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Pulaski Little Rock, AR 72206 www.lrsd.org 501/447-3320Table of Contents CPMSA Strategic Plan for 1998-1999 CPMSA Program Evaluation for 1998-1999 May 20,1999, Feedback from NSF Site Visit Team July 16,1999, Presentation Handouts for Reverse Site Visit to NSF 1999-2000 CPMSA Strategic Plan CPMSA Program Evaluation for 1999-2000 January 24,2000, Feedback from NSF Site Visit Team September 2000February 2002 CPMSA Strategic Plan CPMSA Program Evaluation for 2000-2001 January 16, 2001 Feedback from NSF Site Visit Team March 15, 2001 Feedback from Mid-Point Review (Reverse Site Visit to NSF) April 11, 2001 Revised CPMSA Strategic Plan September 1,2001February 28, 2002, CMPSA Strategic Plan CPMSA Program Evaluation for 2001-2002 May 7, 2002, Feedback from Reverse Site Visit to NSF September 2002August 2003 Strategic PlanLITTLE ROCK PARTNERSHIPS FOR MATHEMATICS AND SCIENCE (LRPMSA) Management Plan Year One 1998-99 Strategy 1. Implement a plan to improve the achievement of all students Action Step 1. Form vertical teams involving all 5 high schools, all 8 junior high schools and representative elementary schools Drivers 6 C y Indicators List of team members Timeline September, 1998 Responsibility' Vanessa Cleaver Principals 2. Send representatives to College Board Vertical Teams (VT) Conference List of conference participants February, 1999 3. Train representative to facilitate group meeting Phyllis Caruth participated in College Boards train the trainer workshop Februry, 1999 Vanessa Cleaver Phyllis Caruth 4. VT to meet on a quarterly level Agenda and sign-in sheets Spring, 1999 Ongoing 12. Ensure the developed policies for mathematics and science education for all students will continue to be implemented 3. Add policies to strengthen the course offerings for mathematics and science 1. 2. 3. 1. Include matli/science improvement component in individual school improvement plans (SIP) Assess progress of schools in following or meeting their plan Review and revise middle and high school Curriculum Catalog Develop K-12 talent development plan to improve G/T, honors, and AP student enrollment and success 2 2 sips submitted and reviewed Annual principal evaluation conference Published High School Curriculum Catalog, 1999- 2000 K-12 Talent Development Committee established Eliminated the honors/enriched layer of courses between the regular level and the Pre-AP/AP level at grades 6-12 for 1999-2000 school year October, 1998 Spring, 1999 December, 1998 November, 1998 Sadie Mitchell Frances Cawihon Marian I acey Dennis Glasgow Sadie Mitchell Frances CawtF.on Marian Lacey Dr. Bonnie Lesley Dr. Bonnie Lesley Talent Development Committee Dr. Lesley I 22. Construct curriculum maps ofLRSD standards/benchm arks with Arkansas standards, SAT9 testing objectives (plus other tests as appropriate), and instructional materials K-12 Curriculum maps for science and mathematics January, 1999 Dennis Glasgow Vanessa Cleaver Project Staff 4. Implement a standards-based curriculum 1. Pilot standards- based programs at District schools, monitor schools to determine level of implementation 1 List of schools/teachers who are piloting programs Spring, 1998 Dennis Glasgow Vanessa Cleaver Project Staff Principals 2. Provide training for teachers who pilot programs Training dates, agendas and participants Fall, 1997 3. Provide training for 6\"' grade mathematics teachers who implement Connected Mathematics__ Training dates, agendas, participants Spring, 1999 Ongoing (4 34. 5. 6. J 7. Project (CMP) Provide training for 9\"' grade teachers who will implement Active Physics Provide training for 6\"' grade science teachers who will implement Science and Technology for Children (STC) Provide training for 4'' and 5' th grade teachers who will implement Investigations in Number, Data and Space Implement STC U Classroom observation Spring, 1999 (6 66 August, 1999 Dennis Glasgow Vanessa Cleaver Project Staff Dennis Glasgow Vanessa Cleaver Project Staff 4Principals 8. Implement CMP 4 Classroom observation August, 1999 9. Implement Investigations 10. Implement Active Physics Classroom observation Classroom observation August, 1999 August, 1999 5. Increase level of support for science and math education among all relevant stakeholders 6. Ensure all relevant stakeholders understand systemic change as a strategy for improving mathematics and science education 1. 1. 2. 3. Implement Family Math and Science program in six schools Present to Christian Ministerial Alliance Present to Volunteers in Public Schools (VIPS) Board Present to the Little Rock Parent 4 5 Schedule and participants Agenda Agenda Agenda Spring, 1999 November, 1998 March, 1999 April, 1999 Principals Family Math and Science Coordinators Vanessa Cleaver Vanessa Cleaver Vanessa Cleaver 5Jeacher Association Council 4. Design a dissemination brochure for key stakeholders about the LRPMSA 5 Brochure June, 1999 Vanessa Cleaver Suellen Vann 7. Develop plan to improve students interest in pursuing mathematics, science and engineering 8. Develop a plan to assure success tor all students in Algebra 1 1. Expand VITAI. LINK to include more businesses that have careers with math/science focus 2. Expand and monitor SECME programs 1. Coordinate the establishment of a two-week, halfday Algebra 1 program - Summer Mathematics Advanced 3 1 Math/science additions to VITAL LINK Phase-in schedule for SECME at District schools Schedule for SMART April, 1999 Spring, 1999 August, 1999 Vanessa Cleaver Debbie Milam Vanessa Cleaver Jo Evelyn Elston Vanessa Clea\\ er SMART Committee 6Readiness Ifaining (SMART) 99 9. Io increase the coordination among existing funding sources in support of sj stemic reform in mathematics and science 10. Plan professional development 1. Develop plan to fund (Title I, NSF) the new positions of lead teachers for mathematics and science standards-based curriculum implementation 3 Lead teachers hired August, 1999 Dr. Bonnie Leslej Dennis Glasgow Leon Adams Vanessa Cleaver 1. Provide ongoing training for new and first year secondary mathematics and science teachers 1 Agendas for inservices for new/first-year teachers Fall, 1998 Ongoing Vanessa Cleaver Dennis Glasgow Project Staff Principals ! i ___ I 7J I L I I I I I / r Little Rock Comprehensive Partnerships for il I I ! i i i Mathematics and Science Achievement Haas. # / 'V i ! I II I I Aimual Progress Report 1998-1999 1 i % I ) I  LITTLE ROCK COMPREHENSIVE PARTNERSHIPS FOR MATHEMATICS AND SCIENCE ACHIEVEMENT (LR CPMSA) The Little Rock Comprehensive Partnerships for Mathematics and Science Achievement (LR CPMSA) is a major effort to promote a higher standard of learning and performance in mathematics and science in all students in the Little Rock School District (LRSD). OVERVIEW OF THE SYSTEM There are fifty-one schools in the LRSD, serving approximately 25, 000 students: TOTAL 35 8 5 1 1 L 51 elementary schools middle schools high schools vocational technical school Alternative Learning Center Accelerated Learning Center (high school) There are 919 K-12 mathematics and science teachers in the LRSD. More specifically, 735 are elementary teachers, 94 secondary science teachers, and 90 secondary mathematics teachers. The following list describes the District's student demographics by race/ethnicity: Afidcan American 67% Hispanic, Asian, and other minorities 3%, White 30% The LR CPMSA is a comprehensive program designed to focus on all K-12 mathematics and science programs through a variety of components addressing the needs of students, educators, and parents. The primary program components include: 1. 2. 3. 4. Implementation of standards-based curricula Development of district-wide policy and practice changes Resource convergence Paitnerships Small scale implementation of some of the curricula occurred during the 1998-1999 school year, the first year of planning/implementation of the LR CPMSA, for the purpose of developing training and trainers for the programs and reforming the curriculum. A very comprehensive professional 1998-1999 Annual ReportT development program was then launched to prepare nearly 800 mathematics and science teachers for the first phase of implementing high quality standards-based curricula, effective instructional practices, and effective student assessment. Professional development occurred during the first year in preparation for implementation of standards-based curricula for all students in the following grade and subject levels during the 1999-2000 school year:  4* and 5* grade mathematics teachers  6* grade mathematics teachers  6* grade science teachers  9* grade science teachers  1 -5* grade science teachers (1 kit) SI INFLUENCE ON THE SYSTEM I Standards-Based Curricula/Instruction The mathematics and science curricula that are being phased-in over a period of four years are national curricula that were developed with fimding from the National Science Foundation: Mathematics Investigations in Number, Data, and Space Connected Mathematics Project (CMP) Elementary (K-5) Middle School (6-8) Heath McDougal-Littell High School (11-12) I Pacesetter Pre-calculus Through Modeling High School Science Science and Technology for Children (STC) Elementary - 6* grade Science and Life Issues (SALI) grade Science Education for Public Understanding Project (SEPUP) 8* grade Active Physics 9* grade Mathematics and science vertical teams were formed to align local mathematics and science standards and benchmarks to the national standards. These standards and benchmarks were used to I' 1998-1999 Annual Report 2 I I Ihelp select McDougal-Littel for the high school mathematics courses because it is well aligned with the national standards. Standards-based textbook programs are currently used as resources for biology, chemistry, and earth science. The textbook-based programs are used to support the districts science standards and frameworks that are based on the national standards in science. Additional resources are used by teachers as necessary to flesh-out the standards-based program. The implementation schedule for the standards-based curricula is detailed in the following chart- Standards-Based Mathematics and Science Implementation Schedule Grade Level Kindergarten r* Grade 2 Grade 3 Grade 4*^ Grade 5 Grade 6'\" Grade 7 Grade 8 Grade 9\" Grade 10-12' Grades IB\" 1999-00 2000-01 \u0026gt; 1 STC kit \u0026gt; 1 STC kit \u0026gt; 1 STC kit \u0026gt; 1 STC kit \u0026gt; All 4 modules of INV \u0026gt; 1 STC kit \u0026gt; All 4 modules of INV \u0026gt; All 5 modules of CMP \u0026gt; All 4 STC kits \u0026gt; 2 modules of CMP \u0026gt; 2 modules of CMP \u0026gt; All Active Physics modules \u0026gt; Continue 1 STC kit \u0026gt; Continue 1 STC kit \u0026gt; All 4 modules of INV \u0026gt; Continue 1 STC kit \u0026gt; All 4 modules of INV \u0026gt; All 4 STC kits 2001-02 \u0026gt; All 4 modules of INV \u0026gt; All 4 modules of INV \u0026gt; All 4 STC kits \u0026gt; All 4 STC kits \u0026gt; All 4 STC kits 2002-03 \u0026gt; All 4 STC kits \u0026gt; All 5 modules of CMP \u0026gt; All SALI kits \u0026gt; 3 modules of CMP \u0026gt; All 5 modules of CMP \u0026gt; All SEPUP Modules Secondary mathematics and science curricula will align with National Standards and textbooks will be used along with supplementary resources to support those standards. Pacesetter Pre-Calculus will be available at the high school level. INV - Investigations (Grades K-5 Math) CMP - Connected Math Project (Grades 6-8 Math) STC - Science and Technology for Children (Grades 1-6 Science) SALI - Science and Life Issues (Grade 7 Science) SEPUP - Science Education for Public Understanding Project (Grade 8 Science) Active Physics - (Grade 9 physics) All students in the identified grade-levels in grades K-8 will participate in the standards-based curricula according to the schedule. In grades 9-12 all students will be taught a curriculum that 1998-1999 Annual Report 3Tl aligns with the national standards. Not all students, however, will participate in the same program. Ninth grade physics students, for example, may take Active Physics or Pre-AP Physics, a theorybased course. Also, Pre-calculus Through Modeling is an elective course for students. Students may elect trigonometry as their pre-calculus course. I Assessment System (1998-1999) The assessment program consists of a menu of assessments that included the following: Standford Achievement Test (SAT-9) Arkansas Benchmark Exams EXPLORE and PLAN (Pre-ACT tests) Local Criterion-Referenced Test (CRT) ACT (optional) Advanced Placement Exams (optional) Grades 3,5, 7, 8,10 (mathematics and science) Grades 4, 8 (Literacy and math) Grades 8, 10 (math and science reasoning) Grades 2-6 (math and literacy) High school (math and science reasoning) AP students (math and science) These assessments are aligned with the curriculum. The closest alignment is obtained through the state benchmark exams and local CRTs. The EXPLORE, PLAN, ACT and AP exams are also closely aligned with the curriculum. The SAT-9, EXPLORE, PLAN, state benchmark exams and local CRTs were used with all (some exemptions allowed for special education and Limited English Proficiency (LEP) students) students at the identified grade levels. The ACT and AP exams were elected by a smaller group of students. 1998-1999 Annual Report 4 I I I,Professional Development Extensive professional development was provided for the standards-based curricula being implemented by the district. The professional development for the 1998-99 school year was as follows: STANDARDS-BASED PROFESSIONAL DEVELOPMENT (List each activity conducted during the 98-99 project year.) Activity 12/10/98 03/10/99 03/11/99 03/24/99 03/16/99 03/17/99 04/06/99 04/07/99 04/08/99 04/17/99 04/20/99 04/22/99 04/27/99 04/28/99 04/29/99 05/04/99 05/05/99 1 Year Math/Science Teacher Training 1' Year Math/Science Teacher Training 1' Year Math/Science Teacher Training Extended Year Algebra I Planning 4* Grade STC Training 4' Grade STC Training s' Grade CMP Training S*** Grade CMP Training s' Grade CMP Training 6' Grade CMP Training 4* Grade STC Training 4 Grade STC Training 5 Grade TERC Training 5*' Grade TERC Training s' Grade TERC Training 5*' Grade TERC Training s Grade TERC Training 05/06/99 5* Grade TERC Training 05/11/99 s Grade TERC Training 05/12/99 s' Grade TERC Training 05/13/99 S* Grade TERC Training 05/13/99 Math Vertical Teams 05/18/99 STC Training of Trainers 05/18/99 Math Vertical Tearns 05/19/99 STC Training of Trainers 05/19/99 S* Grade STC Training 06/02/99 Kindergarten UMS Math Training 06/02/99 4' Grade TERC Training 06/02/99 1'Grade STC Training 06/02/99 3\"* Grade STC Training 06/03/99 1' Grade UMS Math Training 06/03/99 4\"'Grade TERC Training 06/03/99 2* Grade STC Training 06/03/99 5' Grade STC Training 06/04/99 2\"^ Grade UMS Math Training 06/04/99 4\"' Grade TERC Training 06/02/99 - 06/15/99 Active Physics Training 06/15/99 SMART Training (Algebra) 06/28/99 - 07/02/99 Math Solutions Training 07/06/99 - 07/16/99 Conceptual Physics Training 07/12/99 - 07/30/99 Summer Science Institute 08/12/99 9-12 Grade Math Training 08/12/99 9-12 Grade Science Vertical Tearns 08/12/99 Geology and Space Science Training 1998-1999 Annual Report Number of Participants For Mathematics Elem M/S 5 5 4 3 15 16 16 16 Sec. 1 1 1 4 Number of Participants For Science Elem. M/S 12 12 12 Sec. 3 4 3 16 17 21 23 Number of Hours Trained 22 22 22 24 24 24 27 29 29 2 1 5 9 6 13 6 22 105 121 120 121 111 121 19 3 6 2 54 135 132 128 98 18 19 10 46 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 1 6 1 6 6 3 6 6 6 3 6 6 6 6 6 60 3 30 60 105 6 6 6(List each activity conducted during the 98-99 project year.) Number of Participants For Mathematics Number of Participants For Science Number of Hours Trained Activity 08/13/99 9-12 Grade Math Training 08/13/99 - 08/13/99 08/13/99 08/13/99 08/16/99 08/16/99 08/16/99 08/16/99 08/16/99 08/16/99 08/16/99 08/16/99 08/16/99 08/16/99 08/16/99 08/16/99 08/17/99 08/17/99 08/17/99 09/01/99 09/01/99 09/02/99 09/02/99 09/08/99 09/08/99 09/10/99 09/14/99 09/20/99 09/21/99 09/21/99 09/22/99 09/23/99 09/24/99 09/28/99 09/29/99 09/30/99 Physics Training Earth Science Training Chemistry - SEPUP Training Biology - Project Life Training 3\"* Grade TERC Training 5**' Grade TERC Training 6'*' Grade CMP Training T'W Grade Math Training 8\" Grade Algebra Training 9-12 Grade Math Training 6*\" Grade Project Life Training 7'\" Grade Project Life Training Grade SEPUP Training Physics Training Chemistry Training Biology - Project Life Training 3^ Grade TERC Training 5' Grade TERC Training 6* Grade CMP Training 4* Grade STC Training s' Grade STC Training 5'*' Grade STC Training 6*^ Grade STC Training 4* Grade TERC Training 5\"' Grade TERC Training s' Grade TERC Training 4* Grade TERC Training 1' Grade STC Training Math Vertical Teams 2\"^ Grade STC Training 3^ Grade STC Training 4\" Grade TERC Training 4\" Grade TERC Training 6*\" Grade CMP Training Physics Training Physics Training 1998-1999 Annual Report Elem M/S Sec. 51 Elem M/S Sec. 104 89 20 6 10 17 96 89 21 33 31 21 30 29 6 19 25 11 16 4 16 51 14 37 19 13 12 6 17 19 15 4 7 17 10 20 19 19 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 1 6 6 6 6 6 6 6 I I I I 1': jiThe total number of teachers and administrators who participated in professional development during the 1998-99 school year is as follows: Professional Development Totals List the total number of participants in each of the following categories: (non-duplicate count) A. Teachers B. Preservice teachers C. Administrators/Supervisors 40 D. Other school staff 13L Total W List the number of participants who were: A. Male 131 B. Female 838 List the number of participants who were: A. White, non-Hispanic B. Black, non-Hispanic C. Hispanic D. Asian, Pacific Islander 333 2 1 E. American Indian/Alaskan Native Most of the professional development undertaken during the 1998-99 school year was initial formal training on the standards-based curriculum that the teachers were targeted to implement. All teachers who are implementing standards-based curricula are provided professional development. Principals, counselors, and lead teachers are also provided with professional development to assist 1998-1999 Annual Report 7them in understanding the standards-based curricula and the systemic change initiative being undertaken in the Little Rock School District. Once implementation began in the 1999-2000 school year, follow-up training has occuned, both at a district level and at the individual classroom level. Lead teachers in math/science provide individual teachers with in-classroom coaching, demonstration lessons, team teaching, and technical assistance. Policy Changes The policies for mathematics and science education are part of the systemic reform in all core curriculum areas in the Little Rock School District. For the past year, the District has been involved in a comprehensive process to review and revise the Board of Educations policy manual, resulting in an almost totally new set of policies in the section on Instruction. Those most relevant to Driver 2 are listed in the table below: The policies that \"indicate a coherent vision that encompasses all students \" are as follows: NEPNCode Ta IQ, IG-R IGA IGBA IGE, IGE-RI IHBB IHBEA. IHBEA-R IHCC IKE __________________Title_____________ Academic Content Standards/Benchmarks Curriculum Development, Adoption, and Review Curriculum Program Alignment and Coherence Grant-funded Projects Purpose Establishes academic content standards/benchmarks that high school graduates will possess Requires that all curricula be standards-based Curriculum Guides Gifted and Talented Education English as a Second Language Pre-Advanced Placement and Advanced Placement Courses General Education Graduation Requirements, Effective For the Graduating Class of2002 Requires that all special curricula and programs be aligned with the District's Strategic Plan Requires that grant-funded programs be tightly aligned with the District's Strategic Plan Requires that curriculum guides be aligned with state and national standards Establishes definition of giftedness and requires that all students have an opportunity to participate in gifted programs Requires that appropriate and equitable programs and services be provided for ESL students to ensure achievement of the standards and benchmarks Provides for pre-AP and AP courses in grades 6-12 and ensures that there are no barriers to participate in these programs Establishes graduation requirements that include 3 units of math to include Algebra I, Algebra II and Geometry and 3 units of science to include physics, biology and chemistry The Little Rock School District is committed to standards-based educational programs that ensure i! jl that all students will be appropriately challenged. The policies listed above address the components of a standards-based curriculum and ensure that all students are enrolled in high quality and I I 1 I i i I N I I I 3 I 1998-1999 Annual Report 8 111rigorous programs. By policy, all Little Rock School District students must enroll in and successfully complete Algebra I-II and Geometry and Physics I, Biology I, and Chemistry Ias minimums. The Recommended Curriculum includes a fourth year in both mathematics and science and a second year of technology applications. Recruiting high quality mathematics and science teachers is one of the priorities of the Little Rock School District. We continually work in partnerships with area colleges and universities to identify potential teachers in these priority areas, and we are currently working on a grant application with the University of Arkansas at Little Rock (UALR) on a preservice program related to mathematics and science. The issue of providing adequate time for ongoing professional development of mathematics and science teachers has been a challenging one in the Little Rock School District due to our emphasis on keeping teachers in the classroom for the highest possible quality of instruction and on the shortage of qualified substitutes that would free teachers for professional development activities. A Cabinet-level retreat will be held to initiate a plan for a total infrastructure in support of a high quality professional development program for the District. Alignment The following policies and regulations address the requirement of a tight alignment among curriculum, instruction, assessment, and professional development: IG-R: IGA: IGBA: IGE: IGE-RI: Curriculum Development, Adoption, and Review Curriculum Program Alignment and Coherence Grant-Funded Projects Curriculum Guides Curriculum Guide Development Policies on professional development alignment are still under development. Currently, policies addressing assurance of adequate financial and administrative support for the ongoing professional development of mathematics and science teachers are still under development. However, the current practice is to support the development of mathematics and science teachers through as many funding sources as are available - such as the local budget. 