{"response":{"docs":[{"id":"bcas_bcmss0837_1346","title":"Proceedings: ''Joshua: Objection to Little Rock School District's Motion for Unitary Status''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["2001-06-29"],"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","Little Rock School District","School districts--Arkansas--Pulaski County","Education--Arkansas","Educational law and legislation","School integration","Court records"],"dcterms_title":["Proceedings: ''Joshua: Objection to Little Rock School District's Motion for Unitary Status''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1346"],"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":["legal documents"],"dcterms_extent":["247 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"noa_sohpcr_k-0848","title":"Oral history interview with Ian Thomas Palmquist, June 27, 2001","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["McGinnis, Chris","Southern Oral History Program"],"dcterms_spatial":["United States, North Carolina, Orange County, 36.0613, -79.1206","United States, North Carolina, Orange County, Chapel Hill, 35.9132, -79.05584"],"dcterms_creator":["Palmquist, Ian Thomas"],"dc_date":["2001-06-27"],"dcterms_description":["Ian Thomas Palmquist was a student at Enloe High School in Raleigh, North Carolina during the early 1990s. Palmquist begins the interview by recalling an event in 1994, around the time that he was coming to terms with his sexual orientation. After a group of students had hung posters throughout the school with messages of hate against gays and lesbians, Palmquist banded together with other students to hang up posters promoting awareness and tolerance. All students involved were ultimately suspended, but Palmquist describes how the event garnered media attention. With the help of the ACLU, Palmquist and his friends were later vindicated. Palmquist recalls how he was just beginning to \"come out\" to his friends and family during this event. For Palmquist, the process was generally positive and he was open about his sexuality during his last year in high school. In 1995, Palmquist became an undergraduate at University of North Carolina at Chapel Hill. Palmquist describes what it was like to be a gay student at UNC during the mid-1990s, recalling how at first he did not feel like there was much of a gay community. Eventually, Palmquist joined B-GLAD (Bisexuals, Gays, Lesbians, and Allies for Diversity) and soon became a leader in that organization. Palmquist describes the role of B-GLAD on campus, its activities, and its relationship with student government. In addition, he describes the structural changes the organization was undergoing during his tenure, focusing specifically on the decision to change the name of B-GLAD to QNC (Queer Network for Change) in order to become more inclusive for transgender students. In addition, Palmquist discusses how B-GLAD promoted cooperation amongst gays, lesbians, bisexuals, and transgendered people, which he saw as a positive development. Palmquist concludes the interview with a discussion of the formation of Equality NC PAC in 1990 and his work with the political action committee beginning in 1999. Palmquist eventually became the director of Equality NC PAC; however, at the time of the interview he had only worked for the organization for two years. Specifically, he discusses the action committee's work towards supporting \"gay-friendly\" legislators and their efforts to raise awareness and promote tolerance.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["text/html","text/xml","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of Oral histories of the American South collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Gay activists--North Carolina","Gay college students--North Carolina--Chapel Hill","B-GLAD (Student group)","Queer Network for Change (Student group)","Gay liberation movement--North Carolina--Chapel Hill","Equality NC PAC","Gays--North Carolina--Political activity","Political action committees--North Carolina","Gay rights--North Carolina"],"dcterms_title":["Oral history interview with Ian Thomas Palmquist, June 27, 2001"],"dcterms_type":["Text","Sound"],"dcterms_provenance":["University of North Carolina at Chapel Hill. Documenting the American South (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://docsouth.unc.edu/sohp/K-0848/menu.html"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["transcripts","sound recordings","oral histories (literary works)"],"dcterms_extent":["Title from menu page (viewed on Oct. 31, 2008).","Interview participants: Ian Thomas Palmquist, interviewee; Chris McGinnis, interviewer.","Duration: 01:23:56.","This electronic edition is part of the UNC-Chapel Hill digital library, Documenting the American South. It is a part of the collection Oral histories of the American South.","Text encoded by Kristin Shaffer. Sound recordings digitized by Aaron Smithers."],"dlg_subject_personal":["Palmquist, Ian Thomas"],"dcterms_subject_fast":null,"fulltext":null},{"id":"noa_sohpcr_k-0844","title":"Oral history interview with Bill Hull, June 21, 2001","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["McGinnis, Chris","Southern Oral History Program"],"dcterms_spatial":["United States, North Carolina, Orange County, 36.0613, -79.1206","United States, North Carolina, Orange County, Chapel Hill, 35.9132, -79.05584"],"dcterms_creator":["Hull, Bill, 1945-"],"dc_date":["2001-06-21"],"dcterms_description":["Because he and all of his siblings were gay men, Bill Hull felt his sexuality was not unusual. Nonetheless, discretion was vital to southern gay men, say Hull. Public acknowledgement of homosexuality could result in economic recrimination or physical violence. He describes his coming-out experience as a teenager and the impact the liberating Chapel Hill atmosphere had on gay males. His experiences at the University of North Carolina and his participation in the local civil rights movement further awakened his sexual and social consciousness. Hull explains how the civil rights movement served as the basis for the later gay rights movement. He points to dominant gay personalities in Chapel Hill and the pivotal role early gay bars had on his sexual identity. The interview illuminates the public safe sexual havens on the UNC's campus. He describes the fear of HIV and AIDS within the gay community in the early 1980s. Hull argues that the subsequent conservative backlash against gay culture negatively impacted the openness of the Chapel Hill gay community.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["text/html","text/xml","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of Oral histories of the American South collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Gay men--North Carolina--Chapel Hill","Gay men--North Carolina--Chapel Hill--Social life and customs","Gay men--Sexual behavior--North Carolina--Chapel Hill","Gay bars--North Carolina","Gay men--North Carolina--Identity","Gay men--Family relationships--North Carolina--Durham"],"dcterms_title":["Oral history interview with Bill Hull, June 21, 2001"],"dcterms_type":["Text","Sound"],"dcterms_provenance":["University of North Carolina at Chapel Hill. Documenting the American South (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://docsouth.unc.edu/sohp/K-0844/menu.html"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["transcripts","sound recordings","oral histories (literary works)"],"dcterms_extent":["Title from menu page (viewed on Nov. 10, 2008).","Interview participants: Bill Hull, interviewee; Chris McGinnis, interviewer.","Duration: 01:34:17.","This electronic edition is part of the UNC-Chapel Hill digital library, Documenting the American South. It is a part of the collection Oral histories of the American South.","Text encoded by Jennifer Joyner. Sound recordings digitized by Aaron Smithers."],"dlg_subject_personal":["Hull, Bill, 1945-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1708","title":"Court filings: District Court, Pulaski County Special School District (PCSSD) supplement to motion to approve middle school implementation; District Court, memorandum and order; District Court, two orders; District Court, motion for additional time to respond to compliance report; District Court, order; District Court, Joshua intervenors' opposition to Little Rock School District's (LRSD's) compliance report; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["2001-06"],"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","Special districts--Arkansas--Pulaski County","Joshua Intervenors","Little Rock School District","Arkansas. Department of Education","Education--Arkansas","Education--Evaluation","Education, Secondary","Educational innovations","Educational law and legislation","Educational planning","School management and organization","School integration","School improvement programs","School facilities"],"dcterms_title":["Court filings: District Court, Pulaski County Special School District (PCSSD) supplement to motion to approve middle school implementation; District Court, memorandum and order; District Court, two orders; District Court, motion for additional time to respond to compliance report; District Court, order; District Court, Joshua intervenors' opposition to Little Rock School District's (LRSD's) compliance report; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1708"],"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":["8 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. PCSSD SUPPLEMENT TO MOTION TO APPROVE MIDDLE SCHOOL IMPLEMENTATION The PCSSD, for its supplement to motion, states: RECI\\VEO jU~ 4 10m --==-- PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. Attached as Exhibit \"A\" is a timeline received today from the Little Rock School District setting forth its middle school activities. 2. While the Little Rock District began a pilot program that concluded in 1997, it is clear that the actual work of committees and others to plan and implement a district-wide implementation did not begin in earnest until January of 1998. 3. Thus, if one compares the activities of the LRSD and the PCSSD respecting district-wide implementation and activities undertaken with respect thereto, it - is apparent that the timelines, actions and other strategies are very similar. 4. Indeed, in the area of professional development and training, the timelines and activities are virtually identical. WHEREFORE, the PCSSD renews its requests that its motion to implement middle schools be approved as soon as possible. 258646-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026 JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 CERTIFICATE OF SERVICE On June 1, 2001, 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 \u0026 Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 258646-v1 2 Ms. Sammye L. Taylor Mr. Mark A. Hagemeier 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 258646-v1 .am el Jones Ill ~  3 JUN-Oi-ot FRI t0:05 AM FAX NO, LITTLE ROCK SCHOOL DISTRICT MIDDLE SCHOOL IMPLEMENTATION TIMELINE DATI: 1990- 1997 December, 1995 January, 1998 January. 1998 January, 1998 March, 1998 March, 1998 October, 1998 Fall, 1998 ACTIVITY Middle school concepts piloted within  junior high configuration at Pulaski Heights, Forest Heights, Cloverdale and Southwest Junior Highs with support of the New Futures/C~sey grant LRSD Strategic Plan approved by Boa.rd of Education: Strategic Plan Includes district wide middle schools Revised Desegregation and Education Plan includes establishment of a sched1.1le for the orderly conversion of some or all of Its junior high schools to middle schools arades 6-8 Completion of district wide plan for an orderlv transition to middle schools Initial meeting of the LRSD Middle School Steering Committee. Committee received the cha,ge and tasks of serving as the coordinating committee throughout the planning and initial implementation process and to make recommendations to the Superintendent regarding the development and lmplementatlon of the middle school transition. LRSD Middle School Program Mission Statement adopted by LRSO Board of Education Stl;lering committee eleven subcommittees receive charge and task\u0026 and becin work LRSD Middle School Program Standards adopted by the Board of Education Steering committee/sub-committee recommendations finalized; regular communication briefing\u0026 conducted throuahout communltv l;XHIBIT I A P. 02/03 JUN-01~01 FRi t0:05 AM FAX NO. P. 03/03 Winter, 1999 Phase One of professional development program initiated; continued communlcat!on updates Implementation of initial phase of approved recommendation5; steering committee submits final recommendations to Superintendent; completed staff assignments for middle schools and high schools; elementary, Junior highs and high schools complete clans for student transitions Spring, 1999 Finalize logistical plans; Phase Two of professional development program; continued communication updates; implemented Intermediate phase of oroarem recommendations Summer, 1999 Phase Three of professional development program; implement logistical plan; complete final phase of oroQram recommendations Fall, 1899 OoeninQ of LRSD middle schools -- ----- - - - - - - - - ------------- IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS JUN O ~ 2001 WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * * vs. * No. 4:82CV00866 SWW * PULASKI COUNTY SPECIAL SCHOOL * DISTRICT, ET AL., * Defendants, * * MRS. LORENE JOSHUA, ET AL., * Intervenors, * * KATHERINE KNIGHT, ET AL., * Intervenors. * MEMORANDUM AND ORDER RECEIVED JUN 8 2001 OfflCEOF IISBi\u0026IIIIIIJI Before the Court are the motion and supplements to the motion of the Pulaski County Special School District (\"PCSSD\") for Court approval of a conversion to middle schools and revamped high schools for the 2001-02 school year. Also before the Court are the PCSSD's motion and supplement to the motion for approval of middle school construction modification. The Court held a hearing on the motions for approval of conversion to middle schools and revamped high schools on May 4, 2001. On May 21, 2001, the Joshua Intervenors and the Knight Intervenors, on behalf of the Pulaski Association of Classroom Teachers (\"PACT\") and the Pulaski Association of Support Staff (\"PASS\"), filed objections to the middle school conversion. On May 29, 2001, the PCSSD filed its response to those objections. Upon review of the motions, objections, and response, as well as the evidence presented during the May 4, 2001 hearing, the Court determines that it will not prevent the PCSSD from proceeding with the conversion to -middle schools for the coming school year and grants the motions. 34 40 I. When the PCSSD initially filed its motion for approval of conversion to middle schools and revamped high schools, the Court had concerns about the degree of planning that the PCSSD invested in the conversion and about whether its desegregation obligations were being addressed. The submissions in support of the motions did not reflect a coherent plan of action and there was no indication that the PCSSD used desegregation and equity as a filter through which to plan and implement various aspects of the middle school concept, such as racial balance, student assignment, staffing, capacity, and student recruitment issues. Further, the PCSSD's filing did not reflect evidence that the Assistant Superintendent for Equity and Pupil Services and the Director of Desegregation were significantly involved in the middle school planning or implementation process. In addition, there was no budget document that broke down all the costs of the middle school conversion, and there were no projections of enrollment and racial balance at Bates Elementary School nor recruitment plans for Bates in conjunction with the middle school conversion. The issues regarding Bates were specifically raised by the Court during the August 9, 2000 hearing on an administrative reorganization and a modification of the PCSSD's student assignment plan. At the hearing held on May 4, 2001, several parents testified as to their involvement in the conversion to middle schools. From their testimony, the Court concludes that parental involvement was minimal. Ms. Gloria Rousseau, Director of Secondary Education and Chairman of the Middle School Task Force, who took over in the middle of the conversion process after Dr. James Fox, an assistant superintendent, became ill and subsequently resigned, testified regarding her efforts to involve parents and teachers in the process. She testified that the PCSSD had no 2 written comprehensive district-wide plan for conversion to middle schools nor did the District have an overall plan addressing the effects conversion would have on desegregation. The Joshua lntervenors object to the conversion on the basis that the PCSSD has yet to comply with its desegregation commitments, has not considered the racial impact of the middle school conversion, has no written plans for conversion of the schools or a time table, has not involved the PCSSD's Office of Desegregation regarding desegregation impact, and has not collaborated with the other parties in the case regarding implementation or planning. The PACT and PASS contend that the PCSSD has failed to involve stakeholder groups in the planning process. They object to the conversion as well, asserting the lack of a district-wide comprehensive written plan, the lack of a staff development training program, the lack of space, and the lack of timely deployment of staff. All these shortcomings have resulted in confusion, - frustration, anxiety, and low teacher morale. In response to these objections, the PCSSD disputes the Joshua Intervenors' assertion that the District has not complied with its desegregation commitments and has not considered the racial impact of middle schools. The PCSSD reiterates that no student assignment zones will change, and that it will continue to apply the same rules regarding assignment and allocation of staff. Further, the PCSSD submits a Plan for Transition to Middle Schools as an exhibit to its response as well as consolidated timetables for all activities which have occurred and the few that are yet to occur. The PCSSD points out the testimony of Mr. Karl Brown, Assistant Superintendent for Equity and Pupil Services, who stated he is comfortable with the process and the activities which have occurred, and Ms. Rousseau's testimony concerning the middle schools and districts which the PCSSD examined and visited as part of this process. 3 In response to the PACT and PASS objections, the PCSSD asserts their objections are \"untimely, speculative, and premised largely upon double and triple hearsay, and . mischaracterization of witnesses' testimony.\" 1 In addition, the PCSSD submits exhibits which it contends show that, contrary to the assertions made by PACT, the staff allocation process is 94 % complete for the middle schools,2 and that the agreement between the District and the Union regarding the conversion does not require that middle school personnel placement be completed by the end of May. 3 Further, the PCSSD submits an exhibit which it contends shows that the reservation of openings for minority staff is in keeping with Plan 2000 in which the District committed to increasing the number of African-American secondary core teachers. 4 Neither the Court nor any of the parties or intervenors conceptually oppose the conversion of the school grade alignment from essentially a six-grade primary, three-grade junior high and three-grade senior high to a five-grade primary, three-grade middle, and four-grade high school configuration. The Court continues to have its own concerns and shares the concerns of the objectors about the lack of planning and stakeholder involvement on the part of the PCSSD in the conversion to middle schools. However, the Court believes and hopes that the implementation of the middle school concept will benefit student achievement and reduce disparity. In addition, the Court believes it is important for the PCSSD to align its grade configuration with those of the Little Rock and North Little Rock school districts as soon as possible to avoid negative impacts 1See Docket entry 3435 (PCSSD's Combined Reply to Joshua Intervenors and PACT) at 3. 