{"response":{"docs":[{"id":"tmll_hpcrc_51464847","title":"A bridge to one America : the civil rights performance of the Clinton administration","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["United States Commission on Civil Rights"],"dc_date":["2001"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","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":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights.","Requires Acrobat plug-in to view files."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights--United States","United States--Politics and government--1993-2001","Affirmative action programs--United States"],"dcterms_title":["A bridge to one America : the civil rights performance of the Clinton administration"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/marshall/usccr/documents/clintoncivirt.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_51464847"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["ix, 82 p. ; 28 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"ugabma_wwlaw_wwlaw-0003","title":"B-Roll of the Beachwood Hood ; Interview with Eugene Tavert; B-Roll of King Tisdell Cottage","collection_id":"ugabma_wwlaw","collection_title":"W. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational planning","Elections"],"dcterms_title":["Capital improvements"],"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/285"],"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\nLESLIE V. CARMINE 810 WEST MARKHAM * LITTLE ROCK, AR 72201 Dear Elementary School Parents, Faculty and Staff: 1 hope you will join me in supporting Building a Better Little Rock. The Little Rock PTA Council has endorsed its passage. It will provide much-needed funds for sidewalks and playgrounds. Passage will make a big difference at each of our 35 elementary schools. Sidewalks within 1/2 mile of every elementary school will be added or improved. As we move toward neighborhood schools, I cant begin to tell you how much this will mean to us in terms of safety and accessibility. For years, parents and teachers have been seeking new and improved sidewalks. In addition, over $50,000 will be provided to each elementary school to enhance its school playground. The school district and the city will partner in this program to make school playgrounds better and safer. This means our PTAs will be able to use their resources for other projects besides playground improvements and maintenance. As superintendent, 1 certainly believe our schoolsand our childrenare worth voting for. Thats why 1 hope you will join with many school patrons in voting one cent for Building a Better Little Rock at the special election on Tuesday, May 25th. There are two issues on the ballot: 3/4 cent for capital improvements (sidewalk and playground construction included) and 1 /4 cent for operations (sidewalk and maintenance included.) The 3/4 cent is temporary and ends after 60 months. Please vote for both issues. There are also some other important facts you need to know. First, the Little Rock city sales tax is lower than the rates in Jacksonville, Bryant, Conway, Benton and Cabot. That may surprise you, because it did me. Second, over 30 percent of the people who pay sales tax in Little Rock live outside our city. That means those who come to Little Rock to work or shop will pay a significant portion of the cost. In the Little Rock School District we have big dreams for our children. Please help them come true by voting FOR Capital Improvements and FOR Operations on May 25th. Sincerely, Les Gamine Paid for by The Committee to Build a Better Little Rock, P.O. Box 1706, Little Rock, AR 72203 Janet Jones, Treasurer What will Building A Better Little Rock mean for our elementary school playgrounds? fc' i- - I 1^1'  P An important special election will be held Tuesday, May 25. This election has two significant parts: The temporary 3/4 cent capital improvement program will I provide funding (over $50,000 for each school) to upgrade s elementary school playgrounds at our elementary schools: Badgett, Bale, Baseline, Booker, Brady, Carver, Chicot, Cloverdale, Dodd, Fair Park, Forest Park, Franklin, Fulbright, Garland, Geyer Springs, Gibbs, Jefferson, King, Mabelvale, McDermott, Meadowcliff, Mitchell, Otter Creek, Pulaski Heights, Rightsell, Rockefeller, Romine, Terry, Wakefield, Washington, Watson, Western Hills, Williams, Wilson and WhndrnfF- Iw The 1/4 cent will provide for annual operations of recreational facilities as well as construction and maintenance of sidewalks around ____________ elementary school sites. w' V OPPORTUNITIES  Provide safe and accessible playground equipment and sidewalks.  The City will work wnth the Little Rock School District, neighborhood associations, PTAs and school patrons to design playgrounds that meet the needs of those who use them.  $300,000 will be made available every year in perpetuity upon passage of the 1/4 cent for sidewalks and maintenance, enabling safe, accessible walkways. '7 CAST TWO VOTES FOR BUILDING A BETTER LITTLE ROCK: FOR Capital Improvements and FOR Operations Paid for by the Committee lb Build A Better Little Rock  P.O. Box 1706  Little Rock, Arkansas 72203  Janet Jones, TreasurerBoard of Directors Dr. Katherine Mitchell, Zone 1 Little Rock School District 8 low. Markham Little Rock, Arkansas 72201 Non-Profit Organization U.S. Postage PAID Permit No. 1367 Little Rock, AR Mike Daugherty, Zone 2 Judy Magness, Zone 3 Baker Kurrus, Zone 4 received Larry Berkley, Zone 5 MAVl w Tony Rose, Zone 6 Sue Strickland, Zone 7 March 2001 FROM: RE: Leslie V. Carnine, Superintendent of Schools 'jv\nStatus of Capital Improvements Dtg^ Last year the voters of Little Rock agreed to fund major repairs and renovations needed in our school buildings and to upgrade technology throughout the school district. The Board of Directors of the Little Rock School District and 1 recognize that you should know how your dollars are being invested in our schools. The Board approved an accountability policy so that community residents will receive regular updates on the status of these projects. On the reverse side of this sheet you will find a brief summary of the status of the phase one projects. You will note that a large number of projects are currently in the design phase. The architects are working with the Campus Leadership Team of each school to develop the scope of work for major repairs and renovations. We want to ensure that the work that is being done will provide the greatest benefit for the individual schools. Its important for you to remember that you are a big part of our success through the tax dollars you pay to support our teachers and students. We are always mindful of our responsibility to continue to provide quality education to the children of our community and to meet our commitments to you, our patrons. Thank you for your continuing support. ^Leslie Superi\nai le ndent of SchoolsLittle Rock School District: Status of Building Renovations/Repairs In May 2000 voters in Little Rock approved a millage increase to pay for major repairs and renovations to our schools and to upgrade technology in all buildings. We promised that we would provide regular reports to the community on the status of these projects, and this list provides that information. Additionally, a Technology Plan has been approved and is being implemented. Additional information will be provided as we move forward in that effort. Americans with Disabilities Act projects: Architect has been selected\ncontract in negotiation. Asbestos removal: Contract between LRSD and Architect executed. Complete Badgett Cafeteria Southwest Scope of Work/In Design Brady Elem. Mabelvale Elem. Summer 2(X)1 Badgett - remainder of bldg. Dodd Elemenatry Meadowcliff Elem. Fair Park Hall High School Henderson Middle - partial Watson Elem. Building Additions/Renovations: For the following projects, either the Campus Leadership Teams currently are assisting architects in developing the scope of work, or the projects are in the design phase: Badgett Addition Badgett HVAC Renovation Badgett Fire Alarm Bale Addition/Renovation Booker fire alarm system Brady Addition Bldg. Energy Mgmt. Systems Carver Drainage Correction Carver Parking Addition Central High Major Addition Central Front Landing Repair Central Fire Alarm System (Summer 2001) Quigley Stadium Structural Repair Cloverdale Middle Repairs Dodd HVAC Dunbar Middle J. A. Fair Addition/Roof Repairs Fair Park HVAC Forest Park HVAC/Parking Franklin Renovation Fulbright HVAC/Parking Hall High Major Addition Jefferson Renovation Transportation Resurface Lot Mabelvale Elem. HVAC Oakhurst HVAC Otter Creek Addition/Parking Parkview High Renovation/Roof Parkview HVAC Parkview Parking Lot Rockefeller HVAC/Parking Lot Romine Renovations Southwest Drainage Corrections Terry Renovations/Parking/Driveway Mabelvale Middle Addition/Renovation Wakefield HVAC/Fire Alarm Mann Major Addition McClellan Major Addition McClellan Stadium Repair McDermott HVAC Meadowcliff Fire Alarm Metropolitan Shop Vent System Watson Renovations Williams Parking Expansion Wilson Renovations/Parking Woodruff Renovation/Parking Admin. Bldg. Fire Alarm System Energy Efficient Lighting: New lighting for Terry, Wakefield, Rockefeller and McDermott is complete\nHall is 90% complete\nJ. A. Fair is 80% complete\nMitchell is 80% complete\nRightsell, Gibbs, Otter Creek and Washington are in the next phase. For more information about building improvements, please contact Bill Goodman at 324-2262.Board of Directors Dr. Katherine Mitchell, Zone 1 Little Rock School District 8 low. Markham Little Rock, Arkansas 72201 Non-Profit Organization U.S. Postage PAID Permit No. 1367 Little Rock, AR Mike Daugherty, Zone 2 Judy Magness, Zone 3 Baker Kurrus, Zone 4 #OO6!*************ECRWSS**COO2 LRSD PATRON Larry Berkley, Zone 5 707 N SPRUCE ST LITTLE ROCK AR 72205 Tony Rose, Zone 6 Sue Strickland, Zone 7 March 2001 FROM: RE: Leslie V. Carnine, Superintendent of Schools Status of Capital Improvements Last year the voters of Little Rock agreed to fund major repairs and renovations needed in our school buildings and to upgrade technology throughout the school district. The Board of Directors of the Little Rock School District and I recognize that you should know how your dollars are being invested in our schools. The Board approved an accountability policy so that community residents will receive regular updates on the status of these projects. On the reverse side of this sheet you will find a brief summary of the status of the phase one projects. You will note that a large number of projects are currently in the design phase. The architects are working with the Campus Leadership Team of each school to develop the scope of work for major repairs and renovations. We want to ensure that the work that is being done will provide the greatest benefit for the individual schools. Its important for you to remember that you are a big part of our success through the tax dollars you pay to support our teachers and students. We are always mindful of our responsibility to continue to provide quality education to the children of our community and to meet our commitments to you, our patrons. Thank you for your continuing support. ^Leslie Superii .ai le indent of SchoolsLittle Rock School District: Status of Building Renovations/Repairs In May 2000 voters in Little Rock approved a millage increase to pay for major repairs and renovations to our schools and to upgrade technology in all buildings. We promised that we would provide regular reports to the community on the status of these projects, and this list provides that information. Additionally, a Technology Plan has been approved and is being implemented. Additional information will be provided as we move forward in that effort. Americans with Disabilities Act projects: Architect has been selected\ncontract in negotiation. Asbestos removal: Contract between LRSD and Architect executed. Complete Badgett Cafeteria Southwest Scope of WorkZIn Design Brady Elem. Mabelvale Elem. Summer 2(X)1 Badgett - remainder of bldg. Dodd Elemenatry Meadowcliff Elem. Fair Park Hall High School Henderson Middle - partial Watson Elem. Building Additions/Renovations: For the following projects, either the Campus Leadership Teams currently are assisting architects in developing the scope of work, or the projects are in the design phase: Badgett Addition Badgett HVAC Renovation Badgett Fire Alarm Bale Addition/Renovation Booker fire alarm system Brady Addition Bldg. Energy Mgmt. Systems Carver Drainage Correction Carver Parking Addition Central High Major Addition Central Front Landing Repair Central Fire Alarm System (Summer 2CX) 1) Quigley Stadium Structural Repair Cloverdale Middle Repairs Dodd HVAC Dunbar Middle J. A. Fair Addition/Roof Repairs Fair Park HVAC Forest Park HVAC/Parking Franklin Renovation Fulbright HVAC/Parking Hall High Major Addition Jefferson Renovation Transportation Resurface Lot Mabelvale Elem. HVAC Oakhurst HVAC Otter Creek Addition/Parking Parkview High Renovation/Roof Parkview HVAC Parkview Parking Lot Rockefeller HVAC/Parking Lot Romine Renovations Southwest Drainage Corrections Terry Renovations/Parking/Driveway Mabelvale Middle Addition/Renovation Wakefield HVAC/Fire Alarm Mann Major Addition McClellan Major Addition McClellan Stadium Repair McDermott HVAC Meadowcliff Fire Alarm Metropolitan Shop Vent System Watson Renovations Williams Parking Expansion Wilson Renovations/Parking Woodruff Renovation/Parking Admin. Bldg. Fire Alarm System Energy Efficient Lighting: New lighting for Terry, Wakefield, Rockefeller and McDermott is complete\nHall is 90% complete\nJ. A. Fair is 80% complete\nMitchell is 80% complete\nRightsell, Gibbs, Otter Creek and Washington are in the next phase. For more information about building improvements, please contact Bill Goodman at 324-2262.Board of Directors Dr. Katherine Mitchell, Zone 1 Mike Daugherty, Zone 2 Judy Magness, Zone 3 Baker Kurrus, Zone 4 Larry Berkley, Zone 5 Tony Rose, Zone 6 Sue Strickland, Zone 7 Little Rock School District Slow. Markham Little Rock, Arkansas 72201 Non-Profit Organization U.S. Postage PAID Permit No. 2608 Little Rock, AR CEI (2 / OfRKOF lESEGREGATIOIfMONITOmNfi RECEIVED AUG -6 2002 OmCEOF DESEGREGATION MONITORING ***********ECRUSS**CO16 44500 RESIDENT 1 RIVIERA CIR ______ LITTLE ROCK, AR 72205-2865 April 2002 TO: Little Rock Residents RE Status of Capital Improvements In May of 2000, the voters of Little Rock agreed to fund major repairs and renovations needed in our school buildings and to upgrade technology throughout the school district. The Board of Directors of the Little Rock School District and I recognize that you should know how your dollars are being invested in your public schools. The Board approved an accountability policy so that community residents will receive regular updates on the status of these projects. On the reverse side of this sheet you will find a brief summary of the status of the projects. You will note that a large number of projects have been completed, many are under construction, and many are in the design phase. Our Campus Leadership Teams - including parents, community representatives, faculty and staff  continue to work with architects to develop the scope of work for major renovation/repair projects. Major improvements have begun at a number of schools, including Hall and Central. Architectural plans are almost complete for the replacement building at Horace Mann. Its important for you to remember that you are a big part of our success through the tax dollars you pay to support our teachers and students. We are always mindful of our responsibility to continue to provide quality education to the children of our community and to meet our commitments to you, our patrons. Thank you for your continuing support. T. Kenneth James Superintendent of Schools Additional bond funded projects planned for future phases are not included here. As we proceed into those planning phases, the projects will appear in future reports. Some maintenance projects that will be funded by the dedicated millage that voters approved also do not appear in this report. For more information about building improvements, please contact Bill Goodman at 447-1146. Construction reports are posted at the end of every month on the LRSD website: www.LRSD.orgBOND PROJECTS THAT HAVE BEEN COMPLETED School Alternative Learning Ctr. Alternative Learning Ctr. Badgett Bale Bale Bale Booker Booker Booker Booker Carver Central Central Central Cloverdale Elem. Cloverdale Middle Dodd Dodd Facilities Service Fair Park Fair Park J. A. Fair J. A. Fair J. A. Fair Forest Park Fulbright Fulbright Gibbs Gibbs Hall Hall Hall Hall Henderson Henderson Henderson Jefferson Laidlaw Mabelvale Elem. Mabelvale Middle Mann Project Energy monitoring system Energy efficient lighting Partial asbestos abatement Energy monitoring system Partial roof replacement HVAC Energy efficient lighting Energy monitoring system Asbestos abatement Fire alarm Energy monitoring system Ceiling and wall repair Fire Alarm System Installation Front landing tile repair Energy efficient lighting Energy efficient lighting Energy efficient lighting Asbestos abatement-ceiling tile Interior renovation Energy efficient lighting Asbestos abatement-ceiling Energy efficient lighting Press box Security cameras Energy efficient lighting Energy efficient lighting Energy monitoring system Energy efficient lighting Energy monitoring system Asbestos abatement Energy efficient lighting Infrastructure improvements Intercom/Security cameras Energy efficient lighting Roof replacement gym Asbestos abatement Phase I Asbestos abatement Parking lot Energy monitoring system Renovate bleachers Asphalt walks School Mann Mann Mann Mann McClellan McClellan McClellan McClellan McDermott Meadowcliff Metropolitan Metropolitan Metropolitan Mitchell Mitchell Mitchell Oakhurst Otter Creek Otter Creek Parkview Parkview Parkview Parkview Rightsell Rockefeller Rockefeller Security/T ransportation Southwest Southwest Tech Center Phase 1 Terry Terry Wakefield Wakefield Washington Washington Watson Watson Watson Western Hills Williams Project Walkway canopies Boiler replacement Fencing Partial demolition/portable classrooms Security cameras Energy efficient lighting Stadium stands repair Intercom Energy efficient lighting Fire alarm Replace cooling tower Replace shop vent system Energy monitoring system Energy efficient lighting Energy monitoring system Asbestos abatement HVAC renovation Energy monitoring system Energy efficient lighting Roof replacement Exterior lights HVAC renovation \u0026amp; 700 area controls Locker replacement Energy efficient lighting Energy efficient lighting Replace roof top HVAC Bus cameras Asbestos abatement Energy efficient lighting Renovation Energy efficient lighting Energy monitoring system Security cameras Energy efficient lighting Security cameras Energy efficient lighting Energy monitoring system Asbestos abatement Energy efficient lighting Intercom Energy efficient lighting BOND PROJECTS UNDER CONSTRUCTION School Adminstration Administration Annex Central Central Cloverdale Middle Fair Park Franklin Hall Jefferson Mabelvale Elem. Otter Creek Otter Creek Parkview Procurement Romine Student Assignment Technology Upgrade Watson Project Asbestos abatement Energy monitoring system installation Purchase land for school Roof \u0026amp; exterior renovations Major renovation \u0026amp; addition HVAC renovation/fire alarm Renovation Major renovation \u0026amp; addition Renovation \u0026amp; fire alarm Replace HVAC units 6 classroom addition Parking lot HVAC controls Energy monitoring system installation Asbestos abatement Energy monitoring system installation Upgrade phone \u0026amp; data systems Major renovation \u0026amp; addition BOND PROJECTS CONSTRUCTION SPRING/SUMMER 2002 BOND PROJECTS PLANNING STARTED - CONSTRUCTION DATE TO BE DETERMINED School Baseline Dunbar Forest Park IRC Mann Otter Creek Pulaski Hgts. Elem Pulaski Hgts. Middle Pulaski Hgts. Middle Rockefeller Southwest Southwest Wakefield Williams Wilson Wilson Wilson Project Renovation Renovation/addition Diagonal parking Energy efficient lighting Partial replacement Repair surface water drain Renovation Renovation Energy monitoring system installation Parking addition Addition Drainage corrections Energy monitoring system installation Renovation Energy monitoring system installation Parking lot Renovation/expansion School Administration Bale Brady Brady Carver Central Central/Quigley Dodd J. A. Fair J. A. Fair J. A. Fair Forest Park Fulbright Fulbright Henderson Mabelvale Elem. Mabelvale Middle McClellan McDermott Meadowcliff Otter Creek Parkview Romine Technology Center Terry Terry Wakefield Watson Western Hills Williams Woodruff Woodruff Project Fire alarm Classroom addition/renovation Addition/renovation Asbestos abatement Parking lot Renovation - Interior Stadium light repair \u0026amp; structure repair Replace roof top HVAC 6 classroom addition Cafeteria/music room addition Roof repairs Replace window units w/central HVAC Parking lot Replace roof top HVAC units Asbestos abatement Asbestos abatement Renovation Classroom addition Replace roof top HVAC units Asbestos abatement Asbestos abatement Addition Major renovation \u0026amp; addition Addition/Renovation - Phase II Media Center addition Driveway \u0026amp; Parking HVAC renovation \u0026amp; fire alarm Asbestos abatement Asbestos abatement Parking expansions Renovation Parking addition SUNDAY, AUGUST 18, 2002   filial Arkansas Democrat-Gazette/STEPHEN 8. THORNTON Robbie White lifts a light panel into place in a hallway as third-grade teacher Jodi Thornton (left) prepares her classroom al Jefferson Elementary School in the Little Rock School District on Friday afternoon Classes begin Monday morning. Inside school renovations end\noutside work continues in LR BY KIMBERLY DISHONGH ARKANSAS DEMOCRAT-GAZETTE Tools, ladders and other construction materials lined the hallways of Little Rocks Jefferson Elementary on Friday. School and district officials are confident that construction crews will remove their belongings and that the wet paint signs, boxes and other debris will be cleared to make classrooms ready for learning activities by Monday morning when children arrive. Jefferson, a 53-year-old building undergoing a $1.6 million renovation, is not the only Little Rock public school where major construction is going on right up to the last minute. Contractors and construction crews have been in most of the districts 50 schools during the summer, working on restoration projects funded through a 5-mill property tax increase approved by voters in May 2000. The tax increase was expected to raise $9.5 million a year to build a new elementary school on the districts west side, add new classrooms, expand cafeterias and gymnasiums and replace roofs. Other planned improvements include modernizing bathrooms, repairing heating and air-conditioning systems, making buildings more accessible to handicapped people and providing the necessary wiring and equipment to support at least one computer for every five of the districts 25,000- plus students. Doug Eaton, the districts director of facility services, said officials try to get things done during the summer that they cant do when the pupils are there, like asbestos removal. Eaton said work will continue through today to get schools ready for pupils Monday, but projects will be under way for some time to come. Its just a big effort, he said. The district is progressing very well. I mean this is not something that was going to happen in a year or two. Its all about getting all this done and keeping schools open and operational at all times. Eaton said work inside Hall High, including additional classrooms and a gymnasium and renovated bathrooms and other areas  part of an ongoing $8.6 million project  has been completed. But work being done outside may create some inconvenience for the first couple of weeks: Parking and bus drop-offs have been rearranged, and everyone will have to enter the building from U Street until the schools parking lot is finished. At Central High, Eaton said, the parking lots are filled with portable buildings that will house students during a three-year interior renovation. Exterior renovations are to be done in a couple of months, he said. Central, built in 1927, is slated to undergo more than $7 million in repairs. Eaton said the districts progress is on schedule  actually ahead in some cases. Its just a matter of staying calm and being organized and getting teachers to work with us  and theyve been great, they really have, he said. They see what the end goal is, and thats what were trying to keep people focused on. Kindergarten teachers Kathy Brotherton and Brenda Dorman said they only got to start preparing their classrooms Thursday, whereas they usually would have been in at the end of July or the first of August. But, they said, the bathrooms and extra storage that were added to their classrooms  not to mention the new central heat and air, lowered ceilings and sparkling clean\" new windows  make having to spend the weekend getting ready worth it. Orange tape kept children who were at Jefferson for orientation last week from visiting their classrooms, which were still being renovated. Tables covered with brightly colored paper were decorated with Legos, bricks and hard hats. Sydney Alman, 6, who was at orientation, said she was just excited about going back to school. She said shes not sure the clutter will be gone when she starts first grade Monday. Maybe, maybe not, she said. It looks like that because theyre fixing the school to make it new. I think everybody is so excited theyre getting so many improvements that it doesnt matter, said Sydneys mom, Jan Alman. \"Tliey just won't care. 11/01/2002 16:32 501-324-2023 LRSD COMMUNICATIONS 6  PAGE 01/01 810 West Markham Little Rock, AR 72201 For Immediate Release November 1, 2002 For more information: SuellenVaiin, 447-1030 LRSD Responds to School Improvement List Adjustment The damage has already been done, according to Little Rock School Superintendent Ken James, commenting on the Arkansas Department of Educations removal of three LRSD schools fiom the school improvement list. This follows todays announcement by the Department of Education that it did not use the accepted, or expected, method of yatodating Stanford Achievement Test scores to place schools on the school improvement list This could have been avoided if the Arkansas Department of Education had shared its data before developing and releasing die list, said Dr. James. We would have recognized that the Stanford scores the department used did not match what the Stanford publisher, Harcourt Brace, provided us, thus preventing these schools from being described by the media asunfit,9 Dr. James acknowledged his pleasure that three LRSD schoolsMabelvale and Henderson Middle Schools and Watson Elementary - were removed from the school improvement list and another, Stephens Elementary, was moved from year 2 to year 1 of school improvement. These faculties will be relieved to hear that their status has changed, and 1 know that they, as well as all of our schools, will continue to focus on improving student achievement. Unfortunately, morale on these campuses took a real hit when the Department of Education mistakenly put them on the list, Dr. James said. There are significant lessons to be learned from this entire experience. It is my hope that, in the future, the Department of Education will ensure that all data is checked, recheckcd and validated prior to schools throughout the state being identified as needing improvement, Dr. James added. t  SATURDAY. FEBRUARY 14, 2004  LR board to decide if schools get repairs _ BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Mitchell Elementary School, one of Little Rock's oldest school buildings, appears to have the four School Board votes it needs to get a $2.5 million renovation  de- I spite the small schools declining i enrollment. I The board will vote on increasing the construction budg-  ets for both Mitchell and Rightsell, another small elementary school in the central part of the tion of the money raised by a 5- city, at its regular meeting Feb. 26. mill tax increase approved by vot- Together, the two schools need ers in 2000. about $5 million in repairs that . But complaints from Mitchell will include waterproofing, re- staff members about the schools pairing water damaged interior walls and ceilings, new heating and air conditioning systems, and electrical system improvements. District officials initially planned to spend about $950,000 on repairs at Mitchell and $800,000 at Rightsell with a por- poor ventilation last summer prompted district leaders to temporarily relocate most Mitchell pupils to other schools and reevaluate the construction needs at both Mitchell. 