1998-1999 Annual Report 9'r I Eisenhower funds, Class-size reduction funds, other grants, etc. (See Resource Convergence for further details). Six elementary math/science teachers, one middle school science teacher, one middle school math teacher, and one high school math teacher currently serve as teacher leaders in the implementation of new standards-based curriculum and instruction. These teachers were selected based on the demonstration of outstanding work in implementing standards-based instruction in the classroom. They serve as professional developers, coaches/mentors, and role models for other teachers in the District. Their new roles are one of the ways that the District recognizes and rewards our outstanding teachers. Teachers are encouraged to participate in all national, regional, and state recognition programs, and Little Rock mathematics and science teachers are frequently among the winners in such recognition programs. The Districts accountability system includes rewards and recognition for schools that meet the challenging trend and improvement goals established by the State and by the District. Each school is then encouraged to recognize and reward its outstanding teachers and students. Dr. Leslie Gamine, superintendent of the Little Rock School District, serves as principal investigator of the LR CPMSA. Dr. Camine has provided support and guidance for the LR CPMSA since his arrival in 1998. Dr. Camine has provided visibility for the LR CPMSA with the School Board, community members, administrators, and teachers in the district. An Advisory Committee was identified and met monthly to review the CPMSA project activities and to focus discussion on the progress in meeting the objectives. Members of the Advisory Committee include representatives from the programs primary partners and the six senior LRSD personnel. Additional committee members include school administrators, counselors. teachers, parents, business and community leaders, and professionals in areas of mathematics and science. Another layer of support, during the 1998-1999 school year, was the Management Team. The Management Team consists of senior administrators including the superintendent, associate and I 1998-1999 Annual Report 10 Iassistant superintendents. The following list identifies the departments of the other district personnel represented on the management team: \u0026gt; \u0026gt; \u0026gt; \u0026gt; \u0026gt; \u0026gt; \u0026gt; \u0026gt; \u0026gt; Mathematics and Science Planning, Research and Evaluation Gifted and Talented Staff Development Early Childhood Pupil Services Volunteers in Public Schools/Partners In Education Communications Business Office The management team met monthly to identify and address issues that impacted or impeded the progress of the CPMSA. Such issues include the following: \u0026gt; Current district policies/practices   a  Attendance Grades G/T - Talent Development Graduation \u0026gt; Endorsement of proj ect activities The Little Rock School District instituted a policy to establish campus leadership teams at each school to improve performance of all student populations in support of the Districts commitment of sustained school improvement. The campus team consists of school administrators, staff (both school and central office), students, parents, and business/community patrons. The work of the campus teams is organized around the basic components of the Little Rock School District Student Success Model: \u0026gt; \u0026gt; \u0026gt; \u0026gt; \u0026gt; \u0026gt; Skills and Knowledge Continuum Personalized Education Programs Staff Development Community Support Assessment Communication 1998-1999 Annual Report 11Resource Convergence There are four main funding sources that are leveraged in support of improving mathematics and science education: Dwight D. Eisenhower Fund, State Textbook (Math) Fund, Local District .f Budget and the Districts Title I Fund. During the 1998-99 school year, approximately 93% of the Eisenhower budget was used to support mathematics and science education in the Little Rock School District. More specifically, approximately $98,000 was used to fimd the positions of two teacher specialists who, collectively, provide demonstration lessons, team teaching, joint plaiming, school level and district-wide inservice directed at hands-on math and science instruction and the integration of social studies and language arts with science and mathematics. In addition. approximately $58,000 of the Eisenhower Funds were used for training on new mathematics and science standards-based programs as well as other professional development opportunities for mathematics and science teachers (workshops, conferences, consultant fees, materials, etc.). Approximately 95% of the local district budget for mathematics and science were leveraged for inkind services provided by the co-principal investigator, an elementary mathematics specialist and a middle school science specialist. In addition, the local budget (for mathematics and science) was I used to purchase curriculum materials, equipment and office supplies. Other uses of the local budget for mathematics and science include training expenses, and local travel (mileage). The local I district budget was used to match one-half of the Program Evaluators salary and for in-kind services provided by the principal investigator. Lead teachers were hired to help facilitate the implementation of standards-based mathematics and science curricula in the classroom. The lead teachers are funded in the following maimer: 2 - Class-Size Reduction Allocation 1 - Title VI Funds 4 - LR CPMSA 2 - District budget A key resource during the 1998-99 school year was provided by the district budget after securing a waiver from the Arkansas Department of Education to provide three paid days of 1998-1999 Annual Report 12 'Iadditional training for teachers in the implementation of new standards-based curricula and campus leadership planning. The Little Rock Center of Excellence for Research, Teaching and Learning (CERTL) is designed to provide standards-based teacher training and student laboratory experiences in math and science in support of the LR CPMSA. The Little Rock CERTL operates through area institutions of higher education. The University of Arkansas at Little Rock (UALR) and Philander Smith College (PSC) serve as sponsoring institutions for CERTL. UALR and PSC provided the following services for CERTL: Lab School for Teachers/Summer Institute for Students UALR Training provided for pre-service and inservice teachers one week prior to the two- week institute for rising 5''' and 6'^ grade students. Once the institute began, master teachers mentored participating teachers as they applied their learning in a real-life environment by instructing students using standards-basedpedagogy. Summer Algebra Readiness Training PSC A summer institute designed to prepare a group of capable but underachieving rising 9^ grade students for success in Algebra I. The institute was led by a PSC faculty site facilitator and master middle/high school mathematics teachers who were assisted by undergraduate PSC students who served as mentors. Active Physics LRSD Resources provided to pay consultant fees for Active Physics professor from Wisconsin. Eighteen teachers completed coursework that qualified them to receive four hours of graduate physics credit. Leveraging of resources made this training possible for teachers. The Eisenhower Professional Development grant paid stipends to teachers for participating in the course\nthe District provided tuition reimbursement for teachers and supplies/materials for the course\nand, UALR provided the mechanism for teachers to get college credit for training. Additional funding resources were provided by the Arkansas Statewide Systemic Initiative (AS SI) to provide mini-grants to two LRSD schools for implementation of the Family Math/Science Program. State funds provided under the Advanced Placement Incentive Program, Act 929 of 1997 were allocated for teachers to attend one-day and/or two-day conferences (registration fees only) for Pre-Advanced Placement and Advanced Placement teachers. During 1998-99, thirty-one (31) mathematics teachers, grades 6-12, attended College Boards two-day Mathematics Vertical Teams Conference in Little Rock. In addition, twenty-six (26) science teachers, grades 6-12, attended 1998-1999 Annual Repon 13UALRs Vertical Teams Conference for science teachers. A total of $9,525 in state funds was allocated for LRSD mathematics and science teachers. SECME is a premiere pre-college program that prepares and motivates students for engineering and other technical fields. LRSD received $22,000 from SECME to implement the SECME program in thirteen elementary and secondary schools. SECMEs goal, which is tightly aligned with the LR CPMSA goals, is to increase the pool of minorities who are prepared to enter and complete post secondary studies in engineering, mathematics, and science. The Little Rock School District SECME program works in partnerships with faculty from the school of engineering at the University of Arkansas at Little Rock (UALR). The faculty provides in-kind contributions to deliver technical assistance to school teams. LR CPMSA funds were used to support the SECME program in five additional schools. The use of technology and telecommunications is expanding in the District with the programs and opportunities available: 1. 2. 3. Compressed Video - Available at three schools (two elementary schools and one middle school). The compressed video is the virtual classroom project that connects the sites with each other and with the University of Arkansas for Medical Sciences (UAMS). Professors from UAMS will provide learning experiences for students that will promote their competency in biology and other sciences. EAST (Environmental and Spatial Technology) Labs - Located at Central High and McClellan High Schools. Students have access to a project-based curriculum that integrates advanced software applications ranging form architectural and design engineering systems to global positioning systems and geographical information system software. The focus of this program is on the integration of the tools as aids to the learning process. Cisco Academy - Available at Hall High School. This program prepares students for jobs in network administration. The program involves a partnership with Cisco Systems as well as Pulaski Technical College, a Cisco regional academy that will provide teacher training and program monitoring. I I I In addition to the aforementioned programs, all school sites have access to the Internet. Most I J ' access areas are presently in the media centers although many schools are adding computers to the classroom as funds permit the purchases of the equipment. Internet is being used in a variety of I ways: using the web for searching local and distant libraries, databases, educational sites. I collaborating on projects and creating web sites. 1998-1999 Annual Report 14 aPartnerships During the 1998-99 school year, the initial year of the LR CPMSA, presentations about the goals of the LR CPMSA were developed and delivered to the following organizations: 1. 2. 3. 4. Little Rock PTA Council Volunteers in Public Schools Board Christian Ministerial Alliance Vital Link Business Partners In addition, a dissemination brochure was developed to describe the goals and objectives of the Little Rock CPMSA. During 1998, the District entered into a partnership with the Association for Supervision and Curriculum Development (ASCD) called the Urban Professional Development Initiative. This initiative enabled District staff to develop an improved plan for delivering professional development to support implementation of new initiatives including those in mathematics and science. A partnership with the Arkansas Statewide Systemic Initiative (ASSI) provided Family Math and Science Programs in five additional elementary and middle schools. Currently, 58% of the Districts elementary and middle schools have implemented the Family Math and Science Program (up from 46.5%). An effort to promote understanding and acceptance among stakeholders about the systematic change necessary for improving mathematics and science education was through the Vital Link partnership. Vital Link is a system that is designed to give middle school students a behind-the- scenes look at the world of work. Seventy-three (73) businesses hosted nearly 400 rising 7* grade students for one week providing first-hand knowledge of the connection between skills learned in the classroom and those needed for success in the workplace. During the Vital Link Business Orientation, business representatives received an overview of the Little Rock CPMSA goals and objectives. The businesses along with the participating teachers were asked to provide more experiences in the work place that would allow students to see and understand the relationship between school and the work place. Of the nearly 400 students who went through the program. 1998-1999 Annual Report 15 J 42% indicated an interest in mathematics and 48% indicated an interest in science. Students participating in Vital Link recorded their experiences daily in a journal. Outputs and Outcomes of the System via SI Influence The following chart presents an itemized summary of the stated goals for the LR CPMSA project as of the 1998-1999 school year. Additionally, imder the heading entitled, Key Performance Indicators, is information indicating the extent to which each of the goals has been achieved. Three codes are used in the colunm entitled. Status: TARGET MET (target has been fully met)\nON TARGET (work is progressing as scheduled towards target)\nand NOT YET (indicating that work is not progressing as district expects and is thus identified for review by the CPMSA project staff). Note: August, 1999 - The LRSD board of directors adopted a comprehensive assessment program (for students in grades 3-11) that would allow student growth to he measured from the beginning of the year to the end of the year through CRTs aligned with the curriculum standards. Utemized Summary of Project Goal/Outcomes Key Performance Indicators Baseline 1997-1998 to 1998-1999 Status 1. To enact policies and practices that will result in an increase by 2% the composite scores of underrepresented minority students in grades 2-11 on the Stanford Achievement Test\nI a. SA T-9 complete battery for all students Decrease in the percent of 5 grade students scoring above the 50' percentile from 40% during the 1997- 1998 school year to 37% during the 1998-1999 school year\nNOT YET Decrease in the percent of 7'* grade students scoring above the 50' percentile from 40% during the 1997- 1998 school year to 37% during the 1998-1999 school year\nI Increase in the percent of 10'* grade students scoring above the 50\"' percentile from 37% during the 1997- 1998 school year to 39% during the 1998-1999 school year\nNOT YET ON TARGET I I I j b. SA 1-9 complete battery for underrepresented minority students Decrease in the percent of S* grade students scoring above the 50'' percentile from 25% during the 1997- 1998 school year to 23% during the 1998-1999 school year\nNOT YET I I 1 I I I I 1998-1999 Annual Report 16 I I I k ilc. Project Goal/Outcomes Key Performance Indicators Baseiine 1997-1998 to 1998-1999 Decrease in the percent of 7* grade students scoring above the 50* percentile from 26% during the 1997- 1998 school year to 24% during the 1998-1999 school year\nDecrease in the percent of 10* grade students scoring above the 50* percentile from 25% during the 1997- 1998 school year to 23% during the 1998-1999 school year Status NOT YET NOT YET SAT-9 mathematics sub-test for all students grades 5, 7, 10 Decrease in the percent of 5* grade students scoring above the 50th percentile on the SAT-9 (mathematics) from 33% to 31% during the 1998-1999 school year\nNOT YET No change in the percent of 7* grade students scoring above the 50* percentile on the SAT-9 (mathematics) - 35% (1997-1998 and 1998-1999) NOT YET Decrease in the percent of 10* grade students scoring above the 50th percentile on the SAT-9 (mathematics) from 42% during the 1997-1998 school year to 41% during the 1998-1999 school year\nNOT YET d. SAT-9 mathematics sub-test for underrepresented minority students Decrease in the percent of 5* grade students scoring above the 50* percentile from 20% during the 1997- 1998 school year to 24% during the 1998-1999 school year\nNOT YET Increase in the percent of 7* grade students scoring above the 50* percentile from 18% during the 1997- 1998 school year to 21% during the 1998-1999 school year\nON TARGET Decrease in the percent of 10* grade students scoring above the 50* percentile from 30% during the 1997- 1998 school year to 27% during the 1998-1999 school year NOT YET e. SA T-9 science sub-test for all students grades 5, 7, 10 Decrease in the percent of 5* grade students scoring above the 50* percentile from 38% during the 1997- 1998 school year to 33% during the 1998-1999 school year\nNOT YET / SA T-9 science sub-test for underrepresented minority students 1998-1999 Annual Report Decrease in the number of 7* grade students scoring above the 50* percentile from 40% during the 1997- 1998 school year to 39% during the 1998-1999 school year\nDecrease in the percent of 10* grade students scoring above the 50th percentile from 42% dining the 1997- 1998 school year to 40% during the 1998-1999 school year\nDecrease in the percent of 5* grade students scoring above the 50* percentile from 22% during the 1997- 1998 school year to 19% during the 1998-1999 school year\n17 NOT YET NOT YET NOT YET JProject Goal/Outcomes Key Performance Indicators Baseline 1997-1998 to 1998-1999 Status 1998-1999 Annual Report Decrease in the percent of 7* grade students scoring above the 50\"' percentile from 27% during the 1997- 1998 school year to 26% during the 1998-1999 school year\nDecrease in the percent of lO\"' grade students scoring above the 50'*' percentile from 29% during the 1997- 1998 school year to 25% during the 1998-1999 school year State Benchmark Exam Decrease in the number of 4* grade students scoring at the Proficient and Advanced Proficient levels on the mathematics exam from 26.3% during the 1997-1998 school year to 22.1/% during the 1998-1999 school year. A decrease of 4.2%\nGrade 8 EXPLORE EXPLORE is acts 8^ grade program that assesses students academic progress and helps students begin to explore and plan for the wide range of educational and career options open to them. Increase in the local mean score on the EXPLORE (mathematics) for S* grade students from 11.9 during the 1997-1998 school year to 14.6 during the 1998-1999 school year - 23% increase. The mean score for African American students increased from 11.7 during the 1997-1998 school year to 13 during the 1998-1999 school year on the EXPLORE (mathematics) - 11% increase. Increase in the local mean score on the science portion of the EXPLORE for all 8\" grade students from 11.3 during the 1997-1998 school year to 13.7 during the 1998-1999 school year - 21% increase. Increase in the local mean score for African American students on the science portion of the EXPLORE increased from 11.2 during the 1997-1998 school year to 12.1 during the 1998-1999 school year - 8% increase. PLAN PLAN is acts 1 (f'' grade program that provides a midpoint review of students progress toward their educational and career goals. Increase in the local mean score for 10*^ grade students on the math portion of the PLAN from 14.9 during the 1997-1998 school year to 15.6 during the 1998-1999 school year - 5% increase. A slight decrease in the mean score for African American students on the math portion of the PLAN from 13.8 during thel997-1998 school year to 13.7 18 NOT YET NOT YET NOT YET ON TARGET ON TARGET ON TARGET ON TARGET ON TARGET ON TARGET I I I I I I I' 1 J2. 3. 4. 5. 6. 7. 8. Project To implement policies and practices that will enroll all district 8^ and/or 9\"' graders in Algebra I by 2003\nTo increase the algebra success rates for all students by 2%\nTo increase the number of students who eruoll in geometry and trigonometry by 2%\nTo increase the student success rates in geometry and trigonometry by 2%\nTo increase the student success rates in biology by 2%\nTo increase the student success rates in chemistry from 62% in Year 1 to 75% in year V of the agreement\nTo increase the enrollment in physics from 17% to 30% by year V\n1998-1999 Annual Report Key Performance Indicators Baseline 1997-1998 to 1998-1999 during the 1998-1999 school year - ,7% decrease. Increase in the local mean score for 10'*' grade students on the science reasoning portion of the PLAN from 16.2 during the 1997-1998 school year to 16.7 during the 1998-1999 school year - 3% increase. An increase in the mean score for African American students on the science reasoning portion of the PLAN from 15.4 during the 1997-1998 school year to 15.5 during the 1998-1999 school year - .7% increase. LRSD Quality Indicator - 90% of a middle school's student will be enrolled in Algebra I by grade 8 - practice implemented during the 1998-1999 school year. Increase in the number of students who were successful in Algebra I from 57% during the 1997-1998 school year to 59% during the 1998-1999 school year. Increase in the number of students who enrolled in trigonometry from 497 during the 1997-1998 school year to 548 during the 1998-1999 school year resulting in a 10% increase\nA decrease in the number of students who enrolled in geometry from 1843 during the 1997-1998 school year to 1442 during the 1998-1999 school year- 22% decrease. An increase in the number of students who successfully completed geometry from 44% during the 1997-1998 school year to 57% during the 1998-1999 school year - 13% increase A decrease in the number of students successfully completing trigonometry from 80% during the 1997- 1998 school year to 75% during the 1998-1999 school year - 4% decrease An increase in the number of students who successfully completed biology from 56% during the 1997-1998 school year to 60% during the 1998-1999 school year - 4% increase. An increase in the number of students successfully completing chemistry from 66% during the 1997-1998 school year to 76% during the 1998-1999 school year. Increase in the number of students enrolling in physics from 136 during the 1997-1998 school year to 151 19 Status ON TARGET ON TARGET ON TARGET TARGET MET TARGET MET NOT YET TARGET MET NOT YET ON TARGET ON TARGET ON TARGET JProject Goal/Outcomes Key Performance Indicators Baseline 1997-1998 to 1998-1999 Status during the 1998-1999 school year - A 11% increase. 9. The CPMSA school district shall implement an articulated, standards- based curriculum, instructional, and assessment program that has been field tested by NSF or recommended by entities such as professional science educational organizations, and/or jurisdictions like the state where the CPMSA school district is located. The CPMSA school district shall also design and implement standards-based professional development for teachers, staff development for counselors and administrators, and student enrichment activities that support this articulated, standards-based program. Professional development began for implementation of standards-based mathematics and science program for all teachers at identified grade levels\nProfessional development also provided for principals and counselors during the 1998-1999 school year ON TARGET Summary Nearly 700 professional development hours were designated to prepare teachers to implement high- quality standards-based mathematics and science curricula. The LR CPMSA is moving in the right directions towards achieving its outcomes and goals. In August 1999, the Little Rock Board of Directors adopted a comprehensive assessment program for students in grades 3-11. This program will allow student growth to be measured from beginning of the year to the end of the year through criterion-referenced tests that are tightly aligned with curriculum standards. Results of these assessments will provide a catalyst for determining professional development and student academic enrichment needs in mathematics and science. Services provided by institutions of higher learning and other partners, for teachers and/or students. will also be driven by student achievement data. Modifications will be made in the following areas to further address student achievement in mathematics and science: 1 1998-1999 Annual Report 20 I I I, !Science curriculum A need exists to accelerate the science curriculum along with mathematics to ensure that all students receive high-quality standards-based instruction. The project staff is working closely with the superintendent to modify this program. High School Plan Standards and benchmarks aligned with national standards were developed for K-12 mathematics and science. Vertical teams will continue to be utilized to ensure a smooth transition in mathematics and science for all students through grade 12. The project staff will review high school models (for mathematics and science) that will provide a comprehensive high-quality education. Partners The primary partners, University of Arkansas at Little Rock, Philander Smith College, University of Arkansas for Medical Sciences, and the Museum of Discovery, continue to provide professional development for teachers and enrichment programs for students that are aligned with the goals of the LR CPMSA. These programs include the Summer Science Institute, Summer Mathematics Advanced Readiness Training, Summer Algebra Readiness Program, and the After-School Science Clubs. These programs, which provide important support, will be scaled up to reach more students and teachers. 