2See Docket entry 3435, Ex. D. 3See Docket entry 3435, Ex. E. 4See Docket entry 3435, Ex. E. 4 on M-to-M recruiting and magnet school attendance. The Court determines that putting a hold on the conversion to middle schools, however flawed the planning has been, would be more damaging than allowing the PCSSD to proceed to middle school conversion on the present schedule. The Court, therefore, will not prevent the conversion to middle schools and will grant the motions. The Court will direct the Office of Desegregation Monitoring to monitor closely the conversion process and the impact of the realignment on the desegregation plan. II. Also before the Court are motions to approve middle school construction modification.  The Court notes that the construction projects at Mills and Robinson High Schools were underway  prior to the filing of the April 13, 2001 motion and April 18, 2001 supplement to the motion. Additionally, to seek the court's permission for construction after the fact is neither a demonstration of good planning and management nor a manifestation -of good faith on the part of the PCSSD. The Court is concerned about the changes in building capacities and in the use of space created at the elementary schools when the sixth grade is moved to middle schools. Again, the Court does not wish to obstruct the implementation of the conversion to middle schools in the PCSSD and, therefore, grants the motions. The Court will direct the Office of Desegregation Monitoring to monitor closely the impact of the construction upon the desegregation plan as well as the use of space created by the middle school conversion. 5 m. IT IS THEREFORE ORDERED that the motions to approve middle schools and revamped high schools5 are granted. IT IS FURTHER ORDERED that the motions to approve middle school construction modification6 are granted. i1f1\\.... DATED this _\"T_ day of June 2001. 5Docket entries 3402 \u0026 3422. 6Docket entries 3418 \u0026 3419. -~~~~~ UNITED STATES DISTRICT COURT THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH R~,LE 58 AND/OR 79(a) FRCP ON 6 r Lf--0} BY_vf:..-,1.... __ 6 -  FILED EAsTMRsN. DISTRICT COURT DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT JUN 0 5 2001 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ~~:ME1'f, ~iri~~ ~K DEPCLERK LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * * vs. * No. 4:82CV00866 SWW * PULASKI COUNTY SPECIAL SCHOOL * DISTRICT, ET AL. , * Defendants, * RECEIVED * MRS. LORENE JOSHUA, ET AL., * JUN 13 100\\ Intervenors, * * omCEOf KATHERINE KNIGHT, ET AL., * DESE61Sll0li MONll0RlNG Intervenors. * ORDER On April 4, 2001, the Joshua Intervenors filed a motion for extension of time to respond to the LRSD 's Notice of Filing and Request for Scheduling Order. On the same day, the Court filed an Order setting forth deadlines and hearing dates to address any challenges to the LRSD Compliance Report. 1 Therefore, the Court finds that the motion [ docket entry 3415] is moot. The Clerk is directed to remove said motion from the pending motions report. DATED this~ day of June 2001. \u0026iLll~.)1~~ F JUDGE UNITED STATES DISTRICT COURT 1 The Court referenced in that Order a letter from the Joshua Intervenors' counsel in which he stated he needed additional time to review the report. THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE -~l~_')._U~~ ~8 AND/D_~9(a) FRCP FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN O 5 2001 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. , Defendants, MRS. LORENE JOSHUA, ET AL., Intervenors, KATHERINE KNIGHT, ET AL., Intervenors. * * * * * * * * * * * * * * ORDER No. 4:82CV00866 SWW RECEIVED JUN 1 3 2001 OFFlCE Of DESEGREGATION MDNITOiUNS Before the Court is the motion of the Pulaski County Special School District (\"PCSSD\") for Court approval of the addition of an activities complex at Baker Interdistrict School. The Joshua Intervenors have responded in opposition to the motion. For the reasons stated below, the Court grants the motion. The PCSSD notes that parents and an area business have approached the principal of Baker Interdistrict School about privately funding the building of an activities complex that would include a gymnasium, music room, and art room. 1 The PCSSD asserts that the addition of an activities complex would enhance recruitment of minority students to Baker and help it compete more effectively with the private schools in the area. The Joshua Intervenors object to the motion, 1See Ex. A, PCSSD Mot. to Approve Add. of Activities Complex, docket entry 3430. arguing that the proposal has not been developed and fully considered, and may serve to further establish Baker as a racially identifiable school. Among the specific concerns expressed by the Joshua lntervenors are the PCSSD 's recruitment ( or lack thereof) of minority students from the Little Rock School District and the lack of a recruitment plan in the motion; the absence of a plan setting forth any additional resources, including staff that may be required in expanding programs; the lack of a statement of costs; no indication of whether existing programs will be duplicated; and no indication of the effect of the addition on other schools. Lastly, the Joshua Intervenors -- question whether private donations may be used to establish \"'separate but unequal' schools. \"2 The Court believes community and parental involvement in public schools, including voluntary contributions, should be encouraged. Perhaps the Baker experience will serve as an example to encourage similar parental and community involvement at other schools in the three - Pulaski County school districts. In granting the motion and approving the addition at Balcer, however, the Court directs the PCSSD to file a report by July 9, 2001, setting forth how it intends to improve racial balance at Baker and how it is going about meeting its obligations under Section J of Plan 2000. The Court further directs the PCSSD to set forth target dates for completion of these obligations.3 2See Joshua's Resp. to PCSSD's Mot. to Approve Baker Addition (docket entry 3436) at 3. 3Section J of the Plan, School Resources, provides: \"PCSSD shall design and carry out, in consultation with the Joshua Intervenors, a study to detennine whether school resources are allocated equitable (sic) among the schools of the district. The resources assessed may include such factors as pupil/teacher ratio; pupil/staff ratio; square feet per pupil; percentage of staff with a masters degree and nine or more years of experience; the turnover rate of certified staff; school size; computer/pupil ratio; per pupil expenditure; volunteer hours per pupil; and donations per pupil. The study shall contain recommendations, where appropriate, to address any problems identified.\" See docket entry 3337, Attach. C (PCSSD Plan 2000). 2 IT IS THEREFORE ORDERED that the motion to approve the addition of an activities complex at Baker Interdistrict School4 is granted. IT IS FURTHER ORDERED that the PCSSD file its report on or before July 9, 2001. ..JI\\.. DATED this l,) day of June 2001. ~ UNITED STATES DISTRICT CO{IB.T THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH Rl,ILE 58 ANO/OR~) FRCP ON (c, - l.;,- Q) BY---'\\.._[L __ The Court notes that the same ten factors were addressed in the \"Report of LRSD's Assessment of the Equitable Allocation of Resources,\" docket entry 3214. 4Docket entry 3430. 3 .,I FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS JUN f 5 2001 IN THE UNITED STATES DISTRICT COURTJA.MES W. McCORMACK, CLERK EASTERN DISTRICT OF ARKANSAS By. ______ =-=-- WESTERN DIVISION DEP CLEl\u003cK LITTLE ROCK SCHOOL DISTRICT V NO. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. MOTION FOR ADDITIONAL TIME TO RESPOND TO COMPLIANCE REPORT PLAJNTIFF DEFENDANTS INTER VEN ORS INTER VENO RS Come now the Joshua Intervenors, by and through undersigned counsel, for their Motion for Extension of Time to Respond to LRSDs Compliance Report, state: 1. Counsel is in negotiations with counsel for the Little Rock School District regarding the compliance report and other matters. 2. This request is not made for purposes of delay. 3. Counsel for Little Rock School District has been consulted and has authorized undersigned counsel to indicate that he does not object to this request. WHEREFORE, the Joshua Intervenors pray that the Court enter an Order extending the time in which they may respond to the Little Rock School District' s Compliance Report up to and including June 25, 2001. Respectfully submitted, John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-3~74]/5]8 ~ I . By _{__Jj; _Qv'-\u003c:...,-v-'----\" J W. alker CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing has been sent to all counsel ofrecord on this 15th day ofJune, 2001. RECEIVl:IJ JUN 2 5 2001 FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS JUN 2 O 2001 ~(I~ WESTERN DNISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, * * * * *  JA~E1. ~RMACK. ~ By. \\ ' \\ l /\\ /\\f\\ DEPCLERK vs. PULASKI COUNTY SPECIAL SCHOOL * DISTRICT, ET AL., * Defendants, * * MRS. LORENE JOSHUA, ET AL., * Intervenors, * KATHERINE KNIGHT, ET AL., lntervenors. * * * ORDER No. 4:82CV00866 SWW Before the Court is the motion of the Joshua Intervenors for an extension of time in which - to respond to the Little Rock School District's Compliance Report. For good cause shown, and without objection from the Little Rock School District, the Court grants the motion. The Joshua Intervenors have until and including June 25, 2001, within which to file their response. No further exte~ions will be granted. SO ORDERED this ~ay of June 2001. THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE Wll1' RULE 58 AND/OR 79(a) FRCP ON e_~c)..(,Ol sv_rr=-: __ ~A, ~ F JUDGE --=-- UNITED STATES DISTRICT COURT IN THE UNITED STATES DISTRicf coUR1J.foU~1E,D EASTERN DISTRICT OF ARKAf SA's'STERN DISTRg A~~:~SAs WESTERN DMSION f' . JUN 2 5 2001 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al., Defendants, NIRS . LORENE JOSHUA, et al:, Intervenors, KATHERINE KNIGHT, et al., Intervenors, * .~:~ES W. McCORMACK, CLERK * * * No. 4:82CV00866 SWW * * * * * * * * * * RECEIVED JUN 2 6 2001 OfRCEOf OESE6RE6AnON lllNJTORJNG JOSHUA INTERVENOR'S OPPOSITION TO LITTLE ROCK SCHOOL DISTRICT'S COMPLIANCE REPORT PRELIMINARY STATEMENT The Joshua Intervenors respectfully request the Court to defer final decision upon the petition of the Little Rock School District for a declaration that it is now unitary as that term has been defined by relevant case law. Toe Joshua Intervenors believe that there are numerous significant questions which are not addressed in a clear, accurate and substantive manner which need to be further explored in an evidentiary proceeding before the Court. Upon that event the Court would be in a better position to make the necessary analysis to determine whether the objectives and commitments of the revised desegregation plan have been fully met. Toe Joshua Intervenors believe further that = the Court must have before it a written response to the district's plan or other written analysis -1- regarding that plan from the Court's Office of Desegregation Monitoring (ODM) before the Court can issue a final opinion regarding the matter. Otherwise, any assessment by the Court would be incomplete and not in keeping with the expectations of the Eighth Circuit Court of Appeals when it required the establishment of the ODM to assist the Court in determining and effectuating desegregation compliance. The sc:hool district's compliance report of March 15, 2001, which incorporates by reference its interim compliance report dated March 15, 2000, is before the Court reportedly to inform concerned interests of \"the status of the district's efforts to meet its obligations under the revised plan . . . \" The district makes reference to the fact that it offered the opportunity for interested parties to provide comments or suggestions to the interim court and that it received none. Because it received no comments or suggestions regarding that report, the district has determined that the form of the report is appropriate for the present report. That position is inaccurate. Joshua made many comments throughout the year to District officials regarding areas of noncompliance and bad faith implementation. Joshua notes, however, that before either of the reports was submitted to the Court, the district did not consult and meet with Joshua regarding the contents in order to reach the agreements of the report contemplated by the desegregation plan. The present report has many of the same failings of earlier reports to the Court. In fact, it has been the exception rather than the rule for the district to affirmatively involve Joshua in preliminary stages of any report or other activity undertaken by the school district. Joshua submits that the Little Rock School District is far from being \"unitary\" at this time, and that the District has much work to accomplish before court release is appropriate. Joshua further submits that the burden of proof that the District is unitary, i.e., has fulfilled all of its obligations, -2- is upon the District rather than upon Joshua. The following comments by Joshua to the March 15, 2001 report raise appropriate for further inquiry by the court. JOSHUA'S SERIATIM RESPONSES TO THE DISTRICT'S REPORT DATED MARCH 15, 2001 Section 2.1. LRSD shall in good faith exercise its best efforts to comply with the Constitution, to remedy the effects of past discrimination by LRSD against African American students, to ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of LRSD and to provide an equal educational opportunity for all students attending LRSD schools. The district firsts projects the covenants dated January 11, 2000 to illustrate its good faith beyond March 15, 2001 in.the event that the Court declares the district to be unitary. It points to meetings of administrators who were informed of the covenant; the involvement of Dr. Terrence Roberts, a consultant to the district1 ; and the receipt of the district of a \"quality interest award\" from the Arkansas Quality Award Nonprofit Agency to demonstrate that the initiatives now in place will continue. Joshua notes that the emphasis of the report is upon the objective to improve the academic achievement of all students through the use of its resources in a manner which complies with the non discrimination requirements of law. The commitment is vague! It allows equal, we say greater, attention to the higher achieving white students than to the lower achieving Black students. It does not address the problems which have persisted since the settlement agreement was reached in 1989, especially the concern of remediating preexisting achievement disparities between white and Black 1 Dr. Roberts is one of the first African American students to enroll in Little Rock Central High, i.e., \"the Little Rock Nine\"; he is a clinical psychologist who is on the staff of the University of Antioch University. .., -.)- students. The district received at least $20 million dollars in the form of a forgivable loan by which to address the remediation disparities. Those achievement disparities linger. 2 In this respect, the State of Arkansas has given the district little assistance in meeting this objective and, on information and belief, despite noncompliance, has agreed to forgive the Little Rock School District loan obligation (See Exhibit 1 hereto). Joshua further notes that an objection to the incentive schools by district officials was that those schools were too program heavy and therefore did not lend themselves to effective implementation and evaluation of those programs. We believe that the district now has even more programs which were present in its schools and that the district's past criticism of the incentive schools programs may be applied to the programs which it has put in place since it reduced the number of incentive school programs. Effectiveness of the programs is still lacking. Effect is usually determined after program evaluation. The district's evaluation system borders upon being nil. The district makes reference under good faith to the success of the Campus Leadership Team, later referred to herein as CLT. The person assigned the responsibility for the CL T was Ms. Gayle Bradford. She (like School Superintendent Les Carnine and Associate Superintendent Brady Gadberry) is leaving the school district as of July 1. Her assignment to the position was makeshift in the first place in that it was a job created for her while the district determined what good use could be made of her services after she was removed as principal at Hall High School due to problems associated with desegregation complaince. The Campus Leadership Program was ill conceived, and 2The plan which set the objective that African American achievement as measured by appropriate standardized tests, on a comparative basis, would come within ten percentage points of white student academic achievement. -4- has been poorly implemented. It may be said that the CLT is only a hope for better school management for the future. But it too lacks an assessment or evaluation component. The Campus Leaderships Team are generally under the overall leadership of Associate Superintendent Ms. Sadie Mitchell, to whom Ms. Gayle Bradford reported. Ms. Mitchell, to her credit, has sought to create a working environment conducive to better cooperation between administrators and teachers. But those efforts .on her part are have just begun and with the departure of Ms. Bradford, must begin anew with new staff. The program is not so fundamentru.ly sound as to be self executing. Good faith is to be determined, we submit, within the context of the objectives set by the parties and by the law, especially the law of the case; the actions promised to be taken in order to achieve the objectives; and the manner in which those actions are actually undertaken. Good faith contemplates results as well as processes for achieving the contemplated results. The Little Rock School District outrageously argues that it is simply obliged to make promises to meet its objectives and to set up a procedure for fulfilling those promises but, having done that, it is not required to meet  the objectives set. That position reflects the basic difference between Joshua and Little Rock. Joshua believes that the commitments agreed upon required that the processes or plans for achieving the agreed upon objectives actually be fulfilled and that only conditions of impossibility could preclude compliance. Joshua further believes that the agreement contemplated that there would be prompt undertaking of the commitments; and that that undertaking would be vigorous and sustained. Joshua also believes that implicit in the agreement is that the commitments would be subject to professionally competent evaluation of policies, programs, and procedures put in place as implementing tools for the plan objectives. As will be shown below, the District's efforts have been neither timely nor prompt, vigorous or sustained; nor complimented by competent professional -5- evaluation. We are thus met with a pleading of excuse with promises (the Covenant) of actions that will follow upon Court release. The question before the Court is whether the district can be expected to achieve goals and objectives without Court oversight (the Covenant) that have not been achieved with Court oversight. Moreover, how can Black students enforce this Covenant? \"The LT program was at the heart of the District's efforts to met its obligations under the reviewed plan\". P. 1, Compliance Report. \"A quality school district meets the needs of all students.\" In adopting the CLT program, the District committed itselftoproviding each school the leadership and autonomy necessary to meet the needs of each school's unique population. With that autotomy comes a responsibility to ensure the success of each student.