2410 Battery St., and Rightseil, 911 W. 19th St. See SCHOOLS, Page 7B1 Schools  Continued from Page 1B \"Stephens is standing there cents. It comes down to: Is this would have taken a tough stand. t I year during renovations. Plans Berkley compared a decision \"Stephens is standing there that, Holmes said. I think for relocating the Rightsell on the expanded renovation for those kids, and now we are 7'* with pupils havent been finalized, plans with one that eventually \"Im willing to vote for it for might be necessary on a new Faced with deciding whether a neighborhood that is out there elementary school in west Lit- to increase the construction pitching, Kurrus said. \"I real- tie Rock. The district also inbudgets, school board members ly like and respect the fact that eluded that new school in its in December questioned you have a core group of peo- list of projects to be funded whether the costs can be jus- pie who believe in their neigh- by the 2000 tax increase, tified, as both schools are small borhood and their school and \"I will not support that if the .... .______________________ ,, - - en- are willing to fight for it. I hope need is not there, Berkley said and beyond what we original- sues that are surfacing around rollment over the next several the demographics help out. We about a new school. \"And I --------- l  need some young people there. dont feel like I would be aban- I dont thmk it is an issue of J going to give them another Mitchell since 1999 and you ve school. Every kid at Mitchell been doing it without firm poli- has two schools, Rose said. ^i^s. If that kind of policy was This is not an equity question, m place, you wouldn t be hav- it is a question of dollars and mg this conversation. You the best way to spend addi- You would have cut through all tional money, the money above Ibe politics and all the social is- and are projected to lose this school.' ly allocated for Mitchell? - ------. eee. BryauDay, the school board James Floyd, president of the doning a commitment to the member who initially ques- , 111 11. ___---------------------- uwiuug a -viiiniiLiiiciiu tu IIIC Whether we should or should Wright Avenue Neighborhood people of west Little Rock. I nnf V*ATmim^\u0026lt;a U.A ...U T?_J J_1___ .  \\ _ nni y. 1 h u L=ig'O5hood people of west Little Rock. I tioned the rationale for the con- rf, CA J' he was think Im looking out for the struction, asked why the con- cause It IS a promise we made pleased bv the apparent .u. gtruction plans called for new I I I  a a a a a * Hill*'. A AAA Avz vAavAAAK UL aVaX UXXC r\"-/-- \", - \" by board best interest of the school dis- to the citizens, board member support but mtends to be vig- Katherine Mitchell told her col- ilant. The association met with leagues at an agenda meeting board representatives earlier Thursday. this month to solicit their com- Because we made that mitment. trict as a whole. When we take money to give to one kid, were taking it away from another school or program. We have to promise, they got out and vot, be wise enough to look at the We re relieved, yeS Floyd whole picture. I H Hilf larnan _ ed for the millage. And per- said. \"But when your confi- sonally I want to honor the dence is shaken the way our suiiauy 1 nonor tne aence snaKen tne also withheld how he miixht .1\"?.\" ..K.ftf:? voK on \"he lu. that he .Id predictions are about the en- look at everything through a rollment for the next five years, microscope. Well be continu- To me, that is not relevant. ously monitoring. Were in the Mitchell, with a capacity of process of appointing an over- 283, has 255 pupils this year, sight committee to keep up That is projected to shrink to with the construction as it pro- 219 by 2008-09. Rightsell is near gresses. its capacity of 296 now but al- Besides Mitchell and Kurrus, so is expected to lose students, other board members support- falling to about 225 by 2008-09. ing the increases included Mike Board member Baker Kurrus Daugherty and Sue Strickland. classrooms at each school in light of the declining enrollment. Morris Holmes, the districts interim superintendent and a downtown resident, called the nearly-century old Mitchell School viable and a long-distance runner. And he predicted the community around the school will flourish as large, older homes are renovated and property values grow. Holmes also suggested that the board establish a policy identifying the criteria to be used in deciding whether to close any school. I recommend to the board that within the next year you Board President Tony Rose boils down to cost and not whether the district is treating the Mitchell community fairly. The districts newest school,. Stephens Elementary, 3700 W. 18th St., was built with the idea that Mitchell students would be reassigned there, he said.. That didnt happen because ofneigh- predicted Thursday that the Three board members werent objections to closing proposed budgets have the nec- as quick to commit. Mitchell. essary four votes, including his, for approval. This isnt going to be an _. _ easy choice for me, said board He said the increase member Larry Berkley, who ac- amounts to doubling the com- knowledged that a vote against mitment to improve the the improvements would es- schools, but he favors it anyway sentially be a vote to close one as an investment in a neigh- or both schools. Still, he was borhood that has demonstraf- concerned about the projec- ed strong support for Mitchell, tions of declining enrollments. District officials have said We didnt promise [to make there is a bond interest fund the renovations] no matter from which the money for the what, he said. We have a com- schools can be drawn. Mitchell mitment to the overall com- pupils likely would be moved munity to use the funds wise- to the old Badg.ttt School next ly,I Board OKs repair fiinds at 2 schools LR elementaries get $5 million BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE The Little Rock School Board voted 6-0 Thursday to spend $5 million on repairs at Mitchell and Rightsell elementary schools  but not before stinging words about keeping promises were exchanged between board members and representatives of the Mitchell School neighborhood. At issue was whether the necessary repairs at two of the citys oldest schools could be justified as district officials project that both of the small schools will lose enrollment in the next few years. Mitchell, at 2410 Battery St., has 255 students while Rightseil, at 911W. LITTLE ROCK district to retain new evaluation system. Page 7B. 19th SU has 291. After voters approved a 5- mill tax increase in 2000 for repairing and renovating nearly all district schools, a total of $950,000 was set aside for Mitchell and $800,000 for Ri^t- health of children and staff. sell. He also discounted district But last fall, Mitchell em- administrators projections of ployees complained about de-___________, teriorating ventilation and moisture problems at that school, prompting the district to tern- . porarily move most of the stu- L/. \\ dents to other schools for the rest of this year. A re-evaluation See BOARD, Page 75 Board  Continued from Page 1B of the construction needs at both schools determined that an additional $1.54 million in work is needed at Mitchell and another $1.78 million at Rightsell. Members of the Wright Avenue Neighborhood Association, longtime advocates for preserving Mitchell, addressed the board early in the meeting, asking them to approve funding for the repairs at the school and warning that a decision otherwise would be a violation of the public trust, If this board doesnt fulfill this promise, why should any- one in Little Rock ever believe in this board again? asked Dr. George Blevins, vice president of the association. Terence Bolden, another neighborhood association member, questioned why Mitchell was allowed to deteriorate to the point that mold and animal droppings were endangering the decreasing enrollment as a reason, saying the schools numbers have remained stable over the past 15 years and that other schools that have had enrollment drops weren't threatened with closure. Board members vehemently objected to the characterization of their discussion about the Mitchell renovations and its enrollment projections as being a conspiracy to close the building. I will support this, board member Larry Berkley said. But when folks question the integrity of this board  that doesnt help your cause. We are responsible for the entire district. If we can't ask questions about this project without having our characters impugned, then something is wrong. Berkley rejected the arguments made by the neighborhood leaders that the district is purposely causing the enrollments to drop at Mitchell and Rightsell with recent changes made to the districts system of assigning students to magnet and other special-program schools. The assignment plan will now open the special program schools to some of their attendance zone students who before now havent been able to enroll, possibly drawing attendance away from Mitchell and Rightsell. Berkley said the enrollment plan and student projections were discussed publicly. Board President Tony Rose said he resented being called a liar by the neighborhood representatives, and board member Sue Strickland said she was so offended by the accusations that she thought about voting against the renovations although she was one of the board members who initially raised questions about health conditions at Mitchell. Board member Baker Kurrus told the neighborhood leaders it was wrong to think that Mitchell wasnt maintained in a manner similar to other district schools. Its one of the oldest schools in the city  nearly 100 years old  that creates problems, he said. He also noted that while residents of the Mitchell community were supportive of the 2000 millage proposal, so were other neighborhoods. Im asking you to think very carefully about who your friends are, Kurrus said. We are family. There is no purpose in impugning the board. James Floyd, president of the neighborhood association and a critic of the board earlier in the meeting, said he was ecstatic at the outcome and he predicted that the community members will work closely to support the school once it is reopened in 2005-06. He explained that the hard feelings were the product of miscommunication and erroneous perceptions about the boards intentions. I think well be able to overcome that, he said. It was just that we were beginning to feel that we were being doublecrossed and they resented the fact that we were fearing that we were being double-crossed. Its just they knew what they were doing and we didnt know. There were a couple of times when it seemed like they were wavering on their commitments.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"fda_kbar_597461","title":"CBS Archive Footage","collection_id":"fda_kbar","collection_title":"Keith Beauchamp Audiovisual Recordings","dcterms_contributor":["Beauchamp, Keith A."],"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Beauchamp, Keith A."],"dc_date":["2001/2004"],"dcterms_description":["Video ends at 22:10."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Keith Beauchamp Audiovisual Recordings, 2001-2004--http://purl.fcla.edu/fsu/MSS_2015-016"],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":null,"dcterms_title":["CBS Archive Footage"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Florida State University Libraries. 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For information about the copyright and reproduction rights for this item, please contact Special Collections \u0026 Archives, Florida State University Libraries, Tallahassee, Florida: https://www.lib.fsu.edu/department/special-collections-archives."],"dcterms_medium":["video recordings (physical artifacts)"],"dcterms_extent":["56:30"],"dlg_subject_personal":["Till, Emmett, 1941-1955"],"dcterms_subject_fast":null,"fulltext":null},{"id":"wsu_croh_freeman","title":"Clarence Freeman discusses the effects of the assassination of Dr. Martin Luther King on himself and on Spokane","collection_id":"wsu_croh","collection_title":"Civil Rights Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["United States, Washington, Spokane County, 47.62064, -117.40401","United States, Washington, Spokane County, Spokane, 47.65966, -117.42908"],"dcterms_creator":["Freeman, Clarence"],"dc_date":["2001"],"dcterms_description":["Clarence Freeman talks about his reaction to the assassination of Dr. Martin Luther King, and the reaction of the community of Spokane, Washington to that death as well. 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Library. Manuscripts, Archives, and Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["https://content.libraries.wsu.edu/digital/collection/cvoralhist/id/16"],"dcterms_temporal":null,"dcterms_rights_holder":["For permission to publish please contact Manuscripts, Archives, and Special Collections (509) 335-6691"],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":["audio/x-pn-realaudio"],"dlg_subject_personal":["King, Martin Luther, Jr., 1929-1968","King, Martin Luther, Jr., 1929-1968--Assassination"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_313","title":"Compliance hearing exhibits, 76-81","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation"],"dcterms_title":["Compliance hearing exhibits, 76-81"],"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/313"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nExhibit 76 11/19/01 hearing LRSD 1997-1998 Elementary School Student Handbook LI230-90 LRSD V. PCSSD Unitary Status^^ ^nlead, lUI UPC 15310 No, 2-150C MAtTINO*. UN I LITTLE ROCK SCHOOL DISTRICT STANDARDS OF CONDUCT FOR EMPLOYEES All teachers, adniinistrators and other District employees are expected to demonstrate respect for the rights and privileges of students and each other. Educators within the school environment, shall deal considerately and justly with each student and seek to resolve problems, including discipline, according to the law and school District policy. 1 Adult employees within the Little Rock School District will model appropriate behavior when interacting with students and with one another. Inappropriate behavior, including but not limited to, demeaning or sarcastic comments, discriminatory remarks or behavior, sexual harassment, disciplining of students in a manner that is contrary to Little Rock School District Policy or physical or verbal abuse, are unacceptable. ELEMENTARY STUDENT RIGHTS AND RESPONSIBILITIES HANDBOOK Adult employees who choose to engage in this type of behavior are reminded that they may be subject to appropriate administrative and/or legal action. FOR PARENTS AND VISITORS Parents and all visitors to school campuses are expected to model appropriate behavior. Inappropriate behavior including, but not limited to, verbal abuse, threats, physical abuse or possessing a weapon on School District property will not be tolerated. Visitors who choose to engage in this type of behavior will be subject to appropriate administrative and/or legal action. STANDARDS OF CONDUCT ARE IMPLEMENTED SUCCESSFULLY WHEN THERE IS A TRUE UNDERSTANDING AND ACCEPTANCE OF HIGH EXPECTATIONS FOR EVERYONE WHO WORKS AND INTERACTS IN THE SCHOOL COMMUNITY. Little Rock School District Little Rock, Arkansas REVISED: JULY, 1997 1 LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS Judy Magness., President Larry Berkley, Vice-President I Dr. Michael Daugherty, Secretary Patricia Gee Dr. Katherine Mitchell John Riggs, IV Sue H. Strickland Dr. Leslie Gamine Superintendent of Schools Jo Evelyn Elston, Director Pupil Services Department Dr. Linda Watson, Assistant Superintendent Student Discipline i i FOREWORD We hope this book will help students learn to make good decisions about how to be responsible for their own actions and how to respect the nghts o others. Rules and laws make it possible for people to live and work together. They liaKC 11 pUJOlUlV IW. ------ settle differences and to protect the property, privacy and are made by people and can be provide ways to well-being of people. Laws and. rules changed by people. the rules which all Little Rock School District students This book covers the rules which all Little kock acnooi ---------- must follow and the disciplinary actions which may be used The information can help students, parents, stall and misbehavior. -------------- - . administrators to participate in solvmg problems m school. ACKNOWLEDGMENTS This is the eighth revision of the Rights and Responsihilit^^ Handbook since its adoption by the Little Rock School Distnct Board o Directors in 1980. The list of individuals who participated in this revision includes students, parents, school administrators, and community representatives is so extensive and the contributions so valuable that it seems most usefu identify groups and/or organizations rather than individuals. of appreciation and gratitude that we acknowledge It is with a deep sense of appreciation and graiimoe mai wc the participation and contributions of the following groups: element^ secondary and central office administrators\nparents\nteachers\nstudents, the . . .  . J __________Twl-artionArO Classroom Teachers Association\nand the Joshua Intervenors. Little Rock School District 810 West Markham Street Little Rock, AR 72201 (501) 324-2000 FORM #900405 REVISED 7-97 ii iiiNON-DISCRIMINATION POLICY TABLE OF CONTENTS Discrimination based on race, age, sex, religion, financial condition, or national origin is a violation of federal law. Policies prohibiting discrimination apply to all public school services, facilities, activities and programs including school disciplinary policies and practices. It is a denial of equal education opportunities whenever any class, program, or activity is denied one student or groups or students'which is available to other students without valid reason for students being treated differently. Students may not be assigned to or excluded from any class because of race, sec, religion, national origin, or financial condition. Discipline Overview................................ Expectations for Student Behavior........... Teacher Authority and Student Discipline Questions and Answers........................... Student Responsibilities and Right ..... 1 2 3 4 8 Verbal and/or written civil rights complaints should be directed to the Equity Assurance Officer, 810 West Markham, 324-2011. I I Student Conduct Code Consequences For Breaking Rules............................................... Category 1 Offenses, Disciplinary Actions............................... Category 2 Offenses, Disciplinary Actions................................ Category 3 Offenses, Disciplinary Actions................................ Disciplinary Actions/Procedures General Rules................................................................................ Definitions Sent Home and Class Bar...................................................... School Detention and Saturday School................................ In-school Suspension............................................................ Short-term Suspension.......................................................... Long-term Suspension.......................................................... Expulsion ................................................................................ Disciplinaiy Probation.......................................................... Physical Restraint.................................................................. Emergency Removal.............................................................. Make-up Work During Suspension ....................................... Loss of Academic Credit - Expulsion................................... Parent/Guardian Suspension Notification............................ Student/Parent Reinstatement Conference............................ Due Process Procedures and District Procedural Guidelines Short-term Suspensions Due Process Procedures........................................................ Appeals Procedure ................................................................ Long-term Suspension/Expulsion Recommendations Due Process Procedures................................................. Appeals Procedures......................................................... Board Hearing Procedures................................................... Readmission from Expulsion/Long-term Suspension............... 13 14 20 26 29 29\u0026amp;30 :.... 30 ........31 .........31 .........31 .........32 .........32 .....33 .........33 .........34 .........34 .........34 .........34 36 37 .38 .38 .41 .43 iv ! 1 I I Attendance Policies and Procedures School Attendance Responsibilities.... Student Leave......................................... Tardy Policy.......................................... School-Sponsored Programs/Activities Students with Disabilities...................... V I . .45 ..48 ..48 50t TABLE OF CONTENTS DISCIPLINE OVERVIEW School-Sponsored Programs/Activities cont. Programming............................................. Procedural Safeguards ............................... Least Restrictive Environment................ Disciplinary Action..................................... School Lunch Program/Food Service............. Health Services.................................................. Medications................................................. Special Health Needs................................ Immunizations........................................... Transportation Regulations for Students......... School District Insurance Policy...................... Extracurricular Activities Student Government...................... ' ' Student Organizations..................... .. Student Responsibilities and Rights Dress Code............................................... Student Records...................................... School Assignments......................... . . Fourth Amendment - Search and Seizure, Interaction with the Police....................... Visitors on Campus.................................. Community/School Responsibilities Principals, Teachers, Students............. Home School............................................. Resource Directory.................................. Index............................................... .. vi 1 51 51 52 52 53 55 56 56 57 58 59 60 60 62\u0026amp;63 ........ 64 ........ 70 ........ 71 ........ 72 ........ 73 ........ 74 ........ 76 ........ 77 81 \u0026amp; 82 I i i I !I 1 I I The Little Rock School District Board of Directors, administration, and building staffs are committed to assuring a school climate which is appropriate for students to learn and which ensures the safety and welfare of all who live and work in the school environment. Because education is vital to the lifelong success of students and to the growth and development^f society, all members of the school community, parents/guardians, school staff, and students must be part of this effort. Disciplinary measures are intended to help students understand their obligations to others in the school setting and the role of law, rules, and school district policies in meeting these obligations. Discipline shall be directed toward developing skills necessary for youth to: 1. 2. 3. 4. 5. 6. 7, 8. 9. 10. solve problems effectively\ndevelop positive relationships with others\nbecome productive citizens\nrecognize when personal actions are interfering with the rights of others\nrespect the property and rights of others\nunderstand and appreciate other races and cultures\ndevelop a sense of responsibility for his/her actions and an awareness of possible consequences\nsucceed in school\ndevelop self-discipline\nand feel free to discuss particular problems and/or needs with administrators, teachers and/or counselors. 1 EXPECTATIONS FOR STUDENT BEHAVIOR IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District Board of Directors, by its authority, establishes the following student behavioral expectations. It is the intent of the Little Rock School District Board of Directors in establishing these behavioral expectations that they be taught to students as a necessary part of the learning process. These behavioral expectations are important as desirable learning outcomes, as well as being crilical to the students academic development. All students shall: (a) (b) (c) (d) (e) (0 (g) show respect to others and show respect for the rights of others\nrespect the authority of all school personnel\nbehave in a courteous manner\nlearn and demonstrate acceptable social behavior\nbring the school and to individual classes the necessary materials (books, pencils, paper, assigiunents)and actively participate in the learning process\nuse appropriate personal hygiene habits and dress in a manner that is not disruptive to the learning environment\nand adhere to all school rules and regulations. I I I TEACHER AUTHORITY AND STUDENT DISCIPLINE The Board of Directors of the Little Rock School District believes that teachers are critical to the learning process and further believes that teachers must have the authority necessary to manage their classrooms in a manner that results in an effective learning climate. However, the responsibility for establishing and maintaining a positive school climate must be shared by alL students, teachers, administrators, support staff and parents. Consequently, teachers, as well as all other school staff, must confront, intervene, and report inappropriate student behavior whenever and wherever it occurs within the school environment. Therefore, we, the Board of Directors, do hereby notify students and parents, through this statement, that we are authorizing teachers and other certified staff to use appropriate disciplinary measures to the degree necessary to maintain order and school control. This authority includes but is not limited to the following: (a) (b) (c) (d) the removal of certain privileges that are normally associated with school, such as recess, field trips, school assemblies, and participation in classroom/building activities designed as a reward for appropriate behavior\nthe requirement of a conference with parents as a step in an overall plan of interventions\nthe referral to an administrator and exclusion from class when the students behavior is intolerable to the learning process\nthe institution and utilization of before/after school detention halls\n(e) . the utilization of in-school suspension where conditions permit\nand (f) the right to file criminal charges when physically or verbally abused. 2 3QUESTIONS AND ANSWERS OF INTEREST TO PARENTS AND STUDENTS Question 1. If my child brought a weapon to school unintentionally, what should he/she do? ( Answer: The student should inunediately turn the weapon over to a teacher i or administrator. No disciplinary action will be taken against the student if it is determined that the weapon was brought unintentionally and it is immediately turned in. However, the parent/guardiak will be contacted immediately. Question 2. What happens if a child intentionally brings a weapon? Answer\nWeapons are absolutely prohibited at school. Therefore if chiHant  11_ . 1  _ . ' auoviuiciy piuuiuucu av scnooj. 1 nereiore, if a student intentionally brings a weapon on campus or to a school-related activity, he/she will receive an expulsion recommendation for calendar year. a full Question 3. If my child is involved in a fight at school but did not start it will he/she be disciplined? Answer: All students who choose to fight at school or at school-related activities will be disciplined. However, the student who initiated or started the fight may receive a more severe penalty. Question 4. If my child receives a short term suspension and I/we wish to appeal it, how should I proceed? Answer: The decision to appeal a short term suspension (3-10 days) must be made within 24 hours after receiving the suspension. A suspension appeal request inust first be made to the building principal. If you wish to appeal the decision of the building principal, the appeal would be made to the Building-level Discipline Hearing Committee. A hearing shall be scheduled on appeals that are granted within two school days of the date of the suspension. The Decision of the Building-level Hearing Committee may be appealed to the Student Hearing Officer. The decision of the Hearing Officer is final in all short term suspension cases. Question 5. Does the Little Rock School District have a dress code? Answer: The Little Rock School District does not require a uniform kind of dress for all students. However, some elementary schools in the District have school uniforms. The way a student dresses is the responsibility of the student and parent as long as the dress does not have a disruptive influence at school. However, clothing that is suggestive, revealing, or violates health and safety standards is prohibited. Jewelry, buttons, or clothing that have profane, inflammatory, or indecent words, pictures, or symbols on them are also prohibited.  