1998-1999 Annual Report 21 I' NATIONAL SCIENCE FOUNDATION 4201 WILSON BOULEVARD ARLINGTON, VIRGINIA 22230 May 20,1999 Dr. Leslie Carnine Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Dr. Carnine: On behalf of the National Science Foundations (NSF), Division of Educational System Reform, 1 wish to express our gratefulness to the Little Rock School D/sfricf personnel, including teachers, principals, and students for their effective participation and warm hospitality during the site visit held on April 27-29 1999 _ The purpose of this site visit was to assess the progress made by the Little Rock Comprehensive Partnerships for Mathematics and Science Achievement Program (LRCPMSA) to date. One of the key findings of the site visit was the notable progress made by the Little Rock School District in some of the areas relative to K-12 systemic reform in mathematics and science education. Piloting and implementing standards- based curriculum programs is, unequivocally, a Year 1 accomplishment w ic will lead the Initiative to further progress in this critical area. Likewise the establishment of new policies and measures, particularly programmatic is definitely an aspect of the District that favors the achievement of the Initiative s vision. While working with educational systems in the transformation and renewal of K- 12 mathematics and science education using systemic reform as a strategy, it this multifactorial enterprise, standards-based becomes apparent that among this multifactorial enterprise, curriculum implementation, professional development, an p measured bv reliable standards-based assessment systems are the three most S and cVrSequential elements. Therefore, the LRCPMSA is encouraged to ensure the quality of these essential variables, their alignment correspondence through effective, research-baset^ strategies^h patolar, the LRCPMSA is urged to revisit its profess,ona development com^ne make it consistent with the Initiatives purpose and concern to NSF-in order to make it consisteni wnn me - scope of work. Professional development is, consequent y. to be prioritized in the immediate future. fDr. Lelslie Camine 2. The major concern raised, as a direct result of this visit was the lack of substantive evidence to support the value added of the CPMSA Program in Little Rock to the Districts reform agenda in science and mathematics. The absence of an action plan to guide the work in Year 1 and the fact that approximately 62% of NSF funds are still unused are some of the factors contributing to this situation. There are fundamental areas that the LRCPMSA needs to focus in the immediate future. These areas include: (1) Convergence of the usage of all resources that are designed for or that reasonably could be used to support science and mathematics education fiscal, intellectual, material, curricular, and extra-curricular- into a focused and unitary program to constantly upgrade, renew, and improve the educational program in mathematics and science for all students. (2) Broad-based support from parents, policymakers, institutions of higher education, business and industry, foundations, and other segments of the community for the goals and collective values of the program, based on rich presentations of the ideas behind the program. (3) Accumulation of a broad and deep array of evidence that the program is enhancing all students achievement, through a set of indices (e.g., achievement test scores, higher level courses passed, advanced placement tests taken, college admission rates, college majors, portfolio assessment, research experiences, ratings from summer employers). (4) Improvement in the achievement of all students, including those historically underserved. The LRCPMSA is requested to attend a reverse site visit at NSF in July 1999. The purpose of this visit is to assess the progress made by the initiative in its first year of implementation and the specific plans for the immediate future, particularly Year 2. Furthermore, assessment of the impact and value added of the CPMSA Program to the Districts science and mathematics education agenda will be the primary focus of the reverse site visit. The evaluation of the progress made by the CPMSA in Little Rock conveyed during this reverse site visit, including a detailed analysis of the 1997 and 1998 mathematics and science student performance data by grade level, will be used by NSF to determine the level of funding for the LRCPMSAs second year of funding. It is important to underscore that per the extant cooperative agreement,Dr. Leslie Carnine 3. the level of continued NSF support will depend upon an annual review of achievement, the level of support from other sources, and the availability of funds. Likewise, the LRCPMSA is reminded that based on this annual progress report, the Foundation will determine whether full support to the CPMSA will continue or if funding to phase-out this effort will occur. The following set of dates are suggested for this purpose: July 9,16, or 23, 1999. The LRCPMSA is expected to select one of these dates or suggest a different option to NSF. The Initiatives key leadership should attend the reverse site visit, including the Principal Investigator, the co-Principal Investigators, and the Project Director. Attached is a copy of the site visit report. It includes major findings, concerns, and recommendations. Please share it with the LRCPMSAs staff and Districts representatives. Please call me at (703) 306-1685, extension 5836, should you have questions or comments regarding the content of this report. May I wish you success in achieving high standards of excellence in science and mathematics education for all students in the Little Rock Independent School District. Sincerely, I JuHo E. Ldpez-Ferrao Program Director Division of Educational System Reform cc: Luther S. Williams Dennis Glasgow Vanessa Cleaver National Science Foundation Directorate for Education and Human Resources Division of Educational System Reform Urban Systemic Program Little Rock Comprehensive Partnerships for Mathematics and Science Achievement (LRCPMSA) Program Site Visit Report April 27-29,1999 Introduction The Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) Program The Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) Program strives to improve the quality and quantity of science and mathematics education delivered by entire school districts or systems. Recognizing that currently only a small percentage of precollege students ultimately pursue undergraduate studies in science and mathematics fields, the National Science Foundation (NSF) has encouraged the development of activities that focus on students who have not previously shown much interest in science, but who might become involved and successful if properly motivated to do so. Thus, the primary goal of the CPMSA Program is to develop systemic approaches to increase the number of students enrolling in and successfully completing precollege courses which will prepare them to pursue undergraduate programs in the sciences, engineering, and mathematics. Building on NSFs strategy of forging alliances and partnerships for systemic reform, eligible city school systems were required to link to institutions of higher education, business and industry, professional organizations, community-based organizations, and other educational organizations to facilitate the attainment of the following objectives:  Develop or revise courses and other enrichment activities in the elementary and secondary schools with a substantial number of students enrolled to improve the quality of precollege science and mathematics education.  Develop and strengthen the capacity to deliver standards-based quality instruction in school science and mathematics education for students that will result in a significant increase in the number of them becoming high school graduates who are academically prepared to enter college and major in the sciences, mathematics, or engineering. Develop and sustain district-wide policies that will significantly increase student enrollments and successful completion of gatekeeping courses, such as algebra in the eighth and ninth grades.  Substantially decrease or eliminate academic tracking, improve academic counseling, and facilitate the successful transitions of students from elementary to middle school, from middle school to high school, and from high school into undergraduate programs in science, mathematics, engineering, and technology.  Stimulate efforts among secondary schools and colleges and universities, as well as relevant informal science organizations (e.g., museums, aquaria, etc.) in the region to develop summer enrichment activities.  Stimulate efforts among professional organizations, business and industry to become involved in mentorship programs for precollege students to motivate them to succeed in challenging science and mathematics courses\nand coordinate the partners involved in the various NSF-supported programs, as well as precollege programs supported by other Federal agencies and private sector organizations, to avoid duplication, and to share resources to maximize the available funding.  Develop outreach programs to involve parents and guardians of students, especially those students who are not currently high achievers in the system.  Function in a complementary and collaborative way with other related NSF-funded educational activities within the region, such as the Statewide Systemic Initiatives (SSI) and the Alliances for Minority Participation (AMP). Effective FY 1999, the CPMSA Program, along with the Urban Systemic Initiative (USI) Program, were merged into the new Urban Systemic Programa K-12- based program through which NSF seeks to stimulate interest, increase participation, improve achievement, and accelerate career advancement and success of all students of the participating school districts. The Little Rock School District The Little Rock School District serves a total of 24,886 students for the 1998-99 school year. The District operates 50 school buildings, including 35 elementary schools, 8 junior-high schools, 5 senior-high schools, one vocational-technical- high school, and one alternative school. Since 1982, a federal court order and the Eighth Circuit Court of Appeals have guided Districts efforts for the 2desegregation of schools. School assignment is based on attendance zones, and predominantly minority neighborhoods are served by schools with high minority student enrollment. Minority students comprise 71% of the total student body: 67% African American\n29% White\nand 4% Hispanic, Asian, and other minorities. There are 2,191 teachers of whom 919 teach science and mathematics: 735 science and mathematics elementary teachers, 94 secondary science teachers, and 90 secondary mathematics teachers. The CPMSA Program in Little Rock keystaff includes a Director of Mathematics and Science, a Project Director, a Science Specialist, a Mathematics Specialist, and two Science and Mathematics Specialists. The Little Rock Comprehensive Partnerships for Mathematics and Science Achievement (LRCPMSA) Program The Little Rock Comprehensive Partnerships for Mathematics and Science Achievement (LRCPMSA) Program is a collaborative effort for systemic reform of public education aimed at impacting all students. Its overall mission is to develop educational systemic change approaches to produce significant increases in the number of students who are prepared to pursue undergraduate study in science, mathematics, engineering, and technology. The LRCPMSA goals include: (i) Prepare 100% of graduates to successfully complete Algebra\n(ii) Increase the number of students who successfully complete upper-level mathematics and science courses\n(iii) Adopt a Board policy to require that students in Advanced Placement (AP) courses take the AP examination\n(iv) Revise the mathematics curriculum to limit the number of topics for each grade level and subject and to increase the depth at which each topic is taught\n(v) Implement standards-based pedagogy in all classrooms\n(vi) Provide support programs for students in upper level mathematics and science courses\n(vi) Increase the knowledge and involvement of parents in the mathematics and science programs\nand (vii) Provide targeted staff development to assist staff in facilitating the above stated objectives. To accomplish these goals, the Little Rock School District plans to build a partnership effort among leading institutions in the central Arkansas area, including higher education institutions (e.g., the University of Arkansas at Little Rock, Philander Smith College, and the University of Arkansas for Medical Sciences: the Arkansas Museum of Science and History\nmunicipal agencies, such as the City of Little Rock and the Little Rock Housing Authority\nthe Central Arkansas Library System\nand the Little Rock Alliance for Our Public Schools. LRCPMSAs monitoring and oversight will be done by the Governing Board\nthe Districts Mathematics and Science Director, the Project Director, and the Science and Mathematics Specialists. 3The NSFs Site Visit Julio E. Lopez-Ferrao, cognizant NSF Program Director, visited the LRCPMSA, on April 27-29,1999. The purpose of the visit was to assess the progress made by the CPMSA Program in Little Rock to date. The visit consisted of an introductory meeting on April 27 with the Superintendent, Assistant Superintendent for Curriculum and Instruction, the Director of Mathematics and Science, the Project Director, the Mathematics and Science Specialists, teachers and other Districts representatives in which an overview of the District and the Initiative was provided. A meeting on April 28 with key project-related personnel who are contributing to the achievement of the CPMSA goals and objectives followed this activity. Information on curriculum, professional development, assessment, policies, tracking, partnerships, student support programs, and finance was provided. School visits were made on April 28 and 29 to Romaine Elementary School, Forest Heights Junior High School, and Central High School. Findings, Concerns, and Recommendations Curriculum: The Little Rock School District currently requires three units of science and three units in mathematics for graduation. It has developed K-12 standards and benchmarks for science and mathematics correlated with the state frameworks, the state assessment system {Stanford Achievement Test, 9 Edition or SAT 9), local assessments, and textbooks and instructional materials. A new K-12 curriculum scope and sequence for science encompasses the use of Science and Technology for Children (STC) from first through seventh grade\nScience Education for Public Understanding (SEPUP) at the eighth grade\nActive Physics for the ninth grade\nBiologyA Community Context for the 10 grade\nand ChemCom for the 11* grade, followed by one year for an elective course. The mathematics sequence includes Investigations in Number, Data, and Space from Kindergarten through fifth grade\nthe Connected Mathematics Project for sixth through eighth grade\nMath Connections for ninth and tenth grades, and two years of elective courses. The District has initiated the implementation of mathematics and science standards-based curriculum at different levels by piloting various instructional materials with approximately 3.3% of its mathematics and science teachers to date. This activity is viewed as an advance in this area, since it is evident that the Little Rock School District has decided what to be taught and how to teach it by establishing the new standards and benchmarks. Furthermore, it has begun to assist teachers in the appropriate use of effective mathernatics and science curricula. Nevertheless, it needs to be underscored that while the new curriculum sequence for mathematics is being piloted/implemented through the 4use of full and complete instructional programs with a larger number of teachers and classrooms, the science approach to the implementation of standards-based curricula has been through the use of a limited number of kits, units or modules in a reduced number of schools, which appears to be a slower pace approach. In addition, the official K-12 curriculum sequence pursued by the District is still unclear, since the information provided during the site visit does not identify the entire curriculum continuum being currently considered and promoted (e.g.. How do AP and Pre-AP courses fit into the promoted curriculum K-12 sequences for both science and mathematics?). The CPMSA leadership is encouraged to clarify urgently this important component of its science and mathematics reform agenda. Overall, the District appears to have made some progress in the implementation of standards-based curriculum. However, a major concern and an unacceptable condition to NSF remains regarding the pace of the K-12 science standards- based implementation process and results and the lack of a scale-up strategy to be used in order to ensure the participation of a significant number of schools by the end of the five-year implementation process. Likewise, the role of the four existing science and mathematics specialists in this process seems to be ambiguous. Thus, it is recommended that the LRCPMSA consider the use of additional human resources (e.g., lead teachers by regions) districtwide in the immediate future to address this critical aspect of systemic reform as well as the development and implementation of a comprehensive scale-up plan. Professional Development: It is apparent that the Little Rock School District has made efforts to implement standards-based science and mathematics curricula through professional development activities. Similarly, it seems that the CPMSA Program has provided professional development experiences for first year mathematics and science teachers, vertical teams, counselors, and school principals. New and first-year secondary mathematics and science teachers participated in a series of four workshops related to implementation of the mathematics and science curriculum, classroom management, learning styles, use of manipulative materials, cooperative learning, and the use of technology. Inservice programs have begun for all 4*', 5*, and 6' grade mathematics and science teachers for the fall 1999 implementation of new standards-based programs. Analysis of the information provided on mathematics and science inservice programs through August, 1999 indicates that the average duration of the experiences offered to teachers is 2.2 days and that they are essentially focused at assisting teachers with the implementation of new programs, such as STC, Investigations, and Active Physics. Nonetheless, these efforts seem to be fragmented and insufficient that will not lead the Initiative to the districtwide effective implementation of K-12 high-quality curricula as explicitly stated by one of the Initiatives goals. Therefore, the LRCPMSA is encouraged to design a research-based K-12 mathematics and science professional development master 5program for its 919 science and mathematics teachers to be implemented throughout the duration of the project. This program should be aimed at helping the Districts teachers to use high-quality, standards-based curricula at every grade level. Student Performance Assessment: Analysis of the information on student performance assessment (comparison between second semester 1997-1998 and first semester 1998-1999) provided during the site visit reflects an increase in the percent of students graded C or above in courses such as Algebra 1 (+5 /o). Algebra 11 (+6%), Geometry (+3%), Chemistry (+12%), Statistics (+14%), PreCalculus (+7%), AP Calculus (+4%), AP Physics (+1%), and AP Chemistry (+10%). Decreases are shown in Physics (-1%). Biology (-2%), Trigonometry (-1%), and AP Environmental Science (-10%). The Little Rock School District administers the SAT 9 since it is a state mandated test. However, data on this test's results were not provided during the visit. It is recommended that the CPMSA Program in Little Rock design a strategy to gather, interpret, and use student achievement data in order to effectively inform its programmatic decisions in the immediate future. Policies: The Little Rock School District has established a significant number of policies and measures that influence and support K-12 science and mathematics education. Some of these policies include the following\n Establishment of K-12 academic content standards and benchmarks in mathematics and science.  Promotion of mathematics and science standards-based curricula.  Increase in graduation requirements in 1998 (three units of science and three units of science are required currently). A recommended common core and career focus. Class of 2003, includes four units o science and four units of mathematics.  Use of three additional days for professional development through a state waiver.  Elimination of low-level courses effective FY 1999.  Various measures and regulations related to AP courses. The Little Rock School District has, unequivocally, a comprehensive set of policies in place that will benefit and advance the CPMSA Programs expectations in the future. 6Elimination of Tracking: It appears that the Little Rock School District has made particular efforts to meet the individual needs of the student population. The elimination of all lower-level courses constitutes evidence in support of the eradication of academic tracking, which is one of the CPMSAs objectives. Similarly, the inclusion of advanced courses and the various curriculum measures will probably contribute to the successful transition of students from one level to another. Summer Enrichment Activities: The LRCPMSA plans to provide summer enrichment activities for students and teachers through the Southeastern Consortium for Minorities in Engineering (SECME), Joint Recruiting and Teaching for Effecting Aspiring Minorities in Science (J-R TEAMS), and VITAL LINK. SECME is a program offered through a consortium of southeastern universities that motivates minorities to excel in mathematics and science through a club format that includes local and national competitions. JR-TEAMS is a two-week multidisciplinary pre-college science and engineering program that will be offered through a partnership with the University of Arkansas at Little Rock aimed at increasing the number of minority students pursuing degrees in science and engineering. VITAL LINK is a summer work site experience that acquaints students with job requirements and responsibilities in a variety of careers. Furthermore, the Extended Year Algebra I Programa two-week summer institute to serve rising 9^* graders who need additional assistance to be successful in Algebra Iwill be implemented as well. Although the CPMSA Program in Little Rock has clear plans to provide student support through summer experiences, it needs to ensure that each of the programs to be implemented represent an extended learning experience for the students that enhances their classroom learning. A thorough evaluation of the outcomes of the upcoming summer programs is highly recommended. Mentorship Programs for Precollege Students: The University of Arkansas at Little Rock will offer Saturday research for students from 7\"11*** grades who will receive assistance in selecting appropriate research topics, setting up a research design, and carrying on the research. Likewise, the Philander Smith College will offer the Summer Algebra Readiness Institute for 9^-grade students who will enroll in Algebra I during the 1999-2000 school year. The program will target students from Central High School located in the surroundings of Philander Smith College. This innovative program will include a follow-up component through which college students will mentor participating students eight times during the school year. The LRCPMSA is encouraged to increase the number of mentorship programs in partnership with local and state organizations and higher education institutions. Parents and Community: The LRCPMSAs parent and community component includes the use of Family Science and Family Math as the main program. Five 7principals identified two teachers per school to participate in a training program designed to guide the implementation of Family Math and Family Science nights. Each school received small grants to hold three night events. Besides, the LRCPMSA plans to inform parents about standards-based mathematics and science via parent-teachers associations meetings, publications, and media coverage. Presentation have been made before the Volunteers in Public Schools Board and the Little Rock Parent and Teacher Association Council to provide information about the Initiative and changes that will take place. Although still in its first year of implementation, the Initiatives activities related to community outreach and parent involvement seem to be exceedingly restricted. The CPMSA Program in Little Rock is urged to design and implement an aggressive community involvement plan to ensure the effective participation of parents, industry, business, and the private sector in general. Building community support, as clearly expressed by the 1998-99 Work Plan forLRSD Priorities is, indeed, an area to which the LRCPMSA can make a significant contribution. As part of the recommended plan, the LRCPMSA is suggested the production of a brochure aimed at communicating to the public is objectives and main accomplishments. Collaboration with Other Related NSF-funded Educational Activities: It is evident that the Arkansas Statewide Systemic Initiative (AR SSI) has influenced the trajectory of the Little Rock School District, particularly in programmatic areas, such as standards-based curriculum implementation and professional development. Currently, the University of Arkansas at Little Rock is engaged in several partnerships with the District, including SECME, and the implementation of the AR SSI K-4, Math and Science Crusades. Likewise, the Museum of Discovery will implement a system of science clubs to be located at various community centers and after-school programs in Little Rock. Additional Findings Related to the Objective of the Site Visit Cooperative Agreement The analysis of Cooperative Agreement No. HRD-9801615 between NSF and the Little Rock School District (September 1,1998 through August 31,2003) revealed the following major issues and concerns:  Deliverables: The LRCPMSA showed no significant data or evidenced a process in place to collect the data needed to document each one of the agreed upon deliverables specified under Section 111 A 7, CPMSA Participant and Systemic Change Goals, pages 4-5 of the cooperative agreement. The Initiative does not seem to have a mechanism to gather the information needed and make it available to teachers, principals at. Furthermore, there does not seem to be a strategy by which the CPMSA leadership become aware of the current 8programmatic problems and situations that may be impeding the achievement of the aforementioned targets. Increasing K-12 science and mathematics student achievement and enrollment, as stated in the cooperative agreement, demands specific programmatic actions as well as a specific data collection system in placenone of which were evident during the site visit.  