C'ih.Q.t~-\u0026gt;^4-J^.._ JZ-4-.-QCI ___-4/.._1Aihc-_ ___Ub- 3//0 ^-^- -Oe:\u0026lt;C/ HIlUjl ' I! ._7.:2j:\u0026gt;(^__^Q^A^5. L________ I X'^S Cho^l^bz _ ,5 C\u0026gt;09(C\\l^^ Dr Kt A. hZ. ~)Dl('4 4 ___to/1 Au A '^.t^c/dr^AK-c 7 2sz(, AkII 6-y'' j^Afj4 idjjs/ijA- t ch) rp d k.f Af/Cezd /H C^. =3 'z-rr^Y JiAin.e.^U,^\\\n /\u0026gt; II! |M4.|\u0026lt;v\u0026lt;34U. PiSr 'k44^ir4il /-j'/ili^lL- Sr^ l! I .nci j ^ndyLA^isK hbxb\\ F\u0026amp;\u0026amp; -n J jQl - iv[ u c'LtP.^ __ 'iiFd A S7 J^S-c? ?,)______ 7^3 7d?z.-z^cy\u0026gt;^\u0026lt;^. a4j Co/_ 44-c .^'\u0026gt;L^^(y..^AK.. ^Sd2-/^y4/ fl^%_GsS^2LC:4_. iSidi 'i^-nn. hl?. I fldF\u0026amp; 7Fc97 i5^60 I CAI- Ll Sq^_ui,gLi. Ldtjih^.RQGi\u0026lt;^QM-'12,^G4_ -. SS/C .sZii/\u0026amp;.adcls\u0026gt;l.3dS4. .Ki.^,AZ.Z/Ud..iss-cm^-dh I^Q. '^ .hl. ilkyid^Y^^ Lhz.c4 rrtci:\n^-___ iJ^LLMoci . / X^r/^C-C\u0026lt; -iZtCTLA^r^/i ?\n) \\j k'i.  y - ..Akh. .\nsii.^ W/^ I '. -^!czd3/i '7' Z- - c '^YA-coAC'^Z-C- ^A)~- St (Zi ^yCS/At I 4$ __.6SF Ic.! 4/i_ il 'iA. i L____97^^. /d\u0026gt;c :al?c2\u0026lt; I I TT il iiPERSON(S) RESPONSIBLE SCHOOL/DEPARTMENT DATE March 30 April 1 May 17 May 18 June 7 July 30 August 4 August 6 August 11 August 17 August 18 LITTLE ROCK SCHOOL DISTRICT KING INTERDISTRICT ELEMENTARY MAGNET SCHOOL RECRUITMENT ACTIVITIES/MEETINGS LRSD Desegregation Office. PCSSD, and Sadie Mitchell SITE Presbyterian Church Ish Oak Grove Sherwood Elementary LRSD Board Room Ark. Children's Hospital LRSD Board Room Ark. Children's Hospital Child Development LRSD Board Room Crystal Hill Elementary King School tours NO. ATTENDING 12 84 0 9 15 60 12 8 48 127 57 HOME DISTRICT OF ATTENDEES LRSD LRSD PCSSD PCSSD PCSSD Potential PCSSD and Private School Parents Potential PCSSD and Private School Parents Potential PCSSD and Private School Parents PCSSD PCSSD PCSSD HOME SCHOOL OF ATTENDEES Ish Elementary Ish Elementary Oak Grove Elementary Sherwood Elementary Various PCSSD schools Various PCSSD schools Crystal Hill, Pine Forest, Oak Grove Crystal Hill, Pine Forest, Oak GrovePERSON(S) RESPONSIBLE SCHOOL/DEPARTMENT DATE July 25, 1993 Ad 11 II II fl 11 II II II II LITTLE ROCK SCHOOL DISTRICT KING INTERDISTRICT ELEMENTARY MAGNET SCHOOL RECRUITMENT ACTIVITIES/MEETINGS MRC/LRSD Collaborative Effort SITE Arkansas Democrat/Gazette Jacksonville Patriot Sherwood version of Patriot North Pulaski Leader Little Rock Free Press Maumelle Monitor North Little Rock Times The Free Bee Flyers - Kiehl Avenue and Jacksonville area Examples: Pizza for Less, Petty's Discount Drugs, Harvest Foods NO, ATTENDING N/A 2 days per week - continuing basis 2 days per week - continuing basis Wednesday - continuing basis Two times One day per week - continuing basis One day per week - continuing basis One day per week - continuing basis HOME DISTRICT OF ATTENDEES N/A HOME SCHOOL OF ATTENDEES N/A N/A N/A N/A N/A N/A N/A N/A N/A N/ALITTLE ROCK SCHOOL DISTRICT KING INTERDISTRICT ELEMENTARY MAGNET SCHOOL RECRUITMENT ACTIVITIES/MEETINGS PERSON(S) RESPONSIBLE Jeanette Wagner, Director of Communications S CHOO L/DEPARTMENT Communications - LRSD DATE SITE NO. ATTENDING HOME DISTRICT OF ATTENDEES HOME SCHOOL OF ATTENDEES March 1 Letter from Supt. Bernd to PCSSD - theme survey N/A N/A N/A March 10 News release - delayed assignment March 20 Recruitment Plan written March 30 Production of community meeting fliers April 1 April 2 April 12 - July 1 May 17 May 18 May 28 May 29 June 6 It ,1 It I, Promotion on weekly- broadcast KARN Production of community meeting fliers II Planning session with PCSSD at ODM Planning session for marketing meeting planned for June 7 Production of Fact Sheet K June 7 Marketing meeting with PCSSD parentsJune 7 Production of survey for meeting June 7 Preparation of survey report June 15 Feature on Channel 4 on King Elementary June 16 Meeting w/PCSSD to formulate timeline June 27 News release for public meeting June 29 July 16 News release news conference July 20 July 20 Press conference to highlight theme (covered by three TV stations and Democrat-Gazette) July 15 August 10 Placement of registration ad August 13 News release for August 17 meeting Currently in production - temporary King recruitment brochureRitcavi /62Wa8At' - iUG 3 0 '993 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 1 Office ci Qo^OppQf iior X IAS LITTLE ROCK SCHOOL DISTRICT, AVG 27-{995 vs . Plalntiff, I ^ftBflENTS/ctERK NO. 82-CV-866 .Cti f PULASKI COUNTY SPECIAL SCHOOL DISTRICT, Defendant. June 8, 1993 Little Rock, Arkansas 9:05 A.M. *a ic. Oi I .ifI3 HEARING 2 2 BEFORE THE HONORABLE SUSAN WEBBER WRIGHT, UNITED STATES DISTRICT JUDGE, as follows\nAPPEARANCES\nOn Behalf of the Plaintiff\nCHRISTOPHER J. HELLER FRED S. URSERY Friday, Eldredge \u0026amp; Clark,. 2000 First Commercial Building Little Rock, Arkansas On Behalf of the Defendant\n72201 M. SAMUEL JONES, III Wright, Lindsey and Jennings 2200 Worthen Bank Building Little Rock, Arkansas 72201 On Behalf of the North Little Rock School District\nSTEPHEN W. JONES. Ill Jack, Lyon \u0026amp; Jones 3400 TCBY Tower Little Rock, Arkansas 72201-3401 Proceedings reported by machine st.. Transcript prepared by notereading. stenography j ( Pages 1 250 ) LOIS M. LAMBERT,^CCR 1 any / hic^rnu.e.1 Ur any or the zone blocks, Mr. walker, at all. 56 1 just left 2 them as they were. Q 3 Do you know where those kb youngsters who are not there now 4 are are attending schools No. A 5 I don't know where they're actually attending school. Q 6 Now, you would acknowledge that the way King is being 7 started, at least for the Little Rock school District, you only U have seven white children tn the zone that you you've drawn. y isn t it true 10 11 Yes , sir. that i sn t it true that tr you O' gone across A Q 1 r 1^ it you'd gone in a dirferent route, you would have been 13 able to have pulled more white youngsters into the King zone? you ' d 14 You could have, in other words, drawn the King let's look at 15 11 agai n. 16 And you could have drawn the King zone here by going north 17 16 ly and west. You could have attracted -- you could have brought more white youngsters into the K-1 ng zone, couldn't you'? And i t you had  especial ly, it you had gone as tar to the south as 20 you went In order to get King to get Ish students, it you had \u0026gt; 21 22 23 24 25 used the same standard In going north and west, you could have brought more white youngsters Into that zone? It'S true, but you also would have eliminated the Woodrurt and maybe even the Pulaski Heights attendant zones If you had done that. A a B1 Q by But you also could have used the satellite concept to get 2 more white youngsters 1n, couldn't you, without going to J Woodru rri 4 A there are not enough whites In that area now tor those b three schools, Mr. walker, but your answer 1s yes. b W well. listen to my question. It youre going to have a / satellite zone tor* white youngsters 1 mean, tor black U youngsters, then that same concept which 1s good, enough tor 9 black youngsters is good enough tor white youngsters, too, I 10 11 12 11 { A Yes. sir. Q All right. Now, you have used a tigure ot maybe two miles 1 s 13 from the King site tor assignment purposes, haven't you? 14 15 lb IZ 18 19 2U get Yes, sir. You can jump over a number ot areas and go turther west and by using the two-mile figure, especially if you're going to use transportation, to get some ot the youngsters from around Jetterson to come into king. Isn't that correct? Mr. Walker, 1 thought that an Interdistrict school's only purpose -- not only purpose, but main purpose was to provide a A Q A - 21 2'2 school where the majority of the population in the district would be assigned there and we would draw from outside the 3 5- L 23 distrlCt 24 Q Well, X understood, but X' 25 A for the whites. It i ' t- 0-3 h'^GU- i  ?c.f|cer gvcjAt'oneAt. Cot^-i 2 i. J 4 b b 7 8 y lU li 12 V 1 19 20 21 24 2b 14 lb these copies. p I an Ms. ki'n^ 1 /z Parker, could you tel I the Court whether you to hold seats for white students in the event your recruitment e rfort towards the Pulaski county white students and ! lu Little Kock white students are they will be I IHt WllNtSb: County regarding not as successfu1 as you now hope we how long have had a discussion the expectations hold those seats, and at this time. date, a wou 22 final data. to Id hold those seats. THE COUR I s I he WllNESSt consideration to that. 1 HE COUHI\u0026gt; suggesting with Pulaski wouId be for us to we have not arrived at a and a cutoff date as to how long we 1 Ihat is still under discussion. I hank you. But we have asked them to give some i take it by your answer you're ni Ei to the Court indefinitely or that these seats will not be held from one year to the next? IHE wllNESSi I HE COURII Ihat is correct. they w I I I- be filled even If the school 1 1 out of balance racial Iy? IHE WlTNESSi the seats, we were students and the for the seat. be inter f rom No. No, we have no. In terms of looking at the  the number of white when we were It had to do looking at the consideration with white students that should be -- should they be the Little Hock School District. that might would Interested in going So, we're not talking  1 about tilting those seats with black students. LI J 2- s IJ li J 4 5 6 1 8 y iU li i2 13 14 15 16 1/ 16 19 au 11 me line. 21 22 23 1 HE GUUHI ! is 11 i haven't had a chance to look at this substantively the same IHE WilNESS: IHE CUUH1s IHE WilNESS: differently because as cou Id be roll owed eas i was placed we we Yes, It is. it'S Just In Yes, 24 25 as the different form? it is. if the Its formatted r J R. a part of our discussion so that it be ( e r easier and be tracked easier, and it i placed It in the format of a time could begin determining who was set out costs f rom there . 11 ne so 111 at respons t b te, how to begin to and begin working from there \"to set up our plans IHE GOUHlt Have you targeted yet these waiting lists $ for magnet schools? the WITNESS: rhe staff has pulled those -- those the waiting Hst. They have those waiting lists. and they have begun -- they have begun to try to work those. Yes, we are targeting those waiting lists. the GOUK1: You say you re beginning to work those? IHE WllNESSi that'S a part yes. I hat 3 a part of what they've already begun to do. IHE GUUHT : Little Hock And have you had any success rec ru111 ng Intradistrict white students? (HE WilNESS: did not come off Yes . AS as i understand 1t, and i t before i left, they were pulling a printout 4^ I \u0026gt;1 Tj /I I X 2 J 4 5 6 } 8 iU define because 13 r. ? ' i S-.'i for 14 Little prIntou t when we lb 16 1/ la 19 20 21 22 23 because we did take 1/4 tentative registration I { Rock whites and the printout -- they d1d not have the when i left. but they were pulling that Inrormatlon. 1 HE LOUR I I IHL WilNhSSi take a Lan you give us Not to a rIgure at all.' __ not at this break, i probably 1 HE LUUKI : IHE WllNESS! 1 HE euUH f IHE WilNESSi THE COURT I registered now 24 2b couIU. for how many Because __ intradistrict I h a t s How many tor king.' the witness* regi stered moment. if rJ G. f. white students -- what i'm talking about. Interdistrict whites i do not have a through the Pulaski I HE COURT * 1 might ask your m1nute. or not numbe r. do we have 1 hey Lounty special School District. And do you believe 1 guess, Mr. Jones. IHE witness when we MH. SAM JUNES* 1 he lour 1 1 you someth I ng confusi on have a chance. 1 could go well, you. don do not need to (HE WllNESSs (HE COURT* the witness* that has for me 1 ahead and find out. t need to right this ask immediately. 1 don't know If itS appropri ate I All right. but 1 bothered me would like to  and has been a there's matter ofI I Ht CUUHl : iHt WilNtSSs Yes. t n terms of recrui tment, and It has 4K. S i- .5., # X ] *' 8 to do with recruitment of whites District. i know the ultimate re s ponsi bi Ii ty of sometimes regard i ng when rrom the Pulaski County School VI responsibility is both districts, when i'm recrui tment, the but my question asked questions become s such as i am especially recruitment wi.thin PU I dSi i 4^ li A I'T 11 'il2 13 - 14 \u0026gt;  Hg-i- S'? f? i s' v 15 lb 17 la 19 county . what is the Little Kock school Districts ro I e 11 20 21 promoting kids from And I'm just ^2 23 Pulaski County to come ,to \"* to Little Hock. not clear on that because 1 get confused and who i s responsible for what and, you students .  know, primarily. the private schooIs 24 know, we with work co I to how have we work to attracted those -- to pull students from and whites, and 1 also intra to get our collaboratively laboratively with work with those to me in terms students. that we know we are working white students from here and I know we It was my the Pulaski students, of the IHt COUHI ! belief that we county School but my question ultimate re well. will certainly try obligations under work Ui strict to try what's not clear sponsibillty for those i m glad you to po I nt out the Plan, the stated that. 1 think to both direct language districts their of the Plan that I 1 i rJ c. f. i /b Is X 2 IS t- I$ 4 b b / 8 a 10 the 11 districts agreed to as early, rigorous pl go rou s been you r and 1 12 14 lb lb 1/ to the King School. rhe language i s sustained recruitment efforts. and sustained. And 1 regret that you, ru I Iy aware or the c as a person own obIigat ions ob I i gat ions. district who con IB 19 Early, 111 charge. have not Ilommi tments o r the Plan and perhaps o r or have been con rused about your own i m SU re that you has not been aware a re not the or them or fused about them, but that is And I we' ve Plan, 21 22 only person has been what the dis think It s pretty had so far today that. as the district has been don t know whether 23 in your o the rwi se istrict promised. clear from l^he evidence that In many otirer areas behind in its 1 should say or this obIi gallons. the district  And 1 1 can't say you've refused to do it. i don't know that ifs refusal . I 24 think it's Perhaps, a a lack of coordination. a lack of planning ahead. 25 lack of leadership and c administrators and from heari ng have and a lack of counse I . But its pretty that the not done oord Inat i on di recti on clear to me district has not so many And these matters other than have among the from the board members 1 n the course recru1 ted as other things that you concern heari ngs and prod you to go 1 know me greatly. and tell you a I ong that and Of this promi sed, as you have promised 1 don't know to do. what to do what I think you do right under with respect to the Plan. the Stephens should do Schoo I , the 4 1 court requlred you to have a 1 ! I strategic plan with time lines. I signed an order last year. 1 think, requiring that with respect i to Stephens. 4 And it Is certainly or concern to me that the district 5 has not pulled together before now -- the attendance zones has b not pulled together before now. a theme. You still don't know iR / how many students you might get from the county. I b Uo you know how many seats for white students. Little I I iU 11 12 13 14 lb 16 Hock white students, you've reserved? tor Little Hock white students. I Ht WllNfcSb: IHt CUUHl: or We  ve Have you reserved seats not sped f i ca I I y ? no t speci f ica1 Iy, no. You're Just glad to get anyone you can get as long as that person comes from a school that would permit the transfer iHt WliNtSSi THE COUHl1 that is correct. 1 take it? Have you targeted any y S 1/ particular schools that are predominantly white or :T. 18 IHE WITNESS. have.looked at those schools, yes. 19 We know schools where whe re where the fami 1ies have not 20 been able to get into the attendance zone schools, and we have 21 looked specifically at those schools. liw? * * 22 i HE CUUHi  All ri ght. Well, let's do take a break. 2 3 and 1 am going to ask. Ms. Parker, that you call your office and 24 see if you can t get those figures on how many white students 2b you do have from the district1 2 3 4 5 o / H y 10 11 12 13 14 15 lb 17 Ibi numbers, Court's exhibit numbers. (Gourt's and receIved in Id 19 20 21 exhibit Nos. 133, evidence.) 1Hfc COUH1X Now, Ms. 134 and ijb were offered Parker, do you have any information concerning the number of have been recruited. 22 white students who. Intradistrict first? (Ht WilNtSSt iHt COUKrs recruited. County, IHt WllNtSS! I Ht COUK I : I'Ht WiINfcSSi IHt COUHVt IHt WllNtSSx iHt COUHIj Yes, i do. All ri gh t. THt wllNtSSj IHt COURft 1 have there are 19 who have been A I 1 ri gh t. Ihat have 19 wh i te- s tudents actually signed up. -- have signed up intradi strict'? ihat is correct. these are from 23 24 a SO far, } i other Little' Kock schools? That is correct. How many are students from PuIaski or do you know? IHt WirNtSSx 1 do not know. IHE COURT\u0026gt; IHE WilMtSSj IHE COURT 1 MR. WALKER: back of the room, MH. 1 You do not know? They did not A I I right. have that number. Thank you. Your Honor, 1 have someone think It was ur. SAM JONtSi Huw les. Yeah, 1 thought here at the said It was eight. that had been given K liasa era? '5C ,IN THE UNITED STATES DISTRICT COURT AUG 3 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Otfice of D ssegreaaiicr. :Vh inng ^0f993 X LITTLE ROCK SCHOOL DISTRICT t clerk Plaintiff, V s. NO. a2-CV-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT . June 9, 1993 Little Rock, Arkansas 9:40 A.M. t ) -1 Defendant. HEARINC BEFORE THE HONORABLE SUSAN WEBBER WRIGHT, UNITED STATES DISTRICT JUDGE, as follows: APPEARANCES) On Behalf of the Plaintiff: CHRISTOPHER J. HELLER FRED S. URSERY Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas On Behalf of the Defendant:. 72201 M. SAMUEL JONES, III Wright, Lindsey and Jennings 2200 Worthen Bank Building Little Rock, Arkansas 72201 On Behalf of the North Little Rock School District: STEPHEN W. JONES Jack, Lyon \u0026amp; Jones 3400 TCBY Tower Little Rock, Arkansas 72^ 1-3401 X Proceedings reported by machine Stenography\nTranscript prepared by notereading. ( Pages 1 209 ) I Un i OIS M. LAMBERT. CCR d States Court Reporter22 1 Is my recollection correct to your knowledge? 2 A Io my knowledge. I know they have.one. 1 don t I I J know about two. f  Okay . Have -- Just out ot curiosity, have you -- have they been involved in any of these meetings or this process to you r understandi ng? Yes. Okay. Do you know, and perhaps 1 should ask the Little Hock witness, if these two Little Rock recruiters have been given any specific responsibility so far as recruiting white PCSSD students Is concerned? I don't know if theyve given -- been given specific responsl bi 1111es. I know that they have made contact with Dr. ,4 Herts and myself and  and made themselves ava'i table to work with us. 1 don't - I don't know what - you know, exactly 4 5 b 1 8 9 *^10 ^^11 [12 3 5 Q A Q A 1 .6 a what they were told specifically to do. 7 Generally, theyre -- theywe'been told to work with us in Sa [18 any way that they can to -- to recruit. they're working more 20 2X closely with Dr. Herts than All right, sir. MR. SAM JONESt than with me. Your Honor, I have In my hand  I 0 ^2 dont think its part of the Little Rock packet, a memorandum to 3 4 Mr. Bowles from Ms. Parker dated May 13 of this year regarding 'ecrul t1 ng . in tact, since we apparently have an original. I f i couId briefly 1n inform the record whats In here? . t10 11 12 13 14 23 She notes that the county's responsible for arranging parent and patron forums, that once the parents and patrons there. Little Hock is responsible for marketing the program. a re that Little Rock Is responsible for getting the fliers to the county. fliers. The county is responsible for the distribution of the She notes appropriately that Little Rock cannot market a program if there are no parents or patrons. And then 1t makes a reference to the McCain Mall booth that Mr. Bowles has already de sc ri bed . it concludes on something i don't know that the Court wants to get into at all in this hearing, btit It broaches the subject of the prospect of releasing seats in the future to LRSD white students if they're not all filled by county students in the first year. 1 2 3 4 5 6 7 a y 15 If I could hand this back to Hr. Bowles? 15 17 wou 1 d THE COURT: I am more interested 1n whether seats I mean, my questions yesterday to Ms. Parker with 18 respect to releasing seats went Xo releasing county seats, but I 19 was concerned about releasing them to Little Rock black 20 student s . 21 In response to my question, I thought she was saying 22 that they would be released to county black students. even 23 though that would be in violation perhaps of the racial balance ~I 24 requI remen t s . Maybe 1 was wrong In understanding that. Maybe 25 that's not what she meant.1 24 I was concerned about doing what might have happened 2 3 i n the incentive schools. In other words, putting the seats that were reserved tor whites. rilling them with black children to 12 and thereby eliminating the possibility or moving whites Into those seats later. 1 know you, as the county's attorney, would be interested in the M-to-M money that you would receive by sending white students from your district into Little Hock. I am concerned with the interdistrict transfers, but I'm also very interested in just the racial balance, period, of King. But to fulfill the requirements o-f the Plan, the idea is to bring primarily white students from your district. 'J 13 MR. SAM JONES: Let me ex let me explore that a 14 moment with Mr. Bowles. 15 BY MR. SAM JONES: lb Let's go back a ways, Mr. Bowles, and then come forward to 17 the issue of whether or not it would be wise to release seats at IB this school to Little Rock blacks. 19 Were you around in 1984 when Mr. Reville first started 20 explaining to us about how you approach the issue of recruiting 21 for magnet schools? 4 5 b 7 a 9 11 Q 22 A Yes . I 23 Can you remember what he what his advice was to us when Q J 24 problems were encountered early in recruiting students the first 25 year or two?25 10 Well, he had so much good advice. One or the one thing 1 rec a 1 1 from Mr. told us that sai d that Revllle is that in meeting with us, he he was -- he was very upbeat and positive. he He X can just use an example of a situation he used he told us about in Butralo. He said that at one of the interdis innercity schools at Buffalo, they -- they set it up as a magnet school and the first year, they had two whites to come to that school, and he said two years later, it was 5O-5U. So, he always told us that, you know. 1 t couId happen. 1 2 J 4 5 6 7 8 a 11 A Just as long as you have a good program, as- long as you were 12 telling parents that their children were safe and you were 13 telling them that they were going to get a good quality 14 15 desegregated education, that it could be done. ' I 1 recaI I that. 1 don't know If that's what you -- 16 Q Well, you recall It being also given in the form of a 17 prediction of what we could experience in the figure from time 18 to time on particular schools? 1 19 20 21 22 23 24 Yas, yes. It was the Information at least that And do you recall him the question being put he was to him, \"If you have such miserable experience In the first year, do you give up and close that school, or do you keep working on It? Well, my recol lection of Mr. Revilla Is he never gave up. so he he sort of Insti I led that in us that It can be done. A Q A 25 He was he was just that positive. So, what he Instilled in10 2b US was that you didn't give up. Okay. Bring us forward to the Issue the court has broached understanding the context you've just said. WouId It be your advice that seats presently designated for county white least for the foreseeable future, be reserved for county whit for future recruitment rather than being filled by black students i Well, there's first of all, 1 obv ious1y, -- there's two schools of thought on that. 1f we did give them up. it would have to be only to white students, but at iu, 1 2 J 4 5 b I 8 a 11 0 A 1 f 1 f s , at the same time, you need to reserve some seats for those students 12 who may chose to come at a later date, sort of like the  13 prediction of Mr. Reville, they'll come. It may not be day one, 14 but If the -- the program Is there and parents 'become 15 Interested, they'll come. So, obviously. It would be wise also 16 to have some seats available when they're ready to come. 1'/ So, Ms. Parker and I discussed this, but we never came to a J 18 19 20 21 22 23 24 a conclusion on It. It was Just some we -- we didn't decide anything. some discussion and There was a concern that she did express to me that if we chose to go the route, and we didn't, of giving up the seats that weren't filled, that they would be filled by whites, not blacks. In the Little Rock School District. MR. SAM JONbSi And, your Honor, my recollection of 25 It is hazy as to how well It worked, and I know Mr. Steve Jonesi 2/ is an ardent student of its history, but Judge Woods did enter 2 an order on this issue in regard to Little Rock magnet schools J 4 like 1n June or July or 1987, for whatever that may be worth. i 10 simply mention that to the Court because this testimony prompted me to reca 11 it. FHE COUHTs Well, 1 want to clarify my remarks. am, of course, interested in racial balance at King. states, however, rhe Plan that king will be populated primarily by Little Rock black students and county white students. And so, to fulfill the goals of the Plan, the 5 6 7 8 9 1 11 1 nterdi strict goals of the Plan, the court \u0026gt;s very Interested in 12 getting the white students out of the county and into king. I I 13 I might also add that some of the schools you have 14 targeted for recruitment like Arnold Drive and 'Sylvan Hills have 15 been either out of compliance or close to out of compliance, and 16 so, we can fulfill that goal, too, if we can get those students into king. IS 19 THE WITNESS: Uh-huh.. THE COURT: That will help your racial balance under 17 20 your plan, the county's plan. And so, I think that if we all 1 21 work together to get this recruitment underway, that certainly a 22 number of Plan objectives can be fulfilled. 23 My concern is whether the recruitment has been early, 24 sustained and continuous, and 1 want to make sure tfiat it 25 sustaIned. Are those the words, \"early, sustained and10 MS. BROWN: THE WITNESS: THE COURT: 23 Early, sustained and vigorous. Early, sustained and vigorous. V1gorou s. V1 go rou s , yes. Sustained and continuous are synonyms. V1gorou s . MS. BROWN: THE WITNESS\nTHE COURT: THE WITNESS: THE COURT: Okay. Yes. early, sustained and Early, rigorous and sustained. Early, rigorous and sustained. Rigorous and sustained Yes, ma'am. in the Plan. But that's what I'm 1 2 3 4 5 6 7 8 9 11 concerned about and I know that I was very .skeptical about 12 Crystal Hill because I didnt think you-al1 had planned it well. i 13 14 15 and lo and behold, it worked. THE WITNESS: THE COURT: You got out there and It will. And white people are on waiting lists 16 trying to get In, as I understand it, the people In that area. 17 18 19 20 21 22 THE WITNESS: THE COURT: Yes, ma'am. So, that's wonderful. And let's do the same thing for King If we THE WITNESS: MR. SAM JONES: to separate two issues. We will. That's good news. can. And just so I can explain. I'm trying I I think the Court's concern, potential 23 criticism about -- about recruiting is one issue. 1 24 25 THE COURT: All right. MR. SAM JONES: On the other hand, I think it's10 11 12 29 important that the public not perceive King to be some kind ot failure if it doesn't attract a lot of white students In year i think its important ror the public to understand that in other school districts around the county, more often than not, these schools attract only a few people of the targeted race in the first year, people 1 rarer to as the pioneers, and if they have a good experience, generally, by year two. everything's going well. BY MR. SAM JONES: To get at something else the court has broached, Mr. Bowles, the Court quoted accurately from th.e Plan that the white students would be primarily from the Pulaski District. I wan t 1 2 J 4 5 6 7 8 9 13 one. Q to go back to something that was broached yesterday, and that 14 15 was the recruitment efforts involved with places such as believe these were mentioned - Children's Hospital, the Capitol 1 16 complex, the medical center, the VA complex and institutions 17 similar to that. 18 Does that involve not only white - potent i al white students from Little Rock and the county but also white students 20 from outside these three school districts? 21 22 Yes, that's correct. Ms. Parker r- excuse me. Ms. Parker and I have discussed that, and she I think A X I don't 23 know if it's in the plan that was submitted on yesterday, but n 24 she has said to me that that was one of the areas that they were 25 going to saturate and and do some heavy recruiting In because1- 30 the parents are coming in from so many places and the school is 2 wary accessible to those people who work In those areas around 3 there, such as the ones you named. 4 Q And I've forgotten. Is this school to have arter-school 5 care? A ti It's my understanding that it is. it wasn't on the sheets or tact sheets or or the tiler. IHE COUHI! 1 want to clarity that. i don't think 7 8 y that Mr. Bowles is the person to clarity that with. Pe rhaps  10 11 12 13 someone from the Little Hock School district HR. SAM JONES: IHE COURT: I could ask for stipulation. But may I ask tor that? The Plan does say, In addition to being an interdistrict school. an 14 attraction for King will be an early childhood 'program and 15 childcare facility,\" and that's in the Plan. 16 MR. WALKER: Your Honor, childcare facilities. 17 though, does not permit the district which uses technical 18 reliance upon language to use those facilities. I think that 19 -- 1 think that it's appropriate that there be a use requirement 20 added to it. 21 22 23 THE COURT: MH. WALKER: THE COURT: All right. We I I well, I think It's implied. I mean, I understand, Mr. walker, what  24 you're saying, but the facilities that are used as childcare 25 facilities, not Just physical space for It.10 11 196 and gave the parties a chance to work it out on their own. And so. this is your chance to work it out on your and 1t doesn ' t work. then we go Pack to - 1 don t know wtiat, mandatory assiynnients might be one thing. is certainly another thing tfiat could constitutionally mandated ir it doesn And i don't think anyone that. We want encourage both to recruit and uonsoI 1 da t i on conceivably be t WO rk. this room wants any ol the Plan to work, and that's one reason 1 the county district and the Little Kock Uistrict recruit tor King just as much as you can. WK. SI'EPHhN JONES: Your Honor, 1 don't want to 1 2 J 4 b 6 I b a 12 Own , i r i n borrow trouble tor problems that may not occur, but with respect  I '____I 13 to consolidation, 1 I have a client that X think would 14 would be  take umbrage with my being silent. - 15 16 1/ It would be justify consolidation segregated acts taken the position of North Little' Rock that to there would have to be interdistrict by North Little Kock subsequent to the lb settlement agreement to justify consolidation. 19 20 21 22 23 IHE dUUKI: MK. WALKEKs things are developing. 1 HE CUURt : Welt, you might be right. that's not going to be too hard the way Im not saying anything. I'm just telling you that if these things don't work let's all assume 24 that they're going to work and let's all work toward that. 1 25 don't want to think about making (i^an incentive school or1 L V ! cun SU I i dd t i on ur niandatury busing or any or tliat. I a J 4 b Lei. s jusL work licirti ttv recruit t(ie wn i te students r I'oni Llie county and the black students rrom the district for this school. and some white students as well from the Little Hock School district tor King and make it successruI schooI, a a fa high quality school that we all want. 7 Now , tills order will be reduced to writing at some 8 point, and what Im suggesting to you now is that what I write 9 and sign is what counts, ir there's been some ambiguity today. 10 11 So, what I write and sign is what counts. today so you can act on it. I'm telling you this You understand.that. 12 I'm doing it to be nice, not so you can later come I _J 13 back and say, \"But you said I'm doing it now to be 14 courteous to you and considerate of you in your situation 15 because you need a decision right away. 16 Mr. Heller? 17 MN. HELLER. Your Honor, 1 just want to be clear as 18 we begin surveying students that the district is free and 19 expected to survey all three groups of students that you've 20 ment i oned 21 IHE COURT! Yes . 22 MR. HELLER: through your order. 23 THE COUR 1'1 Yes .  24 MR. HELLER: And so, those students wouldn't 25 necessarily be offered the option to attend King or the choice1 198 between King and ish? a J I HE COUR I : That's correct. That 1s absolute 1y correct. And this WQU I d include those students who Yes . now, 1 4 believe Llial Ms. Parker told us that the students who live 5 outside the ish zone but who currently attend ish will be 6 allowed to go back to their own attendance zone school. I Now , that was what she testified to. 8 what you're suggesting Is that as to that group, you 9 would also give them the opportunity to go to King.' iO il la MR. HELLER: THE COURT: Yes, your Honor. Was that her testimony? MH. STEPHEN JONES: No. i believe you properly I i J _J characterized Mrs. Parker's testimony. 14 MH. WALKER: Why why couldn t tho^e youngsters. 15 your Honor, continue to go to King, especially if they have been 16 with children for two or three years? 17 18 19 ao 21 aa a3 24 25 tHE COURT: MH. WALKER: IHE COURT: Uh That's part of their Job. -- Im about to say fine. think any of us are In disagreement. Yes, X don't i Just wanted to make sure that X remembered Ms. Parker's testimony. You see, I'm requiring you to survey those youngsters. too, those people who attend Ish but who do not live in the zone. Those people, you weren't going to include In the 100. MR. HELLER: Right.I RECaVED ./ A 6 A: ! lUG 3 0 1993 Olfics ci iiO!: iOritOfing I i i IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION X I Ms LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. : : AiJG NO. 82-CV-366 *.Cti PULASKI COUNTY SPECIAL SCHOOL DISTRICT, Defendant, : : : HEARING June 8, 1993 Little Rock, Arkansas 9:05 A.M. BEFORE THE HONORABLE SUSAN WEBBER WRIGHT, UNITED STATES DISTRICT JUDGE, as follows: APPEARANCES: On Behalf of the Plaintiff: CHRISTOPHER J. HELLER FRED S. URSERY Friday, Eldredge \u0026amp; Clark. 2000 First Commercial Buildl Little Rock, Arkansas On Behalf of the Defendant:' 72201 ng M. SAMUEL JONES, III Wright, Lindsey and Jennings 2200 Worthen Bank Building Little Rock, Arkansas 72201 On Behalf of the North Little Rock School District: STEPHEN W. JONES, III Jack, Lyon \u0026amp; Jones 3400 TCBY Tower Little Rock, Arkansas 72201-3401 Proceedings reported by machine stenography\nTranscript prepared by notereading. LOIS M. LAMBERT, CCR ( Pages 1 250 ) 1 any / l?r -jue S ba n ' AiOf.kcf-any or the zone blocks, Mr. walker, at all. 5d 1 Just left 2 them as they were. 3 y Uo you know where those Zb youngsters who are not there now are are attending school/ No. I don't know where they're actually attending school. Now, you would acknowledge that the way King Is being started, at least tor the Little Rock School District, you on 1 y have seven white children In the zone that you you've drawn. isn t 1t true 10 sir. 11 that isn't it true that it you' cT gone across  it 4 5 6 7 d 9 A Q Q Yes . W 12 you' d - If you'd gone In a different route, you would have been 13 14 15 able to have pulled more white youngsters Into the King You could have, 1n other words, drawn the King It again. zone ? let's I ook at 16 And you could have drawn the King zone here by going north 1 17 Id 19 and west. You could have attracted -- you could have brought more white youngsters Into the K-1 ng zone, couldn't you? And 1 f you had especially, it you had gone as far to the south as 21 20 you went In order to get King  to get Ish students, if you had used the same standard In going north and west, you could have 22 brought more white youngsters into that zone ? s 23 A It'S true, but you also would have eliminated the Woodruff 24 4nd maybe even the Pulaski Heights attendant zones if you had 25 done that. . f -. 