\" Page 3, Compliance Report. Joshua differs with that obj~.ctive. Remediation of disparity conflicts with that concept. When racial grouping is taken into account. Joshua has not been provided with any report which reports an evaluation of the CLT program or of the results that have been achieved by that program. The program appears to accept the proposition that individual schools, through the CLT, will meet their responsibility to each of its students. Because of this \"autonomy\", some magic conversion or remediation of disparities will occur it seems to be argued. Joshua submits that the CLT's actually provide more opportunity for discrimination and for mischief and maintenance of the status quo_ than a system wide appr "},{"id":"noa_sohpcr_k-0589","title":"Oral history interview with Leslie Thorbs, May 30, 2001","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["Hartman, Leda","Howes, Betty B., 1933-","Southern Oral History Program"],"dcterms_spatial":["United States, North Carolina, Lenoir County, 35.23915, -77.64127","United States, North Carolina, Pitt County, Grifton, 35.37266, -77.43746"],"dcterms_creator":["Thorbs, Leslie, 1923-"],"dc_date":["2001-05-30"],"dcterms_description":["Leslie Thorbs grew up in a family of tenant farmers during the 1920s and 1930s in eastern North Carolina. Thorbs begins the interview with his recollections of Kennedy Farm, where his family lived and worked as tenant farmers. Thorbs recalls some of the techniques used in the farming of tobacco, cotton, soy beans, and corn. He also describes in detail the impoverished conditions his family faced during the years of the Great Depression. Like many children of similar socioeconomic status during this time, Thorbs did not complete elementary school. Although he and his siblings had helped with farm work all along, he began to work for wages at the age of eight in order to supplement the family income. Later, he became a tenant farmer in his own right and worked in that capacity until the end of the 1940s. After that, he spent the rest of his working years as a janitor at Texfi Industries and as a factory worker at the Grifton Sewing Factory. Throughout the interview, Thorbs touches on race relations, focusing on what it was like for him as an African American to work with whites, and describing his reaction to his daughter's interracial marriage. In addition to describing work, farming, living conditions, and race relations, Thorbs spends considerable time discussing his wife and their family. He met his wife when he was a teenager. Unlike Thorbs, his wife, Hattie Mae, attended high school; Thorbs met her when she was finishing school. In 1941, they traveled to South Carolina to marry; because he was only seventeen and she was only fifteen, they could not be married in North Carolina. They settled in Grifton, North Carolina, where they raised their children. All but two of their six surviving children also settled in Grifton and, as a result, all were adversely affected by the horrendous flooding wrought by Hurricane Floyd in 1999. Thorbs describes the flood and its immediate aftermath, emphasizing the fact that he and his wife were lucky to escape with their lives. Their home, along with all of their possessions, was destroyed. Thorbs describes how the entire family stayed with his daughter in Kinston, North Carolina, until it was safe for them to return home. At the time of the interview, Thorbs was still living with one of his children, grieving the recent death of his wife and waiting for his home to be made habitable.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["text/html","text/xml","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of Oral histories of the American South collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American men--North Carolina--Grifton","Blue collar workers--North Carolina--Grifton","African Americans--North Carolina--Grifton--Social conditions","Farm life--North Carolina--Lenoir County","Flood damage--North Carolina--Grifton","Floods--North Carolina--Grifton","Hurricane Floyd, 1999"],"dcterms_title":["Oral history interview with Leslie Thorbs, May 30, 2001"],"dcterms_type":["Text","Sound"],"dcterms_provenance":["University of North Carolina at Chapel Hill. Documenting the American South (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://docsouth.unc.edu/sohp/K-0589/menu.html"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["transcripts","sound recordings","oral histories (literary works)"],"dcterms_extent":["Title from menu page (viewed on Dec. 2, 2008).","Interview participants: Leslie Thorbs, interviewee; Thorbs's daughter, interviewee; Leda Hartman, interviewer; Betty Howes, interviewer; unidentified speaker.","Duration: 01:04:04.","This electronic edition is part of the UNC-Chapel Hill digital library, Documenting the American South. It is a part of the collection Oral histories of the American South.","Text encoded by Jennifer Joyner. Sound recordings digitized by Aaron Smithers."],"dlg_subject_personal":["Thorbs, Leslie, 1923-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1152","title":"Little Rock School District (LRSD) Athletic Task Force Report Findings","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["2001-05-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","Education--Curricula","Athletics"],"dcterms_title":["Little Rock School District (LRSD) Athletic Task Force Report Findings"],"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/1152"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLRSD ATHLETIC TASK FORCE REPORT FINDINGS Committee Members Junious Babbs Sandy Becker Rett Tucker Skip Rutherford May 25, 2001 Taking into account the seriousness of recent allegations related to the LRSD Athletic Program, Task Force Committee Members were assigned with the following charge: 1. Address issues that have come to the forefront that relate to LRCH athletic program/ player eligibility. 2. Investigate eligibility issues and/ or concerns at LRCH. 3. Provide a detailed report of findings. 4. Availability to investigate activities and finding of LRSD school allegations. 5. Report to the Superintendent and Board in an expeditious timeline. Introduction Since Thursday, May 17, we have reviewed questions raised about the Little Rock Central High Varsity Boys Basketball team and specifically player eligibility. In this process we have met with Associate Superintendent for Instruction Dr. Bonnie Lesley\nAssistant Superintendent for Secondary School Services Dr. Marian Lacey\nAthletic Director Ray Gillespie\nCentral Principal Rudolph Howard\nCentral Assistant Principal John Kelly\nCentral Assistant Principal Dr. Dan Whitehorn\nCentral Head Basketball Coach Oliver Fitzpatrick\nand Central Registrar Jane Welch. All were very cooperative. Chris Heller, the Little Rock School District Attorney, served as our legal advisor. We reviewed the policies of the Arkansas Department of Education, the Arkansas Activities Association (AAA) and the Little Rock School District. When records were examined, committee members Rett Tucker and Skip Rutherford--since they are not employees of the school district--did not see individual names. In order to protect student confidentiality, each player was assigned a number. When records containing student names were examined, the student names were redacted. Committee members Junious Babbs and Sandy Becker, because they are school district employees, did see names. The committee examined several issues and looked at both the second semester of the 1999-2000 school year and the first semester of the 2000-2001 school year. The second semester of 1999-2000 was a determining factor for eligibility during the first semester of 2000-2001. The first semester of 2000-2001 was a determining factor for eligibility during the second semester of this year. Basketball season included both semesters during the 2000-2001 school year. All Central basketball players consent forms and physicals were complete and on file. The Student Registration Office reviewed its records and confirmed that all Central basketball players were properly enrolled in Central High School. While Central's consent forms, physicals and school assignment records were in order, a lesson learned is the importance of updated eligibility data collection through the use of technology and monitoring systems. - 1 - Eligibility Eligibility requirements are different for those who make a 2.0 grade point average or better than for those who make less than a 2.0 grade point average. For those who make less than a 2.0 grade point average, the AAA Rule 10 B applies. It can be found on pages 33-34 of the 2001 AAA Handbook. (Attachment A) During the 1999-2000 second semester, the average grade point for the Central basketball team was 2.785. Eleven of the 16 players made a 2.0 or better. Six of those made a 3.0 or better and two of the six made a 4.0 or better. Of the five players who made less than 2.0, two were not eligible and did not play during the first semester. Three players who made less than 2.0 participated under Rule 10 B. During the 1999-2000 second semester, none of the Central players had a grade change. During the 2000-2001 first semester, the average grade point for the Central basketball team was 2.780. Fifteen of the 16 players made a 2.0 or better. Six of those made a 3.0 or better, and one of the six made a 4.0. One player made less than a 2.0 and did participate in the Supplemental Instruction Program (SIP) under AAA Rule 10 B. Supplemental Instruction Program (SIP) The schedule for SIP at Central is: Monday/Wednesday from 4 p.m. to 5 p.m. and Tuesday/Thursday from 7:30 a.m. to 8:30 a.m. Two sessions each week are required to meet the minimum of 100 minutes per week required by the Arkansas Department of Education. (Attachment B) Students may also attend either or both of the other two sessions to make up absences. There are two SIP coordinators at Central: one responsible for the morning session and one responsible for the afternoon session. Coaches are assigned to monitor student athlete participation in SIP. The athletic department handbook contains a notification form to be sent by the SIP coordinator to the coach in the event an athlete misses a required SIP class. - 2 - These safeguards are important because if an athlete misses only one unexcused SIP class and does not make it up within the same week, he or she then becomes ineligible. According to a detailed report from Dr. Lacey, the one Central player participating in SIP did not meet the eligibility requirements. (Attachment C) During the week of January 8-12, the student did not meet the 100-minute requirement because of an unexcused absence from his SIP class. At that time--according to the Little Rock School District's SIP Plan (Attachment D) and confirmed by the Arkansas Activities Association, the student became ineligible. Under SIP guidelines once a student becomes ineligible at any time during the semester, he or she is ineligible for the remainder of the semester. According to Dr. Lacey's report, the student in question also did not meet the SIP eligibility attendance requirements during the weeks of January 15-19, February 26-March 2 and March 5-9. Coach Fitzpatrick said he was not aware of the player's January SIP absences until he was informed by the committee on May 23. The committee also reviewed the AAA Rule 15, which is found on pages 35-36 of the AAA 2001 handbook. (Attachment E) This is the hardship exemption rule. The committee was informed by the principal and the head basketball coach that neither knew of a basis for the application of a hardship exemption in this case. Therefore, we believe the student athlete was ineligible beginning January 12, 2001. Students enrolled in SIP are required to have no unexcused absences in order to remain eligible for athletics. The student's attendance records also indicate he had unexcused absences during the first semester of 2000-2001 school year. It is therefore possible that the student became ineligible before January 12. The Little Rock School District administration learned about this on April 27. Dr. Lacey immediately began to research this matter. During the time period between the week of January 8 and April 27, timely attendance checking and monitoring did not occur. For three months, there apparently was no supervisory safety net for the only Central basketball player in SIP. The system in place broke down. We find this regrettable, even though it was the student's responsibility to attend the class. After reviewing this very unfortunate example, we believe it could have and should have been prevented. - 3 - One lesson learned is that there should be documented and mandatory 24-hour notification from the SIP coordinator to the coach, principal, school athletic administrator, athletic director and assistant superintendent for secondary school services of each unexcused absence by an athlete who is attending for eligibility. We also endorse what the Little Rock School Board said in its May 17 statement: that it plans to meet with the incoming superintendent to clearly state policies and procedures and to confirm lines of authority, responsibility and accountability to ensure compliance. (Attachment F). In addition, the district should clearly define who will be doing the required reporting to the Arkansas Department of Education and the AAA. Grades During the first semester 2000-2001, 13 of the 16 Central players had no grade changes. Changes made for two players had no impact on eligibility at all. One player had changes made in four subjects and also received credit for a Plato course. According to the registrar at Central, \"the Plato program is offered to all students who have failed or are failing a course or courses in the mainstream curriculum. It allows each student to progress at his or her own pace so those students complete the coursework at different times. There are no quarter grades or exam grades--only final grades. The teacher or facilitator gives the registrar the grade upon each student's completion of the work.\" In addition to the Accelerated Learning Center and the Alternative Leaming Center, the Plato program is offered at Central, Fair, Hall and McClellan. The schools view it as an alternative education program. In 1999-2000, there were 123 students in the program at Central and no varsity basketball players. In 2000-2001 there were 144 students in the program at Central and one varsity basketball player. The one Central varsity basketball player who was in the Plato course in the first semester 2000-2001 received a \"B\" in Algebra I. He registered for the program on August 9, 2000 and began class on August 23, 2000. His grade was turned in on January 26, 2001 and was posted on January 30, 2001. The course subject and the grade were posted manually by the registrar because the course had been listed in the computer as Plato and not Algebra. The student athlete did not participate in any varsity basketball games prior to January 30, 2001. - 4 - Questions have arisen about whether Plato course credit should count in the grade point average. According to the Little Rock School District Curriculum publication, if it is an alternative education program, it should be counted as part of the grade point average. (Attachment G) If it is a credit by examination program, it should not. (Attachment H) While we think there needs to be an official district interpretation, Plato has been treated as an alternative education program at Central, Fair, Hall and McClellan since its inception. It has been counted in the grade point averages of all students who participated at these schools. The athlete in question was treated just like everyone else. Along with the \"B\" Plato Algebra credit, grade changes in four subjects resulted in the student's athletic eligibility. (Attachment I) With all the grade changes and with the \"B\" in Plato Algebra, he made a 2.0. Letters from each of the teachers who changed the grades are enclosed with the report. The student and teacher names are redacted. (Attachments J, K, Land M) Grade changes are not uncommon in LRSD high schools and grades are often changed for good reasons. The discretion of teachers and administrators to change grades is broad. The committee found no evidence that athletes were the primary beneficiaries of grade changes. According to the documentation, in one course this student received extra credit for purchasing and donating two novels to the class. In another class the student's first semester grade changed due to improved performance in the early part of the second semester. We seriously question whether or not these changes comply with the District's grading policy. (Attachment N) We believe procedures should be implemented which include time limitations on both grade changes and make-up work. In cases of multiple grade changes involving one student, we believe central office administrative oversight should be required. Even though teachers and administrators currently have wide discretion in making grade changes and while the student became eligible as a result of these four changes, we find them troubling. Central's registrar said when she learned of them she notified the school's principal. We think her notification was appropriate. However, we also conclude, notwithstanding this one very unique case, that grade changes for other players on the Central basketball team have been justified, rare and unrelated to eligibility. The schools should monitor student athlete grades not only because of eligibility but to make certain that academics are stressed as well as athletics. - 5 - Recruiting On the matter of recruiting, the Little Rock School District is one of only three school districts in Arkansas which have more than one high school. The AAA rules are written primarily with the other 307 districts in mind. The AAA rules do not specifically address the unique issues of intra-district recruiting. LRSD is unique in Arkansas because recruiting of students is an essential element of the district's voluntary desegregation plan. LRSD has established a number of school choice options, including magnet schools and specialty programs to attract students. The problem comes when students are recruited by high school coaches solely for athletics. There is presently no LRSD board policy differentiating between the expected recruiting for desegregation purposes and recruiting solely for athletic purposes. The AAA rules, which prohibit recruiting but do not define it, have not served as a significant deterrent. The District should take steps to define and prohibit impermissible recruiting of student athletes. This recommendation is not intended to limit a school's ability to inform students about all programs and extra-curricular activities available to them. Attendance Attendance is another issue of immediate concern. In our review, we have concluded that computerized attendance records do not necessarily correspond with teacher recorded attendance records. For example, in Central's block scheduling system, there is a first period \"A\" course and a first period \"B\" course. When the report cards are issued, the period one absences for both \"A\" and \"B\" are combined rather than listed separately. Parents, therefore, do not have an accurate accounting of the first period \"A\" absences or the first period \"B\" absences. This in itself makes monitoring and compliance more difficult. It also justifiably subjects attendance records to questions about accuracy. - 6 - For example, according to computerized attendance records received just yesterday afternoon, three students exceeded the maximum number of allowable unexcused absences during the first semester 2000-2001. (Attachment 0) They, nevertheless, received credit for the courses. One of the lessons learned is there needs to be an additional procedure in place by which each coach receives regular and accurate attendance reports for his or her athletes to verify their eligibility. Currently, the procedure appears to be 'hit and miss.' Conclusion In summary, we believe the issues and problems with Central basketball eligibility for the most part are reflective of district-wide issues. Throughout this report, we've attempted to make it clear that the lessons learned are lessons for the entire district, not just for Central High School. The vast majority of these problems were the result of inadequate procedures, benign neglect and poor organization - all of which can be fixed in a timely manner. We believe the board will do just that and, along with a new superintendent and new athletic director, put the mechanisms in place to get it done. Without diminishing the significance of the findings in this report, it is important to note that the committee found no evidence of an intent to knowingly use an ineligible player. The facts, to the best of our ability, are now before you. We have completed our task within the 10-day time frame. Following any questions you might have, the committee will have concluded its assignment. - 7 - nsas Activities Asso 3 920 Ric-hards ~oad. North Little Rock,. AR' 72117 501-955-2500  FAX 501-955-2600/955-2521 Building Citizenship Through Activities Partlcipation ATTACHME TA t ' t \\   : .  Amateur- Tryouts Scholarship (Academics) Rule 8. AMATEUR. A. The amateur rule for eligibility in interscholastic athletics requires the student to engage in sport solely for the pleasure and physical, mental, or social benefit derived from participation in sports and to whom sport is nothing more than an avocation. B. The junior high or senior high student who violates the amateur rule in any of the AAA-sponsored sports may lose eligiblility in that sport for up to one full year (365 days). C. Violations. A student may not: 1. Compete under an assumed name. 2. Accept monetary awards or compensation. This includes: cash\ngift certificates\nexpenses for a trip or any other of this type award. 