Governing Board: Section III A9, page 9, reads as follows: The CPMSA shall have a governing board as specified in the proposal. The board shall have sanctioned authority and responsibility for oversight of the programmatic components of the CPMSA. The governing board is expected to oversee the development of the goals, the implementation of the activities and the assessment of the outcomes. The board, in concert with the Principal Investigator, shall recommend to the school district the achievement of project goals and objectives. No evidence was presented during the site visit of the governing boards membership or its intervention in the Initiatives operation. Thus, the role of the aforementioned governing board is unclear at this moment.  Funding and Funding Schedule: Section III B, FUNDING AND FUNDING SCHEDULE, page 6 of the cooperative agreement, reads as follows: 1. It is the intent of the Foundation to provide up to $3,228,022 to support the CPMSA over the next 5 years. Funds in the amount of $960, 578 are hereby provided to support the CPMSA for the period September 1, 1999 to August 31, 2000, in accordance with the revised budget dated April 9, 1998. 2. The level of continued NSF support will be negotiated with the Awardee annually and will depend upon an annual review of achievement, the level of support from other sources, and the availability of funds. 3. The Foundation will evaluate annually the CPMSA to determine whether the Foundation will continue to support full activities, or will provide decreased funding to phase out Foundation support of the CPMSA. There was a misinterpretation about NSFs approved budgets for Years 1 and 2. In order to ensure an adequate understanding and the appropriate 9use of NSFs funds, the following amounts reflected in two separate (signed) budgets, were identified as those officially approved: Year 1 Year 2 $198,533 $752,045 The CPMSAs leadership was encouraged to submit a certified financial report of Year 1 expenditures and obligations. Similarly, the leadership was suggested to rebudget Year 1 in order to address some of the major needs identified during the site visit. Year 2 funds will be negotiated after the completion of Year 1. For this purpose, the LRCPMSA leadership will make a presentation of the Initiatives major accomplishments in Year 1 during a reverse site visit to be held by July 31,1999 at the Foundations headquarters.  Evaluation: Section III A, item 12, page 6 of the cooperative agreement reads as follows: The Awardee shall use the evaluation component found in the proposal ora modified version approved by NSF. There was no evidence of an evaluation plan being used by the LRCPMSA during the site visit. Thus, the Initiative is not in compliance with this inherent component of the agreed statement of work. It is urged to revisit its evaluation strategy and develop a comprehensive evaluation plan that: (i) specifies the strategies to gather, interpret, and use relevant data, (ii) addresses each of the Initiatives components, and (iii) informs the CPMSA leadership in its decision-making process and allows it to readjust plans. Summary One of the key findings of the April 27-29,1999 site visit was the notable progress made by the Little Rock School District in some of the areas relative to K-12 systemic reform in mathematics and science education. Piloting and implementing standards-based curriculum programs is, unequivocally, a Year 1 accomplishment, which will lead the Initiative to further progress in this critica area. Likewise, the establishment of new policies and measures, particular y programmatic policies, is definitely an aspect of the District that favors the achievement of the Initiatives vision. While working with educational systems in the transformation and renewal of K- itiiiiv vir\\iiiy vvivii uvwuwi i-\u0026gt; x x *. 12 mathematics and science education using systemic reform as a strategy, it becomes apparent that among this multifactorial enterprise, standards-based curriculum implementation, professional development, and student performance 10 measured by reliable, standards-based assessment systems are the three most critical and consequential elements. Therefore, the LRCPMSA is encouraged to ensure the quality of these essential variables and their alignment and correspondence through effective, research-based strategies. In particular, the LRCPMSA is urged to revisit its professional development componenta concern to NSFin order to make it consistent with the Initiatives purpose and scope of work. Professional development is, consequently, a domain that needs to be prioritized in the immediate future. The major concern raised, as a direct result of this visit was the lack of substantive evidence to support the value added of the CPMSA Program in Little Rock to the Districts reform agenda in science and mathematics. The absence of an action plan to guide the work in Year 1 and the fact that approximately 62 /o of NSF funds are still unused are some of the factors contributing to this situation. There are fundamental areas of concern that the LRCPMSA needs to address in the immediate future. These areas include: (1) Convergence of the usage of all resources that are designed for or that reasonably could be used to support science and mathematics education fiscal, intellectual, material, curricular, and extra-curricular into a focused and unitary program to constantly upgrade, renew, and improve the educational program in mathematics and science for all students. (2) Broad-based support from parents, policymakers, institutions of higher education, business and industry, foundations, and other segments of the community for the goals and collective values of the program, based on rich presentations of the ideas behind the program. (3) Accumulation of a broad and deep array of evidence that the program is enhancing all students achievement, through a set of indices (e.g., achievement test scores, higher level courses passed, advanced placement tests taken, college admission rates, college majors, portfolio assessment, research experiences, ratings from summer employers). (4) Improvement in the achievement of all students, including those historically underserved. Reverse Site Visit The LRCPMSA is requested to attend a reverse site visit at NSF in July 1999. The purpose of this visit is to assess the progress made by the Initiative in its first year of implementation and the specific plans for the immediate future, particularly Year 2. Furthermore, assessment of the impact and value added of 11 the CPMSA Program to the Districts science and mathematics education agenda will be the primary focus of the reverse site visit. The evaluation of the progress made by the CPMSA in Little Rock conveyed during this reverse site visit, including a detailed analysis by grade level of the 1997 and 1998 mathematics and science student performance data, will be used by NSF to determine the level of funding for the LRCPMSA second year of funding. It is important to underscore that per the extant cooperative agreement, the level of continued NSF support will depend upon an annual review of achievement, the level of support from other sources, and the availability of funds. Likewise, the LRCPMSA is reminded that based on this annual progress report, the Foundation will determine whether full support to the CPMSA will continue or if funding to phase-out this effort will occur. The following set of dates are suggested for this purpose\nJuly 9,16, or 23, 1999. The LRCPMSA is expected to select one of these or suggest a different option to NSF. The Initiatives key leadership should attend the reverse site visit, including the Principal Investigator, the co-Principal Investigators, and the Project Director. 12Reverse Site Visit NSF Friday, July 16,1999 Presentation \u0026gt; Value added by CPMSA \u0026gt; Year One Accomplishments \u0026gt; Data \u0026gt; Year Two Plan \u0026gt; Question and Answer SessionVALUE ADDED BY CPMSA Plan and Process Alignment for improved Student Achievement Little Rock School District Process Data Analysis Campus Plan Process Interventions Professional Development Standards Assessment Accountability Parent Involvement SP X X X X X X RDEP X X X X X X Title I X X X X X X X X ACSIP X X X X X X X X ACTAAP X X X X X X UPDI X X X X X NSF X X X X X X CLP X X X X X X X X SP RDEP Title I ACSIP ACTAAP UPDI NSF CLP strategic Plan Revised Desergregation and Education Plan Title I Arkansas Comprehensive School Improvement Planning Arkansas Comprehensive Testing, Assessment, and Accountability Program Urban Professional Development Initiative National Science Foundation Campus Leadership PlanRelationship of CPMSA Goals and LRSD Quality Indicators _____________________ CPMSA Goals_________________________ (a) LRSD agrees to enact policies and practices that will result in an increase by 2% after Year I of the agreement the composite scores of underrepresented minority students in grades 2-11 on the SAT9. For each subsequent year of the agreement, the LRSD agrees to enact policies and practices that will result in a 5% increase of the composite scores of underrepresented minority students on the SAT9. Nofe: LRSD will no longer administer the SAT9 at grades 2-1 J. Rather, students in grades 2-11 will take each semester a new District-adopted CRT that is aligned with the currictdum standards and benchmarks. LRSD Quality Indicators 65% of a schools students in every sub-group of race and gender at grades 5, 7, and 10 shall perform at or above the 50* percentile in SAT9 mathematics. The percent of students in every sub-woup of race and gender at grades 5, 7, and 10 performing at or above the 50 percentile in SAT9 mathematics will meet or exceed the trend or improvement goals each year. 100% of a schools students in grades 4, 6, and 8 shall perform at or above the proficient level in mathematics on the Arkansas criterion-referenced test The percent of students performing at or above the proficient level in mathematics on the grades 4, 6, and 8 Arkansas criterion-referenced tests will meet or exceed the trend and improvement goals each year. 90% of a schools students shall perform at or above the proficient level in mathematics each semester on the District CRT. The percent of students performing at or above the proficient level in mathematics will meet or exceed the trend and improvement goals each semester on the District CRT. The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the improvement goal each year on the District CRT. (b) The LRSD agrees to implement policies and practices that will enroll all district eighth and/or ninth grade students in Algebra I by the Year 2003. 90% of a middle schools students will be enrolled in Algebra I by grade 8. The percent of students enrolled in Algebra I by grade 8 will meet or exceed the trend goal each year._____________________________________________________________________CPMSA Goals________________ (c) The LRSD agrees to increase the algebra success rates for all district students by 2% after Year I of the agreement\n5% after Year II of the agreement\n5% after Year III of the agreement\n5% after Year IV of the agreement\nand 5% after Year V of the agreement. (d) The LRSD agrees to increase the numbers of students who enroll in geometry and trigonometry by 2% in Year 1 of the agreement\n5% in Year II of the agreement\n5% in Year III of the agreement\n5% in Year IV of the agreement, and 5% in Year V of the agreement.___________________________ (e) The LRSD agrees to increase the student success rates in geometry and trigonometry by 2% after Year I of the agreement\n5% after Year II of the agreement\n5% after Year III of the agreement\n5% after Year IV of the agreement\nand 5% in Year V of the agreement. (f) The LRSD agrees to increase the student enrollment rates and student success rates in biology by 2% in Year I of the agreement\n5% in Year II of the agreement\n5% in Year III of the agreement\n5% in Year IV of the agreement\nand 5% in Year V of the agreement.____________________________________ (g) The LRSD agrees to increase the student success rates in biology by 2% after Year I of the agreement\n5% after Year II of the agreement\n5% after Year III of the agreement\n5% after Year IV of the agreement\nand 5% after Year V of the agreement.____________________________________________________ (h) The LRSD agrees to increase the student success rates in chemistry from 62% in Year I of the agreement to 75% in Year V of the agreement.__________ (i) The LRSD agrees to increase the student enrollment in physics from 17% to 30% by Year V of the agreement. LRSD Quality Indicators 100% of a schools secondary students shall perform at or above the proficient level in Algebra I. The percent of secondary students performing at or above the proficient level in Algebra I will meet or exceed the trend goal each year. Note: The success rate will also be determined by grades. Note: Geometry is required of all LRSD students for graduation. 100% of a schools secondary students shall perform at or above the proficient level in Geometry. The percent of secondary students performing at or above the proficient level in Geometry will meet or exceed the trend goal each year. Note: The success rates in Geometry and Trigonometry will also be determined by grades._________________________________________ Note: All LRSD students are required to take Biology Ifor graduation. Note: The success rate in Biology I will be determined by grades Note: The success rate in Chemistry I will be determined by grades. Note: Effective fall 1999, all LRSD students must take Physics I in order to graduate.CPMSA Goals LRSP Quality Indicators (j) The LRSD agrees to increase the numbers of students who graduate with SEM proficiency from 40% to 70% by Year V of the agreement. 65% of middle and high school students will be enrolled in at least one Pre-AP or AP course each year. The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. 90% of a high schools students who take the ACT will earn a score of at least 19. The percent of students earning a score of 19 or above will meet or exceed the trend goal each year. 65% of a high schools students will complete the requirements to earn the Honors Seal on their diplomas. Note: Four years of mathematics and science are required. The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. (k) The CPMSA school district shall implement an articulated, standards- based curriculum, instructional, and assessment program that has been field tested by NSF or recommended by entities such as professional science educational organizations, and/or jurisdictions like the state where the CPMSA school district is located. The CPMSA school district shall also design and implement standards-based professional development for teachers, staff development for counselors and administrators, and student enrichment activities that support this articulated, standards-based program. _________ (I) The LRSD shall implement practices to recruit qualified minority science and mathematics professionals with the goal of increasing minority faculty by 10% by Year V of the agreement. ________________________________ (m) The CPMSA school district shall submit a written program management plan to the cognizant NSF program officer, annually, no later than two months after notification of the award (in year 1) and after notification of continuation of the award in years 2, 3, 4, and 5. ----------------------------------------------------- See Year Two Plan. Success will be determined by numbers of newly certified science and mathematics teachers. See annual Management Plan.CPMSA Goals :h (n) The following quantitative goals for student enrollment and successful completion rates for specific award year are minimal and should be exceeded: \u0026amp;e data report LRSD Qoality Indicators 1998-99 1999-2000 2000-01 2001-02 2002-03 10% of the projected increase from the baseline 30% of the projected increase from the baseline 50% of the projected increase from the baseline 70% of the projected increase from the baseline 100% of the projected increase from the baselineLRCPMSA YEAR ONE ACCOMPLISHMENTS 1992^-1999 POLICY #1 - Standards-Based Curriculum, instruction, and Assessment  Developed content standards and benchmarks in mathematics and science for grades K-12  Developed curriculum maps that correlate standards/benchmarks to SAT-9 test, State Mathematics and Science Frameworks, local resources, and assessment strategies  SMART 99 (Summer Mathematics Advanced Readiness Training), an extended year Algebra I program, July 26-August 6, 1999 - Program designed to serve 60 ninth grade students. This program will focus on strengthening skills needed before entering Algebra I by providing opportunities for students to solve real life problems by reasoning, modeling, verbalizing and generalizing patterns and relationships. The graphing calculator will be one of the many tools that students will have access to at all times.  SARP (Summer Algebra Readiness Program), a CERTL activity provided by Philander Smith College, designed to serve 75 ninth grade students beginning July 19, 1999 and concluding August 6, 1999. (Focus of this program is the same as SMART 99).  Summer Science Institute - A CERTL activity provided by UALR, designed to serve 135 fourth and fifth grade students, July 19-30, 1999. The program will focus on hands-on science learning experiences for students that support the newly adopted LRSD Science Curriculum Standards.  Piloted Investigations in two schools:  Romine Elementary School - AH teachers(K-5) in all classrooms implemented  Jefferson Elementary School - All 4** grade teachers in all classrooms implemented  Piloted Science and Technology for Children (STC) in 4 schools\n Chicot Elementary School - All 4 kits in all 5** grade classrooms  Rockefeller Elementary School - 2 kits in all 1* 2\", and 3^^ grade classrooms  Wakefield Elementary School - 2 kits in all 2\", 4* and S* grade classrooms  Franklin Elementary School - 2 kits in all 1-5 grade classrooms  Piloted one module of Connected Mathematics Project (CMP) in all 6 and 7* grade classrooms.  Proposal submitted, pending approval, by UALR for GEAR-UP grant to implement AVID for all 7*^ grade students in 4 middle schoolsDRIVER #2 - Policies and Procedures The Division of Curriculum, Instruction and Assessment (CIA) developed a work plan that identified 52 priorities including the activities of the CPMSA for the 1998-99 school year. One of the major tasks of the work plan was to review and recommend revisions of the Boards Instruction policies. Policies submitted to the Board addressed the following:  Increase in graduation requirements  Requirements for Pre-AP/AP Courses  Recommendation to eliminate low level courses  All students required to take Physics  Quality Index for Schools to improve students achievement  Increase the number of students who are successful in upper level courses  Increase the number of students who are enrolled in upper level courses Plan for 1999-2000  Review and revise grading policy  Review and revise attendance policyDRIVER #3 - District Leadership, Governance and Management  Developed and operationalized Campus Leadership Teams  Management team met monthly to address administrative or policy issues effecting the CPMSA  Governing Board (Advisory Committee) met monthly to review data, program implementation schedules, and to address any corrections needed  Proposal submitted to improve infrastructure for mathematics and scienceDRIVER #4 - Convergence of Resources  Teacher training/research provided by UALR  Local district funds. Eisenhower funds, Title VI, Class Size Reduction funds leveraged with NSF funds to improve infrastructure for mathematics and science  Mini grants provided by Arkansas SSI to two LRSD schools for Family Math and Science Program  Local district budget used to help achieve CPMSA objectives  Stipend for SMART mentors  Stipend for SECME participants  Training for Active Physics  Professional development for math and science specialist - National conferences I t  state textbook funds used for standards based curriculum materials  State funds allocated for teachers to attend AP/Pre-AP training (Science \u0026amp; Mathematics Vertical Teams Workshop)DRIVER #5 - Professional Development  Principals and other building administrators participated in hands-on activities in mathematics and science. Discussed the differences between standards- based instruction and traditional instruction  New and first year secondary mathematics and science teachers participated in a series of four workshops related to the implementation of the mathematics or science curriculum, classroom management, learning styles, use of manipulative materials, cooperative learning and use of technology  Training provided to teachers for the Fall, 1999 implementation of new standards-based programs\n Investigations - All 4* and 5* grade teachers in all schools (full implementation)  STC - All 6* grade science teachers in all schools  CMP - All 6** grade mathematics teachers in all schools  Active Physics -17 science teachers representing all five high schools  Junior High School Mathematics Vertical Teams met monthly Sept. 98- Jan. 99 teachers grades 6-12 attended College Boards  31 mathematics Mathematics Vertical Teams (MVT) Conference in Little Rock - Feb. 99  MVT Steering committee formed and met twice (following MVT Conference) to set short and long term goals for the LRSD\nexplored ways to involve more teachers  26 science teachers grades 6-12 attended UALRs Vertical Teams Conference for science teachersDRIVER #6 - Partnerships, Parental Involvement, Public Awareness  Expanded Family Math and Science program to 5 new schools. Currently 25/43 elementary and middle schools have participated in the Family Math and Science Program  CPMSA Presentation made to the following organizations:  Little Rock PTA Council  Volunteers in Public Schools (VIPS)  Chrisitan Ministerial Alliance  Vital Link Business Partners  Presented an annual update to the LRSD Board of Directors  Designed dissemination brochure (draft)  SMART 99 parent meetingAssessment Practices and Data Utilization  Administered quarterly CRTs to all students in grades 2-6  Administered SAT-9 to grades 5, 7. and 10 as mandated by the Arkansas State Dept, of Education (ADE)  Administered State Benchmark Exams to all students in grades 4, 8, and 11  Data gathered quarterly (and by semester) to determine number of students who are successfully completing the mathematics and science courses listed below: Algebra I Chemistry Pre-Calculus AP Biology AP Physics Algebra 