Question 6. Is corporal punishment allowed in the Little Rock School District? I Answer: No. Corporal punishment or paddling was abolished by the Little Rock School District Board of Directors during the 1988-89 school year and is no longer used as a form of discipline in the schools. Question 7. If a student receives an expulsion for a handgun or weapons offense, how long must they remain out of school? Answer: Federal and state law require that a-student who is expelled for handgun or weapons violation shall be expelled for a full calendar year. I a Question 8. Are students allowed to smoke at school in designated smoking areas? I i Answer: Smoking and the use of tobacco products of any kind are prohibited on all school campuses regardless of the age or grade of the student. Question 9. Are school counselors available in my childs school? Answer: Yes. Every school in the Little Rock School District has an assigned counselor who is trained to assist you and your child in whatever way he/she can. The counselor can be reached by calling your childs school. 4 5 i n V is Question 10. Will my child be dropped from school because of excessive absences? i Answer: No. The child will not be dropped from school for excessive absences but may receive a failing grade in a class because of excessive unexcused absences. If your child is a minor (below eighteen years old), the parent or legal guardian may be referred to Juvenile Court for failure to ensure your childs daily attendance at school. Question 11. What absences are excused? I immediately notify the building principal and/or the childs counselor of the illness or hospitalization so that assistance can begin. 1 Question 15. Is there a state law against drug dealing at school? Answer: Yes. The law is referred to as the Schoolyard Drug Law. The law makes it a crime for anyone 18 years or older to manufacture, distribute, or sell drugs within 1,000 feet of any schoolyard or campus. It applies to all schools  elementary, secondary, vocational schools, junior colleges, colleges or universities, whether public or private. Answer: Absences due to illness, family or personal emergency, participation in officially approved school-related activities and programs, and absences for other reasons acceptable to the building principal are considered as excused. However, it is the responsibility of the parent to notify the school of the students absence and to provide documentation upon the students return to verify the reason for the absence. Question 12. Will a student be allowed to make up work covered while on suspension? Answer: Students who are suspended will be allowed to make up work. The teacher will arrange with the student, upon his/her return to school, a timeline in which missed assignments will be made up. Question 13. When will a parent be referred to court because of truancy? I Answer: Parents or guardians of students who are under 18 years of age . will be referred to court when the student has accumulated the maximum number of absences allowed under the current policy. I Question 14. Will a student be provided help to keep up with classroom work when absent due to extended illness, hospitalization, or pregnancy? I Answer: If a student is absent due to illness for more than three days, homework assignments will be provided by the classroom teacher. In cases of long term illness and/or hospitalization, classroom assignments will be provided to the parent or a hospital representative. The same assistance is provided to pregnant students. The parent should I 6 7STUDENT RESPONSIBILITIES AND RIGHTS STUDENT RESPONSIBILITIES AND RIGHTS IN THE LITTLE ROCK SCHOOL DISTRICT i EVERY RIGHT HAS A RESPONSIBILITY 8. Defend yourself by -knowing what rules you are accused of breaking. -giving your side of the story. -knowing disciplinary procedures to be followed (due process). The rights of students are protected by the U. S. Constitution and by the due process of law (pages 35-42 of this handbook). Everyone has the responsibility to exercise individual rights carefully topreserve the rights of others. Students are responsible for the manner in which they behave and must accept the consequences for any actions they commit outside the boundaries of acceptable behavior. I YOU HAVE THE RESPONSIBILITY TO: YOU HAVE THE RIGHT TO: 1. 2. 3. 4. Get an education in the public school system -in a classroom where you can learn. -regardless of sex, religion, nationality or handicapping condition. Say what you think if you -speak respectfully to others. -are willing to hear what others think. -do not make someone want to fight. -do not hurt someones feelings so much that he/she wants to change classes or schools to get away from you. Disagree if you -respect others right to do so. -mind the adult in charge when told and discuss it later with teacher, principal, or parent. Make a request to ask for a change if you -talk to your teacher or another adult in charge first. -talk to your principal next. 5. Be free from search unless I 6. 7. -the adult in charge has reason to believe you have illegal or dangerous items in your posetion. Protect the privacy of your school records by -having them released outside the school only with your parents permission.  Protect your property by -taking care of your school supplies and personal belongings. -reporting the loss of property to an adult at school. I 1. Do your job by -coming to school every day. -coming to school on time. -doing your homework every day. -doing your schoolwork in class. -having needed supplies. -frying to learn as much as you can. 2. Show self-control by -obeying all school rules. -using acceptable language. -talking about being angry\nnot acting angry. -not having temper tantrums. -helping to care for books, materials, and other school property. 3. Respect school workers by -being polite to all adults in the building. -obeying the adults in charge. (If you disagree, obey first, and discuss it with your teacher, principal or parent later.) 4. Respect other students by -speaking kindly to other students. -avoiding name calling, racial slurs, and obscene language. -talking about problems with students without insulting them. -avoiding fights. -treating other students in a way that will not hurt them. -asking for help from school staff to solve problems so that you will be fair with others. 5. Respect the property of others by -not taking their possessions such as lunch, money, pencils, etc. -turning in any items you find to an adult in charge. 6. Avoid -selling anything to another student. -playing games for money. -forming or joining a group which would interfere with the right of others. I 9 8J f STUDENT RESPONSIBILITIES AND RIGHTS STUDENT RESPONSIBILITIES AND RIGHTS ! I i i IN THE LITTLE ROCK SCHOOL DISTRICT EACH RIGHT HAS A RESPONSIBILITY Student has the right to: Student has the responsibility to: I Students rights are the same as those extended to any other citizen of the United States of America. Individual rights must be exercised carefully to preserve the rights of others. Students are responsible for the manner in which they behave. For any actions committed outside the boundaries of acceptable behavior, students must accept the consequences. All students are protected by due process Student has the right to: Attend school in the district in which the parent or guardian resides Attend school until high school graduation at public expense Express his/her opinion verbally or in writing Expect that school will be a safe place for all students to learn of law. Student has the responsibility to: Attend school daily and on time and participate fully in all classes Obtain all the education and training necessary to become a contributing member of society Express his/her opinions or ideas in a respectful manner so as not to offend or slander others Know all school rules and regulations that govern student behavior and conduct himselfZherself in accordance with them i j i I I I I Use the appeal process when he/she disagrees with a school official regarding disciplinary action or rules Be willing to abide by the decision reached through the appeal process t Dress in a way to express his/her personality Meet standards of decency, safety, health and good taste in dress and appearance 10 Expect a fair and impartial hearing and due process in the event of disciplinary action _ Be willing to volunteer information and cooperate with school officials in disciplinary cases Assist in making school rules Assume that until a rule is changed, modified, or repealed that it should be supported and obeyed Be represented by an active student government selected in a democratic process Make decisions freely and act according to his/her beliefs Expect that no student shall be allowed to disrupt the educational process within the schools 11 Take an active part in student government by miming for office, voting, and making his/her problem known to the administration through elected representatives Accept the consequences of his/her behavior and actions Demonstrate respect for the school and actively work to make it a better place in which to learn and develop t. i STUDENT CONDUCT CODE STUDENT CONDUCT CQDE ( Beware Conduct not specifically mentioned might also call for disciplinary action if it is disniptive or harms others. Student Conduct Code applies to: 1. School activities on LRSD property. 2. Travel on school buses. 3. School-sponsored activities away from school. 4. Incidents which occur onkhe way to school or from school. 5. Criminal offenses or other serious offenses committed away from school but which may affect the school climate (this code applies to these kinds of offenses regardless of whether or not a student has been convicted in court of law). 6. Students who knowingly violate security by leaving doors open (i.e., putting blocks, etc., in the door that will keep them from locking from the inside) which would threaten safety and security. CONSEQUENCES FOR BREAKING RULES Failure to follow school rules while on school property, including buses, at school-sponsored events, or on the way to and from school may result in disciplinary action. The Little Rock School District Board of Directors and administration have approved the following actions to be used by school personnel in dealing with students who break school rules: - Reprimand (warning), - Referral to other school personnel, - Parent conferences, - Probation (loss of privileges), - Sent home (24 hours), - Short-term suspension (exclusion from school 3-10 days), - Long-term suspension (exclusion from school for a semester or more days), - Expulsion (school board action to exclude for the entire school year or permanently), and - Referral for prosecution under municipal, state, and federal laws that apply to the behavior. I Students have the right to a free public education, but they are responsible for complying with rules and regulations of the District and the reasonable instructions of district personnel. In addition to these district rules, each local school or building principal may develop additional rules and regulations that govern student behavior and discipline at his/her building. However, these local rules and procedures must be consistent with those established by the Board and the Superintendent. 5 12 13 I1 STUDENT CONDUCT CODE I STUDENT CONDUCT CODE 1997-98 Elementary Student Rights and Responsibilities Handbook Rule 1: Academic Dishonesty Breaking the rules is never goo( but sometimes it is more serious than other times. The offenses and penalties which accompany them are divided into three categories. In Category 1, building principals yvill decide the type of disciplinary action to be used as a positive means of ctjrrecting unacceptable behavior. Categories 2 and 3 Offenses are those defined under city and state law as criminal in nature and which may result in suspension or expulsion. We believe that for yoimger children, parents need to understand exactly what responsibilities their children must accept and the consequences for breaking rules. Therefore, these consequences are set out in this section of the handbook. The rules and regulations apply to all children. Parents should study them thoroughly and share as much as possible with students. Cheating on tests or copying the work of another student. For all offenses involving academic assessments, the student will receive a grade of zero on the assessment or test. Rule 2: Failure or Refusal to Follow Reasonable Directives of School Staff an^or School Rules and Regulations. Failure or refusal to obey reasonable instructions from teachers, administrators, instructional aides, or any other authorized school district employee. OFFENSES CATEGORY 1 Rule 3: Minor Altercations/Horseplay Category 1 Offenses are considered minor in nature and should be dealt with by school building administrators and steff in consultation with the students parents/guardians. Normally, disciplinary actions for Category 1 Offenses will become progressively more severe if minor rule infractions persist. However, the administrator may choose a more severe penalty, at any time, based on the students past disciplinary record and may reduce disciplinary sanctions when warranted. When sanctions are imposed on a student, the parent/guardian should be notified. Engaging in a physical struggle without the intent of producing bodily harm. All participants in an altercation will be disciplined according to the degree of involvement of each student. Students must participate in Student Assistance Program, Peer Mediation. Rule 4: Harassment Behavior or actions that violate a persons right to privacy. i f I Possible disciplinary actions for Category 1 Offenses include: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10, 11, Warning Student, staff, administrator, and/or parent conference In-school time out Recess detention Before-school or after-school detention Saturday detention Behavior management plan In-school suspension Sent-home School-site probation/contracts *School-site Service (must have parental consent) *Optional Rule 5: 14 a. b. Annoyance - To pick or tease on a continual basis. Communication - Non-solicited oral or written' communication offensive to the recipient. Leaving School Grounds/Class Without Permission No student is to leave class without permission. No student is to leave the school campus after arrival without being checked out by a parent or without the approval of a school administrator. 15 VSTUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 6: Failure to Serve Detention Rule 10\nFailure to Follow Bus Rules and Regulations A student who fails tp serve detention when directed to do so by a school administrator or other authorized school personel will be disciplined. Rule 7: Using Verbally Abusive Language, Obscene Gestures, or Fighting Words if .99 I f i All school rules and regulations governing student behavior apply to conduct on the school bus and at bus stops, in addition, the loss of transportation privileges that are listed below. If a students behavior warrants a more severe sanction under the regular disciplinary codes and the student receives a suspension that is greater than or equal to the bus penalty, the student should not receive a bus suspension. Profanity, inflammatory or verbally abusive language or obscene gestures are prohibited in the school environment. 5 BUS RULE VIOLATION PENALTIES Rule 8: Smoking or Use of Smokeless Tobacco Smoking or possession of tobacco products of any kind on school district property or on the school bus is prohibited. First Offense: Second Offense: Required attendance at a three-hour education class on the dangers of tabacco use. Three (3) day in-school suspension for failure to complete class. Enrollment in, and completion of, a smoking cessation program. Enrollment documentation required. Three day in-school suspension and probation for failure to complete class. I Infraction 1 Infraction 2 Infraction 3 Infraction 4 Infraction 5 Infraction 6 . . . ....................................Warning . . . . StudentTarent/Administrator Conference (may be by telephone) ...............1-3 days bus suspension ...............3-5 days bus suspension .............5-10 days bus suspension ..............4 weeks bus suspension WARNING: Continued misbehavior on the school bus will result in a loss of transportation privileges, temporarily or for the remainder of the semester or school year. Suspention, loss of bus riding privileges, or other disiciplinalry sanction may be imposed when students violate the regulations outlined. I I Rule 9: Possession of Mace, Chemical Agents, Multi-fingered Rings, Fireworks or Drug Paraphernalia I The possession of mace, pepper spray or other chemical agents that may cause irritation or physical discomfort and/or bodily harm, by students, on school district property is prohibited. I The possession of multi-fingered rings, fireworks and drug paraphernalia are also prohibited on school district property. i MEETING THE BUS 4 Be at the bus stop 10 minutes before the bus is scheduled to arrive. Do not arrive earlier than 10 minutes. Try to be on the proper side of the road while you wait, even if you must cross the street to enter the bus. Before crossing a street to enter the bus, wait until the bus has come to a complete stop and the driver has given you directions. Respect the property rights of others while waiting for the bus. Dont litter or make unnecessary noise. Dont gather under carports, or porches, or on lawns without permission. 16 17STUDENT CONDUCT CODE STUDENT CONDUCT CODE Stand back at least 10 feet from the bus stop and do not approach the bus until it has come to a complete stop and the door is opened. If you miss the bus, do not attempt to (1) ride another bus, (2) walk to or from school, or (3) hitchhike. Call the Transportation Department at 570- 4000 or call your school. I GETTING ON AND OFF THE BUS Enter and leave the bus quickly and in an orderly manner. Do not enter or leave the school bus by the back door except in the case of an emergency or unless directed to do so by the driver. If you must cross the street after leaving the bus in the afternoon, go to a point on the shoulder of the street ten (10) feet in front of the bus and wait until the driver or student patrol has signaled you to cross. If you drop any object while leaving the bus, do not attempt to retrieve the object until the bus has left the scene and the street is clear of other vehicles. RIDING THE BUS Ride only the bus to which you are assigned. Visitors are not allowed to ride buses unless permission is first obtained from the Director of Transportation Arangements should be made by calling 570-4000. Obey the instructions and directions of the driver. Students are under his/her supei-vision. The driver will submit a written report of all bus violations to the school principal. Do not distract the driver or disturb other riders on the bus. This means students must remain reasonably quiet while on buses. Remain seated while the bus is in motion or stopped, except as the driver directs. Legs and feet should not be in the aisle. Keep all books, lunches, coats, etc., out of the aisle of the bus. Knives, firearms, sharp objects, clubs, or animals are never allowed on a school bus. 18 NOT PERMITTED T I Eating and drinking on the bus Smoking Scuffling or fighting Playing radios, tape players, or band instruments Yelling at anyone on the bus or outside Throwing paper or any object on the floor of bus or outside the window Putting hands, arms, or head out windows Tampering with any of the bus safety devices Defacing any part of a bus Damage to any bus equipment will be paid for by the offender. These rules are set to ensure that the students riding a bus in the Little Rock School District are transported as safely as possible and are, at the same time, provided a pleasant trip to their destination. EXCEPTION TO MINIMUM PENALTIES i 1. 2. 3. A student who smokes, uses any tobacco product, or uses any illegal drugs on a bus, who physically or verbally abuses a bus driver, or commits an act of vandalism causing damage to a bus shall not be permitted to ride a school bus in the Little Rock School District for a minimum of nine (9) weeks. In addition, the parents of a student who damages a school bus shall be required to reimburse the District for the cost of repairing the damage before the transportation privilege is restored. In the event of a second offense of any one of the above, a student shall be denied transportation for the remainder of the school term. As a last resort, the Transportation Department may discontinue a bus route when a large number of students who ride the bus refuse to obey the regulations. If it becomes necessary for school personnel to consider eliminating a bus route because of continued misconduct by students, except in extreme circumstances, parents will be contacted by letter or telephone to inform them of the situation. A meeting with parents and school personnel will be arranged to discuss the circumstances and to consider possible solutions. All regulations and sanctions pertaining to student behavior and safety that apply during the school day are applicable to students while they are riding buses. i i i J Note: Repeated violation.s of category one offenses will result in the student being charged under Rule 21, Category 2. 19 i ii I tSTUDENT CONDUCT CODE STUDENT CONDUCT CODE 1 OFFENSES CATEGORY 2 Second Offense: Long-term suspension recommendation. Restitution or compensation is required. Generally, disciplinary actions for violations of Category 2 Offenses will move progressively through a defined schedule at each rule violation. However, the administrator may move to the most severe penalty at any time based on the circumstances involved in the particular incident. Violations of Category 2 rules that are felony offenses will be reported to the LRPD* *5 day minimum rule may be reduced by an administrator upon demonstration of special circumstances. I j ! Rule 11\nAssault FOR RULES 14, 15, 16A, 17, 18, 19, 20, 21, 22, 23, and 24, DISCIPLINARY SANCTIONSWILL BE EIVFORCEDAS FOLLOWS: GRADES An act initiated by one or more persons that purposely or recklessly creates apprehension of imminent physical injury to another person such threatening or menacing gesture. Police notification required by law. as a K-3 First Offense\nLong-term suspension recommendation. 4-6 FIRST OFFENSE Counseling \u0026amp; 1-3 Day Suspension Counseling \u0026amp; 1-5 Day Suspension SECOND OFFENSE 1-5 DAY Suspension 1-10 DAY THIRD OFFENSE 1-10 day Suspension Long-term Suspension S ! i Second Offense: Expulsion recommendation. Rule 12: Battery Rule 14: Gambling I i i To purposely and/or recklessly cause physical injury to another person by beating or striking either directly or with an object. Police notification Playing a game of chance for something of value. required by law. First Offense: Rule 15: Fighting Long-term suspension recommendation Second Offense: Expulsion recommendation Mutual combat in which participants intentionally inflict bodily injury to another person. Rule 13: Theft/Theft by Receiving All participants in a fight will be disciplined according to the degree of involvement by the participants. Burglary and/or Larceny - to steal school property or property belonging to another person or to knowingly receive stolen property. Items stolen valued in excess of $500 will require police notification. Rule 16: Sexual Misconduct First Offense: Suspension: *5-10 days. Student and/or parent/ guardian shall be responsible for making full restitution for any property stolen and for all damages to property caused by the students actions. 16 A. To deliberately show the sex organs in a school setting. 20 211, i I' STUDENT CONDUCT CODE STUDENT CONDUCT CODE 16 B. To engage in or attempt to engage in a sexual act with another person or to touch in a sexually offensive manner on District property or at a school parent/guardian shall be responsible for all damages to property caused by his/her child. related activity. First Offense: Long-term suspension recommendation An administrator may reduce disciplinary sanctions according to the value Second Offense: Expulsion recommendation of property. First Offense: I Rule 17: The Use of Profanity Directed To or About a Staff Person in a Non-threatening Manner. Second Offense: Suspension: 5-10 days, probation and full restitution for damages to or destruction of property. Long-term suspension recommendation and full restimtion for damages to or destruction of property. To direct profanity in a non-threatening manner to a school staff member. Rule 21: Repeated Violation of Category 1 Offenses Rule 18: False Alarm Habitual or repeated violation of school rules and regulations. To turn in an alarm of a fire, bomb threat, or other emergency without a lawful purpose. Rule 22: Disorderly Conduct Rule 19: Loitering Inappropriate behavior that substantially disrupts or interferes with or is likely to disimpt or interfere with any school function, activity, or program. Lingering on the grounds of a school or within 100 feet of the school without permission of school administrator is prohibited. No suspended and/or expelled student is allowed on District property, for any purpose, while serving a suspension/expulsion. i Students from another school campus or nonstudents are not allowed on school property during school hours without permission from a school official. Rule 23: Harassing Communications Harassing communication on school property is prohibited. Use of the voice, the telephone, telegraph, the mail. E-mail, Facsimile (Fax),or any other form of written, verbal, or electric communication to intimidate annoy, cause alann, or to threaten to harm another person, or to knowingly allow another person to use a telephone or other electronic device under your control for such a purpose, is a crime. To violate another person by using sexually explicit language or gestures is also prohibited. Rule 20: Vandalism To intentionally destroy property, cut, deface, or otherwise damage property belonging to another person or belonging to the school district. To intentionally destroy, modify, or abuse computer hardware or software, and computer files or to access the computer files of others is prohibited. The Rule 24: Forgery or Falsification of Information I Falsifying teacher/administrator signatures of information on official school records. 22 23a it STUDENT CONDUCT CODE STUDENT CONDUCT CODE f i I I Rule 25: Possession/Use of Paging Devices(Beepers), Cellular Phones and/or Other Electronic Communication Devices The use or possession of beepers or other electronic communication devices on a school campus or at school-related activities is prohibited except when they are required for medical reasons, In such cases medical documentation must be on file at the school building. Violators will be prosecuted. Police notification required. First Offense: Second Offense: Third Offense: Warning Suspension - 1-5 days Suspension - 1-10 days Rule 26: Use of Multi-fingered Rings or Chemical Agents The use of pepper spray, mace or similar chemical agents, or multi-fingered rings on school District property is prohibited. enrolled in an approved drug/alcohol counseling program prior to reinstatement. Police notification required for possession of a controlled substance. I First Offense: Suspension: 5-10 days with verification of enrollment in a required drug/alcohol counseling and/or treatment program. Failure to complete the prescribed drug/alcohol counseling plan will result in an expulsion recommendation. Second Offense: Expulsion recomendation. I o Rule 29: Participation in Prohibited Clubs, Street Gangs, Fraternities, Sororities or Similar Organizations Students shall not participate in secret societies or organizations of any kind while on school property, at school sponsored activities, or while on the way to or from school. Street gangs, hate groups, cults, or similar groups, whether organized in the community or in other settings, are prohibited on school grounds or at any school sponsored activity.  