3. Accept gifts or awards exceeding $100.00 in value unless the gifts or awards are given under the auspices of the school\nhowever, the student may receive awards of equipment in golf, tennis and road races as permitted in the amateur rules of the USGA, the USTA, and USATF. 4. Receive remuneration for coaching, instructing, or preparing any person for competition\nexcept, he may receive from an organization offering instruction in sport skills to youth, monetary compensation on an hourly basis or as a salary for teaching basic skills. 5. A student who has participated interscholastically may not permit his name, picture, or person to be used to advertise, recommend, or promote a firm or a product. NOTE: An athlete may be named a player of the week or game and be presented a certificate or plaque provided there is no advertising connected with the pie-ture or announcement. NOTE: A team picture may appear on a calendar or poster. This indicates support for the school. 6. Compete with or against a professional except in: a. Pro-Am golf meets\nwhen the scores of the professional and the amateur are not combined for a team score\n7. Appear in a competition before or during a professional event except as approved by the Arkansas Activities Association. NOTE: Since it is impossible to cover all instances of possible violations to the amateur rule, it is suggested that the Executive Director be consulted in any questionable case. Rule 9. TRYOUTS. A. A student may not play with a college or a professional team without losing eligibility for up to one year in the sport played. B. A student may not try out for a college or professional team during the school year without losing eligibility for up to one year in that sport. NOTE: A tryout consists of athletic demonstrations relative to a specific sport in the presence of a coach, scout, or official representing an institution or club. Rule 10. SCHOLARSHIP. (Academics) A. Junior high. A student promoted from the sixth to the seventh grade automatically meets the academic eligibility (scholarship) requirements. A student promoted from the seventh to the eighth grade automatically meets the academic eligibility requirements for the first semester. The second semester eighth grade student and the first semester ninth grade student meet the academic eligi bility requirements for junior high by successfully passing four (4) academic courses the previous semester, three of which shall be in the core curriculum areas specified by the Arkansas Department of Education's Standards for Accreditation of Arkansas Public Schools. Ninth grade students must meet the senior high academic eligibility by the end of second semester in order to be eligible to participate the fall of their tenth grade year. \"'8. Senior high. A student who does not meet the Arkansas Department of Education's requirement of a 2.00 GPA or has not met the proficiency standard defined by the State Board of Education on the state criterion-referenced tests or achieved at or above the fiftieth percentile on the basic battery on the normreferenced test may continue to participate by meeting the following requirements: b. Semi-professional baseball games\nhowever, the stu- / dent must compete within the definition of ama- V 1. The student must have passed four academic courses teurism . in the previous semester. Any of these four courses for 2000-2001 AAA Handbook - Page 33 which concurrent high school credit is earned may be from an institution of higher learning recognized by the Arkansas Department of Education. 2. The student must be enrolled in and attending a supplemental instruction program approved by the Arkansas Department of Education, or a supplemental instruction program meeting ADE guidelines as approved by AAA. 3. The student must have no unexcused absences for the current semester or its equivalent. 4. The student must have no school disciplinary action for the current semester. School disciplinary action may be defined by the school but, as a minimum, the policy shall state that a student has been disciplined when being placed on suspension where the student is out of school for a period of time. 5. The student must have no known criminal convictions. Academic Course: An academic course is one for which class time is scheduled and which can be credited to meet minimum requirements for graduation\nwhich is taught by a teacher required to have state certification in the course, and which has a course content guide approved by the Arkansas Department of Education. NOTE: P.E. may be considered an academic course for one full credit within the 21 minimum credits. The first time a P.E. grade appears on the transcript in grades 9-12 is when it will be considered an academic course. C. ALTERNATE COURSE CREDIT. A student may satisfy the requirement by successfully completing a course(s) failed or courses(s) needed or an equivalent course(s) in a summer term(s) or a correspondence course(s) approved by the Arkansas Department of Education for granting credit for graduation requirements. Such credit shall be applied to the previous semester. NOTE: When the same course is repeated, the former grade may be replaced. When a substitute course is completed, the grade shall be added to the courses for the previous semesters and the GPA recomputed. D. SPECIAL EDUCATION (HANDICAPPED). A student must have earned passing grades in four academic courses of the I.E.P. for the previous semester. In junior high three of the four courses must be in the core curriculum areas (Math, Science, English, Social Studies). E. CHANGING ELIGIBILITY STATUS. A student may Page 34 - 2000-2001 AAA Handbook regain or lose academic eligibility the first day of classes in a new semester. Eligibility shall be determined twice per year, once at the beginning of the fall semester (August/September) and once at mid-term (December /January). Rationale - An athlete must first be a student and must meet certain minimum academic requirements. R.!!k..11. INELIGIBLE IN ANOTHER STATE. A student who is ineligible in any sport under the rules of the state association in the state of the student's residence will, upon transfer to any AAA member school be ineligible for interscholastic competition. If Arkansas' rules are less restricitive than the rules of the state where the student has been attending, the student may become eligible to participate in interscholastic competition in Arkansas upon the approval of the Executive Director. Rationale - To prevent parents from shopping for a school in Arkansas when their child is ineligible in their home state. Rule 12. PARTICIPATION ON NON-SCHOOL TEAMS. A. TEAM SPORTS 1. A student who is a member of a school's athletic team and who has engaged in interscholastic competition may not try out for, practice with, or otherwise participate with, or be a member of a non-school athletic team in the same sport, in season, without losing eligibility for up to a full year (365 days) from the date of such participation with the non-school team. This limitation shall apply to the team sports of football, basketball, volleyball, baseball, softball, and soccer, except that in baseball, softball and soccer, a member of an interscholastic baseball, softball or soccer team may try out for or practice with a non-school team on days when the school team does not practice or play\nhowever, this exception for baseball, softball and soccer shall not apply in weeks the school team is i!)volved in AAA-sponsored championship tournaments. 2. Participation on a non-school athletic team in the same sport, in season, shall define in season as the AAA established beginning date until the end of the state tournament in that sport for grades 9-12 in the sports of football, volleyball and basketball. 3. Students in grades 7-9 shall have end of seasor, defined as, when their high school team has been eliminated from qualifying competition for anJ conference, region or state championship for the sports of baseball, softball and soccer.\n, ARKANSAS DEPARTMENT OF EDUCATION RULES AND REGULATIONS ESTABLISHING THE ACADEMIC STANDARDS FOR STUDENT PARTICIPATION IN COMPETITIVE INTERSCHOLASTIC ACTIVITIES Revised September 2000 ===-== =-=================--~=== l[oo J\\!'E~LATORY AUTHORlT~'.---~ 7 i-01 \\ These regulations shall be known as Arkansas \\ \\ Department of Education Regulations Governing \\ School DistJict Academic Requirements for Student Participation in Competitive Interscholastic Activities. [ l.02\\ These regulations a,e enacted pmsuant to the State \\ \\ Board of Education's authority under Arkansas Code 1 ___ Annotated 6-11-l OS and 6-15-202 (1999 Repl.). \\[!i(i_]j:uRPOSE ] 1 2.01 The purpose of these regulations is to set forth for \\ school districts the Standard for Academic Requirements for Competitive Interscholastic Activity 1 \\ Partici~ation which schools must meet in order to be \\ i accredited.  the acadermc standards for public school competitive \\ The further _Purpose of these regulations is to est~b_llsh interscholastic activities. [ooJ DEFl l ITIO s 3.01 \"Competitive Interscholastic Activities\" as used in these regulations mean those school-sponsored 1 activities in which students from two or more schools are competing for the purpose of receiving an award, 1 rating, recognition, or criticism, or qualification for additional competition. These regulations apply to 1 r competitive interscholastic activities only. 3.021\"Supplemental Instruction Program\" as used in these I regulations means an additional instructional o_ppo:1unity for identified students_ outside of their ume m the regular classroom and 1s further defined as: \\ \\ 3 .02. l a program verified and certified by the. \\ \\ administration of the local scho_o~ distnct 1 and the sponsors of the compet1 tl ve \\ interscholastic activities in which the school I district participates, and r--T 3.02.2\\' a program directed by a state-certified 1\\[L - -_,1. \\ classroom teacher, and 3 .02 .3\\ a program z-\ni\nd\n, an assessment of \\ the factors contributing to the student's TT CHM TTB \\ \\ l__JI !!inadequate academic performance, and I 1:====:~=== 3.02.41 a program designed to provide instruction I specific to the needs of the student in subject 1 areas where he is experiencing inadequate performance by providing assistance to the student by teachers, volunteers, or other I students who are proficient in the identified I J subject areas and that the instruction is focused on improving the student's skills in I the identified subject(s), and =-:==3=.0=2=_==:5 a program which requires identified school J personnel to contact the student's parent(s) 1\n====\n====, or guardian(s) to explain the supplemental instrnctional program to discuss the recommended course of action to meet the needs of their student, and the identified school personnel is required to keep a record of the contact made and the responses of the parent(s) or guardian(s), and 3.02.6 a program with procedures defined by the local district for monitoring student progress that includes requiring a progress report to be filed each grading period from the classroom teacher(s) in the subject a.rea(s) where the student's inadequate perfonnance has occuned with t11e report(s) sent to and held by the district's appointed director of the program. ~ ,========================== 3.03 \"Academic courses\" as used in these regulations means ==== those courses that are identified in the Arkansas Department of Education's Standards for !Accreditation of Arkansas Public Sclzools as one of the 38 course offe1ings or is a definable course for which class time is scheduled and which can be credited to meet the minimum requirements for graduation and is taught by a teacher required to have State certification in the course, and has been approved by the Arkansas Department of Education. Any of these courses for which concurrent high school credit is earned may be from an institution of higher education recognized by the Arkansas Department of Education. 3.03 .1 Physical education (PE) may be considered an academic course for one full credit within the 21 minimum credits required for graduation by the Arkansas Department of Education's Standards for Accreditation of !Arkansas Public Sclzools, and for eligibility I purposes, the first time the PE ~a.de app_ears on the transcript in grades 9-12 1s when 11  r-  - ............. ~ .............. .:wvv 1.ltlll L.JI llwill be considered an academic course. I 3.03.2 A student may satisfy an academic requirement by successfully completing academic course(s) failed which must be repeated and passed\nor academic course(s) needed\nor an equivalent course(s) in a summer term(s)\nor a correspondence course(s) approved by the local school board for granting credit for graduation requirements. If the identical course(s) is/are taken in the regular school year, in summer school, or by correspondence, the better grade(s) may be substituted for computing the Grade Point Average of the student for\n=== the previous semester. 3.03.3 If an academic course, as defined in Section 3.03, is scheduled for 90 minutes per day every day of the semester as in the case of schools set up on block schedules and the student passes the course, then that course can be counted twice toward meeting the requirement for students to pass four ( 4) academic courses as used in any following section. 1 4.00 I ST Al~DARD: COMPETITIVE INTERSCHOLASTIC ACTIVITIES POLICY ,--- 4.01 Each school district shall adopt and operate by a written policy specifying the requirements for competitive interscholastic activity pru.ticipation which shall include, but shall not be limited to, the requirements set forth herein in Section 5.00. LJ ACADEMIC REQUIREMENTS FOR COMPETITIVE INTERSCHOLASTIC ACTIVITY PARTICIPATION 5.01 The State Standard Requirements for Junior High Effective Spring Semester, 1997-98 School Year. A student promoted from the sixth to the seventh grade automatically meets scholarship requirements. A student promoted from the seventh to the eighth grade automatically meets scholarship requirements for the first semester. The second semester ei_ghi1_1-gi:_aje student meet~ the scholarship req~fre\"m~ntsf.9r:iu11.i,or 1ugh ff he has successfuliy passed-four-(4) acad~giic courses the previous semester, three (3) of which shall be in the core curriculum areas of math, science, social studies, and language arts specifi.ed by the Arkansas Department of Education's Standards for Accreditation of Arkansas Public Schools. I S.02 jjThe first semester ninth-grade student meets the I II scholarship requirements for junior high if he has successfully passed four ( 4) academic courses the previous semester, three (3) of which shall be in the core cuniculum area of math, science, social studies, and language a.tis specified by the Arkansas Department of Education's Standards for Accreditation of Arkansas Public Sclzools. :===:=========================: 5.03 The second semester ninth-grade sh1dent meets the scholarship requirements for junior high ifhe has successfully passed four (4) academic courses the previous semester which count toward his graduation ~ requirements. 5.04 Ninth-grade students must meet the requirements of the senior high scholarship rule as set forth herein in Sections 5. 0 5 and 5. 06 by the end of the second semester in the ninth grade in order to be eligible to participate the fall semester of their tenth-grade year. Student promotions at the seventh and eighth grades meet scholarship requirements for participation in competitive interscholastic activities. 5.05 The State Standard Requirements for Senior High Effective Spring Semester, 1997-98 School Year. In order to remain eligible for competitive interscholastic activity, a student must have passed four ( 4) academic courses the previous semester and either: 5.05.l Have earned a minimum Grade Point Average of 2.0 from all academic courses the previous semester, or Have met the \"proficiency perfo1mance standard\" as defined by the State Board of Education on the state crite1ion-referenced literacy end-of-course test in the eleventh-grade for twelfth-grade eligibility, or ' Have met the \"proficiency performance standard\" as defined by the State Board of Education on the state criterion-referenced ~lgebr~eGme-try-efi\u0026amp;- urse tests, or ~chieved at or above the 50t ( percentile on the Basic Battery on the norm-referenced test administered by the state, for tenth-and eleventh-grade eligib  ty, or 5.05.2 Loca~ds..m~1:resfa waiver from the State Standard by submitting a plan following a required fo1mat to the Department of Education to implement the procedures for a supplemental instruction program outlined in Section 5.06. The LJLJIIDep~rtment will review the pla~ and approve:! or disapprove the requested waiver. LJ If th: student has passed four ( 4) academic courses the previous semester but does not meet any one of the requirements in Section 5.05.1, then the student must: 5.06.1 Be enrolled and attending a supplemental instruction program of at least 100 minutes duration each week outside the regular school day in the subject areas where inadequate performance has occurred. and Have no unexcused absences for the cunent semester or its equivalent and Have no school disciplinary actions for the current semester or its equivalent or known := criminal convictions. 5.06.2 A policy statement defining \"school disciplinary action\" for purposes of imposing a sanction under Section 5.06.1 shall be adopted by the local school board and distributed to the schools prior to enforcing a sanction. As a minimum, the policy shall state that when a student has been disciplined by being placed on suspension where he is out of school for a period of time will be defined as a \"school disciplinary action\" for the pw-poses of these regulations. 5.06.3 At the end of each semester grading period (December/January or May/June) if it is detelTilined by the supplemental instruction program director that the student in the supplemental instructional program is not meeting the State Standard Requirements in Section 5.05.1 for participation in competitive interscholastic activities, the student must remain in the supplemental instructional program during the following semester grading peiiod. 5.06.4 Sanctions. At any point the student falls out of compliance with any criteria in Section 5.06.1 during the semester, he wi11 be immediately suspended from competition for the remainder of the semester and must remain in the supplemental instructional program in order for his eligibility to be reconsidered at the end of the semester. If a I student fails to participate in the supplemental instructional program during ! any semester, then eligibility can only be LJLJ regained by the student earning a Grade Point Average of2 .0 from all academic courses lhe previous semester. 5.06.5 lf a student is declared ineligible at the end I of the fall semester and only participates in interscholastic competitive activities during the fall semester, he must be placed in the supplemental instrnction program and meet the requirements in Section 5.06.1 during the spring semester in order to be considered for eligibility the following fall. The same requirement applies to a student who only participates in spring semester activities. He must be placed in the supplemental instruction program and meet the requirements in Section 5.06.1 during the next fall semester in order to be considered == for eligibility in the following spring. 5.06.6 For the purposes of meeting the supplemental instruction requirement in Section 5.06.1, a \"week\" shall be considered to begin and end with the close of the official school day on Friday. 5.06.7 Any school district which would like to submit an alternative proposal for providing the supplemental instruction program during the school day may request a waiver from the State Board of Education for this requirement. These waiver requests will be considered by the State Board of Education on a school-by-school basis. School district officials seeking this waiver may need to appear before the State Board at a regularly scheduled meeting. 5.06.8 Any school district which requested and received a waiver as described in 5.06.7 from the State Board of Education following the effective date of the 1997 revisions will not have to reapply for this waiver as of the effective date of the 2000 revisions. 