11 Geometry Statistics AP Calculus AP Statistics Biology Physics T rigonometry AP Environmental Science AP Chemistry  Data gathered quarterly (and by semester) to determine number of students who are enrolled in the courses listed below: Geometry Physics Trigonometry Biology  All data disagregated by race, gender and schoolI I I i i I I LRPMSA YEAR ONE DATA 1998^-1999 I Ii SAT-9 Scaled Scores Test Date: September 14, 1998 Test Date for End of Year 1 is September 15, 1999 Five Year Goal: 22% increase First Year Goal: 2% increase Black Students Problem Math Solving Procedures Total Math Science 5th Grade Male Female Total 612 616 615 609 618 613 611 616 614 610 613 612 7th Grade Male Female Total 641 641 641 639 644 641 640 642 641 635 635 635 10th Grade Male Female Total n/a n/a n/a n/a n/a n/a 676 678 677 663 666 665 12nd Success Rates of Students in Math and Science Courses Five Year Goal: 22% increase First Year Goal\n2% increase Number Percent of 2nd Number Percent of Semester with 'C or 97-98 Miove \"C or Above Semester with 'C or 98-99 Above 'C' or Above Black Male Black Male Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environmental AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-Calculus Statistics Trigonometry 569 409 15 17 3 1 2 3 618 338 595 16 10 19 109 244 154 13 13 1 1 1 2 249 177 166 8 9 10 74 43% 38% 87% 76% 33% 100% 50% 67% 40% 52% 28% 50% 90% 53% 68% 572 398 19 21 10 6 0 3 485 297 451 31 20 11 120 259 183 14 17 8 3 0 2 230 199 192 19 14 9 72 45% 46% 74% 81% 80% 50% 0% 67% 47% 67% 43% 61% 70% 82% 60% % Change 2% 8% -13% 4% 47% -50% -50% 0% 7% 15% 15% 11% -20% 29% -8% 1Success Rates of Students in Math and Science Courses Five Year Goal: 22% increase First Year Goal\n2% increase Number Percent of 2ncl Semester with 'C or 97-98 Above \"C or Above 2nd Semester 98-99 Number Percent of with 'C or Above \"C or Above Black Female Black Female 1 Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environmental AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-Calculus Statistics Trigonometry 591 526 37 38 10 1 0 5 654 455 666 29 12 22 134 343 277 34 28 8 1 0 4 386 303 262 21 12 21 86 58% 53% 92% 74% 80% 100% 0% 80% 59% 67% 39% 72% 100% 95% 64% % 588 494 31 34 11 9 0 7 579 393 522 32 17 27 173 335 286 23 27 10 5 0 7 341 307 273 22 14 24 129 57% 58% 74% 79% 91% 56% 0% 100% 59% 78% 52% 69% 82% 89% 75% Change -1% 5% -18% 6% 11% -44% 0% 20% 0% 12% 13% -4% -18% -7% 10% 22nd Success Rates of Students in Math and Science Courses Five Year Goal\n22% increase First Year Goal\n2% increase Number Percent of 2nc/ Number Percent of Semester with 'C or 97-98 Maove \"C or Above Semester with 'C or 98-99 Above \"C or Above Total Black Total Black % Change Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environmental AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-Calculus Statistics Trigonometry 1160 935 52 55 13 2 2 8 1272 793 1261 45 22 41 243 587 431 47 41 9 2 1 6 635 480 428 29 21 31 160 51% 46% 90% 75% 69% 100% 50% 75% 50% 61% 34% 64% 95% 76% 66% 1160 892 50 55 21 15 0 10 1064 690 973 63 37 38 293 594 469 37 44 18 8 0 9 571 506 465 41 28 33 201 51% 53% 74% 80% 86% 53% 0% 51% 54% 73% 48% 65% 76% 87% 69% 1% 6% -16% 5% 16% -47% -50% -24% 4% 13% 14% 1% -20% 11% 3% 32nd Success Rates of Students in Math and Science Courses Five Year Goal: 22% increase First Year Goal\n2% increase Number Percent of Semester with 'C or 97-98 Above \"C or Above 2nd Semester 98-99 Number Percent of with 'C or Above \"C or Above Non-Black Male Non-Black Male % Change Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environmental AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-Calculus Statistics Trigonometry 274 240 31 75 23 4 24 18 252 198 249 50 6 7 110 163 156 31 64 20 3 22 18 160 139 142 41 5 2 101 59% 65% 100% 85% 87% 75% 92% 100% 63% 70% 57% 82% 83% 29% 92% 270 228 35 47 29 19 10 17 238 163 215 49 9 10 109 197 160 29 38 26 16 10 17 159 128 147 42 7 9 89 73% 70% 83% 81% 90% 84% 100% 100% 67% 79% 68% 86% 78% 90% 82% 13% 5% -17% -4% 3% 9% 8% 0% 3% 8% 11% 4% -6% 61% -10% 42nd Success Rates of Students in Math and Science Courses Five Year Goal\n22% increase First Year Goal: 2% increase Number Percent of Semester with 'C or 97-98 Above \"C or Above 2nc/ Semster 99 Number Percent of 98 with 'C or Above \"C or Above Non-Black Female Non-Black Female % Change Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environmental AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-Calculus Statistics Trigonometry 275 287 42 61 27 3 11 32 292 249 333 41 5 14 144 224 213 34 54 24 3 11 31 225 196 245 36 5 13 135 81% 74% 81% 89% 89% 100% 100% 97% 77% 79% 74% 88% 100% 93% 94% 271 305 46 57 24 24 9 27 297 217 254 39 9 9 146 213 245 40 49 24 20 7 26 234 182 212 36 8 7 122 79% 80% 87% 86% 100% 83% 78% 96% 79% 84% 83% 92% 89% 78% 84% -3% 6% 6% -3% 11% -17% -22% -1% 2% 5% 10% 5% -11% -15% -10% 52nd Success Rates of Students in Math and Science Courses Five Year Goal: 22% increase First Year Goal: 2% increase Number Percent of Semester with 'C or 97-98 Above \"C or Above 2nd Semester 99 Number Percent of 98 with 'C or Above \"C or Above Total Non-Black Total Non-Black % Change Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environmental AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-Calculus Statistics Trigonometry 549 527 73 136 50 7 35 50 544 447 582 91 11 21 254 387 369 65 118 44 6 33 49 385 335 387 77 10 15 236 70% 70% 89% 87% 88% 86% 94% 98% 71% 75% 66% 85% 91% 71% 93% 541 533 81 104 53 43 19 44 535 380 469 88 18 19 255 410 405 69 87 50 36 17 43 393 310 359 78 15 16 211 76% 76% 85% 84% 94% 84% 89% 98% 73% 82% 77% 89% 83% 84% 83% 5% 6% -4% -3% 6% -2% -5% 0% s3% '7% 10% 4% -8% 13% -10% Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environme*' AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-CalcL. I noo-  6Success Rates of Students in Math and Science Courses Five Year Goal\n22% increase First Year Goal: 2% increase 2nd Semester 97 98 Number Percent of with 'C or Above \"C or Above 2nd Semester 98 99 Number with 'C or Above Percent of \"C or Above All Students All Students % Change Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environmental AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-Calculus Statistics Trigonometry 1709 1462 125 191 63 9 37 58 1816 1240 1843 136 33 62 497 974 800 112 159 53 8 34 55 1020 815 815 106 31 46 396 57% 55% 90% 83% 84% 89% 92% 95% 56% 66% 44% 78% 94% 74% 80% 1701 1425 131 159 74 58 19 54 1599 1070 1442 151 55 57 548 1004 874 106 131 68 44 17 52 964 816 824 119 43 49 412 59% 61% 81% 82% 92% 76% 89% 96% 60% 76% 57% 79% 78% 86% 75% 2% 7% -9% -1% 8% -13% -2% 1% 4% 11% 13% 1% -16% 12% -4% 7District Enrollment by Grade Percent 1997-1998 1998-1999 Change 7th 8th 9th 10th 11th 12th 1800 1783 1742 1923 1738 1477 1755 1763 1676 1913 1681 1492 -3% -1% -4% -1% -3% 1% Total 10463 10280 -2% Proportion of Students Enrolled to Total District Enrollment, Grades 7th - 12th Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environmental AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-Calculus Statistics Trigonometry Number enrolled in 1997-98 1709 1462 125 191 63 9 37 58 1816 1240 1843 136 33 62 497 1998 16.33% 13.97% 1.19% 1.83% 0.60% 0.09% 0.35% 0.55% 17.36% 11.85% 17.61% 1.30% 0.32% 0.59% 4.75% Number enrolled in 1998-99 1701 1425 131 159 74 58 19 54 1599 1070 1442 151 55 57 548 1999 16.55% 13.86% 1.27% 1.55% 0.72% 0.56% 0.18% 0.53% 15.55% 10.41% 14.03% 1.47% 0.54% 0.55% 5.33% Difference Between 97 \u0026amp; 98 0.21% -0.11% 0.08% -0.28% 0.12% 0.48% -0.17% -0.03% -1.80% -1.44% -3.59% 0.17% 0.22% -0.04% 0.58% 1student Enrollment in Math and Science Courses Five Year Goal\n22% increase First Year Goal\n2% increase 2nd Semester 97-98 2nd Semester 98-99 2nd Semester 97-98 2nd Semester 98-99 2nd Semester 97-98 2nd Semester 98-99 Black Male Black Female Total Black Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environmental AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-Calculus Statistics Trigonometry 569 409 15 17 3 1 2 3 618 338 595 16 10 19 109 572 398 19 21 10 6 0 3 485 297 451 31 20 11 120 % Change 1% -3% 27% 24% 233% 500% -100% 0% -22% -12% -24% 94% 100% -42% 10% 591 526 37 38 10 1 0 5 654 455 666 29 12 22 134 588 494 31 34 11 9 0 7 579 393 522 32 17 27 173 % Change -1% -6% -16% -11% 10% 800% 0% 40% -11% -14% -22% 10% 42% 23% 29% 1160 935 52 55 13 2 2 8 1272 793 1261 45 22 41 243 1160 892 50 55 21 15 0 10 1064 690 973 63 37 38 293 % Change 0% -5% -4% 0% 62% 650% -100% 25% -16% -13% -23% 40% 68% -7% 21% 1student Enrollment in Math and Science Courses Five Year Goal: 22% increase First Year Goal: 2% increase 2nd Semester 97-98 2nd Semester 98-99 2nd Semester 97-98 2nd Semester 98-99 2nd Semester 97-98 2nd Semester 98-99 Non-Black Male Non-Black Female Total NonBlack Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environmental AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-Calculus Statistics Trigonometry 274 240 31 75 23 4 24 18 252 198 249 50 6 7 110 270 228 35 47 29 19 10 17 238 163 215 49 9 10 109 % Change -1% -5% 13% -37% 26% 375% -58% -6% -6% -18% -14% -2% 50% 43% -1% 275 287 42 61 27 3 11 32 292 249 333 41 5 14 144 271 305 46 57 24 24 9 27 297 217 254 39 9 9 146 % Change ^i% 6% 10% -7% -11% 700% -18% -16% 2% -13% -24% -5% 80% -36% 1% 549 527 73 136 50 7 35 50 544 447 582 91 11 21 254 541 533 81 104 53 43 19 44 535 380 469 88 18 19 255 % Change -1% 1% 11% -24% 6% 514% -46% -12% -2% -15% -19% -3% 64% -10% 0% 22nd student Enrollment in Math and Science Courses Five Year Goal: 22% increase First Year Goal\n2% increase 2nd Semester Semester 97-98 98-99 All Students Algebra I Algebra II AP Biology AP Calculus AP Chemistry AP Environmental AP Physics AP Statistics Biology Chemistry Geometry Physics Pre-Calculus Statistics Trigonometry 1709 1462 125 191 63 9 37 58 1816 1240 1843 136 33 62 497 1701 1425 131 159 74 58 19 54 1599 1070 1442 151 55 57 548 % Change 0% -3% 5% -17% 17% 544% -49% -7% -12% -14% -22% 11% 67% -8% 10% 3 JLRPMSA YEAR TWO PLAN 1999-2000 LITTLE ROCK CPMSA YEAR TWO ACTIVITIES 1999-2000 PERSONNEL  The Project Director remains on full time status. BUDGET: $51,000  A full time secretary will be continued to manage office activities and perform clerical duties. BUDGET: $18,360 a The Program Evaluator will move from 25% FTE to 100% FTE with approximately one half salary provided by NSF and one half by the district: BUDGET: $24,000  Ten lead teachers will be utilized to improve the infrastructure for mathematics and science in the districts 50 schools. These lead teachers will provide professional development and classroom level support for the mathematics and science teachers in their cluster. NSF will fund the salaries of four of those lead teachers. BUDGET: $160,000  A full time Instructional Aide will be employed to assist with the implementation of standards based curriculum modules and materials. BUDGET: $10,000 TRAVEL a Travel to NSF Meetings. BUDGET: $5,000 STANDARDS BASED CURRICULA      a Implement Investigations in grades 4 and 5 with all teachers in all schools Implement Science and Technology for Children (STC) in grade 6 with all teachers in all schools Implement 1 STC kit in grades 1-5 with all teachers in all schools Implement Connected Mathematics Project (CMP) in 6** grade with all teachers in all middle schools Implement 2 modules of CMP in 7^ and 8* grade with all teachers in all schools Implement Active Physics in all high schools for o\" grade students PROFESSIONAL DEVELOPMENT  a a New secondary mathematics and science teachers will attend 4 workshops per year. Substitutes will be provided and paid approximately $44/day. BUDGET: 24 substitutes x 4 days x $44/day = $4224 Inservice on new curriculum standards provided for all science and mathematics teachers Training to begin Spring, 2000 for the following teachers\nInvestigations - all 2\"^ and 3' grade teachers in all schools - all 4 modules 1    STC - all K-5 teachers in all schools - 2\" kit CMP - All 7^ grade teachers in all schools - all CMP modules All teachers implementing new standards based curriculum programs in mathematics and science will receive approximately 20 hours of follow-up that includes classroom visits and support by a lead teacher, and district-level follow-up training. Approximately 50% of districts 919 K-12 mathematics and science teachers will receive training on alternative assessment Mathematics and science vertical teams to meet monthly Subcontract with UALR to provide Laboratory School for Teacher Enhancement ACADEMIC SUPPORT PROGRAMS   a   a  a    Conduct 8 follow-up sessions during the school year for 135 summer extended year Algebra I participants. Twelve high school mentors plus 10 college student mentors will conduct sessions. Dr. Frank James, Philander Smith College will facilitate (CERTL). BUDGET: $25/day x 8 days x 12 mentors = $2400 Conduct Summer Mathematics Advanced Readiness Training (SMART) for 240 rising 9* grade students. BUDGET: $100/suppiies x 240 students = $24,000 1 site facilitator x $102/day x 12 days = $1,224 16 teachers x $82/day x 12 days = $15,744 48 student mentors x $40 day x 10 days = $19,200 TOTAL BUDGET $38,568 Continue to Provide tutoring for students in advanced mathematics and science courses Conduct extended year program in science - SUBCONTRACT WITH UALR BUDGET: $50,220 Implement SECME program in 5 new schools during the 1999-2000 school year Continue to increase SECME program with the addition of 9 new schools for the 2000-2001 school year. Two teachers per school to attend summer institute for SECME training (Summer, 2000). BUDGET: $2200 (includes registration, meals, lodging, graduate tuition, and airfare) x 18 teachers = $39,600 Continue to expand VITAL LINK by increasing the number of students participating who are underrepresented and underserved. BUDGET: $6,300 Subcontract with UALR to provide JR-TEAMS Program BUDGET: $24,670 Subcontract with Museum of Discovery to provide Community Based Science Clubs. BUDGET: $40,000 Train students to use the technology component that is embedded in adopted curriculum Train students to use the internet for research purposes and exchange of information 2PARENT/FAMILY/COMIVIUNiTY INVOLVEMENT a    Increase the number of schools participating in the Family Math \u0026amp; Science program. BUDGET: $2,916 Print and disseminate brochure about CPMSA. BUDGET: $1,200 Develop presentation about standards based curricula for Campus Leadership teams, PTA meetings, churches, businesses (brown bag lunch sessions) Develop and produce a video to be aired on LRSD Access Channel about the CPMSA GOVERNANCE a  a  Plan a r/2 -day retreat for the CPMSA Governing Board. A consultant will be obtained to guide the group through team building activities and strategic planning. The governing board will form subgroups that will concentrate on certain aspects of the CPMSA. BUDGET: $1,000 Governing board will meet quarterly to review data and discuss mid-term corrections - subcommittees will meet monthly. Management team will meet quarterly to assist with administrative matters concerning the implementation of the project activities. Project Staff will meet weekly to provide feedback on CPMSA activities ASSESSMENT PRACTICES \u0026amp; DATA UTILIZATION a a a Administer quarterly CRTs in grades 3-11 Administer SAT-9 to grades 5, 7, and 10 as mandated by the State Administer State Benchmark exams to grades 4, 6, 8 and end-of-course (Algebra I and Geometry) TOTAL ESTIMATED BUDGET FOR YEAR TWO - $479,458 (Not including fringe benefits) 3 ILITTLE ROCK PARTNERSHIPS FOR MATHEMATICS AND SCIENCE ACHIEVEMENT (LRPMSA) Strategic Plan, 1999-00 Strategies Action Steps Person(s) Responsible Timeline Measurable Outcomes Driver 1: Implementation of comprehensive, standards-based curricula and/or instructional materials that are aligned with instruction and assessment available to every student served by the system and its partners. 1.1 Provide appropriate interventions for students who are at risk of not meeting or exceeding the mathematics and science standards 1.2 Implement a standards-based curriculum 1.1.1 1.1.2 1.1.3 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 Conduct extended year Algebra I programs Provide tutoring for students in advanced mathematics and science courses Conduct extended year programs in science ELEMENTARY MATHEMATICS 1.2.11 Implement Investigations in Number, Data, \u0026amp; Space in grades 4 and 5 at all schools and with all teachers MIDDLE SCHOOL MATHEMATICS 1.2.21 Implement Connected Math Project (CMP) in 6' grade in all schools with all teachers 1.2.22 Implement 2 modules of CMP in 7th gth gj.2(Jgg jjj 3JI schools with all teachers HIGH SCHOOL MATHEMATICS 1.2.31 Use content standards and benchmarks to provide standards- based instruction ELEMENTARY SCIENCE 1.2.41 Implement STC Kit in grades 1-5 in all schools with all teachers MIDDLE SCHOOL SCIENCE Vanessa Cleaver Principals Vanessa Cleaver Dennis Glasgow Vanessa Cleaver Dennis Glasgow Vanessa Cleaver Project Staff Principals August, 2000 September, 1999 August, 2000 Fall, 1999 Fall, 1999 Implementation of SMART '00 List of participants Assessment of Pre/Post test Tutoring plans of participating high schools Number of students participating Classroom observations Feedback/analysis given ongoing in grade level, campus, math dept. It n tlj .2.51 Implement all 4 kits of STC in 6*' I grade in all schools with all teachers 1.2.6 HIGH SCHOOL SCIENCE Fall, 1999 1.3 Implement alternative assessment methods that allow teachers to determine a students actual functioning level in math and science so as to provide appropriate programming and to eliminate ability tracking______ 1.4 Train students to use cunent technology to access, evaluate, and apply information and to increase competencies in problem solving, specific content areas and critical thinking skills 1.3.1 1.4.1 1.2.61 Implement Active Physics in all high schools for 9 grade students 1.2.62 Utilize content standards and benchmarks to implement standards-based instruction______ Provide training for mathematics and science teachers on alternative assessment 1.3.11 Implement alternative assessment Train students to use technology component that is embedded in adopted curriculum 1.4.2 Train students to use the Internet for research purposes and exchange of information Dennis Glasgow Marion Woods Vanessa Cleaver Teachers December, 1999 1999-00 Ongoing Classroom observations feedback/analysis given ongoing in grade level, campus, math department 50% of all mathematics and science teachers receive and implement training samples ol alternative assessments Number of students trained H 21.5 Establish an infrastructure to support systemic change in mathematics and science 1.6 Implement vertical teams in mathematics and science 1.5.1 1.5.2 1.5.3 1.6.1 Hire lead teachers Divide elementary schools into 6 clusters and create a middle school cluster, assign a math/science lead teacher for each of the elementary clusters and a math and a science lead teacher for both the middle schools and high schools clusters Provide training for lead teachers Form and implement science vertical teams 1.6.11 1.6.12 Generate list of skills students need before entering next course Meet regularly to develop consistency among science teachers at the middle school and high school levels 1.6.2 Implement math vertical teams 1.6.21 1.6.22 1.6.23 Continue to train teachers to use vertical teams toolkit Meet in horizontal teams to outline lesson plans for the year Develop quarterly assessments for secondary math courses Dennis Glasgow Dennis Glasgow Vanessa Cleaver Dennis Glasgow Vanessa Cleaver Dennis Glasgow Rene' Carson Vanessa Cleaver Vanessa Cleaver Phyllis Caruth Teachers hired List of Clusters Ongoing September, 1999 September, 1999 September, 1999 Ongoing August, 1999 Ongoing August, 1999 August, 1999 Sign-in sheet, agenda List of participants Sign-in sheets List of skills Meeting dates Agendas Sign-in sheets Training/meeting dates Lesson plan outlines Assessment instruments 3j 1.7 Plan professional development rm Conduct needs assessment for mathematics and science teachers I Vanessa Cleaver Dennis Glasgow I September, 1999 Needs assessment evaluated and analyzed 1.7.2 Implement professional development plan Project Staff Ongoing Number of teachers participating in professional development 1.7.3 1.7.4 Provide math \u0026amp; science staff with opportunity to pursue educational endeavors that will promote high educational standards within the District Provide follow-up training for teachers using standard-based curricula Dennis Glasgow Project Staff Dennis Glasgow Vanessa Cleaver Lead teachers 1.7.5 1.7.6 Train principals, assistant principals, and central administrative staff on the systemic reform in math and science Provide training for \"Brokers\" of each school on math and science reform Vanessa Cleaver Sadie Mitchell October, 1999 August, 1999 Ongoing July, 1999 Number of teachers selected to participate in educational endeavors All teachers using standards- based curricula will receive at least 20 hours of follow-up training Dates of training Sign-in sheets 4r DTh^FITD^oTmcnT^f a coherent, consistent set of policies that snpVorts provisions of broad-based reform in mathematics and science at the K-12 level. 2.1 Implement pro- grams, policies and/or procedures designed to ensure that the district hires, assigns, utilizes and promotes qualified African Americans in a fair and equitable manner in such a way to maintain a teaching staff which is approximately third African American one- 2.2 Implement Administrative regulations to support a Board Policy that requires the development of a coherent, articulated set of K-12 academic standards and benchmarks in 2.1.1 Implement LRSD Minority Recruitment Plan 2.1.2 Provide tuition reimbursement to 2.1.3 support teachers, especially minority teachers, to gain certification endorsement in critical math or science areas Support teachers on a district level with a stipend to participate in 8 graduate hours of physics to obtain physics certification endorsement 2.2.1 Train principals, and teachers about the academic content standards 2.2.2 Develop a brochure that informs parents about the standards Robert Robinson Principals Richard Hurley Principals Dennis Glasgow Dennis Glasgow Vanessa Cleaver Math/Science Staff Bonnie Lesley September, 1999 Ongoing September, 1999 Ongoing September, 1999 September, 1999 September, 1999 Number of African American teachers hired Percentage of African American teachers by school, by district, and by subject Number of newly certified math and science teachers by race, gender, and subject area Number of teachers supported by tuition reimbursement by race, gender and subject area Number of teachers paid a stipend to complete graduate physics hours Published standards and benchmarks in math and science, K-12 Number of principals and teachers who received training Completed brochure for parents 5mathematics and science 2.3 Implement administrative regulations to support a Board Policy that all curricula be standards-based and to define what students should know or be able to do at the conclusion of each grade level or course 2.4 Implement administrative regulations to support a Board Policy that guarantees that all students have an opportunity to participate in gifted programs, pre-AP and AP programs 2.2.3 2.2.4 2.2.5 Develop delivery standards to complement the content standards Approve a Board Policy that requires that the curriculum at all levels reflects the academic standards Ensure by policy that all special curriculum and instruction programs be aligned with the Strategic Plan, the revised desegregation plan and the regular education program 2.3.1 Develop administrative regulations to ensure that all curricula are standards- based 2.3.2 Develop benchmarks for each grade level and course that will move students toward the standards 2.4.1 Develop administrative regulations to help guarantee that all children have an opportunity to participate in gifted, pre- Ap and AP programs 2.4.2 Provide training for teachers and counselors about strategies for increasing the rate of participation and success of Bonnie Lesley Bonnie Lesley Bonnie Lesley Bonnie Lesley Bonnie Lesley Mable Donaldson Vanessa Cleaver Dennis Glasgow January, 2000 September, 1999 September, 1999 September, 1999 September, 1999 September, 1999 January, 1999 Completed and approved delivery standards Board policy approved including this language Board policy approved including this language Written and approved administrative regulations to support the Board Policy 100% of curriculum documents referenced to th\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1776","title":"Responses concerning site selection at Maumelle, reduction of the Office of Desegregation Management budget, appellants' motion to hold appeal in abeyance, Pulaski County Special School District's (PCSSD's) motion to approve the re-design of Harris Elementary School and for the rezoning of the Harris and Sherwood attendance zones.","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","United States, Arkansas, Pulaski County, Maumelle, 34.86676, -92.40432"],"dcterms_creator":null,"dc_date":["2002-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st century","Education--Arkansas","School districts","Joshua intervenors","Office of Desegregation Monitoring (Little Rock, Ark.)","Education--Finance","Harris Elementary School (North Little Rock, Ark.)","Elementary schools","School integration","Little Rock School District","School attendance"],"dcterms_title":["Responses concerning site selection at Maumelle, reduction of the Office of Desegregation Management budget, appellants' motion to hold appeal in abeyance, Pulaski County Special School District's (PCSSD's) motion to approve the re-design of Harris Elementary School and for the rezoning of the Harris and Sherwood attendance zones."],"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/1776"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":["64 page scan, typed"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\u003c?xml version=\"1.0\" encoding=\"utf-8\"?