t First Offense: Suspension: 10 days and probation Second Offense: Long-term suspension recommendation Rule 27: Use of Fireworks The use of fireworks on a school campus or at a school related activity,is prohibited. First Offense: Suspension: 10 days and probation Second Offense: Long-term suspension recommendation Behaviors such as the use of signs, signals, visible body markings/ adornments, verbal or written language that connotes street gang affiliations and/or membership in other prohibited groups/or organizations at school or at school related activities are prohibited and will be considered to be in violation of this rule. First Offense: Second Offense: Third Offense: Mandatory parent/student conference and participation in the Student Assistance Program Suspension: 5 days and probation Long-term Suspension Recommendation Rule 28: Use and/or Possession of Alcohol, Controlled Substances or Unauthorized Drugs or Substances. \u0026lt; The possession or use of nonprescribed narcotic drugs, hallucinogens, marijuana, or any unauthorized drug or substance is a violation of district policy. In addition to suspension, students must show proof of having 24 25STUDENT CONDUCT CODE STUDENT CONDUCT CODE I r OFFENSES CATEGORY 3 Students found guilty of Category 3 offenses shall receive an expulsion recommendation. The Little Rock Police Department shall be immediately notified and violators will be prosecuted to the fullest extent of the law. A calendar year expulsion is required, by law, for firearm and weapons violations. 1 Rule 30: Arson The willful and deliberate burning of or attempting to bum school property. Rule 31: Drug/Alcohol Sale or Distribution The sale or distribution of alcohol, marijuana, nonprescribed/ prescribed drugs, hallucinogens, or similar substances. Students expelled for this violation shall be required to submit proof of the successful completion of drug/alcohol counseling and/or treatment program prior to petitioning the Board for reinstatement. I Rule 32: Physical Assault on Staff Striking or attempting to strike a teacher or other school personnel. Rule 33: Verbal Abuse of Staff A Firearm as defined in the US Code means: -any weapon which will or is designed to or may readily be converted to expel a projectile by the action of an explosive\n- the frame or receiver of any weapon described above\n- any firearm or receiver of any weapon described above\n- any explosive, incendiary, or poison gas (1) bomb, (2) grenade, (3) rocket having a propellant charge of more than four ounces, (4) missile having an explosive or incendiary charge of more than one-quarter ounce, (5) mine, or (6) similar device\n-any weapon which will, or which may be readily converted to, expel a projectile by the action of an explosive or other propellant, and which has any barrel with a bore of more than one-half inch in diameter\n- any combination of parts either designed or intended for use in converting any device into a destructive device and from which a destructive device may be readily assembled. I I I t I i The use of violent, abusive, or obscene language or gestures addressed to a teacher or staff person in a threatening manner. Rule 34 Possession of Firearm Rule 35: Use of Weapon The act of using a weapon or firearm to cause injury or to threaten injury to another person. Expulsion for a full calendar year is required by law. The act of possessing a firearm, on school district property or at a school related event, whether loaded or unloaded, without written permission from school authorities. Expulsion shall be for a full calendar year. 26 Rule 36: Possession or Use of Explosives ! The possession, use of threat to use any explosives or other such devices capable of inflicting bodily harm. Expulsion for a full calendar year is required by law. 27 I ISTUDENT CONDUCT CODE DISCIPLINARY ACTIONS/PROCEDURES Rule 37: Extortion STUDENT DISCIPLINE PROCEDURE I i i Obtaining or attempting to obtain money or property from an individual by force or threat of force. Rule 38: Unlawful Assembly I When three or more students get together with the intent to commit an unlawful act. Rule 39: Inciting to Riot An act or conduct which results in a riot or which urges others to commit acts of force and violence or participation in a gang fight or similar disturbance at school or at school-related activities. Rule 40: Possession of Weapon or Facsimile Weapon t  The possession of a knife, box cutter, dirk, brass knuckle, martial arts implement, razor, ice pick, BB gun, pellet gun, pump gun, stun gun, blackjack, unauthorized tools, sword, spear in a cane, billie club, sap, facsimile weapon, or any other instrument that is specifically designed, made or adapted, or is capable of inflicting physical injury to another person, is prohibited at school or at any school related activity. Expulsion for a full calendar year is required by law. U Rule 41: Robbery The violent taking of any goods, money or other valuable items from another person by force, threats or with a weapon. General Rules Reduction of Sanction: The Superintendent, an Assistant Superintendent or the Principal may at any time reduce the sanction imposed against a student. Reduction of the sanction does not affect the students right to appeal the lesser sanction. Time: Where a time period (e.g., 24 hours or 48 hours) is established for the taking of some action, Saturdays, Sundays and student holidays shall not be counted. Record of Proceedings\nNo audio, video or stenographic recording of any kind shall be permitted for any conference or hearing except as provided for in these rules. Failure to Appear at an Appeal Hearing: The failure of the student and his parent or guardian to appear at an appeal hearing as provided for in these rules shall be considered a waiver of the students right to appeal. The LRSD representative hearing the appeal shall determine if good cause exists and if an appeal hearing will be rescheduled. i 1 Definitions I Sent Home A sent home is used to establish contact with a parent/guardian to resolve problems that do not require suspension. It is used only for a short period of absence, not to exceed 24 hours, and its purpose is to have the parent come to the school for a conference with an administrator within 24 hours. Telephone conferences are acceptable at the discretion of the principal. NOTE\nStudents are accountable for their behavior tliroughout the school year. Any infraction of the rules on the last day of school shall be reviewed for disciplinary action at the opening of the following school term. 28 29Pl DISCIPLINARY ACTIONS/PROCEDURES DISCIPLINARY ACTIONS/PROCEDURES Class Bar The Board agrees that all teachers have the right to exclude a pupil from class when his/her presence is intolerable to the learning process. Under such circumstances, tlie student will be referred to the principal. Within forty-eight (48) hours of the exclusion, a meeting will, be arranged by the principal. Such meeting shall include: the principal, the (teacher, the pupils parents and any specialist deemed necessary by any of the parties. Following the meeting, the principal and teacher will make a joint decision on the disposition of the case. In the event the teacher and principal do not reach a joint decision, the matter shall be referred to the appropriate Assistant Superintendent. In a secondary school, if the student is excluded from the same class a second time, he/she may be dropped from that course for the remainder of the semester or school year. In an elementary school, if a student is excluded a second time, he/she may be transferred to another teachers class or to another school. If the student continues to be disruptive to the learning process in his/her new environment, a recommendation for expulsion for the remainder of the year is in order. (PN Agreement, pp. 62-63) In-School Suspensions An in-school suspension is usually issued to the student by the school for minor misbehaviors in lieu of or prior to a short-term, out-of-school suspension based upon the building principals recommendation. A. B. C. D. E. In-school assignments should follow a progressive schedule in accordance with the same guidelines used in treating out-of-school suspensions, i.e. 1st Offense\n2nd Offense: 1-3 days 3-5 days Citizenship 1 Citizenship 2 No in-school suspension should exceed five (5) days for any one offense. An in-school suspension should not be made more than two (2) times in any semester. The same process for imposing short-term suspensions are applicable to in-school suspensions. The building level principals decision is final in the appeal process governing in-school suspensions. Students are not allowed to participate in school sponsored extra curricular activities while serving an in-school suspension. i. School Detention The principal or designee has the authority to assign students, with notification to the parent/guardian, to before or after school detention. Detention should not extend beyond two (2) hours before or after school. Transportation for students to serve detention is the responsibility of the parent or guardian. Short-term Suspension A short-term suspension is used to exclude students from school attendance for a period of 3-10 days for violations of classroom, building or transportation rules. 1 Saturday School The principal or designee has the authority to assign students to Saturday School, with notification to the parent/guardian, for repetitive misbehavior that has not been corrected by other sanctions. Saturday School may be assigned in lieu of detention hall or prior to an in-school suspension or short-term, out-of-school suspension. Transportation for students to serve Saturday School is the responsibility of the parent or guardian. Long-term Suspension A long-term suspension is the exclusion of a student from school attendance for serious violations of disciplinary policies for a period in excess often school days. In lieu of being long-term suspended, a student may be assigned to an alternative educational setting. 30 31O' J ' i ! I DISCIPLINARY ACTIONS/PROCEDURES Expulsion An expulsion is the exclusion of a student from school attendance for extremely serious violations of district policy. Expulsions are issued by the Board of Directors for the duration of the current school year and until reinstated by the Board of Directors. The student is also denied the right to take part in or attend any school function duri^jig the expulsion until reinstated by the Little Rock School District Board of Directors. Expulsions for handgun and weapons violations shall be for one calendar year. In lieu of being expelled from the District, students may be assigned to an alternative educational setting. Note\nStudents on a short or long-term suspension, or expulsion, are not permitted on a school campus or at any District sponsored activity during the duration of the suspension without the permission of a school administrator. Disciplinary Probation Any student who has been involved in a violation of school rules may be placed on disciplinary probation by the Board of Directors, the Districts Hearing Official, the building principal, or his/her authorized designee in addition to or in lieu of suspension. Probation should be for a definite time period during which critical examination and evaluation of the students behavioral progress shall take place. Students may be placed on probation against the recurrence of the same offense or a combination of offenses that are injurious or disruptive to the schools operation. Students who violate their probationary status may be recommended for Long-term Suspension or Expulsion. Students who are placed on strict probation by the Board of Directors and who violate this probation will be recommended for Expulsion. During the probationary period, the student may be denied the privilege of participation in or attendance at all extracurricular activities. DISCIPLINARY ACTIONS/PROCEDURES The parent/guardian and student will be notified by the Hearing Official and/or the building principal/designee prior to placing the student on disciplinary probation. The terms of probation, the length of the probation, and the consequences for violating the probation will be discussed in a formal conference with the student and the parent. Written documentation bearing the parent and student signatures will be kept on file as official verification of the probationary status and the probationary period. The student will be removed from probation if, at the completion of the probationary period, satisfactory adjustment has been made as outlined in the probationary agreement. Physical Restraint Any school employee may use, such physical force as is necessary to restrain or control a student who poses a physical threat to another person or persons. This school employee upon such action shall: (a) (b) (c) immediately, or as soon thereafter as possible, notify the principal of the incident\nprovide a written report of the situation indicating why such action was deemed necessary\nand the principal or his/her designee shall inform the parent/legal guardian of the incident via the appropriate disciplinary reporting form. Emergency Removal A building administrator may remove a student without an informal hearing if it is determined that the students continued presence poses an immediate danger to persons or property or may substantially disrupt the schools orderly operation. A written notice shall be provided to the parent explaining the reason for the student being emergency removed from school. Whenever a student is removed under these conditions, a parent/guardian shall be notified when the informal suspension hearing will be held. This hearing will normally be provided within three (3) school days. 32 33'3 DISCIPLINARY ACTIONS/PROCEDURES DUE PROCESS PROCEDURES 1 Make-up Work During Suspension ! I Students who are suspended will be required to make up work. The teacher will arrange with the student and parent, upon his/her return to school, a timeline in which missed assignments will be made up. I 1 Loss of Academic Credit - Expulsion A student shall lose all academic credit for the semester(s) in which the expulsion occurs. Parent/Guardian Notification of Suspension/Sent Home Every reasonable effort will be made by school officials to notify the parent/guardian of a suspension and the reasons for the action before the student is sent home. In no case should elementary, junior high, or severely handicapped students be sent home before a parent/guardian contact is made. Parents should be informed that a student suspension includes a loss of opportunity to participate in any school-related activity. The student is also prohibited from entering any Little Rock School District school or other District properties without prior authorization of the principal or designee. Student/Parent Reinstatement Conference A conference should be held with the parent and the student to seek resolution of the misconduct and to consider reinstatement following a short-term suspension. The parent and administrator should agree on a mutually satisfactory time for the conference. If the parent does not request a conference by the end of the suspension, the appropriate administrator shall initiate contact. The building administrator may select an alternative means for a reinstatement conference if the parent/guardian is unable to attend a conference because of work, family responsibilities, or other hardship. 34 Due Process Chart Suspension Length Short-term (3-10 days) Long-term (11 days or more, up to a semester) Expulsion (Balance of school year or permanently) Who Suspends The Principal has the authority to suspend for 3-10 school days School Principal recommends to Hearing Officer Recommendation from Principal and  Superintendent to the Board of Directors Due Process (Student Rights) 1. Principal or Assistant Principal 2. Building Level Discipline ' Committee Officer for decision of Principal 3, Assistant Superintendent for decision of Hearing Officer 4. Notice of charges (written) 5. Right to present your side 6. Right to present evidence 7. Right to impartial hearing 8. Right to take your case to a higher power 9. Right to be present at Board of Directors hearing 10. Right to counsel 11. Right to observe evidence 12. Right to question witnesses 13. Right to present evidence 14. Appeal to judicial system You should understand what kind of behaviors make suspensions/expulsion recommendations possible, the difference between the two terms, your rights and the procedure for appeal. Students should remember that the Board may consider prior disciplinary incidents in reaching a decision. Read the above chart carefully 35I ii 11 DUE PROCESS PROCEDURES DUE PROCESS PROCEDURES I. I I Short-Term Suspensions Short-term Suspension Appeals Procedure I 1  4 The principal of a school may suspend a student from school for a period of tliree (3) to ten (10) school days. Before a short-term suspension is imposed, the following process shall be followed: 1. 2. 3. 4. 5. 6. 1. 8. 9. Before leaving school, the student must be provided an informal conference to give his/her side and to hear the evidence upon which the administrator has based his/her decision for the suspension. During the informal conference, the Principal shall advise the student orally or in writing of the alleged offense(s). The informal conference need not occur before a student is removed from school, where circumstances justify emergency removal (see p.33). During the informal conference, the student is not entitled to an attorney, to have witnesses, or to cross-examine witnesses. If the administrator determines there is sufficient evidence to support a short-term suspension, the student must be given a written statement of the charge(s), and parents must be notified promptly. The administrator shall make every effort to notify the parent/guardian by phone, within 24 hours of the student being suspended. Written notice of suspension, the offense(s) and an explanation of the appeal process shall be mailed to the students parent or legal guardian at the students address of record, within 36 hours of the suspension. The notice must explain the procedure for the students reinstatement. If the student disagrees with the schools charge(s) and evidence, he/she may appeal the suspension to the Building Level Discipline Hearing Committee. If the student is under 18, a parent or guardian must come with him/her to the conference. r 36 The process below shall be followed for the appeal of a short-term suspension\n1. 2. 3. 4. 5. 6. 1. 8. Any student who receives a short-term suspension and desires to appeal, must do so within twenty-four (24) hours after receiving the suspension. The students parent or guardian shall within 24 hours of the student being notified of the short-term suspension, give notice to the principal, in person or by phone, of the students desire to appeal the short-term suspension. A request to appeal beyond the building principal/designee should be made to the principal. The principal will notify the Building Level Hearing Committee of the parents/guardians request. The merits of the appeal will be determined by the Building Level Hearing Committee before a hearing conference is scheduled. If an appeal is granted, the student will be allowed to continue bus transportation and his/her regular educational program until the appeal process has been completed and a final decision has been made by the Building Level Hearing Committee. A hearing shall be scheduled with the Building Level Hearing Committee, on appeals that are granted, within two school days of the date of the suspension. At the hearing, the Principal or Assistant Principal or his/her designee shall explain to the Building Level Hearing Committee the evidence to support the offenses. The student shall be represented by his or her parent or guardian\nno attorneys will be permitted. Once the student or his parent or guardian has responded on behalf of the student, the Administration shall then have an opportunity to reply. Following the Administrations reply, the Building Level Hearing Committee shall render a decision. The written notice of the decision shall be provided to the student and the parent/guardian at the conclusion of the hearing and shall be provided to the Principal. 37bi lii 11 DUE PROCESS PROCEDURES DUE PROCESS PROCEDURES -1 . I 1 J 1 J i 1 9. 10. 11. 12. A request for an appeal beyond the Building Level Hearing Committee shall be made within 24 hours to the LRSD Hearing Officer, the Superintendents designee. The parent/guardian should call 324-2170 to schedule an appointment. The Student Hearing Office will schedule an appeal hearing as soon as practicable, not to exceed 10 school days. I At the hearing, the Principal, Assistant Principal or his/her designee shall present to the Hearing Officer the evidence supporting the charge. The student shall be represented by his or her parent or guardian\nno attorneys will be permitted. Once the student or his   on behalf of the student, the parent/guardian has responded Administration shall then have an opportunity to reply. Following the Administrations reply, the Hearing Officer shall render his or her decision. Written notice of the decision shall be provided to the students parent/guardian and the Principal at the conclusion of the hearing. The decision of the Hearing Officer is final. Long-term Suspension/Expulsion Recommendations Before a long-term suspension or expulsion is recommended, the following process shall be followed. 1. 2. 3. The student shall be informed orally or in writing of the charges against him/her including a summary of the evidence upon which charges are based and be given an opportunity to give his/her side of the story. A copy of the long-term suspension or expulsion recommendation stating the offense(s) and an explanation of the appeal process shall be delivered or sent by certified mail to the parent or guardian at the students address of record within 36 hours following the principals decision to recommend a long-term/expulsion. The students parent or guardian should within 24 hours, not to exceed 72 hours, of the student being notified of the long-term suspension/expulsion recommendation, give notice, in person or by phone, of the students desire to appeal the recommendation to the LRSD Student Hearing Office {324-2170}. 38 Ji 1' I 4. 5. 6. 7. A prompt hearing shall be scheduled by the Hearing Officer as soon as practicable, not to exceed 10 school days from the date of the longterm suspension/expulsion recommendation. The student is entitled to representation by a lawyer or lay counsel. If the student will be represented by an attorney, written notice of representation must be provided to the LRSD Hearing Officer at least 48 hours before the hearing. The Administration reserves the right to be represented by an attorney at any hearing where the student will be represented by an attorney. If notice is not given, the Administration shall be entitled to have the hearing rescheduled to a date and time when an attorney can be present on their behalf. A formal hearing shall be provided to the student by the Hearing Officer. The following guidelines must be adhered to: A. A list of witnesses who will furnish information supporting the principals recommendation, as well as those who will appear at the hearing, will be made available to the student by the building principal prior to the formal hearing at the Student Hearing Office. B. The Hearing Officer or his/her designee presides at the hearing. The student will have the factual basis for the alleged offense(s) read to him/her by the Hearing Officer and will be asked if the facts are true. C. If the student admits to the truth of the factual allegations, the Hearing Officer or his/her designee will proceed with the hearing for determination of any disciplinary action. 8. At the hearing, the principal or his/her designee shall present evidence of the events and circumstances to support the recommendation for 9. long-term suspension/expulsion. The presentation will include statements, documents, and other evidence by and on behalf of the school from people who witnessed the alleged offense(s) and from others involved. Presentation of statements, documents, and other evidence by and on behalf of the student may be presented if the student so desires. The student may testify and may offer the statement of others. However, the student may not be required to testify. The student may present witnesses on his/her behalf. The Hearing Official may permit cross- examination of witnesses. The cross-examination may be limited if the Hearing Officer believes it is abusive or interferes with the 39V  i DUE PROCESS PROCEDURES DUE PROCESS PROCEDURES t 11. 12. 13. 14. conduct of an orderly hearing. The student of his/her representative can make any desired statement or present evidence which might influence the decision in his/her favor. The Hearing Officer may ask questions. Based on the written and oral evidence, the Hearing Officer determines the disciplinary action to be taken. Written notice of the decision shall be provided to the students guardian and the schools administrator at the conclusion of the hearing. A record of the hearing will be kept, and if a written request is made, the parent or legal guardian will be furnished a record of the hearing. The student will be advised of his/her right to appeal the decision to the appropriate Assistant Superintendent. The Hearing Official will schedule the long-term suspension appeal with the Assistant Superintendent. The final level of appeal is to the Little Rock School District Board of Directors. LONG-TERM SUSPENSION/ EXPULSION HEARING PROCEDURES Board of Directors Only the Board of Directors is authorized to expel a student from the Little Rock School District. All appeal hearings for students recommended for expulsion will be conducted by the Board. An expelled student loses all academic credit. 1. 2. i i i ! I 15. If the long-term suspension is upheld by the Assistant Superintendent, the student may appeal the decision, by giving notice, in person or by phone, to the Hearing Official within 24 hours of the Assistant Superintendents decision. 16. If a long-term suspension is to be appealed to the Board, the student must give notice to the Hearing Official who will schedule the appeal for the next regularly scheduled meeting of the LRSD Boaid of Directors. 3. 4. 5. Notice of date, hour, and place where the School Board will consider and act upon the long-term suspension/expulsion recommendation shall be hand delivered or by sent by certified US mail, to the students parent or legal guardian. The hearing shall be conducted at the next regularly scheduled meeting of the LRSD Board of Directors. In cases where both the parent and the District representative agree, the hearing may be scheduled for another time. A list of witnesses who will furnish information supporting the principals recommendation, as well as those who will appear at the hearing, will be made available to the student as soon as practicable, at least 24 hours prior to the Board hearing. The President of the School Board or his/her designee presides at the hearing. The student will have the factual basis for the alleged offense(s) read to him/her by the presiding officer of the Board, or his/her designee, and will be asked if the facts are true. A. If the student denies the truth of the factual allegations or is not present, the Board will proceed with the hearing for its factual determination. B. If the student admits the truth of the factual allegations,then the Board will proceed with the hearing for determination of any disciplinary action. The student is entitled to representation by a lawyer or lay counsel. Written notice of representation must be provided to the Superintendents Office 48 hours before the Board hearing. If the student fails to provide notice, the Administration shall be entitled to have the hearing rescheduled. 40 41Hl r : DUE PROCESS PROCEDURES DUE PROCESS PROCEDURES 6. At the hearing, the principal or his/her designee shall present evidence or circumstances for the recommendation for expulsion. The procedure may include: A. Presentation of statements, documents, and other evidence by and on behalf of the District from people who witnessed the alleged offense(s) and others involved. Members of the Board and the student I I may ask questions. I 7. 