1 Q by But you also could have used the sate I lite concept to get 2 more white youngsters in, couldn't you, without going to J Wood ru r r i 4 A Ihere are not enough whites in that area now tor those 5 three schools, Mr. walker,, but your answer 1s yes. b Well, listen to my question. It you're going to have a / satellite zone tor white youngsters  I mean, tor black a youngsters, then that same concept which is good, enough tor 9 black youngsters is good enough tor white youngsters, too, I 11 f 10 11 Yes. sir. All right. J I K13 514 Now, you have used a tlgure ot maybe two miles from the King site tor assignment purposes, haven't you? Yes, sir. E 12 4 5 A Q A ? 15 Q You can Jump over a number of areas and go further west and e\n15 get -- by using the two-mile figure, especially if you're going 17 to use transportation, to get some of the youngsters from around 18 Jefferson to come into King. Isn't that correct? 21 22 23 A-?- Mr. Walker, I thought that an interdistrict school's only purpose -- not only purpose, but main purpose was to provide a school where the majority of the population in the district would be assigned there and we would draw from outside the distrlCt fc. la R 20 I \" 24 Q Well, I understood, but 28 A for the whites.I Q-r i 'ps^cicar cjvcjA .a \u0026gt;4 =.i kicj 1 / z il 1 these copies, Ms. Parker, could you tel I the court whether you a p 1 an to hold seats for white students in the event your i I 3 4 b 12 5 13 14 lb 16 1/ IB L fa I 8 9 id 11 recruitment e rrort towards the Pulaski county white students and Little 19 Hock white students are they will be? iHt WllMtSb: not as we have 20 county 21 22 regarding how long successful as you now hope had a discussion the expectations hold those seats, and at this time. date, a final date. to would hold those seats. THt COURT* iHfc Wit NESS* consideration to that. 1 he CUUHIt suggest!ng to the inderinitely or 23 24 2b with Pulaski wou1d be for us to we have not arrived at a and a cutoft data as to how long we Ihat is still under discussion. ihank you. But we have asked them to give some i take it by your answe r you're s * Ir- Court that these seats will not be held from one year to the next? (HE WIINESS: 1 HE COUH1  out of balance Ihat is correct. they Wil I- be fi1 led even If the school i I raci a I Iy ? IHE WITNESSs the seats, we were students and the for the scat, be inter No. No, we have looking at the when we were it had to do no  In terms of the number of white looking at the consideration with white students that might would that should be -- should they be interested in going trom.the Little Kock School District. So, we  re not talking J.\n' (7! |- I 1 Z 3  ShS r 4 5 b J b 9 iU 1 H 1/4 define because because we did take tentative reg t strati on U ' 13 for 14 L t tt t e Rock whites and the printout they did not have the printout when 1 left. but they were putting that Information. lb 16 1/ when we IS 19 20 21 22 23 1Ht GOUKIt IHt WilNtSSi take a can you give us Not to a r tgure at alt?   not at tills break, i probably 1Ht GOUHIs iHt wllNtSS: 1Ht GUUH f  iHt WilNtSSs the GUUHTi registered now 24 25 moment. c. c OU 1u. f-or how many Becau se -- 1ntradist rict white students that s How many tor King.' the witmess* regi stered what i'm talking abou t. 1 nterdi strict 1 do not have a through the Pulaski I HE GUUR r! 1 might ask your mi nute. o r not whites numbe r. Gounty Special And do you believe do we have I hey school Uistrict. 1 guess. Mr. Jones, witness when we HK. SAM JUNESi 1Ht GUUR11 you have a chance. I could go Well, yo4. don do not need to IHE WiiNESSs IHE GOURI* the witness* something that confusi on 1 ahead and find out. t need to right this ask immediately. 1 don All right. but 1 has bothered me for me  t know if it s would like to -- and has been a appropriate theres matter ofIbi i a J 4 5 t) I U J a 10 11 12 13 numbers. Court s exhibit numbers. (Court's Exhibit Nos. idJ, ib** were ot fered 14 15 lb and received in evidence.) 1Ht COUH1s 1n r ormat1 on 1/ la Now, Ms. concerning the have been recruited. 19 20 21 22 Parker, do you have any number of white s Intradistrict first? (Ht WilNtSSi IHt COUKrs recruited. County, 23 2 4 25 tudents who. SO far. :\n=5l Yes, i do. All righ t. IHt WllNtSSs I Ht COOK I J I'Ht WlfNESSi I Ht COUHT  IHt WllNtSSi 1Ht COURT I THE WITNESS: IHt COUR r i have there are IS who have been A 1 1 right. That have 19 wh i te-s tudents  actually signed up. have signed up Intradistrict? That Is correct. These are from other Little Hock schools? That Is correct. How many are students from Pulaski or do you know? THt WlfNESSi X do not know. the COURT J IHt WlTMtSS: (HE COURT J MH . WALKER I back or the room. MH . You do not know? They did not have that number. All right. Thank you. Your Honor, 1 have someone here at the 1 think It was ur. SAM JONtSi Yeah , Huw les. said It was 1 thought that eight. had been given 1 31 Does the district have a response for that question. 2 Mr. Ursery? it was not In the flier. Ms. Parker said yesterday 3 she thought the childcare was part of it. -----1 ~I 4 b 6 / 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 MR. WALKtR: mention other things. staff. Your Honor, also, the flier I didn't The flier doesn't even mention childcare Ihere's been no mention of there being an effort to develop a childcare staff. MR. SAM JONES: i'm not sure what the flier is, your Honor. Is that IHE COURT: 1 he flier is the thing that was introduced into evidence yesterday. Copies^ were given MR. SAM JONES: THE COURT: 132? That's right. MR. SAM JONES: go to the next question. THE COURT: too. I do need an answer \"to this before I Well, 1 want to know about the childcare, I'm not going to explore the four-year-old program today and I'm not going to explore the_budget and other matters within the theme today, but I am going to concern myself with the childcare aspect of the Plan because I do think that this is not only important to be in compliance with the Plan, but also, if Im considering your request to close Ish, that's another component of that consideration at least. MR. URSERY: Yes, your Honor. IHE COURI: Mr. Ursery, do you have any response?Introduction 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 51 schools, serving more than 1,800 staff members and more than 26,6CK) 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. 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' Round table. 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, Greater Little Rock Chamber of Commerce, Future Little Rock Educational Task Force, New Futures for Little Rock Youth, Cornerstone Project, Little Rock PT A 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. Financial 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 conununity 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 concluded with a districtwide picnic for those involved in the program. year 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 (FCXIAL), Pulaski Heights Kiwanis, Central Little Rock Kiwanis and West Little Rock Kiwanis clubs. 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 Uni versalist 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 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. 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 volimteer 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 7,541 131,300.50 $1,520,459.795i han CTX' ^^4* .ara 9 / - A-Ly ft.) / iVSl AU G 3 ,IN THE UNITED STATES DISTRICT COURT Sljbd EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION '*'\u0026lt;*NSAS Office of D jsegrsgaticn Monii.cnng X ^0t993 LITTLE ROCK SCHOOL DISTRICT : Plaintiff, : V s . NO. 82-CV-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT . : : 1 June 9, 1993 Little Rock, Arkansas 9:40 A.M. ~i Defendant. X HEARING BEFORE THE HONORABLE SUSAN WEBBER WRIGHT, UNITED STATES DISTRICT JUDGE, as follows: APPEARANCES: On Behalf of the Plaintiff: CHRISTOPHER J. HELLER FRED S. URSERY Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas 72201 On Behalf of the Defendant:. M. SAMUEL JONES, III Wright, Lindsey and Jennings 2200 Worthen Bank Building Little Rock, Arkansas 72201 On Behalf of the North Little Rock School District: STEPHEN M. JONES Jack, Lyon \u0026amp; Jones I 3400 TCBY Tower Little Rock, Arkansas 7 2^ 1-3401 __I Proceedings reported by machine stenography\nTranscript prepared by notereading. 1 Pages 1 iiO9 ) f Uni OIS M. LAMBERT, CCR d States Court ReporterIf r 22 1 Is my recollection correct to your knowledge? 2 A Io my knowledge. I know they have.one. I I 1 don ' t J know about two. Okay . Have -- Just out or curiosity, have you -- have they been involved in any or' these meetings or this process to your understanding? Yes . Okay . Do you know, and perhaps 1 should ask the Little Hock witness, 1r these two Little Hock recruiters have been 10 given any specific responsibility so far as recruiting white 11 PCSSD students Is concerned? 12 I don t know if they've given  been given specific E13 14 respons1b1 1111es. I know that they have made contact with Dr. Herts and myself and and made themselves available to work with us. I don't know what you know, exactly 4 5 b 7 8 9 Q A 0 A 1 1 don't I 4 J what they were told specifically to do. ^3? fl7 ^18 Generally, they're  they'vebeen told to work with any way that they can to to recruit. i heyre work i ng us in more ^19 b20 closely with Dr. Herts than than with me. All r1ght, sir. 0 ^21 22 [23 iR24 MR. SAM JONESi Your Honor, I have in my hand -- 1 don't think It's part of the Little Hock packet. Mr. Bowles from Ms. 'ecrui 11 ng . a memorandum to Parker dated May 13 of this year regarding In fact, since we apparently have an original. iS'* 1 f 1 25 could briefly In  inform the record what's in here? IiO 11 12 13 14 23 She notes that the county's responsible for arranging parent and patron forums, that once the parents and patrons there, Little Hock is responsible for marketing the program, a re that Little Hock is responsible for getting the fliers to the county . fli e rs . The county is responsible for the distribution of the She notes appropriately that Little Rock cannot market a program if there are no parents or patrons. a reference to the McCain Mall booth that Mr. de sc ri bed . And then It makes Bowles has already it concludes on something i don t know that the Court wants to get into at all in this hearing, but it broaches the subject of the prospect of releasing seats in the future to LRSD white students if they're not all filled by county students in the first year. 1 2 3 4 5 6 7 a y 15 If I could hand this back to Mr. Bowles? 16 17 would THE COURT 1 I am more Interested in whether seats I mean, my questions yesterday to Ms. Parker with 18 respect to releasing seats went lo releasing county seats, but I 19 was concerned about releasing them to Little Rock black 20 studen ts . 21 in response to my question, I thought she was saying 22 that they would be released to county black students, even 23 though that would be in violation perhaps of the racial balance ~1 24 requ I remeti t s . Maybe 1 was wrong In understanding that. Maybe 25 that's not what she meant.1 24 1 was concerned about doing what might have happened 2 i n the i ncent i ve schooIs. In other words, putting the seats J that were reserved tor whites, rilling them with black children 4 and thereby eliminating the possibility of moving whites Into 5 those seats later. b i know you, as the county's at\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_1233","title":"Obligations from the Pulaski County Desegregation Case, Abbreviated Summary, draft","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1995-08"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Educational planning","School administrators","School employees","School integration","School superintendents"],"dcterms_title":["Obligations from the Pulaski County Desegregation Case, Abbreviated Summary, draft"],"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/1233"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition and may contain some errors.\nLittle Rock School District Obligations from the Pulaski County Desegregation Case Abbreviated Summary August, 199 5 Previous responsibilities of Deputy Superintendent noted I Ii Little Rock School District AUG 4 1995 Obligations from the Pulaski County Desegregation Case Summary Office of DeseQregation Monitoring The attached list is a summary of obligations essential to the Little Rock School District in the Pulaski County Desegregation Case. The list was excerpted from documents relating to the case. Documents reviewed include the Little Rock Desegregation Plan, The Interdistrict Plan, court orders, stipulations, transcripts, exhibits, and monitoring reports to name a few. The first audit of LRSD obligations was completed by attorneys of the Friday, Eldredge \u0026amp; Clark law firm in December 1993. After extensive review by LRSD senior management, the obligations were filed with the U. S. Court, Eastern District of Arkansas. The Program Budget Document (PBD) was then developed to monitor these obligations. To keep the PBD current, an audit of new obligations is done each year. During the first six months of 1995, a study was repeated. All legal documents relating directly to LRSD obligations in the Pulaski County Desegregation Case were reviewed again to verify the accuracy of the original audit. The attached list is the result of this research. Obligations are defined generally as statements that require action. They include those that are routinely done in a school district. They are included here because they are specifically mentioned in a document relating to this case. This document includes two parts as follows: 1. Explanation of Codes for List of Obligations (Figure 1) is an explanation of headings across the top of the obligations list and the meaning of codes found in that column\nand, 2. Pulaski County Desegregation Case Obligations is the Ii.st of obligations abbreviated for quick reference. It is a working document. We believe it includes all possible obligations including those from stipulations dating back to 1986. It includes approximately 75 redundant items that will be considered for removal after consulting with the appropriate leader. There are 2098 listed. It is still in draft form. NOTE: Under no circumstances should the abbreviated text of the Pulaski County Desegregation Case Obligations list be considered a complete statement of the obligation. The original legal reference should be read when making decisions about the implementation or meaning of the item. This list is intended for use as a quick reference. RllSs Ma.yo, Associate su1erlntendent X_PBDPUB.DOC Topic Little Rock School District Explanation of Codes for List of Obligations Primary Leader is the person primarily responsible for implementation Secondary Leader is the person who completes the PBD and oversees the implementation Original legal document from Page number of Date of the legal Abbreviated text of the which the item comes\noriginal legal document Codes arc as follows: document from which CA - Curriculum Audit the item comes CO - Court Order CS - Court Order 8th Circuit EX-Exhibit I - lnter\u0026lt;listrict Plan LR - LRSD Deseg. Plan MR - Monitoring Report SA - Settlement Agreement ST - Stipulation TR - Transcript Figure 1 obligation or recommendation. Refer to legal reference for complete version. Subject , Prl Ld APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts APIG \u0026amp; F Act. Asst Supts Com. to Dsg. Bd of Directors Com. to Dsg. Bd of Directors Com. to Dsg. Bd of Directors Com. to Dsg. Bd of Directors Com. to Dsg. Bd of Directors Com. to Dsg. Bd of Directors Com. to Dsg. Bd of Directors Com. to Dsg. Bd of Directors Com. to Dsg. Bd of Directors Com. to Dsg. Bd of Directors Com. to Dsg. Bd of Directors Com. to Dsg. Bd of Directors Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv  Deputy Supt. was primary leader Page 1 LRSD Desegregation Case Obligations l)Jllll~'I' Sec Ld\n.\n De OP Date Abbreviated Text ., ,\n' '. . t::. . : Principal LR 81 4/29/92 Implement Focused Activities in Elementary Area Schools Principal LR 83 4/29/92 Principal Appoints Activities Coordinator and Steering Staff Principal LR 83 4/29/92 Develop Activities Action Plan Principal LR 83 4/29/92 Develop Checklist to Monitor Program Principal LR 83 4/29/92 Use Checklist to Assist Activities Coordinator Principal LR 85 4/29/92 Provide Means for Area Schools to Reduce Disparity Principal LR 85 4/29/92 Identify Grant Review Committee Principal LR 85 4/29/92 Develop Clontinuation Proposal/Progress Report Format Principal LR 85 4/29/92 Distribute Continuation Proposal/Progress Report Format Principal LR 85  4/29/92 Conduct Grant-Writing lnservice Principal LR 85 4/29/92 Area Schools Submit Continuation Grants to Review Comm. Principal LR 85 4/29/92 Make Grant Awards Principal LR 85 4/29/92 Schools Submit Progress Reports Principal LR 85 4/29/92 Conduct Program Evaluation Supt co 1 7/1/91 Provide Payroll Services ODM Supt LR 2 4/29/92 Create environment encouraging academic and human growth Supt LR 2 4/29/92 Keep Citizens/Staff Informed Supt LR 2 4/29/92 Conduct self evaluations of commitment to deseg. Supt LR 2 4/29/92 Delineate LRSD Deseg Mission to Staff \u0026amp; Community Supt LR 2 4/29/92 Use Deseg Mission to Develop Policies Supt LR 2 4/29/92 Expect Adm. Staff to Provide Structured leadership Supt LR 2 4/29/92 Examine Racial Makeup of Staff Supt LR 2 4/29/92 Improve human relations climate Supt LR 3 4/29/92 Develop Budget Consistent w/Policies Supt LR 3 4/29/92 Staff Development Deseg. Needs Supt LR 3 4/29/92 Restructuring to Eliminate Discrimination Dir Transport ca 40 12/12/90 Some degree of busing burden on black students is inescapable Dir Transport ca 40 12/12/90 Black studs. not only children required to be bused for deseg. purposes Dir Transport LR I 227 4/29/92 Request resources to provide trans. for even/extended day pgrms Dir Transport LR 227 4/29/92 Determine resource requirements Dir Transport LR 227 4/29/92 Reduce number of runs from three to two (1990-911 Dir Transport LR 227 4/29/92 Procure resourses to support two run system Dir Transport LR 227 4/29/92 Progress was made in utilization of ECOTRAN MAPNET System Dir Transport LR 227 4/29/92 Student/geographic data loaded in system Dir Transport LR 227 4/29/92 Updating the geographic files, with the database Dir Transport LR 227 4/29/92 Cooperative effort w/city and others to ensure accurate geo. info. LRSD Office of Desegregation 8/4/95 Subject Pri Ld Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Comp Trnspt Mng Sup Serv Desegregation Assoc Supt Desegregation Assoc Supt Desegregation Assoc Supt Desegregation Assoc Supt Desegregation Assoc Supt Desegregation Assoc Supt Desegregation Assoc Supt Desegregation Assoc Supt Desegregation Assoc Supt Desegregation Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt * Deputy Supt. was primary leader Page 2 LRSD Desegregation Case Obligations DllJlli'r Sec Ld De OP Data Abbreviated Taxt Dir Transport LR 227 4/29/92 Encode School attend. areas/updated walk zones in map files Dir Transport LR 227 4/29/92 Walk zones encoded into map for bus utilization Dir Transport LR 227 4/29/92 Transportation policies incorp. into applicable document Dir Transport LR 227 4/29/92 Information downloaded from mainframe media format Dir Transport LR 227 4/29/92 School attendance areas encoded into the geographic tables Dir Transport LR 227 4/29/92 Walk zones estab. in accorandance with policy Dir Transport LR 227 4/29/92 New stop network will be generated to improve efficiency Dir Transport LR 227 4/29/92 Transp. will update and revise all routes Dir Transport LR 228 4/29/92 Transportation Safety Policies need to be reviewed and updated Dir Transport LR 228 4/29/92 Create assignment promotion population region tables Dir Transport co 17 10/24/94 File business case which explains the money on transportation. Dir Transport I 5 4/29/92 Nothing prohibits students choosing bus ride longer than 45 minutes Asst Supts LR 28 4/29/92 Monitor the Desegregation Plan Asst Supts LR 226 4/29/92 Conduct site visits Asst Supts LR 226 4/29/92 Develop and implement improvement plans Asst Supts LR 226 4/29/92 Monitor implementation of improvement plans Asst Supts LR 226 4/29/92 Identify statutes and regulations that impede desegregation. Dir PRE I 6 4/29/92 Make quarterly reports to the Office of Desegregation Monitoring. Dir PRE I 6 4/29/92 Parties monitor to have reasonable access to data to eval. succ. of plan Dir PRE LR 226 4/29/92 Review Program Budget Documents Dir SAO co 1 8/2/93 Motion to close lsh Incentive School granted. Dir SAO co 2 12/16/94 Eliminate position of Deseg. \u0026amp; create Director of Student Assignment Dir PRE I 6 4/29/92 Parties to deter. effect. of each dist.'s implement. of plans end of each yr. Dir PRE LR 129 4/29/92 Score, Collect, Store, and Report Test Scores Dir PRE LR 224 4/29/92 Conduct monitoring w/Local Biracial Committees Dir PRE LR 224 4/29/92 Establish Monitoring Schedule Dir PRE LR 224 4/29/92 Conduct Site Visits Dir PRE LR 224 4/29/92 Prepare/Distribute Semi-Annual Monitoring Reports Dir PRE LR 224 4/29/92 Conduct semester visits using approved monitoring instruments Dir PRE LR 224 4/29/92 Prepare Semester Reports for Superintendent Dir PRE LR 225 4/29/92 Design reporting forms Dir PRE LR 225 4/29/92 Select Team Members Dir PRE LR 225 4/29/92 Conduct qtr. monitoring visit by District-wide Biracial Committee Dir PRE LR 225 4/29/92 Review monitoring design prior to July 1 each year Dir PRE LR 225 4/29/92 Submit revisions to LRSD Board/Joshua lntervenors by August 15 Dir PRE LR 225 4/29/92 Present unresolved revisions to the Court LRSD Office of Desegregation 8/4/95 Subject Prl Ld Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Assoc Supt Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Asst Supts Eqty Mon Bd of Directors Eqty Mon Bd of Directors Eqty Mon Bd of Directors Eqty Mon Bd of Directors Eqty Mon Bd of Directors Eqty Mon Bd of Directors Eqty Mon Bd of Directors Eqty Mon Bd of Directors Eqty Mon Supt Eqty Mon Supt Eqty Mon Supt Eqty Mon Supt Eqty Mon Supt Eqty Mon Supt * Deputy Supt. was primary leader Page 3 LRSD Desegregation Case Obligations Sec Ld De DP Date Abbreviated Text - ~ _q:_ - Dir PRE LR 225 4/29/92 Distribute Copies of Reports Dir PRE LR 225 4/29/92 Improve Educational Equity in All Schools Dir PRE LR 225 4/29/92 Develop and implement corrective strategies Dir PRE co 1 8/26/93 Submit project management tool to the court each month Dir PRE co 1 9/27/93 Submit monthly Management Tool to Court Dir PRE co 1 10/7/93 Submit revised audit Principal I 6 4/29/92 Dists. \u0026amp; ADE shall eval. effectiveness of all personnel and programs Principals LR 30 4/29/92 Appoint School Based Bi-racial Comm. to monitor Principals LR 30 4/29/92 Dist. Bi-racial Will Monitor Deseg. Efforts Principals LR 30 4/29/92 Establish Reporting System Principals LR 30 4/29/92 Provide Staff lnservice on Equity Concerns Principals LR 30 4/29/92 Provide Prog. to Raise Parental Awareness as mini-seminars at PTA mtg. Principals LR 30 4/29/92 Monitor School Standards for high quality ed. w/ sch mon. visits Principals LR 38 4/29/92 Achieve Equity in Class Structure by Grade/Subject Area Principals LR 38 4/29/92 Review Class Ratios by Subject/Class/Teacher on Semester Basis Principals LR 38 4/29/92 Address Disparities with Intervention Activities Principals LR 38 4/29/92 Remove Address Barriers To Equitable Participation of Students Principals LR 38 4/29/92 Achieve Equity in Teaching Methods Principals LR 38 4/29/92 Achieve Equity in Student Instructional Practices Principals LR 38 4/29/92 Review Grade Distribution on Semester Basis Principals LR 38 4/29/92 Address Disparities With Intervention Activities Principals LR 38 4/29/92 Provide lnservice to Principals/Teachers - Varied Learn. Styles Supt co 1 6/17/93 Court requires each member of Bd. of Dir. to attend court hearings Supt co 1 9/8/93 Court not tolerate any funneling of ODM requests through LASO centr. off. Supt CA 105 12/21/90 Limit board authority to that stated in board-adopted policies Supt CA 105 12/21 /90 Set expectations for adm. behavior in public and private Supt CA 106 12/21/90 Dev. close-knit team with joint Bd-adm. planning and collaboration Supt CA 107 12/21/90 Adopt and follow a policy for improved Board governance Supt CA 108 12/21/90 Purge PN agree. of items that unduly limit bd. control of ed. prog. \u0026amp; pract. Supt co 1 9/8/93 Request from ODM not to pass through Supt. Assoc Supt LR 30 4/29/92 Ensure Organizational Structure providing equal opportunity Assoc Supt LR 30 4/29/92 Review Organizational Structure in schs. \u0026amp; centr. office Asst Supts CA 101 12/21/90 Reorg. admin. structure for effective instructional management Asst Supts CA 102 12/21/90 Do close superv. \u0026amp; tight control of sch. oper. with regional assist. supts Asst Supts CA 105 12/21/90 Establish administrative stability and integrity in management functioning Mng Sup Serv CA 103 12/21/90 Consolidate and restructure business services and support services LRSD Office of Desegregation 8/4/95 Subject Pri Ld Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Ex-Curr. Part. Asst Supts Facilities Assoc Supt Facilities Asst Supts Facilities Bd of Directors Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv  Deputy Supt. was primary leader Page 4 LRSD Desegregation Case Obligations DllAl~'l1 Sec Ld De DP Date Abbreviated Text .. Principals LR 39 4/29/92 Inform All Students/Patrons of Co-Curricular/Extra-Curr. Activities Principals LR 39 4/29/92 Use Media /Press to Inform Principals LR 39 4/29/92 Send Printed Info to Parents Principals LR 39 4/29/92 Make Clear Public Address System Announcements to Students Principals LR 39 4/29/92 Use Community Agencies to Assist with Recruitment Principals LR 39 4/29/92 Staff Recruit Students to Participate Principals LR 39 4/29/92 Staff Contact Students Individually for Involvement Principals LR 39 4/29/92 Staff Sho11ld Recruit From Students Who Do Not Normally Participate Principals LR 39 4/29/92 Increase Student Participation, Part. Minority Students Principals LR 39 4/29/92 Profile Student Involvement in Each Club/Activity (disaggregate) Principals LR 39 4/29/92 Dev. school based profiles of student part. Principals LR 39 4/29/92 Remove All Barriers to Equitable Participation Principals LR 39 4/29/92 Provide Dist. Transportation for Extracurricular Principals LR 39 4/29/92 Provide Student Access for Uniforms/Equip. Needed at Minimal Cost Principals LR 39 4/29/92 Provide and Encourage Students to Participate - Extracur. Act. Principals LR 40 4/29/92 Develop/Use School Profiles for Overview of Success/Impact on Stud. Principals LR 40 4/29/92 Profile School By: Grade Dist., Att., Dis.Action, Test Scores, Student lnvol. Principals LR 40 4/29/92 Disaggregate Data by Race Principals LR 40 4/29/92 Provide Develop./lmplementation of Intervention Strategies Dir SAO co 1 3/17/92 Seek community involvement in determining New School Sites Coord New Fut co 1 9/13/93 Court approves substitute language on New Futures Supt CA 101 12/21/90 Est. criteria for decisions on facility remodeling, replacement, and closure Dir Plant Serv co 1 3/31/93 Seek approval of const. projects at Chicot, Jefferson, Williams \u0026amp; Fair. Dir Plant Serv co 1 4/30/93 Motion granted for construction of cafeteria at Chicot Elementary Dir Plant Serv co 1 4/30/93 Provide data to court prior to approval of Williams construction project Dir Plant Serv co 1 4/30/93 Account for 1,270 sq ft difference on Fair const. project Dir Plant Serv I 5 4/29/92 Further school const. must have court approval Dir Plant Serv I 5 4/29/92 Court approval necessary for new construction Dir Plant Serv MR 15 6/5/92 Increase litirary capacity at Mitchell \u0026amp; Garland Dir Plant Serv co 2 1/22/93 Adjust Omaha Plan for Buildings w/Spec. Needs Dir Plant Serv co 2 1/22/93 Monitor and adjust Omaha Plan as necessary Dir Plant Serv co 2, 5, 46 4/5/94 Jefferson-approval of school const . Dir Plant Serv co 2, 5, 46 4/5/94 Contract w/professional planners for facilities study Dir Plant Serv TR 193 6/7/94 Request court approval for const. at Jefferson Dir Plant Serv TR 193 6/7/94 Complete long-range facilities study Dir Plant Serv co 5 4i5/94 Approval of school construction at Jefferson Elementary granted LASO Office of Desegregation 8/4/95 Subject Prl ld Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Se,v Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv * Deputy Supt. was primary leader Page 5 LRSD Desegregation Case Obligations Sec ld De DP Date Abbreviated Text ~ ,t Dir Plant Serv co 5 2/8/95 Court requires long-range facilities plan Dir Plant Serv co 6 2/8/95 The facilities plan decision-making process must involve the community Dir Plant Serv co 8 2/8/95 Do facil. needs assess. on trends in stud. pop., staffing, demog., \u0026amp; AZ Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Distr. goals \u0026amp; Objectives Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Deseg. requirements Dir Plant Serv co 8 2/8/95 Fae. Study to consider: decision criteria Dir Plant Serv co 8 2/8/95 Fae. Study to consider: ldent. \u0026amp; analysis of options Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Proposed facilities changes Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Impact of programmatic changes, i.e., middle schs Dir Plant Serv co 8 2/8/95 Fae. Study to consider: reassignment of students with closings Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Burden of busing Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Impact of financial stability Dir Plant Serv co 8 2/8/95 Fae. Study to include: Examination of the buildings used for admin. space. Dir Plant Serv CA 109 12/21/90 Improve ed. facilities based upon a district-wide needs assessment Dir Plant Serv LR 129 4/29/92 Incorporate long-term \u0026amp; deseg goals into junior high capacity study Dir Plant Serv LR 129 4/29/92 Address JHS capacity Dir Plant Serv co 26 5/1 /92 Revise Jr. High Capacity Study Dir Plant Serv LR 129 4/29/92 Maintain all school facilities for safe/operable condition Dir Plant Serv LR 129 4/29/92 Process work orders from facilities for repairs Dir Plant Serv LR 129 4/29/92 Review Jr. High capacity prior to start of sch. \u0026amp; make adjustments Dir Plant Serv LR 129 4/29/92 Concrete walks/macadam drives will be in good repair Dir Plant Serv LR 129 4/29/92 Review Jr. High Capacities Dir Plant Serv LR 129 4/29/92 Projects requested/completed/1st Otr-13/9-2nd Otr 32/27 Dir Plant Serv LR 129 4/29/92 Plan New Jr. High Construction . Dir Plant Serv LR 129 4/29/92 Involve Parties in Planning for Additional Jr. High Cap. Dir Plant Serv LR 129 4/29/92 Involve Adm. in Jr. High Planning Dir Plant Serv LR 129 4/29/92 Establish Construction Timelines Dir Plant Serv LR 129 4/29/92 Public address/bell systems put in bldgs. if items not repair. Dir Plant Serv LR 129 4/29/92 Projects requested/completed/1st qtr-201 /159-2nd qtr 192/177 Dir Plant Serv LR 129 4/29/92 Schools w/portable bldgs. will replace w/new units or repair Dir Plant Serv LR 129 4/29/92 Projects requested/completed-1st qtr-13/8-2nd qtr 67 /60 Dir Plant Serv MR 43 6/5/92 Franklin-repair/replace roof on ea. level of bldg. Dir Plant Serv MR 43 6/5/92 Determine feasibility of Garland Remodeling Dir Plant Serv MR 43 6/5/92 Evaluate Condition of lsh Building Dir Plant Serv MR 43 6/5/92 Rightsell-eliminate moisture problem/playground improve. Dir Plant Serv MR 43 6/5/92 Address Repairs/Remodeling Mitchell LRSD Office of Desegregation 814195 Subject Pri Ld Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Facilities Mng Sup Serv Fed. Progs. Asst Supts Fed. Progs. Supt Fed. Progs. Supt Fed. Progs. Supt Fed. Progs. Supt Fed. Progs. Supt Fed. Progs. Supt Fed. Progs. Supt Fed. Progs. Supt Fed. Progs. Supt Fed. Progs. Supt Fed. Progs. Supt . Fed. Progs. Supt Fed. Progs. Supt Fed. Progs. Supt Fed. Progs. Supt Finance Mng Sup Serv Finance Mng Sup Serv Finance Mng Sup Serv Finance Mng Sup Serv Finance Mng Sup Serv Finance Mng Sup Serv Finance Mng Sup Serv Finance Mng Sup Serv Finance Mng Sup Serv Finance Mng Sup Serv * Deputy Supt. was primary leader Page 6 LRSD Desegregation Case Obligations DllAl~'l1 Sec Ld De OP Date Abbreviated Text ... ~:. ., ... ... . ~. Dir Plant Serv MR 43 6/5/92 Install Rockefeller Heat/AC Dir Plant Serv MR 43 6/5/92 Complete Repairs/Stephens Dir Plant Serv MR 43 6/5/92 Incentive School Landscaping Dir Plant Serv MR 47 6/5/92 Incentive schools priority in district capital improvement Dir Plant Serv MR 47 6/5/92 Incentive schools high priority in capital funding Dir Plant Serv co 1 3/21 /91 Constr. proj. approved for Rightsell, Mitchell, Cloverdale Elem/JH, etc. Dir Plant Serv co 1 9/13/93 Court approves sub. language on J. A. Fair constr. Dir Plant Serv co 1 9/27/93 Old Stephens must be demolished or used for community  not left vacant Dir Plant Serv co 1 9/27/93 Court requires LASO to report to ODM plans for old Stephens's Bldg. Dir Transport I 5 4/29/92 Schs. in lower socio-econ. areas shall receive equal attention \u0026amp; resources Principal co 1 3/24/93 May delete PAL after submission of prg. that can be monitored Dir Fed Progs LR 97 4/29/92 Pursue Federal Magnet School Grant Dir Fed Progs LR 96 4/29/92 Develop Grants To Enhance Desegregation Dir Fed Progs LR 96 4/29/92 Identify Programs/Funding Areas Dir Fed Progs LR 97 4/29/92 Submit Application to USDE for Funding Dir Fed Progs LR 97 4/29/92 Be Placed on Mailing List for Grant Applic. Dir Fed Progs LR 97 4/29/92 Form Grant Devel. Committee Dir Fed Progs LR 97 4/29/92 Develop Grant Proposal Dir Fed Progs LR 97 4/29/92 Appoint Grant Development Comm. Dir Fed Progs LR 97 4/29/92 Conclude Grant Proposal Ready for Admission Dir Fed Progs LR 97 4/29/92 Provide Grant Proposal to Board for Approval Dir Fed Progs LR 97 4/29/92 Submit Grants to A. Supt. for Review Dir Fed Progs LR 97 4/29/92 Submit Grant Proposal to USDE Dir Fed Progs LR 97 4/29/92 Submit Grants to Board for Approval Dir Fed Progs LR 97 4/29/92 Submit Grants to Agencies for Approval Dir Fed Progs LR 97 4/29/92 Pursue federal magnet school grants and funds Mng Finance co 1 5/1 /95 Identify major adjust. made since 1995-96 propos. budget doc. last month. Mng Finance CB 5 7/12/95 Place pooling of M-to-M funds into a central account. Mng Finance MR 2 6/5/92 Demonstrate Invest. pd. for children before settlement money lost Mng Finance MR 47 6/5/92 Dist. is bound to keep pledge to double fund incent. school Mng Finance co 1 1/4/91 Continue double fund. after six yrs. if inc. schs. over 80% black Mng Finance co 1 8/4/92 Restore certain cuts to 92-93 budget Mng Finance co 1 11/5/92 Reinstate individuals listed for 93-94 Mng Finance co 1 12/30/92 Restore 22.8 FTE music teachers for 93-94 \u0026amp; 7th per. at Henderson  Mng Finance co 1 12/30/92 Any changes to budget must be court approved for budget 93-94 Mng Finance co 1 7/9/93 Revise budget so not so dependent on non-recurring revenue sources LRSD Office of Desegregation 8/4/95 Subject Pri Ld Finance Mng Sup Serv Finance Mng Sup Serv Finance Mng Sup Serv Finance Mng Sup Serv Finance Supt Finance Supt Finance Supt Finance Supt Finance Supt Finance Supt Finance Supt Finance Supt Finance Supt Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev * Deputy Supt. was primary leader Page 7 LRSD Desegregation Case Obligations DllAl~'J1 Secld De ,DP Data Abbreviated Text ' .,H, Mng Finance co 3 3/16/94 LRSD reimburse PCSSD $167,113 within 60 days of order Mng Finance co 1 4/8/94 LRSD will pay an increase of $52,604.09 in the ODM Budget. Mng Finance TR 39 4/22/94 The court wants business cases for expenditures above $25,000. Mng Finance TR 115 2/25/94 The dist. must get feedback from its budg. process and pub. input Asst Supts co 2 3/3/95 Do bus. case that considers CO 12/30/92 on 7 per. day at magnets Mng Sup Serv co 3 3/16/94 Report Current Financial Position Mng Sup Serv co 3 3/17/94 Make Allocations as Approved Mng Sup Serv TR 140 2/1/93 Develop Budget Mng Sup Serv TR 144 2/1 /93 Allow eval. of adverse effects in approach to budget cuts Mng Sup Serv TR 144 2/1/93 Plan development and submission of Business Cases Mng Sup Serv co 103 6/15/93 Describe strategy to address funding shortfalls Mng Sup Serv co 1 2/23/93 Treat ODM budget person like LRSD employee for benefits, etc. Mng Sup Serv co 2 3/3/95 Budget cuts away from children and deseg. plan (See CO 12/30/92) Dir Early Child LR 171 4/29/92 Compensate tutors with coupons Dir Early Child LR 7 4/29/92 Collaborate w/HIPPY, PCSSD, NLRSD, Head Start Dir Early Child LR 8 4/29/92 Implement Program Selected Schools Dir Early Child LR 8 4/29/92 Implement Program Incentive Schools Dir Early Child LR 10 4/29/92 Schedule Mtgs. of Reps of Various Entities Dir Early Child LR 10 4/29/92 Supv. Meet to Discuss Shared Resources Dir Early Child LR 10 4/29/92 Plan Joint lnservices Dir Early Child LR 10 4/29/92 Plan Joint Parent Involvement Activities Dir Early Child LR 10 4/29/92 Inform Waiting List Parents About Vacancies Dir Early Child LR 11 4/29/92 Tag 4-yr-old Students on AS400 Dir Early Child LR 11 4/29/92 Conduct SAO/Parent Mtg. Re Kindergarten Assign. Process Dir Early Child LR 11 4/29/92 Compile List of Graduates Dir Early Child LR 17 4/29/92 Implement Program Selected Schools Dir Early Child LR 17 4/29/92 Implement Program Incentive Schools Dir Early Child LR 17 4/29/92 Provide Elem. Prin. Pre-registration lnservice Dir Early Child LR 17 4/29/92 Conduct Pre-registration Media Publicity Dir Early Child LR 17 4/29/92 Assign Students Dir Early Child LR 17 4/29/92 Recruit \u0026amp; interview teachers/aides Dir Early Child LR 17 4/29/92 Interview Teacher and Aide Applicants Dir Early Child LR 17 4/29/92 Obtain Curr. Supplies/Furniture by sending orders to vendors Dir Early Child LR 17 4/29/92 Send Orders to Vendors Dir Early Child LR 17 4/29/92 Train Teachers/Aides ECE Curriculum thru monthly orient. \u0026amp; inservice Dir Early Child LR 17 4/29/92 Conduct Orientation and lnservice LRSD Office of Desegregation 8/4195 Subject Prl Ld Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Four-Yr-Old Dir Staff Dev Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Dir Except Child * Deputy Supt. was primary leader Page 8 LRSD Desegregation Case Obligations DllAl~'I' Sec Ld De DP Data Abbreviated Text - _,.,_r.