\u003e\n\u003citems type=\"array\"\u003e  \u003citem\u003e   \n\n   \n\n   \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n   \n\n\n   \n\n   \n\n\n   \n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n \n\n \n\n \n\n\n   \n\n   \n\n   \n\n\n   \n\n  \n\n   \n\n\n   \n\n  \n\n   \n\n\n   \n\n \n\n\u003cdcterms_description type=\"array\"\u003e   \n\n\u003cdcterms_description\u003eDistrict Court, Joshua intervenors' response to motion regarding site selection at Maumelle and for other relief; District Court, Joshua intervenors' response to the reduction of the Office of Desegregation Management budget; Court of Appeals, appellants' motion to hold appeal in abeyance pending ruling by the District Court on the matter of recusal; District Court, plaintiff's response to the Office of Desegregation Management's 2002-2003 budget; Court of Appeals, plaintiff-appellee Little Rock School District (LRSD) response to appellant's motion to hold appeal in abeyance; District Court, Pulaski County Special School District (PCSSD) motion to approve the re-design of Harris Elementary School and for the rezoning of the Harris and Sherwood attendance zones; District Court, Pulaski County Special School District?s (PCSSD?s) reply to Joshua intervenors' response to motion regarding site selection at Maumelle and for other relief; District Court, order; Court of Appeals, Joshua intervenors' statement of issues and other documents    This transcript was create using Optical Character Recognition (OCR) and may contain some errors.    DNI\\IO!INOW NOl!V93H93S30 jQ 30HjQ RECEIVED lOOl 6- :BO JOHN W. WALKER, P.A. DEC - 9 2002 OFFICE OF C3J\\13,~3H DESEGREGATION MONITORING JOHNW. WALKER SHAWN CHILDS Mr. Christopher Heller . FRJDA Y, ELDREDGE \u0026amp; CLARK , 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Sam Jones A'ITORNEY AT LAW 1723 BROADWAY LITTLE ROCK, ARKAl\\lSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 OF COUNSEL ROBERT McHENRY, P.A. December 6, 2002 DONNA J. McHENRY 8210 HENDERSON ROAD LITILE ROCK, ARK,INSAS 72210 PHONE: (501) 372-3425  F,1x (501) 372-3428 E~L4..IL: mchenryd@swbell.net Mr. Dermis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, Arkansas 72201. Nlr. Steve Jones JACK,LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 72201-3472 WRJGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Mr. Richard Roachell ROACHELL LAW FIRM Plaza West Building 200 West Capitol Little Rock, Arkansas 72201 Re: LRSD v. PCSSD, Dear Counsel: 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 I Enclosed you will find Joshua Intervenors' Response to Motion Regarding Site Selecition at Maumelle and for Other Relief. JWW:lp Enclosure j IN THE l JNITED STATES DISTRJCT COURT\" ' --  ~ V   EASTERl\"J DISTRJCT OF ARKANSAS:~ .  WESTERl\"-J DIVISION  - --- LITTLE ROCK SCHOOL DISTRJCT V. NO. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL _DISTRJCTNO.l, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL PLAINTIFF DEFENDANTS INTER VEN ORS ; INTER VEN ORS JOSHUA INTERVENORS' RESPONSE TO MOTION REGARDING SITE SELECTION AT MAUMELLE AND FOR OTHER RELIEF The Joshua Intervenors respectfully request the court to defer approval of middle school site pending a hearing. Joshua does not opposed the site for it is in keeping with the provision of the revised desegregation plan. Joshua concerns relate to the extent the racial balance can be assured, I the burdens which will be imposed upon the black student who \\,Vill be recruited to attend the school, the recruitment process which will be Ltsecl to recruit students from little rock and the ft.mping for the ! I school. I I ! Joshua notes that the current plan is dependent upon state funding (Arkansas Detartment of Education) under the majority to minority transfer provisions. The state is not invol:ved in this proceeding and has not indicted whether it will continue the majority to minority funding . Joshua wishes to be assured that the proposed school will remain desegregated pursuant to the Settlement Agreement and funher that the State may not later argue that it was not involved in these -1- - proceedings. Joshua is informed that the Office of Desegregation Monitoring is preparing a repo1i regarding issues associated with site selection, recruitment and other matters associated with opening a new school. J oslma therefore believes that the Court should solicit the ODM vievvpoints regarding the school as well as possible problems which may be associated with funding withdrawal by the State of Arkansas before the Court issues an Order as requested by the Pulaski. County Special School District. WHEREFORE, the Joshua Intervenors request that the State of Arkansas be info1med of ' these proceedings and be afforded an opportunity at least to express their future support or lack of I ' support of M to i\\11 funding so that that matter may be addressed, and appe~led if necessary, before final plans regarding site selection and school construction are approved. Joshua also requests that the Court direct the ODM to provide a response to the petition filed by the PCSSD before finalizing any order of approval. Robert Pressman, Mass Bar No. 405900 22 Locust A venue Lexington, MA 02421 (781) 862-1955 Respectfully submitted. 7chiv\\:V. Walker, AR Bar No.!64046 ' .,.,. / I ,1 (),HNW.WALKERP.A. i -1723 Broadway i Little Rock, Arkansas 72206 (501) 374-3758 (501) 374-4187 (Fax) -2- Rickey Hicks, AR Bar No. 89235 Attorney at LavY Evergreen Place 1100 North University, Suite 240 Little Rock, Arkansas 72207 (501) 663 -9900 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing lws been sent by fa)f and U.S . Mail, postage prepaid to the fc 1lowing counsel ofrecord, on this_\u0026amp;.,_ day of -~ , 2002: Mr. ChTistopher Heller FRIDAY, ELDREDGE \u0026amp; CLARK 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 Ms. Am1 Brown Marshall ODM One Uni.on National Plaza 124 West Capitvi, Suite 1895 Little Rock, AR 72201 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, Arkansas 7220 l Mr. De1mis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rocle Arkansas 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 72201-3472 Mr. Richard Roachell ROA CHELL LAW FIRM Plaza West Building 415 N. McKinley. Suite 465 Little Rock, Arkansas 72205 John '. Walker -3- DNNOllNOW NOllY03l!03S30 d030WO lOOl o 1 ::13 Q3Al3~3l:I RECEIVED DEC 1 O 2002 J. J / r.:. u.!.: ';..;-'- _ { '-\"' sT1::   0i.~rr,1r -,  omcE OF ,J Liii';fF6-'-- 1-- 1 -:-,-,. DESEGREGATION MON11ORIKG Dr::c -~' -'--~::2,1s C Q 9 2002 IN THE UNITED STATES DISTRJCT co#,.~s If: iFi:: .  EASTERN DISTRJCT OF ARKANSAS'------~':,., c:u:: ,--,,,. WESTERN DIVISION - --~ - 1  --:,.1 .. ~ - .t::. LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO. 4:82CV00866 WRW/ PULASKI COu1,ffY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KA THERINE KNIGHT, ET AL. JOSHUA INTERVENORS' RESPONSE TO THE REDUCTION OF THE ODM BUDGET DEFENDANTS INTER VEN ORS INTER VEN ORS The Joshua Intervenors believe that the ODM budget should not be diminished in any way pending a determination that its role has to be substantially reduced. There are many unfinished tasks to be performed by the ODM and while there may be criticism of the ODM role and the past activity, there is no record basis for that criticism. We also note with concern that the Court anticil-iates reducing the role of ODM now that the Court has pa1tially released the Little Rock School District from further Court supervision. We note that that decision is on appeal. We also note that the ODM staff has already been materially reduced. We see no reason therefore for further reduction of the budget. We also question the necessity for the budget being reduced and request that the Court consider holding a hearing on the subject in the event that the Court is inclined to effectuate any budget reductions. Respectfully submitted, i  ' l Robert Pressman, Mass Bar No. 4 5 22 Locust A venue Lexington, MA 02421 (781) 862-1955 alker, AR Bar No. 64046 W. WALKER, P.A. . 1 723 Broadway Little Rock, Arkansas 72206 (501) 3 74-3758 (501) 374A 87 (Fax) Ri cey icks, Attorney at Law Evergreen Place 1100 No1ih University, Suite 240 Little Rock, Arkansas 72207 (501) 663-9900 2 l - CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing h~been sen~ and U.S. Mail, postage prepaid to the fo,lowing counsel of record, on this t day of , , 2002: Mr. Christopher Heller FRIDAY, ELDREDGE \u0026amp; CLARK 400 W. Capitol, Suite 2200 . Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union Nati0nal Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, Arkansas 72201 ,, .J -- ------ Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, Arkansas 72201 Mr. Steve Jones JACK; LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 72201-3472 Mr. Richard Roachell ROACHELL LAW FIRM . Evergreen Place 1100 North University Little Rock, Arkansas 72207 M,. Michael E. Gans, Clerk United States Court of Appeals 111 South 10th Street St. Louis, MO 63102 Re: 02-3867 Little Rock School District v. Joshua Intervenors Dear Mr. Gans, 22 Locust Avenue Lexington, MA 02421 December 10, 2002 Herewith is the Joshua Intervenors' \"Appellants' Motion to Hold Appeal in Abeyance Pending Ruling by the District Court on the Matter of Recusal.\" Mr. Walker requested me to file this motion and to sign it for him. As indicated in the certificate of service, it will be provided to other counsel and the desegregation monitor by Fax and U.S. Mail. cc to other counsel, Ms. Marshall, and Mr. Walker Sincerely, ~G'~ IN THE UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT APPEAL NO. 02-3867 LITTLE ROCK SCHOOL DISTRICT, V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. PLAINTIFF-APPELLEE DEFENDANTS INTERVENORS-APPELLANTS INTERVENORS Appellants' Motion to Hold Appeal in Abeyance Pending Ruling by the District Court on the Matter of Recusal The Joshua Intervenors, appellants in this appeal, respectfully move for the entry of an order holding this appeal in abeyance, pending the district court's ruling on a motion by the Joshua Intervenors seeking the recusal of the District Court (Hon. William R. Wilson, Jr.) pursuant to 28 U.S.C. Sec. 455 (b) (2). Intervenors also seek such other related relief. Intervenors-Appellants make the following allegations in support of this motion: 1. On September 13, 2002 the District Court ruled that the Little Rock School District had attained partial unitary status. 2. After the denial by the District Court of post-trial motions, these intervenors filed a notice of appeal on November 12, 2002. 3. On November 25, 2002, these intervenors filed in the District Court, pursuant to 28 u.s.c. Sec. 455(b)(2), a motion 1 seeking the recusal of the District Court and the vacating of all orders, rulings, and judgments entered by the District Court subsequent to its receiving assignment of this case on January 3, 2002, including the Memorandum Opinion and the Judgment which are the subject of this appeal. See Attachment (Items 3710-11); see also Items 3713-15. 4. On November 22, 2002, this court distributed a briefing schedule for this appeal. 5. This appeal could be affected by the motion in the District Court in multiple ways. For example, it could be mooted, if the District Court granted the motion. In contrast, if the District Court denies the motion, these Intervenors might well appeal that judgment -- and it would be in the interests of judicial economy for the recusal issue to be decided in this Court before the merits issue, which could be mooted by this Court's ruling on the matter of recusal. WHEREFORE the Joshua Intervenors respectfully pray that this Court enter an order: (a) holding this appeal in abeyance, pending the District Court's ruling on a motion by the Joshua Intervenors' seeking the recusal of the District Court; (b) requiring the Joshua Intervenors to inform this court of whether the District Court's ruling on recusal will prompt a further appeal by Joshua Intervenors, not later than 10 business days after the District Court's judgment on that issue becomes final; 2 (c) allowing the other parties in the case, whose counsel are - identified on the certificate of service, to inform this Court within the same time period whether the District Court's ruling on recusal will prompt an appeal by that party: and (d) granting such other relief as the needs of justice may require. ~e~-- Robert Pressman 22 Locust Avenue Lexington, MA 02421 781-862-1955 Respectfully submitted, ~~w. w~ (~ RP) John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374-3758 Certificate of Service I hereby certify that this motion has been served by FAX and U.S. Mail on the following counsel and the Desegregation Monitor on December 10, 2002. Christopher Heller Friday, Eldridge \u0026amp; Clark 400 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyons and Jones 425 West Capitol Little Rock, AR 72201-3472 Ms. Ann Marshall Desegregation Monitor 124 West Capitol #1895 Little Rock, AR 72201 3 Sam Jones Wright, Lindsey \u0026amp; Jennings 200 West Capitol Little Rock, AR 72201 Mr. Richard Roachell Roachell Law Firm 415 N. McKinley, #465 Little Rock, AR 72205 Dennis Hansen Office of the Attorney General 323 center st. Little Rock, AR 72201 Robert Pressman U. S. District Court, Eastern District of Arkansas Page 1 of 245  . _. SEJ\\RCfl. . to.GIN SUGGESTIONS -:USER PREFS COURlWATCH HELP , .. ~ - . . - . RACER U.S. District Court Case Search Docket Sheet for 4:82-CV-866 U.S. District Court, Eastern District of Arkansas - Click here for Caption Page j Proceedings include all events Ct:-::.=..7.F:D.il:ea:dtJ e I DNooc.  II. I mage II D escrip tio n :===::;:=======:: 11/26/2002 3715 Yes: 1 Page(s): 21 KB; PDF :=========: ORDER by Judge William R. Wilson any party that wants to respond to Joshua's Motion to Recuse should file the response as soon as possible. In addition to any other matter any such party might want to address, I would beinterested in comments regarding the law clerk issue (cc: all counsel) [Date Entered: 12/02/02, By: de] B Yes: 7 Page(s); IVlliMORANDUM BRIEF by Littl_e Rock School in support 11/26/2002 3714 197 KB; PDF of response to Joshua's motion for vacating of orders and recusal [3713-1) [Date Entered: 11 /26/02, By: bm] ::=====: 11/26/2002 B3713 Y es: 3 Page(s); 41 the vacating of orders and recusal [3710-1) [3710-2) [Date RESPONSE by Little Rock School to Joshua's motion for KB; PDF Entered: 11/26/02, By: bm] :======: B NOTICE by Arkansas Education of filing of ADE's Project Yes: 3 Page(s); 36 11 /26/2002 3712 KB; PDF Management Tool for November 2002 [Date Entered: 11 /26/02, By: bm] !:=====: 1112512002 3711 Yes: 19 Page(s); of motion to recuse district judge [3710-1), of motion to B IVlliMORANDUM by Joshua intervenor plaintiff in support 721 KB; PDF vacate orders, rulings and judgments [3710-2) [Date Entered: 11/25/02, By: de] :=====~ B MOTION by Joshua intervenor plaintiff to recuse district Yes: .H...:Page(s); 11/25/2002 3710 290 KB; PDF judge, and to vacate orders, rulings and judgments [Date Entered: 11/25/02, By: de] 1:====~ ::::::========:~====================: B ORDER by Judge William R. Wilson the parties have to 1112512002 3709 Yes: 10 Page(s); and including 15 days from entry of this Order to file 240 KB; PDF objections regarding the proposed 2002-2003 budget of the ODM (cc: all counsel) [Date Entered: 11/25/02, By: de] 1:====~ :======~::========================:! [JI I DOCKETING LETTER: 8 USCA Number 02-3867; 11/25/2002 No counsel to proceed on appendix [Date Entered: 11/25/02, By: de] =======' ~=========:~===================~! nn ORDER by Judge William R. Wilson granting motion to Yes: 3 Page(s): 51 extend time to respond to PCSSD'S motion for approval of http ://www.are.uscourts.gov/wconnect/wc.dll?usdc_racer~get_casejb~4:82-cv-866~~All+Dc. .. 12/6/02 -- - -------- ------- IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DNISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL  MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL RECEIVED DEC 12 2002 OFFICE OF DESEGREGATION MONITORING PLAINTIFF DEFENDANTS INTER VEN ORS INTERVENORS PLAINTIFF'S RESPONSE TO THE ODM'S 2002-2003 BUDGET The LRSD for its Response to the ODM's 2002-2003 Budget states: 1. It is the LRSD's understanding that the ODM's 2002-2003 budget covers the - period of July 1, 2002 through June 30, 2003. ODM's 2002-2003 was submitted to the Court on November 20, 2002 and provided to the parties by Order filed November 25, 2002. While the LRSD has concerns about the ODM's budget, the LRSD does not believe those concerns can be addressed in a fair and reasonable manner given that the budget cycle is almost half over. 2. The LRSD has two primary's concerns about the ODM's 2002-2003 budget. First, while the LRSD recognizes that the ODM has decreased its budget for 2002-2003, the LRSD being granted partial unitary status should permit the ODM to further decrease its staff. Staff salary and benefits constitute 86% of the ODM's budget. Additional staff reductions should permit the ODM to further reduce its budget for 2003-2004. 3. Second, the LRSD being granted partial unitary status renders inequitable the Court's Interim Order of June 27, 1989 apportioning the cost of ODM to the school districts on a per pupil basis. The LRSD proposes that the ODM be directed to work with the school districts to develop a more equitable means of apportioning the Districts share of the cost of ODM and to submit with its 2003-2004 budget a new means of apportionment. 4. The LRSD respectfully requests that Court direct the ODM to submit its proposed 2003-2004 budget on or before May 1, 2003 such that the Court may approve the budget before the 2003-2004 budget cycle. WHEREFORE, the LRSD prays that the Court enter an Order directing the ODM to consider additional staff reductions for 2003-2004; directing the ODM to work with the school districts and the State or Arkansas to develop a more equitable means of apportioning the cost of ODM and to submit with its 2003-2004 budget a new means a apportionment; and directing ODM to submit its proposed 2003-2004 budget on or before May 1, 2003. F:IHOME\\FENDLEY\\LRSD 2001 \\unitary-response-ODM-budget.wpd Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) John C. Fendley, Jr. (#92182) 2000 Regions Center 400 West Capitol :~==--=--72-2_0_1__:-:3.~~4.4~93=-----/-, _V_ __\" '------\"_ ...._ 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on December 10, 2002: Mr. John W. Walker JOHNW. WALKER, P.A. 1 723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 F:IHOME\\FENDLEYILRSD 2001 \\unitary-rcsponse-ODM-budgct.wpd 3 IN THE UNITED STATES COURT OF APPEAL FOR THE EIGHTH CIRCUIT RECEIVED OEC 1 3 2002 QfflC0F DRHI\\EGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF-APPELLEE V. APPEAL NO. 02-3867 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS INTER VEN ORS-APPELLANTS INTERVENORS  MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL PLAINTIFF-APPELLEE LITTLE ROCK SCHOOL DISTRICT'S RESPONSE TO APPELLANT'S MOTION TO HOLD APPEAL IN ABEYANCE Plaintiff-Appellee Little Rock School District (\"LRSD\") for its Response states: 1. This appeal should not be held in abeyance pending the District Court's ruling on the Joshua Intervenors-Appellants' (\"Joshua\") Motion to Recuse filed November 25, 2002. This is a case of substantial public importance which should be decided without undue delay. 2. The District Court has already indicated that it will not recuse based on the grounds asserted by Joshua. See Order filed October 29, 2002, attached hereto as Exhibit A.  Tfius ,' this appeal will not be rendered moot. 3. The \"interests of judicial economy\" would not be served by this Court deciding the recusal issue before the merits of this appeal. For the reasons set forth in the District Court's Order filed October 29, 2002, it is clear that 28 U.S.C.  455(b)(2) does not require the District Court to recuse. Consequently, delaying this appeal to allow this Court to first consider the recusal issues cannot be justified. If Joshua decides to appeal on the recusal issue, that appeal may be consolidated with this appeal for oral argument. The issues in the two appeals will be - completely different making it unnecessary for them to be briefed at the same time. Thus, \"interests of judicial economy\" would not be served by holding the this case in abeyance. WHEREFORE, the LRSD prays that Joshua's Motion be denied; that the LRSD be granted its costs and attorneys' fees expended herein; and that the LRSD be awarded all other just and proper relief to which it may be entitled. F:\\HOME\\FENDLEY\\unitary-appeal-responsc-mot-abey.wpd Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) John C. Fendley, Jr. (#92182) 2000 Regions Center 400 West Capitol Lilli~ (5~ B : C::::.:ller 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on December 12, 2002: Mr. John W. Walker JOHNW. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 F:IHOME\\FENDLEY\\unitary-appeal-responsc-mot-abcy.wpd 3 u.foilki~J?uAT EASTERN DISTRICT ARKANSAS UNITED ST ATES DISTRICT COURT . . EASTERN DISTRICT OF ARKANSAS OCT 2 9 2002 WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. 4:82CV00866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. Defendants MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. ORDER DENYING MOTION FOR HEARING REGARDING RELEVANCE OF 28 U.S.C. 455 TO THE PRESENT PROCEEDINGS Intervenors Intervenors 1. On July 22 - July 24, 2002, an evidentiary hearing was held in this case on the issues raised by Little Rock School District's motion for unitary status. 2. On September 13, 2002, a memorandum opinion was entered which ruled upon the issue of unitary status. 3. Last Friday, October 25, 2002, Joshua Intervenors filed a Motion for Hearing Regarding Relevance of28 U.S.C. 455 to the Present Proceedings, raising two issues: a. Whether I should disqualify because approximately fifteen years ago I represented The Honorable Henry Woods, the presiding judge in this case at that time. This representation was in connection with a mandamus petition by the LRSD and Joshua Intervenors (the latter represented by Mr. Walker, among others); :,E. X,, HJ B I .,  .. b. Ms. Janet Pulliam, former counsel ofrecord for a party in this case,joined my staff on September 26, 2002, as a law clerk (she came aboard nearly two weeks after the September 13 Memorandum Opinion). 4. I will deal with the issue involving Ms. Pulliam first. From the outset, Ms. Pulliam has been kept completely separate from this case, and will be in the future. Attached as Exhibits A and B to this order are interoffice memos dealing with this issue. I believe they resolve this question. SERVING AS A LAWYER IN THE MATTER IN CONTROVERSY 5. I turn now to my representation of Judge Woods in the 1987 mandamus proceeding. LRSD and Joshua Intervenors filed a petition for a writ of mandamus, asking that the Eighth Circuit disqualify Judge Woods. LRSD v. PCSSD, 839 F.2dl296, 1301 (8th Cir. 1988). I entered the case, at that time, for the limited purpose ofrepresenting Judge Woods before - the Eighth Circuit in connection with the request that he be disqualified. Crucially important is the fact that the mandamus issues had nothing to do with the merits of the underlying case. The mandamus was argued orally before the Eighth Circuit (sitting in Little Rock) on November 3, 1987, and, two days later, the Court handed down its decision, denying the request for mandamus. The November 5 opinion, LRSD v. PCSSD, 833 F.2d 112, 113 (8th Cir. 1987), was very brief, and included this language: Another opinion will be filed in due course further explaining our reasons for the conclusions expressed today with respect to the election and disqualification matters, and addressing as well the other questions raised in these cases. I was shown as counsel of record \"for Judge Woods in mandamus\" in the November 5 decision. Thereafter, I had no further involvement. 