5.06.9 Reporting requirement: At the end of each school year, any school with an approved supplemental instruction program must file a report with the Department of Education on fom1s provided by the Department or electronically as directed by the Department. r, Students with disabilities under IDEA function under conditions specified in their Individualized Education Program (IEP) in order to be considered eligible to Ill lp:11 arKeau.stale.ar.USIU(J 7.hlrr LJ participate in competitive interscholastic activities. In order to be considered eligible to paiticipate in these activities, students with disabilities must pass at least four ( 4) courses required by the sh1dent's IBP. LJ The regulations as set forth herein in Sections 5 .01 through 5.07 establish the minimum academic requirements for participation. Noncompetitive interscholastic activity and competitive intrascholastic activity participation are not affected by these regulations. ~\\PENALTY I 6.01 Any school which allows a_st.udent toyarticipate in _~ ~o.wpetttive interscholastic.activity w~o is ineligible as defineq by these rules and regulations must rep\u0026lt;::\u0026gt;rt such a violation inunediately upon discovery of the violation to the Director of the Department of Education. = 6.02 A school will be placed in probationary status for allowing a student who has not met the established academic requirements in Section 5 .00 to participate in competitive interscholastic activities. Such probationary status will begin with the school year in which the violation occurs. If an eligibility violation occurs during either one of the next two following academic school years, then the school will be placed in loss of accreditation status. :== 6.03 These regulations establish the minimum requirements a school district's policy on competitive interscholastic activity participation must meet in order for schools in the district to be accredited. Local school districts are not precluded from implementing higher standards in their efforts to improve student achievement. ADE Homepage OF THE ELIGIBILITY OF   TT J J GRADE BASKETBALL PLAYER CENTRAL HIGH SCHOOL ~elow is the timeline, indicating dates of occurrences and actions: MAY 1 6 ?.001 pril 27 received a phone call from Mrs. Laura Flanigan, Assistant Athletic Director. A returned call to Ms. lanigan indicated that she had information that had not attended SIP since January, yet he had played in the state tournament. (The January date proved inaccurate\nrather, March 1, 2001, was the verified date.) I called Mr. Howard, who agreed to investigate. In the meantime, Ms. Flanigan had stated that she would check the SIP logs for verification of attendance. Mr. Howard reported his findings (see Mr. Howard's message below. His April 31 e-mail, and packet are on file). I, had stopped SIP. However, he should not have been in SIP\" because of 5.05 of the Arkansas Department of Education Rules and Reaulations. Ms. Flanigan reported her findings as copied from her memo. (Her April 30 memo and accompanying packet are on file.) A section from her memo follows: After a careful check of the sign-in sheets, I found that the student in question,  did indeed stop attending the required SIP sessions on 3/1/01, as well as missed sessions on several occasions prior to that date (1/9, 1/18, 2/27)\nfrom that point on he was ineligible to participate in athletics with the Little Rock School District. However, .. participated in the 2001 AAAAA Central State Basketball Tournament and Championship for Central High School. Students are given the opportunity to make up sessions missed because an (a.m. \u0026amp; p.m.) session is offered to students. According to the records, no attempt was made for make-up. According to the rules and regulations of the program, no absences are allowed (that includes class absences) while in the program but as you can see from the enclosed attendance log, T  \u0026amp;Dwas listed absent on a daily basis. That violation in itself would disqualify a student from participation. This phase of the program should be monitored by the school administration but I realize that they are as I am, stretched to the limit and time is not always available to keep on top on all of this information so I am forced to look this up on the computer when I have the opportunity to do so. ATTACHME TC Reviewed all data from Mr. Howard and Ms. Flanigan and talked with Dr. Ed Williams in Evaluation and Testing. The findings are as follows: -1 est data provided by the school does indicate above 50 percentile on the basic battery for W\u0026amp;U, however, the data represent the results of C 10th grade testing, rather than \"previous semester\" as stipulated in SIP rules and regulations. Mrs. Flanigan's data appear accurate and complete. Dr. Williams reported that there were no test results for the previous semester because 11th graders do not take the Stan\u0026amp;rd 9 Test and the end-of-level tests are pilot tests. Therefore, had no test results for his 11th grade year, making the 5.05 invalid. Mav 7 Discussion of situation in the Superintendent's Cabinet meeting. Dr. Carnine advised legal consultation with our lawyers. Telephone conversation with Clay Fendley, who advised that I seek answers from an interview with Mr. Howard, the student, (SIP coordinator), and Coach..., NC , finding out if the coach and principal knew that the student was not in SIP. Other questions to be answered: Did someone tell the student to stop? Did talk with anyone at the school? Did we intentionally, purposefully violate policy or was this a mistake in reading the regulations, etc.? ,, ,cerviews held with Mr. Howard, John Kelly (assistant principal in charge of athletics),~, ~,and :a I- ,~ I explained my findings to Mr. Howard and Mr. Kelly, informing them of the problem with the test scores and, consequently, eligibility. At this point it seemed that we played an ineligible player in some games, including the state tournament. Mr. Howard and Mr. Kelly both acknowledged that the first time they knew of the possibility of Ii iJeing ineligible was April 27. Neither was aware that a  Q had stopped going to SIP. Mr. Howard admitted at this point that J a did not attend SIP the week before the state tournament and the documentation does not help. eported that he \"stopped going.\" (He had no reason.) He stated that no one told him to stop. reported that she gave the coaches a copy of the attendance log after the Tuesday and Thursday sessions and that she had told tr  :while passing him in the hall), \"I haven't seen you in SIP.\" had responded \"he didn't need to go anymore.\" stated that he first found out tha  I had not attended SIP on April 27. He - [i:her stated that he had delegated the responsibility of attending the SIP class and the checking of \"1e attendance logs to his assistant. ddendum - Ma 14 2001 1:30 .m. talked with Mr. Ray Lumpkin, Arkansas Department of Education. A summary of the conversation r 11lws: ,S ,He received a call from il T I  C approximately two weeks ago, inquir~out the 5.05 section of the SIP. Mr. Lumpkin emphatically stated that this section applies to eligibility only for the 10th and 11th grade years. For the athlete to be eligible during the 12th grade year, he must either have passed the four .\\:lasic courses, with a 2.0, or attend SIP--not missing a day. If the athlete misses one day unexcused, \"he's ineligible immediately.\" He added, \"The sanctions imposed by the Arkansas Department of Education are different from those imposed by the Arkansas Activities Association: the first time - we give a warning\nsecond time - the school loses its accreditation.\" Mr. Lumpkin further mentioned that about \"three or four weeks ago, Mrs. Flanigan had invited him to a meeting with the high school coaches where he talked about SIP.\" SUPPLEMENTAL INSTRUCTION PROGRAM PLAN A. Describe how you plan to offer the required 100 minutes of supplemental instruction each week outside of the regular school day for the students, and how you will monitor attendance. The Little Rock School District will use the 1997 ADE Rules and Regulations Establishing the Academic Standards for Student Participation in Competitive Interscholastic Activities as the eligibility rule-s for the District (attached), - The--Little Rock-school- District -will-operate a-supplemental instruction program outside the regular school day for students in grades nine through twelve who are participants in competitive interscholastic activities (including cheerleaders and drill team members) and who have passed four academic courses the previous semester but have failed to maintain a 2.00 grade point average during the semester preceding participation. The program will be developed in each secondary school by the principal and faculty and will be directed by a certified teacher (coordinator) at each building. The coordinator at each building will be assisted at each program session by a coach or sponsor who is working with students involved in the program. Students wishing to continue as participants in competitive interscholastic activities will attend two hours per week of supplemental instruction in those courses in which their grades fall below the required 2.00 grade average. After the roster of participants is developed by the school coordinator, attendance will be recorded for each session. B. How will the factors contributing to the inadequate academic performance by students in the Supplemental Instruction Program be assessed? Explain what assessment tools will be used. The supplemental instruction program will be based on an assessment of factors that contributed to the student's inadequate performance. Teachers of the courses wherein the student performed below the 2.00 grade level will identify the concepts that were not sufficiently mastered by the student and will provide instructional materials to be completed during the supplemental instruction program. The concepts will be identified from a review of the course objectives that were not successfully mastered and/or a profile of the concepts not mastered on standardized tests. ATTACHME TD C. Describe how the program will be designed to specifically address the needs of the students in the subject areas where assistance is needed (i.e., math, science, social studies, language arts, etc.). Include in your explanation whether or not you will use classroom teachers, volunteers, and/or students who have demonstrated knowledge in the identified subject areas. If the student tutors are used, what criteria will be used to identify these students?  Instructional materials identified by the teacher will be provided to the coordinator of the supplemental instruction program for each participating student. Those materials will be distributed to the student for completion during the program sessions. The coordinator may be assisted in the program sessions by other teachers, volunteers, ---- - - - ---- or--by---peer--tutors (students- who- have -demonstrated mastery -ef-the concepts, as evidenced by making a 3.00 grade point in the course in which assistance is being provided). D. Who will contact the student's parents or guardians to explain the supplemental  instruction program and how will this process be documented? The coach/sponsor of the student who wishes to participate in the supplemental instruction program will contact the student's parent and explain the program and the recommended course of action to reestablish the student's academic eligibility. The coach/sponsor will record the contact and any parental response to the program. E. Explain the procedures that will be used to monitor student progress while the students are in the supplemental instruction program. Be certain to include as one of the requirements a progress report to be filed each grading period by the classroom teachers in the subject areas where the students are experiencing difficulty. The supplemental instruction program director is required to keep a copy of these progress reports on file. Progress of the students participating in the supplemental instructional program will be monitored quarterly by use of the interim progress report for all students who are failing, are near failure, or who are working below capacity, Interim reports will be complet~d l\u0026gt;y the classroom teacher at the mid-point of each quarter and will be sent home to the parent, and a copy provided to the coordinator of the program. Progress will also be monitored by the distribution of quarterly grade reports by all teachers. Grade reports will be sent home to parents, and a copy will also be provided to the program coordinator. Both interim and quarterly grade reports will be retained by the program coordinator for each student who participated in the program. F. Explain the procedures you will use during the semester, and the end of each semester (December/January or May/June, to determine if the students in the Supplemental Instruction Program maintain eligibility. Include in the explanation how the requirements in Section 5.03 of the rules and regulations wlll be monitored. Students who choose to participated in the supplemental instruction program will maintain their eligibility during the semester by having passed four academic courses the previous semester (with PE counting as an academic course the first time it appears on the transcript in grades 9-12), by attending sessions of the program, having no unexcused absences or out-out-school suspensions for the current semester, and having no criminal convictions during the current semester,- -- --- - - --  - - ---- -- - - -    -   If, at the end of the semester (January/June), it is determined by the program coordinator that the student in the supplemental instruction program is not meeting the State Standard Requirements in section 5.02.1 of the ADE Rules and Regulations Establishing the Academic Standards for Student Participation in Competitive Interscholastic Activities, the student must remain in the supplemental instruction program during the following semester grading period. At any point the student falls out of compliance with any criteria in Section 5.03.1 during the semester, he will be immediately suspended from competition for the remainder of the semester but remain in the supplemental instruction program in order for his eligibility to be reconsidered at the end of the semester. If a student is declared ineligible at the end of the fall semester and only participates in interscholastic competitive activities during the fall semester, he must be placed in the supplemental instruction program and meet the requirements in section 5.03.1 during the spring semester in order to be considered for eligibility the following fall. The same requirement applies to a student who only participates in the spring semester activities. He must be placed in the supplemental program and meet the requirements in section 5.03.1 during the next fall semester in order to be considered for eligibility in the following spring. Students with disabilities that have been documented under IDEA function under conditions specified in their individualized Education Program (IEP) in order to be considered eligible to participate in competitive interscholastic activities. In order to be considered eligible to participate in these activities, students with disabilities must pass at least ( 4) courses required by the student's IEP. A school will be placed in probationary status for allowing a st1.1dent who has not met the established academic requirements in Section 5.00 to participate in competitive interscholastic activities. Such probationary status will begin with the school year in which the violation occurs. If an eligibility violation occurs during either one of the next two academic school years, then the school will be placed in loss of accreditation status. Any coach/sponsor who knowingly violates the Little Rock School District plan for the supplemental instruction program, herein described, will be subject to the penalties set forth in the LRSD Policy IGD-R (1989-90). The Little Rock School District has chosen to implement a higher standard than the regulations required to improve academic -achievement by including grade nine students as a part of this program. The District Coordinator of the Supplemental Instruction Program is Ms. Laura Flanigan of the Athletic Office. Committee: Ray Gillespie, Athletic Director Laura Flanigan, Athletic Office Shirley Goodnight, J.A. Fair High School Sandra McFadden, Forest Heights Middle School Jay Pickering, Parkview Magnet High School Marcus Davis, Cloverdale Middle School Tiffany Gunn, Mcclellan High School Rashunda White, J.A. Fair-High School Nick Davis, Parkview Magnet High School rkansas Activities Associ . 3 920 Ricli.ar~s _RQa:d  North Little Rock, AR 72117 501-955-2500  FAX 501-955-2600/955--2521   ite a '131.E .A. . S.PO.RT ll Building Citizenship Through Activities Participation ATTACHME TE '. . : . Non-School Participation  Physical Exam - Hardship Exceptions 4. The definition of a non-school team includes one or more of the following: a. A team affiliated with and scheduled for participation in an organized league. b. A team participating against a team that meets criterion (1.) above. c. A team identified by a name or a uniform, and which participates in contests independent from league affiliation. NOTE: Practice is an activity involving the players of only one school's team. B. NATIONAL TEAM, OLYMPIC DEVELOPMENT PROGRAMS, AND INTERNATIONAL SCHOOLSPORT FEDERATION. An exception to A. above may be granted: 1. A National Team (and the actual, direct tryouts therefore), which is defined as one selected by the national governing body (NGB) of the sport on a national qualification basis, either through a defined selective process or actual tryouts, for the purpose of international competition which requires the entries to officially represent their respective nations, although it is not necessary that there be team scoring by nation\nor 2. in an Olympic Development Program, which is defined as a training program or competition: a. conducted or sponsored by the United States Olympic Committee (USO()\nor b. directly funded and conducted by the USOC member national governing body (NGB) on a national level (e.g. NGB national championship competition and the direct qualifications therefore)\nor c. specifically authorized by a national governing body involving only athletes previously identified by the NGB as having potential for future participation in regional, national or international competition in the sport involved\nProvided in 1, 2, and 3: a. participation, if during the school year, is approved by the student's school administration, and the Arkansas Activities Association is notified in writing by the principal at least 30 days prior to the date of the program\nand b. the student makes prior arrangement to complete missed academic lessons, assignments, and tests before the last day of classes of the credit grading period in which that student's absence occurs\nand c. the student misses no AAA-sponsored athletic event involving a team in that sport. Rationale - To prevent conflicts in coaching philosophies during the school season and to prevent athletes from being exploited by over-participation. .!Mu.3.. PARTIGPATION IN INDMDUAL NON-SCHOOL ACTIVITIES. A. A student who is a member of a school's athletic program as a participant in a sport and who has engaged in interscholastic competition in that sport may enter non-school competition as an individual during or outside of the school season for that sport. These individual sports include: Cross Country, Track, Gymnastics, Tennis, Golf, and Swimming. B. If a participant is school-sponsored, the activity must be sanctioned under Article II, Section 8, Rule 6, Sanction (Approval)' of Events. Rationale - Athletes may participate on an individual basis without harm to a team since they compete by themselves. This provides opportunities for individuals to participate in a normally limited season. .!M.e.._li. PHYSICAL EXAMINATION. In any year that a student engages in interscholastic competition, the student must present to the coach a physical examination verification prior to beginning practice. Rationale - The coaches and school administration must be assured that the athletes are physically fit prior to beginning practice as well as competition. ~fu!k...15.. HARDSHIP EXCEPTIONS FOR ELIGIBILITY. Upon petition from a student's school administrator, the Executive Director is authorized to waive the requirements of all eligibility rules except the age rule if the school develops acceptable proof based on the stated criteria for such a waiver. A. Residence Exceptions: 1. After an investigation, a court of law has removed the student from the parents or guardians and subsequently assigned the student a place of residence. 