-.\n~:r ..  .. Dir Early Child LR 17 4/29/92 Conduct Monthly lnservice Dir Early Child LR 17 4/29/92 Familiarize Parents w/4-yr-old Program Dir Early Child LR 17 4/29/92 Conduct Parent Orientation Mtg. \u0026amp; Conference Dir Early Child LR 17 4/29/92 Include 4-yr-old Children in Master Schedule Dir Early Child LR 18 4/29/92 Ensure Key Experiences Occurring in Classroom Dir Early Child LR 18 4/29/92 Evaluate 4-yr-old Program Effectiveness Dir Early Child LR 18 4/29/92 Administer 4-yr-old Evaluations Dir Early Child LR 18 4/29/92 Maintain 4-yr-old Portfolio Assessments Dir Early Child LR 18 4/29/92 Analyze Test Data for Board Report Dir Early Child LR 18 . 4/29/92 Utilize Results for Program Improvement Dir Early Child LR 19 4/29/92 Receive Letter of Support from Participating Agencies Dir Early Child LR 19 4/29/92 Develop Plan for City-wide EGE Program Dir Early Child LR 19 4/29/92 Establish Plan Procedures Dir Early Child LR 19 4/29/92 Identify Reps from Agency for Committees Dir Early Child LR 19 4/29/92 Delineate Committee Goals/Tasks /Timelines Dir Early Child LR 19 4/29/92 Initiate City-wide EGE Program Dir Early Child LR 19 4/29/92 Conduct Mtgs. to Review Progress of Committees Dir Early Child LR 19 4/29/92 Identify Resouces Needed by Committee Dir Early Child LR 19 4/29/92 Review 1st Draft of Comprehensive Plan Dir Early Child LR 19 4/29/92 Submit Final Draft to Boards of Directors Dir Early Child MR 17 6/5/92 Support Task Force As Avenue for Input Dir Early Child MR 17 6/5/92 Conduct Monthly Task Force Mtgs. Dir Early Child co 1 3/18/93 Until further order, this shall be the sched. for placement of 4-yr-old classes Dir Gifted LR 59 4/29/92 Share Research/Findings for Program Operation Dir Gifted LR 59 4/29/92 Establish Reg. Mtg. Schad. Tri-District Gifted Supv. Dir Gifted LR 59 4/29/92 Inform/Involve Other Adm. Staff of Procedures Dir Gifted LR 59 4/29/92 Establish Tri-District Model Program Dir Gifted LR 59 4/29/92 Participate in UALR Project Promise Dir Gifted LR 60 4/29/92 Share Cost of Outside Consultants Dir Gifted LR 60 4/29/92 Meet to Discuss Individual Program Needs Dir Gifted LR 60 4/29/92 Plan Tri-District lnservices Dir Gifted LR 60 4/29/92 Hold Tri-District lnservices Dir Gifted LR 61 4/29/92 Train Staff on Scope/Sequence Dir Gifted LR 61 4/29/92 Conduct Staff Meetings for New Teachers Dir Gifted LR 61 4/29/92 Complete Scope \u0026amp; Sequence Instrument Dir Gifted LR 61 4/29/92 Appoint Tri-District Curr. Committee LRSD Office of Desegregation 8/4/95 Subject Pri Ld Gifted Prog Dir Except Child Gifted Prog Dir Except Child Gifted Prog Supt Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Guid/Cnslng Asst Supts Hender. Mag Assoc Supt Hender. Mag Assoc Supt Hender. Mag Assoc Supt Hender. Mag Assoc Supt Hender. Mag Assoc Supt Hender. Mag Assoc Supt Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec  Deputy Supt. was primary leader Page 9 LRSD Desegregation Case Obligations DllAl1'J' Sec Ld\nDe DP Data . Abbreviat~ Text :.t:,. \",,, ..\n\n,,, ...   '~' 1::,:,' Dir Gifted LR 62 4/29/92 Implement Objectives Relating to Plan Dir Gifted LR 62 4/29/92 Implement Strategies/Activities to Refine Plan Mng Sup Serv TR 1 7/6/95 Restore Gifted Coordinator to Budget Principals LR 35 4/29/92 Inform Students of All Opportunities Principals LR 35 4/29/92 Publish Annual Document of Financial Aid, Higher Ed. Opportunities Principals LR 35 4/29/92 Encourage Students to Take Advantage of Opportunities Principals LR 35 4/29/92 Follow-up on Referral Principals LR 35 4/29/92 Make Parents Part. In Ed. by Keeping Them Informed Principals LR 35 4/29/92 Hold Community Ed. Mtg. Each Year During Spring Principals LR 35 4/29/92 Provide Written Info to Parents on Curriculum Principals LR 35 4/29/92 Make Students Aware of Ed./Post Ed. Opportunities Principals LR 35 4/29/92 Hold Annual Skills/Employment Fair with Business Community Principals LR 35 4/29/92 Provide Guidance/Counseling to Address Student Needs Principals LR 35 4/29/92 Create Community Linkage to Assist Students Principals LR 35 4/29/92 Provide Linkages w/Service Providers and Guidance Staff Principals LR 37 4/29/92 Provide Minicourses in Sequenced Program Gr 4-12 Principals LR 37 4/29/92 Develop Sequential Minicourses Beginning w/Gr 4 Principals LR 37 4/29/92 Provide Teacher Staff Development in Use of Curr. Principals LR 37 4/29/92 Raise Awareness of Student Career Options Principals LR 37 4/29/92 Use Resourse Volunteers in Classes/Assam. - Career Options Principals LR 37 4/29/92 Provide Guidance/Counseling making Students Aware of future Options Dir SAO HN 25 5/1/92 Require A/Z Students Submit Magnet Application Dir SAO HN 25 5/1/92 Require Non-A/Z Students Complete OERF Dir SAO HN 25 5/1/92 Use Random Selection Process for Non-A/Z Applicants Dir SAO HN 25 5/1/92 Require lnterdistrict Students Complete M-M and OERF Dir SAO HN 26 5/1/92 Consider Applications on Basis of Deseg Requirements Only Dir SAO HN 26 5/1/92 Process Applications During Spring Each Year Principal HN 26 5/1 /92 Grant StaffTransfers According to PN Agreement Principal HN 26 5/1/92 Ensure Staff Racial Balance Complies w/Deseg Requirements Principal co 3 2/11 /92 Provide Clearly Stated Program Goals/Objectives Principal co 3 2/11/92 Provide Comprehensive Description of Program Components Principal co 3 2/11/92 Describe Selection Criteria for Students/Teachers/Staff Principal co 3 2/11/92 Identify Students by Grade/Teachers \u0026amp; Staff by Role Principal co 3 2/11/92 Identify Necessary Resources\nIdentify Costs Principal co 4 2/11/92 Itemize Necessary Teacher Training {Preparatory \u0026amp; Ongoing) Principal co 4 2/11 /92 Provide Evaluation Criteria/Timelines LASO Office of Desegregation 8/4/95 Subject Pri Ld Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec Hender. Mag Asst Supt Sec HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev  Deputy Supt. was primary leader Page 10 .., LRSD Desegregation Case Obligations DllAl~'l1 Secld De OP Date Abbreviated Text \" I Principal co 4 2/11/92 Anticipate Impact on School Capacity, Facilities, Enrollment Principal co 4 2/11/92 Identify Community Involvement in Program Development Principal co 28 2/11/92 Address Program Implementation/Completion Timelines Principal HN 4 5/1/92 Establish 7-period Day Principal HN 26 5/1/92 Hold Mtg. During 2nd Semester to Familiarize New Students Principal HN 26 5/1/92 Principal Meets Prior to 4/23/92 w/Staff re Commitment Principal HN 26 5/1/92 Ascertain Future Applicants' Commitment to Magnet Program Principal HN 26 5/1/92 Specialist Coordinates Program and Teaches Part-Time Principal co 3 2/11/92 Do written plan for Henderson Mag. in 30 days __,.- Dir HIPPY LR 6 4/29/92 Initiate Home-based and 4-yr-old collaboration in training areas Dir HIPPY LR 6 4/29/92 Collaborate Implementation LRSD and PCSSD Dir HIPPY LR 14 4/29/92 Promote the HIPPY Program with mailed flyers \u0026amp; PSA's Dir HIPPY LR 14 4/29/92 Mail _PSAs/Distribute Flyers Dir HIPPY LR 14 4/29/92 Select 14 HIPPY Aides Dir HIPPY LR 14 4/29/92 Select 1 4 Aides Dir HIPPY LR 14 4/29/92 Conduct Initial Training Aides/Staff Dir HIPPY LR 14 4/29/92 Arrange logistics w/State Regional Office for Training Dir HIPPY LR 14 4/29/92 Conduct Home Interview /Enroll Families Dir HIPPY LR 14 4/29/92 Conduct Home Interview /Enroll Families Dir HIPPY LR 14 4/29/92 Recruit Families Dir HIPPY LR 14 4/29/92 Send correspondence to Churches to Recruit Families/Aides Dir HIPPY LR 14 4/29/92 Determine Service of Coordinators Dir HIPPY LR 14 4/29/92 Identify Families to be Served By Each Coordinator Dir HIPPY LR 14  4/29/92 Identify \u0026amp; assign families to be serviced by aides Dir HIPPY LR 14 4/29/92 Identify Families to be Served by each Aide Dir HIPPY LR 14 4/29/92 Organize Instructional Material Dir HIPPY LR 14 4/29/92 Print Curriculum Material Dir HIPPY LR 14 4/29/92 Familiarize Aides of Implementation in LRSD Dir HIPPY LR 14 4/29/92 Conduct 3-day Workshop Dir HIPPY LR 14 4/29/92 Obtain Material for Program Dir HIPPY LR 14 4/29/92 Conduct orientation meeting for enrolled families of program Dir HIPPY LR 14 4/29/92 Conduct Orientation Meeting Dir HIPPY LR 15 4/29/92 Identify and secure meeting sites for groups Dir HIPPY LR 15 4/29/92 Secure Meeting Sites for Group Dir HIPPY LR 15 4/29/92 Mail Notification of Meeting Sites Dir HIPPY LR 15 4/29/92 Schedule Implementation of Curriculum LRSD Office of Desegregation 814195 Subject . Prt Ld HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev . HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev HIPPY Dir Staff Dev Inc Schs Bd of Directors Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev  Deputy Supt. was primary leader Page 11 LRSD Desegregation Case Obligations l)llAl~'I' Sec Ld De DP Date Abbreviated Text ., ./: ff \" ., ' .. Dir HIPPY LR 15 4/29/92 Schedule Weekly Home Visits Dir HIPPY LR 15 4/29/92 Schedule Group Meetings/Print Flyers Dir HIPPY LR 15 4/29/92 Schedule lnservice for Aides Dir HIPPY LR 15 4/29/92 Schedule Aides Teaching Own Child Dir HIPPY LR 15 4/29/92 Provide Parents w/lnfo to Assist w/Their Children thru workshop Dir HIPPY LR 15 4/29/92 Schedule Workshop Parents/Aides-Mail Materials Dir HIPPY LR 15 4/29/92 Evaluate Aide Trainees Mid-Point Dir HIPPY LR 15 4/29/92 Evaluate IAide Trainee Dir HIPPY LR 15 4/29/92 Determine Program Success by conducting survey of parents-printed mat. Dir HIPPY LR 15 4/29/92 Conduct Survey of Parents-Print Materials Dir HIPPY LR 15 4/29/92 Implement Second Part of HIPPY Curriculum Dir HIPPY LR 15 4/29/92 Implement Second Part of HIPPY Curriculum Dir HIPPY LR 15 4/29/92 Evaluate Aides Dir HIPPY LR 15 4/29/92 Evaluate Aides Dir HIPPY LR 16 4/29/92 Obtain speakers \u0026amp; sched lectures to provide parents w/lnfo. for success Dir HIPPY LR 16 4/29/92 Obtain Speaker-Schedule lecture for Parents Dir HIPPY LR 16 4/29/92 Build the Aides' Children Self-Esteem Dir HIPPY LR 16 4/29/92 Provide Activities w/lnvolvement for Children Dir HIPPY LR 16 4/29/92 Oranize graduation reception Dir HIPPY LR 16 4/29/92 Staff Will Organize Dir HIPPY LR 16 4/29/92 Schedule Final Evaluation of Trainees Dir HIPPY LR 16 4/29/92 Schedule Final Evaluation of Trainees Dir HIPPY LR 16 4/29/92 Retain Staff in Place Dir HIPPY LR 16 4/29/92 Begin Implementation of Program Dir HIPPY LR 16 4/29/92 Maintain Regular Staff Dir HIPPY LR 16 4/29/92 Identify Secretary Dir HIPPY LR 16 4/29/92 Assist in Traveling Expense Dir HIPPY LR 16 4/29/92 Aides Make Home Visit Supt I 4 4/29/92 Operate the incentive schools for .at least six years Asst Supts LR 150 4/29/92 Initiate planning Asst Supts LR 151 4/29/92 Continue Incentive School Program Committee Asst Supts LR 151 4/29/92 Restructure committee as council Asst Supts LR 151 4/29/92 Place two parents on each incentive school comm. Asst Supts LR 151 4/29/92 Monitor activities related to incentive school program. Asst Supts LR 151 4/29/92 Parent Council will report to Board quarterly Asst Supts LR 152 4/29/92 Augment academic program LRSD Office of Desegregation 8/4/95 Subject . Prl Ld Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev * Deputy Supt. was primary leader Page 12 LRSD Desegregation Case Obligations DllAl~'I' Sec Ld De DP Date Abbreviated Text .. ---.e ~ Asst Supts LR 165 4/29/92 Promote/enhance leadership and staff understanding Asst Supts LR 165 4/29/92 Provide an indepth pre-orientation session Asst Supts LR 165 4/29/92 Develop process for developing Incentive School Plan. Asst Supts LR 165 4/29/92 Assist principal in presenting an in-depth pre-orientation Asst Supts LR 165 4/29/92 Assist with orientation session for parents Asst Supts LR 165 4/29/92 Develop Incentive School Plan for each school. Asst Supts LR 165 4/29/92 Identify Incentive School Plan teams. Asst Supts LR 165 4/29/92 Develop detailed individual Incentive School Plan. Asst Supts LR 165 4/29/92 Review and approve School Plan. Asst Supts LR 165 4/29/92 Develop curriculum specific to the incentive schools. Asst Supts LR 165 4/29/92 Identify a_reas in need of curriculum development. Asst Supts LR 166 4/29/92 Identify teachers for curriculum teams. Asst Supts LR 166 4/29/92 Plan orientation for curriculum development Asst Supts LR 166 4/29/92 Review preliminary draft of revised curriculum Asst Supts LR 166 4/29/92 Develop components for each curriculum area. Asst Supts LR 166 4/29/92 Proof and type Incentive School Curriculum Guides. Asst Supts LR 166 4/29/92 Print Curriculum Guides. Asst Supts LR 166 4/29/92 Provide curriculum guides inservice Asst Supts LR 166 4/29/92 Procure equipment and furniture Asst Supts LR 166 4/29/92 Develop bid for equipment and furniture . Asst Supts LR 167 4/29/92 Bid for specific equipment and furniture. Asst Supts LR 167 4/29/92 Order furniture and equipment. Asst Supts LR 167 4/29/92 Ensure adequacy of all equipment and furniture. Asst Supts LR 16'7 4/29/92 Effect facility modifications Asst Supts LR 167 4/29/92 Review Incentive School Plans with the Sup Svcs Asst Supts LR 167 4/29/92 Identify modifications timeline Asst Supts LR 167 4/29/92 Contract for service as needed/identified in the plans. Asst Supts LR 167 4/29/92 Implement the modification plan for the facilities. Asst Supts LR 168 4/29/92 Make final inspection of facilities modification. Asst Supts LR 168 4/29/92 Ensure availability of adequate resources Asst Supts LR 168 4/29/92 Initiate identification of materials and textbooks Asst Supts LR 168 4/29/92 Involve school teams in reviewing the needs Asst Supts LR 168 4/29/92 Identify any materials or textbooks that must be ordered Asst Supts LR 168 4/29/92 Maintain building record of requisitions Asst Supts LR 168 4/29/92 Monitor and approve requisitions as requested Asst Supts LR 168 4/29/92 Maintain audit for all materials received. LASO Office of Desegregation 8/4/95 Subject Pri Ld Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Dir Staff Dev Inc Schs Supt Info. Servs. Supt Info. Servs. Supt Info. Servs. Supt Info. Servs. Supt Info. Servs. Supt Info. Servs. Supt Info. Servs. Supt Info. Servs. Supt Info. Servs. Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt * Deputy Supt. was primary leader Page 13 LRSD Desegregation Case Obligations DllAl.''11 Sec Ld De DP Data Abbreviated Text  . , . ! Asst Supts LR 168 4/29/92 Cross validate all orders not received. Asst Supts LR 169 4/29/92 Select sponsors for each special program Asst Supts LR 169 4/29/92 Complete contracts with extended day employees Asst Supts LR 169 4/29/92 Complete Master Schedule for total school program. Asst Supts LR 169 4/29/92 Review/Revise staff Development Plan for the fall Asst Supts LR 169 4/29/92 Obtain requirements for all special programs. Asst Supts LR 169 4/29/92 Pay fee and order all materials for special activity. Asst Supts co 8 10/24/94 Submit by 11 /16/94, a description of the Span. prog. in the incen. sch. Asst Supts co 9 10/24/94 Submit by 11 /16/94, a descp.of theme implem. in each incent. sch. Asst Supts I 4 4/29/92 Implement the incentive school program Dir Staff Dev I 4 4/29/92 Retain Consultant w/Majority Black Educ. Experience Dir Info Serv LR 129 4/29/92 Provide support for all school and central office-based functions Dir Info Serv LR 129 4/29/92 Collect, Store, and Report Dropout Statistics Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Student Achievement Data Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Attendance Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Disciplinary Data Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Student Assignment Data Dir Info Serv LR 130 4/29/92 Capacity to respond to District needs as required by District goals Dir Info Serv LR 130 4/29/92 Maintain adequate computer hardware Dir Info Serv LR 130 4/29/92 Develop or acquire the software required to support the district Dir SAO I 4 4/29/92 Racially balance student pop. 60%-40% of either race Dir SAO LR 147 4/29/92 Conduct Recruitment Dir SAO LR 147 4/29/92 Monitor Enrollment Dir SAO co 1 7/9/93 Request designation of King as Magnet Dir SAO I 4 4/29/92 Monitor lnterdistrict Enrollment Dir SAO I 4 4/29/92 Monitor student assign. and enroll. at incentive schools. Dir SAO I 4 4/29/92 Recruitment to lnterdistrict Schools Dir SAO I 8 4/29/92 Advertise M-to-M transfers to students Dir SAO I 8 4/29/92 Transfer Black Students from Romine to Baker Dir SAO I 9 4/29/92 Target recruitment of black students to interdistrict schs Dir SAO I 9 4/29/92 Allow interdist. sch studs. to attend incentive school for after sch. prog. Dir SAO I 10 4/29/92 Romine to have early childhood program Dir SAO I 10 4/29/92 Romine community mtgs. on theme completed before 2/24/89 Dir SAO I 10 4/29/92 New Stephens to be built Pre-K through 6 located near 1-630 Dir SAO I 11 4/29/92 Develop recruitment plan w/PCSSD for M-to-M transfers Dir SAO I 11 4/29/92 lnterdistrict Magnet schs open to students outside Pul. Cty. LRSD Office of Desegregation 8/4/95 Subject Prl Ld lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Assoc Supt lnterdist Schs Asst Supts lnterdist Schs Asst Supts lnterdist Schs Asst Supts lnterdist Schs Asst Supts lnterdist Schs Bd of Directors lnterdist Schs Bd of Directors lnterdist Schs Bd of Directors lnterdist Schs Dir Staff Dev lnterdist Schs Dir Staff Dev lnterdist Schs Dir Staff Dev lnterdist Schs Mng Sup Serv lnterdist Schs Mng Sup Serv lnterdist Schs Mng Sup Serv lnterdist Schs Mng Sup Serv lnterdist Schs Supt lnterdist Schs Supt lnterdist Schs Supt IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev  Deputy Supt. was primary leader Page 14 LRSD Desegregation Case Obligations llllAPl1 Sec Ld De DP Date Abbreviated Text\no~  '\" Dir SAO LR 147 4/29/92 Recruit black students in accordance w/lnti!rdistrict plan Dir SAO LR 147 4/29/92 Develop recruitment plan w/PCSSD for M-to-M transfers Dir SAO LR 147 4/29/92 Advertise M-to-M transfers to students Dir SAO TR 80 5/29/92 Form Site Selection Committee for Clinton School Dir SAO TR 39 6/7/94 Tell how white studs. will be recruit. for new Stephens . .. ... Dir SAO TR 150 6/7/94 Court wants detail how the dist. will recruit white students for Stephens Dir SAO TR 192 6/7/94 Court wants to know who will be responsible for recruitment. Principal LR 147 4/29/92 Operate Romine Principal LR 148 4/29/92 Operate/maintain King lnterdst. School Principal LR 148 4/29/92 Establish Program Use Thematic Approach Principal co 5 6/28/94 Approved magnet status for King Supt I 3 4/29/92 Establish six thematic interdistrict schools (3 for LRSD) Supt I 3 4/29/92 Open King Supt I 3 4/29/92 Establish Romine lnterdistrict Asst Supts co 1 7/9/93 King to offer distinctive program worthy of magnet designation Dir Early Child I 10 4/29/92 New Stephens to have early childhood program Dir Early Child TR 192 6/9/93 Offer Four 4-yr-old Classes if lsh Closed Dir Plant Serv TR 193 6/7/94 Court wants a long-range facilities study Dir Plant Serv TR 227 1/26/94 Build, in addition to the King in the fall of 1993, the Stephens Inter. Sch. Dir Plant Serv co 1 6/5/92 Submit plan for new Stephens lnterd. to court with certain criteria Dir Transport TR 193 6/9/93 4-yr-old Transportation Provided to new King School Asst Supts I 8 4/29/92 Get public opinion concerning interdistrict sch. themes Asst Supts I 8 4/29/92 Sched. public meetings to get input on interdistrict sch themes Mng Sup Serv SA 12 9/28/89 Equalize interdistrict programs and pool M to M payments Asst Supts LR 153 4/29/92 Provide Adequately Equipped Labs for Students Asst Supts LR 153 4/29/92 Select at least one foreign language for study Asst Supts LR 153 4/29/92 Expand computer labs. Asst Supts LR 153 4/29/92 Make a computer loan program available Asst Supts LR 153 4/29/92 Develop school themes to attract parents into the schools Asst Supts LR 153 4/29/92 Augment Programs to Meet Interest/Needs of Student Asst Supts LR 153 4/29/92 Permit laptop computer checkout Asst Supts LR 153 4/29/92 Survey parents to determine interest for theme selection. Asst Supts LR 153 4/29/92 Use Learning Styles Inventories in each incentive school Asst Supts LR 153 4/29/92 Develop Parent Home Study Guides Asst Supts LR 154 4/29/92 Use the District model as the core curriculum for pre-k thru 6 Asst Supts LR 154 4/29/92 Use Learning to Read Thru Literature as primary reading prog. K-6 LASO Office of Desegregation 8/4/95 Subject Prf Ld IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev * Deputy Supt. was primary leader Page 15 LRSD Desegregation Case Obligations Sec Ld De DP Date Abbreviated Text Asst Supts LR 154 4/29/92 Use Basal textbooks to augment classics reading program K-6. Asst Supts LR 154 4/29/92 Place strong emphasis on critical reading skills grades 4-6 Asst Supts LR 154 4/29/92 Increase motivation/learning with oral expression through reading Asst Supts LR 154 4/29/92 Amplify regular core curriculum if used in incentive schools Asst Supts LR 154 4/29/92 Use Writing to Read as instructional component K-2 Asst Supts LR 154 4/29/92 Use Writing Across the Curriculum to enhance writing skills Asst Supts LR 154 4/29/92 Use Latin Program to increase vocabulary/word attack skills Asst Supts LR 154 4/29/92 Emphasize Oral Lang Expression in reading and English/Lang arts Asst Supts LR 155 4/29/92 Expect Lang. Modeling in oral expression, vocab. and usage skills Asst Supts LR 155 . 4/29/92 Emphasize the study of history from a subject area context Asst Supts LR 155 4/29/92 Emphasize introductory concepts in history, geo., and civics K-3 Asst Supts LR 155 4/29/92 Teach geography through active learning strategies. Asst Supts LR 155 4/29/92 Include multicultural curriculum in each level of social studies K-6 Asst Supts LR 155 4/29/92 Promote \"living social studies\" Learning strategies/activities K-6 Asst Supts LR 155 4/29/92 Emphasize American and Arkansas History 4-5 Asst Supts LR 155 4/29/92 Emphasize World History 6 Asst Supts LR 155 4/29/92 Integrate celebrations/ceremonies into the curriculum Asst Supts LR 155 4/29/92 Emphasize use of word or story problems 2-6 Asst Supts LR 155 4/29/92 Introduce basic concepts in geometry and algebra 2-6 Asst Supts LR 155 4/29/92 Use manipulatives extensively Pre-K-3 Asst Supts LR 155 4/29/92 Use computers to organize and utilize mathematical data 5-6 Asst Supts LR 155 4/29/92 Emphasize critical thinking with methodology and results K-6 Asst Supts LR 155 4/29/92 Use hands-on discovery/exploration to learn scientific concepts K-3 Asst Supts LR 155 4/29/92 Supplement class and textbook work with practical demonstrations Asst Supts LR 155 4/29/92 Emphasize life sciences and physical sciences 4-6 Asst Supts LR 155 4/29/92 Show mastery of concepts with an annual project Asst Supts LR 155 4/29/92 Include information packets with homework assignments Asst Supts LR 155 4/29/92 Include an introduction to basic concepts in music and art Asst Supts LR I 155 4/29/92 Keep content of art and music sequential and cumulative Asst Supts LR 155 4/29/92 Emphasize enjoyment/creation of music, painting, and crafts Pre-K-3 Asst Supts LR 155 4/29/92 Emphasize penmanship at each level Asst Supts LR 156 4/29/92 Use total response approach as instructional methodology Asst Supts LR 156 4/29/92 Emphasize cultural \u0026amp; historical differences \u0026amp; developments 4-6 Asst Supts LR 156 4/29/92 Reinforce concepts with in-school performances and/or exhibits Asst Supts LR 156 4/29/92 Select at least one foreign Lang for study at each school Asst Supts LR 156 4/29/92 Use \"total physical response\" approach to teaching LRSD Office of Desegregation 8/4/95 Subject Prl Ld IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad Prgs Dir Staff Dev IS Acad. Act. Dir Staff Dev IS Acad. Act. Dir Staff Dev IS Acad. Act. Dir Staff Dev IS Acad. Act. Dir Staff Dev IS Ext. Day/Wk Dir Staff Dev IS Ext. Day/Wk Dir Staff Dev IS Ext. Day/Wk Dir Staff Dev IS Ext. Day/Wk Dir Staff Dev IS For. Lang. Dir Staff Dev IS Guid/Cnslng Supt IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev * Deputy Supt. was primary leader Page 16 LRSD Desegregation Case Obligations Sec Ld De OP Oete Abbreviated Text Asst Supts LR 156 4/29/92 Emphasize basic vocabulary, conversation, \u0026amp; culture for 1-6. Asst Supts LR 156 4/29/92 Use a foreign Lang laboratory for instruction Asst Supts LR 156 4/29/92 Emphasize transcribing and translating foreign Lang Asst Supts LR 156 4/29/92 Provide experiences/interactions with a native Lang user. Asst Supts LR 156 4/29/92 Emphasize vocabulary, grammar, reading, writin_g, culture 4-6 Asst Supts LR 156 4/29/92 Include Family Ute Education in the total elem. curriculum 1-6 Asst Supts LR 156 4/29/92 Make Nifty Nutrition available for all grades 1-6 Asst Supts LR 156 4/29/92 Emphasize \" wellness for the young K-6 Asst Supts LR 156 4/29/92 Emphasize understanding \u0026amp; respect for the handicapped Asst Supts LR 156 4/29/92 Emphasize team sports and lifelong leisure skills K-6 IS Principal MR 39 6/5/92 Establish scouting membership list Asst Supts LR 154 4/29/92 Remedial classes will be available during instructional day Asst Supts LR 154 4/29/92 Formative criterion-referenced tests will be computer generated Asst Supts LR 154 4/29/92 Heterogeneous grouping will be utilized at each grade level Asst Supts LR 154 4/29/92 Effective school model will be operative in incentive schools Asst Supts LR 189 4/29/92 Provide compensation to staff. Asst Supts LR 189 4/29/92 Compensate teachers/principals who work extra periods IS Principal MR 25 6/5/92 Keep statistics on the Saturday Programs IS Principal MR 25 6/5/92 Conduct study to determine most appealing activities Asst Supts LR 153 4/29/92 Operate lang labs with appropriate equipment/materials Dir Pup Serv MR 27 6/5/92 Develop Written School-Based Guidance Plans Asst Supts LR 162 4/29/92 Make incant. sch. Principals/staff aware of Latin prog. Asst Supts LR 162 4/29/92 Present implementation plan proposal to assoc./asst. supts Asst Supts LR 162 4/29/92 Schedule awareness mtg. with Principals of incant. schs. Asst Supts LR 162 4/29/92 Develop agenda for Principals' meeting. Asst Supts LR 162 4/29/92 Conduct awareness meeting with Principals. Asst Supts LR 162 4/29/92 Schedule awareness mtg.-5th/6th grade incant. schs. Tchs. Asst Supts LR 162 4/29/92 Conduct awareness mtg. with current 5th and 6th grade Tchs. Asst Supts LR 162 4/29/92 Identify 5th/6th grade Tchs. wishing to stay at incent. schs. Asst Supts LR 162 4/29/92 Recruit and fill vacancies. Asst Supts LR 163 4/29/92 Provide inservice to participating Teachers. Asst Supts LR 163 4/29/92 Requisition instructional materials. Asst Supts LR 163 4/29/92 Conduct above four inservice workshops . Asst Supts LR 163 4/29/92 Duplicat!! copies of above materials. Asst Supts LR 163 4/29/92 Schedule two inservice meetings of three hours each. Asst Supts LR 163 4/29/92 Develop agenda for above two meetings. LASO Office of Desegregation 8/4/95 Subject - Prl Ld IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Latin Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev * Deputy Supt. was primary leader Page 17 LRSD Desegregation Case Obligations Sec Ld De DP Date Abbreviated Text .. - .. , ,\n... r, .. ' ' Asst Supts LR 163 4/29/92 Conduct above two meetings Asst Supts LR 163 4/29/92 Contact UALR about offering college course. Asst Supts LR 163 4/29/92 Schedule above college course. Asst Supts LR 163 4/29/92 Implement above college course. Asst Supts LR 163 4/29/92 Schedule four two-hour inservice workshops Asst Supts LR 163 4/29/92 Implement elementary Latin Program in 5th/6th grade Asst Supts LR 163 4/29/92 Schedule time for classroom instruction. Asst Supts LR 163 4/29/92 Purchase/duplicate/create student materials Asst Supts LR 163 4/29/92 Incorporate Latin program into district's Lang arts program. Asst Supts LR 164 4/29/92 Evaluate the elementary Latin Program. Asst Supts LR 164 4/29/92 Monitor classroom activities. Asst Supts LR 164 4/29/92 Identify student growth on standardized tests . Asst Supts LR 164 4/29/92 Develop student, Teachers, parent assessment survey. Asst Supts LR 164 4/29/92 Disseminate above surveys. Asst Supts LR 164 4/29/92 Compile survey results. Asst Supts LR 164 4/29/92 Submit final evaluation report to assoc. supts. Asst Supts LR 206 4/29/92 Include strategies for incorporating parental involvement Asst Supts LR 207 4/29/92 Design and administer a needs assessment Asst Supts LR 207 4/29/92 Offer opportunites for adult community education Asst Supts LR 207 4/29/92 Establish an lncentivewide Parent Internship Asst Supts LR 207 4/29/92 Recruit parents from the incentive schools for teacher aides Asst Supts LR 207 4/29/92 Establish mentorships between teachers and parents Asst Supts LR 207 4/29/92 Implement the parent internship program Asst Supts LR 207 4/29/92 Investigate community education classes for parents Asst Supts LR 208 4/29/92 Establish a parent center in each school Asst Supts LR 208 4/29/92 Provide resources/staff to operate the center Asst Supts LR 208 4/29/92 Train parent to operate the center Asst Supts LR 208 4/29/92 Form comm. composed of parents/school personnel Asst Supts LR 208 4/29/92 Distribution of monthly communications packet Asst Supts LR 208 4/29/92 Seek parents' recommendation for resources Asst Supts LR 209 4/29/92 Assist parents to carry out expections of schools Asst Supts LR 209 4/29/92 Offer mini-workshops Asst Supts LR 209 4/29/92 Parents to pick up report cards twice a year Asst Supts LR 209 4/29/92 Provide opportunities for counselors contact with parents Asst Supts LR 209 4/29/92 Demonstrate the use of community resources Asst Supts LR 209 4/29/92 Parent recogntion as a tool for community involvement LRSD Office of Desegregation 8/4/95 Subject Pri Ld IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par lnvolv Dir Staff Dev IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt * Deputy Supt. was primary leader Page 18 LRSD Desegregation Case Obligations DllAl~'l1 Sae Ld De DP Data Abbreviated Text - _ _\n- \u0026gt;'.' \"'i', Asst Supts LR 209 4/29/92 Recognize parents monthly Asst Supts LR 209 4/29/92 Recognize community person for school involvement monthly Asst Supts LR 209 4/29/92 Display parent/community recognition awards Asst Supts LR 210 4/29/92 Provide school lunch voucher for award winners Asst Supts LR 210 4/29/92 Involve students in selection process of award winners Asst Supts LR 210 4/29/92 Establish approach to communication between home/school Asst Supts LR 210 4/29/92 Identify three key parent communicators Asst Supts LR 210 4/29/92 Teach parents the system for advancing support Asst Supts LR 210 4/29/92 Establish community resource list Asst Supts LR 210 4/29/92 Invite community patrons of pre-school Asst Supts LR 210 4/29/92 Encourage parent attendance at PT A meetings Asst Supts LR 210 4/29/92 Prepare and distribute Parent Handbooks Asst Supts LR 210 4/29/92 Require parents to sign homework assignments Asst Supts LR 211 4/29/92 Require parents to call school to report absences Asst Supts LR 211 4/29/92 Require two or more home visits Asst Supts LR 211 4/29/92 Require contractual commitment from parents Asst Supts LR 211 4/29/92 Require all parents to sign contract prior to enrollment Asst Supts LR 212 4/29/92 Strengthen linkages between home/school Asst Supts LR 212 4/29/92 Parenting education classes for mothers Asst Supts LR 212 4/29/92 Evening/Saturday classes to expose children to science/math Asst Supts LR 212 4/29/92 Use school as community center Asst Supts LR 212 4/29/92 Workshops to expose students/parents to science/math Asst Supts LR 213 4/29/92 Raise trust level between school/community Asst Supts LR 213 4/29/92 lnservice courses for teachers and school Asst Supts LR 213 4/29/92 Develop speakers bureau for community Asst Supts LR 213 4/29/92 Develop calendar of events of neighborhood activities Asst Supts LR 213 4/29/92 Develop activity places high value on neighborhood pride Asst Supts LR 214 4/29/92 Formulate committee develop school improvement Asst Supts LR 214 4/29/92 Provide atmosphere where paren~s are open Asst Supts LR 214 4/29/92 Involve more people in decision making Asst Supts LR 214 4/29/92 Create sense of ownership through involvement Dir SAO LR 215 4/29/92 Information to community on Incentive school program Dir SAO LR 215 4/29/92 Mail report on Incentive schools to community groups Dir SAO LR 215 4/29/92 Conduct information sessions on pre-registration activities Dir SAO LR 215 4/29/92 Conduct information sessions with special audiences Dir SAO LR 215 4/29/92 Establish Saturday information booths LASO Office of Desegregation 8/4/95 Subject Prl Ld IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Par Recruit Assoc Supt IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev IS Pol \u0026amp; Proc Dir Staff Dev * Deputy Supt. was primary leader Page 19 LRSD Desegregation Case Obligations Sec Ld De DP Date Abbreviated Text :A,, ' \" Dir SAO LA 215 4/29/92 Secure special mediacoverage Dir SAO LA 215 4/29/92 Highlight sheets to elementary parents Dir SAO LA 215 4/29/92 Telephone hotline Dir SAO LA 215 4/29/92 Place highlight sheet in local business Dir SAO LA 215 4/29/92 Seek 'Special media coverage State