2 6. The Eighth Circuit handed down a supplemental opinion on February 9, 1988,LRSD v. PCSSD, 839 F.2d 1296 (8 th Cir. 1988). In this opinion, the Court explained, in more detail, why the petition for mandamus had been denied in the November 5 opinion. I am not shown as counsel ofrecord in the February 9 opinion. 7. Actually, the answer to Intervenors' question appears in LRSD v. PCSSD, 833 F.2d 112. The court stated: [A] lawyer with whom Judge Woods once practiced appeared at one time for an amicus curiae in a case called Clark v. Board of Educ. of the Little Rock School Dist., No. LR-C-64-155. The District Court first consolidated Clark with the instant case, then later severed it and returned it to the docket of another judge. Disqualification is sought under 28 U.S.C.  455 (b)(2), which requires disqualification \"where in private practice ... a lawyer with whom [the judge] previously practiced law served during such association as a lawyer concerning the matter.\" We disagree with this argument. Clark was a closed case , or at most dormant, when it was consolidated with this one, and in any event it has now been severed. We do not think that such a fleeting and tenuous connection between the present case and the judge's partner's activities while in practice years ago, was intended by Congress to require recusal. Id. at 113. Likewise, my appearance fifteen years ago was brief (\"transitory''). I represented none of the parties, and, as stated above, the narrow recusal issue that I addressed on behalf of Judge Woods had nothing to do with the merits of the underlying case. 8. In United States v. DeTemple, 162 F.3d 279 (4th Cir. 1998), the Court held that the recusal of a district judge was not required when the judge, as a lawyer, represented a creditor of the defendant (in a bankruptcy fraud case) because the creditor's debt played no part in th~ defense or prosecution of the case. In other words, the key here is the phrase the \"matter in controversy.\" In United States v. Cleveland, 1997 WL 222533, * 11 (E.D. La. May 5, 1997), the Court stated: In this Court's view, a former representation should trigger the \"matter in controversy\" requirement if the issues with which it dealt are put \"in issue\" in the 3 subsequent case in the sense that they need to be resolved by the judge who is presiding over the subsequent case. If the judge need not resolve an issue that either she or her former partners were involved in, then there is no appearance of impartiality and the purpose of Section 455(b )(2) is satisfied. In reaching this conclusion, the district judge in Louisiana cited LRSD v. PCSSD, 839 F.2d 1296. WAIVER \u0026amp; ESTOPPEL 9. On top of the fact that my appearance in the case was brief and did not involve, in any way, any of the issues pending before me, a motion to disqualify me under section 455 would not be timely. On January 3, 1984, the Joshua Intervenors, represented by Mr. John W. Walker and Mr. Wiley A. Branton, Jr., filed a Petition to Intervene (docket no. 452). On April 23, 1984, Judge Woods entered an Order ( docket no. 4 70) denying Joshua's Petition to Intervene. On May 23, 1984, the Eighth Circuit entered an Order (docket no. 565) directing Judge Woods to grant Joshua permission to intervene as parties in this case. Thus, Mr. Walker was counsel ofrecord for Joshua before, during, and after the 1987 mandamus proceeding in which I appeared as counsel for Judge Woods. As the Ninth Circuit pointed out in E. \u0026amp; J. Gallo Winery v. Gallo Cattle Co., 967 F.2d 1280, 1295 (91h Cir. 1992): It is true that under section 455 a judge may have an obligation to recuse himself or herself without a motion from one of the parties; it \"is self-enforcing on the part of the judge.\" However, it does not necessarily follow that a party having information that raises a possible ground for disqualification can wait until after an unfavorable judgment before bringing the information to the court's attention. It is well established in this circuit that a recusal motion must be made in a timely fashion. \"The absence of such a requirement would result in ... a heightened risk that litigants would use recusal motions for strategic purposes.\" While there is no per se rule that recusal motions must be made at a fixed point in order to be timely, . .. such motions \"should be filed with reasonable promptness after the ground for such a motion is ascertained.\" (Emphasis adde~.) (Citations omitted.) 4 10. On January 3, 2002, this case was assigned to me by random selection (docket no. 3570). At that time, Mr. Walker knew full well that, thirteen years earlier, I had represented Judge Woods in the mandamus proceeding that Mr. Walker, himself, helped initiate in an attempt to have Judge Woods removed from this case. See LRSD v. PCSSD, 839 F.2d at 1301 . Yet, it was only after my September 13, 2002 Memorandum Opinion ruling against Joshua on 5 of the 6 asserted grounds for denying unitary status that Joshua's lawyers chose to file the motion for a section 455 hearing. If there ever was a case of waiver and estoppel, this is it. I hasten to point out again, however, that even if Joshua had not elected to take a ''wait and see approach\" to deciding whether to file their section 455 motion, there would be no reason for me to recuse since I have never served \"as lawyer in the matter in controversy.\" 11. In Joshua's section 455 motion, there appears this curious language: The Court, in writing its Opinion dated September 13, 2002, included virtually all the citations from the Court of Appeals .. . hereto but did not refer to, mention or address these two important Opinions in which the Court, participated as a trial attorney in private practice. Motion at 3. One reading the above quoted language with a jaundiced eye might take it to suggest that I attempted to hide my 1987 representation of Judge Woods in the mandamus proceeding. I described the language as \"curious\" since, as noted, Mr. Walker was counsel of record for Joshua at the time and one of the moving parties who filed the petition for writ of mandamus. See LRSD v. PCSSD, 839 F.2d at 130 l. Thus, it is clear beyond peradventure that Mr. Walker knew of my being involved in this case on behalf of Judge Woods. For Joshua's benefit-- I will explain my reason for not citing these cases -- a reason much less sinister than Joshua may be suggesting: they had no bearing on - the unitary status issues that were decided in my September 13, 2002 Memorandum Opinion. 5 CONCLUSION 12. Since this Order fully sets forth my involvement in, and my knowledge of, the matters raised in Joshua's section 455 motion, there is no reason for a hearing, i.e., there is nothing material I could add to the above. And, in my opinion, I have fully answered the \"concerns\" of Joshua. 13. If and when Joshua's counsel obtain copies of the briefs I filed in connection with the mandamus issue, 1 I will be willing to look at the issue again if, and only if, these briefs reveal that my participation in the case was significantly different from my clear recollection. At that time, however, Joshua's counsel would be required to convince me that raising the question at this late date, after losing, was not for \"strategic purposes.\" 14. Joshua's pleading raises thequestionoftherelevance of28 U.S.C. 455 to the present proceedings. Answer: none. SUGGESTION 15. It is obvious that Joshua's counsel feel aggrieved by my September 13, 2002 Memorandum Opinion. I again commend the Eighth Circuit Court of Appeals to them. That Court has had a world of experience in hearing disappointed suitors. In fact, this is its forte. IT IS SO ORDERED this 7--1/ j tay of October, 2002. THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE Wll)W)JLE ~ AND/OR 79(a~ ON ~f/!!?._~y~ 1My file has long since been destroyed. 6 \\ ij \\j'-' BILL ~ILSON JUDGE TO: DATE: RE: UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS 600 W. CAPITOL, ROOM 423 LITTLE ROCK, ARKANSAS 72201-3325 (501) 604-5140 Facsimile (501) 604-5149 MEMORANDUM All Hands at 423 U.S. Courthouse September 30, 2002 LRSD case Janet Pu Ilium was, at one time, one of the attorneys for the Little Rock School District. So, she will not be involved in this case in any way whatsoever, directly or indirectly. EXHIBIT A .. , Kay Holt - 09/25/2002 1 U 3 AM Per Judge .. ... To: Mary Johnson/ARED/08/USCOURTS@USCOURTS, Christa Newburg/ARED/08/USCOURTS@USCOURTS, Valerie Glover/ARED/08/USCOURTS@USCOURTS, Christina Conrad/ARED/08/USCOURTS@USCOURTS cc: Subject: LRSD case When Janet comes on board we've got to put a Chinese wall between her and the LRSD case. She was involved in it at some point. EXHIBIT B EDWARD L . WRIGHT (1903-1977) ROBERT S. LINDSEY (1913-1991) ISAAC A. SCOTT, JR . JOHN G. LILE WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW KIMBERLY WOOD TUCKER RAY F . COX , JR . TROY A. PRICE PATRICIA SIEVERS HARRIS JAMES M. MOODY. JR . KATHRYN A . PRYOR GORDON S. RATHER, JR . TERRY L . MATHEWS DAVID M. POWELL ROGER A. GLASGOW C . DOUGLAS BUFORO. JR . PATRICK J . GOSS ALSTON JENNINGS, JR . JOHN R. TISDALE KATH LYN GRAVES M. SAMUEL JONES Ill JOHN WILLIAM SPIVEY Ill LEE J . MULDROW N.M. NORTON CHARLES C. PRICE CHARLES T. COLEMAN JAMES J . GLOVER EDWIN L. LOWTHER, JR. CHARLES L. SCHLUMBERGER WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E . BROWNSTEIN WALTER McSPADDEN ROGER D. ROWE JOHN 0 . DAVIS JUDY SIMMONS HENRY VIA HAND DELIVERY The Honorable Wm. R. Wilson, Jr. United States District Court 600 West Capitol, Room 423 Little Rock, Arkansas 72201 -3325 200 WEST CAPITOL AVENUE SUITE 2300 LITTLE ROCK, ARKANSAS 72201-3699 (501) 371-0808 FAX (501) 376-9442 www . wlj .com OF COUNSEL ALSTON JENNINGS RONALD A . MAY BRUCE R . LINDSEY JAMES R . VAN DO VE R Writer's Direct Dial No . 501-212-1273 mJones@wlj .com December 16, 2002 J . MARK DAVIS CLAIRE SHOWS HANCOCK KEVIN W. KENNEDY JERRY J . SALLINGS WILLIAM STUART JACKSON MICHAEL 0 . BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER KYLE R. WILSON C . TAO BOHANNON KRIS TI M. MOODY J . CHARLES DOUGHERTY M. SEAN HATCH J . ANDREW VINES JUSTIN T. ALLEN CHRISTINE J . DAUGHERTY , Ph .D. ' MICHELLE M . KAEMMERLING ERIKA ROSS SCOTT ANDREW IRBY HOLLY A . ADEE MICHELLE HARGIS DILLARD PATRICK 0 . WILSON Licensed to practice before the United States Patent and Trademark Office RECEIVED DEC 1 7 2002 OfACEOF DESEGREGATION MONITORJNG Re: Little Rock School District v. Pulaski County Special School District; et al. USDC Docket No.: 4:82CV00866WRW Dear Judge Wilson: Enclosed for the Court's review are courtesy copies of the PCSSD's motion as respects Harris Elementary School and the Harris and Sherwood area attendance zones. MSJ:ao Encl. cc/w/encl.: 385422-v1 Hon. J. Thomas Ray Mr. John W. Walker Mr. Dennis R. Hansen Mr. Christopher Heller Mr. Stephen W. Jones Ms. Ann Brown Marshall Mr. Richard Roachell Cordially yours, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP _/fL7P-- uam~ones, Ill IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. RECEIVED MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. DEC 1 7 2002 OFACE OF DESEGREGATION MONITORING PCSSD MOTION TO APPROVE THE RE-DESIGN OF HARRIS ELEMENTARY SCHOOL AND FOR THE REZONING OF THE HARRIS AND SHERWOOD ATTENDANCE ZONES PCCSD for its motion, states: PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. After an exhaustive review and analysis, numerous community meetings and recommendations from the \"Harris Steering Committee\", the PCSSD proposes to revamp the curriculum at Harris Elementary, to designate it as a specialty school and to modify its attendance zones, primarily to reduce the busing burden borne by African American students. 2. Attached as Exhibit A is a narrative and statistical summary of the pro.posed modifications. The narrative includes the particulars of what is proposed, the reasons why, a description of the process followed to reach the recommendations, and a list of the parents, educators, Joshua representatives and others who comprise the - , Harris Steering Committee. 385142-v1 3. Exhibit B is a serial statistical depiction of the proposed student movement, the schools affected and the Geo Codes involved. 4. Attached as Exhibit C are maps depicting the current attendance zones and the proposed modifications. 5. The PCSSD believes that this plan and these changes present the District's best plan for ultimately desegregating Harris Elementary and for addressing needed changes in the described student assignment areas which, in most instances, have not been adjusted since 1989. WHEREFORE, the PCSSD prays that the Court approve its proposed re-design of Harris and the rezoning of the Harris and other Sherwood area attendance zones. 385142-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 By __ _,:;...-~----,,\u0026lt;-1===-------- 060) A aunty Special s 2 CERTIFICATE OF SERVICE On December f/4, 2002, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 385142-v1 3 Mr. Dennis R. Hansen Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 -PROPOSED RE-DESIGN OF HARRIS AND REZONING  OF THE HARRIS AND SHERWOOD ATTENDANCE ZONE 2003-2004 November 12, 2002 Executive Summary During the February 12, 2002, Board Meeting the former Superintendent, Dr. Smith, told the Board that outdated attendance zones for Sherwood, Oa.kbrooke, Clinton, and Harris Elementary schools were causing lost enrollment and diminished housing development. He asked that the Board direct the Administration to proceed with steps necessary to bring a defined proposal for Board and court approval. As part of the plan, Dr. Smith asked the Board to approve planning, with community and staff input, for re-designing Harris Elementary, He said that preliminary plans for Harris included more computer technology, a renewed emphasis on academics plus more staff for physical education, music and art, a preschool class, and an extended-year program. The Board voted to undertake planning steps in compliance with the District's desegregation plan to develop attendance rezoning proposals and a re-design and reconstituting of Harris Elementary. To implement the re-design of Harris Elementary during the 2003-2004, it is necessary to have the program planned and to budget for some expenses during the2002-2003 school year. Background It has become necessary to rezone the Harris and Sherwood attendance zones to relieve the burden of busing borne by the black students in the McAlmont, Rixie, and Brushy Island community and white students in the Sherwood community. Students from these two areas have been bused since the beginning of integration in the Pulaski County Special School District. Desegregating Harris Elementary has been difficult because many Sherwood and Indian Hills communities have become more racially balanced to the point that busing is not as necessary. A special program with an acceptable theme has been planned for Harris Elementary. The purpose is to enhance the learning opportunities of black students attending this school and to attract whites that would volunteer because of the special programs offered at the school. Meetings were held on May 13, 2002, May 16, 2002, September 17, 2002, September 24, 2002, and November 4, 2002, to give parents and patrons the opportunity to have input into the process. The Harris Steering Committee was created from the co1mnunity meetings and met on October '14, 2002, October 21, 2002 and October 28, 2002 to help develop plans for the re-design of Hanis Elementaiy School. Representatives from the Office of Desegregation Monitoring, Joshua Intervenors, and PACT attended community and steering committee meetings. EXHIBIT 1 4 REZONING The consideration of maintaining racial balance in the Sherwood schools was done by reassigning students who live in Sherwood tci schools in that community. Tbis includes the students who live east of Hwy 167 in the Sherwood city limits. Proposed Sherwood school attendance zones meet the required 20% racial balance. Clinton Elementary Magnet also located in the Sherwood community meets the inter-district racial balance requirement, which is 50% black and 50% white. Black students who live in the Harris school community, which is comprised ofMcAlmont, Rixie, and Brushy Island, will be reassigned to Harris Elementary. The proposed reassignment of black students to Harris Elementary will increase the black student enrollment from 69% to 80% (see student enrollment data below from Pulaski County Special School District 2002 Quarterly Report). Harris will become a racially identified school with special programs to enhance learning. Harris Elementary Capacity 525 Current Black Population 117 69% Proposed Black Population 187 81% Current White Population 53 31% Proposed White Population 45 19% Total Enrollment 170 Total Enrollment 232 Clinton Elementary Capacity 833 Current Black Population 334 55% Proposed Black Population 316 55% Current White Population 273 45% Proposed White Population 257 45% Total Enrollment 607 Total Enrollment 573 Oakbrooke Elementary Capacity 500 Current Black Population 102 33% Proposed Black Population 156 39% Current White Population 207 67% Proposed White Population 244 61% Total Enrollment 309 Total Enrollment 400 Sherwood Elementary Capacity 460 Current Black Population 123 36% Proposed Black Population 171 43% Current White Enrollment 219 64% Proposed White Enrollment 230 57% Total Enrollment - 342 Total Enrollment 401 Sylvan Hills Elementary Capacity 456 Current Black Population 150 40% Proposed Black Population 126 37% Current White Population 227 60% Proposed White Population 219 63% Total Enrollment 377 Total Emollment 345 2 - PROBLEM DEFINITION The challenge in planning the program for Harris is four-pronged: 1. The specialty program should not duplicate any magnet program in Little Rock or specialty program in Pulaski County; 2. Designate Harris as a racially identifiable school; 3. The program must attract large numbers of white students; 4. The specialty program must attract black students in the Harris attendance zone. Those programs should provide: a. A focus on an enriched health and science curriculum b. Teachers trained in the sciences and technology c. Integrated technology d. An extended year program (YRE) e. Extended time opportunities for students f. Early childhood learning center g. Physical education and wellness Analysis of Alternatives The planning committee started the process by brainstorming about ways to attract students to Harris Elementary. The committee listed everything they believed should be offered. All ideas were discussed; prioritized ideas were researched. Recommendations The Planning Committee proposes the following recommendations for the Board's consideration: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. The overall focus should be an enriched health and science curriculum. Harris Elementary should be designated as a racially identifiable school. Harris Elementary should be officially designated as a specialty school. The program should be interdisciplinary . . An extended year program should be provided with academic intersessions. The facility must be well maintained and attractive. The District should explore ways that the labs, media center and gym could be opened after school and at night. The school must have access to state-of-the-a1i technology. A District pre-school class should be provided. The District should actively seek corporate, research, and community support for the program in addition to partnerships with the medical community at large. The District shall work beyond the elementary level to develop a plan for students' continuation of study. 3 I  12. There should be a strong recruiting and public relations program. 13. Extended time opportunities (before and after school hours) will be made available for students. 14. The program will partner with a District elementary school (majority white) to ensure that both student populations have opportunities for cross-cultural interactions. OBJECTIVE The objective of Harris Elementary Health and Science Specialty School is to provide a rich and challenging curriculum that will attract white students from outside the Harris attendance zone and maintain the students zoned for Harris. An attractive, safe school environment is a necessary component to accomplishing the objective. 4 HARRIS RE-DESIGN AND IMPLEMENTATION PLAN A. Program Planning Responsibility 1. Conduct community meetings Learning Services/Equity 2. Identify Harris Steering Committee Learning Services/Equity Members 3. Develop a Proposal to present to the Harris Steering Committee Board 4. Obtain Board support Learning Services/Equity 5. Submit the Proposal to the court Equity B. Program Implementation Pending Court Approval 1. Explore partnerships with the medical Learning Services community 2. Create job descriptions for the new Learning Services positions 3. Begin building renovations Support Services 4. Develop curriculum for the Health Learning Services Science Specialty Program 5. Order all equipment Learning Services 6. Develop recruitment plan Learning Services/Pupil Personnel 7. Recruit students Learning Services/Pupil Personnel 8. Post new positions Human Resources 9. Hire Harris staff under reconstitution Principal approach 10. Conduct curriculum inservices for the Learning Services/Staff staff Development/Principal 5 When May 2002-2003 Oct2002 Oct-Nov 2002 Nov 12, 2002 Dec 2002 Dec 2002-Mar 2003 Jan 2003 Jan 2003-Aug 2003 Jan 2003-July 2003 Feb-Mar 2003 Jan 2003 Feb-May 2003 April2003 Spring/Summer 2003 June-Aug 2002 HARRIS RE-DESIGN SUMMARY OF RECOMMENDATIONS 1. Staff a. Specifically hired for position b. Trained in health, science, and technology c. Science specialist d. Health/wellness/P .E.specialist e. Pre-K teacher/Pre-K Aide f. Nurse 2. Facilities a. Well-maintained and attractive b. Open after hours c. High tech d. Science Lab e. Health Fitness Center f. Early Childhood Center 3. Curriculum a. Interdisciplinary b. Enriched science and health curriculum aligned with state standards c. Integrated technology 4. Organization a. Year round education (YRE) b. Strong security c.  