2. The student is an orphan or there is no record of the parent's whereabouts. 3. The student's parents are out-of-state residents and the student is attending school in a school district where the parents maintain a legal residence (military, etc.). 4. The student's parents(s) have abrogated their responsibility toward the student as parents. .S. The student's parent(s) employment requires absence from home a great portion of the time the student is home and have arranged residence with relatives or friends for the purpose of supervision. 6. The student is married and living with a spouse, having a parent with residence in school district, or a spouse who had an established residence in the district one year previous to the marriage. 7. A student having lived three continuous years at any time as a bona fide member of a family may establish the family heads as substitute parents with respect to the residence rule. 8. An extreme and unusual circumstance exists that is no fault of the student or the parents. NOTE: The Executive Director is authorized to specify limitations or contingency conditions as needed when giving approvals, to ensure that such student shall not be induced to another school district or played under the pretense of being eligible should the eligibility status change. NOTE: The petition shall not be authorized if the director obtains reliable information that the student is transferring to the petitioning school primarily for athletic purposes or as a result of inducement or recruitment. B. Exception to Other Eligibility Requirements. 1. There has been an extreme and unusual circumstance that is no fault of the student, the parent, or the school that has prevented school attendance sufficient to cause that student to be in violation of the drop-out rule or the scholarship rule or the semester rule. 2. The student has been identified as being in need of special education or other special programs of study as authorized by the Arkansas Department of Education regulations, but is subsequently required by the school to participate in non-recommended courses. NOTE: If negligence or irresponsibility on the part of Page 36 - 2000-2001 MA Handbook the parent or school has a significant influence relative to the student being ineligible, such negligence or lack of responsibility may be considered. Rationale - There should be the opportunity to make exceptions to all rules, except the age rule, if the proof can be substantiated . SECTION 2  NON-ATHLETIC COMPETITIVE ACTIVITIES Ru.lLl, BONA FIDE STIJDENT. (Same as athletic Rule 4.) Rule 2. SCHOLARSHIP. (Same as athletic Rule 10.) .B..u.k.]_, SEMESTERS. (Same as athletic Rule 6.) .B..l!.!u, AGE. (Senior High same as athletic Rule 7, Junior High none.) fu!.le....5.. VOCATIONAL EDUCATION YOUTH ORGANIZATIONS. A student involved in a vocational education youth organization need only be a bona fide student of a school and meet the scholarship rule. The student may not participate in an interscholastic event on or after the twenty-first birthday. ~- HARDSHIP CASES. (Same as athletic Rule 15.) SECTION 3 - CHEER AND DRILL/DANCE SQUADS .R.u.lLl. ELIGIBILITY. Students participating as a member of a school's cheer or drill/dance squad must meet eligibility requirements for interscholastic non-athletic competitive activities. lMLZ,. PHYSICAL EXAMINATION. In any year that a student tries out for, or participates as a member of, the school's cheer or dance/drill squad, the student shall be required to have a physical examination prior to beginning an organized practice or workshop for  .tryouts and shall present a signed statement or verification which shall be valid for one calendar year. Rl.!.iLJ, STUDENT PARTICIPATION. Only a school's cheer squad members are authorized to participate on the sidelines, floor, or field during an athletic contest. This does not include pregame, halftime, or postgame activities if authorized by the school administration. An individual who is designated as a part of the squad to stand or perform with the squad on the sidelines, floor, or field during an athletic contest or spirit competition (ex: mascot) shall meet all eligibility requirements of cheer and dance/drill squad members. ii: 'An Individual Approach to a World of Knowledge\" For Immediate Release May 17, 2001 For more information: Dr. Katherine Mitchell Board President 370-5255 School Board Statement Regarding LRSD Athletic Program The Little Rock School Board is aware of the seriousness of the recent allegations relative to the district's athletic program and is taking an active role in resolving the issues. First, the board has called for a thorough and intensive investigation of the allegations. The administration has assured the board that the investigation will be substantially completed in 30 days and will provide information that will allow the board to take appropriate action. Secondly, the board will meet with Dr. Kenneth James, the incoming superintendent, to clearly state policies and procedures and to confirm lines of authority, responsibility and accountability to ensure compliance. Finally, the board will institute internal audit procedures to fairly test the district's compliance to rules and regulations. The board is committed to academic excellence and achievement of all students in this district as well as the principles of fair play in athletics and other extracurricular activities. The actions of the board will substantiate its firm commitment. ATTACHME TF 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.k12.ar.us 501-324-2000  fax: 501-324-2032 HIGH SCHOOL (Grades 9 - 12) CURRICULUM CATALOG 2001-2002 Little Rock School District Division of Instruction 3001 S. Pulaski Little Rock, AR 72206 501/324-2000 www. lrsd. org ATTACHME TG LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKC-R CLASS RA.~, GS/GRADE-POINT AVERAGES All grades, except those noted in the \"exceptions\" below, earned for high school courses, including excess elective units, shall be used in calculating the grade-point average and rankin- class. Grades included in the computation are as follows: 1. Grades earned for high school courses, whether taken in the regular day, evening school, or summer school program. ---\u0026gt;z,-,_ 2. Grades earned in alternative education programs, including those in LRSD, administered by school districts or other organizations which are accredited through their state department of education or a regional accreditation organization, such as North Central Association of Schools and Colleges ( CA). 3. Transfer grades from accredited schools outside the Little Rock School District. 4. Algebra I (or higher-level mathematics course) and Level I foreign language (or higher-level foreign language course) taken in the eighth grade. 5. Only one (1) unit of physical education (One-halfun.it is required\none-half unit may count as an elective. Therefore, only the grades for one unit of physical education shall be computed in the grade-point average.) 6. Grades earned in approved concurrent credit college courses offered in cooperation with institutions of higher education. 7. Grades earned in summer enrichment programs conducted by institutions of higher education, if the course and credit were approved by the District. (See IKEC-Rl.) 8. Failing grades, even for those courses re-taken. 9. First grades of courses retaken to improve understandings and skills. 10. Grade earned for one semester of Driver Education taken from an accredited high school. 11. Grades earned on credit-by-examination to make up failed courses. (See IKEC-R3.) 12. Grades earned in the District's home-bound programs. 13. Grades earned in approved correspondence courses. (See IKEC-R2.) 14. Grades earned in approved on-line or distance-learning courses. 15. Courses in which a student earns an C (no credit due to excessive absences). Regardless of the student's grade in a course for which he/she earns an C, the NC, which equals O points, replaces the grade and is used in the calculation of the grade-point average. 28 HIGH SCHOOL (Grades 9 - 12) CURRICULUM CATALOG 2001-2002 Little Rock School District Division of Instruction 3001 S. Pulaski Little Rock, AR 72206 501/324-2000 www. lrsd. org TTACH IE TH LITTLE ROCK SCHOOL DISTRICT NEP\" CODE: IKEC-R3 CREDIT BY EXAMINATION Purpose The following regulations provide guidelines for the administration of the credit-byexamination program, effective the 1999-2000 school year. Eli!!ibilitv Criteria In order to be eligible to earn credit by examination, a student must meet all the following criteria: 1. Be enrolled in grades 6-12\n2. Have been enrolled, according to a review of school records, at least 55 scholastic hours for a semester core course. Exception: Keyboarding credit may be earned through examination at either the middle school and high school levels, without prior enrollment in the course, as per a waiver granted by the Arkansas Department of Education. 3. Be recommended for the credit by examination program by a teacher or counselor and the principal of the school\nand 4. Have parent permission to take the examination for possible credit instead of retaking the course. Available Courses Credit by examination shall be available to students for the following courses: Middle School High School English 6, 7, 8 English I, II, III, IV Mathematics 6, 7, 8 Algebra I Keyboarding Geometry Achievement of Course Benchmarks Concepts of Geometry Civics World History United States History Keyboarding Examinations used to earn credit under this policy shall assess the student's achievement of course benchmarks and shall be properly evaluated by the Associate Superintendent for Instruction or designee before credit is granted. The District may develop the examinations or may purchase end-of-course examinations that are aligned with the State's curriculum frameworks. Examination Development The following procedures shall apply if examinations are developed locally for credit by examination: 1. All tests developed for credit by examination shall be written by staff in the Division of Instruction with the advice and input of classroom teachers. 2. Tests used for credit by examination shall be comparable in difficulty to semester examinations administered to students during the regular school year. 3. All tests administered for credit by examination shall be evaluated (graded) by a member of the staff of the Division of Instruction and/or a teacher in that subject area. Procedures The following procedures shall apply: 1. Credit-by-examination tests shall be administered at the end of each semester according to a schedule developed by the Department of Planning, Research, and Evaluation. 2. A student shall attain a passing grade in order to receive credit. 3. No student in grades 6-8 may earn more than one course credit each year through creditby- examination. No student in grades 9-12 may earn more than two total units through credit by examination. 4. Students are limited to one test administration per semester per course. 5. Students will be notified in writing of their examination grade and whether credit will be awarded. Such notification shall occur in time for decisions relating to summer school attendance can be made. 6. The credit-by-examination procedures shall be coordinated by the Assistant Superintendent for Planning, Research, and Evaluation (PRE), with input from appropriate curriculum directors and other staff. Grant and Record of Credit The grant of credit is subject to District approval. Credit obtained by this method shall be recorded on the permanent record for grades 6-8 and the high school transcript for grades 9- 12, upon written authorization by the Association Superintendent for Instruction. A student may not take the Keyboarding course for credit in both middle school and high school. Use of Credit V 1. Credit by examination shall not be used to gain eligibility for participation in extracurricular activities. 2. Credit-by-examination cannot be used by grade 12 students to earn eligibility to participate in graduation ceremonies since the administration of the tests occurs after the graduation ceremony. 3. Credit-by-examination may be used to earn promotion from one grade level to the next at the middle school and high school levels . . otice The District shall give reasonable notice of the availability of credit by examination in student handbooks and other documents made available to students and parents. 33 -LTTl_E r~~.JG:-\\ t:'CHo\n:n._ I7'15Tf:Z1GT ::E!J7-RAL '.,ifJ~ SC~0tJL 'Jl f:1PAi'iJ.8H T. J j~  FD 5.~ NVI R l : J:2  GJ:nMf.TR \\\"( r~ ,1:3 . GEfJL-EJF hC E :n wu, HJST Fi ).-'i, ENG l I I fl CJ.. Eie.'ovu ... l.'. \\ . 7.3\u0026gt; y.3) O C D (] L D ,.,,..~ t) F C .oc. --rJ) 1~101 .J)-C.. 'h.s101 C\n,,C.... Yz.C\\101 ~ ,(IC.. '/7Alo I \u0026amp; ATTACHMENT I ~-iom e roorn f=~ur11ber 3 JO 8M l cu1ren~ G. P.A. Cumu l ative G. P. A. P ER I OD ADBEf\"lT 01 3 o~, e 03   \"2. C4 8 To Whom lt May Concern: In the past few weeks there have been press reports, conjecture, and widespread speculation that a Central High student's grades were changed for unethical reasons. Namely, just so that be could play basketball. As a human being, I am hurt to have my name so recklessly and unfairly tied to such implications. As an educator, I am deeply troubled that these implications have been made without a thorough investigation into the facts at hand. I have never been offered the opportunity to explain myself. I have done nothing unethical. My true motivations for changing this student's grade have, up until now, .been my own private knowledge. That will change with this letter. In the beginning weeks of the third quarter, approached me about changing his grade \"so that [he] could play basketball.\" I was unwilling to do so. I cited . low-test grades, his behavior problems in my class, and the fact that he had never attended the after-school tutoring that I offer every school day. I told that I had no reason to believe that changing his grade would accomplish anything. After our conversation, I saw behavior and attitude changes in  that caused me to reconsider my unwillingness to change his grade. The behavior problems that I bad had with him completely disappeared. His attention span in class improved dramatically. His interest in Spanish, which had been low, began to grow. He came in for tutoring after school, and made a high score on a vocabulary quiz. Changing a student's grade in a conspiracy to maintain an advantage in athletics would not only be illegal, but it would also be unethical and immoral. That is something I would never do. However, I would also never deprive a student from participating in an activity that was a great motivator for him or her to improve academically. It was clear to me that, for , basketball was such a motivator. When I saw the difference in approach to Spanish, I realized it was due to his desire to play basketball. Consequently, I decided that a grade change was appropriate because it reinforced his academic improvement. These are the facts regarding the changes I made in grade in my class and my reasons for doing so. These reasons are rooted solely in . best interests and in nothing else. I would do the same for any one of my students, and feel good about it. And in hindsight, if I had it all to do over again, I would do nothing differently. As a teacher, I believe I have a responsibility to do everything in my power to help a student excel in academics. In this situation, as in every other situation with every one of my students, my actions were consistent with this responsibility. Sincerely, ATTACHME TT J HOWARD, RUDOLPH I, . TEACHERS OF . ELIGIBILITY INVESTIGATING COMMITTEE REASON FOR GR.P..DE CHAl~lGE . ) . Fn i:: 1 ht-- 1 TEACHER Qi= 0A teacher suoject CHANGED HIS: (CHECK ONE) 1st quarter grade _ 3rd quarter grade _ Exam Grade _ _ 2nd quarter grade_L 4th quarter grade _ _ Final Grade __ _ for the following reason: At e. eV\\d D+ -=th~ 9 rc.{d 1n3 -:p-e\n,-: od. 1 had. hot +vr-r1ed 1n h1':s -MO al rec.tp:e., pr-dkct Lt\u0026gt;h, c1 rntt.de his average n...,(D), H-e. -tvY-Y'\\e-e~ 1n h,'.s ('C1pes,, bu+- 1Jo1 os were.. I oo hoo due.... -+o be, n\u0026lt;A 1 lo..,4e_. Q(\\d ove 1,..0L l\\ ov-o\\ec,,+. V I ~ Did you , the teacher, initiate the change? __ yes __ no Did s~~~~ni:lse in)tiate tr change1 I X yes __ no Did you, the teacher, discuss. e chang~ with anyone? )S,_yes __ no Who? Indicate the nature of the discussion: ask'e rn-e... 111hoJ--- \u0026gt; rn, ssed baJ caused h,'~ YO-de, :6 h-e Ct 11D\", I+o\\d him \\r\\,'s py oJec\ntbo Ls IJlOdb ~oo ptsi Is it \"common prac1ice\" to change students grades when warranted? yes _x__ ___ no Was any precedent set as a resu lt of your changing the grade? yes--.X_ ___ no ATTACHMENT K To: Mr. Rudolph Howard From:W .,,,... Date: May 18, 2001 Re: Grade change explanation Dear Sir: In reference to the grade that I changed on January 25, 2001 for . -, I would like to give a full explanation. On many occasions, students bring in missed or late assignments that when completed requires a change of grade. This was the case with . Because I felt he had an excusable reason for not turning in his required work, I allowed him to tum it in at a later date. The required assignment was a recipe file. The assignment was worth 200pts. Below, you will find a detailed e:i..-planation of his grades before and after his grade change. 1st 9weeks grade 20/20 100/100 80/100 75/100 25/25 40/100 0/50 425/610 possible 69.67 - 70% IC Before Grade Change 50/50 20/ 93/100 76/100 65/100 70/100 It\n80/100 0/200----(Recipe files) 454/ 750 possible= 60%/ D Semester Calculations (Before) Grade charu!e 70 - 1st nine weeks grade 70 60 - 2nd nine weeks grade 60 7 6 - Semester Test 336 divided by 5 = 67.2/ D After Grade Charu!e 50/50 20 93/100 76/100 65/100 70/100 80/100 100/200 554/750 possible= 74%/C (After) Grade Chanire 70 - 1st nine wee!G gi\"ade 70 7 4 - 2nd nine weeks grade 74 i 6 - Semester Test 36 divided by 5 = 72.8/ C  Because all students ru:e beginners in cooking, their cooking labs are not calculated and therefore, are not counted against student grades. Statement Concerning eceived a 65 percent \"D\" his first nine weeks grading period. The \"D\" was due in part to his failure to hand in four textbook assignments. He asked if he could tum in the assignments late, but my answer was no. S earned a 79 percent \"C\" the second nine weeks grading period. His semester final was a 50 percent \"F\". His semester grade calculated out to be a 68 percent \"F\" and the grade sheet was given to the registrar. S _ f asked if I would look at the grade again and consider letting him make up past assignments. I agreed to look at the entire semester again. I realized upon review that letting  turn in only two of the assignments missed from the first nine weeks would result in his grade being a \"C\"  Further calculation, based on the new information, revealed his semester grade would have been a \"C\" and not a \"D\". At this point, I felt I had been unfair to ff and informed him that I would make a grade change. I am forwarding this information with the hope that it will in no way be used to violate or compromise 1$  rights under the FERP A Act. Sincerely, ATTACH IE TL iOWARD, RUDOLPH TEACHERS OF ELIGIBILITY INVESTIGATING COMMITTEE REASON FOR GRADE CHANGE EDWARDS CHANGED HIS: (CHECK ONE) 1st quarter grade _ 2nd quarter grade __ 3rd quarter grade __ _ Exam Grade __ _ 4th quarter grade __ _ ,/ Final Grade for the following reason: A~ Sf A+ d i/J ,A ltm7l /ILc--V!cXu. ~ _( I,{_ h /4. ~f-/F ,\u0026lt; I .=ii f fill- I L.,/ {\ntA\u0026lt;. ~::{.,\u0026lt;.,~ ~ f?l A I u dJ,1\ns ~\ns r 9 /4. cl /4 ,.-t:flr. /4.\n, a.efipi,., 1/u\nfJ ~ . IU.a.h ,4 5t!Jt(Ef,7?:Z. Did you, the teacher, initiate the change? ~es __ no :Jid someone else initiate the change? __ yes Z Who? ________ / Did you, the teacher, discuss the change with anyone? _yes __ no Who? _______ _ Indicate the nature of the discussion: !s it \"common prjCtice\" to change students grades when warranted? yes~ ___ no Was any precedent set as a result Qf--1our changing the grace? yes_ ~ HOWARD, RUDOLPH Ta: TEACHERS OF ELIGIBILITY INVESTIGATING COMMITTEE ,...._ \\SON FOR GRADE CHANGE ~,\u0026amp;TEACHER OF , teache,r --/-- subject/ EDWARDS CHANGED HIS: (CHECK ONE) 1st quarter grade _ 3rd quarter grade __ Exam Grade / / 2nd quarter grade__L_ 4th quarter grade _ _ Final Grade / Did someone else initiate the change? __ yes / no Who? ______ _ Did you\nth  yone? /ves __ no Who?