Press/black radio stations Dir SAO LA 215 4/29/92 Brochure for each Incentive school Dir SAO LA 216 4/29/92 Seek Spec. designation from Dept. of Ed to market Incentive sch Dir SAO LA 216 4/29/92 Endorsements from local celebrities Dir SAO LA 216 4/29/92 Meetings w/NLASD/PCSSD M-to-M transfers Dir SAO LA 216 4/29/92 Hire two parent recruiters Dir SAO LA 216 4/29/92 Public se,vice announcements for Incentive schools Dir SAO LA 216 4/29/92 Billboards to advertise incentive schools Dir SAO LA 216 4/29/92 Conduct Media blitz to heighten public awareness Dir SAO LA 216 4/29/92 Produce videocassette recordings for presentation Dir SAO LR 216 4/29/92 Brochures for Incentive school distributed in Pul. County Dir SAO LA 216 4/29/92 Open house at Incentive schools Dir SAO LA 216 4/29/92 Geographic areas to receive info on Incentive schools Dir SAO LA 216 4/29/92 Conduct small group tours Dir SAO LA 216 4/29/92 Establish Speakers bureau for Incentive school Dir SAO LA 217 4/29/92 Monitor/evaluate recruitment in Incentive schools Asst Supts LA 188 4/29/92 Establish a flexible programming approach Asst Supts LA 188 4/29/92 Allow for team teaching or other effective teaching strategy Asst Supts LR 188 4/29/92 Allow stud. to remain in class for extended time periods if needed Asst Supts LA 188 4/29/92 Develop a plan for individualized instruction within a building Asst Supts LA 188 4/29/92 Investigate other areas for possible inclusion. Asst Supts LR 188 4/29/92 Investigate areas for possible plan inclusion. Asst Supts LA 188 4/29/92 Permanent Assigned Subs Incentive Schools Asst Supts LA 188 4/29/92 Assign Half-time assistant principal Asst Supts LA 188 4/29/92 Establish a uniform policy for students Asst Supts LR 188 4/29/92 Standardize dress for Teachers. Asst Supts LA 188 4/29/92 Encourage PT A attendance Asst Supts LA 188 4/29/92 Provide Student Handbooks to each student Asst Supts LA 188 4/29/92 Provide Science Lab at each school Asst Supts LA 188 4/29/92 Provide a computer lab at each school Asst Supts LA 18B 4/29/92 Provide a complete playground for PE purposes Asst Supts LA 188 4/29/92 Make student handbooks available to every student. LRSD Office of Desegregation 8/4/95 Subject Prl Ld IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Pol \u0026amp; Pree Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Soc Sklls Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev * Deputy Supt. was primary leader Page 20 LRSD Desegregation Case Obligations llllAPl1 Sec Ld De DP Date Abbreviated Text !. \"' Asst Supts LR 189 4/29/92 Provide addt'I compensation for extra periods Asst Supts LR 189 4/29/92 Investigate Community Ed. Classes for Parents Asst Supts LR 189 4/29/92 Provide Saturday Enrichment Programs IS Principal MR 20 6/5/92 Develop a comprehensive long-range strategic plan IS Principal MR 23 6/5/92 Involve all affected in discipline policy development. IS Principal MR 23 6/5/92 Define appropriate and inappropr. behavior \u0026amp; consequences IS Principal MR 23 6/5/92 Publicize policies and procedures IS Principal MR 23 6/5/92 Insist upon fair and consistent enforcement of discipline policies. IS Principal MR 23 6/5/92 Provide Teachers training in dealing with disruptive students. IS Principal MR 23 6/5/92 Collect discipline data and monitor the program IS Principal MR 37 6/5/92 Maintain records of volunteer participation IS Principal MR 38 6/5/92 Document volunteer training IS Principal MR 38 6/5/92 Document visits to each student's home IS Principal MR 38 6/5/92 Maintain documentation of all parent meetings and activities IS Principal MR 38 6/5/92 Routinely record meeting agenda and minutes IS Principal MR 38 6/5/92 Establish a mechanism to ensure that parents sign homework IS Principal MR 38 6/5/92 Have contracts ready for parents to sign when they register Asst Supts LR 156 4/29/92 Prepare students to become independ. thinkers \u0026amp; problem solvers Asst Supts LR 156 4/29/92 Teach social skills through the core instructional program Asst Supts LR 156 4/29/92 Teach values and mores of students' ancestors Asst Supts LR 156 4/29/92 Teach Structured self-esteem building lessons in small groups. Asst Supts LR 156 4/29/92 Focus on problem-solving, decision-making, peer pressure, etc. Asst Supts LR 157 4/29/92 Create program to respond to developmental changes in students Asst Supts LR 157 4/29/92 Use individuals presentations to provide role models for students Asst Supts LR 157 4/29/92 Establish a mentoring program for students. Asst Supts LR 175 4/29/92 Increase opport. for services through serv. agency relationships Asst Supts LR 180 4/29/92 Establish training for peer tutors IS Principal MR 29 6/5/92 Mount recruitment campaign IS Principal MR 29 6/5/92 Coordinate mentor program with VIPS IS Principal MR 29 6/5/92 Record/Maintain documentation on mentors, students, \u0026amp; activities Asst Supts LR 170 4/29/92 Implement staff development activities Asst Supts LR 170 4/29/92 Identify the staff development needs Asst Supts LR 170 4/29/92 Develop inservice schedule Asst Supts LR 170 4/29/92 Notify staff of inservice dates Asst Supts LR 170 4/29/92 Plan details for inservice Asst Supts LR 170 4/29/92 Obtain services of consultants LRSD Office of Desegregation 8/4/95 Subject Pri Ld IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev * Deputy Supt. was primary leader Page 21 LRSD Desegregation Case Obligations DHAl~'J1 Sec Ld De OP Date Abbreviated Taxt .\n''ll:' ,\n- _. .. ...... \\ Asst Supts LR 170 4/29/92 Implement fall training cycle. Asst Supts LR 170 4/29/92 Evaluate staff development. activity Asst Supts LR 170 4/29/92 Implement staff development activities Asst Supts LR 170 4/29/92 Identify the staff development needs Asst Supts LR 170 4/29/92 Develop inservice schedule Asst Supts LR 170 4/29/92 Notify each school staff of proposed inservice dates Asst Supts LR 170 4/29/92 Plan details for delivery of inservice Asst Supts LR 170 4/29/92 Implement fall training cycle Asst Supts LR 170 4/29/92 Evaluate staff development activity Asst Supts LR 199 4/29/92 Promote understanding pf Incentive school concept Asst Supts LR 199 4/29/92 Establish a process for developing each Incentive School Plan. Asst Supts LR 199 4/29/92 Assist in presenting an indepth pre-orientation session for staff Asst Supts LR 199 4/29/92 Assist with orientation for parents in the incentive schools. Asst Supts LR 199 4/29/92 Develop curriculum specific to incentive schools. Asst Supts LR 199 4/29/92 Identify each area in need of curriculum development. Asst Supts LR 199 4/29/92 Identify Teachers for curriculum teams. Asst Supts LR 199 4/29/92 Plan orientation and format for curriculum development. Asst Supts LR 199 4/29/92 Review preliminary draft of revised curriculum Asst Supts LR 200 4/29/92 Develop additional components for each curriculum area. Asst Supts LR 200 4/29/92 Proof and type incentive school curriculum guides. Asst Supts LR 200 4/29/92 Print curriculum guides. Asst Supts LR 200 4/29/92 Distribute/provide inservice on curriculum guide implementation Asst Supts LR 201 4/29/92 Analyze staff development needs regularly Asst Supts LR 201 4/29/92 Establish a Staff Development Committee Asst Supts LR 201 4/29/92 Collect and review data on needs and interests of student pop. Asst Supts LR 201 4/29/92 Conduct a survey of staff development needs and interests Asst Supts LR 201 4/29/92 Identify staff who have not participated in required inservice Asst Supts LR 201 4/29/92 Assess staff members needs on an ongoing basis Asst Supts LR 202 4/29/92 Plan staff development experiences on an on-going basis Asst Supts LR 202 4/29/92 Plan a min. of staff development activities for incant. sch. staff Asst Supts LR 202 4/29/92 Conduct meetings for planning of staff development Asst Supts LR 202 4/29/92 Plan staff development activities on an on-going basis Asst Supts LR 203 4/29/92 Implement and evaluate staff development activities. Asst Supts LR 203 4/29/92 Implement Staff Development Committee activities Asst Supts LR 203 4/29/92 Conduct staff development activities. Asst Supts LR 203 4/29/92 Evaluate staff development experiences. LRSD Office of Desegregation 8/4/95 Subject Prl Ld IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff. Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staff Dev Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev * Deputy Supt. was primary leader Page 22 LRSD Desegregation Case Obligations Sec Ld De DP ' Date Abbreviated Text C' ~_i.,\n\"'~-it~ \" Asst Supts LR 203 4/29/92 Implement the Teachers Demonstration Program. Asst Supts LR 203 4/29/92 Establish committee to plan a Teachers Demonstration Program Asst Supts LR 203 4/29/92 Implement the Teachers Demonstration Program. Asst Supts LR 203 4/29/92 Monitor the Teachers Demonstration Program Asst Supts LR 204 4/29/92 Implement a Master Teachers Program. Asst Supts LR 204 4/29/92 Establish committee to plan a Master Teachers Program Asst Supts LR 204 4/29/92 Implement Master Teachers Program in each incentive school. Asst Supts LR 204 4/29/92 Maintain a pool of prospective staff members Asst Supts LR 204 4/29/92 Monitor the Master Teachers Programs in each incentive school Asst Supts LR 204  4/29/92 Provide assistance for new Teachers or those having difficulty Asst Supts LR 204 4/29/92 Select IRC specialist to provide assistance to incentive schools Asst Supts LR 170 4/29/92 Obtain Consultant Services IS Principal co 42 5/1 /92 Identify the staff development needs IS Principal MR 7 6/5/92 Develop strategy to meet staff development requirements. IS Principal MR 7 6/5/92 Record School Profile staff development data IS Principal MR 8 6/5/92 Evaluate classroom utilization of inservice training IS Principal MR 8 6/5/92 Evaluate quality, relevance, and adequacy of staff training IS Principal MR 11 6/5/92 Promote staff awareness of heterogeneous grouping IS Principal MR 11 6/5/92 Ensure all incentive school staff participate TESA. IS Principal MR 11 6/5/92 Consider GESA training as part of staff development curriculum . IS Principal MR 14 6/5/92 Emphasize staff training that facilitates active learning at all grades. IS Principal MR 14 6/5/92 Emphasize importance of variety in teaching techniques/grouping. IS Principal MR 14 6/5/92 Use a wide range of resources and specialist Asst Supts LR 190 4/29/92 Determine staffing needs and promote staff awareness Asst Supts LR 194 4/29/92 Provide add'I inservice training prior to the start of school Asst Supts LR 194 4/29/92 Incentive school Teachers report back to work 5 days earlier Asst Supts LR 194 4/29/92 Provide separate stipends for returning to work ahead of schedule. Asst Supts LR 194 4/29/92 Use student teachers from different colleges Asst Supts LR , 195 4/29/92 Establish District Incentive Schools Staffing Committee Asst Supts LR 195 4/29/92 Identify staffing needs Asst Supts LR 195 4/29/92 Develop Staffing Criteria Asst Supts LR 195 4/29/92 Develop Job Descriptions Asst Supts LR 195 4/29/92 Advertise Vacant Positions Asst Supts LR 195 4/29/92 Provide an indepth orientation session Asst Supts LR 196 4/29/92 Identify pool of prospective staff and administrators. Asst Supts LR 196 4/29/92 Implement ongoing local and national recruitment LASO Office of Desegregation 8/4/95 Subject Prl Ld IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Staffing Dir Staff Dev IS Stud Achv Dir Staff Dev IS Stud Achv Dir Staff Dev IS Stud Achv Dir Staff Dev IS Stud Achv Dir Staff Dev  IS Stud Achv Dir Staff Dev IS Stud Achv Dir Staff Dev IS Stud Achv Dir Staff Dev IS Stud Achv Dir Staff Dev IS Stud Achv Dir Staff Dev IS Stud Achv Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev  Deputy Supt. was primary leader Page 23 LRSD Desegregation Case Obligations DllAl~'l1 See Ld De DP Date Abbreviated Text . ( . ~ ' '!'..., -, , \"\"\"\" Asst Supts LR 196 4/29/92 Maintain files on prospective staff members. Asst Supts LR 196 4/29/92 Select principals and provide orientation and training. Asst Supts LR 196 4/29/92 Review criteria for principal selection Asst Supts LR 196 4/29/92 Begin local and national recruitment Asst Supts LR 196 4/29/92 Select racially balanced interview teams Asst Supts LR 196 4/29/92 Preliminary screening/interviews. Asst Supts LR 197 4/29/92 Conduct final interviews. Asst Supts LR 197 4/29/92 Make recommendations to Board. Asst Supts LR 197 4/29/92 Provide inservice to acquaint new principals Asst Supts LR 197 4/29/92 Select staff. Asst Supts LR 197 4/29/92 Select racially balanced interview teams Asst Supts LR 197 4/29/92 Interview applicants. Asst Supts LR 197 4/29/92 Make staff recommendations . Asst Supts LR 197 4/29/92 Make staff recommendations for employment to Board. Asst Supts LR 197 4/29/92 Issue and explain one-year special contracts. Asst Supts LR 198 4/29/92 Review staff employment/ commitment/effectiveness Asst Supts LR 198 4/29/92 Review staff commitment informally Asst Supts LR 198 4/29/92 Monitor staff effectiveness Asst Supts LR 157 4/29/92 Reinforce the core curriculum in PreK  Grade 6 Asst Supts LR 157 4/29/92 Develop programs to improve student achievement Asst Supts LR 157 4/29/92 Use peer tutors to assist Teachers Asst Supts LR 157 4/29/92 Use Academic Reinforcement Clubs Asst Supts LR 157 4/29/92 Use a variety of Special Interest Clubs Asst Supts LR 158 4/29/92 Use field trips to enhance learning Asst Supts LR 158 4/29/92 Supplement local field trips with state/national trips Asst Supts LR  158 4/29/92 Determine choices by school needs/interests Asst Supts LR 158 4/29/92 Submit Plans to Board/Administration annually Asst Supts LR 158 4/29/92 Use field trips to enhance learning Asst Supts LR 171 4/29/92 Provide trans to students at the Homework Center Asst Supts LR 171 4/29/92 Provide trans. to students whose parents cannot Asst Supts LR 171 4/29/92 Provide transportation for extended day children. Asst Supts LR 171 4/29/92 Evaluate hotline/Centers/awareness relationships Asst Supts LR 171 4/29/92 Staff hotlines with teachers on a rotating basis Asst Supts LR 172 4/29/92 Develop .year round school program Asst Supts LR 172 4/29/92 Implement a career skills development program Asst Supts LR 172 4/29/92 Use a variety of means to create career awareness LRSD Office of Desegregation 8/4/95 Subject Pri Ld IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppl Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppl Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev * Deputy Supt. was primary leader Page 24 LRSD Desegregation Case Obligations J)llAl~'l1 Sec Ld De OP Date Abbreviated Text ,.,,, \"\n ,' Asst Supts LR 172 4/29/92 Provide appropriate number of supervision aides Asst Supts LR 172 4/29/92 Develop year round school program Asst Supts LR 173 4/29/92 Bring exhibits and performances to the schools. Asst Supts LR 173 4/29/92 Visit industrial complexes Asst Supts LR 173 4/29/92 Monitor student if activity finishes early Asst Supts LR 174 4/29/92 Seek assistance to provide services Asst Supts LR 175 4/29/92 Attendance/behavior guidelines assist studs. \u0026amp; keep them in sch. Asst Supts LR 175 4/29/92 Provide time out areas Asst Supts LR 175 4/29/92 Parents sign contractual agreement Asst Supts LR 175 4/29/92 Allow Non-Washington attendees access to ext'd act. Asst Supts LR 176 4/29/92 Develop Incentive/recognition programs Asst Supts LR 176 4/29/92 Use a variety of methods for recognition Asst Supts LR 178 4/29/92 Perm_anently assign substitutes to each incentive school. Asst Supts LR 178 4/29/92 Create school site teams Asst Supts LR 178 4/29/92 Rotate team membership on a semester basis Asst Supts LR 178 4/29/92 Double fund incentive schools Asst Supts LR 179 4/29/92 Offer field trips during extended week programs Asst Supts LR 179 4/29/92 Develop Saturday enrichment programs. Asst Supts LR 179 4/29/92 Develop Saturday programs to enhance learning Asst Supts LR 180 4/29/92 Offer Special skills programs after school Asst Supts LR 180 4/29/92 Provide supervision of students at the incentive schools. Asst Supts LR 180 4/29/92 Establish offerings Asst Supts LR 180 4/29/92 Employ instructional aides for career awareness Asst Supts LR 180 4/29/92 Establish training for peer tutors Asst Supts LR 180 4/29/92 Provide training for Teachers in peer tutoring Asst Supts LR 180 4/29/92 Use retired Teachers mentors to tutor and sponsor clubs Asst Supts LR 180 4/29/92 Mentors provide support Asst Supts LR 180 4/29/92 Provide Homework Centers Asst Supts LR 180 4/29/92 Set homework center schedules to meet students needs. Asst Supts LR 180 4/29/92 Provide Homework Hotlines Asst Supts LR 181 4/29/92 Arrange Community access/field trips Asst Supts LR 181 4/29/92 Visits historical\nscientific and cultural events and exhibits Asst Supts LR 181 4/29/92 Build a program of community involvement Asst Supts LR 181 4/29/92 Establish Girl/Boy Scout Programs at each school. Asst Supts LR 181 4/29/92 Offer special skills programs after school Asst Supts LR 183 4/29/92 Provide community services access for all students LASO Office of Desegregation 8/4/95 Subject Pri Ld IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppl Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev * Deputy Supt. was primary leader Page 25 LRSD Desegregation Case Obligations DllAl~'l1 Sec Ld De OP Date -Abbreviated Text Asst Supts LR 183 4/29/92 Dev. compacts community agencies/universities for student assistance Asst Supts LR 183 4/29/92 Establish mentoring program for students to work with role models Asst Supts LR 183 4/29/92 Make parents aware of the options open to their children. Asst Supts LR 183 4/29/92 Implement mentoring program Asst Supts LR 183 4/29/92 Place special emphasis on schools recruiting minority students Asst Supts LR 183 4/29/92 Provide student training in study/testing/listening skills. Asst Supts LR 183 4/29/92 Provide students with exper. in testing.listening, \u0026amp; study skills Asst Supts LR 183 4/29/92 Hold home/neighborhood meetings to increase involvement Asst Supts LR 183 4/29/92 Meet at neighborhood sites with small groups of parents Asst Supts LR 183 4/29/92 Meet at homes with groups of parents. Asst Supts LR 183 4/29/92 Involve ministers. Asst Supts LR 183 4/29/92 Increase parental involvement Asst Supts LR 183 4/29/92 Parent assist at schools Asst Supts LR 183 4/29/92 Parents sign homework Asst Supts LR 183 4/29/92 Provide regular communication between school and home Asst Supts LR 183 4/29/92 Encourage parents to provide classroom support Asst Supts LR 183 4/29/92 Establish place for designated meetings Asst Supts LR 184 4/29/92 Establish learning time schedules for extended day. Asst Supts LR 184 4/29/92 Schedule weekly extended day programs based on needs Asst Supts LR 184 4/29/92 Improve home/school communication. Asst Supts LR 184 4/29/92 Review children's progress regularly Asst Supts LR 184 4/29/92 Send alert and success cards regularly to parents. Asst Supts LR 184 4/29/92 Establish meaningful elementary extracurricular activities Asst Supts LR 184 4/29/92 Give students recognition and leadership opportunities Asst Supts LR 184 4/29/92 Implement individual and group counseling for all students. Asst Supts LR 184 4/29/92 Include Peer facilitators Asst Supts LR 184 4/29/92 Provide individual and group counseling . Asst Supts LR 184 4/29/92 Teach conflict resolution Asst Supts LR 184 4/29/92 Implement ._Incentive/recognition programs by 1 990-91 Asst Supts LR 184 4/29/92 Create student recognition programs. Asst Supts LR 184 4/29/92 Create Good Citizen programs Asst Supts LR 184 4/29/92 Create Community involvement recognition. Asst Supts LR 184 4/29/92 Structure/begin wellness program for students at ea/sch Asst Supts LR 184 4/29/92 Assign Fulltime Nurse Asst Supts LR 184 4/29/92 Conduct Student Screening Asst Supts LR 184 4/29/92 Make presentations to parents on similar topics LRSD Office of Desegregation 8/4/95 Subject Prl Ld IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppl Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppl Prgs Dir Staff Dev IS Suppl Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppl Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev * Deputy Supt. was primary leader Page 26 LRSD Desegregation Case Obligations DllAl~'l' Sac Ld De: OP Date Abbreviated Text ,.\n: \"' ~. -~- Asst Supts LR 185 4/29/92 Work community to supplement school programs Asst Supts LR 185 4/29/92 Study access to Camp Pfiefer Asst Supts LR 185 4/29/92 Work with Campt Pfiefer Dir. to target incentive students Asst Supts LR 185 4/29/92 Work w/community to establish similar programs Asst Supts LR 185 4/29/92 Work with community programs to supplement sctiool programs Asst Supts LR 185 4/29/92 Study success of Pfeifer program Asst Supts LR 185 4/29/92 Work with Campt Pfiefer Dir. to target incentive students Asst Supts LR 185 4/29/92 Work with community groups to undertake similar projects Asst Supts LR 186 4/29/92 Obtain information regarding student academic growth. Asst Supts LR 186 4/29/92 Develop valid/reliable monitoring instrument(sl Asst Supts L~ 186 4/29/92 Establish training for monitoring teams Asst Supts LR 186 4/29/92 Track attendance/discipline/behavior/achievement. Asst Supts LR 186 4/29/92 Monitor quarterly Asst Supts LR 186 4/29/92 Maintan class and school profiles Asst Supts LR 186 4/29/92 Involve parents in the development SEPs Asst Supts LR 186 4/29/92 Develop SEP format Asst Supts LR 186 4/29/92 Involve parents in writing plan Asst Supts LR 186 4/29/92 Include extracurricular activities Asst Supts LR 186 4/29/92 Plan quarterly reports/visits by monitoring team Asst Supts LR 186 4/29/92 Develop reporting format Asst Supts LR 186 4/29/92 Involve staff, patrons in monitoring Asst Supts LR 186 4/29/92 Involve all staff in goal setting Asst Supts LR 186 4/29/92 Evaluate goal achievement Asst Supts LR 186 4/29/92 Randomly select students to participate each year Asst Supts LR 186 4/29/92 Conduct Student \"training\" Asst Supts LR 186 4/29/92 Student generation of questionnaires Asst Supts LR 187 4/29/92 Analyze data Asst Supts LR 187 4/29/92 Generate conclusions Asst Supts LR 187 4/29/92 Report survey results Asst Supts LR 187 4/29/92 Establish computerized data access Asst Supts LR 187 4/29/92 Install computers. Asst Supts LR 187 4/29/92 Tie into mainframe. Asst Supts LR 187 4/29/92 Write programs for reporting student data Asst Supts LR 187 4/29/92 Establish School Improvement Teams Asst Supts LR 187 4/29/92 Include representatives of all school departments Asst Supts LR 187 4/29/92 Rotate team membership by semester LRSD Office of Desegregation 8/4/95 Subject Prl Ld IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Dir Staff Dev IS Suppt Prgs Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt  Deputy Supt. was primary leader Page 27 LRSD Desegregation Case Obligations Sec Ld De DP Date Abbreviated Text - - . ,} ~' Asst Supts LR 187 4/29/92 Plan for parent/student meetings for input. Asst Supts LR 187 4/29/92 Plan for implementation of changes. Asst Supts LR .187 4/29/92 Make recommendations for changes . Asst Supts LR 187 4/29/92 Implement changes. Asst Supts LR 187 4/29/92 Evaluate changes Dir Info Serv LR 177 4/29/92 Computerize data access in all incentive schools Dir Media/Tech LR 106 4/29/92 Extend/enrich the basic skills for students varied learning styles Dir Media/Tech LR 106 4/29/92 Develop Summative Evaluation Instrument Dir Media/Tech LR 106 4/29/92 3/5 tchs. will consider themselves frequent users Dir Media/Tech LR 107 4/29/92 Library media specialists will plan with teachers for materials Dir Media/Tech LR 107 4/29/92 Library media specialists will plan with staff for reading motivation Dir Media/Tech LR 107 4/29/92 Library media specialists will plan with teachers for library inst. Dir Media/Tech LR 107 4/29/92 Library media specialists will instruct students in literary skills Dir Media/Tech LR 107 4/29/92 Provide student access at point of need Dir Media/Tech LR 107 4/29/92 Increased Student Use of Library Dir Media/Tech LR 107 4/29/92 Increase number of tch. plan learn act. involving media activities Dir Media/Tech LR 107 4/29/92 Remove barriers/constraints to the program Dir Media/Tech LR 107 4/29/92 Increased Student Visits to Library Media Ctr. Dir Media/Tech LR 107 4/29/92 Increase vol. of books checked out Dir Media/Tech LR 107 4/29/92 Document number of students visiting library Dir Media/Tech LR 107 4/29/92 Document number of classes scheduled Dir Media/Tech LR 108 4/29/92 Annually evaluate multicultural materials Dir Media/Tech LR 108 4/29/92 Share recommendations for multicultural materials Dir Media/Tech LR 108 4/29/92 Establish 92-93 school year as baseline to determine progress. Dir Media/Tech LR 109 4/29/92 Implement theproposed new elementary library/media prog. Dir Media/Tech LR 109 4/29/92 Hire Consultant, Coord. \u0026amp; Clerical Dir Media/Tech LR 109 4/29/92 Review Recommendation/Outline Program Dir Media/Tech LR 109 4/29/92 Identify Material \u0026amp; Equipment Dir Media/Tech LR 109 4/29/92 Schedule films\\videos as possible Dir Media/Tech LR 109 4/29/92 Prepare List of Equipment Dir Media/Tech LR 109 4/29/92 Develop Procedures, Policies, Curr. Guides Dir Media/Tech LR 109 4/29/92 Supply films/videos per schedule Dir Media/Tech LR 109 4/29/92 Order equip./materals necessary including AV software Dir Media/Tech LR 109 4/29/92 Conduct inservice on curriculum develop for staff Dir Media/Tech LR 109 4/29/92 Receive Requests Fall '89 AV Materials Dir Media/Tech LR 109 4/29/92 Process new material including cataloging. LRSD Office of Desegregation 8/4/95 Subject Pri Ld Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt Library Media Tech Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt M-M Transfers Assoc Supt  Deputy Supt. was primary leader Page 28 LRSD Desegregation Case Obligations DllAPl1 Sec Ld De OP Data Abbreviated Text Dir Media/Tech LR 110 4/29/92 Hire full -time librarians and full -time clerks for each elem. school Dir Media/Tech LR 110 4/29/92 Develop a maint. proposal assuring prompt and efficient repair Dir Media/Tech LR 110 4/29/92 Notify teachers via librarians of the fall schedule (films/videos) Dir Media/Tech LR 110 4/29/92 Develop a seven to ten year AV equipment purchase plan Dir Media/Tech LR 110 4/29/92 Order Supplies \u0026amp; Printing Dir Media/Tech LR 110 4/29/92 Conduct inservice for librarians and library clerks. Dir Media/Tech MR 15 6/5/92 Bring parity of holdings to library resources at incent. schools Dir Media/Tech MR 15 6/5/92 Increase library capacities Mitchell/Garland Dir SAO ST 2 B/26/86 Follow M-M eligibility guidelines Dir SAO ST 2 8/26/86 Blks. in major. at sch. \u0026amp; (dist. 50% +) may go to sch. \u0026amp; dist. where minority Dir SAO ST 2 8/26/86 Whts. in major. at sch. \u0026amp; (dist. 50% +) may go to sch. \u0026amp; dist. where minority Dir SAO ST 2 8/26/86 Hm. dist. to verify good standing or may go on provisional status Dir SAO ST 2 8/26/86 Follow application procedure, limit repeated transfers, \u0026amp; refine placement Dir SAO ST 2 8/26/86 Studs. must file application in home dist. by May 1 of preceding yr. Dir SAO ST 2 8/26/86 Only one transfer per student during any year Dir SAO ST 2 8/26/86 Home dist. to process appl. \u0026amp; forward copies to host dist. Dir SAO ST 2 8/26/86 Home dist. to furnish complete student file with appl. Dir SAO ST 3 8/26/86 Transf. dependent on host 's space in sch., grade, \u0026amp; compliance with ADE Dir SAO ST 3 8/26/B6 Communicate acceptance to parent Dir SAO ST 3 8/26/B6 May make better place. end of 1st sem. with tests, pert., consultation Dir SAO ST 3 8/26/86 Observe guidelines once M-M accepted by host Dir SAO ST 3 8/26/86 Commit. for duration of stud's. vol. part. (1 yr. or grad.) not revocable Dir SAO ST 3 8/26/86 Studs. do not have to annually apply once accepted Dir SAO ST 3 8/26/86 Studs. expected to follow feeder pattern of assigned school Dir SAO ST 4 8/26/86 Host has author. to disc., suspend, expel with due process Dir SAO ST 4 8/26/86 Transfrs. expected to meet same standards as host dist. students Dir SAO ST 4 8/26/86 Host must make policies, proced., \u0026amp; expect. available to transfrs Dir SAO ST 4 8/26/86 Host must ignore transfer status of stud. when responding to needs Dir SAO ST 4 8/26/86 Encourage all M-Ms to participate in all programs Dir SAO ST 5 8/26/86 Cost of M-M transport. to ADE .with ADE option about how to provide Dir SAO ST 7 8/26/86 Sp. Ed. transfers allowed based on available services in host dist. Dir SAO ST 7 8/26/86 Host can opt. to count or not count M-M for stud. assign. plan Dir SAO ST 7 8/26/86 M-M legally can impact targeted student ratios without any recourse Dir SAO ST 8 8/26/86 Depart. from ratios not require dist. to recompose stud. body of affect. sch. Dir SAO I 11 4/29/92 Parties to promote M-M transfers Dir SAO TR 241 1/26/94 lnterdistrict transfers must be done more quickly LRSD Office of Desegregation 8/4/95 Subject Pri Ld M-M Transfers Mng Sup Serv M-M Transfers Mng Sup Serv M-M Transfers Mng Sup Serv M-M Transfers Mng Sup Serv M-M Transfers Mng Sup Serv M-M Transfers Mng Sup Serv M-M Transfers Mng Sup Serv M-M Transfers Mng Sup Serv M-M Transfers Mng Sup Serv M-M Transfers Mng Sup Serv M-to-M Mag Assoc Supt M-to-M Mag Assoc Supt M-to-M Mag Assoc Supt M-to-M Mag Assoc Supt M-to-M Mag Assoc Supt M-to-M Mag Assoc Supt McClell. Mag Assoc Supt McClell. Mag Assoc Supt McClell. Mag Assoc Supt McClell. Mag Assoc Supt McClell. Mag Assoc Supt McClell. Mag Assoc Supt McClell. Mag Assoc Supt McClell. Mag Assoc Supt McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec * Deputy Supt. was primary leader Page 29 LRSD Desegregation Case Obligations ))llilli\"'J' Sec Ld De DP Date Abbreviated Text : ~ . 1 . :,,. Dir Transport ST 4 8/26/86 Provide transport. for extra-curr. act. (Cost to ADEi Mng Finance ST 5 8/26/86 ADE \u0026amp; Districts to follow payment procedures Mng Finance ST 5 8/26/86 ADE to pay cost of K-12 FTE students to host dist. Mng Finance ST 5 8/26/86 Current yr. payments based on previous school year Mng Finance ST 6 8/26/86 Host to report M-Ms to ADE on forms provided Mng Finance ST 6 8/26/86 Host to estimate \u0026amp; forward FTE of students to ADE in Sept. Mng Finance ST 6 8/26/86 ADE to pay monthly with correction in January Mng Finance ST 6 8/26/86 Host maylnot count M-M in number of reg . aide stud. number Mng Finance ST 6 8/26/86 ADE pays home dist .. 5 of table rate Mng Finance ST 7 . 8/26/86 Payment provisions do not apply to magnet schools \u0026amp; programs Dir SAO LR 142 4/29/92 SAO assigns students to Henderson Jr. High Magnet .. Dir SAO LR 142 4/29/92 SAO assigns students to McClellan High Magnet ~ Dir SAO LR 143 4/29/92 SAO assigns students to Central High Magnet School Dir SAO LR 143 4/29/92 SAO assigns students to Dunbar Magnet Jr. High Dir SAO LR 144 4/29/92 Obtain a 60/40 ratio of either race in interdist. magnets Dir SAO LR 144 4/29/92 SAO assigns students to Washington Magnet School Dir SAO MC 2 5/1/92 Use Program to Achieve Racial Balance Dir SAO MC 51 5/1/92 A/Z Students Must Submit Magnet Application Dir SAO MC 51 5/1/92 Non- A/Z Students Must Submit OERF Dir SAO MC 51 5/1/92 Use Random Selection Process for Non-A/Z Applicants Dir SAO MC 51 5/1/92 lnterdistrict Students Complete M-M and OERF Dir SAO MC 51 5/1/92 Consider Applications on Basis of Deseg Requirements Dir SAO MC 51 5/1/92 Process Applications During Spring of Each Year Dir SAO MC 60 5/1/92 Anticipate Impact on School Capacity, Facilities, Enrollment Principal MC 5 5/1 /92 # McClellan Class Periods . Principal co 3 2/11 /92 Provide Clearly Stated Program Goals/Objectives Principal co 3 2/11./92 Provide Comprehensive Description of Program Components Principal co 3 2/11/92 Describe and Use Selection Criteria for Students, Teachers, Staff Principal MC1 2 5/1 /92 Increase Academic Achievement/Decrease Disparity in BI/Wh Principal MC 5 5/1/92 Interweave Business Courses With Various Subject Areas Principal MC 5 5/1/92 Begin 7-period Day in 1992-93 Principal MC 51 5/1/92 McClellan Students Also Apply When Declaring Area of Study Principal MC 51 5/1/92 Hold Mtg. During 2nd Semester to Familiarize New Students Principal MC 51 5/1/92 Familiarize Staff with Goals/Objectives of Program Principal MC 52 5/1/92 Principal Meets Prior to 4/23/92 w/Staff Re Commitment Principal MC 52 5/1/92 Grant Staff Transfers According to PN Agreement LRSD Office of Desegregation 8/4/95 Subject Prl Ld McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec McClell. Mag Ast Supt Sec Multicult Curr. Assoc Supt Multicult Curr. Asst Supts Multicult Curr. Asst Supts Multicult Curr. Bd of Directors Multicult Curr. Bd of Directors Multicult Curr. Bd of Directors Multicult Curr. Bd of Directors Multicult Curr. Bd of Directors Multicult Curr. Bd of Directors Multicult Curr. Bd of Directors Multicult Curr. Bd of Directors Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multi cult Curr. Dir Staff Dev Multi cult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev  Deputy Supt. was primary leader Page 30 LRSD Desegregation Case Obligations DUAl1'J' Sec Ld De OP Date Abbreviated Text . ~ ,\u0026gt; ' Principal MC 52 5/1/92 Ascertain Future Candidate's Commitment to Magnet Program Principal MC 52 5/1/92 Ensure Staff Racial Balance Complies w/Deseg Requirements Principal MC 53 5/1/92 Identify Students by Grade/Teachers \u0026amp; Staff by Role Principal MC 55 5/1/92 Provide Program Implementation/Completion Timelines Principal MC 56 5/1 /92 Identify Necessary Resources \u0026amp; Costs Principal MC 57 5/1/92 Itemize Necessary Teacher Training (Preparatory \u0026amp; Ongoing) Principal MC 58 5/1/92 Provide Formative/Summative Criteria/Timelines Principal co 3 2/11/92 Do written plan for McClellan Mag. in 30 days / Dir PRE CA 101 12/21/90 Est. sequntl. link among data, planng., goal dev., curr. dev. and budgeting Principals CA 101 12/21 /90 Require 1 goal in school's annual plan be related to stud. ach. Principals LR 35 4/29/92 Create Academic Intervention Strategies Supt CA 100 12/21 /90 Dev. \u0026amp; adopt a compreh. Bd. policy framework for curr. management Supt CA 100 12/21/90 Dev. policy establishing purpose for curr. \u0026amp; progs. of district Supt CA 100 12/21 /90 Dev. policy that sets min. goals and obj. for all student learning outcomes Supt CA 100 12/21/90 Require congruence among curr. objs., tching techqs, \u0026amp; dist. test asses. Supt CA 100 12/21/90 Est. policy requiring texts to align w/adopted curr. outcomes est. by Board Supt CA 100 12/21/90 Dev. policy that outlines clear procd. for curr. dev .and includes Bd adopt Supt CA 101 12/21/90 Require Bd to use achieve. data in their goal-setting process Supt CA 117 12/21 /90 Establish consistency and equity in educational programs Curr Supvs LR 64 4/29/92 Monitor Staffing Curr Supvs LR 64 4/29/92 Develop Speaker's Bureau Curr Supvs LR 65 4/29/92 Establish Curriculum Review by 9/30/91 Curr Supvs LR 65 4/29/92 Implement Curr. Review/Revision Cycle Curr Supvs LR 66 4/29/92 Provide Teachers Formal Course Training Curr Supvs LR 66 4/29/92 Obtain Info on Multi-Cultural Courses from Colleges Curr Supvs LR . 