8. 9. B. Presentation' of statements, documents, and other evidence by and on behalf of the student, if the student so desires. Members of the Board may ask questions. C. The Board votes on the question of whether or not the student had committed the specified offense(s) and aimounces its decision. If the vote is the affirmative, the procedures continue. The student may testify and may offer the statements of others. The student will not be required to testify during the hearing. The presiding officer may permit cross-examination of witnesses. The cross-examination may be limited if the presiding officer believes it is abusive or interferes with the conduct of an orderly hearing. Factual determination by the Board of any punitive action to be taken. A. The students records and disciplinary background can be made available to the Board members. B. The Superintendent makes a recommendation to the Board. C. The student or his/her representative can make any desired statement or present evidence which might influence the Boards decision in his/her favor. D. The Board votes on any disciplinary action to be taken and announces its decision. The Board may go into executive session to discuss the evidence before making a decision. Readmission from Expulsion or Long-term Suspension Long-term Suspension - All students who receive a long-term suspension must be reinstated through the Student Hearing Office. Parents are requested to call the Hearing Office to schedule a reinstatement conference prior to the beginning of the new semester or the school year in which the student is eligible to return. A letter of reinstatement must be presented at the time the student seeks a school assignment and/or school enrollment. Expulsion - Expelled students must petition the Little Rock School District Board of Directors for reinstatement to the Little Rock School District at the end of the expulsionary period. Students who desire to petition the Board for reinstatement must contact the Student Hearing Office to indicate that intent. NOTE: Students who have been long-term suspended or expelled for weapon violations and/or other violent related offenses must complete a Conflict Mediation Training Program prior to being reinstated to the District. I A record of the hearing is kept, and if a written request is made, a parent or legal guardian will be furnished a written record of the hearing. I ( f I 42 43DUE PROCESS PROCEDURES ATTENDANCE POLICY AND PROCEDURES ( J1i 2 1 Seek help from counselor Go to Assistant Principal 3 Principal's Office 4 6 School Attendance Responsibilities Go to teacher Building Discipline Committee 5 mg Downtown Contact Student Hearing Officer(324-2169) Students between the ages of five (5) and seventeen (17) years, both inclusive, (until the eighteenth (18th) birthday is reached), who have not been officially excluded from school MUST be in attendance at school as mandated by law. (Act 292 of 1991) What to do when things go wrong (Call appropriate Assistant Superintendent (324*2000). 7 Go outside the school system.... 9 8 V ....the courts yPreMnt * your case to Board of Directors See Superintendent of Schools (324-2012). It is the responsibility of the parent or guardian to see that the student is in attendance at school daily. The parent or guardian is to notify the school attendance ofTice by 12:00 noon on the date when a student is to be absent. Failure to do so will result in the absence being recorded as unexcused unless tire principal extends the verification period. Full day or part day absence will be ^xcused for personal illness, family emergency, or an unusual cause acceptable to the principal of the school in which the student is enrolled. What to do when things go wrong' The procedure for referring a matter to the Board is to address a letter to the Board in care of the Superintendent of Schools. The following actions may be taken through the appeal process as outlined beginning with the step indicated. Teachers will include daily classroom work for which grades will be given as a means of encouraging good attendance habits. Daily lesson plans will include classroom discussions and the presentation of information that will be supplementary to regular textbooks and instructional materials and will stress student participation in instructional activities. Thus, regular attendance will be necessary to accomplish preparation for maximum levels of achievement on tests and otlier forms of student evaluation. 1. 2. 3. 4. 5. 6. Student/Teacher Problem Start at Step 1 and proceed through 8, if necessary. Student/Student Problem Start at Step 1 and proceed through 8, if necessary. Parent/School Problem Start at Step 4 and proceed through 8, if necessary. Bus Suspension Appeal Start at Step 4 and proceed through 7, if necessary. School Suspension Appeal Start at Step 4 and proceed through 6, if necessary. Citizenship Grade Appeal Start at Step 4 and proceed through 6, if necessary. Classes Missed for Participation in School Functions Students or groups of students who participate in school-sponsored activities that are approved in advance by the appropriate assistant superintendent and/or the building administrator will not be counted as absent during the class periods missed due to that participation. 44 45 ni isi I'-' ) i J 5 1 3 ATTENDANCE POLICY AND PROCEDURES ATTENDANCE POLICY AND PROCEDURES Absences Excused for Other Reasons Students may be excused from classes upon written request from parents or guardians to observe religious or specific holy days which are not school related. Such absences, if approved by the principal in advance, will not result in loss of credit. I 3. Students may be excused from classes for medical or dental appointments, required court appearances upon presentation of documentation by the court\nabsences due to family emergency in cases of serious illness or death within the immediate family\nor other reasons acceptable to the principal. Absences Due to Disciplinary Sanction When a student is suspended from school or sent home pending a parent conference, the absence shall not be counted as an unexcused absence. The absence will be coded to reflect the tj^e of sanction. If the student remains out of school for a period of time in excess of the number of days of suspension or sent home notice, those days will be unexcused absences. Students are expected to attend school while serving a bus suspension. Absences that result solely from not being able to ride a bus to and from school will be unexcused. Penalties and Notification Procedures 1. When a student has three or more unexcused absences in any class during one semester, the school attendance secretary shall attempt to notify the students parent or guardian of the number of absences and that:  Warning\nA referral will be made to the prosecuting authority upon 2. the ninth unexcused absence. When a student has six or more unexcused absences in any class during one semester, the school attendance secretary shall again attempt to notify the students parent or guardian of the number of absences. Also, the students building-level administrator shall schedule a conference with the student and his or her parent or 46 4. 5. 6. guardian to discuss the students 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 twelve absences (excused or unexcused) in a semester. On the ninth unexcused absence, the parent/guardian shall be notified that a referral to the Pulaski County Juvenile Court has been made in accordance with Act 1308, adopted by the Arkansas Legislature, March, 1997. When a student has twelve or more absences (excused or unexcused) in any class during a semester, the schools attendance secretary shall notify the students parent or guardian. The students building-level administrator shall schedule a student/parent/administrator conference, in person or by phone, as soon as practicable. Course credit will not be denied if a smdent/parent/adrninistrator conference is not held or if appropriate documentation of the students absences has not been forwarded to the parent. However, a parents failure to attend a conference or respond to notification of a conference will not circumvent the loss of course credit for the student. Course credit shall be denied for each class in which a student has more than twelve absences (excused or unexcused) during one semester and when the administrative conference has been held, unless the Principal or Assistant Principal finds that there are extenuating circumstances of such that to deny credit would be unfair. An extended physical illness is an extenuating circumstance of which credit should not be denied provided medical documentation is on file at the school. 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 to appeal within 24 hours of the Principal or Assistant Principals final decision to deny course credit. WARNING: The District will count 4 or more class absences as a full day absence.1i ii ATTENDANCE POLICY AND PROCEDURES ATTENDANCE POLICY AND PROCEDURES 1. 2. STUDENT LEAVE 2. ! 3. Extended illness is considered an extenuating circumstance under the Little Rock School Districts attendance policy. A student shall not be excluded from the schools education program, including any class or extracurricular activity, on the basis of pregnancy, childbirth, termination of pregnancy, or recovery from pregnancy, imless the student requests voluntarily to participate in a separate program or activity of the school. The school may require a pregnant student to obtain a physicians statement to certify that the student is physically and emotionally able to continue participation in the normal educational program or activities so long as the same requirements are made of all students for other physical or emotional conditions requiring the attention of a doctor. Whether or not a pregnant student leaves school is up to the student, her parents, and her doctor. After the birth of an infant, the student may return to school. However, it is recommended that she receive a physical checkup from her doctor before returning to make sure she is physically able to resume her normal school schedule. Students may be granted leave from school for a religious holiday upon presenting a written request from their parents. 3. 4. 1. 2. 3. 4. TARDY POLICY DEFINITION A student is tardy when he/she fails to be in the classroom or other assigned location by the time the tardy bell stops ringing. I I CONDITIONS I 1. There are generally no excused tardies. However, an exception will be made if the student is delayed due to official school business or for other reasons approved by the building administrator. 48 Generally, school/class tardiness will not affect a students citizenship grade. In those cases, however, when the persistent efforts of school personnel fail to eliminate tardiness or if the student refuses to accept an assigned sanction, the citizenship grade may be lowered by a building administrator. The tardy policy becomes effective one (1) week after the opening of each school year to allow students time to learn their schedules. Tardies shall accumulate on a semester basis, rather than on a nine- week basis. PROCEDURES On the first tardy, the teacher will record the tardy and warn the student. On the second tardy, the teacher will refer the student to the building administrator. The building administrator may elect one of the two following procedures, based on conditions existing in his/her school. A disciplinary sanction will be assigned from the following alternatives: A. Required parent conference. B. Early morning or afternoon detention. On third and subsequent tardies, a disciplinary sanction will be assigned from the following alternatives: A. Required parent conference. B. Early morning or afternoon detention. C. Short-term suspension. D. Saturday School. E. In-school suspension. 49!l SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES Students with Disabilities PROGRAMMING J The Individuals with Disabilities Education Act and Arkansas Act 102 guarantee students with disabilities a free, appropriate public education in the least restrictive environment. In discharging its responsibility to ensure that students with disabilities are served appropriately, the Little Rock School District makes every effort to locate and identify all students, who may be disabled through Child Find Activities. Procedures consistent with state and federal regulations are utilized in referring, evaluating, and delivering specialized instruction and related services to students with disabilities. To be eligible for special education, a student must have an identified disability which results in an adverse effect on educational performance and the corresponding need for special education. Appropriate services are provided for the following handicapping conditions: ( I I 2. Deaf-Blindness Hearing Impairment Mental Retardation Multiple Disabilities Orthopedic Impairment Other Health Impairment Serious Emotional Disturbance Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visually Impairment Autism Once eligibility has been established, a program is designed which meets the individual needs of the students. Programming consists of the development and review of an Individual Education Plan (lEP) for each student receiving special education and related services. It is the responsibility of the Educational Management Team to review all data compiled during the referral/evaluation process. The lEP must be completed prior to placement of students in special education and related services. During the process of programming for the placement of students with disabilities, the team must: 1. provide special education and related services based on the students lEP determine, at least annually, the need for continued placement in special education. Curriculum for students with disabilities must be designed to meet individual needs and to include appropriate sections of the general curriculum. Modifications in materials, methods of instruction, and/or curriculum must be made to assist the student with a disability. District policy has been developed regarding graduation requirements for students with disabilities. PROCEDURAL SAFEGUARDS There are a number of specific procedures written into the law and expanded in the regulations to protect the rights of students and parents. These safeguards include: due process, nondiscriminatory testing, least restrictive environment, native language, confidentiality, and the right to representation. For further information, refer to the Districts Appraisal Guide for Special Education and Your Rights as the Parents under P. L. 94- 142. I Federal law and school district policy provide safeguards to ensure that students who receive special education services are appropriately placed. Parents are involved in all phases of the process. The District encourages full participation at all conferences in which the educational needs of the students are being considered. For further information, contact the Division of Exceptional Children, 324-2180. 50 51SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES LEAST RESTRICTED ENVIRONMENT FOOD SERVICES PROGRAM LRSD policy ensures that, to the maximum extent appropriate, students with disabilities are educated with students who receive special education services are not handicapped. A full continuum of services is available in the District. Determination of the least restrictive environment shall be made on an individual basis, taking into account both sprvices(s) needed and the program placement which would be more conducive for learning to occur. Based on the programming teams recommendations of needed special education and related services, it shall be the responsibility of the special education administrator(s) to locate and place a student in the most appropriate school/site. DISCIPLINARY ACTION The District recognizes that there are times that students with disabilities will need to be disciplined as a result of inappropriate and/or unpredictable behavior which interferes with his/her personal or educational welfare or the welfare of others. Specific procedures have been developed and must be used when determining the type of disciplinary action(s) for these students and for students suspected of having a handicapping condition. Procedures are identified in Appraisal Guide for Special Education. Districts Guidelines for Students with Disabilities covered under Section 504 of the Rehabilitation Act of 1973, and the Districts Disciplinary Policies and Procedures Manual. The Little Rock School District provides nutritious meals and a variety of choices for junior and senior high students. School lunches provide well- balanced nutrition each day. The goal is to provide one-third of the recommended daily allowance of essential nutrients following these government guidelines\n1/2 pint of milk, unflavored low fat milk, whole milk, or buttermilk as a beverage 2 ounces of cooked, lean meat, poultry, fish, cheese, 2 eggs, 1 cup of cooked dry beans, 4 teaspoons of peanut butter, or any combination equal in quantity 3/4 cup of two or more servings of a vegetable or fruit 8 servings per week of bread or bread alternate made with whole-grain or enriched flour or 1/2 cup rice or enriched pasta products Elementary Schools offer the above items for lunch each day to every child in kindergarten through the 6th grade for $ 1.00. Children may pay for their lunch ticket for an extended period of time. Some children may qualify for free or reduced-price meals according to USDA guidelines. Applications for reduced or free lunch are distributed through each school office all year. They are also available each year during registration. Parents are encouraged to apply at that time. Students must reapply each year for free and reduced-priced meals. Within 10 school days of receiving your application, the school will let parents know if you are eligible. If your parents or guardians do not agree with the schools decision, they may wish to discuss it with the school. The schools decision may be appealed to the Director, Pupil Services Department, 100 South Arch Street, 324-2162. 52 53SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES FOOD SERVICES .1 i Menus are posted in all cafeterias and school offices and published each week in the Democrat-Gazette. All elementary schools participate in the USDA Breakfast Program. The basic meal pattern consists of: 1 bread serving, 1 meat serving, 1/2 cup fhiit or vegetable, 1/2 pint milk. The cost of breakfast is 50 cents. If a child qualifies for free or. reduced-price lunch, he/she will also qualify for free or reduced-price breakfast. A reduced-price breakfast costs 30 cents. 1 i Nutrition Education is a vital part of each elementary childs curriculum. Nifty Nutrition for grades 4,5, 6 offer concrete hands-on opportunities for practicing the basic skills while learning nutrition concepts. Each lesson includes a tasting experience with foods provided by the Little Rock School District Food Service Department through a grant from the State Department Nutrition Education Training Program. Little Rock School District is the only district in the state to have a Nutrition Education curriculum adopted by the School Board for all elementary schools. 1 HEALTH SERVICES Every school is assigned a professional nurse. The number of days the nurse spends at the school is determined by the size and level of the school. Parents are urged to inform the school nurse and teacher of any known health conditions a student may have. The nurses are responsible for routine assessment and screening programs. Parents and teachers may request additional screening any time they are concerned about a student. The screening programs provided by the District include: Height and Weight........................ Vision........................................... Hearing........................................... Scoliosis - Females....................... Scoliosis - Males............................ Dental.................................. Blood Pressure.............................. Physical Assessment............... (See Physical Assessments below): ............Grades Pre K-6 ... Grades Pre-K, 1,3,5 Grades Pre-K, K, 1, 3, 5 ....................Grades 5, 6 ........................Grades 6 .. Grades Pre-K, K, 1, 2 ........................Grades.4 ......................As needed Parents are urged to keep students at home who have fever (above 100.4 degrees), vomiting, or have any symptom of contagious disease is present. Students who become ill or injured at school will be given care. If the  administrator and/or health care worker deems it necessary to send a student home, the parent will be contacted before allowing the student to leave school. It is important that every parent provides the school with working telephone numbers. Working parents will need to plan possible . alternative care for their child if he/she becomes ill and the parent is unable to leave work. It is in the students best interest that when he/she is sick or significantly injured, the parent will take the student home or to the doctor. The health room is for temporary care of students. 54 55SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES i I Physical Assessments All students who are entering school for the first time at the first grade, kindergarten or four year old level are required by Arkansas State law to have a physical examination. This physical must be received within the first 90 days of school. School nurses will provide a limited number of physical examinations when requested to do so by the parent. All pre-kindergarten and kindergarten students who have not had a pie-school physical and whose parents have provided written permission, will be given a complete physical examination as defined by the Arkansas Department of Health. I I 1 .1 1 Medications Students may take prescription or non-prescription medication at school if a signed parent permission slip is received stating the name of medication requested, time to be taken, and reason for being given. Schools may designate certain times that medications will be administered in their building. All medications must be in original containers and will be kept locked at school. When the nurse is present, she will administer the medication. The principal will designate a school employee to administer the medications on days the nurse is not assigned to the building. Parents are responsible for getting the medicine to school. If unused medication needs to be sent, the parent must pick it up. Medication will not be sent home with students. Special Health Needs Parents of students with special handicapping conditions which necessitate consideration, such as transportation, classroom placement/adjustments or special procedures in the routine school schedule, should contact the principal of the school, school nurse, or the Division of Exceptional Children. Immunizations Arkansas law requires that every student entering school for the first time be adequately immunized. This includes all students new to the district. The immunization record must include written proof of at least three (3) diphtheria, tetanus, and pertussis (DTP) immunizations\nthree (3) polio immunizations\nrubella\nand rubeola immunizations. The second rubeoU immunization must be given before 7th grade. The last DTP and polio immunizations must be on or after the fourth birthday. Parents of students who have not provided adequate immunization records, will be referred to the municipal court. HEALTH EDUCATION School nurses provide health education classes on subject including hygiene, disease prevention, safety, anatomy, physiology and other health related topics. Growth and Development are taught to all 4th, 5th and 6th graders. AIDS education is provided to 4th, 5th, 6th, and other grades as time allows. Before and After School CARE The before and after school CARE program is a non-profit self-supported program provided for the students .and parents of the Little Rock School District. CARE students participate in a variety of large group, and independent activities. These activities consists of outdoor recreational activities, arts and crafts, music, games and supervised study. CARE is available to all elementary student in the Little Rock School District at a nominal cost. Each program operates from 7:00 a.m. until school opens and from the close of school until 5:30 p.m. (6:00 p.m. at incentive schools) on regular school days. During most school holidays, CARE is open from 7:00 a.m. to 5:30 p.m. at specified schools. The CARE program is open from 8:00 a.m. until 5:30 p.m. at several accessible schools when LRSD schools are closed due to severe weather. Contact your building principal or call the CARE office at 324-2395 for additional information. 56 57SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES TRANSPORTATION REGULATIONS y The purpose of the Transportation Department of the Little Rock School District is to provide the safest, most efficient transportation possible for those students who are to be transported between their homes and schools. This process is the responsibility of the entire community and requires the cooperation of all students, parents, school personnel! and citizens who drive on the streets in the presence of the school buses. Students and parents are expected to read these regulations carefully. They must be followed if we are to provide safe, efficient transportation for the students of this District. The LRSD encourages any person who observes an incident jeopardizing the safety of the students on a school bus to report the incident to the LRSD Transportation Department. It is helpful when a person can identify the bus by its number when making such reports. Any recommendations that will assist the department in its operation are also encouraged. The telephone number of the LRSD Transportation Department is 570-4000. EMERGENCY PROCEDURES In an emergency, students should remain calm and quiet and listen for instructions from the bus driver. If the driver is unable to conduct emergency measures, the students should follow the procedures below in leaving the bus: If the exit is through the front door, students sitting in the front seat to the left of the aisle will move out first, followed by those in the right front seat and proceeding in this manner until all seats are emptied. If the exit is through the rear emergency door, those students sitting next to the aisle shall leave first, beginning with those students in the rear of the bus. In the event of an accident resulting in injury, persons injured should, if possible, be moved only under competent medical supervision. If the bus should be overturned, students should evacuate through windows or through either door. i Upon leaving the bus in an emergency, students are to move immediately off the roadway to a safe distance from traffic. They should not cross the road unless instructed by the driver. In the event of a tornado or other natural disaster, students should follow the instructions of the bus driver regarding emergency procedures. SCHOOL DISTRICT INSURANCE POLICY The Little Rock School District does not assume liability for accidental injuries sustained by school children on its campuses. Therefore, it is very important that our patrons be made aware of the School Injury Benefits Plan, which is an approved coverage offered through an independent agency. Parents will be provided with an insurance brochure and application from which to review and select the appropriate level of coverage for their student. The brochure will explain the types of coverage available and list the cost associated with each. Completed applications must be returned to the school no later than the third week following the start of school. You are encouraged to take advantage of this outstanding offer which provides quality coverage for your student at the very lowest cost to you. For more information on student accident insurance, contact representative at your school or the Office Risk Management at 324-2400. If a rapid exit is necessary and it is possible to exit from both doors, students in the rear half of the bus should move out the back door, and those in the front half should move out the front door. 58 59EXTRACURRICULAR ACTIVITIES EXTRACURRICULAR ACTIVITIES STUDENT GOVERNMENT Students have the right to be represented and to air grievances, problems, and concerns through legitimate channels provided by the schools. Such representation should be through a democratically elected representative student government or some other body constituted and approved to represent students. I STUDENT ORGANIZATIONS Prohibition of Gangs, Secret Fraternities, and Societies- Secret societies of every kind and character, including fraternities and sororities,' are a violation of state law and are prohibited. Hate groups, cults, gangs or similar groups, whether organized in the community or in other settings, are prohibited and will not be tolerated on school grounds or at any school- sponsored aotivity. The Little Rock School District Board of Directors authorizes the Superintendent to suspend or to recommend the expulsion of any student who engages in the organization or maintenance of such groups on school grounds or at school-sponsored activities. Students are encouraged to participate in recognized and approved student organizations within die school which are formed for the purpose of sharing common interests, or performing service or are an integral part of the educational program of the Little Rock School District. All student organizations shall operate according to established and approved guidelines and procedures and shall not discriminate on the basis of race, sex, religion, or national origin. i Chartering  All student organizations must obtain approval of and be chartered by the building principal according to school district regulations and guidelines. Categories of Student Organizations  Student organizations shall have either a service, honorary or interest orientation. Service organizations/clubs are designed to provide service to the school or the community. Honorary clubs are those which grant membership to students on the basis of special achievement in attaining openly published standards in defined areas of school life. Interest clubs may be organized in any areas of the curriculum of the school or in any other areas which are regarded by the school as providing valuable experiences which supplement the educational program. Clubs shall not, however, promote any political party or political cause. Adult Supervision  Each school related club/organization shall be supervised by an adult sponsor approved by the building principal. 