Extended day (before and after school) d. Community based 6 HARRIS RE-DESIGN ESTIMATED COST ANALYSIS District Estimated Cost Specialty Personal \u0026amp; Equipment Science Specialist . lFTE 49,313.00 Health/W ellness/P .E. Specialist lFTE 49,313.00 Nurse lFTE 40,000.00 PCSSD Early Childhood Center Start-up 11,000.00 PCSSD PK Teacher 1 FTE 49,313.00 PCS SD PK Aide 17,000.00 Head Start PK Teacher Head Start PK Aide Head Start - Start Up Year Round Education Principal 12 month contract 18,600.00 Intersession Teachers (15 days) 29,089.00 Transportation (15 days) 7,217.55 Utilities (15 days) 3,000.00 Bookkeeper 12 contract 2,141.00 Custodian 3,385.00 Extended Day Teachers after school 51,264.00 Teachers before school 8,544.00 Voyager Program 2,000.00 Utilities 15,000.00 Extended Day for 15 Intersession Days Intersession before school 480.00 Intersession after school 2,880.00 Technology Computer Lab (3 0 stations) Science Lab Totals 359,539.55 Other Funding Source Cost 25,000.00 25,000.00 14,000.00 78,000.00 10,000.00 152,000.00 Grants and other Sources of Revenue will be actively pursued to fund these programs. n1, c... c.. D... ), rc? V t\\- -- ,/,- c.1 o V,, }l)\\.i,\"' ,~ '- ,,,,.,. ..... ' \\ ~ ~ -t .J T V 7 \" . HARRIS RE-DESIGN - CAPITAL OUTLAY ESTIMATE Item Cost Roof 500,000.00 Sports Floor 50,000.00 Water Proof the Gym and Gutters 30,000.00 Electrical/Technology Upgrade 200,000.00 Structural Integrity 10,000.00 Renovate Bathrooms 20,000.00 Heating and Air 40,000.00 Flooring 50,000.00 Paint Interior of Buildings District Persom1el Spray Paint Interior of Gym District Personnel Total 900,000.00 - - 8 - Chris Young Stephanie J?onald Bobby Carey Cherrie Johnson Gwen Williams Horace Smith Delores Tate Johnnie Mass Val Marshall Joseph Taylor Ophelia J olmson Victor Roy Florence Lyons Mable Bynum Vicky Drake Ricki Bailey Linda Remele Karl Brown Brenda Bowles Shari 'Coston Carolyn Cooley Monica Bolden Deen Minton Harris Steering Conm1ittee 2002-2003 School School School School Board ODM Community Community Community (Parent) Community Community Community (Parent) Community Community Community (Parent) District District District District District Joshua Joshua (Parent) PACT 9 Proposed changes Harris-Sherwood Areas October 22, 2002 Harris students west of Hwy. 67 /167 Loss to Harris Black students 38 White Students 32 Total 70 Students east of Hwy. 67/167 Black White Total Loss to Sherwood Elem. 12 2 14 Loss to Oakbrooke Elem. 5 0 5 Loss to Clinton Elem. 16 17 33 Loss to Sylvan Hills Elem. 26 0 26 Loss to Cato Elem. 36 1 37 Loss to Adkins Elem. 11 4 15 106 24 130 Harris Elem. Gain 143 students Lose 70 students net gain 73 students Black 194 81 % White 45 19% Total 239 Dupree Elem. Gain 8 students Lose 0 students net gain 8 students Black 115 34% White 223 66% Total 348 Sherwood Elem. Gain 62 students Lose 14 students net gain 48 students Black 171 42% White 230 58% Total 394 Oakbrooke Elem. Gain 52 students Lose 5 students net gain 47 students Black 156 39% White 244 61% Total 400 Clinton Elem. Gain 2 students Lose 33 students net loss 31 students Black 316 55% White 257 45% Total 573 Sylvan Hills Elem. Gain O students Lose 26 students net loss 26 students Black 126 37% White 219 63% Total 345 Cato Elem. Gain 0 students Lose 37 students net loss 37 students Black 66 19% White 279 81 % Total 345 Adkins Elem. Gain 0 students Lose 15 students net loss 15 students Black 132 54% White 112 46% Total 244 EXHIBIT I STUDENTS IN HARRIS AND CONTIGUOUS ZONES (Without Integrative Transfers) ( east of Hwy 67-167) September 2002 Geo Codes B W 1501 1505 1510 1512 1515 1518 1521 1556 1557 1558 1559 1560 1561 1596 3730 3733 3755 3756 3757 3902 3940 3963 3975 0105 0141 0 4 7 5 2 0 11 21 15 0 13 15 4 1 7 5 5 12 5 6 0 11 9 14 22 Totals 194 81 % 0 2 5 0 0 4 4 0 0 0 1 4 6 0 0 Area in McAlmont 0 8 2 8 0 0 0 0 1 0 45 19% 239 total STUDENTS IN HARRIS LIVING IN SHERWOOD or JACKSONVILLE (West of Hwy. 67-167) September 2002 Geo Codes B W J acksonvi I le 3988 3989 3990 Totals Sherwood 0 2 0 2 2 0 4 6 South of Kiehl from Summitt to Hwy 1 07 1544 1555 1572 1573 1575 1594 1595 0 5 0 0 0 0 1 4 0 4 0 0 0 0 New Manson Rd. area Geo-code 48 0 To Jacksonville area school To Sherwood Elem East of 67 /167 in Sherwood City Limits Geo Codes 3730 3758 1525 0106 Totals B 0 1 1 0 1 66 w 2 0 0 6 16 To Sherwood Elem North of Kiehl east of Summitt to Hwy. 67-167 Geo Codes 1528 1531 1562 1563 1564 1565 1566 1567 1568 Totals B 4 0 0 0 1 3 2 0 0 32 w 4 1 0 0 3 0 7 1 1 20 Revised Geo-code 15-36 to Clinton Gap Creek/Austin Lakes 2 0 To Oakbrooke Elem Total 2 - Transfers out of Harris Elem for 2002-2003 September 2002 lntradistrict Transfers Harris area Harris area east of Hwy 67/167 west of Hwy 67 /167 Sherwood Elem. 1 2 Sylvan Hills Elem. 1 3 Oakbrooke Elem. 0 1 Cato .Elem. 0 6 Clinton Elem. 1  Totals 3 18 Integrative Transfers Sherwood Elem. 4 22 Sylvan Hills Elem. 0 9 Oakbrooke Elem. 2 47 Cato Elem. 0 0 Clinton Elem 1 ~ Totals 7 81 Grand Total 10 99 EXHIBIT C Current Attendance Zones and Proposed Modifications EDWARD L. WRIGHT (1003-1077) ROBERTS . LINDSEY (1'113 - 1'191 ) ISAAC A. SCOTT , JR . JOHN G. LILE WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW KIMBERLY WOOD TUCKER RAY F. COX, JR . TROY A. PRICE PATRICIA SIEVERS HARRIS JAMES M. MOODY. JR . KATHRYN A. PRYOR GORDON S. RATHER, JR. TERRY L. MATHEWS DAVID M. POWELL 200 WEST CAPITOL AVENUE SUITE 2300 ROGER A. GLASGOW LITTLE ROCK, ARKANSAS 72201-3699 C. DOUGLAS BUFORD , JR . PATRICK J, GOSS ALSTON JENNINGS , JR. JOHN R, TISDALE KATHLYN GRAVES M. SAMUEL JONES Ill JOHN WILLIAM SPIVEY Ill LEE J, MULDROW N.M. NORTON CHARLES C. PRICE CHARLES T. COLEMAN JAMES J. GLOVER EDWIN L. LOWTHER, JR . CHARLESL. SCHLUMBERGER WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER Mc:SPAOOEN ROGER 0 . ROWE JOHN 0 . DAVIS JUOY SIMMONS HENRY VIA HAND DELIVERY The Honorable Wm. R. Wilson, Jr. U.S. District Courthouse (501 ) 371-0808 FAX (501) 376-9442 www .wlj.com OF COUNSEL ALSTON JENNINGS RONALD A . MAY BRUCE R. LINDSEY JAMES R. VAN DOVER Writer's Direct Dial No. 501-212-1273 mjones@wlj.com December 18, 2002 600 West Capitol Avenue, Suite 360 Little Rock, Arkansas 72201 J . MARK DAVIS CLAIRE SHOWS HANCOCK KEVIN W. KENNEDY JERRY J. SALLINGS WILLIAM STUART JACKSON MICHAEL 0 . BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER KYLE R. WILSON C. TAO BOHANNON KRISTI M. MOODY J, CHARLES DOUGHERTY\" M. SEAN HATCH J. ANDREW VINES JUSTIN T . ALLEN CHR ISTINE J. DAUGHERTY , Ph .D. MICHELLE M, KAEMMERLING ERIKA ROSS SCOTT ANDREW IRBY HOLLY A. ADEE MICHELLE HARGIS DILLARD PATRICK 0 . WILSON Licensed to praclice before the United States Patent and Trademark Office RECEIVED DEC 1 9 2002 OFFICE OF DESEGREGATION MONITORING Re: Little Rock School District v. Pulaski County Special School District; et al. USDC Docket No.: 4:82CV00866WRW Dear Judge Wilson: I enclose a courtesy copy of the PCSSD reply to Joshua's response to our Maumelle school site motion. The original has been filed and the parties served. Since I know that the Court will entertain precedents for orders, I enclose a proposed precedent for the Court's review. Thank you very much. Cordially yours, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP MSJ:ao Encl. cc/w/encl.: 6-~ 386128-v1 Honorable J. Thomas Ray All Counsel of Record IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. RECEIVED DEC 19 2002 OFFICE OF DESEGREGATION MONITORING PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS PCSSD'S REPLY TO JOSHUA INTERVENOR$' RESPONSE TO MOTION REGARDING SITE SELECTION AT MAUMELLE AND FOR OTHER RELIEF The key provision of the Joshua response is the second sentence which states: \"Joshua does not opposed (sic) the site for it is in keeping with the provision of the revised desegregation plan.\" Accordingly, and because the acquisition and construction schedule could be compromised if a delay is too extensive, the PCSSD believes that an order should issue forthwith approving the site and reserving for future resolution the remaining issues raised by Joshua. The remaining issues, while important, should not hold hostage the simple matter of the site selected. For instance, Joshua professes to be concerned regarding racial balance, busing burdens and recruitment. The PCSSD went to considerable lengths in its motion to explain these issues. Its principal focus will be to recruit those elementary age children it has already recruited from Little Rock to Crystal Hill Elementary School. The same emphasis will be had at Pine Forrest and Oak Grove Elementary although their 383980-v1 numbers are much smaller. There is no reason to re-invent the wheel. The school will be desegregated if the PCSSD is even reasonably successful in recruiting AfricanAmerican children who have already volunteered to attend these elementary schools. As we explained in our motion, there will be no \"burden\" associated with transportation that does not already exist. The M to M students make a voluntary decision to transfer and volunteer to ride a bus from their neighborhood to these schools. The mere opening of a new middle school will not change this phenomenon. Further, it should be obvious that the PCSSD projections contained in the motion assume that the school will open at capacity. It will not. It will likely be several years before population growth takes it to capacity. Accordingly, by opening at substantially below its ultimate capacity, the numbers of minority students currently projected should result in an initial racial proportion that is far higher in minorities than that projected in the motion. The funding issue is more fundamental ; however, the state cannot simply unilaterally end funding, but would have to have the permission of this Court to do so. It is the position of the PCS SD that the 1989 settlement agreement contains no \"sunset\" provision regarding M to M funding and that it will therefore continue into perpetuity. Finally, the PCSSD seriously doubts that the ODM is preparing a \"report\". Be that as it may, the PCSSD has no reason to believe that the ODM will recommend against the site selected. Accordingly, as we noted at the outset, an order should issue forthwith approving the school site and reserving, if the Court desires to do so, any remaining issues for future resolution. 383980-v1 2 -- - -- - ----  Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 B _...,,....:::,__--'\u0026lt;------\":::.....,1=-'~-----nty Special CERTIFICATE OF SERVICE On December 18, 2002, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 383980-v1 Mr. Dennis R. Hansen Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 M.Sa 3 - ---- - - - IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. ORDER PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Pending before the Court is the PCSSD motion seeking approval of a middle school site to be constructed at the intersection of Murphy and Carnahan Drive in Maumelle, Arkansas. The motion is granted to this extent and the PCSSD is authorized to pursue purchase of the site and construction of the new middle school. Any and all other issues raised by any party as respects this matter are reserved for future disposition. 386131-v1 SO ORDERED this_ day of December, 2002. United States District Judge Wm. R. Wilson, Jr. IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. ORDER PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Pending before the Court is the PCSSD motion seeking approval of a middle school site to be constructed at the intersection of Murphy and Carnahan Drive in Maumelle, Arkansas. The motion is granted to this extent and the PCSSD is authorized to pursue purchase of the site and construction of the new middle school. Any and all other issues raised by any party as respects this matter are reserved for future disposition. 386131-v1 SO ORDERED this_ day of December, 2002. United States District Judge Wm. R. Wilson, Jr. AO 72A (Rev.8/82) IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. 4:82CV00866 WRW/JTR PLAINTIFF PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. I, et al. MRS. LORENE JOSHUA, et al. KA THERINE KNIGHT, et al. RECEIVED DEC 2 3 2002 OFFICE OF DESEGREGATION MONITORING DEFENDANTS INTER VEN ORS INTER VEN ORS ORDER 1. Joshua lntervenors move to recuse me as the presiding Judge in this case under 28 U .S.C.  455(b )(2) and further ask me to vacate my Orders, rulings, and judgments in this case under Federal Rule of Civil Procedure 60(b)(6). See Motion for Recusal of District Judge and for Vacating of Orders, Rulings and Judgments ( docket no. 3 710). The recusal provision at issue reads, in pertinent part, as follows: (b) [Any judge, justice, or magistrate of the United States] shall also disqualify himself in the following circumstances: * * * (2) Where in private practice he served as lawyer in the matter in controversy ... . 1 Rule 60 on vacating Orders reads, in pertinent part, as follows: (b) On motion and upon such terms as are just, the court may relieve a party or a party's legal representative from a final 128 U.S.C.  455(b)(2). A072A (Rev.8/82} 2. judgment, order, or proceeding for the following reasons: . . . ( 6) any other reason justifying relief from the operation of the judgment. 2 In my previous Orders,3 addressing Joshua Intervenors ' \"exploratory\" motions regarding recusal,4 I discussed most, if not all, of the points in Joshua Intervenors ' current recusal motion. Nonetheless, I will address those points again. 3. It appears to me that there are at least two dispositive answers to Joshua Intervenors' Motion for Recusal: a. My brief appearance, over a decade ago, as counsel for the Judge then presiding, the late Henry Woods, in a mandamus proceeding before the Eighth Circuit, touched neither the top nor bottom side of any of the issues that have been before me since I was assigned this case in January of this b. year. At the time I was assigned this case, Joshua Intervenors ' lead counsel knew or should have recalled my brief, isolated appearance 13 years ago, but posed no objection until after my September 13, 2002 decision on LRSD's Motion for an Immediate Declaration of Unitary Status. 2FED. R. C1v. P. 60(b)(6). 3See October 29, 2002 Drder Denying Motion for Hearing Regarding Relevance of 28 U.S.C.  455 to the Present Proceedings at docket no. 3695; November 12, 2002 Order Denying Motion for Extension of Time to File Notice of Appeal at docket no. 3701; November 12, 2002 Amended Order Denying Motion for Extension of Time to File Notice of Appeal at docket no. 3702; and November 12, 2002 Order at 3703. 4See Joshua's October 25, 2002 Motion for Hearing Regarding Relevance of 28 U.S.C.  455 to the Present Proceedings at docket no. 3693; and November 8, 2002 Motion for Extension of Time to File Notice of Appeal at docket no. 3700. -2- A072A (Rev.B/82) 4. In 1987, I represented Judge Woods before the Eighth Circuit in a mandamus proceeding initiated by LRSD, which sought to disqualify Judge Woods from presiding over this case. That mandamus action was a separate and distinct proceeding, involving separate and distinct issues, that were unrelated to the merits of the underlying school desegregation case. Thus, my brief role as Judge Woods' attorney in that long ago mandamus proceeding in no way constituted my serving as a lawyer \"in the matter in controversy,\" as that phrase is used in 28 U.S.C.  455(b)(2).5 Thus, I feel sure that 28 U.S .C.  455(b)(2) does not require my recusal. 5. Joshua Intervenors complain that, when I entered the case earlier this year, I failed to advise them of my long ago appearance on behalf of Judge Woods in that mandamus proceeding. They were not \"advised\" because they knew. Joshua lntervenors ' lead counsel, Mr. John Walker, was deeply immersed in this case in 1987, and has been continuously since then. After LRSD initiated the mandamus action against Judge Woods, Mr. Walker joined in seeking to have him removed from the case. This is reflected in the reported opinion,6 and is a matter of public knowledge. See Attachment A. 6. Mr. Walker avers that he forgot about my brief appearance in the case. The LRSD responds: The fact that counsel for Joshua \"forgot\" the Court's earlier representation ofJudge Woods perhaps provides the best evidence that the issues are unrelated. 7 51 also believe it is significant that, in representing Judge Woods, I was not acting as counsel for any of the parties in the underlying school desegregation case. 6See LRSD v. PCSSD, 839 F.2d 1296, 1301 (8th Cir. 1988). 7Memorandum Brief in Support of Plaintiffs Response to Motion for Recusal at 5. -3- AO 72A (Rev.8/82) Logic and common sense strongly support LRSD's argument. Furthermore, even accepting Joshua's counsel's statement that he forgot about my representation of Judge Woods, the Eighth Circuit has held that litigants \"choose counsel at their peril,\" and, therefore, the mistakes of counsel are imputed to litigants.8 In view of the certain knowledge of Joshua lntervenors' lead counsel of my involvement in the mandamus proceeding in 1987, it seems to me that the averred lack of knowledge on the part of his associate counsel is irrelevant. 7. In addition, Joshua 's Motion for Recusal is not timely. The Eighth Circuit has consistently required actions under 455(b) to be timely, and has subscribed to the view that \"motions to recuse should not 'be viewed as an additional arrow in the quiver of advocates in the face of . .. adverse rulings.\"'9 In affirming Judge Woods' decision not to disqualify, Judge Richard Arnold wrote: At the outset, we note the irony that most of the major parties to this litigation have at some point sought the removal of the trial judge. Not surprisingly, the parties have generally discovered grounds for disqualification at approximately the same time that the District Court has ruled for their adversaries on the merits. The recusal statute does not provide a vehicle for parties to shop among judges. 10 Mr. John Walker was counsel ofrecord for the Joshua Intervenors at their first appearance in this case back in 1984, and he has remained their counsel of record since that time. At the time ' 8See Inman v. American Home Furniture Placement, In c., 120 F.3d 117, 118-19 (8th Cir. 1997). 9 In re Kansas Public Employees Retirement System, 85 F.3d 1353 (8th Cir. 1996) (citation omitted). 10LRSD V. PCSSD, 839 F.2d 1296, 1302 (8th Cir. 1988). -4- AO 72A {Rev.8/82) I entered this case, Mr. Walker knew or certainly should have recalled that I had represented Judge Woods in the 1987 mandamus proceedings in which he joined with counsel for LRSD in seeking to disqualify Judge Woods from presiding over this case. Yet, only after an unfavorable result did Mr. Walker's memory become refreshed regarding my involvement in the 1987 mandamus proceeding, followed in short order by his decision to seek to have me recuse. The fact that Joshua's motion follows a ruling adverse to them renders the motion suspect as a litigation strategy. 11 The court \"cannot permit a litigant to test the mind of the trial judge like a boy testing the temperature of the water in the pool with his toe, and if found to his liking, decides to take a plunge.\"12 8. In their Motion for Recusal, Joshua 's lawyers allege that I decided the merits of this case based on \"fealty and deference to Judge Henry Woods, the individual whose positions [I] was obligated to champion, when serving as an attorney in this case.\" 13 Joshua 's counsel seem to base this assertion on the following circumstances alleged in their motion: After the time that [I] represented Judge Woods in this case, Judge Woods expressed negative views on the fees for attorneys in the case, particularly the Joshua lntervenors .... In the opinion of September 13, 2002, [I] drew upon (at 43) and built upon (at 38-44) Judge Woods' conclusion about attorneys' fees, although recognizing that the matter was not directly relevant to the issue of unitary status ... (at 40). . . . It is reasonable to conclude that Judge Woods' views about attorneys' fees in this case had a greater influence on [me], after receiving assignment of 11 See United States v. Tucker, 82 F.3d 1423, 1425-26 (8th Cir. 1996). 121n re United Shoe Machine,y Co,p., 276 F.2d 77, 79 (1st Cir. 1960) (citation omitted). 13Motion for Recusal at 6. -5- AO 72A (Aev.8/82) this case, because [I] had earlier assumed an advocacy role for Judge Woods by representing him in this case. 14 My representation of Judge Woods in the mandamus action did not have even the slightest connection with the issue of attorneys' fees in this case. A reading of my September 13 Order in its entirety reveals that I criticize fees received by the entire professional group in this case, not just Joshua's counsel. 15 9. Regarding my employment of Janet Pulliam, 16 I fall in line with a recent decision of the Eleventh Circuit Court of Appeals. That Court, in Byrne v. Nez hat, 17 held that recusal was not required where a judge's law clerk had previously worked for a law firm representing one of the parties because the judge immediately isolated the law clerk from the case. Ms. Pulliam has been completely separated from this case at all times. She has not and will not have any connection with this case. 10. Finally, Joshua's counsel asserts that I \"held negative views about Mr. Walker's earlier role in this case\"18 and that I had \"an unfavorable image of [Mr. Walker] due to the court's 14Motion for Recusal at 5. 15lnterestingly, while this point appears to be lost on Joshua's counsel, they do concede that the concerns I expressed regarding the fees that have been paid to the professional group have nothing to do with the merits of LRSD 's Motion seeking unitary status. 16Joshua lntervenors have apparently abandoned this point because it is not raised in their Motion for Recusal. For the record, it should be noted that Ms. Pulliam began her employment with me several weeks after I entered my September 13, 2002 Memorandum Opinion ruling on LRSD's Motion for an Immediate Declaration of Unitary Stats. 17261 F.3d 1075 (] Ith Cir. 2001). 18See Joshua's Motion for Recusal at 6. -6- AO 72A (Rev.8/82) perception of his role regarding attorneys' fees. \" 19 Both of these purely speculative assertions are supported by no facts and are patently untrue. In my September 13, 2002 Memorandum Opinion (docket no. 3675), I expressly recognized that Mr. Walker \"has manned the barricades of civil rights litigation in Arkansas for over four decades and that he has a reputation for never yielding on matters of principle.\" Id. at 41. If at the time I entered that decision I held a \"negative\" or \"unfavorable\" image of Mr. Walker, as he alleges, I most certainly would not have paid him such a tribute. 11 . Joshua's Motion to Recuse is DENIED. Likewise, Joshua's request under Rule 60(b )(6) that I vacate my orders, rulings, and judgments in this case is DENIED since no valid reason justifying relief has been presented. ~ IT IS SO ORDERED this~O day of December, 2002. Wm. R. Wilson, Jr. UNITED ST ATES DISTRICT JUDGE THIS DOCUMl::1\\JT ENTEREO ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 ANC(!Q~~~:: ON !8'~-~y~ . ' 9See Joshua's Memorandum in Support of Motion for Recusal at 12. -7- JOHN W. WALKER SHAWN CHILDS Michael E. Gans, Clerk O. S. Court of Appeals JOHN W. WALKER, P.A. ATTORNEY AT LAW 1723 BROADWAY LITTLE ROCK, AR.KANSAS 72206 TELEPHONE (501) 374-3758 FA,'{ (501) 374-4187 December 22, 2002 111 South 10th Street - Room 24 . 329 St. Louis, MO 63102 Re : 02 - 3867 Little Rock School District v . Joshua Intervenors Dear Mr. Gans, OF COUNSEL ROBERT McHENRY. PA. DONNA J. McHENltY  8210 HENDERSON RO . .\\D LIITLE ROCK, ARK.-1.NS.\"8 72210 PHONE: (501) 372-3425  F.-\\X (501) 372-3428 ElvL-\\JL: mchenryd@swbell.net RECEIVED DEC 2 6 2002 OFFICE OF DESEGREGATION MONITORING This letter addresses several issues in connection with this appeal . Transcriots All t,ranscripts needed for this appeal had been prepared earlier for counsel's use in the District Court. Method of Preparation of Appendix The parties will submit separate appendices . Desianation of Record (Appellant) Joshua Intervenors ' designation is attached to this letter. Statement of Issues (Appellant) Joshua Intervenors' statement of i ssues is attached to this letter. cc Chris Heller (LRSD ) other counsel of record in the District Court Aoceal No . 02 - 3867 Little Rock School Dist. v. Joshua Intervenors Joshua Tntervenors ' Desianation of ~he Record (1 . ) docket entries :for the period f.::-om January 1, 1998 to date (2 . ) Exhibits 543 to 872 (e!'ld of list} (all exhibits are marked court exhibits) (3 . ) Pulaski County School Desegregation Case Settlement Agreement, March , 1989 (As Revised September 18, 1989) (4 . ) Joshua Opposition LO Little Rock Compliance Report , 6- 25 - 01 (5 . ) Order , 8- 20 - 01 ( 6 . ) Order 10-3 - 01 (7 . ) Response by LRSD, 10 - 5- 01 (8 . ) Order , 10-17-01 (item 3521) ( 9 . ) Ceder , 11-13-01 ( 10 . ) Order , 11-13 - 01 (1 1 . ) Order , 12 - 12 - 01 (12 . ) LRSD , Motion, Memorandum, and Statement of Facts Not in Dispute , 3- 15 - 02 (13 . ) Order, 5-7 - 02 (14 . ) Order , 5- 9- 02 ( 1 5 . ) Order , 5- 15- 02 ( 16 . ) Joshua Intervenors ' ( 1 7 . ) Order, 9- 12 - 02 ( 18 . ) Order, 10 - 11 - 02 ( 19 . ) Order, ll-12 - 02 Opposition, 5 - 30 - 02 (20 . ) t'1otice of Appeal, 11 - 12 - 02 (21 . ) transcripts Subst antive Hearinqs 7-5-01 7 - 6- 01 8-1 - 01 8-2 - 01 11-19-01 11-20- 01 7- 22 - 02 7 - 23--'02 7-24 - 02 Hearings on Procedural Matters 6- 29 - 01 7 - 9- 01 8 - 17 - 01 11-13- 01 12-11- 01 (22 . ) The Memorandum Opinion and Judgment, 9- 13- 02 and Order 10-11-02 Appeal No . 02-3867 Little Rock School Dist . v . Joshua Intervenors Joshua Intervenors' Desianation OT Tssues (1 . ) whether some of the District Court's findings of substantial compliance with the Revised Plan were induced by legal error in construing the Plan? (2 . ) whether the district court made clearly erroneous findings of fact regarding student discipline, steps to improve and remediate the academic achievement of African American students, participation in extracurricular activities and advanced and enriched courses, guidance and counseling services, and plan compliance ~t Central High School? ( 3 . ) whether the Revised Plan required that the LRSD show progress in eliminating the racial achievement gap in order to establish substantial compliance with the Plan? (4 . ) whether in the course of assessing the LRSD's compliance with the Revised Plan the District Court failed to employ monitor ing by the Office of Desegregation Monitoring (ODM) in the manner required by this Court in 1990? 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