66 4/29/92 Advertise Course Offerings to Staff Curr Supvs LR 66 4/29/92 Identify Summer/Fall Course Participants Curr Supvs LR 66 4/29/92 Develop District AN Resource Catalog Curr Supvs LR 66 4/29/92 Review \u0026amp; catalogue AN materials Curr Supvs LR 66 4/29/92 Purchase Addit. A/V Materials from Budget Curr Supvs LR 66 4/29/92 Identify Other Resources for AN Materials Curr Supvs LR 66 4/29/92 Revise A/V Catalog for LRSD Curr Supvs LR 66 4/29/92 Place Initial Supp. Order for AN Materials Curr Supvs LR 67 4/29/92 Plan annual instructional materials fair (Multicultural) Curr Supvs LR 67 4/29/92 Plan Fair as Component of Pre-School Conference (more) Curr Supvs LR 67 4/29/92 Identify Vendors of Instructional Materials LRSD Office of Desegregation 814195 Subject Prf Ld Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multi cult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev * Deputy Supt. was primary leader Page 31 LRSD Desegregation Case Obligations Sec Ld De DP Data Abbreviated Text .l\nt. Curr Supvs LR 67 4/29/92 Establish Pre-School Cont. Dates/Invite Vendors Curr Supvs LR 67 4/29/92 Confirm Fair Participants Curr Supvs LR 67 4/29/92 Acquaint Staff w/Fair Plans \u0026amp; relationship to desegregation Curr Supvs LR 67 4/29/92 Conduct Media Campaign for Fair Curr Supvs LR 67 4/29/92 Host tri-district \"Instructional Materials Fair\" Curr Supvs LR 68 4/29/92 Develop Criteria for Textbook Review/Adoption Curr Supvs LR 68 4/29/92 Revise Board Policy for Textbook Adoption Curr Supvs LR 68 4/29/92 Identify ad hoc Committee to Review Criteria for Textbooks Curr Supvs LR 68 4/29/92 Conduct Staff Devel. Training on Bias in Textbooks Curr Supvs LR 68 4/29/92 Submit Revised Policy to Board Curr Supvs LR 68 4/29/92 Adopt Policy on Textbooks Curr Supvs LR 68 4/29/92 Utilize Consultant to Train Staff in avoiding sex \u0026amp; race stereo. in texts Curr Supvs LR 68 4/29/92 Make Recommendations to Board on Textbook Adoption Curr Supvs LR 69 4/29/92 Develop Pre K-6 Curriculum Curr Supvs LR 69 4/29/92 Host 3 Public Mtgs. for Suggestions from Patrons Curr Supvs LR 69 4/29/92 Retain Natl Curr. Dev. Expert - 2-yr. Contract Curr Supvs LR 69 4/29/92 Issue Timeline/Checklist for Task Completion Curr Supvs LR 69 4/29/92 Develop Expectations for Curr. Comm. Curr Supvs LR 69 4/29/92 Identify Curr. Comm. Members per numbers in plan Curr Supvs LR 69 4/29/92 Obtain Model Curr. Units Curr Supvs LR 70 4/29/92 Conduct Task Completion Monitoring Curr Supvs LR 70 4/29/92 Operationalize Curr. Dev. Timeline Curr Supvs LR 70 4/29/92 Review Comprehensive Guides Curr Supvs LR 70 4/29/92 Type \u0026amp; Print comprehensive guides Curr Supvs LR 70 4/29/92 Develop Expect. for Resource Consultant Curr Supvs LR 70 4/29/92 Secure 6' Local Resource Consultants Curr Supvs LR 70 4/29/92 lnservice on Teaching Strategies Curr Supvs LR 71 4/29/92 Conduct Elem. Staff lnservice Curr Supvs LR 71 4/29/92 Order Materials from Local Bldg. Budgets Curr Supvs LR 71 4/29/92 Extend lnservice Through Cluster Mt9s. Curr Supvs LR 71 4/29/92 Host 3 Education Mtgs. for Elem. Parents for overview Curr Supvs LR 72 4/29/92 Develop Curr. for Gr. 7-12 Curr Supvs LR 72 4/29/92 Verify 2nd Year National Experts Contract Curr Supvs LR 72 4/29/92 Issue Timeline for 1989-90 Curr Supvs LR 72 4/29/92 Meet to Receive Suggestions Curr Supvs LR 72 4/29/92 Develop Expectations for Committee LRSD Office of Desegregation 8/4/% Subject Prl Ld Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev * Deputy Supt. was primary leader Page 32 LRSD Desegregation Case Obligations l)llAl~'l1 Sec Ld De OP Date Abbreviated Text \" . :t .. Curr Supvs LR 72 4/29/92 Identify secondary curr. com. members per plan numbers Curr Supvs LR 73 4/29/92 Obtain Curriculum Units Models Out of LRSD Curr Supvs LR 73 4/29/92 Conduct lnservice Sessions Curr Supvs LR 73 4/29/92 Develop Expectations for Consultants Curr Supvs LR 73 4/29/92 Identify secondary soc. stud., music, \u0026amp; art committees per numbers in plan Curr Supvs LR 73 4/29/92 Secure Consultant Services Curr Supvs LR 74 4/29/92 Conduct task completion monitoring per timeline Curr Supvs LR 74 4/29/92 Operationalize curr. dev. timeline meetings (monthly} Curr Supvs LR 74 4/29/92 Review Guide for Content at Grade level Curr Supvs LR 74 4/29/92 Print Guides Curr Supvs LR 74 4/29/92 lnservice Secondary Adm. \u0026amp; Teachers Curr Supvs LR 74 4/29/92 Order Materials from local Bldg. Budgets Curr Supvs LR 74 4/29/92 Monitor Use of Curr. Guides Curr Supvs LR 75 4/29/92 Extend inservice through council mtgs. per named subject areas Curr Supvs LR 75 4/29/92 Host 3 education mtgs. for secondary parents Curr Supvs LR 76 4/29/92 Provide Staff Dev. Curr Supvs LR 76 4/29/92 Negotiate for Consultants to Provide lnservice Curr Supvs LR 76 4/29/92 Access Info to Teachers, Parents, Community Curr Supvs LR 76 4/29/92 Share Responsibility for Annual Materials Fair Curr Supvs LR 76 4/29/92 Provide Info to Staff on Graauate Courses Curr Supvs LR 76 4/29/92 Promote Grad Courses to Staff Curr Supvs LR 76 4/29/92 Write Institutions re Need for Grad Courses Curr Supvs LR 76 4/29/92 Investigate Strategies for Promotion to Staff Curr Supvs LR 76 4/29/92 Meet to Discuss Promotional Seminars Curr Supvs LR 77 4/29/92 Enhance Educational Equity Curr Supvs LR 77 4/29/92 Share Effective Strategies at Council Mtgs. Curr Supvs LR 77 4/29/92 Purchase Science Supplies Curr Supvs LR 77 4/29/92 Purchase Math Manipulatives Curr Supvs LR 77 4/29/92 Purchase trade books for wholeness of lang. Curr Supvs LR 77 4/29/92 Provide lnservice on science, math, and trade books Curr Supvs LR 77 4/29/92 Identify teacher needs using performance data Curr Supvs LR 77 4/29/92 Submit lnservice Needs to Staff Dev. Curr Supvs LR 78 4/29/92 Schedule Teacher lnservice Curr Supvs LR 78 4/29/92 Monitor Teachers Use of Strategies Curr Supvs LR 78 4/29/92 Incorporate Materials into Program Curr Supvs LR 7B 4/29/92 Review Appropriate Materials LRSD Office of Desegregation 8/4/95 Subject Prl Ld Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev Multicult Curr. Dir Staff Dev  Deputy Supt. was primary leader Page 33 LRSD Desegregation Case Obligations DllAl1'1' Sec Ld De DP Data Abbreviated Text ,..._,, ~\n. Curr Supvs LR 78 4/29/92 Identify Materials to be Purchased at School Level Curr Supvs LR 78 4/29/92 Schedule Materials Workshop Curr Supvs LR 78 4/29/92 Monitor Use of Materials Curr Supvs LR 78 4/29/92 Implement Organizational Practices Curr Supvs LR 78 4/29/92 Provide Teachers with Class Group Training Curr Supvs LR 78 4/29/92 Monitor Implementation of Strategies Curr Supvs LR 78 4/29/92 Review Placement Criteria Curr Supvs LR 78 4/29/92 Support Prins in monitoring balance of students in higher level courses Curr Supvs LR 79 4/29/92 Ensure increased equity through inservice Curr Supvs LR 79 4/29/92 Base inservice on sceince, math, \u0026amp; trade books Curr Supvs LR 79 4/29/92 Ensure Equity in Use of Textbooks Curr Supvs LR 79 4/29/92 Assess Current Textbooks Curr Supvs LR 79 4/29/92 Identify Deficiencies in Textbooks Curr Supvs LR 79 4/29/92 Purchase Replacement Resource Materials Curr Supvs LR 79 4/29/92 Provide Training Using Supplemental Materials Curr Supvs LR 79 4/29/92 Monitor Teacher Implementation of Materials Curr Supvs LR 79 4/29/92 Select Text Free of Stereotypes Curr Supvs LR 79 4/29/92 Achieve Equity in Special Activities Curr Supvs LR 79 4/29/92 Ensure Equitable Student Participation Curr Supvs LR 80 4/29/92 Develop Course Area Guides Curr Supvs LR 80 4/29/92 Monitor Use of Curriculum Guide Curr Supvs LR 80 4/29/92 Maintain Challenging and Relevant Courses Curr Supvs LR 80 4/29/92 Review Content/Program Areas Curr Supvs LR 80 4/29/92 Assess Course Content for Changes Curr Supvs LR 80 4/29/92 Submit New Course Recommendations to A. Supt. Ed. Prog. Curr Supvs LR 80 4/29/92 Develop Currilculum Guides Approved Courses Curr Supvs LR 80 4/29/92 Provide lnservice on Implementing New Courses Curr Supvs LR 80 4/29/92 Conduct Workshops on New Courses Curr Supvs LR 80 4/29/92 Monitor Course Implementation for Assignment Equity Curr Supvs LR 80 4/29/92 Review AP Course Placement Criteria Curr Supvs LR 80 4/29/92 Monitor Course Enrollment for Equity Curr Supvs MR 13 6/5/92 Submit Policy \u0026amp; Goals to Board Curr Supvs MR 13 6/5/92 Initiate Procedure to Field-Test New Curriculum Curr Supvs CA 100 12/21 /90 Establish set of criteria for changes in the curr., include adds, deletes, etc. Curr Supvs CA 100 12/21 /90 Require equity and coord. in schools in curr. (See legal ref.) Cu\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1228","title":"Obligations from the Pulaski County Desegregation Case, Abbreviated Summary, third edition","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1996-01-25"],"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","Educational law and legislation","Educational planning","School administrators","School employees","School integration","School superintendents"],"dcterms_title":["Obligations from the Pulaski County Desegregation Case, Abbreviated Summary, third edition"],"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/1228"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition and may contain some errors.\n I : - ' ==, :-:.\n-:.\n-:. ,--=. r= r-=, r= r==. i==, .--=. i=\n~.i==. r-==. - I , -. .-=. ' ,. Little Rock School District Obligations from the Pulaski County Desegregation Case Abbreviated Summary Third Edition, January 25, 1996 Little Rock School District Obligations from the Pulaski _County Desegregation Case Summary The attached list is an updated summary of obligations essential to the Little Rock School District in the Pulaski County Desegregation Case. This list is a further revision of two earlier publications. The first edition was published August 4, 1995. The second edition was published August 23, 1995. The list was excerpted from documents relating to the case. Documents reviewed include the Little Rock Desegregation Plan, The Interdistrict Plan, court orders, stipulations, transcripts, exhibits, and monitoring reports to name a few. The first audit of LRSD obligations was completed by attorneys of the Friday, Eldredge \u0026amp; Clark law firm in December 1993. After extensive review by LRSD senior management, the obligations were filed with the U. S. Court, Eastern District of Arkansas. The Program Budget Document (PBD) was then developed to monitor these obligations. To keep the PBD current, an audit of new obligations is done each year. During the first six months of 1995, a study was repeated. All legal documents relating directly to LRSD obligations in the Pulaski County Desegregation Case were reviewed agai~ to verify the accuracy of the original audit. Obligations are defined generally as statements that require action. They include those that are routinely done in a school district. They are included here because they are specifically mentioned in documents relating to this case. This document includes two parts as follows: I. Explanation of Codes for List of Obligations (Figure 1) is an explanation of headings across the top of the obligations list and the meaning of codes found in that column\nand, 2. Pulaski County Desegregation Case Obligations is the list of obligations abbreviated for quick reference. It is a working document. We believe it includes all possible obligations including those from stipulations dating back to 1986. There are 2008 listed. NOTE: Under no circumstances should the abbreviated text of the Pulaski County Desegregation Case Obligations list be considered a complete statement of the obligation. The original legal reference should be read when making decisions about the implementation or meaning of the item. This list is intended/or use as a quick reference. Russ Mo.}!01 .Associo.te Superintendent X5PBDPLIB DOC' Primary Leader is the person primarily responsible for implementation Little Rock School District Explanation of Codes for List of Obligations Secondary Leader is the person who completes the PBD and oversees the implementation Original legal document from which the item comes\nCodes are as follows: CO - Court Order CS - Court Order 8th_ Circuit EX-Exhibit HN - Henderson Plan I - lnterdistrict Plan LR - LRSD Deseg. Plan MC - McClellan Plan MR - Monitoring Report SA - Settlement Agreement ST - Stipulation TR - Transcript Figure 1 ,._ Page number of original legal document from which the item comes Date of the legal document (#)ijijiij~iij [~# } Abbreviated text of the obi igation or recommendation. Refer to legal reference for complete version. LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text \" APIG \u0026amp; F Act. Asst Supts Principals LR 81 4/29/92 Implement Focused Activities APIG \u0026amp; F Act. Asst Supts Principals LR 83 4/29/92 Principal Appoints Activities Coordinator and Steering Staff APIG \u0026amp; F Act . Asst Supts Principals LR 83 4/29/92 Develop Activities Action Plan APIG \u0026amp; F Act . Asst Supts Principals LR 83 4/29/92 Develop Checklist to Monitor Program APIG \u0026amp; F Act. Asst Supts Principals LR 83 4/29/92 Use Checklist to Assist Activities Coordinator APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Provide Means for Area Schools to Reduce Disparity APIG \u0026amp; F Act . Asst Supts Principals LR 85 4/29/92 Identify Grant Review Committee APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Develop Continuation Proposal/Progress Report Format APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Distribute Continuation Proposal/Progress Report Format APIG \u0026amp; F Act . Asst Supts Principals LR 85 4/29/92 Conduct Grant-Writing lnservice APIG \u0026amp; F Act . Asst Supts Principals LR 85 4/29/92 Area Schools Submit Continuation Grants to Review Comm. APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Make Grant Awards APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Submit Schools Progress Reports APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Conduct Program Evaluation Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat: Double funding for students attending Incentive Schools Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat : Operate the agreed number of magnet schools Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat : Operate the agreed number of interdistrict schools Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat: Effort to eliminate achievement disparity between races Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat : Appropriate involvement of parents Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat: Elements of Early Childhood, at least in Incentive Schools Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Create environment encouraging academic and human growth Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Keep Citizens/Staff Informed Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Conduct self evaluations of commitment to deseg. Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Delineate LASO Deseg Mission to Staff \u0026amp; Community . Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Use Deseg Mission to Develop Policies Com. to Dsg . Bd of Directors Supt LR 2 4/29/92 Expect Adm. Staff to Provide Structured Leadership Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Examine Racial Makeup of Staff Com. to Dsg. Bd of Directors Supt LR 3 4/29/92 Develop Budget Consistent w/Policies Com. to Dsg . Bd of Directors Supt LR 3 4/29/92 Staff Development Deseg. Needs Com. to Dsg . Bd of Directors Supt LR 3 4/29/92 Restructuring to Eliminate Discrimination Com. to Dsg . Bd of Directors Supt LR 2 4/29/92 Improve human relations climate Com. to Dsg. Bd of Directors Supt co 1 7/1/91 Court requires each member of Bd. of Dir. to attend court hearings Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 4-yr-old Transportation Provided to new King School Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Cost of M-M transport . to ADE with ADE option about how to provide Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Provide transport. for extra-curr. act. (Cost to ADEi Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Prorate according to actual use in magnet .\u0026amp; M-Ms cost of other vehicles Page 1 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text \" Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Agreement by Dists. to account separately for magnet \u0026amp; M-M costs - Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Agreement by Dists. to make accounting avail. to ADE at any time --- Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Request resources to provide trans . for even/extended day pgrms --- Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Determine resource requirements -- Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Reduce number of runs from three to two ( 1990-91) --- Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Procure resourses to support two run system Comp Trnspt Mng Sup Serv Dir Transport LR 228 4/29/92 Progress was made in utilization of ECOTRAN MAPNET System Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Student/geographic data loaded in system Comp Trnspt Mng Sup Serv Dir Transport LR 228 4/29/92 Updating the geographic files, with the database Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Cooperative effort w/city and others to ensure accurate geo. info. Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Encode School attend. areas/updated walk zones in map files Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Walk zones encoded into map for bus utilization Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Review and update Transportation Safety policies Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 lncorp. Transportation policies into applicable document Comp Trnspt Mng Sup Serv Dir Transport I 5 4/29/92 Create assignment promotion population region tables Comp Trnspt Mng Sup Serv Dir Transport ca 40 12/12/90 Information downloaded from mainframe media format Comp Trnspt Mng Sup Serv Dir Transport co 17 10/24/94 School attendance areas encoded into the geographic tables Desegregation Assoc Supt Asst Supts LR 28 4/29/92 Monitor the Desegregation Plan Desegregation Assoc Supt Asst Supts LR 226 4/29/92 Conduct site visits Desegregation Assoc Supt Asst Supts LR 226 4/29/92 Develop and implement improvement plans Desegregation Assoc Supt Asst Supts LR 226 4/29/92 Monitor implementation of improvement plans Desegregation Assoc Supt Asst Supts LR 226 4/29/92 Identify statutes and regulations that impede desegregation. Desegregation Assoc Supt Dir PRE LR 226 4/29/92 Review Program Budget Documents Desegregation Assoc Supt Dir PRE I 6 4/29/92 Make quarterly reports to the Office of Desegregation Monitoring. Desegregation Assoc Supt Dir PRE I 6 4/29/92 Provide reasonable access to data to eval. succ. of plan for parties Desegregation Assoc Supt Dir SAO co 1 8/2/93 Appoint tri-dist. improvement council Desegregation Assoc Supt Dir SAO co 2 12/16/94 Appoint comm. for specific concerns Desegregation Assoc Supt Dir SAO co 2 12/16/94 Replace Deseg. Facilitator with Director of Student Assignment Eqty Mon Assoc Supt Dir PRE co 1 8/26/93 Submit project management tool to the court each month Eqty Mon Assoc Supt Dir PRE co 1 10/7/93 Submit revised audit Eqty Mon Assoc Supt Dir PRE LR 129 4/29/92 Score, Collect, Store, and Report Test Scores Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Conduct monitoring w/Local Biracial Committees Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Design reporting f9rms Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Select Team Members Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Establish Monitoring Schedule .. Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Conduct Site Visits Page 2 LRSD Office of Desegregation 1/25/96 - - - - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Prepare/Distribute Semi-Annual Monitoring Reports Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Conduct qtr. monitoring visit by District-wide Biracial Committee Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Review monitoring design prior to July 1 each year Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Submit revisions to LRSD Board/Joshua lntervenors by August 15 Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Present unresolved revisions to the Court Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Conduct semester visits using approved monitoring instruments Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Prepare Semester Reports for Superintendent Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Distribute Copies of Reports Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Improve Educational Equity in All Schools Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Develop and implement corrective strategies Eqty Mon Assoc Supt Dir PRE I 6 4/29/92 Parties to deter. effect. of each dist.'s implement. of plans end of each yr. Eqty Mon Asst Supts Principals LR 30 4/29/92 Appoint School Based Bi-racial Comm. to monitor Eqty Mon Asst Supts Principals LR 30 4/29/92 Dist. Bi-racial Will Monitor Deseg. Efforts Eqty Mon Asst Supts Principals LR 30 4/29/92 Establish Reporting System Eqty Mon Asst Supts Principals LR 30 4/29/92 Provide Staff lnservice on Equity Concerns Eqty Mon Asst Supts Principals LR 30 4/29/92 Provide Prog. to Raise Parental Awareness as mini-seminars at PTA mtg. Eqty Mon Asst Supts Principals LR 30 4/29/92 Monitor School Standards for high quality ed. w/ sch mon. visits Eqty Mon Asst Supts Principals LR 38 4/29/92 Achieve Equity in Class Structure by Grade/Subject Area Eqty Mon Asst Supts Principals LR 38 4/29/92 Review Class Ratios by Subject/Class/Teacher on Semester Basis Eqty Mon Asst Supts Principals LR 38 4/29/92 Address Disparities with Intervention Activities Eqty Mon Asst Supts Principals LR 38 4/29/92 Remove Address Barriers To Equitable Participation of Students Eqty Mon Asst Supts Principals LR 38 4/29/92 Achieve Equity in Teaching Methods Eqty Mon Asst Supts Principals LR 38 4/29/92 Achieve Equity in Student Instructional Practices Eqty Mon Asst Supts Principals LR 38 4/29/92 Review Grade Distribution on Semester Basis . Eqty Mon Asst Supts Principals LR 38 4/29/92 Address Disparities With Intervention Activities Eqty Mon Asst Supts Principals LR 3B 4/29/92 Provide lnservice to Principals/Teachers - Varied Learn. Styles Eqty Mon Asst Supts Principals I 6 4/29/92 Eval. effectiveness of all personnel and programs by Dists. \u0026amp; ADE Eqty Mon Bd of Directors Supt co 1 6/17/93 Court will not tolerate funneling of ODM requests through LRSD centr. off. Eqty Mon Bd of Directors Supt co 1 9/8/93 Request from ODM not to pass through Supt. Eqty Mon Bd of Directors Supt co 1 9/8/93 Provide Payroll Services ODM Eqty Mon Supt Assoc Supt LR 30 4/29/92 Ensure Organizational Structure providing equal opportunity Eqty Mon Supt Assoc Supt LR 30 4/29/92 Review Organizational Structure in schs. \u0026amp; centr. office Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Inform All Students/Patrons of Co-Curricular/Extra-Curr. Activities Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Use Media /Press to Inform Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Send Printed Info to Parents Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Make Clear Public Address System Announcements to Students Page 3 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date .. ~, .Abbreviated Text \" \u0026lt;' ,-, Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Use Community Agencies to Assist with Recruitment Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Staff Recruit Students to Participate Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Staff Contact Students Individually for Involvement Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Staff Should Recruit From Students Who Do Not Normally Participate Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Increase Student Participation, Part. Minority Students Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Profile Student Involvement in Each Club/Activity (disaggregate) Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Remove All Barriers to Equitable Participation Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Provide Dist. Transportation for Extracurricular .. Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Provide Student Access for Uniforms/Equip. Needed at Minimal Cost Ex-Curr. Part. Asst Supts Principals LR 40 4/29/92 Develop/Use School Profiles for Overview of Success/Impact on Stud. Ex-Curr. Part. Asst Supts Principals LR 40 -4/29/92 Profile School By: Grade Dist., Att., Dis.Action, Test Scores, Student lnvol. Ex-Curr. Part. Asst Supts Principals LR 40 4/29/92 Disaggregate Data by Race Ex-Curr. Part. Asst Supts Principals LR 40 4/29/92 Provide Develop./lmplementation of Intervention Strategies Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Provide and Encourage Students to Participate - Extracur. Act. Facilities Assoc Supt Dir SAO co 1 3/17/92 Motion to close lsh Incentive School granted. Facilities Assoc Supt Dir Transport I 5 4/29/92 Monitor implementation of recruitment by Biracial comm Facilities Asst Supts Coord New Fut co 1 9/13/93 Court approves substitute language on New Futures Facilities Mng Sup Serv Dir Plant Serv co 1 4/30/93 Motion granted for construction of cafeteria at Chicot Elementary Facilities Mng Sup Serv Dir Plant Serv co 1 4/30/93 Provide data to court prior to approval of Williams construction project Facilities Mng Sup Serv Dir Plant Serv co 1 4/30/93 Account for 1,270 sq ft difference on Fair const. project Facilities Mng Sup Serv Dir Plant Serv I 5 4/29/92 Further school const. must have court approval Facilities Mng Sup Serv Dir Plant Serv co 2 1/22/93 Adjust Omaha Plan for Buildings w/Spec. Needs Facilities Mng Sup Serv Dir Plant Serv co 2, 5, 46 4/5/94 Approval of school const. - Jefferson Facilities Mng Sup Serv Dir Plant Serv TR 193 6/7/94 Request court approval for const. at Jefferson Facilities Mng Sup Serv Dir Plant Serv TR 193 6/7/94 Complete long-range facilities study Facilities Mng Sup Serv Dir Plant Serv co 2, 5,46 4/5/94 Contract w/professional planners for facilities study Facilities Mng Sup Serv Dir Plant Serv co 1 3/31/93 Seek approval of const. projects at Chicot, Jefferson, Williams \u0026amp; Fair. Facilities Mng Sup Serv Dir Plant Serv co 5 2/8/95 Court requires long-range facilities plan Facilities Mng Sup Serv Dir Plant Serv co 6 2/8/95 Involve the community in plan decision-of budget making process Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Do facil. needs assess. on trends in stud. pop., staffing, demog., \u0026amp; AZ Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Distr. goals \u0026amp; Objectives Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Deseg. requirements Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: decision criteria Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: ldent. \u0026amp; analysis of options Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Proposed facilities changes Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Impact of programmatic changes, i.e., middle schs Page 4 LRSD Office of Desegregation 1/25/96 - - - - - - - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: reassignment of students with closings Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Burden of busing Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Impact of financial stability Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to include: Examination of the buildings used for admin. space. Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Maintain all school facilities for safe/operable condition Facilities Mng Sup Serv Dir Plant Serv co 26 5/1/92 Revise Jr. High Capacity Study Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Process work orders from facilities for repairs Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Review Jr. High capacity prior to start of sch. \u0026amp; make adjustments Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Concrete walks/macadam drives will be in good repair Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Review Jr. High Capacities Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Projects requested/completed/1st Otr-13/9-2nd Otr 32/27 Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Plan New Jr. High Construction Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Involve Parties in Planning for Additional Jr. High Cap. Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29192 Involve Adm. in Jr. High Planning Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Establish Construction Timelines Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Public address/bell systems put in bldgs. if items not repair. Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29192 Projects requested/completed/1st qtr-201 /1 59-2nd qtr 192/177 Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Replace schools w/portable bldgs. with new units or repair Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Projects requested/completed-1st qtr-13/8-2nd qtr 67 /60 Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Incorporate long-term \u0026amp; deseg goals into junior high capacity study Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Address JHS capacity Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5/92 Repair/replace roof on ea. level of bldg. - Franklin Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5192 Determine feasibility of Garland Remodeling Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5/92 Evaluate Condition of lsh Building Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5/92 Eliminate moisture problem/playground improve- Rightsell- Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5/92 Address Repairs/Remodeling Mitchell Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5192 Install Rockefeller Heat/AC Facilities Mng Sup Serv Dir Plant Serv MR 43 615/92 Complete Repairs/Stephens Facilities Mng Sup Serv Dir Plant Serv MR 43 615/92 Provide Incentive School Landscaping Facilities Mng Sup Serv Dir Plant Serv MR 47 615/92 Make Incentive schools priority in district capital improvement Facilities Mng Sup Serv Dir Plant Serv MR 47 6/5192 Make Incentive schools high priority in capital funding Facilities Mng Sup Serv Dir Plant Serv co 1 3/21191 Constr. proj. approved for Rightsell, Mitchell, Cloverdale Elem/JH, etc. Facilities Mng Sup Serv Dir Plant Serv co 1 9/13/93 Court approves sub. language on J. A. Fair constr. Facilities Mng Sup Serv Dir Plant Serv co 1 9127/93 Demolish Old Stephens and use for community - do not leave vacant Facilities Mng Sup Serv Dir Plant Serv co 1 9/27/93 Court requires LRSD to report to ODM plans for old Stephens's Bldg. Fed. Progs. Asst Supts Principals co 1 3/24/93 Study dist. GPA/Citizenship requiremens Page 5 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text .. Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Submit Application to USDE for Funding Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Be Placed on Mailing List for Grant Applications - - Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Form Grant Devel. Committee --- Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Develop Grant Proposal Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Appoint Grant Development Committee Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Conclude Grant Proposal is Ready for Admission -- Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Provide Grant Proposal to Board for Approval -- Fed. Progs. Supt Dir Fed Progs LR 96 4/29/92 Develop Grants To Enhance Desegregation Fed. Progs. Supt Dir Fed Progs LR 96 4/29/92 Identify Programs/Funding Areas Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Submit Grant Proposal to USDE -- Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Pursue federal magnet school grants and funds Finance Mng Sup Serv Mng Finance MR 2 6/5/92 Reinstate individuals listed for 93-94 Finance Mng Sup Serv Mng Finance MR 47 6/5/92 Restore 22.8 FTE music teachers for 93-94 \u0026amp; 7th per. at Henderson Finance Mng Sup Serv Mng Finance co 1 1/4/91 Any changes to budget must be court approved for budget 93-94 Finance Mng Sup Serv Mng Finance co 1 8/4/92 Revise budget so not so dependent on non-recurring revenue sources Finance Mng Sup Serv Mng Finance co 1 11/5/92 Place pooling of M-to-M funds into a central account. Finance Mng Sup Serv Mng Finance co 1 12/30/92 Get feedback and pub. input from budg. process Finance Mng Sup Serv Mng Finance co 1 12/30/92 LRSD reimburse PCSSD $167,113 within 60 days of order -- Finance Mng Sup Serv Mng Finance co 1 7/9/93 LRSD will pay an increase of $52,604.09 in the ODM Budget. -- Finance Mng Sup Serv Mng Finance ca 5 7/12/95 Submit to courts business cases for expenditures above $25,000. Finance Mng Sup Serv Mng Finance TR 115 2/25/94 Identify major adjust. made since 1995-96 propos. budget doc. last month. Finance Mng Sup Serv Mng Finance co 3 3/16/94 ADE \u0026amp; Districts to follow payment procedures Finance Mng Sup Serv Mng Finance co 1 4/8/94 ADE to pay cost of K-1 2 FTE students to host dist. Finance Mng Sup Serv Mng Finance TR 39 4/22/94 Current yr. payments based on previous school year Finance Mng Sup Serv Mng Finance co 1 5/1/95 Host to report M-Ms to ADE on forms provided ~ce Mng Sup Serv Mng Finance co 1 12/27/94 By 1 /17 /95 file w/court copies of magnet application Finance Supt Asst Supt Sec co 2 3/3/95 Do bus. case that considers CO 12/30/92 on 7 per. day at magnets --- Finance Supt Mng Sup Serv co 103 6/15/93 Describe strategy to address funding shortfalls Finance Supt Mng Sup Serv TR 140 2/1/93 Develop Budget Finance Supt Mng Sup Serv TR 144 2/1/93 Allow eval. of adverse effects in approach to budget cuts Finance Supt Mng Sup Serv TR 144 2/1/93 Plan development and submission of Business Cases Finance Supt Mng Sup Serv co 3 3/16/94 Report Current Financial Position Finance Supt Mng Sup Serv co 3 3/17/94 Make Allocations as Approved Finance Supt Mng Sup Serv co 1 2/23/93 Treat ODM budget person like LRSD employee for benefits, etc. Finance Supt Mng Sup Serv co 2 3/3/95 Keep budget cuts away from children and deseg. plan (See CO 12/30/92) Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Implement 4 yr old Program at Incentive Schools Page 6 LRSD Office of Desegregation 1/25/96   LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text .. Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Provide Elem. Prin. Pre-registration lnservice --- Four-Yr-Old Dir Staff Dev Dir Early -Child LR 17 4/29/92 Conduct Pre-registration Media Publicity Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Assign Students -- Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Tag 4-yr-old Students on AS400 --- Four-Yr-Old Dir Staff Dev Dir Early Child LR 11 4/29/92 Recruit \u0026amp; interview teachers/aides Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Obtain Curr. Supplies/Furniture by sending orders to vendors Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Train Teachers/Aides ECE Curriculum thru monthly orient. \u0026amp; inservice Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Conduct Monthly lnservice Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Familiarize Parents w /4-yr-old Program Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Conduct Parent Orientation Mtg. \u0026amp; Conference Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Include 4-yr-old Children in Master Schedule Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Ensure Key Experiences Occurring in Classroom Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Evaluate 4-yr-old Program Effectiveness Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Administer 4-yr-old Evaluations Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Maintain 4-yr-old Portfolio Assessments Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Analyze Test Data for Soard Report Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Utilize Results for Program Improvement Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Support Task Force As Avenue for Input Four-Yr-Old Dir Staff Dev Dir Early Child MR 17 6/5/92 Conduct Monthly Task Force Mtgs. Four-Yr-Old Dir Staff Dev Dir Early Child MR 17 6/5/92 Receive Letter of Support from Participating Agencies Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Develop Plan for City-wide ECE Program Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Establish Plan Procedures Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Identify Reps from Agency for Committees Four-Yr-Old Dir Staff Dev Dir Ear.ly Child LR 19 4/29/92 Delineate Committee Goals/Tasks /Timelines Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Initiate City-wide ECE Program Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Conduct Mtgs. to Review Progress of Committees Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Identify Resouces Needed by Committee -- Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Collaborate w /HIPPY, PCSSD, NLRSD, Head Start Four-Yr-Old Dir Staff Dev Dir Early Child LR 7 4/29/92 Schedule Mtgs. of Reps of Various Entities Four-Yr-Old Dir Staff Dev Dir Early Child LR 10 4/29/92 Supv. Meet to Discuss Shared Resources Four-Yr-Old Dir Staff Dev Dir Early Child LR 10 4/29/92 Plan Joint lnservices Four-Yr-Old Dir Staff Dev Dir Early Child LR 10 4/29/92 Review 1st Draft of Comprehensive Plan Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Submit Final Draft to Boards of Directors Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Plan Joint Parent Involvement Activities Four-Yr-Old Dir Staff Dev Dir Early Child LR 10 4/29/92 Inform Waiting List Parents About Vacancies Four-Yr-Old Dir Staff Dev Dir Early Child LR 10 4/29/92 Conduct SAO/Parent Mtg. Re Kindergarten Assign. Process Page 7 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text Four-Yr-Old Dir Staff Dev Dir Early Child LR 11 4/29/92 Compile List of Graduates -- Four-Yr-Old Dir Staff Dev Dir Early Child LR 11 4/29/92 Compensate tutors with coupons -- - Four-Yr-Old Dir Staff Dev Dir Early Child LR 171 4/29/92 Until further order, this shall be the sched. for placement of 4-yr-old classes Four-Yr-Old Dir Staff Dev Dir Early Child co 1 3/18/93 Offer Four 4-yr-old Classes if lsh Closed Gifted Prog Dir Except Child Dir Gifted LR 59 4/29/92 Share Research/Findings for Program Operation Gifted Prog Dir Except Child Dir Gifted LR 59 4/29/92 Establish Reg. Mtg. Sched. Tri-District Gifted Supv. Gifted Prag Dir Except Child Dir Gifted LR 59 4/29/92 Inform/Involve Other Adm. Staff of Procedures Gifted Prog Dir Except Child Dir Gifted LR 59 4/29/92 Establish Tri-District Model Program Gifted Prag Dir Except Child Dir Gifted LR 59 4/29/92 Participate in UALR Project Promise Gifted Prag Dir Except Child Dir Gifted LR 60 4/29/92 Share Cost of Outside Consultants Gifted Prag Dir Except Child Dir Gifted LR 60 4/29/92 Meet to Discuss Individual Program Needs Gifted Prog Dir Except Child Dir Gifted LR 60 4/29/92 Plan Tri-District lnservices Gifted Prag Dir Except Child Dir Gifted LR 60 4/29/92 Hold Tri-District lnservices Gifted Prag Dir Except Child Dir Gifted LR 61 4/29/92 Train Staff on Scope/Sequence Gifted Prag Dir Except Child Dir Gifted LR 61 4/29/92 Conduct Staff Meetings for New Teachers Gifted Prag Dir Except Child Dir Gifted LR 61 4/29/92 Complete Scope \u0026amp; Sequence Instrument Gifted Prag Dir Except Child Dir Gifted LR 62 4/29/92 Implement Objectives Relating to Plan Gifted Prog Dir Except Child Dir Gifted LR 61 4/29/92 Appoint Tri-District Curr. Committee Gifted Prag Dir Except Child Dir Gifted LR 62 4/29/92 Implement Strategies/Activities to Refine Plan Gifted Prag Supt Mng Sup Serv TR 1 7/6/95 Restore Gifted Coordinator to Budget Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Review policies/% student participation Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Review dist. racial group repres. extracur. activ. Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Appoint comm. to evaluate results of data review Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Recruit students participate in cocurricular act. Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Make staff, parents, aware of student opportun. Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Provide special supports of costs, recruitment Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Reserve slots to ensure proportional participation Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Delete PAL after submission of prg. that can be monitored Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Inform Students of All Opportunities Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Publish Annual Document of Financial Aid, Higher Ed. Opportunities Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Encourage Students to Take Advantage of Opportunities Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Follow-up on Referral Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Make Parents Part. In Ed. by Keeping Them Informed Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Hold Community Ed. Mtg. Each Year During Spring Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Provide Written Info to Parents on Curriculum Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Make Students Aware of Ed./Post Ed. Opportunities - Page 8 LRSD Office of Desegregation 1/25/96 - II II  LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Hold Annual Skills/Employment Fair with Business Community -- Hender. Mag Assoc Supt Dir SAO HN 25 5/1/92 Eliminate position of Deseg. \u0026amp; create Director of Student Assignment Hender. Mag Assoc Supt Dir SAO HN 25 5/1 /92 Seek community involvement in determining New School Sites Hender. Mag Assoc Supt Dir SAO HN 25 5/1/92 Require A/Z Students Submit Magnet Application ---- Hender. Mag Assoc Supt Dir SAO HN 25 5/1/92 Require Non-A/Z Students Complete OERF - Hender. Mag Assoc Supt Dir SAO HN 26 5/1/92 Use Random Selection Process for Non-A/Z Applicants Hender. Mag Assoc Supt Dir SAO HN 26 5/1/92 Require lnterdistrict Students Complete M-M and OERF Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Avail Services to All At Risk Jr. High Students Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Provide Clearly Stated Program Goals/Objectives Hender. Mag Asst Supt Sec Principal Hen HN 4 5/1/92 Provide Comprehensive Description of Program Components Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Establish 7 -period Day Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Describe Selection Criteria for Students/Teachers/Staff Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Hold Mtg. During 2nd Semester to Familiarize New Students Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Principal Meets Prior to 4/23/92 w/Staff re Commitment Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Grant StaffTransfers According to PN Agreement Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Ascertain Future Applicants' Commitment to Magnet Program Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Ensure Staff Racial Balance Complies w/Deseg Requirements Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Specialist Coordinates Program and Teaches Part-Time Hender. Mag Asst Supt Sec Principal Hen co 28 2/11/92 Identify Students by Grade/Teachers \u0026amp; Staff by Role Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Address Program Implementation/Completion Timelines Hender. Mag Asst Supt Sec Principal Hen co 4 2/11/92 Identify Necessary Resources\nIdentify Costs Hender. Mag Asst Supt Sec Principal Hen co 4 2/11/92 Itemize Necessary Teacher Training (Preparatory \u0026amp; Ongoing) Hender. Mag Asst Supt Sec Principal Hen co 4 2/11 /92 Provide Evaluation Criteria/Timelines Hender. Mag Asst Supt Sec Principal Hen co 4 2/11/92 Anticipate Impact on School Capacity, Facilities, Enrollment Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Identify Community Involvement in Program Development HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Select 14 HIPPY Aides HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Conduct Initial Training Aides/Staff HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Arrange Logistics w/State Regional Office for Training HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Conduct Home Interview /Enroll Families HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Recruit Families HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Send correspondence to Churches to Recruit Families/Aides HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Determine Service of Coordinators HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Identify Families to be Served By Each Coordinator HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Identify \u0026amp; assign families to be serviced by aides HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Organize Instructional Material HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Print Curriculum Material Page 9 LRSD Office of Desegregation 1125196 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Familiarize Aides of Implementation in LRSD --- HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Conduct 3-day Workshop ---- HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Obtain Material for Program - HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Conduct orientation meeting for enrolled families of program HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Identify and secure meeting sites for groups HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Mail Notification of Meeting Sites HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule Implementation of Curriculum HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule Weekly Home Visits -- HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule Group Meetings/Print Flyers HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule lnservice for Aides HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule Aides Teaching Own Child -- HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Provide Parents w/lnfo to Assist w/Their Children thru workshop --- HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule Workshop Parents/Aides-Mail Materials HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Evaluate Aide Trainees Mid-Point - HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Determine Program Success by conducting survey of parents-printed mat. ~ HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Implement Second Part of HIPPY Curriculum HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Evaluate Aides HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Obtain speakers \u0026amp; sched lectures to provide parents w/lnfo. for success I-HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Build the Aides' Children Self-Esteem HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Provide Activities w/lnvolvement for Children HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Oranize graduation reception HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Staff Will Organize --- HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Schedule Final Evaluation of Trainees HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Retain Staff in Place HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Begin Implementation of Program HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Maintain Regular Staff HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Identify Secretary HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Assist in Traveling Expense HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Aides Make Home Visit HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Initiate Home-based and 4-yr-old collaboration in training areas HIPPY Dir Staff Dev Dir HIPPY LR 6 4/29/92 Collaborate Implementation LRSD and PCSSD HIPPY Dir Staff Dev Dir HIPPY LR 6 4/29/92 Develop Written School-Based Guidance Plans Inc Schs Bd of Directors Supt I 4 4/29/92 Operate the incentive schools for at least six years Inc Schs Dir Staff Dev Asst Supt IS LR 150 4/29/92 Initiate planning Inc Schs Dir Staff Dev Asst Supt IS LR 151 4/29/92 Continue Incentive School Program Committee Inc Schs Dir Staff Dev Asst Supt IS LR 151 4/29/92 Restructure committee as council Page 10 LRSD Office of Desegregation 1/2 5196   LRSD Desegregation Case Obligations Subject Pri ld Sec ld De DP Date Abbreviated Text Inc Schs Dir Staff Dev Asst Supt IS LR 151 4/29/92 Place two parents on each incentive school comm. --- --- Inc Schs Dir Staff Dev Asst Supt IS LR 151 4/29/92 Monitor activities related to incentive school program . Inc Schs Dir Staff Dev Asst Supt IS LR 151 4/29/92 Parent Council will report to Board quarterly -- Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Promote/enhance leadership and staff understanding Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Provide an indepth pre-orientation session Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Develop process for developing Incentive School Plan. Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Assist principal in presenting an in-depth pre-orientation Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Assist with orientation session for parents Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Develop Incentive School Plan for each school. --- Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Identify Incentive School Plan teams. --- Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Develop detailed individual Incentive School Plan. Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Review and approve School Plan. Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Develop curriculum specific to the incentive schools. Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Identify areas in need of curriculum development. Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Identify teachers for curriculum teams. Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Plan orientation for curriculum development Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Review preliminary draft of revised curriculum Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Develop components for each curriculum area. Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Proof and type Incentive School Curriculum Guides. Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Print Curriculum Guides. Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Provide curriculum guides inservice Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Procure equipment and furniture Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Develop bid for equipment and furniture . Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Bid for specific equipment and furniture. ---- Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Order furniture and equipment. Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Ensure adequacy of all equipment and furniture . Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Effect facility modifications Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Review Incentive School Plans with the Sup Svcs Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Identify modifications timeline Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Contract for service as needed/identified in the plans. Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Implement the modification plan for the facilities. Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Make final inspection of facilities modification. Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Ensure availability of adequate resources Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Initiate identification of materials and textbooks Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Involve school teams in reviewing the needs Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Identify any materials or textbooks that must be ordered Page 11 LRSD Office of Desegregation 1125196 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De OP Date Abbreviated Text Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Maintain building record of requisitions Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Monitor and approve requisitions as requested --- --- Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Maintain audit for all materials received. - Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Cross validate all orders not received . --- Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Select sponsors for each special program Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Complete contracts with extended day employees Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Complete Master Schedule for total school program. Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Review/Revise staff Development Plan for the fall Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Obtain requirements for all special programs. Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Pay fee and order all materials for special activity. Inc Schs Dir Staff Dev Asst Supt IS LR 152 4/29/92 Augment academic program Inc Schs Dir Staff Dev Asst Supt IS I 4 4/29/92 Implement the incentive school program Inc Schs Dir Staff Dev Asst Supt IS co 8 10/24/94 Submit by 11 /16/94, a description of the Span. prog. in the incen. sch. Inc Schs Dir Staff Dev Asst Supt IS co 9 10/24/94 Submit by 11 /16/94, a descp.of theme implem. in each incent. sch. Inc Schs Supt Dir Staff Dev I 4 4/29/92 Retain Consultant w/Majority Black Educ. Experience Info. Servs . Supt Dir Info Serv LR 129 4/29/92 Provide support for all school and central office -based functions Info. Servs. Supt Dir Info Serv LR 129 4/29/92 Collect, Store, and Report Dropout Statistics Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Student Achievement Data Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Attendance Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Disciplinary Data Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Student Assignment Data Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Capacity to respond to District needs as required by District goals Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Maintain adequate computer hardware Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Develop or acquire the software required to support the district lnterdist Schs Assoc Supt Dir SAO LR 147 4/29/92 Consider Applications on Basis of Deseg Requirements Only lnterdist Schs Assoc Supt Dir SAO LR 147 4/29/92 Process Applications During Spring Each Year lnterdist Schs Assoc Supt Dir SAO LR 147 4/29/92 Recruit black students in accordance w/lnterdistrict plan lnterdist Schs Assoc Supt Dir SAO I 4 4/29/92 Develop recruitment plan w/PCSSD for M-to-M transfers lnterdist Schs Assoc Supt Dir SAO I 4 4/29/92 Advertise M-to-M transfers to students lnterdist Schs Assoc Supt Dir SAO I 11 4/29/92 Monitor lnterdistrict Enrollment lnterdist Schs Assoc Supt Dir SAO I 4 4/29/92 Monitor student assign. and enroll. at incentive schools. lnterdist Schs Assoc Supt Dir SAO I 8 4/29/92 lnterdistrict Magnet schs open to students outside Pul. Cty. lnterdist Schs Assoc Supt Dir SAO I 9 4/29/92 Recruitment to lnterdistrict Schools lnterdist Schs Assoc Supt Dir SAO I 9 4/29/92 Transfer Black Students from Romine to Baker lnterdist Schs Assoc Supt Dir SAO TR 80 5/29/92 Target recruitment of black students to interdistrict schs lnterdist Schs Assoc Supt Dir SAO co 1 7/9/93 Allow interdist. sch studs. to attend incentive school for after sch. prog. Page 12 LRSD Office of Desegregation 1125196  LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text lnterdist Schs Assoc Supt Dir SAO LR 147 4/29/92 Form Site Selection Committee for Clinton School lnterdist Schs Assoc Supt Dir SAO LR 147 4/29/92 Request designation of King as Magnet - lnterdist Schs Assoc Supt Dir SAO I 4 4/29/92 Conduct Recruitment --- lnterdist Schs Assoc Supt Dir SAO I 10 4/29/92 Monitor Enrollment lnterdist Schs Assoc Supt Dir SAO I 10 4/29/92 Racially balance student pop. 60%-40% of either race -- lnterdist Schs Assoc Supt Dir SAO I 10 4/29/92 Have early childhood program at Romine lnterdist Schs Assoc Supt Dir SAO TR 39 6/7/94 Hold commnunity mtgs. on theme at Romine prior to 2/24/89 lnterdist Schs Assoc Supt Dir SAO TR 150 6/7/94 New Stephens to be built Pre-K through 6 located near 1-630 lnterdist Schs Assoc Supt Dir SAO TR 192 6/7/94 Tell how white studs. will be recruit. for new Stephens ... lnterdist Schs Asst Supts Principals Inter LR 148 4/29/92 Operate/maintain King lnterdst. School lnterdist Schs Asst Supts Principals Inter LR 148 4/29/92 Establish Program Use Thematic Approach lnterdist Schs Asst Supts Principals Inter LR 147 4/29/92 Operate Romine lnterdist Schs Asst Supts Principals Inter co 5 6/28/94 Approved magnet status for King lnterdist Schs Bd of Directors Supt I 3 4/29/92 Establish six thematic interdistrict schools (3 for LRSD) lnterdist Schs 8d of Directors Supt I 3 4/29/92 Open King lnterdist Schs Bd of Directors Supt I 3 4/29/92 Establish Romine lnterdistrict lnterdist Schs Dir Staff Dev Asst Supt IS co 1 7/9/93 Offer distinctive program worthy of magnet designation at King lnterdist Schs Dir Staff Dev Dir Early Child TR 192 6/9/93 Have early childhood program at New Stephens --- lnterdist Schs Dir Staff Dev Dir Early Child I 10 4/29/92 Est. as Model Acad. Achiev. of Disadvantaged Students lnterdist Schs Mng Sup Serv Dir Plant Serv co 1 6/5/92 Submit plan for new Stephens lnterd. to court with certain criteria lnterdist Schs Mng Sup Serv Dir Plant Serv TR 227 1 /26/94 Build, in addition to the King in the fall of 1993, the Stephens Inter. Sch. lnterdist Schs Mng Sup Serv Dir Transport TR 193 6/9/93 Estab walk zones. in accordance with policy lnterdist Schs Supt Asst Supt B I 8 4/29/92 Get public opinion concerning interdistrict sch. themes lnterdist Schs Supt Asst Supt B I 8 4/29/92 Sched. public meetings to get input on interdistrict sch themes lnterdist Schs Supt Mng Sup Serv SA 12 9/28/89 Equalize interdistrict programs and pool M to M payments IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Provide Adequately Equipped Labs for Students IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Select at least one foreign language for study IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Expand computer labs. IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Make a computer loan program available IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Develop school themes to attract parents into the schools IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Augment Programs to Meet Interest/Needs of Student IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Permit laptop computer checkout IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Survey parents to determine interest for theme selection. IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use the District model as the core curriculum for pre-k thru 6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use Learning to Read Thru Literature as primary reading prog. K-6 .. IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use Basal textbooks to augment classics reading program K-6. Page 13 LRSD-Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date I Abbreviated Text IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Place strong emphasis on critical reading skills grades 4-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Increase motivation/learning with oral expression through reading IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Amplify regular core curriculum if used in incentive schools -- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Expect Lang. Modeling in oral expression, vocab . and usage skills -- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize the study of history from a subject area context IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize introductory concepts in history, geo., and civics K-3 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use Writing to Read as instructional component K-2 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use Writing Across the Curriculum to enhance writing skills IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use Latin Program to increase vocabulary/word attack skills IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Teach geography through active learning strategies. -- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Include multicultural curriculum in each level of social studies K-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Promote \" living social studies\" Learning strategies/activities K-6 -- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize American and Arkansas History 4-5 1--- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize World History 6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Integrate celebrations/ceremonies into the curriculum IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize use of word or story problems 2-6 --- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Introduce basic concepts in geometry and algebra 2-6 -- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Use manipulatives extensively Pre-K-3 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Use computers to organize and utilize mathematical data 5-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize critical thinking with methodology and results K-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Use hands-on discovery/exploration to learn scientific concepts K-3 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Supplement class and textbook work with practical demonstrations IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize life sciences and physical sciences 4-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Show mastery of concepts with an annual project IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Include information packets with homework assignments IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Include an introduction to basic concepts in music and art --- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Keep content of art and music sequential and cumulative --- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize enjoyment/creation of music, painting, and crafts Pre-K-3 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize penmanship at each level IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Use total response approach as instructional methodology IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize cultural \u0026amp; historical differences \u0026amp; developments 4-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Reinforce concepts with in-school performances and/or exhibits IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Select at least one foreign Lang for study at each school IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Use \"total physical response\" approach to teaching IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize basic vocabulary, conversation, \u0026amp; culture for 1-6. IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Use a foreign Lang laboratory for instruction Page 14 LRSD Office of Desegregation 1125/96   LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize transcribing and translating foreign Lang --- -1- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Provide experiences/interactions with a native Lang user. --- -- ----- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize vocabulary, grammar, reading, writing, culture 4-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Emphasize Oral Lang Expression in reading and English/Lang arts IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Use Learning Styles Inventories in each incentive school IS Acad Prgs Dir Staff Oev Asst Supt IS LR 153 4/29/92 Develop Parent Home Study Guides IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Include Family Life Education in the total elem. curriculum 1-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Make Nifty Nutrition available for all grades 1-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize \"wellness\" for the young K-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize understanding \u0026amp; respect for the handicapped IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize team sports and lifelong leisure skills K-6 IS Acad Prgs Dir Staff Dev Principal IS MR 39 6/5/92 Keep statistics on the Saturday Programs IS Acad. Act. Dir Staff Dev Asst Supt IS LR 154 4/29/92 Remedial classes will be available during instructional day IS Acad. Act . Dir Staff Dev Asst Supt IS LR 154 4/29/92 Computer generate Formative criterion-referenced tests IS Acad. Act. Dir Staff Dev Asst Supt IS LR 154 4/29/92 Utilize Heterogeneous grouping at each grade level IS Acad. Act . Dir Staff Dev Asst Supt IS LR 154 4/29/92 Effective school model will be operative in incentive schools IS Ext. Day/Wk Dir Staff Dev Asst Supt IS LR 189 4/29/92 Provide compensation to staff. IS Ext. Day/Wk Dir Staff Dev Asst Supt IS LR 189 4/29/92 Compensate teachers/principals who work extra periods IS Ext. Day/Wk Dir Staff Dev Principal IS MR 25 6/5/92 Conduct study to determine most appealing activities IS Ext. Day/Wk Dir Staff Dev Principal IS MR 25 6/5/92 Document volunteer training IS For. Lang. Dir Staff Dev Asst Supt IS LR 153 4/29/92 Operate lang labs with appropriate equipment/materials IS Guid/Cnslng Dir Staff Dev Dir Pup Serv MR 27 6/5/92 Establish scouting membership list IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Make incent. sch. Principals/staff aware of Latin prog. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Present implementation plan proposal to assoc./asst. supts IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Schedule awareness mtg. with Principals of incent. schs. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Develop agenda for Principals' meeting. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Conduct awareness meeting with Principals. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Schedule awareness mtg.-5th/6th grade incent. schs. Tchs. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Conduct awareness mtg. with current 5th and 6th grade Tchs. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Identify 5th/6th grade Tchs. wishing to stay at incent. schs. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Recruit and fill vacancies. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Provide inservice to participating Teachers. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Requisition instructional materials. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Conduct above four inservice workshops. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Duplicate copies of above materials. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Schedule two inservice meetings of three hours each. Page 15 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Develop agenda for above two meetings. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Conduct above two meetings IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Contact UALR about offering college course. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Schedule four two-hour inservice workshops IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Implement elementary Latin Program in 5th/6th grade IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Schedule time for classroom instruction. --- IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Purchase/duplicate/create student materials IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Incorporate Latin program into district's Lang arts program. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Evaluate the elementary Latin Program. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Monitor classroom activities. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Identify student growth on standardized tests. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Develop student, Teachers, parent assessment survey. - IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Disseminate above surveys. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Compile survey results. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Submit final evaluation report to assoc. supts. IS Par lnvolv Dir Staff Dev Asst Supt IS LR 206 4/29/92 Include strategies for incorporating parental involvement IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Design and administer a needs assessment IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Offer opportunites for adult community education IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Establish an lncentivewide Parent Internship IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Recruit parents from the incentive schools for teacher aides IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Establish mentorships between teachers and parents IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Implement the parent internship program IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Establish a parent center in each school IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Provide resources/staff to operate the center IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Train parent to operate the center IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Form comm. composed of parents/school personnel IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Distribution of monthly communications packet IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Seek parents' recommendation for resources IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Investigate community education classes for parents IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Assist parents to carry out expections of schools IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Offer mini-workshops IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Parents to pick up report cards twice a year IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Provide opportunities for counselors contact with parents IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Demonstrate the use of community resources IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Use parent recogntion as a tool for community involvement IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29192 Recognize parents monthly Page 16 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De OP Date Abbreviated Text IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Recognize community person for school involvement monthly --- IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Display parent/community recognition awards - IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Provide school lunch voucher for award winners --- - IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Involve students in selection process of award winners IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Establish approach to communication between home/school IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Identify three key parent communicators IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Teach parents the system for advancing support IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Establish community resource list IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Invite community patrons of pre-school IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Encourage parent attendance at PT A meetings IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Prepare and distribute Parent Handbooks IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Require parents to sign homework assignments IS Par lnvolv Dir Staff Dev Asst Supt IS LR 211 4/29/92 Require parents to call school to report absences IS Par lnvolv Dir Staff Dev Asst Supt IS LR 211 4/29/92 Require two or more home visits IS Par lnvolv Dir Staff Dev Asst Supt IS LR 211 4/29/92 Require contractual commitment from parents IS Par lnvolv Dir Staff Dev Asst Supt IS LR 211 4/29/92 Require all parents to sign contract prior to enrollment IS Par lnvolv Dir Staff Dev Asst Supt IS LR 212 4/29/92 Strengthen linkages between home/school IS Par lnvolv Dir Staff Dev Asst Supt IS LR 212 4/29/92 Hold parenting education classes for mothers IS Par lnvolv Dir Staff Dev Asst Supt IS LR 212 4/29/92 Hold evening/Saturday classes to expose chih:Jren to science/math IS Par lnvolv Dir Staff Dev Asst Supt IS LR 212 4/29/92 Use school as community center IS Par lnvolv Dir Staff Dev Asst Supt IS LR 212 4/29/92 Hold workshops to expose students/parents to science/math IS Par lnvolv Dir Staff Dev Asst Supt IS LR 213 4/29/92 Raise trust level between school/community IS Par lnvolv Dir Staff Dev Asst Supt IS LR 213 4/29/92 Provide inservice courses for teachers and school IS Par lnvolv Dir Staff Dev Asst Supt IS LR 213 4/29/92 Develop speakers bureau for community IS Par lnvolv Dir Staff Dev Asst Supt IS LR 213 4/29/92 Develop calendar of events of neighborhood activities IS Par lnvolv Dir Staff Dev Asst Supt IS LR 213 4/29/92 Develop activity places high value on neighborhood pride IS Par lnvolv Dir Staff Dev Asst Supt IS LR 214 4/29/92 Formulate committee develop school improvement IS Par lnvolv Dir Staff Dev Asst Supt IS LR 214 4/29/92 Provide atmosphere where parents are open IS Par lnvolv Dir Staff Dev Asst Supt IS LR 214 4/29/92 Involve more people in decision making IS Par lnvolv Dir Staff Dev Asst Supt IS LR 214 4/29/92 Create sense of ownership through involvement IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Information to community on Incentive school program IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Mail report on Incentive schools to community groups IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Conduct information sessions on pre-registration activities IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Conduct information sessions with special audiences IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Establish Saturday information booths IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Secure special media coverage Page 17 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sac Ld De DP Data Abbreviated Text IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Highlight sheets to elementary parents --- IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Provide telephone hotline -- IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Place highlight sheet in local business --- --- ~-- IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Seek 'Special media coverage State Press/black radio stations IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Brochure for each Incentive school ---- IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Seek Spec. designation from Dept. of Ed to market Incentive sch IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Endorsements from local celebrities IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Hold meetings w/NLRSD/PCSSD M-to-M transfers IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Hire two parent recruiters IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Provide public service announcements for Incentive schools IS Par Recruit Dir SAO Coord Recruit LR 216 '4/29/92 Advertise incentive schools on billboards IS Par Recru it Dir SAO Coord Recruit LR 216 4/29/92 Conduct Media blitz to heighten public awareness IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Produce videocassette recordings for presentation IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Provide brochures for Incentive school distributed in Pul. County IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Open house at Incentive schools IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Provide geographic areas info on Incentive schools IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Conduct small group tours IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Establish Speakers bureau for Incentive school IS Par Recruit Dir SAO Coord Recruit LR 217 4/29/92 Monitor/evaluate recruitment in Incentive schools IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Establish a flexible programming approach IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 189 4/29/92 Provide addt'I compensation for extra periods IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 189 4/29/92 Investigate Community Ed. Classes for Parents IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Allow for team teaching or other effective teaching strategy --- IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Allow stud. to remain in class for extended time periods if needed IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Develop a plan for individualized instruction within a building IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Investigate other areas for possible inclusion. IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Investigate areas for possible plan inclusion. IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Provide permanent Assigned Subs Incentive Schools --- IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Assign Half-time assistant principal IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Establish a uniform policy for students IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 189 4/29/92 Provide Saturday Enrichment Programs IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Standardize dress for Teachers. IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Encourage PT A attendance IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Provide Student Handbooks to each student IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Provide Science Lab at each school IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Provide a computer lab at each school Page 18 LRSD Office of Desegregation 1/25/96 - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Provide a complete playground for PE purposes IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Make student handbooks available to every student. --- IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Document visits to each student's home IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Develop a comprehensive long-range strategic plan IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 20 6/5/92 Involve all affected in discipline policy development. IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Define appropriate and inappropr. behavior \u0026amp; consequences IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Publicize policies and procedures IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Insist upon fair and consistent enforcement of discipline policies. IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Provide Teachers training in dealing with disruptive students. IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Collect discipline data and monitor the program IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Maintain records of volunteer participation IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 37 6/5/92 Maintain documentation of all parent meetings and activities IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Routinely record meeting agenda and minutes IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Establish a mechanism to ensure that parents sign homework IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Have contracts ready for parents to sign when they register IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Mount recruitment campaign IS Soc Sklls Dir Staff Dev Asst Supt IS LR 156 4/29/92 Prepare students to become independ. thinkers \u0026amp; problem solvers --- IS Soc Sklls Dir Staff Dev Asst Supt IS LR 156 4/29/92 Teach social skills through the core instructional program IS Soc Sklls Dir Staff Dev Asst Supt IS LR 156 4/29/92 Teach values and mores of students' ancestors IS Soc Sklls Dir Staff Dev Asst Supt IS LR 156 4/29/92 Teach Structured self-esteem building lessons in small groups. IS Soc Sklls Dir Staff Dev Asst Supt IS LR 156 4/29/92 Focus on problem-solving, decision-making, peer pressure, etc. IS Soc Sklls Dir Staff Dev Asst Supt IS LR 157 4/29/92 Create program to respond to developmental changes in students IS Soc Sklls Dir Staff Dev Asst Supt IS LR 180 4/29/92 Establish training for peer tutors IS Soc Sklls Dir Staff Dev Asst Supt IS LR 157 4/29/92 Use individuals presentations to provide role models for students IS Soc Sklls Dir Staff Dev Asst Supt IS LR 157 4/29/92 Establish a mentoring program for students. IS Soc Sklls Dir Staff Dev Asst Supt IS LR 175 4/29/92 Increase opport. for services through serv. agency relationships IS Soc Sklls Dir Staff Dev Principal IS MR 29 6/5/92 Coordinate mentor program with VIPS IS Soc Sklls Dir Staff Dev Principal IS MR 29 6/5/92 Record/Maintain documentation on mentors, students, \u0026amp; activities IS Soc Sklls Dir Staff Dev Principal IS MR 29 6/5/92 Identify the staff development needs IS Staff Dev Dir Staff Dev Principal IS co 42 5/1 /92 Develop strategy to meet staff development requirements. IS Staff Dev Dir Staff Dev Principal IS MR 7 6/5/92 Record School Profile staff development data IS Staff Dev Dir Staff Dev Principal IS MR 7 6/5/92 Evaluate classroom utilization of inservice training IS Staff Dev Dir Staff Dev Principal IS MR 8 6/5/92 Evaluate quality, relevance, and adequacy of staff training IS Staff Dev Dir Staff Dev Principal IS MR 8 6/5/92 Promote staff awareness of heterogeneous grouping IS Staff Dev Dir Staff Dev Principal IS MR 11 6/5/92 Ensure all incentive school staff participate TESA. IS Staff Dev Dir Staff Dev Principal IS MR 11 6/5/92 Consider GESA training as part of staff development curriculum. Page 19 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De OP Date Abbreviated Text IS Staff Dev Dir St aff Dev Principal IS MR 11 6/5/92 Emphasize staff training that facilitates active learning at all grades. IS Staff Dev Dir Staff Dev Principal IS MR 14 6/5/92 Emphasize importance of variety in teaching techniques/grouping. - IS Staff Dev Dir Staff Dev Principal IS MR 14 6/5/92 Use a wide range of resources and specialist IS Staff Dev Dir Staff Dev Principal IS MR 14 6/5/92 Establish a summer school program. IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Implement staff development activities ---- ---- IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Identify the staff development needs IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Develop inservice schedule IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Notify staff of inservice dates --- -1- IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Plan details for inservice IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Obtain services of consultants IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Implement fall training cycle . IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Evaluate staff development activity IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Identify the staff development needs IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Develop inservice schedule IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Notify each school staff of proposed inservice dates IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Plan details for delivery of inservice IS Staff Dev Supt Dir Staff Dev . LR 199 4/29/92 Promote understanding of Incentive school concept IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Establish a process for developing each Incentive School Plan. IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Assist in presenting an indepth pre-orientation session for staff IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Assist with orientation for parents in the incentive schools. --- IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Develop curriculum specific to incentive schools. IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Identify each area in need of curriculum development. -- IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Identify Teachers for curriculum teams. IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Plan orientation and format for curriculum development. IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Review preliminary draft of revised curriculum IS Staff Dev Supt Dir Staff Dev LR 200 4/29/92 Develop additional components for each curriculum area. IS Staff Dev Supt Dir Staff Dev LR 200 4/29/92 Proof and type incentive school curriculum guides. IS Staff Dev Supt Dir Staff Dev LR 200 4/29/92 Print curriculum guides. IS Staff Dev Supt Dir Staff Dev LR 200 4/29/92 Distribute/provide inservice on curriculum guide implementation IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Analyze staff development needs regularly IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Establish a Staff Development Committee IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Collect and review data on needs and interests of student pop. IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Conduct a survey of staff development needs and interests IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Identify staff who have not participated in required inservice IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Assess staff members needs on an ongoing basis IS Staff Dev Supt Dir Staff Dev LR 202 4/29/92 Plan staff development experiences on an on-going basis Page 20 LRSD Office of Desegregation 1125196 LRSD Desegregation Case Obligations Subject Pri ld Sec ld De DP Date t Abbreviated Text IS Staff Dev Supt Dir Staff Dev LR 202 4/29/92 Plan a min. of staff development activities for incent. sch. staff IS Staff Dev Supt Dir Staff Dev LR 202 4/29/92 Conduct meetings for planning of staff development --- IS Staff Dev Supt Dir Staff Dev LR 202 4/29/92 Plan staff development activities on an on-going basis IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Implement and evaluate staff development activities. IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Implement Staff Development Committee activities IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Conduct staff development activities. IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Evaluate staff development experiences. IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Implement the Teachers Demonstration Program. IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Establish committee to plan a Teachers Demonstration Program IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Implement the Teachers Demonstration Program. IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Monitor the Teachers Demonstration Program IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Implement a Master Teachers Program. IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Establish committee to plan a Master Teachers Program IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Implement Master Teachers Program in each incentive school. IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Maintain a pool of prospective staff members IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Monitor the Master Teachers Programs in each incentive school IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Provide assistance for new Teachers or those having difficulty IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Select IRC specialist to provide assistance to incentive schools IS Staffing Dir Staff Dev Asst Supt IS LR 190 4/29/92 Determine staffing needs and promote staff awareness IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Establish District Incentive Schools Staffing Committee IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Identify staffing needs IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Develop Staffing Criteria IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Develop Job Descriptions IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Adver1ise Vacant Positions IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Provide an indepth orientation session IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Identify pool of prospective staff and administrators. IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Implement ongoing local and national recruitment IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Maintain files on prospective staff members. IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Select principals and provide orientation and training. IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Review criteria for principal selection IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Begin local and national recruitment IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Select racially balanced interview teams IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Preliminary screening/interviews. IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Conduct final interviews. IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Make recommendations to Board. .. IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Provide inservice to acquaint new principals Page 21 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text ' IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Select staff. - ~ IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Select racially balanced interview teams IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Interview applicants. - IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Make staff recommendations for employment to Board. IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Issue and explain one-year special contracts. IS Staffing Dir Staff Dev Asst Supt IS LR 198 4/29/92 Review staff employment/ commitment/effectiveness - ~ IS Staffing Dir Staff Dev Asst Supt IS LR 198 4/29/92 Review staff commitment informally - IS Staffing Dir Staff Dev Asst Supt IS LR 198 4/29/92 Monitor staff effectiveness IS Staffing Dir Staff Dev Asst Supt IS LR 194 4/29/92 Provide add'I inservice training prior to the start of school IS Staffing Dir Staff Dev Asst Supt IS LR 194 4/29/92 Incentive school Teachers report back to work 5 days earlier IS Staffing Dir Staff Dev Asst Supt IS LR 194 4/29/92 Provide separate stipends for returning to work ahead of schedule. IS Staffing Dir Staff Dev Asst Supt IS LR 194 4/29/92 Use student teachers from different colleges IS Stud Achv Dir Staff Dev Asst Supt IS LR 158 4/29/92 Use field trips to enhance learning IS Stud Achv Dir Staff Dev Asst Supt IS LR 158 4/29/92 Supplement local field trips with state/national trips IS Stud Achv Dir Staff Dev Asst Supt IS LR 158 4/29/92 Determine choices by school needs/interests IS Stud Achv Dir Staff Dev Asst Supt IS LR 158 4/29/92 Submit Plans to Board/Administration annually IS Stud Achv Dir Staff Dev Asst Supt IS LR 157 4/29/92 Reinforce the core curriculum in Pre-K - Grade 6 IS Stud Achv Dir Staff Dev Asst Supt IS LR 157 4/29/92 Develop programs to improve student achievement IS Stud Achv Dir Staff Dev Asst Supt IS LR 157 4/29/92 Use peer tutors to assist Teachers IS Stud Achv Dir Staff Dev Asst Supt IS LR 157 4/29/92 Use Academic Reinforcement Clubs IS Stud Achv Dir Staff Dev Asst Supt IS LR 157 4/29/92 Use a variety of Special Interest Clubs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 178 4/29/92 Permanently assign substitutes to each incentive school. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 178 4/29/92 Create school site teams IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 178 4/29/92 Rotate team membership on a semester basis IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Offer Special skills programs after school IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Provide supervision of students at the incentive schools. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 179 4/29/92 Offer field trips during extended week programs IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 171 4/29/92 Provide trans to students at the Homework Center IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Establish offerings IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Employ instructional aides for career awareness IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 175 4/29/92 Attendance/behavior guidelines assist studs. \u0026amp; keep them in sch. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Establish training for peer tutors IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 171 4/29/92 Provide transportation for extended day children. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 179 4/29/92 Develop Saturday enrichment programs. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 179 4/29/92 Develop Saturday programs to enhance learning IS Suppt Prgs Dir Staff Dev Asst Supt:IS LR 171 4/29/92 Evaluate hotline/Centers/awareness relationships Page 22 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 171 4/29/92 Provide staff hotlines with teachers on a rotating basis ----- - IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Provide training for Teachers in peer tutoring - IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Use retired Teachers mentors to tutor and sponsor clubs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 172 4/29/92 Implement a career skills development program IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 172 4/29/92 Use a variety of means to create career awareness IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 176 4/29/92 Develop Incentive/recognition programs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 176 4/29/92 Use a variety of methods for recognition IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 185 4/29/92 Work community to supplement school programs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 185 4/29/92 Study access to Camp Pfiefer IS Suppt Prgs Dir .Staff Dev Asst Supt IS LR 185 4/29/92 Work with Campt Pfiefer Dir. to target incentive students IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 185 4/29/92 Work w/community to establish similar programs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Obtain information regarding student academic growth. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Develop valid/reliable monitoring instrument(s) IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Establish training for monitoring teams IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Track attendance/discipline/behavior/achievement. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Monitor quarterly IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Maintan class and school profiles IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Involve parents in the development SEPs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Develop SEP format IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Involve parents in writing plan IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Include extracurricular activities IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Plan quarterly reports/visits by monitoring team IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Develop reporting format IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Involve staff, patrons in monitoring IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Involve all staff in goal setting IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Evaluate goal achievement IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Randomly select students to participate each year IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Conduct Student \"training\" IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Student generation of questionnaires IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Analyze data IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Generate conclusions IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Report survey results IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Establish computerized data access IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Install computers. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Tie into mainframe. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Write programs for reporting student data Page 23 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Establish School Improvement Teams - IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Include representatives of all school departments IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Rotate team membership by semester - IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Plan for parent/student meetings for input. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Plan for implementation of changes. --- IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Make recommendations for changes. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Implement changes. -- IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Evaluate changes IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 178 4/29/92 Double fund incentive schools IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Mentors provide support IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Provide Homework Centers IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Set homework center schedules to meet students needs. -- IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Provide Homework Hotlines IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 172 4/29/92 Provide appropriate number of supervision aides IS Suppl .Prgs Dir Staff Dev Asst Supt IS LR 172 4/29/92 Develop year round school program IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 181 4/29/92 Arrange Community access/field trips IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 181 4/29192 Visits historical, scientific and cultural events and exhibits IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 173 4/29/92 Bring exhibits and performances to the schools. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 173 4129/92 Visit industrial complexes IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 181 4/29/92 Build a program of community involvement IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 181 4/29/92 Establish Girl/Boy Scout Programs at each school. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 181 4/29/92 Offer special skills programs after school IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 173 4/29/92 Monitor student if activity finishes early IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 174 4/29/92 Seek assistance to provide services -- IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Provide community services access for all students IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4129/92 Dev. compacts community agencies/universities for student assistance IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4129/92 Establish mentoring program for students to work with role models IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Make parents aware of the options open to their children. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Implement mentoring program IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Place special emphasis on schools recruiting minority students IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Provide students with exper. in testing.listening, \u0026amp; study skills IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Hold home/neighborhood meetings to increase involvement IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Meet at neighborhood sites with small groups of parents IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Meet at homes with groups of parents. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Involve ministers. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Increase parental involvement Page 24 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Parent assist at schools IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Parents sign homework IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Provide regular communication between school and home IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Encourage parents to provide classroom support IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Establish place for designated meetings IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Establish learning time schedules for extended day. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Schedule weekly extended day programs based on needs IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Improve home/school communication. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Review children's progress regularly IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Send alert and success cards regularly to parents. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 04/29/92 Establish meaningful elementary extracurricular activities IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Give students recognition and leadership opportunities IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Implement individual and group counseling for all students. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Include Peer facilitators IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Provide individual and group counseling. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Teach conflict resolution IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Implement Incentive/recognition programs by 1990-91 IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Create student recognition programs. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Create Good Citizen programs IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Create Community involvement recognition. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Structure/begin wellness program for students at ea/sch IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Assign Fulltime Nurse IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Conduct Student Screening IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Make presentations to parents on similar topics IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 175 4129192 Provide time out areas IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 175 4/29/92 Parents sign contractual agreement IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 175 4/29/92 Allow Non-Washington attendees access to ext'd act. IS Supp! Prgs Supt Dir Info Serv LR 177 4/29/92 Computerize data access in all incentive schools Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Implement the proposed new elementary library/media prog. Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Hire Consultant, Coard. \u0026amp; Clerical Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Review Recommendation/Outline Program Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Identify Material \u0026amp; Equipment Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Schedule films\\videos as possible Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Develop Procedures, Policies, Curr. Guides Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Supply films/videos per schedule Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Order equip./materals necessary including AV software Page 25 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text\nLibrary Media Tech Supt Dir Media/Tech LR 109 4/29/92 Conduct inservice on curriculum develop for staff Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Hire full-time librarians and full -time clerks for each elem. school - - Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Develop a maint. proposal assuring prompt and efficient repair Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Receive Requests Fall '89 AV Materials Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Notify teachers via librarians of the fall schedule (films/videos) Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Process new material including cataloging . Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Develop a seven to ten year AV equipment purchase plan Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Order Supplies \u0026amp; Printing Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Conduct inservice for librarians and library clerks. Library Media Tee~ Supt Dir Media/Tech LR 106 4/29/92 Extend/enrich the basic skills for students varied learning styles Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Library media specialists will plan with teachers for materials Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Library media specialists will plan with staff for reading motivation Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Library media specialists will plan with teachers for library inst. Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Library media specialists will instruct students in literary skills library Media Tech Supt Dir Media/Tech LR 106 4/29/92 Develop Summative Evaluation Instrument Library Media Tech Supt Dir Media/Tech LR 106 4/29/92 3/5 tchs . will consider themselves frequent users Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Provide student access at point of need library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Increased Student Use of Library Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Increase number of tch. plan learn act. involving media activities Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Remove barriers/constraints to the program Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Increased Student Visits to Library Media Ctr. Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Increase vol. of books checked out Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Document number of students visiting library Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Document number of classes scheduled Library Media Tech Supt Dir Media/Tech LR 108 4/29/92 Annually evaluate multicultural materials Library Media Tech Supt Dir Media/T-ech LR 108 4/29/92 Share recommendations for multicultural materials Library Media Tech Supt Dir Media/Tech LR 108 4/29/92 Establish 92-93 school year as baseline to determine progress. library Media Tech Supt Dir Media/Tech :MR 15 6/5/92 Bring parity of holdings to library resources at incent. schools Library Media Tech Supt Dir Media/Tech MR 15 6/5/92 Increase library capacities Mitchell/Garland M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Court wants detail how the dist. will recruit white students for Stephens M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Court wants to know who will be responsible for recruitment . M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Follow M-M eligibility guidelines M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Blks. in major. at sch. \u0026amp; (dist. 50% +) may go to sch. \u0026amp; dist. where minority M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Whts. in major. at sch. \u0026amp; (dist. 50% +) may go to sch. \u0026amp; dist. where minority M-M Transfers Assoc Supt Dir SAO ST 2 8/26/B6 Hm. dist. to verify good standing or may go on provisional status M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Follow application procedure, limit repeated transfers, \u0026amp; refine placement Page 26 LRSD.Office of Desegregation 1/25196  LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 File studs. application in home dist. by May 1 of preceding yr. M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Allow only one transfer per student during any year M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Process home dist. appl. \u0026amp; forward copies to host dist. M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Furnish complete student file with appl. by Home dist. M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Transl. dependent on host 's space in sch., grade, \u0026amp; compliance with ADE --- M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Communicate acceptance to parent M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 May make better place. end of 1st sem. with tests, pert., consultation M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Observe guidelines once M-M accepted by host M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Commit. for duration of stud's. vol. part. (1 yr. or grad.) not revocable M-M Transfers Assoc Supt Dir SAO ST 4 8/26/86 Studs. do not have to annually apply once accepted M-M Transfers Assoc Supt Dir SAO ST 4 8/26/86 Studs. expected to follow feeder pattern of assigned school M-M Transfers Assoc Supt Dir SAO ST 4 8/26/86 Host has authority to disc ., suspend, expel with due process M-M Transfers Assoc Supt Dir SAO ST 4 8/26/86 Transfrs. expected to meet same standards as host dist. students M-M Transfers Assoc Supt Dir SAO ST 4 8/26/86 Host must make policies, proced., \u0026amp; expect. available to transfrs M-M Transfers Assoc Supt Dir SAO ST 7 8/26/86 Host must ignore transfer status of stud. when responding to needs M-M Transfers Assoc Supt Dir SAO ST 7 8/26/86 Encourage all M-Ms to participate in all programs M-M Transfers Assoc Supt Dir SAO ST 7 8/26/86 Sp. Ed. transfers allowed based on available services in host dist. M-M Transfers Assoc Supt Dir SAO ST 8 8/26/86 Host can opt. to count or not count M-M for stud. assign. plan MM Transfers Assoc Supt Dir SAO I 11 4/29/92 M-M legally can impact targeted student ratios without any recourse M-M Transfers Assoc Supt Dir SAO TR 241 1/26/94 Depart. from ratios not require dist. to recompose stud. body of affect. sch. M-M Transfers Mng Sup Serv Dir Transport ST 5 8/26/86 Demonstrate Invest. pd. for children before settlement money lost M-M Transfers Mng Sup Serv Mng Finance ST 5 8/26/86 Host to estimate \u0026amp; forward FTE of students to ADE in Sept. M-M Transfers Mng Sup Serv Mng Finance ST 5 8/26/86 ADE to pay monthly with correction in January M-M Transfers Mng Sup Serv Mng Finance ST 6 8/26/86 Host may not count M-M in number of reg. aide stud. number . M-M Transfers Mng Sup Serv Mng Finance ST 6 8/26/86 ADE pays home dist .. 