60 61STUDENT RIGHTS AND RESPONSIBILITIES 1 I STUDENT RIGHTS AND RESPONSIBILITIES DRESS CODE The dress code includes the following specific guidelines. Student dress and grooming are the responsibility of the student and his/her parent. When a students dress or grooming disrupts the learning process, the principal or his/her designee has the responsibility to take action. The following guidelines are to be used in determinirig appropriate dress and grooming in the school envimment. I 1. 2. Dress and grooming is to be in keeping with health, safety, and sanitary practices. a. Students may not wear clothing or hair styles that can be hazardous in educational activities such as lab, shop, physical education, or art classes. b. Shoes must be worn as required by law. Thongs, beach footware, slippers, or other footwear that is inappropriate for school are not to be worn. Clothing and accessories are not to substantially disrupt the education process. a. Students are not to wear clothing, buttons, patches, jewelry, or any other items with words, phrases, symbols, pictures, or signs that are indecent, profane, suggestive, or inflammatory, or that have negative overtones that appear to be derogatory or discriminatory. b. Students are not to wear suggestive or revealing clothing that diverts attention from the learning process or that may lead to a student being insulted, assaulted, or approached disrespectfully. c. Students are not to wear sunglasses, caps, coats, or hats in the building. Coats may be worn in breezeways or open areas of the building during inclement weather. d. Students are not to wear clothing, outer wear, pins, symbols, or insignia of prohibited organizations or street gangs while at school or at any school-related activity. [NO]-no tank tops or underwear may be worn as outer garments -no spandex shorts may be worn -no shorts may be worn if they are more than three (3) inches above the knee -no clothing with negative overtones that appear to be derogatory or discriminatory may be worn -no clothing or accessories that are profane, suggestive or inflammatory -no shirts and blouses tied at the midriff, clothing with bare midriff, or clothing not properly fastened are to be worn -no clothing or accessories of prohibited organizations or street gangs may be worn -no pants shall be worn that fall/sag below the waistline It is suggested that students not wear expensive jewelry or other expensive accessories to school. It is difficult to recover such items when they are lost. The local school and/or the Little Rock School District is not responsible for replacing lost or stolen property. 62 63I STUDENT RIGHTS AND RESPONSIBILITIES STUDENT RIGHTS AND RESPONSIBILITIES STUDENT RECORDS A. ACCESS TO RECORDS Notice to all Parents and Students Attending the Little Rock School District: The Family Educational Rights and Privacy Act (FERPA) is a federal law that governs the maintenance of student records. Undpr the law, parents of students or students if they are at least 18 have both the right to inspect records kept by the school about the student and the right to correct inaccuracies in the records. Access to the records by persons other than the parent or the student is limited and generally requires prior consent by the parent or the student. The Little Rock School District has adopted a written policy governing all the rights of parents and students under FERPA. Copies of this policy may be found in the Superintendents office and in the principals office of each school within the District. Student records are defined to be all official records, files, and data directly related to students, including all material that is found in each students cumulative record folder. This includes those intended for school use or to be available to parties outside the school or school system, and including, but not necessarily limited to, the following identifying data: A. B. C. D. E. F. G. H. I. Academic work completed Grades and standardized test scores Attendance data Scores on standardized intelligence, aptitude and psychological tests Interest inventory results Health data Family background information Teacher or counselor rating and observations Verified reports of serious or recurrent behavior patterns. Those who have the right to inspect and review the education records (Cumulative Record Folder: CRF) kept about the student include: I 1, 2. 3. parents/guardians of students who are under 18 years of age\nparents who claim students who are at least 18 as dependents under Section 152 of the Internal Revenue Code\nand students who are at least 18 years of age (here after called eligible students). Once the student becomes eighteen (18) or attends an institution of postsecondary education (even if he/she is not yet 18), he/she becomes eligible to see all of his/her education records except financial records of parent(s). The student has a right to see any letters of recommendation placed in his/her file after January 1,1975, unless he/she waives the right to see them. Any student (between the ages of 18 and 21) who does not wish his/her parents to have access to his/her cumulative record folder (CRF) must so inform the principal of the school where the records are kept and prove that he/she is not a tax dependent of his/her parents. If a parent of a student who is at least 18 and no longer attending a school within the District wishes to inspect and review his/her childs CRF, he/she must prove to the principal that he/she claims the student as a dependent for federal income tax purposes. Parents or eligible students who wish to inspect and review the cumulative record folder shall submit a request in writing to the principal of the students school. When the principal receives a written request for review of the records from a parent or eligible student, the principal shall schedule a time as soon as possible but no later than 45 days after a request is made. The inspection/review shall be made in the office of the principal or at another place designated by him/her. A school employee competent in interpreting student records shall be present to explain the implications of the records that are examined. After an inspection, parents or eligible students may request copies of the records they inspected. 64 65STUDENT RIGHTS AND RESPONSIBILITIES STUDENT RESPONSIBILITIES AND RIGHTS The fee for copies of records to parents or students is 10 cents per page. The parents or students to whom records are mailed shall also be charged for mailing costs. C. RELEASE OF INFORMATION OUTSIDE OF THE SCHOOL SYSTEM Each school must keep a register of all requests for and grants of access to a students education records except disclosures to the student, his/her parents, or school officials\ndisclosures of directory i information\nand disclosures pursuant to the parents or eligible students written consent. 1. Student health records will be returned to graduating seniors prior to graduation. B. HEARING TO CORRECT INACCURACIES Parents of a student who has not yet reached the age of 18 and eligible students have the right to challenge the content of records in the students cumulative folder. No later than five days after he/she receives a request to amend, the principal shall decide whether to amend the records in accordance with the request. If he/she finds that the challenge is not justified, he/she shall inform the person who made the request of his/her finding and shall also inform that person of his/her right to request, in writing, a hearing before the Director of Pupil Services. If a parent or eligible student requests a hearing, the director shall set a date for the hearing as soon as possible but not more than 10 school days after the request for the hearing was made and shall give the parent or the student at least two school days advance written notice of where and when the hearing will be held. At his/her own expense, the parent or student may be assisted at the hearing by an attorney or anyone else of his/her choice. The parent, student, or his/her counsel may present relevant evidence at the hearing. A parent or student who is dissatisfied with the decision of the Director of Pupil Services may appeal to the Board of Directors. The review shall be on the record and not a de novo hearing. Persons with Authorized Access: Schools may, without the consent of either the student or his/her parents, disclose information kept in the students CRF to the following persons: a. School officials who have a legitimate educational interest in examining the information. The term school official includes any teacher, administrator, assigned student teacher, teacher intern, instructional aide, or other professional employees of the school district and members of the School Board. The principal of the school determines whether a school official is seeking the information to carry out his/her official duty and whether the specific information sought will help in carrying out that duty\nb. Accrediting organizations that seek information to carry out their accrediting functions\nc. Persons or organizations conducting studies for or on behalf of the school administration or another educational agency to develop or validate predictive tests, administer student aid programs, or improve instruction. Any report released on the basis of data collected under this paragraph may not include information that personally identifies students or their parents\nd. Persons who seek the information in connection with a students application for, or receipt of, financial aid\ne. Officials of another school in which the student seeks or intends to enroll. Within three school days, the principal or other record custodian shall notify the parent or student of the request for the record and seek his/her consent. If the parent or student so requests, he/she will be furnished a copy of records to be transferred and given an opportunity to correct any inaccuracies in accordance with established procedures\nf. Persons who seek information in connection with a health or safety emergency that threatens the health or safety of the student or other persons. 66 67i STUDENT RIGHTS AND RESPONSIBILITIES STUDENT RIGHTS AND RESPONSIBILITIES NOTE: The Buckley Amendment regulations presume that if the students parents are divorced, both parents have the rights Inherent in the act unless the school receives evidence that a court order governing matters of divorce, separation, or custody or a legally binding document provides otherwise. The fact that custody was awarded to one divorced parent is not sufficient to deny the other parent access to his/her childs records. FERPA defines parent to include a guardian or person who acts as a parent, i.e., grandparents or other relative with whom student lives if parents have died. 2. Directory information which includes a students name, address, telephone number, date and place of birth, extra-curricular activity participation, dates of attendance, awards and diplomas received, and the most previous or recent school attended may be made available to outside institutions or agencies upon request. When a school official discloses information from the students cumulative record folder, other than directory information, to anyone other than the, parent of the student, the student himself/herself, or other school officials, person who receives the information shall be informed that the information may not be transferred to any other party without the consent of the parents or the eligible student. D. INSPECTION LOG The principal shall maintain in each cumulative folder for which he/she is responsible a cumulative record inspection log. The inspection log shall include the name and reason for inspection of each person requesting access to the cumulative record folder but shall not include disclosures to the parents, the student, school officials, or persons who have student or parental consent or disclosures of directory information. The inspection log may be inspected by the students parents or the eligible student. However, any eligible student or parent who objects to the release of directory information must notify the principal or registrar at the begiiming of each school year of this decision. E. COST OF STUDENT RECORDS 3. No one else may have access to personally identifiable information from the cumulative record folder, other than directory information, except under one of the following circumstances: a. When written consent is given by the parent/legal guardian or eligible student, education records shall be released pursuant to the request. A consent form will be completed stating what records are to be released, to whom they shall be released, and the reason for the release. A copy of the student record being sent will be made available to the person signing the release form upon request. b. When a request is in compliance with judicial orders, or pursuant to any lawfully issued subpoena, the parents, legal guardians and students shall be notified in advance in writing, and a copy placed in the students files. 1. Each individual shall have one free transcript. After the first transcript, copies may be charged at the rate of 10 cents per sheet. Legal Reference: P.L. 93-380 - Family Educational Rights and Privacy Act 1974 Administrative Procedure LRSD, November 20, 1974 68 69STUDENT RIGHTS AND RESPONSIBILITIES STUDENT RIGHTS AND RESPONSIBILITIES GRADING SCALE* FOURTH AMENDMENT Search and Seizure 90 - 100... 80 - 89. . .. 80 - 79.... 60 - 69.... 59 - Below . .A .B .Cl . D .F 1 * Reference\nState of Arkansas Uniform Grading Scale Act 1070 of 1991 I. General Rule. Students and their property are subject to reasonable searches by school district administrators and teachers. A search is reasonable where\n(1) the school official has reasonable grounds for believing that the search will turn up evidence that the student has violated or is violating the law or a school rule\n(2) the scope of the search is reasonably related to the objective of the search\nand (3) it is not excessively intrusive in light of the age and sex of the student and the nature of the suspected violation. Whetherjhe school officials belief is reasonable will usually depend on the content of the information provided to the school officials and the reliability of that information. SCHOOL ASSIGNMENTS Students of the Little Rock School District will attend schools according to the attendance zones in which they reside or are assigned under the guidelines of the approved desegregation plan. Any exception to the assignments will be kept to a minimum. Wliere reasonable, a student may be requested to empty his/her pockets, to raise his/her pant leg, to remove his/her coat or jacket and to turn over his/her belt buckle. Students book bags and purses are also subject to being searched. II. Strip Search - requires a student to remove clothing that reveals his/her nakedness, except shoes, socks and coats or jackets. Whether or not reasonable, school officials shall not require a student to remove any clothing, except for shoes, socks and coats or jackets, and shall not touch a student as part of a search. If school officials believe that some type of strip search may be justified, two school officials of the same sex should take the student into a private area and request that the student produce the object of the search. If the student refuses, the student should be detained until his/her parent or guardian can come to the school and conduct the search along with two school officials of the same gender. If the parent or guardian will not or cannot obtain the object of the search and the school official still believes that an additional search could produce evidence of a violation, the matter should be referred to the school resource officer or other police officer. 70 71 ISTUDENT RIGHTS AND RESPONSIBILITIES STUDENT RIGHTS AND RESPONSIBILITIES Note: A school resource officer or police officer may intervene any time probable cause exists. III. Scanning Because of the danger presented by students bringing xyeapons to school, students will be subject to random and periodic general scanning with metal detectors. IV. Lockers and Desks Students lockers and desks are school property and are at all times subject to random and periodic general inspections by school officials without notice to or the consent of the student. Students will be held responsible for the contents of their locker or desk. V. Police Interviews of Students The District strongly discourages police interviews with students at school during school hours. The police should have ample opportunity to talk to a student away from school or before or after school. Police interviews of students should be conducted at school during school hours only where: (1) requested by a school administrator or the Superintendent\n(2) other reasonable attempts to locate and interview a student have failed, or (3) circumstances where the health, life or safety of the student would be at risk if the interview were conducted at home, e.g., an investigation into allegations of child abuse by a parent. Where a police interview with a student must be conducted at school during school hours, the police should first report to the Principals office. The Principal should then attempt to contact the students parent or guardian unless the interview relates to an investigation of the parent or guardian. If not the subject of the investigation, the parent or guardian should be given the opportunity to come to the school before the interview begins. All reasonable measures should be taken to avoid embarrassing the student and disrupting the educational program of the student and the school. The interview should be conducted in a private room removed from observation by other students and school persoimel. Where practicable, the interview should be conducted by the police with a school administrator present. During a police interview, a student is not obliged to answer questions which might incriminate him/her. If the police wish to take a student from school before the parent or guardian can be notified, he/she should give the principal appropriate personal identification. This will enable the principal to properly inform the parent of the situation and the whereabouts of the child. VISITORS ON CAMPUS All visitors to a school campus must report directly to the principals office. The principal has the right to ask for identification of anyone on campus and may ask individuals to leave school premises if the individuals have no legitimate business at school. A person who refuses to leave school grounds after being requested to leave may be charged with criminal trespassing. Students under suspension or expulsion are prohibited from coming on the campus of any Little Rock School District school or attending any school- related activity without permission of a school administrator. 72 73STUDENT RIGHTS AND RESPONSIBILITIES COMMUNITY/SCHOOL RESPONSIBILITIES COMMUNITY/SCHOOL RESPONSIBILITIES This handbook primarily outlines students responsibilities, but it also stresses that educational quality and personal growth of students depend on the vitality and involvement of all segments of societyparents, professional staff, and the community at large. I i I I 5. 6. 7. COMMUNITYS 1 8. I 1. The community must recognize that the school system by itself cannot solve all problems which result in disruptive behavior by students. 2. The community must provide support services to solve or alleviate students behavioral problems that originate outside of the school environment. 3. The community must provide adequate finances to support a quality public education program. 4. The community must demonstrate confidence and support for the public schools. School personnel will continue to work cooperatively with community agencies, groups, and individuals to improve and expand services designed to prevent or to correct student discipline problems. PARENTS BILL OF RIGHTSAND RESPONSIBILITIES Every parent has the right to: 1. 2. 3. 4. Be treated with courtesy by all members of the school staff. Be respected as an individual regardless of race, creed, national origin, disability, sex, or age. Be informed of the academic requirements of all school programs. Participate in meaningful parent-teacher conferences to discuss 74 9. 10. 11. 12. 13. 14. Be informed of school policies and administrative decisions. Be informed of approved procedures for seeking changes in school policies and for appealing administrative decisions. Inspect his/her childs cumulative record and remove or correct any false or misleading statements in conformity with current guidelines established by state and federal governments. Be informed of all programs in special education and in the schools generally. Appeal the placement, in accordance with established guidelines, of his/her child in a special education class. Secure as much help as is available from the Little Rock School District to further the progress and development of his/her child. Expect to receive important school news and messages. Expect reasonable protection for his/her child from physical harm while he/she is under school authority. Support and participate in school organizations and activities. Be informed and take advantage of educational opportunities and programs available to youth in the Little Rock area. Every parent has the responsibility to\n1. . Provide for the physical needs of the child. 2. 3. 4. 5. 6. 7. 8. Prepare the child emotionally and socially to be receptive to learning and discipline. Have the child attend school regularly and on time. Assist the child in developing proper habits. Know school requirements and procedures. Discuss problems with the appropriate persons to prevent misunderstandings. Work for the success and improvement of public education in the Little Rock School District. Expect the LRSD staff and parents to conduct themselves in a respectful manner at all times. Should a disagreement occur, please follow the s\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_316","title":"Compliance hearing exhibits: ''Curriculum Documents''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2001/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School management and organization","Education--Curricula"],"dcterms_title":["Compliance hearing exhibits: ''Curriculum Documents''"],"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/316"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nCURRICULUM DOCUMENTS2o^\u0026gt; zoo zmm (Z) o Curriculum Documents 1. Examples of refrigerator curriculumgrade-level curriculum documents published for parents to delineate the requirements of each grade level and to outline the assessment program. LRSD has a document for each grade level, grades K-8. High school students receive a comprehensive student/parent handbook on graduation requirements and course selections. A. Kindergarten B. Grade 4 C. Grade? 2. Sample pages from the 2001-02 Student/Parent Guide to Middle School Course Selections (includes middle school definition, middle school program standards, list of grade-level requirements, advice to parents on various topics, including Pre-AP courses). 3. Sample pages from the 2001-02 Middle School (Grades 6-8) Curriculum Catalog published for principals, counselors, registrars, and department chairs or team leaders (includes District mission statement, middle school mission statement, directive to principals about the construction of the master scheduleincluding an emphasis on enrollment in Pre-AP courses, and the Placement Criteria for Pre-Advanced Placement and Advanced Placement Courses.) 4. Copy of the 2000-01 High School Student and Parent Guide to Course Selection and Graduation Requirements (the first such publication in LRSD). 5. 7/ Sample pages from the 2001-02 High School Student and Parent Guide to Graduation Requirements and Course Selections (includes letter to all LRSD high school students with advice about taking challenging courses, making no excuses for not learning, choosing a Career Focus of interest, taking all the tests seriously, and getting involved in co/extra-curricular activities and a copy of the Districts graduation policy and regulations). 6. Sample pages from the 2001-02 High School (Grades 9-12) Curriculum Catalog published for principals, counselors, registrars, and department chairs (includes Instructional Division mission, directive to principals relating to the construction of the master schedulewith emphasis on student enrollment in Pre-AP and AP courses, copies of the policy and regulations relating to Pre-AP and AP courses, and Placement Criteria for Pre-AP and AP courses). ^731 A Kindergarten Standards. Benchmarks November 1999 Dear Kindergarten Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in kindergarten. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level:  daily observations and frequent grading of the childs work by the classroom teacher\n teacher-made tests and examinations\n administration of the State Benchmark examinations in grade 4\nadministration of the Stanford 9, a norm-referenced examination, at grade 5, and  LRSD progress examinations administered at least twice a year In grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Profi- cienf level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sinrtrely, Dr. Bonnie A. Lesley, Associate Superintendent for InstructionLanguage Arts READING  Recognize that print carries the message.  Know where to begin and which way to go when reading (left to right and return).  Recognize the difference between capital and lowercase letters.  Identify and produce pairs of spoken rhyming words.  Name and identify each letter of the alphabet.  Associate letters with the sounds they represent.  Retell the important parts of a story (including beginning, middle, and end) read by the teacher.  Recognize that a sentence is a group of words expressing a complete thought.  Use personal experience to make predictions and to understand what is read by the teacher.  Recognize different kinds of texts: fairy tales, poems, animal books, etc.  Put stories in order using pictures or diagrams.  Participate in shared reading of books, poems, and songs.  Choose to read familiar books.  Respond through talk, art, or drama to a variety of stories and poems from many cultures.  