~~~~~!::::,l:.........::::l~t:.c.-t.e\n,~ Indicate the nature of the discussion: \\ /40 ~ ~ ~~v ~ 4-,y.ua ,?\n~ 'A.i, P'.e~ ~ ::::Z' -.z,, pu::zZ\n.,. Is it \"common pr,ittice\" to change students grades whepwarranted? yes -1L ___ no Was any precedent set as a result of your changing the g~ade? yes__  no ATTACHME rTM :OWARD, RUDOLPH I,~ Teachers of Eligibility Investigating Committee Reason for Grade Change ,,, teacri-,r changed his: ~check one) \u0026lt;~ mTeacherof SU ect ff-0 1st quarter grade __ 2nd quarter gradeL f -~ 3rd quarter grade __ 4th quarter grade __ Final a.... rade .,f r-- (\n. for the following reason: ' ..AHt,1/\nf z.,w .q\nk ~ 4/'-tfU/t:, d'A42Z\n:.,f(/2\n2\u0026amp;( ~ A',\u0026amp; ~A ZZ~~~ ' ,U,u?.,W ~ 44/ ,v ~.ii!hi ~ft\u0026lt;-~~~~ -i~ ~ (j:-,0'},-L,IV ..Zt70 _,,e  ~ ~ T0:J ~ ~' .,,y signature below ~ests to the fact that I wis not coeroe\"d 1n any way by anyone to make the grade cffunge and that ,. the change w..~ . s ma~ because the student's efforts in my class warranted a grade change. teacher's signature LITTLE ROCK SCHOOL DISTRJCT NEPN CODE: I.KA. GRJ\\DING SYSTEMS The primary purpose of grading is to keep parents and students fully informed of a student's progress in meeting course standards and benchmarks and to provide teachers and principals with a continuous and accurate record of each student's achievement in order to assess the effectiveness of instruction. Grades for progress summary reports to parents are issued on a nine-week basis, semester, and/or yearly basis. While completely uniform grading criteria at and between all school levels may not be possible, the grading system is established with the intent of being fair and in having enough consistency to accomplish its purposes. The procedures for nine-week, semester, and yearly grading are set forth in the administrative regulations. It is the policy of the Board of Education that grades assigned to students for performance in a course shall reflect only the extent to which a student has achieved the expressed standards and benchmarks of the course. Academic grades shall not be reduced for disciplinary reasons except in the case oflate assignments or academic dishonesty. Neither shall academic grades be enhanced for disciplinary compliance or for other non-academic rewards. Variations in instruction, performance standards, and assessment strategies for students with disabilities shall be determined by the admission, review, and dismissal committee and included in the student's individual education plan. Teachers are responsible for adapting pacing, instructional strategies, materials, and assessments for students who have been identified as limited-English proficient. Revised: Septe!I_lber 23, 1999 Adopted: July 23, 1998 Legal Reference: AC.A. 6-15-902 Cross Reference: Administrative Regulation IKA-R ATTACHME T Senior High School Student Handbook ATTACHME TO ATTENDANCE POLICY AND PROCEDURES Penalties and Notification Procedures l. When a student has missed three or more unexcused absences in any class during one semester, the school attendance secretary shall notify the student's parents, guardians, or persons in loco parentis. Notice shall be via telephone contact by the end of the school day in which the absence occurred or sent via regular mail, with a return addressed envelope, no later than the following school day. Data from the student's Pupil Information Form will be used in this procedure. 2. When a student has six unexcused absences in any class during one semester, the school attendance secretary shall again notify the student's parent or guardian of the number of absences. Also, the student's building-level administrator shall schedule a conference with the student and his or her parent or guardian to discuss the student's absence pattern and its effects together with appropriate interventions. The administrator shall explain during the conference that course credit will be denied if the student receives seven (7) unexcused absences in a semester. 3. Course credit will not be denied if a student/parent/administrator conference is not held or if appropriate documentation of the student's absences has not been forwarded to the parent, at the student's address of record. However, a parent's failure to attend a conference or respond to notification of a conference will not circumvent the loss of course credit for the student. 4. Course credit shall be denied for each class in which a student has more than six (6) unexcused absences during one semester and when the administrative conference has been held, unless the principal or assistant principal finds there are extenuating circumstances of such that to deny credit would be unfair. 5. If the principal or assistant principal denies course credit, the student may appeal the course credit denial to the LRSD Student Hearing Officer [324-2170]. The student must request an appeal within 24 hours of the principal or assistant principal's final decision to deny course credit. 57 ATTENDANCE POLICY AND PROCEDURES 6. On the seventh unexcused absence, the parent/guardian shall be notified that a referral to the Pulaski County Juvenile Cour1 has been made in accordance with Act 1308, adopted by the Arkansas Legislature, March, 1997. 7. When a student who is fourteen or older has missed more thru seven (7) consecutive days without approval of the principal o assistant principal, the school attendance secretary shall notif\nthe Arkansas Department of Finance and AdministratiOJ (DF\u0026amp;A). DF\u0026amp;A may suspend the student's driver's license unti the student provides satisfactory evidence that he or she i attending school or has reached age eighteen. WARNING: The District will count three (3) or more class absences one day as a full-day absence. 58\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"nge_ngen_m-9495","title":"Jesse and Azira Hill","collection_id":"nge_ngen","collection_title":"New Georgia Encyclopedia","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":null,"dc_date":["2001-05-24"],"dcterms_description":["Jesse Hill, the former leader of the Atlanta Life Insurance Company, is pictured in 2001 with his wife, Azira. Hill became active in the civil rights movement upon his arrival in the city in 1949, while living at the YMCA on Butler Street. The street was renamed in his honor in 2001.","This photograph shows Jesse Hill, the former leader of the Atlanta Life Insurance Company, pictured in 2001 with his wife, Azira, at their home in Buckhead, Atlanta, Georgia. He sits in a chair and wears a dark shirt and grey jacket. Mrs. Hill stands behind him and wears a pinstriped jacket. Hill became active in the civil rights movement upon his arrival in the city in 1949, while living at the YMCA on Butler Street. The street was renamed in his honor in 2001."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["http://www.georgiaencyclopedia.org/articles/business-economy/jesse-hill-1927-2012","Forms part of: New Georgia Encyclopedia"],"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":["http://www.georgiaencyclopedia.org/articles/business-economy/jesse-hill-1927-2012","Forms part of: New Georgia Encyclopedia"],"dcterms_subject":["Insurance executives--Georgia--Atlanta","Businessmen--Georgia--Atlanta","African American businesspeople--Georgia--Atlanta","African American executives--Georgia--Atlanta","Civil rights workers--Georgia--Atlanta","African American civil rights workers--Georgia--Atlanta","Cuban American women--Georgia--Atlanta","Civic leaders--Georgia--Atlanta","African American civic leaders--Georgia--Atlanta","Businesspeople--Georgia--Atlanta","Men--Georgia--Atlanta","African American men--Georgia--Atlanta","Women--Georgia--Atlanta","Chairs--Georgia--Atlanta"],"dcterms_title":["Jesse and Azira Hill"],"dcterms_type":["StillImage"],"dcterms_provenance":["New Georgia Encyclopedia (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["https://www.georgiaencyclopedia.org/articles/history-archaeology/jesse-hill-1927-2012/m-9495/"],"dcterms_temporal":null,"dcterms_rights_holder":["Reprinted with permission from The Atlanta Journal-Constitution","Atlanta Journal-Constitution"],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["color photographs"],"dcterms_extent":null,"dlg_subject_personal":["Hill, Jesse, 1926-2012","Hill, Azira Gonzalez Sanchez, 1923-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1359","title":"Proceedings: ''Pulaski County: Plan for Implementation of Middle Schools in Pulaski County Special School District''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["2001-05-04"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","School districts--Arkansas--Pulaski County","Education--Arkansas","Educational law and legislation","Educational planning","School facilities","School management and organization","Education, Secondary","Court records"],"dcterms_title":["Proceedings: ''Pulaski County: Plan for Implementation of Middle Schools in Pulaski County Special School District''"],"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/1359"],"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":["legal documents"],"dcterms_extent":["28 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1707","title":"Court filings concerning LRSD's compliance report, addition of an activities complex at Baker Interdistrict School, and motion release of LRSD from federal court supervision","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["2001-05"],"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","Knight Intervenors","Joshua Intervenors","Little Rock School District","Pulaski Association of Classroom Teachers (PACT)","Pulaski Association of Support Staff (PASS)","Baker Interdistrict School (Little Rock, Ark.)","Education--Arkansas","Education--Evaluation","Education, Secondary","Educational law and legislation","Educational planning","School management and organization","School improvement programs","School buildings","School employees","Student activities","School integration","Education and state"],"dcterms_title":["Court filings concerning LRSD's compliance report, addition of an activities complex at Baker Interdistrict School, and motion release of LRSD from federal court supervision"],"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/1707"],"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":["57 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"District Court, Knight intervenors' motion for extension of time; District Court, Joshua intervenors' motion for extension of time; District Court, order; District Court, motion for extension of time to respond to Little Rock School District's (LRSD's) compliance report; District Court, motion to approve addition of an activities complex at Baker Interdistrict School; District Court, motion objecting to release of Little Rock School District (LRSD) from federal court supervision; District Court, Pulaski Association of Classroom Teachers (PACT) and Pulaski Association of Support Staff (PASS) intervenors' objections to proposed Pulaski County Special School District (PCSSD) conversion to middle schools; District Court, response of the Joshua intervenors to the Pulaski County Special School District's (PCSSD's) motion for approval of middle schools; District Court, order; District Court, the Pulaski County Special School District's (PCSSD's) combined reply to Joshua and Pulaski Association of Classroom Teachers (PACT) and further submissions to this court; District Court, Joshua's response to Pulaski County Special School District's (PCSSD's) motion to approve addition of an activities facility at Baker Interdistrict School; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool  The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  FILED EAsrM;...sN01STR1cr COURT K 01STRICT ARf\u003cANSAS MAY JC ;,nrn IN THE UNITED STATES DISTRICT COURT MAY 11 2001 Offliit 1:. EASTERN DISTRICT OF ARKANSAS 8JAy M ES W. McCORMACK, CLERK DESmRE6ATION MONITORING WESTERN DMSION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. MOTION FOR EXTENSION OF TIME For their Motion, Knight, et al. Intervenors, state: PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. At the close of the hearing on Friday, May 4, 2001, the undersigned counsel for PACT and PASS requested a ten (10) day period to file objections to the 4I PCSSD plan to implement middle schools within the district. The court granted the request and gave PACT and PASS ten (10) days to file such objections. PACT/PASS intend to file objections to the PCSSD proposal. 2. Because of scheduling conflicts, the Mother's Day week-end and the absence of Sandra Roy, Executive Director of PACT, counsel has been unable to meet with PACT and gather information with which to file said objections. 3. Granting a seven (7) day extension of time to file said objections until close of business on Monday, May 21, 2001 will cause no prejudice to PCSSD or the other parties. WHEREFORE, Knight Intervenors, et al., and JJ10re specifically PACT and PASS pray that the court grant an additional seven (7) days or until close of business on ,,,, 'ft DEP CLEHK Monday, May 21, 2001 to file their objections to PCSSD's plan to implement middle schools within the district and grant them all other relief to which they may be entitled. Respectfully submitted, Richard W. Roachell ROACHELL LAW FIRM P.O. Box 17388 Little Rock, Arkansas 72222-7388 (501) 224-1110 Richard W. Roachell (78132) CERTIFICATE OF SERVICE  I, Richard W. Roachell, do hereby certify that a true and correct c~y. of the foregoing document was sent by U.S. Mail, postage pre-paid, on this. l \\ T ~Y of May, 2001, on the following person(s) at the address(es) indicated. M. Samuel Jones III Wright, Lindsey \u0026 Jennings, LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 Mr. John W. Walker John W. Walker, P.A 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mark A. Hagemeier Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 ~.~ Richard W. Roachell RECEIVEO MAY 1 6 2001 MAY 1 4 2001 VlfiCl:OF DESEGREGATION MONfflJRJNQ JAMES W. McCORMACK, CLERK .By: OEP CLER~ rn THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION LITTLE ROCK SCHOOL DISTRICT V NO. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERmEKNIGffi, ET AL. MOTION FOR EXTENSION OF TIME PLAmTIFF DEFENDANTS INTERVENORS INTER VEN ORS Come the Joshua Intervenors, by and through undersigned counsel, for their Motion for Extension of Time to File a Response to PCSSD l\\Jotion for Approval of Middle Schools up to and including May 21, 2001. For their motion, Joshua states: 1. Additional time is needed in order to provide a response due to undersigned counsel's schedule. 2. Counsel for the Knight Interv~nors has filed a similar request. 3. Counsel for the PCS SD has been contacted and he has indicated that he does not object to this request. WHEREFORE, the Joshua Intervenors pray that the Court enter an Order extending the time up to and including May 21, 2001 in which they may file their response to PCSSD's Motion for Approval of Middle Schools. Respectfully submitted, John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 50137~ By~r CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing pleading has been sent to all counsel of record via United States mail postage prepaid on this 14th day of May, 2001. ~-~ \\ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS MAY 15 2001 LITTLE ROCK SCHOOL DISTRICT Plaintiff (s) vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER NO. 4:82CV00866 SWW RECEIVED Defendant(s) MAY 21 2001 OfflCEOf DESEGREGATION MONITORING Intervenors Intervenors Pending before the Court are motions filed by the Knight Intervenors and the Joshua Intervenors for an extension of time in which to file responses to PCSSD's motion to approve middle schools. The Court finds that the motions should be, and they are hereby, granted. IT IS THEREFORE ORDERED that the Knight Intervenors and the Joshua Intervenors are allowed an extension up to and including May 21, 2001, to file responses to PSCCD's motion for approval of middle schools . 11' Dated this ___ii_ day of May, 2001. THIS DOCUMENT ENTERED .ON DOCKET SHEET IN COMPLIANCE WI ~ULE 58 ANO/OR 79(a) FRCP ON - '{;..~(J/ BY er:-: 9?~~M SUAN WEBBER WRIGH~ Chief United States District Judge -FIECEl\\fEO - MAY 18 2001 MAY 1 6 2001 OFFICE OF DESEGREGATION MONrroRING IN THE UNITED STATES DISTRICT C=S W. McCORMACK, CLERK EASTERN DISTRICT OF ARKANSAS DEP CLERI( WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V NO. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. PLAINTIFF DEFENDANTS INTER VENO RS INTER VENO RS MOTION FOR EXTENSION OF TIME TO RESPOND TO LRSD'S COMPLIANCE REPORT Come now the Joshua Intervenors, by and through undersigned counsel, for their Motion for Extension ohime to Respond to LRSD's Compliance Report, state: 1. Because of undersigned counsel busy trial schedule, additional time is needed for undersigned counsel to review the voluminous report of the Little Rock School District. 2. Undersigned counsel has at least a dozen trials scheduled within the next thirty days for which he has been and is being required to prepare and to meet imminent time requirements and deadlines which included the following cases: Name of Case Date of Trial Bennett v. First National Bank May 21 , 2001 State of Arkansas v. Tyrone Gamble May 22, 2001 U.S.A. v. Joe Bryant III May 29, 2001 Beverly Burkett v. USDA June 4, 2001 Schroeder, et al, v. Ibbottson, et al. June 4, 2001 Jamie Tims v. DHS June 4, 2001 Court/Judge Prince George Co., Maryland Craighead Co. Circuit Court Judge George Howard Jr. Judge Susan Webber Wright Judoo G. Thomas Eisele 'r!., Judge George Howard Jr. Carolyn Adkins v. McGhee SD D. Williams, et al. v Parkcrest Apts. J.C. Springer v. Rita Rowland State of AR v. Tremaille Ross State of AR v. Ravin Taylor Tenisha Stewart v. Dr. James Trice June 4, 2001 June 6, 2001 June 8, 2001 June 11, 2001 June 11, 2001 June 13, 2001 Judge William \"Bill\" Wilson Judge Jim Moody Ouachita County Chancery Court Jackson County Circuit Court Jackson County Circuit Court Jefferson County Circuit Court 3. In addition, undersigned counsel has been in negotiations with counsel for the Little Rock School District and the State of Arkansas regarding the District's compliance report and related matters. 4. This request is not being made for purposes of delay. 5. Counsel for the Little Rock School District has been contacted and has authorized undersigned counsel to indicate that he does not object to this request. WHEREFORE, the Joshua Intervenors pray that the Court enters an Order extending the time in which they may respond to the Little Rock School District's Compliance Report up to and - including June 18, 2001 . Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374- 8 CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing pleading has been sent via United States mail postage prepaid to all counsel of record on thi th day of May, 01. EDWARD L. WRIGHT (1903-1077) ROBERT S. LINDSEY WRIGHT, LINDSEY \u0026 JENNINGS LLP JUDY SIMMONS HENRY KIMBERLY WOOD TUCKER RAY F. COX, JR.' ,, .... ,  ,1 ISAAC A. SCOTT. JR. JOHN G . LILE GORDON S. RATHER. JR. TERRY L. MATHEWS DAVID M. POWELL ROGER A. GLASGOW C. DOUGLAS BUFORD. JR . PATRICK J . GOSS ALSTON JENNINGS, JR . JOHN R. TISDALE KATHLYN GRAVES M. SAMUEL JONES Ill JOHN WILLIAM SPIVEY 111 LEE J. MULDROW N.M. NORTON CHARLES C. PRICE CHARLES T. COLEMAN JAMES J . GLOVER EDWIN L. LOWTHER , JR . CHARLES L. SCHLUMBERGER WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER McSPAOOEN ROGER O. ROWE JOHN 0 . DAVIS Mr. John Walker John Walker, P.A. 1723 Broadway Little Rock, Arkansas 72206 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 RE: PCSSD Dear Counsel and Ms. Marshall: ATTORNEYS AT LAW TROY A. PRICE . ... ,..,...... -.a,. \" wlICIA SIEVERS HARRIS 200 WEST CAPITOL AVENUE Bl\"' e C MN !'.0 P 0 R 0 /o~R. SUITE 2200 . . .  A SOH\"oV~~ HANCOCK LITTLE ROCK. ARKANSAS 72201-3 9 KEVIN W. KENNEDY JERRY J. SALLINGS (501) 371-0808 WILLIAM STUART JACKSON FAX (501) 376-9442  ~ICHAEL 0 . BARNES MAY 2 i 200 TEPHEN R. LANCASTER , ~ UOY ROBINSON WILBER BETSY MEACHAM www.wlj .com OF COUNSEL ALSTON JENNINGS RONALD A. MAY M. TODD WOOD KYLE R. WILSON JENNIFER S. BROWN l\\C:j ; u\"i: C. TAO BOHANNON Ur.-lwJ;; I MICHELE SIMMONS ALLGOOD ~TIN! M0NITQMl(tia~~'b~i;HERTY' ~ _......Ni.I M. SEAN HATCH ., PHYLLIS M. McKENZIE ELISA MASTERSON WHITE Writer's Direct Dia I No. 501-212-1273 JANE W. DUKE mJonesCwlJ .com ROBERT W. GEORGE J. ANDREW VINES JUSTIN T. ALLEN CHRISTINE J . DAUGHERTY. Pn.o .  