5 of table rate M-M Transfers Mng Sup Serv Mng Finance ST 6 8/26/86 Payment provisions do not apply to magnet schools \u0026amp; programs M-M Transfers Mng Sup Serv Mng Finance ST 6 8/26/86 Agree mt by Parties to finance formula prposed by MRC at 1 /29-3-/87 Hrg. M-M Transfers Mng Sup Serv Mng Finance ST 6 8/26/86 Pay .5 of cost of construction or renovation by ADE M-M Transfers Mng Sup Serv Mng Finance ST 7 8/26/86 Pay customary state aid by ADE M-M Transfers Mng Sup Serv Dir Transport ST 4 8/26/86 Generate new stop network to improve efficiency M-M Transfers Mng Sup Serv Mng Finance ST 5 8/26/86 Update and revise all Transp routes! M-to-M Mag Assoc Supt Dir SAO LR 142 4/29/92 Parties to promote M-M transfers M-to-M Mag Assoc Supt Dir SAO LR 142 4/29/92 lnterdistrict transfers must be done more quickly M-to-M Mag Assoc Supt Dir SAO LR 144 4/29/92 SAO assigns students to Henderson Jr. High Magnet M-to-M Mag Assoc Supt Dir SAO LR 144 4/29/92 SAO assigns students to McClellan High Magnet .. M-to-M Mag Assoc Supt Dir SAO LR 143 4/29/92 Obtain a 60/40 ratio of either race in interdist. magnets Page 27 LRSD Office of Desegregation 1125/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text M-to-M Mag Assoc Supt Dir SAO LR 143 4/29/92 Assign students to Washington Magnet School by SAO - McClell. Com Sch Asst Supt Sec Principal McCI LR 94 4/29/92 Do written plan for Henderson Mag. in 30 days --- McClell. Com Sch Asst Supt Sec Principal McCI LR 94 4/29/92 Committee will follow planning model --- --- McClell. Com Sch Asst Supt Sec Principal McCI LR 94 4/29/92 Solicit community input throughout the entire process --- McClell. Com Sch Asst Supt Sec Principal McCI LR 94 4/29/92 Program will reflect the community's needs and wishes McClell. Mag Assoc Supt Dir SAO MC 2 5/1 /92 Assign students to Central High Magnet School by SAO --- McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 Assign students to Dunbar Magnet Jr. High by SAO McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 Use Program to Achieve Racial Balance McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 A/Z Students Must Submit Magnet Application McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 Non- A/Z Students Must Submit OERF McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 Use Random Selection Process for Non-A/Z Applicants McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 lnterdistrict Students Complete M-M and OERF McClell. Mag Assoc Supt Dir SAO MC 60 5/1/92 Consider Applications on Basis of Deseg Requirements McClell. Mag Asst Supt Sec Principal McCI co 3 2/11/92 Committee will report their progress regularly to LASO, ODM,\u0026amp; community ~I.Mag Asst Supt Sec Principal McCI MC 2 5/1/92 Provide Clearly Stated Program Goals/Objectives McClell. Mag Asst Supt Sec Principal McCI co 3 2/11 /92 Increase Academic Achievement/Decrease Disparity in BI/Wh McClell. Mag Asst Supt Sec Principal McCI MC 5 5/1/92 Provide Comprehensive Description of Program Components McClell. Mag Asst Supt Sec Principal McCI MC 5 5/1/92 Interweave Business Courses With Various Subject Areas McClell. Mag Asst Supt Sec Principal McCI co 3 2/11/92 Begin 7-period Day in 1992-93 McClell. Mag Asst Supt Sec Principal McCI MC 51 5/1 /92 Describe and Use Selection Criteria for Students, Teachers, Staff McClell. Mag Asst Supt Sec Principal McCI MC 51 5/1/92 When Declaring Area of Study McClellan Students Also Apply McClell. Mag Asst Supt Sec Principal McCI MC 51 5/1/92 Hold Mtg. During 2nd Semester to Familiarize New Students McClell. Mag Asst Supt Sec Principal McCI MC 52 5/1/92 Familiarize Staff with Goals/Objectives of Program McClell. Mag Asst Supt Sec Principal McCI MC 52 5/1/92 Hold meeting with Prin./Staff prior to 4/23/95 re: committment McClell. Mag Asst Supt Sec Principal McCI MC 52 5/1/92 Grant Staff Transfers According to PN Agreement --- McClell. Mag Asst Supt Sec Principal McCI MC 52 5/1/92 Ascertain Future Candidate's Commitment to Magnet Program McClell. Mag Asst Supt Sec Principal McCI MC 53 5/1/92 Ensure Staff Racial Balance Complies w/Deseg Requirements McClell. Mag Asst Supt Sec Principal McCI MC 55 5/1/92 Identify Students by Grade/Teachers \u0026amp; Staff by Role McClell. Mag Asst Supt Sec Principal McCI MC 56 5/1/92 Provide Program Implementation/Completion Timelines McClell. Mag Asst Supt Sec Principal McCI MC 57 5/1/92 Identify Necessary Resources \u0026amp; Costs McClell. Mag Asst Supt Sec Principal McCI MC 58 5/1/92 Itemize Necessary Teacher Training (Preparatory \u0026amp; Ongoing) McClell. Mag Asst Supt Sec Principal McCI co 3 2/11/92 Provide Formative/Summative Criteria/Timelines Multicult Curr. Asst Supts Principals LR 35 4/29/92 Provide Guidance/Counseling to Address Student Needs Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Obtain Info on Multi-Cultural Courses from Colleges Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Advertise Course Offerings to Staff Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Identify Summer/Fall Course Participants Page 28 LRSD Office of Desegregation 1/25/96 - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date 'if} ,,,1J,. Abbt:evlated Text ,,\n:,:. /,r ,,. :, Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Develop District A/V Resource Catalog Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Review \u0026amp; catalogue A/V materials Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Purchase Addit. A/V Materials from Budget Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Identify Other Resources for A/V Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Revise A/V Catalog for LRSD Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Place Initial Supp. Order for AN Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Plan annual instructional materials fair (Multicultural) Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Plan Fair as Component of Pre-School Conference (more) Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Identify Vendors of Instructional Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Establish Pre-School Cont. Dates/Invite Vendors Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Confirm Fair Participants Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Acquaint Staff w/Fair Plans \u0026amp; relationship to desegregation Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Conduct Media Campaign for Fair Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Host tri-district \"Instructional Materials Fair\" Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Develop Criteria for Textbook Review/Adoption Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Revise Board Policy for Textbook Adoption Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Identify ad hoc Committee to Review Criteria for Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Conduct Staff Devel. Training on Bias in Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Submit Revised Policy to Board Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Adopt Policy on Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Utilize Consultant to Train Staff in avoiding sex \u0026amp; race stereo. in texts Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Make Recommendations to Board on Textbook Adoption Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Develop Pre K-6 Curriculum Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Host 3 Public Mtgs. for Suggestions from Patrons . Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Retain Natl Curr. Dev. Expert - 2-yr. Contract Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Issue Timeline/Checklist for Task Completion Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Develop Expectations for Curr. Comm. Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Identify Curr. Comm. Members per numbers in plan Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Obtain Model Curr. Units Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Conduct Task Completion Monitoring Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Operationalize Curr. Dev. Timeline Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Review Comprehensive Guides Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Type \u0026amp; Print comprehensive guides Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Develop Expect. for Resource Consultant Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Secure 6 Local Resource Consultants Multicult Curr. Dir Staff Dev Curr Supv~ LR 70 4/29/92 lnservice on Teaching Strategies Page 29 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Conduct Elem. Staff lnservice Multicult Curr. Dir Staff Dev Curr Supvs LR 71 4/29/92 Order Materials from Local Bldg. Budgets Multicult Curr. Dir Staff Dev Curr Supvs LR 71 4/29/92 Extend lnservice Through Cluster Mtgs. Multicult Curr. Dir Staff Dev Curr Supvs LR 71 4/29/92 Host 3 Education Mtgs. for Elem. Parents for overview Multicult Curr. Dir Staff Dev Curr Supvs LR 71 4/29/92 Develop Curr. for Gr. 7 -1 2 Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Verify 2nd Year National Experts Contract Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Issue Timeline for 1 989-90 Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Meet to Receive Suggestions Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Develop Expectations for Committee Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Identify secondary curr. com. members per plan numbers Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Obtain Curriculum Units Models Out of LRSD Multicult Curr. Dir Staff Dev Curr Supvs LR 73 4/29/92 Conduct lnservice Sessions Multicult Curr. Dir Staff Dev Curr Supvs LR 73 4/29/92 Develop Expectations for Consultants Multicult Curr. Dir Staff Dev Curr Supvs LR 73 4/29/92 Identify secondary soc. stud., music, \u0026amp; art committees per numbers in plan Multicult Curr. Dir Staff Dev Curr Supvs LR 73 4/29/92 Secure Consultant Services Multicult Curr. Dir Staff Dev Curr Supvs LR 73 4/29/92 Conduct task completion monitoring per timeline Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Operationalize curr. dev. timeline meetings (monthly) Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Review Guide for Content at Grade Level Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Print Guides Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 lnservice Secondary Adm. \u0026amp; Teachers Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Order Materials from Local Bldg. Budgets Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Monitor Use of Curr. Guides Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Provide Staff Dev. Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Negotiate for Consultants to Provide lnservice Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Extend inservice through council mtgs. per named subject areas Multicult Curr. Dir Staff Dev Curr Supvs LR 75 4/29/92 Host 3 education mtgs. for secondary parents Multicult Curr. Dir Staff Dev Curr Supvs LR 75 4/29/92 Access Info to Teachers, Parents, Community Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Share Responsibility for Annual Materials Fair Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Provide Info to Staff on Graduate Courses Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Promote Grad Courses to Staff Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Write Institutions re Need for Grad Courses Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Investigate Strategies for Promotion to Staff Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Meet to Discuss Promotional Seminars Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Enhance Educational Equity Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Share Effective Strategies at Council Mtgs. Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Purchase Science Supplies Page 30 LRSD Office of Desegregation 1125196 - - - - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP D~e . ct .  j, J\n'\"'' I, Abbreviated Text. ,\n.. ,, .. ,t:\n,,. i :\" Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Purchase Math Manipulatives Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Purchase trade books for wholeness of lang. Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Provide lnservice on science, math, and trade books Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Identify teacher needs using performance data Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Submit lnservice Needs to Staff Dev. Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Schedule Teacher lnservice Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Monitor Teachers Use of Strategies Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Incorporate Materials into Program Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Review Appropriate Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Identify Materials to be Purchased at School Level Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Schedule Materials Workshop Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Monitor Use of Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Implement Organizational Practices Multi cult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Provide Teachers with Class Group Training Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Monitor Implementation of Strategies Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Review Placement Criteria Multicult Curr. Dir Staff D\"v Curr Supvs LR 78 4/29/92 Support Prins in monitoring balance of students in higher level courses Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Ensure increased equity through inservice Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Base inservice on sceince, math, \u0026amp; trade books Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Ensure Equity in Use of Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Assess Current Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Identify Deficiencies in Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Purchase Replacement Resource Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Provide Training Using Supplemental Materials Multicult Curr. Dir Staff Dev Curr supvs LR 79 4/29/92 Monitor Teacher Implementation of Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Select Text Free of Stereotypes Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Achieve Equity in Special Activities Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Ensure Equitable Student Participation Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Develop Course Area Guides Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Monitor Use of Curriculum Guide Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Maintain Challenging and Relevant Courses Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Review Content/Program Areas Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Assess Course Content for Changes Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Submit New Course Recommendations to A. Supt. Ed. Prog. Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Develop Currilculum Guides Approved Courses Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Provide lnservice on Implementing New Courses Page 31 LRSD Office of Desegregation 1/25196 LRSD Desegregation Case Obligations Subject Pri Ld Sec ld De DP Date Abbreviated Text Multi cult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Conduct Workshops on New Courses -- Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Monitor Course Implementation for Assignment Equity Mulucult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Monitor Staffing Multicult Curr. Dir Staff Dev Curr Supvs LR 64 4/29/92 Develop Speaker's Bureau Multicult Curr. Dir Staff Dev Curr Supvs LR 64 \",/29/92 Review AP Course Placement Criteria Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Monitor Course Enrollment for Equity Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Establish Curriculum Review by 9/30/91 Multicult Curr. Dir Staff Dev Curr Supvs LR 65 4/29/92 Implement Curr. Review/Revision Cycle Multicult Curr. Dir Staff Dev Curr Supvs LR 65 4/29/92 Submit Policy \u0026amp; Goals to Board Multicult Curr. Dir Staff Dev Curr Supvs MR 13 6/5/92 Initiate Procedure to Field-Test New Curriculum Multicult Curr. Dir Staff Dev Curr Supvs MR 13 6/5/92 lmplement4 yr old Program at Selected Schools Multicult Curr. Supt Asst Supts I 7 4/29/92 Form Committee to Review Curriculum Requirements for Tri-Dist. New Futures Supt Coard New Fut MR 13 6/5/92 Establish 2 heterogeneous teams at each grade New Futures Supt Coard New Fut LR 145 4/29/92 Cluster 7th \u0026amp; 8th Grade Students New Futures Supt Coard New Fut LR 145 4/29/92 Provide Youth Specialists for Advocate Work New Futures Supt Coard New Fut LR 145 4/29/92 Establish School Based Social Service At Risk Students New Futures Supt Coard New Fut LR 145 4/29/92 Develop Incentive Programs/Partnerships w/Businesses New Futures Supt Coard New Fut LR 145 4/29/92 Assist Teaching Teams in Developing Incentive Programs New Futures Supt Coard New Fut LR 145 4/29/92 Establish Homework Center \u0026amp; Hotline New Futures Supt Coard New Fut LR 145 4/29/92 Implement Early Morning Tutorials New Futures Supt Coard New Fut LR 145 4/29/92 Develop After School Programming New Futures Supt Coard New Fut LR 145 4/29/92 Implement Saturday Morning Detention New Futures Supt Coard New Fut LR 145 4/29/92 Establish In-School Suspension Program New Futures Supt Coard New Fut TR 81 6/28/94 Court asks the Supt. to set goal with timelines on middle schools Orig Magnets Assoc Supt Coard Recruit I 4 4/29/92 Develop parent involve. support activities for learning process Orig Magnets Assoc Supt Dir SAO I 4 4/29/92 Process Applications During Spring of Each Year Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Anticipate Impact on School Capacity, Facilities, Enrollment Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Permit assignment of students outside Pul.Cty. to select interdistrict schs Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Operate and maintain the original magnet schools Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Monitor student assignments and enrollments Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Follow seating allocation guidelines from Stipulation 2/16/87 Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Make Magnet racial balance target 50-50 Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Allocate seats according to formula in Stipulation 2/16/87 for 87-88 Orig Magnets Assoc Supt Dir SAO ST 6 2/16/87 Reserve 25% of total seats to shadow zone (Host Distr.) Orig Magnets Assoc Supt Dir SAO ST 6 2/16/87 Reserve 75% seats in proport. to stud. pop. of ttl. county at org. level Orig Magnets Assoc Supt Dir SAO ST 6 2/16/87 Determine racial balance of seats determ. as in S6.22 above ' Page 32 LRSD Office of Desegregation 1/25/96 - - - - - - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text Orig Magnets Assoc Supt Dir SAO ST 6 2/16/87 Allocate Ttl. seats for NLRSD not to exceed 4 75 ( 100 at Parkview) --- Orig Magnets Assoc Supt Dir SAO ST 7 2/16/87 Allocated seats by org. level and not by school Orig Magnets Assoc Supt Dir SAO ST 7 2/16/87 MRC may approve exception if overage for dist., --- Orig Magnets Assoc Supt Dir SAO ST 7 2/16/87 Est. open enrol. polcy \u0026amp; deter. how stud. sel.\nnot prohib geo. prf. by Dists. Orig Magnets Assoc Supt Dir SAO ST 8 2/16/87 Fill unfilled seats by other districts to avoid vacant seats Orig Magnets Dir SAO Coord Recruit I 4 4/29/92 Conduct appropriate recruitment strategies Orig Magnets Dir SAO Coord Recruit I 4 4/29/92 Conduct Parkview recruiting campaign Orig Magnets Dir SAO Coord Recruit I 4 4/29/92 PCSSD/NLRSD/LRSD engage in recruit. efforts magnet sch -- -Orig Magnets Dir SAO Dir SAO I 4 4/29/92 Strategic recruitment reports should contain cost info Orig Magnets Mng Sup Serv Dir Transport ST 4 2/16/87 Dist. is bound to keep pledge to double fund incent. school Orig Magnets Mng Sup Serv Dir Transport ST 4 2/16/87 Continue double fund. after six yrs. if inc. schs. over 80% black Orig Magnets Mng Sup Serv Dir Transport ST 4 2/16/87 Restore certain cuts to 92-93 budget Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Pay .5 of cost of educ. students at orig. magnets by ADE Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Dist. not filling seat req . to pay host debt serv., if seat not filled by others Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Provide separate accounting \u0026amp; budgeting to MRC by host Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Magnet students may not count for M-M incentive money Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Entire costs of magnet \u0026amp; M-M trnfrs. including extra-curr. payed by ADE Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Use cost-effective measures by Distr. Orig Magnets Mng Sup Serv Mng Finance ST 6 2/16/87 Dist. may not use inter. trans. plan to seek new buses for other use Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Add cost of new, full-size buses to fleet costs \u0026amp; apply pro rat a basis Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Inter. Trans. Plan adm. by lnterdistrict Transportation Authority (ITAi Orig Magnets Mng Sup Serv Mng Finance ST 4 2/16/87 Composed ITA of rep. from each dist. \u0026amp; ADE Orig Magnets Mng Sup Serv Mng Finance ST 4 2/16/87 Conflict to be resolved by U. S. Magistrate as Spec. Mstr. for Court Orig Magnets Mng Sup Serv Dir SAO I 5 4/29/92 Schs. in lower socio-econ. areas shall receive equal attention \u0026amp; resources Orig Magnets Mng Sup Serv Mng Finance ST 4 2/16/87 Nothing prohibits students choosing bus ride longer than 45 minutes Orig Magnets Mng Sup Serv Mng Finance ST 4 2/16/87 Black studs. not only children required to be bused for deseg. purposes Orig Magnets Mng Sup Serv Mng Finance ST 4 2/16/87 File business case which explains the money on transportation. Orig Magnets Supt Assoc Supt co 2 2/2/95 LRSD must consult with the MRC prior to making decisions on magnets Orig Magnets Supt Asst Supt B ST 1 2/16/87 Open Carver - Basic Skills \u0026amp; Math-Science Magnet (K -6) Orig Magnets Supt Asst Supt B ST 1 2/16/87 Open Williams - Basic Skills Magnet (K-6) Orig Magnets Supt Asst Supt B ST 1 2/16/87 Open Booker - Arts (K-6) Orig Magnets Supt Asst Supt B ST 1 2/16/87 Open Gibbs - Foreign Lang. \u0026amp; International Studies Magnet (K-6) Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Curriculum must reflect theme of the magnet Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Host to provide implemt. timeline to MRC, parties, \u0026amp; Court Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Participation of all students fully in magnet courses .. Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 All orig. magnet schools must/ will have strong academic oriented curr. Page 33 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Sub)ect Prl Ld Sec Ld De DP Date Abbreviated Text Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Expans. or new magnets beginning in 88-89 to comply with CO 9/3/86 Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Appl. for new mags. presnt. to MRC before sch. year prior to implemt. Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Implement under conditions of Stipulation 2/16/87 Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Follow implementation guidelines of Stipulation 2/16/86 Orig Magnets Supt Asst Supt Mag ST 8 2/16/87 Appt. person for principal resp. to dev. \u0026amp; oversee magnet prog. by Host Orig Magnets Supt Asst Supt Sec ST 1 2/16/87 Open Mann - Math-Sciences \u0026amp; Arts Magnet Orig Magnets Supt Asst Supt Sec ST 1 2/16/87 Open Parkview - Arts \u0026amp; Performing Arts Magnet Orig Magnets Supt Asst Supts ST 1 2/16/87 Open stipulation magnet schools Orig Magnets Supt Mng Sup Serv SA 3 9/28/89 Maintain $3, 100/pupil operation. chrge for mag. studs. til chngd . by MRC Orig Magnets Supt Mng Sup Serv SA 4 9/28/89 LRSD contrib. towards the costs of 6 magnet schools (CO 2/27 /87) Parent Involve. Assoc Supt Coord Recruit MR 5 6/5/92 Involve parents in learning prog. to utilize APPLE/etc Parent\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":27,"next_page":null,"prev_page":26,"total_pages":27,"limit_value":12,"offset_value":312,"total_count":319,"first_page?":false,"last_page?":true},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":8},{"value":"teaching guides","hits":5},{"value":"learning modules","hits":1},{"value":"timelines (chronologies)","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":292},{"value":"Sound","hits":20},{"value":"MovingImage","hits":13},{"value":"StillImage","hits":6}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. District Court (Arkansas: Eastern District)","hits":41},{"value":"Arkansas. Department of Education","hits":21},{"value":"Little Rock School District","hits":16},{"value":"United States Court of Appeals for the Eighth Circuit","hits":6},{"value":"Bushman Court Reporting","hits":4},{"value":"Bell, Lorenzo, 1925-2001","hits":2},{"value":"Brown, Myers; Johnson, Ahnekii","hits":2},{"value":"Joshua Intervenors","hits":2},{"value":"Pulaski County Special School District","hits":2},{"value":"William Gordon Associates","hits":2},{"value":"Abernathy, Juanita, 1929-","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"Education--Arkansas","hits":254},{"value":"Little Rock School District","hits":210},{"value":"Little Rock (Ark.)--History--20th century","hits":166},{"value":"Education--Evaluation","hits":127},{"value":"Educational law and legislation","hits":105},{"value":"Educational planning","hits":88},{"value":"School integration","hits":65},{"value":"School improvement programs","hits":64},{"value":"School management and organization","hits":64},{"value":"Arkansas. Department of Education","hits":52},{"value":"Educational statistics","hits":49}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"King, Martin Luther, Jr., 1929-1968","hits":6},{"value":"Kennedy, John F. (John Fitzgerald), 1917-1963","hits":3},{"value":"Abernathy, Ralph, 1926-1990","hits":2},{"value":"Baker, Augusta, 1911-1998","hits":2},{"value":"Bond, Julian, 1940-2015","hits":2},{"value":"Shuttlesworth, Fred L., 1922-2011","hits":2},{"value":"Young, Andrew, 1932-","hits":2},{"value":"Abernathy, Juanita, 1929-","hits":1},{"value":"Barnes, Billy E. (Billy Ebert), 1931-2018","hits":1},{"value":"Barnett, Ross R. (Ross Robert), 1898-1987","hits":1},{"value":"Bell, Griffin B., 1918-2009","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"name_authoritative_sms","items":[{"value":"King, Martin Luther, Jr., 1929-1968","hits":7},{"value":"Abernathy, Ralph, 1926-1990","hits":2},{"value":"Bond, Julian, 1940-2015","hits":2},{"value":"Kennedy, John F. (John Fitzgerald), 1917-1963","hits":2},{"value":"Shuttlesworth, Fred L., 1922-2011","hits":2},{"value":"Young, Andrew, 1932-","hits":2},{"value":"Abernathy, Juanita, 1929-","hits":1},{"value":"Barnes, Billy E. (Billy Ebert), 1931-2018","hits":1},{"value":"Barnett, Ross R. (Ross Robert), 1898-1987","hits":1},{"value":"Bell, Griffin B., 1918-2009","hits":1},{"value":"Borders, William Holmes, 1905-1993","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Martin Luther King, Jr.'s Nobel Prize","hits":6},{"value":"Housing Act of 1961","hits":2},{"value":"Integration of Clemson University","hits":2},{"value":"Little Rock Central High School Integration","hits":2},{"value":"University of Georgia Integration","hits":2},{"value":"Brown versus Board of Education","hits":1},{"value":"Freedom Rides","hits":1},{"value":"Freedom Summer","hits":1},{"value":"Montgomery Bus Boycott","hits":1},{"value":"Selma-Montgomery March","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":263},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":257},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":249},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":233},{"value":"United States, Georgia, 32.75042, -83.50018","hits":9},{"value":"United States, Southern States, 33.346678, -84.119434","hits":5},{"value":"United States, Alabama, Montgomery County, Montgomery, 32.36681, -86.29997","hits":4},{"value":"United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","hits":4},{"value":"United States, North Carolina, Guilford County, Greensboro, 36.07264, -79.79198","hits":4},{"value":"United States, Alabama, 32.75041, -86.75026","hits":3},{"value":"United States, Alabama, Jefferson County, Birmingham, 33.52066, -86.80249","hits":3}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Arkansas","hits":258},{"value":"Georgia","hits":15},{"value":"North Carolina","hits":10},{"value":"Alabama","hits":9},{"value":"Mississippi","hits":5},{"value":"","hits":4},{"value":"District of Columbia","hits":3},{"value":"Florida","hits":3},{"value":"Illinois","hits":3},{"value":"Louisiana","hits":3},{"value":"Tennessee","hits":3}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"2000","hits":73},{"value":"1999","hits":69},{"value":"2001","hits":67},{"value":"2002","hits":65},{"value":"1996","hits":62},{"value":"1994","hits":58},{"value":"1995","hits":58},{"value":"1997","hits":55},{"value":"1992","hits":53},{"value":"1993","hits":53},{"value":"1998","hits":53},{"value":"2003","hits":46},{"value":"1991","hits":44},{"value":"2004","hits":43},{"value":"2006","hits":34},{"value":"2005","hits":32},{"value":"1990","hits":24},{"value":"1989","hits":19},{"value":"2007","hits":14},{"value":"2013","hits":14},{"value":"2008","hits":11},{"value":"2014","hits":11},{"value":"1980","hits":10},{"value":"2010","hits":10},{"value":"2012","hits":10},{"value":"2016","hits":10},{"value":"1983","hits":9},{"value":"1984","hits":9},{"value":"2009","hits":9},{"value":"2011","hits":9},{"value":"2015","hits":9},{"value":"2017","hits":9},{"value":"2018","hits":9},{"value":"1975","hits":8},{"value":"1978","hits":8},{"value":"1988","hits":8},{"value":"1967","hits":7},{"value":"1970","hits":7},{"value":"1974","hits":7},{"value":"1977","hits":7},{"value":"1979","hits":7},{"value":"1981","hits":7},{"value":"1982","hits":7},{"value":"1985","hits":7},{"value":"1986","hits":7},{"value":"1960","hits":6},{"value":"1962","hits":6},{"value":"1964","hits":6},{"value":"1965","hits":6},{"value":"1968","hits":6},{"value":"1971","hits":6},{"value":"1972","hits":6},{"value":"1973","hits":6},{"value":"1976","hits":6},{"value":"1987","hits":6},{"value":"2019","hits":6},{"value":"1959","hits":5},{"value":"1961","hits":5},{"value":"1966","hits":5},{"value":"1969","hits":5},{"value":"2022","hits":5},{"value":"1945","hits":4},{"value":"1950","hits":4},{"value":"1951","hits":4},{"value":"1952","hits":4},{"value":"1953","hits":4},{"value":"1954","hits":4},{"value":"1955","hits":4},{"value":"1956","hits":4},{"value":"1957","hits":4},{"value":"1958","hits":4},{"value":"1963","hits":4},{"value":"2020","hits":4},{"value":"2021","hits":4},{"value":"1900","hits":3},{"value":"1901","hits":3},{"value":"1902","hits":3},{"value":"1903","hits":3},{"value":"1904","hits":3},{"value":"1905","hits":3},{"value":"1906","hits":3},{"value":"1907","hits":3},{"value":"1908","hits":3},{"value":"1909","hits":3},{"value":"1910","hits":3},{"value":"1911","hits":3},{"value":"1912","hits":3},{"value":"1913","hits":3},{"value":"1914","hits":3},{"value":"1915","hits":3},{"value":"1916","hits":3},{"value":"1917","hits":3},{"value":"1918","hits":3},{"value":"1919","hits":3},{"value":"1920","hits":3},{"value":"1921","hits":3},{"value":"1922","hits":3},{"value":"1923","hits":3},{"value":"1924","hits":3},{"value":"1925","hits":3}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"1860","max":"2033","count":1492,"missing":0},{"name":"medium_facet","items":[{"value":"documents (object genre)","hits":156},{"value":"judicial records","hits":50},{"value":"exhibition (associated concept)","hits":18},{"value":"reports","hits":18},{"value":"oral histories (literary works)","hits":14},{"value":"transcripts","hits":13},{"value":"correspondence","hits":12},{"value":"sound recordings","hits":12},{"value":"lesson plans","hits":8},{"value":"photographs","hits":8},{"value":"web sites","hits":8}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":263},{"value":"http://rightsstatements.org/vocab/InC/1.0/","hits":31},{"value":"http://rightsstatements.org/vocab/CNE/1.0/","hits":10},{"value":"http://rightsstatements.org/vocab/NKC/1.0/","hits":6},{"value":"http://rightsstatements.org/vocab/InC-RUU/1.0/","hits":4},{"value":"http://rightsstatements.org/vocab/NoC-US/1.0/","hits":2},{"value":"http://rightsstatements.org/vocab/UND/1.0/","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Office of Desegregation Management","hits":255},{"value":"Oral Histories of the American South: The Civil Rights Movement","hits":7},{"value":"Teaching with Historic Places","hits":6},{"value":"John Burrison Georgia Folklore Archives Collection","hits":4},{"value":"Historical Manuscripts and Photographs","hits":3},{"value":"Veterans History Project: Oral History Interviews","hits":3},{"value":"Alabama History Education Materials","hits":2},{"value":"Augusta Baker papers, 1911-1998","hits":2},{"value":"Butler Center for Arkansas Studies Audio Collection","hits":2},{"value":"Civil Rights Clippings from Guilford College Publications","hits":2},{"value":"Civil Rights Papers","hits":2}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"Butler Center for Arkansas Studies","hits":257},{"value":"Atlanta History Center","hits":8},{"value":"University of North Carolina at Chapel Hill. Documenting the American South (Project)","hits":7},{"value":"United States. National Park Service","hits":6},{"value":"University of Southern Mississippi. Libraries","hits":3},{"value":"Alabama. Department of Archives and History","hits":2},{"value":"Atlanta University Center Robert W. Woodruff Library","hits":2},{"value":"Guilford College. Library","hits":2},{"value":"Historically Black Colleges and Universities (HBCU) Library Alliance","hits":2},{"value":"John F. Kennedy Presidential Library and Museum","hits":2},{"value":"Richard B. Russell Library for Political Research and Studies","hits":2}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":311},{"value":"Collection","hits":8}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":312},{"value":"true","hits":7}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}