Use technology to practice reading.  Check out books in the library.  Recognize and appreciate the works of a single author. 9 M LISTENING/SPEAKING/VIEWING  Understand different purposes for listening (information, persuasion, and enjoyment).  Show respect for the speaker.  Listen to and enjoy patterns, rhyming words, and phrases.  Understand stories told or read aloud.  Ask appropriate questions\nmake comments after listening.  Follow simple spoken directions, and give simple directions.  Enjoy and respond to stories, speakers, and musical performers.  Share ideas\nrespond in discussions.  Participate in shared reading, simple plays, and story retellings.  Speak clearly in complete sentences and with appropriate grammar. * WRITING  Understand that print is speech written down.  Understand the difference between letters, words, and sentences.  Follow the pattern in a predictable, repetitive book.  Use pictures, talking, and role playing to develop ideas for writing.  Dictate stories for others to write down, write\" labels, and draw pictures to communicate.  Draw or write in response to stories read by others.  Participate in a teacher-led revision.  Attempt to write lists, labels, letters, and stories.  Develop a collection of writings.  Choose to write stories, notes, etc. on his/her own.  Participate with the class to write a list, thank-you note, invitations, and stories.  Look with the teacher at his/her own written work to see progress.  Demonstrate growing awareness of relationship between letters and sounds in writing.  Use capital letters correctly in first and last name. Mathematics NUMBER SENSE  Demonstrate one-to-one correspondence using manipulatives.  Count to 20 and beyond.  Identify numerals to 20 and beyond.  Connect numerals and names to quantities.  Explore counting many kinds of things.  Count and create sets of a given size.  Record quantities using numerals and pictures.  Develop a strategy for counting and keeping track of quantities.  Solve problems with many possible solutions.  Manipulate objects to demonstrate addition and subtraction to and from 10.  Compare quantities (larger, smaller, more than, less than). GEOMETRY  Identify geometric shapes.  Explore geometric shapes in our surroundings and in literature.  Identify, describe, and sort shapes by likenesses and differences.  Use shapes to identify, create, and extend patterns and designs. MEASUREMENT  Demonstrate an understanding of more/less, big/1 ittle, full/empty, heavy/light, long/short in relationship to length, mass, and quantities.  Explore and identify use for a clock, scale, thermometer, and calendar.  Identify and use units of time, day, and week.  Order leastto greatest.  Measure using nonstandard units (cubes, teddy bear counters, etc.). sr T h\" I $a0 October r r r n sr 55\" I T-w \u0026gt;r IT r-r \"b 9 7 u  r 40 w s* TT I*  f II DATA, PROBABILITY, AND STATISTICS  Collect and record data and/or information.  Develop and use language to describe and compare amounts.  Interpret and record ideas using pictures, numerals, and/or graphs. ALGEBRA (PATTERNS AND RELATIONSHIPS)  Recognize and describe a pattern.  Create, extend, and record a pattern. Science CONNECTIONS AND APPLICATIONS  Apply various thinking/problem-solving strategies to scientific issues.  Explore the world of work and science-related careers. SCIENTIFIC INQUIRY  Follow oral instructions.  Examine the techniques of scientific inquiry: problem solving, questioning, reasoning, and creative decision making.  Leam about the natural world by observing, collecting data, using tools, describing, and hypothesizing. LIFE SCIENCE  Identify the five senses (tasting, smelling, hearing, seeing, touching) and use them to leam about the environment.  Identify main parts ofthe human body.  Identify things as living or nonliving.  Explore life cycles of animals and plants.  Be aware of ways that people use and misuse the environment.  Understand that all living things need natural resources. PHYSICAL SCIENCE  Identify physical properties such as color, shape, texture, and ability to float.  Measure length (using rulers), volume (using different sized containers), and weight of objects (using scales).  Observe the light spectrum passing through a prism.  Observe the vibration of objects that make sounds. EARTH AND SPACE SCIENCE  Understand that the day-night cycle and seasonal cycle occur in an observable pattern.  Identify the factors that make up weather.  Explore uses of materials taken from the earth.  Explore characteristics of the sun, earth, moon, and stars. Social Studies CITIZENSHIP II  Recognize George Washington as the first United States President.  Recognize the White House and the United States flag.  Recognize our National Anthem and the Pledge of Allegiance.  Recognize the state symbol and important places in Arkansas. INTERDEPENDENCE  Determine simple location and directions\nfollow directional terms.  Understand layout of the school.  Recognize the shape of Arkansas and the United States.  Read simple map symbols\nidentify north and south poles on a globe.  Give personal information (full name, age, family members, state, city, and county).  Recognize people and places in the community.  Identify common safety symbols (traffic signs, lights).  Match people with the work they do. CTO Board of Education Sue Strickland, President Larry Berkley H. Baker Kurrus Dr. Katherine Mitchell Mike Daugherty Judy Magness Mike Kumpuris Dr. Leslie Gamine, Superintendent of Schools Dr. Bonnie Lesley, Associate Superintendent, Division of Instruction Ms. Patricia Price, Director of Early Childhood Education and Elementary Literacy Mr. Dennis Glasgow, Director of Mathematics and Science Ms. Marie McNeal, Director of Social Studies Special Thanks to Kris Huffman, IllustratorB 4* SRAOE Standards, Benchmarks November 1999 Dear Grade 4 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in fourth grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partne rship, every student will improve his or her academic performance, and most, if not all, students will mee- the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher\nteacher-made tests and examinations\nadministration ofthe State Benchmark examinations in grade 4\nadministration ofthe Stanford 9, a norm-referenced examination, at grade 5\nand LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one ofthe following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Profi- cienf level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sincerely, Dr. Bonnie A. Lesley, Associate Superintendent for InstructionLanguage Arts READING  Use context clues, picture cues, knowledge of sentence structure, and phonics to decode and to understand text.  Expand personal vocabulary through reading.  Understand that the goal of reading is to construct meaning.  Recognize purpose for reading (enjoyment, information, persuasion, and investigation).  Use relationships between words and sentences, sentences and paragraphs, and paragraphs and whole pieces to understand text.  Use specific strategies such as analyzing, predicting, and determining important ideas to understand text.  Use functional print (schedules, catalogs, directories, charts, maps, graphs, and directions) to complete tasks.  Recognize features of familiar types of literature including biographies, historical and realistic fiction, narratives, tall tales, and mysteries.  Select appropriate reading material from library/media centers to read independently - at least 30 books each year.  Read, listen and respond to a variety of literature from diverse cultures.  Read more than one work by an author.  Maintain a reading portfolio (reading log, record of conferences, etc.).  Use available technology to conduct research about an assigned or self-selected topic. LISTENING/SPEAKING/VIEWING  Listen attentively to speakers.  Confirm understanding in discussion, notes, and summaries.  Follow/give oral directions, contribute to class and small group discussions, and discuss current events.  Give reasons for personal opinions.  Select and retell a story using descriptive language and elements of a story.  Participate in group speaking activities (choral reading, plays, recitation of poetry).  Read orally with expression and meaning.  Work with others to solve and resolve problems.  Use technology (videos, pictures, recordings, computers) to enhance and evaluate presentations and performances.  Speak in complete sentences, and use clear, concise, organized language when speaking.  Accept contributions of the group or teacher and set goals to improve speaking performance.  Participate in discussion by taking turns respectfully when speaking and listening.  Speak in complete sentences, using increasingly correct grammar.  Use clear, concise, organized language when speaking and responding to questions.  Demonstrate an awareness of the presence of media in daily life. OE r WRITING  Write reactions to personal and school-related experiences in a variety of ways (journal, notes, descriptions, stories, etc.).  Write an informational piece of at least three paragraphs on one topic using at least three sources of information.  Write organized paragraphs with topic sentences with some supporting details and concluding sentences.  Write stories that include well-developed story elements (character, setting, etc.), with a recognizable beginning, middle, and end, in chronological order.  Follow patterns to compose a poem, play or informational text.  Generate ideas for writing by brainstorming, using reference materials, books and charts.  Write a personal narrative of at least three paragraphs that relate ideas, observations, and memories.  Write in one or more subject areas daily.  Recognize and express cultural diversity in writing of others.  Access information for writing, using computer software, videos, etc.  Write in a variety of forms (journals, stories, poems, letters, interviews, notes).  Write for peers, parents, teachers, and community for a variety of purposes (to persuade, entertain, inform, respond, and solve problems).  Develop a collection of writings.  Write independently on self-selected topics.  Develop a piece of writing by categorizing ideas.  Work in cooperative groups to produce a written product.  Accept responsibility for completing writing tasks.  Edit writing for appropriate spelling, usage, mechanics, grammar, vocabulary, handwriting, and content accuracy.  Refine and publish selected writing (bulletin boards, class books, oral reading, newsletter, sharing in a group, etc.). l(o Abou+ ity by 16 9 I Mathematics NUMBER SENSE  Explore a variety of strategies to understand multiplication.  Recognize prime numbers.  Explore a variety of strategies to understand division.  Understand that division notation represents a variety of situations.  Identify and use factors and multiples of 100 and 1000.  Read, write, and sequence numbers in the thousands.  Estimate quantities to 1000.  Solve addition and subtraction problems by reasoning from known relationships through thousands.  Explore the relationship among halves, fourths, and eighths\nthirds, sixths, and twelfths.  Combine fractions to make a whole.  Sequence fractions.  Identify equivalent fractions.  Compare and combine decimals.  Develop the relationship between fractions and decimals (example\n0.5=72). I I GEOMETRY  Use geometric perspective to draw views of three-dimensional figures.  Communicate effectively about three-dimensional figures.  Use coordinates to name and locate points on a grid.  Use symmetry (turns and mirror images) to design patterns.  Describe geometric figures in several ways. DATA, PROBABILITY, AND STATISTICS  Collect and organize data using categories.  Represent and analyze data.  Describe and compare data using fractions. ALGEBRA (PATTERNS AND RELATIONSHIPS)  Explore number patterns that represent geometric situations.  Identify multiplication patterns of numbers.  Use positive and negative coordinates to name and locate points on a grid. Science CONNECTIONS AND APPLICATIONS  Understand that science is interwoven into the structure of all disciplines.  Understand that decision making in the area of science and technology involves choices and risks.  Recognize that mathematics is the basis of communication in science.  Understand that tools allow tasks to be done more easily.  Explore the world of work and science-related careers. SCIENTIFIC INQUIRY  Follow written and oral instructions.  Use problem solving, questioning, reasoning, and creative decision making.  Leam about the natural world by observing, collecting data, using tools, describing, hypothesizing, and investigating.  Understand that culture, experiences, and prior knowledge influence logical thinking.  Understand that scientific explanations may change due to the discovery of new information.  Communicate successfully with others about investigations.  Use lenses and mirrors to alter light beams.  Classify materials according to the way light passes through them.  Combine colored light to produce new colors. LIFE SCIENCE  Describe the process by which plants make food.  Identify plant parts that are used as food around the world.  Identify commercial plants grown in Arkansas.  Describe ways that plants are used for clothing, shelter, decoration, and medicine.  Describe how farming practices have changed over time.  Understand that the kinds of forests and other plants in an area are determined by climate. PHYSICAL SCIENCE  Construct a simple electric circuit using only a wire, bulb, and D-cell.  Construct series and parallel circuits.  Classify materials as conductors or insulators.  Know that electricity can produce light and heat.  Describe the purpose of circuit components such as switches and diodes.  Demonstrate that light travels in a straight line. EARTH AND SPACE SCIENCE  Diagram the rock cycle.  Identify minerals by testing color, streak, and hardness of materials.  Identify uses of rocks and minerals.  Identify major landforms on Earth.  Describe weathering, erosion, and other processes that create or change landforms.  Describe the process of soil formation.  Understand that much of Earths history is recorded in fossils found in rock layers.  Describe the importance of oceans as a habitat for living things.  Describe the importance of oceans, along with rivers and lakes, as routes of transportation.  Compare and contrast salt water and fresh water.  Contrast waves and currents.  Locate major rivers, lakes, and oceans.  Describe the characteristics of estuaries, tidal communities, and mangrove swamps.  Identify resources that come from the ocean. Social Studies CITIZENSHIP  Explain how Americans share in and participate in government.  Develop and apply behaviors consistent with liberty, justice, and equal opportunity.  Identify and distinguish areas of responsibility among major government authorities at the local, state, and national levels.  List services the state and national government provide for the people.  Identify examples of responsible citizenship. INTERDEPENDENCE  Identify and label the 50 states and capitals in the United States.  Prepare a map of U.S. regions with their major places and describe their importance.  Compare and contrast regions of the United States.  Distinguish between tropic, temperate, and polar climate zones.  Compare times in different parts of the United States.  Describe a river system and its function.  Describe how people live and work in regions of the United States.  Locate Arkansas and neighboring states on an outline map of the United States.  Compare and contrast the geographic features of the six regions in Arkansas.  Analyze the interdependence of people in various communities and regions within the United States and Arkansas (past and present). Use various resources and processes to analyze how communities in Arkansas vary in land use, vegetation, wildlife, climate, population, and architectural services.  Use varied news sources to gain information and communicate current events.  Determine fact/opinion and cause/effect as they relate to current events. CONTINUITY AND CHANGE  Describe the changes in the United States from an agricultural to an industrial economy.  Compare and contrast cities of today with cities in the past.  Explain why the U.S. is called a Nation of Immigrants and determine why people migrate.  Describe ways people maintain ties with the past.  Explain how past history influences and affects current traditions.  Analyze how changes in Arkansas natural resources influence development (decline and growth of communities, job opportunities, transportation, and tourism).  Explore and explain the technological changes in the U.S. and Arkansas, such as agriculture, transportation, and communication.  Analyze ways people have damaged and protected the environment. CULTURAL PERSPECTIVE  Explore cultures using a variety of resources.  Use a variety of resources and processes to understand and appreciate the racial, ethnic, and religious make-up of the United States.  Use various resources and processes to examine and analyze cultural perspectives. SCARCITY AND CHOICE  Describe the basic economic system of regions in the United States.  Identify and give examples of basic economic terms, such as supply and demand, opportunity costs, trade-offs.  Illustrate consumer rights and responsibilities.  Distinguish between service and manufacturing jobs.  Assess whether or not all people have the same needs and the same opportunities to meet them.  Identify, locate and write descriptions of major industries in the United States  Evaluate economic decisions.  Illustrate and explain how water, soil, and forests influence the development of Arkansas.  Identify and locate mineral and fossil fuel resources of Arkansas and their influence on the development of Arkansas. COOPERATION AND CONFLICT  Explore conflict and cooperation within the U.S. and between the U.S. and other regions.  Examine conflict and cooperation using a variety of resources.  Analyze problems people in cities encounter and ways used to solve them.Board of Education Sue Strickland, President Larry Berkley H. Baker Kurrus Dr. Katherine Mitchell Mike Daugherty Judy Magness Mike Kumpuris Dr. Leslie Gamine, Superintendent of Schools Dr. Bonnie Lesley, Associate Superintendent, Division of Instruction Ms. Patricia Price, Director of Early Childhood Education and Elementary Literacy Mr. Dennis Glasgow, Director of Mathematics and Science Ms. Marie McNeal, Director of Social Studies Special Thanks to Kris Huffman, Illustrator c 7*'' GRADE Standards, Benchmarks November 1999 Dear Grade 7 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in grade 7. We are providing you this information not only for you to be able to check frequently on your child's progress in l- jaming, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurementswill be used at the middle school level: daily observations and frequent grading of the childs work by the classroom teacher teacher-made tests and examinations administration of the State Benchmark examinations in grades 6 and 8. administration of the Stanford 9, a norm-referenced examination, at grade 7. LRSD progress examinations administered at least twice a year in grades 6-8. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Profi- cienf level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sil sreiy. Associate Superintendent for InstructionLanguage Arts READING Practice reading individually and in groups. Gain information from reading. Put material read into own words. Draw conclusions and make inferences in regard to reading material. Identify different purposes of reading and writing. Identify styles of authors. Identify kinds of literature and their purposes (literary^elf-expressive, persuasive, and informative). Follow written directions. Use logic to follow directions. Use word-attack skills to read accurately and to understand information. Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate new information. Use headings, italics, footnotes, and other printed features to sort and organize information. Identify and compare elements of reading such as setting and characterization. Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer. Select reading materials appropriate for reading for pleasure, finding information, and for use to help in writing. Use compare and contrast skills in reading. Understand metaphor, simile, personification, and other figurative language techniques. Use examples to support opinions and conclusions about reading material. Read graphs, tables, maps, and diagrams. V A', rC',C' dic-tion-ar-y 0 1 I WRITING  Write in personal journals, logs, and in other assigned ways in both formal and informal assignments.  Write in class for uninterrupted periods of time on topics from personal experiences and topics assigned in class..  Use freewriting, brainstorming, and other methods for prewriting and beginning activities.  Create a first draft with a central idea and with paragraphs containing a topic sentence, supporting details, and a closing sentence.  Use appropriate outlines and organizing methods to practice thinking and analyzing skills.  Use appropriate skills in mechanics, spelling, and usage in writing.  Proofread writing in peer groups and with teacher for information, organization, and style.  Use a dictionary, thesaurus, and other resources to correct spelling, grammar, punctuation, and usage.  Use internet, reference books, library materials, and personal interviews to collect information.  Produce polished pieces of writing to be shared or published and collected in a writing portfolio.  Use computers and technology to produce a final piece of writing.  Write for different audiences.  Produce and collect multiple works of writing in various forms and styles as discussed in class. LISTENING, SPEAKING, VIEWING  Follow and give oral directions using logic.  Speak clearly and effectively.  Listen and participate in group discussions.  Evaluate and analyze information gained through listening to others.  Summarize and put into own words what is said by others.  Read orally with expression and understanding.  Classify examples of bias, propaganda, and censorship.  Plan, put together, and present a visual demonstration or project which delivers a message to an audience.  Make oral presentations before a group, using effective body language and speaking voice.  Conduct an interview with someone to find specific infonnation.  Greet and make appropriate introductions of visitors to the class.  Respond appropriately to an introduction. Mathematics NUMBER  Reason proportionally using ratios, rates, and percents to express comparisons.  Use ratios, percents, rates, and fractions to make larger or smaller scale models.  Compare, order, and solve problems using integers.  Represent integers on a number line.  Graph coordinates on a quadrant plane. GEOMETRY  Recognize and create similar figures.  Explore scale factors and the relationship between scale factor, area, and perimeter.  Compare similar figures to leam about scale factors and ratios.  Solve real world problem using the concept of similarity. I MEASUREMENT  Develop the concept of volume as a measure of filling an object.  Develop the concept of surface area as a measure of wrapping an object.  Find the volume and surface area of regular and irregular solids.  Compare the volumes of a cone, a sphere, and a cylinder with equal radius and height. DATA, PROBABILITY, AND STATISTICS  Interpret and analyze data in graphs and tables.  Use graphing calculators to create and compare tables and graphs. ALGEBRA (PATTERNS AND RELATIONSHIPS)  Understand the concept of variable.  Use variables to represent relationships in graphs, tables, written rules, and equations. Social Studies CITIZENSHIP  Describe the difference between democracy and other forms of world governments.  Compare and contrast the rights, privileges, and responsibilities of citizens in diverse political systems.  Analyze the characteristics of citizenship as it relates to different countries.  Identify and describe the qualities of citizenship needed to solve todays global problems and issues. INTERDEPENDENCE  Use various geographic and reference materials to acquire, organize, analyze, and interpret geographic information and issues.  Identify, locate, and describe physical regions, countries, and major cities of the U.S.A., Canada, Latin America. Europe, Russia, Southwest and East Asia, Africa, and Australia.  Identify continents by outlines and compare and contrast physical features of continents.  Describe ways people and nations interact with each other and with the environment.  Read and analyze current event global issues and problems. CONTINUITY AND CHANGE  Describe and analyze the impact of human changes to the environment  Demonstrate an understanding of technological changes and the impacton how people live.  Relate an event in history with social change.  Use a variety of processes and appropriate methods and tools to explore and understand continuity and change in the global society. CULTURAL PERSPECTIVES  Describe the elements and factors that distinguish cultures.  Compare and contrast cultural features of regions.  Identify and describe the major cultural regions of the U.S.A., Canada, Latin America, Europe, Russia, Southwest and East Asia, Africa, and Australia.  Determine ways that culture influences people's perceptions of places and regions.  Identify and evaluate different viewpoints regarding the use of resources.  Examine the relationship between historical events and cultural development.  Demonstrate a respect for different cultural perspectives. COOPERATION AND CONFLICT  Examine effects of prejudice and discrimination against racial, cultural, ethnic, and religious groups of the world.  Examine ways people attempt to combat world prejudice and discrimination.  Identify and explain reasons for conflict within and between regions and countries.  Give examples of global conflicts and cooperation.  Relate competition for resources to conflict and cooperation between regions and countries.  Draw conclusions about how regional differences or similarities may lead to cooperation and conflict. SCARCITY AND CHOICE  Explore how factors such as technology, population growth, and resources are related to economic development of nations.  Analyze the distribution of goods and resources among nations of the world.  Describe major industries and businesses in the United States.  Describe and compare the economic systems of the world.  Use various methods, tools, and resources to understand, explain, and analyze scarcity in the world. Arkansas Studies CITIZENSHIP  Identify and explain the purposes of Arkansas government  Discuss and evaluate the concepts of good citizenship, and practice forms of civic participation.  Explain the historical and current impact of American public policy on Arkansas' racial, religious, geographic, ethnic, economic, and linguistic diversity.  Know and understand the organization, function, and operation of local, county, and state governments, and examine methods of influencing policy in a democratic government.  Analyze the characteristics of effective leadership in Arkansas today and in the past.  Analyze and compare opposing viewpoints in creating and effectively communicating solutions to public issues in Arkansas.  Describe and analyze the use, abuse, and limits of power and authority in Arkansas.  Demonstrate a sound knowledge of the geography of Arkansas as it relates to politics. SCARCITY AND CHOICE  Describe the various Arkansas institutions at local, state, and national levels that make up economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations.  Examine existing data and research from various viewpoints showing how technology, population growth, resource use, and environmental quality are related to economic development within the state.  Describe the role that location, supply and demand, prices, incentives, and profits play in determining what is produced and distributed by Arkansas companies in a competitive market system.  Propose and evaluate alternative uses of environments and resources in Arkansas.  Analyze and explain how choices made with respect to scarcity in the past have profound influences on choices available today. COOPERATION AND CONFLICT  Demonstrate areas of inequity and discrimination based on race, sex, age, physical condition, and socioeconomic status in Arkansas.  