May 18, 2001 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones Jack, Lyon \u0026 Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Ms. Sammye L. Taylor Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 l..icflnHd to practice before the Un#ed Stat Patent and Trademark Off,ce Enclosed is a copy of PCSSD's motion to approve addition of an activities complex at Baker lnterdistrict School, which is being filed today. MSJ/ao Encl. 255717-v1 Cordially, WRIGHT, LINDSEY \u0026 JENNINGS LLP \u0026-~ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. MOTION TO APPROVE ADDITION OF AN ACTIVITIES COMPLEX AT BAKER INTERDISTRICT SCHOOL The PCSSD for its motion, states: RECEIVED MAY 21 200f GROF BM WN1aomNG PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. Attached as Exhibit \"A\" to this motion is a letter from the principal of Baker lnterdistrict Elementary School to the PCSSD Assistant Superintendent for Equity and Pupil Services outlining what she feels to be an opportunity to enhance recruitment of minority students to Baker Elementary. 2. Briefly stated, the principal and administration believe that the construction of the complex described in Exhibit \"A\" would present a unique opportunity not present at the District's other elementary schools. 3. While the construction of the activities complex would relieve congestion in the building regarding music, art and other activities, it would not literally expand capacity. The District would commit not to utilize any of the new construction for regular classroom space without permission of this Court. 255238-v1 4. However, the Court's approval of the District's current motion to convert to middle schools would generate space sufficient to accommodate newly recruited M to M students and intradistrict transfers to Baker, for the 2001-2002 school year. 5. Further, in a matter not mentioned in Exhibit \"A\", it is important for the Court to note that Baker and other PCSSD schools in the western part of Pulaski County compete directly with established private schools in the area. One is Walnut Valley Christian Academy located at 19010 Highway 10. Walnut Valley has a gymnasium/activity complex. Chenal Valley Montessori School is located at 15717 Taylor Loop Road, which offers preschool through middle school. Baker itself also competes directly with Hebron Christian Academy located at 18715 Kanis Road, about 1  miles from Baker. 6. Further, it is known. and has been known for some time, that Pulaski Academy plans to relocate to a site proximate to the Wildwood Performing Arts Center on Denny Road located approximately two miles from Baker Elementary. 7. The District believes that the construction of a complex as described in Exhibit \"A\" would enhance its ability to recruit additional minority students to Baker and at the same time help position it to compete more effectively with the schools described above. Three pages depicting the location design and dimensions of the proposed complex are attached as Exhibit \"B\". 8. The District will need to supplement this motion as soon as possible to outline a specific strategy and plan for the recruitment of additional minority students to Baker as well as provide the specifics of how additional students would be - accommodated as regards space. The District anticipates that this plan can be 255238-v1 2 - developed in coordination with Joshua and submitted to the Court as soon as reasonably possible. WHEREFORE, the District prays that the construction plans set forth herein be approved and for all proper relief. 255238-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026 JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 0) ty Special 3 CERTIFICATE OF SERVICE On May 18, 2001, 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 \u0026 Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 Ms. Sammye L. Taylor Mr. Mark A. Hagemeier 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 255238-v1 4 Baker lnterdistrict Elementary School May 18, 2001 Karl Brown Assistant Superintendent Equity and Pupil Services 15001 Kanis Road Little Rock, Arkansas 72223 (501) 228-3250 Pulaski County Special School District 925 East Dixon Road Little Rock, Arkansas 72206 Dear Mr. Brown: Baker Elementary is located in west Little Rock off of Chenal Parkway. In the original Desegregation Plan, because of its low minority population, Baker Elementary was identified as an lnterdistrict school with an extended day program to attract minority students. Since 1988, Baker has struggled to meet the targeted percentage of minority students. Again this year Baker's minority population is below the target range, at sixteen percent. As the new administrator of Baker lnterdistrict Elementary, I have a strong commitment to Pulaski County Special School District's Desegregation Plan. I have realized during this past year that the recruitment efforts to attract minority students to Baker have not positively impacted our racial composition. Recognizing Baker's need to increase the minority enrollment, I have established a recruitment committee that has formulated and implemented a recruitment plan. At the beginning of the year, we met with Horace Smith from the Office of Desegregation and Monitoring to seek his guidance in our plan. The District's Director of Equity has also been involved in Baker's recruitment planning. As the year has progressed, we have made good faith efforts toward our goal of increasing minority enrollment. These include, but are not limited to, 1) participating in city wide events (World Fest and Boo at the Zoo); 2) surveying our M to M parents as to why they chose to attend Baker and what keeps them at Baker; and 3) visiting our partner Little Rock school, Romine Elementary, where our students presented Baker's economic specialty program and the extended day program (selling points identified from the survey) to this group. Information was then sent home with Romine students. To date, however, these efforts unfortunately have not yielded the results we had anticipated. While seeking to find an added incentive that will attract minority families to Baker, a unique opportunity has presented itself. Parents and an area business have approached me about privately funding the building of an activities complex that would include a gymnasium, music room , and an art room. While exploring this opportunity, I began to envision what this building might mean to my goal for increasing Baker's minority student population.  Baker has a strong and highly successful studio art program offered by volunteers and supported by the district with materials and training. The availability of a room designed for art would be optimal for the in-school program and extension of the after school extended day program.  Volunteers offer Baker students additional curriculum in the area of vocal music that is now held in an open space room with heavy traffic or the regular classroom. A music room would allow for school-wide music instruction as well as enrichment for the extended day program.  Just this year, volunteers have offered a high-interest curriculum teaching physical education. However, this instruction competes for available open spaces. The EXHIBIT Pulaski County Special School District I A gymnasium would optimize instruction and create opportunity for intramural sports and before and after school program use. The opportunity to acquire a facility free to the District (on the heels of voters having declined a millage that would be directed at facilities improvement) may be the blessing Baker has hoped for-a recruitment tool we have not tried. With an activities complex, our art, music, and physical education programs could be expanded during the school day and beyond to enrich our lnterdistrict Specialty after school extended day program. As parents and the lead business continue to plan, the recruitment possibilities seem to be limited only by our imagination (i.e. intramural sports, music and art lessons). Pending court approval, the District has made a \"good faith\" offer of support, approving this request and allocating a part-time certified physical education teacher that validates the program as a recruitment tool. The District has identified Crystal Hill Magnet Elementary School to share the certified physical education teacher in an effort to offer an additional program for their recruitment of minorities. With this facility, the support of a certified teacher, and strong parental and community involvement, this may just be what we need for additional incentive for increased recruitment for Baker. An important note, our district currently has schools that seek to attract white students through physical education (Bates Elementary) and music/art (Landmark Elementary) for desegregation purposes. However, there is no school that seeks to attract minority students through physical education and music/art programs. Therefore, it is our hope that it would please the court to grant our request to allow for the construction of the proposed activities complex to assist with Baker's recruitment plan. Thank you for your attention and representation of our request. M'tk -TJ!t:._, Beverly M. Ruthven Principal Baker lnterdistrict Elementary Pulaski County Special School District A NEW GYMNASIUM FOR BAKER ELEMENTARY LI TTL E ROCK , ARKAN SAS FRONT ELEVATION a ~ BAINUI C0Hsu.T,HT F I'I $ P_ROPOSED SITE PLAN A NEW GYMNASIUM FOR BAKER ELEMENTARY LITTLE ROCK, ARKANSAS PRELIMINARY FLOOR PLAN t BAINUM CONsll.TAHt( MtPJ -f ,  .vr. I J ~?Y. .- ,};.?~~~''.( :.:;,,~,:~,?,)~'\\'~ .:-?r~itF~)f.f!~, ;~:~;;;~~j;lr~~~{ :ti~r.;f !I~t: ~~!1~.:;'fi;:l.cf*:'t .   \" ;:tf:l:-.. l! \\. ;:;y{h::ttf :-T: .. :ii{'~t ~ ~, ~-. -,:c :,.:~:t\"\\i J,i!: !,,,~., ?:fi : rJ~~~tf l!\\:~-\\1~;itfi} . .:, ,. !~ i ~.,J-:,:\\ ~_l'::;!';\\: ~  '-~:-~{~.t!:~~rr:-~~\\ -:-.~D: --- ......____..... ...... ,P. .R.O. POSED SITE PLAN- MAY 2 9 2001 FILED EAST~ifN ~i; RR/ICCTTCOURT AR/\u003cANSAS MAY 1 8 2001 LITTLE ROCK SCHOOL DISTRICT OfflCE OF DESEGREGATION MONITORING JBy:~ A~~CL ERK vs CASE NO. 4:82-CV-866 SWW PULASKI COUNTY SCHOOL DISTRICT DEFENDANT MOTION OBJECTING TO RELEASE OF LITTLE ROCK SCHOOL DISTRICT FROM FEDERAL COURT SUPERVISION Comes Franklin A. Davis, former employee of Little Rock School District, representing himself PRO SE, and for his action states: 1. Venue is proper under Ark. Code Ann. 16-60-115 as at least one, if not all, Defendants (LRSD) live in Pulaski County and the cause of action arose in Pulaski County. 2. 3. 4. Jurisdiction is proper as Frankliil A. Davis is a resident of Arkansas and all Defendants are residents of the State of Arkansas. Davis became a principal in the Little Rock School District in 1989. In late December of 1994, Defendant Sadie Mitchell, made repeated sexual advances and remarks towards Davis while she was his supervisor. 5. Davis rejected these advances. 6. In December of 1997, the Little Rock School District, Dr. Leslie Carnine, Brady Gadberry, and Sadie Mitchell began an orchestration to tortuously interfere with Davis' employment contract with the Little Rock School District. 7. This tortuous interference directly led to Davis' termination as a principal in the Little Rock School District. DEP CLERK e..r.:. 8. The Little Rock School District denied Davis his due process rights under the 5th and 14th Amendments of the United States Constitution by terminating his employment without providing Davis adequate notice, adequate opportunity to respond, and a timely hearing. 9. The Little Rock School District materially misrepresented Davis' job performance as a principal in the Little Rock School District. 10. The Little Rock School District violated the procedural due process requirements of the Arkansas Teacher Fair Dismissal Act. 11. The Little Rock School District wrongfully committed slander and defamation of Davis' character and reputation by publicizing unproven facts and allegations claiming Davis had committed sexual harassment to various individuals in the community, in his profession, and state agencies. 12. The Little Rock School District intentionally discriminated against Davis by treating Davis detrimentally and causing his termination based on his race and gender. 13. Davis has suffered emotional, financial and physical damages as a result of these actions caused by the Little Rock School District. 14. Davis has suffered irreparable damage to his reputation and monetary loss of income damage as a result of his termination by the Little Rock School District and their actions in this matter. 2 15. All of the discriminatory actions the Little Rock School District took against Davis, happened after the LRSD submitted its current Desegregation Plan to this Court. 16. On April 3, 2000, the Little Rock School District issued a report aimed at reassuring the public and this Court that it. 'is moving swiftly and in good faith' to carry out its revised desegregation plan. Defendant Brady Gadberry was a co-author of this report. 17. As recent as today, May 18, 2001, the Little Rock School District's scandalous, whitewashing, and 'dirty linen' covered behavior covers the front page of the state's largest newspaper, the Arkansas Democrat Gazette. All of the praise lauded on Dr. Les Carnine the past several months has been merely a subterfuge by the Little Rock School District to convince the Honorable Chief Judge Susan Webber Wright to grant their release from federal Court supervision. SUMMARY OF WHAT THE LITTLE ROCK SCHOOL DISTRICT DID TO FRANKLIN A. DA VIS SINCE SUBMITTING THEIR REVISED DESEGREGATION PLAN TO THIS COURT The bulk of Franklin A. Davis' suit against the Little Rock School District, and certain school officials, falls under the Civil Rights Act, 42 U.S.C.  1983 which states: \"Every person who under color of any statute, ordinance, regulation, custom, or usage of any State or Territory, subjects, or causes to be subjected, any citizen of the United States or other person within the jurisdiction thereof to the deprivation of any rights, privileges, or immunities secured by the Constitution and laws, shall be liable to the party injured in an action at law, Suit in equity, or other proper proceeding for redress.\"  3 The Little Rock School District is liable under  1983 for violating Franklin A. Davis' Due Process rights under the 14th Amendment. According to current law, Due Process mandates that a Teacher be provided a hearing prior to termination if the nature of the termination involves an attack on the teacher's character or reputation. The Supreme Court hoJds that a teacher, even a nonprobationary one, has a property interest that requires a prior termination hearing by the school board to respond to claims that affect his/her \"good name, reputation, honor, or integrity.\" See Board of Regents v. Roth, 408 U.S. 564, 573-577 (1972). The Eighth Circuit, which Arkansas falls in, has also held that there is a liberty interest when an employee is fired based on a charge that would impair that employee's opportunities within his profession. See Wellner v. Minnesota State Junior College Board, 487 F. 2d 153, 155-156 (1973)(citing Harnett v. Vlett, 466 F.2d 113, 116 (8th Cir. 1972)). The Eighth Circuit has constantly held that a teacher or government employee, who has been fired under circumstances that tarnish the teacher's character and negatively impact future job possibilities, is entitled to a prior termination hearing with full opportunity to respond to the charges. See Wilderman v. Nelson, 467 F.2d 1173 (1972); Scheelhaase v. Woodbury Central Community School District, 488 F.2d 237 (1973); Buhr v. Buffalo Public School District NO. 38, 509 F.2d 1196 (1974). Franklin A. Davis was a Principal with the Little Rock School District for many years. During all those years, he received outstanding evaluations. In 1995, Sadie Mitchell wrote in his evaluation, \"An open line of communication (with Assistant Superintendent) was evident\". \"Mr. Davis has been very cooperative and receptive to constructive criticism.\" She also wrote, \"His leadership style and relationship is respected 4 - by personnel, colleagues, parents, students, and the community.\" She again gave Mr. Davis a near perfect evaluation in 1996. In a mid-year evaluation in February of 1996, Sadie Mitchell wrote, \"Correspondences to parents, teachers, and District personnel displays that Mr. Davis is a team player.\" \"Administrative policies are followed while working well with others.\" She also gave him an excellent evaluation in June of 1997(the last evaluation Franklin A. Davis received as a LRSD employee). Yet, somehow by December of 1997, six months after his evaluation, Franklin A. Davis was suddenly reassigned. Four months later in April of 1998, Superintendent Les Carnine sent a termination letter to Franklin A. Davis. In less than six months, Franklin A. Davis had gone from the Little Rock School District's exemplary tenured principal to being considered an outcast without the LRSD granting him a hearing. It is noteworthy and interesting that Franklin A. Davis became a principal with the Little Rock School District at the age of twenty-seven (27). Essential to a full understanding of Franklin A. Davis' claim against the Little Rock School District is the timing of what occurred. This is the timeline, followed with an explanation of what it means: 1.) June 1997 - Sadie Mitchell gives Franklin A. Davis a great evaluation. 2.) December 30, 1997 -Davis is asked to leave Wilson Elementary and temporarily reassigned. 3.) April 2, 1998 -Dr. Carnine sends Davis a letter informing Davis of Dr. Carnine's intent to recommend the School Board terminate Davis and suspending him without pay, which is later temporarily reinstated. 5 4 .) May 4, 1998 - Davis gets an attorney to write the School Board requesting a hearing, with an offer to arbitrate the superintendent's recommendation for termination before going before the school board. 5.) May 12; 1998-Dr. Carnine writes Davis agreeing to arbitrate Dr. Carnine's termination recommendation before proceeding to the board with it. 6.) December 1, 1998 - Davis still has not had a hearing of any kind, yet the Little Rock School District quits paying Davis. 7.) June 28, 1999 - Fourteen months after Dr. Carnine's recommendation, Davis is given an arbitration hearing covering solely the Arkansas Teacher Fair Dismissal Act. Davis is awarded back pay, but not reinstated. Franklin A. Davis and the Little Rock School District did come to an understanding to arbitrate under the Teacher Fair Dismissal Act, however, this was under the assumption that the arbitrator would decide whether he would be terminated if the recommendation went before the School Board. Davis did not expect the School District to terminate him fourteen months later without a hearing. Afler the understanding to arbitrate whether Davis would be terminated, the Little Rock School District did the following: 1.) Dr. Richard Hurley sent a form to the Arkansas Employment Security Division checking the box stating that Davis was discharged. 2.) The Little Rock School District stopped paying Davis in December of 1998, and 6 3.) The Little Rock School District sent Davis a letter on June 29, 1998 informing him his insurance would terminate on August 31, 1998. These actions were in direct conflict with the letter from Dr. Carnine, dated May 12, 1998, which stated that the arbitration was to be an \"alternative method for binding adjudication of the termination recornrnendation.\"(Emphasis added). This was not to be an arbitration of a Principal who was already terminated. The Superintendent wrote the letter recommending Davis' termination in April of 1998. Davis requested a hearing. All Davis received was an arbitration hearing 14 months later, but after the Little Rock School District terminated him anyway despite his understanding. Although Davis' attorney (at that time), did write a letter that included a proposal to arbitrate his claims under the Arkansas Teacher Fair Dismissal Act, this letter was prior to his termination. Davis NEVER agreed to waive his right to a full and open hearing in front of the School Board when the Little Rock School District later terminated him. This is what this MOTION OF OBJECTION is about. CONCLUSION I, Franklin A. Davis, have been fighting for justice in this sad and unfortunate situation for nearly four (4) years. The Little Rock School District's attorney Chris Heller has continuously advised the school district against doing the right thing and reinstating me to my principal' s job with appropriate back pay and damages. 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