Examine the contribution ofthe arts, literature, media, technology, and languages in fostering cooperation and in causing conflict in Arkansas.  Analyze how disparities in power and economic status lead to conflict.  Compare and contrast the causes and consequences of conflict within the state, the nation, and the world.  Identify, explore, and analyze conflict among individuals and groups as well as various methods used to resolve conflict.  Evaluate the role of technology in contributing to the creation and resolution of conflict in Arkansas. INTERDEPENDENCE  Analyze how decisions and events in Arkansas and the world affect each other.  Use various methods to illustrate interactions between the people of Arkansas and their environment.  Relate the evidence of historical and cultural languages to the development ofthe state.  Analyze and evuiuate the history, causes, consequences, and possible solutions to present-day issues and emerging global issues, such as health, security, resource distribution, economic development, and environmental quality.  Understand spatial relationships and locate places on Arkansas, U.S., and world maps.  Describe and evaluate the role of Arkansas in the global arena. CONTINUITY AND CHANGE  Investigate the processes and evaluate the impact of change over time in Arkansas.  Explore and explain the changes in developments such as technology, transportation, agriculture, and communications that affect Arkansas social and economic activity.  Investigate how political events, technological changes, and cultural diffusion have affected literature, languages, and arts overtime in Arkansas.  Analyze continuity and change in concepts of individual rights (race, ethnic, and gender issues) and responsibilities over time in the state.  Explore, interpret, analyze, and evaluate various viewpoints within and across cultures related to events and issues. CULTURAL PERSPECTIVES  Examine information and developments in Arkansas and explain how they may be viewed differently by people from diverse cultures.  Analyze the historical perspectives that contribute to the development and transmission of Arkansas cultures through language, literature, the arts, architecture, traditions, beliefs, and values,  Compare and contrast various cultures in Arkansas.  Describe the ways family, religion, gender, ethnicity, socioeconomic status, and other group characteristics contribute to developing an appreciation of Arkansas heritage.  Identify and describe the various movements or periods of significant historical change within and across cultures.  Explore ways that Arkansas natural and built environments interact with culture.  Analyze and demonstrate the value of both cultural diversity and cohesion within and across groups.  Examine and explain belief systems underlying Arkansas traditions and laws.Science CONNECTIONS AND APPLICATIONS  Understand that science is interwoven into the structure of all disciplines.  Understand that decision-making in the area of science and technology involves choices and risks.  Recognize that mathematics is the basis of communication in science.  Understand that tools allow tasks to be done more easily.  Explore the world of work and science-related careers. SCIENTIFIC INQUIRY  Follow written and oral instnictions.  Use problem solving, questioning, reasoning, and creative decision making.  Learn about the natural world by observing, collecting data, using tools, describin'j, hypothesizing, and investigating.  Understand that cultures, experiences, and prior knowledge alter logical thinking.  Understand that scientific explanations may change due to the discovery of new infonnation.  Communicate successfully with others about investigations. EARTH SCIENCE  Describe how moving water affects the formation of the earth, both on the surface and under the ground.  Distinguish between erosion and deposition.  Describe how a glacier is formed.  Describe how wind and water erode the surface of the earth.  Explain how the Earths and Moons motions causes moon phases, eclipses, and tides.  Know the reasons for the seasons. LIFE SCIENCE  Describe the major characteristics and activities of monerans, protists, and fungi.  Describe the ways that monerans, protists, and fungi affect other living things.  Describe the characteristics all animals have in common.  Classify animals using their characteristics.  Explain the differences between sexual and asexual reproductions. . Draw and explain the stages in the life cycle of animals (such as egg-caterpillar-butterfly and egg-tadpole-frog).  Explain how changes within animals help them survive on Earth (give specific examples).  List the characteristics of plants.  Describe the structure and function of roots, stems, leaves, and flowers.  Describe methods of reproduction in plants.  Understand how plants make food and oxygen through photosynthesis and use oxygen during respiration.  Classify plants based on their characteristics.  Know how the ecology of the environment is organized, such as population\u0026gt;community\u0026gt;ecosystem\u0026gt;biosphere.  Describe how energy moves through an ecosystem (example: sun helps grass to grow, grasshoppers eat the grass, frogs eat the grasshoppers, etc.).  Describe how the amount of food, water, or other environmental factors affect organisms.  DUeessccnriboee hnooww doiifnfeerreennti ppliaaniutss cuhiaainiygce iInII aanil aariceaa over twimiiev.. . Identify the different types of relationships between plants and animals in an environment (such as mutualism, commensalism, parasitism).  Describe the process of color vision. PHYSICAL SCIENCE  Understand time, distance, and displacement form the basis for motion.  Distinguish between velocity and speed.  Distinguish between velocity and acceleration.  Understand acceleration along curves.  Calculate the acceleration of a falling object.  Describe projectile motion.  Describe how a satellite is a projectile in free-fall.  Understand factors related to the motion of a pendulum.  Describe the characteristics of waves.  Identify the different types of waves (transverse and longitudinal).  Explain the relationship between frequency, wavelength, and speed in a wave.  Explain constructive and destructive wave interference.  Describe how sound waves are fonned, transmitted, and received. . Understand the Doppler Effect (such as how the sound changes as it comes towards you or goes away from you).  Describe the waves caused by earthquakes.  Identify how light travels.  Describe reflection and refraction of light.  Compare and contrast opaque, translucent, and transparent materials.  Examine the visible light spectrum. . Explain the differences between substances, elements, compounds, and mixtures.  Describe the physical properties of matter.  Distinguish between physical and chemical changes and properties.  Understand solutions and factors that affect solubility.  Describe the properties of acid and base.  Explain how a reaction between an acid and a base produces a salt. Board of Education Sue Strickland, President Larry Berkley H. Baker Kurrus Dr. Katherine Mitchell Mike Daugherty Judy Magness Mike Kumpuris Dr. Leslie Gamine, Superintendent of Schools Dr. Bonnie Lesley, Associate Superintendent, Division of Instruction Ms. Suzanne Davis, Middle School Reading/Writing Workshop Specialist Mr. Dennis Glasgow, Director of Mathematics and Science Ms. Marie McNeal, Director of Social Studies Special Thanks to Kris Huffman, Illustrator 2 A Student/Parent Guide to Middle School Course Selections 2001-2002 Little Rock School District Division of Instruction 3001 S. Pulaski Little Rock, AR 72206 501/324-2000 www.lrsd.org A Student/Parent Guide to Middle School Course Selections Little Rock School District 2001-2002 What Is a Middle School? The middle school years are a transition period from elementary to high school. In the Little Rock School District, the middle schools encompass grades 6, 7, and 8. In October 1998 as we were planning for the transition in fall 1999 from junior high schools to middle schools, the Board of Education approved a set of Middle School Program Standards that defined for students, parents, staff, and community our vision of what our middle schools should become. We worked hard at both the District and individual school levels to implement as many of the standards as possible during the first year of the transition. Others were implemented in fall 2000. And others will be priorities in fall 2001. Those program standards follow: LRSD Middle School Program Standards (Adopted by the Board of Education on October 22,1998) Teaching and Learning All LRSD Middle Schools will:  Align all parts of grades 6-8 academic programming with grades K-5 and 9-12 academic programming to ensure appropriate learning readiness, growth, and transition at the middle school level.  Establish a district-wide set of rigorous standards for content to direct the teaching and learning of language arts/reading, mathematics, science, and social studies. Establish a district-wide set of clear and challenging standards for student performance in language arts/reading, mathematics, science, and social studies.  Enrich academic learning for all students through age and skill appropriate study of visual and performing arts and foreign languages. Provide all students with health and fitness education that promotes the development of a life-long healthy lifestyle and offers a variety of recreation, personal fitness, and individual and team sport activities.  Use integrated and thematic teaching as a method for helping all students to make connections across the curriculum, and in ways that make it possible for all students to: -think critically and creatively and problem solve\n-participate as empowered and engaged hands-on learners\n-make real-world connections and school-to-work applications (career education)\n-use technology as a tool for learning and for skills building practice\n-collaborate with their peers and teachers\n-develop socialization skills and cultural awareness through opporhmities to interact with others beyond the classroom and into the community\nand -demonstrate evidence of learning in a variety of ways.  Assess and report individual and/or group learning in relation to the performance standards. 1 Organization and Accountability All LRSD Middle Schools will:  Organize teaching staff into interdisciplinary teams that serve a common group of students of manageable size for appropriate periods of time during the school day, throughout the school year, and throughout the Middle School experience.  Structure required and elective course offerings to fit the interdisciplinary team approach, as well as the learning interests, abilities, and needs of all students, including those with identified giftedness, those in need of special education services, and those in need of English-as-a-Second Language (ESL) services. Provide all students with access to interest clubs, scholar clubs, student government participation opportunities, intramural sports, and competitive athletics to provide opportunities for healthy interaction with peers and adults.  Use flexible scheduling to provide appropriate periods of time for thematic teaching and learning and provide extended learning opportunities beyond the school day and the school year to enhance and support the leamin'\nsuccess of all students.  Ensure that adequ':.te time is provided for common planning for teams, for professional development, for interaction with specialized teaching and support services staff and student families, and for staff participation in campus-based decision-making.  Commit to campus-based leadership and decision-making to chart and customize the educational course of the school, using student achievement data and proven practices.  Develop opportunities for families and the community-at-large to support the school and to participate in the educational processes of the school. Governance and Resources All LRSD Middle Schools will:  Ensure through an ongoing professional development program that all middle school staff are specifically prepared for middle school work and are committed to the education of all young adolescents in a culturally diverse community.  Empower each middle school principal to be a leader of leaders for whom a primary task is to develop leadership in teachers.  Empower all middle school teachers to perceive themselves as generalists first and specialists second, who perform multiple roles and who are committed to interdisciplinary team organization.  Plan to acquire on a most-to-least needed basis all materials, including technology, and supplies necessary to provide thematic learning experiences through interdisciplinary team organization. Ensure that classroom materials and supplies are age and skill appropriate, that they directly support content and performance standards, and that they appeal to the interests of the students.  Empower teams to determine how the school budget is appropriated to ensine that needs are met and goals are achieved. 2 What Are the Required Courses in the Middle School Curriculum? The Board of Education approved in October 1998 a set of required courses for each grade-level of our middle schools, as well as a set of electives that would be available at each school. As changes are made to these approved lists, they are submitted again to the Board for approval. All LRSD students are required to complete successfully the following courses: Grade 6* Reading/Writing Workshop 6 (2 periods) or Reading/Writing Workshop 6 Pre-AP (1 period) and Research and Writing 6 Pre-AP (1 period) Mathematics 6 or Mathematics 6 Pre-AP Science 6 or Science 6 Pre-AP Social Studies 6 or Social Studies 6 Pre-AP Keyboarding (1 semester) Physical Education and Health 6(1 year) Elective (1 semester) Grade 7* Reading/Writing Workshop 7 (2 periods) or Reading/Writing Workshop 7 Pre-AP (1 period) and Research and Writing 7 Pre-AP (1 period) Mathematics 7 or Mathematics 7 Pre-AP Science 7 or Science 1 Pre-AP Social Studies 7 or Social Studies 7 Pre-AP Career Orientation (1 semester) Arkansas History (1 semester) Electives (2 semesters or 1 year) Grade 8* Reading/Writing Workshop 8 (2 periods) or Reading/Writing Workshop 8 Pre-AP (1 period) and Research and Writing 8 Pre-AP (1 period) Mathematics 8 or Mathematics 8 Pre-AP or Algebra I Pre-AP Science 8 or Science 8 Pre-AP Social Studies 8 or Social Studies 8 Pre-AP Electives (4 semesters or 2 years) *Note: Special sections of the regular-level courses in English language arts, mathematics, science, and social studies are available, as determined by LPACs, for limited-English proficient students at Cloverdale Middle School and at Dunbar Magnet Middle School. Special sections of the Pre-AP courses are available for identified gifted/talented students at Dunbar Magnet Middle School. Special sections are also available, as determined by lEP teams, for special education students assigned to a Resource Room or to a Self-Contained classroom) 3 Course Standards and Benchmarks Courses in the Little Rock School District are standards-based and are aligned with those established by the Arkansas Department of Education. Course-level benchmarks define the standards for each course and are published in the 6*. 7*'^. and 8*** Grade Standards and Benchmarks that are distributed to parents during August check-in. Pre-AP Courses Pre-AP or Pre-Advanced Placement courses offered in the four core areas during middle school grades are advanced-level courses that are aligned with the requirements of the College Boards Advanced Placement courses generally available to students in grades 11-12. They also, of course, reflect the content standards that are established by the Arkansas Department of Education. The LRSD is very much committed to improving student enrollment in these advanced courses and in improving student successboth their grades in the courses and their scores on the Advanced Placement examinations. The following characteristics predict success in Pre-AP and AP courses: 1. 2. 3. 4. 5. 6. I. High-level reading comprehension and writing skills as evidenced by test scores and classroom performance Critical and creative thinking skills Self-motivation B average or above in the prerequisite course High interest in the content area Ability to perform independent study with a high degree of motivation High level of task commitment A student does not have to be identified for the GT program to take Pre-AP courses. But all GT students should be enrolled in one or more of the Pre-AP courses. It is important to note as well that students who are disabled and students who are limited-English proficient may take Pre-AP courses if they only require reasonable accommodations in order to be successful. Assessment The Little Rock School District has a comprehensive assessment system so that students themselves, their parents, teachers, other staff, and the community have the information they need to determine academic progress. The system begins, of course, with teachers daily observations of student performance as it relates to the course standards and benchmarks and then includes grades that are given for student work and performance on teacher-made examinations. The next level of assessment includes District criterion-references tests that are given at the end of quarters. These tests help staff to determine not only how individual students are performing, but also how classrooms perform in relationship to each other, how well 31 new curricula and professional development programs are being implemented, and how schools perform in comparison to each other. The tests are designed to assist staff as well in predicting student performance on the states grade 6 and 8 Benchmark examinations in literacy (reading and writing) and mathematics. Students in grades 6, 7, and 8 also take the Achievement Level Tests (ALTs) both in the fall and the spring. These tests are also closely aligned with the Districts curriculum in literacy, mathematics, and science. Staff, parents, and students can use the scores to determine individual student growth, as well as growth at the classroom and school levels and in comparison to classrooms and schools across the District. Grades 6 and 8 students take the State Benchmark examinations in literacy and mathematics in April each year. These tests are perhaps the most important ones since they are used to define the schools accountability. Student results are reported out in four performance levels: Below Basic, Basic, Proficient, and Advanced. The goal of both the state and the LRSD is that 100 percent of the students perform at the Proficient or Advanced level, so great effort is expended toward this end. Grade 7 students take the Stanford Achievement Test (ninth edition) or SAT9 in the fall. This test includes subtests in reading, language, mathematics, science, social studies, research skills, and thinking skills. Parents have access to the results of all components of the assessment system. No one measure is ever enough to define a students performance, but all of them together can be used to create a more accurate picture not necessarily of a students capacity for learning, but of how he or she is actually performing during a specific year. Parents receive report cards at the end of each nine-week quarter. The academic grade reflects what a student knows and is able to do. It is based on student performance and may include the following: participation/attendance, class assignments, homework, quizzes, tests, and projects. An interim progress report is sent home between report cards when a student is in danger of failing a course or when a grade has fallen dramatically. The following grading scale is used in middle school: A = 90100%\nB - 8089%\nC = 7079%\nD = 6069%\nand F = 59% or below. How to Earn High School Credit During Middle School I Middle school students may take high school-level courses in mathematics and foreign language. They are allowed, however, to earn high school graduation credit only for high school courses taken in grade 8such as Algebra I Pre-AP (or higher-level mathematics) and/or Level I (or higher-level) foreign language. Students who are interested in earning senior honors should note that they will be able to take more Advanced Placement courses, and thus earn more weighted grade points, if they take at least one high school mathematics course and one foreign language course while in middle school. For instance, a student who takes Algebra I Pre-AP in grade 8 32 can then complete Algebra II in grade 9, Geometry in grade 10, a pre-calculus class in grade 11, and then Advanced Placement Calculus or Statistics in grade 12. If he/she takes two high school mathematics courses while in middle school, then two Advanced Placement mathematics courses are possible. Students taking one foreign language course in middle school can take level II at grade 9, level III at grade 10, and then Advanced Placement level IV and V in grades 11 and 12. If they take two foreign language courses in middle school, then they can take three Advanced Placement language courses in grades 10, 11, and 12 (levels IV, V, and VI). Interdisciplinary Teaming I The interdisciplinary team is the heart of the middle school and requires that the same group of teachers share the same group of students housed in the same part of the building. Teams vary in size from three to six teachers representing core curriculum areas and serve students ranging from 70 to 150 in number. Teams of teachers combine their expertise and course content to integrate the disciplines and interface common areas of the curriculum. Flexibility in team organization is recommended in order to meet individual student needs. Variations in interdisciplinary teaming exist across schools. An interdisciplinary team works hard at creating small communities of learners for its group of assigned students. Teachers are able to get to know a limited number of students very well and recognize and plan for individual student learning differences. Teacher teams share a common daily team time during which they can collaborate and coordinate curriculum and instructional issues and meet together with a parent. Parents receive information from teams at the beginning of the school year that includes team procedures, instructional issues, special activities, and student expectations. Parents can request a team conference through the school office or designated teacher. Individual teacher conferences should be requested directly with the individual teacher. As teachers work together to team up with kids, real progress is made by students, both academically and behaviorally. How to Help Students Succeed  Let your child know that education matters. Work with your child every day so that he or she knows that education is a top priority.  Teach your child to be self-disciplined to the extent possible. Also teach him or her good social skills. These characteristics have a great deal to do with a students academic success and with his or her success in a job as an adult.  Ask your child specific questions such as How did your spelling test go? or Was your science experiment fun? or What book is your group reading in the Reading and Writing Workshop? or How did you do with your mathematics project? 33 Extend your childs learning. Every waking moment is an opportunity to leam. Make sure that your child is reading and writing and that he or she sees you reading and writing. Take your child to libraries, museums, businesses, and other places that can help him or her to leam. Observe your childs emerging interests and support his or her developing that interest by checking out or buying appropriate books and magazines, by taking field trips, by asking other adults to share information or stories with him or her, and so forth.  Help your child to organize his or her class materials and check their student planner regularly for homework assignments and dates of armounced tests and to ensure that your child is recording the assignments and due dates. The student planner is an organizational tool for all middle school students as well as a helpful reminder to students of when assignments are due in each class. Getting organized and time management are important but difficult developmental tasks for middle school students.  Arrange for your child to have a quiet work area somewhere in the home. Provide the tools he or she needs to studysuch as paper, pens and pencils, reference materials (can be checked out of the library), and so forth.  Be familiar with the LRSD Student Handbook and review it carefully with your child. Review it periodically so that the child understands the schools expectations and rules.  Make sure that your child attends school every possible day. Developing good attendance and a strong work ethic are important life skills.  Set limits on the amount of time your child spends watching television or playing video games. Expect your child to get adequate physical exercise and to read widely, as well as to engage socially with other children and with adults.  Get to know your childs teachers and let them know you want to support your childs education. Attend parent-teacher conferences. Visit the classroom, or, even better, volunteer in the school. Do not hesitate to contact a teacher with your questions or concerns. You may meet with all your childs teachers of core subjects at one time during their common conference time.  Ask the school to share your childs test score interpretations with you and your child. Ask what the teachers recommend to improve your childs performance.  Make sure that you get a copy of your childs Student Achievement Improvement Plan (SAIP) if your child was not proficient or advanced in the last state Benchmark test in literacy and/or mathematics. Then do what you can to support the schools improvement plan for your child so that he or she performs at a higher level on the next test. 34  Make a point of finding out what kinds of support programs and services that your school provides for students needing additional time or assistance to achieve the curriculum standards, such as after-school tutoring and summer school.  Encourage your child to participate in at least one co- or extra-curricular program either in the school, your church, or in the community.  Become familiar with high school graduation requirements so that you and your child can begin planning during middle school. A copy of the Districts newly revised policy is attached, effective for students graduating in 2004 and after. Your child should make a high school graduation plan related to his/her career interests as a part of the Career Orientation course required of all grade 7 students. You will want to participate in the planning opportunity. 353 Middle School (Grades 6-8) Curriculum Catalog 2001-2002 Little Rock School District Division of Instruction 3001 S. Pulaski Little Rock, AR 72206 501/324-2000 www.lrsd.org Table of Contents Mission of Division of Instruction 1 Mission of the Middle School Program 1 LRSD Secondary Curriculum Staff 1 Policies, Regulations, and Directives 2 Credit Earning Options 3 Board Policy IKEC (Award of Credit) 4 Administrative Regulation IKEC-R3 (Credit by Examination) 5 Placement Criteria for Pre-Advanced Placement (Pre-AP) and Advanced Placement (AP) Courses National Science Foundation Cooperative Agreement LRSD Middle School Program Standards e Grade Standards, Benchmarks 7** Grade Standards, Benchmarks S* Grade Standards, Benchmarks Course Descriptions, Prerequisites, Credit Art Business Education CommunicationsMann Magnet School DanceMann Magnet DramaMann Magnet English English-as-a-Second Language 7 8 9 11 15 21 26 27 27 28 28 29 33 Family and Consumer Science 35 Foreign Languages 36 Mathematics 38 Music 41 Physical Education and Health 45 Science 47 Social Studies 51 Career and Technical Education 55 Special Education 56 Non-Credit 58 Mission for the Division of Instruction Little Rock School District The mission of the Division of Instruction is to improve the academic achievement of all students by providing leadership, standards, curriculum, instructional resources, technical assistance, professional development, and student advocacy. Middle School Program Mission Statement The mission of the Little Rock School District Middle School Program is to meet the unique needs of all young adolescents, equipping them with the knowledge and the intellectual, physical, emotional, and social skills to successfully accomplish the transition to high school. This is achieved through: a developmentally appropriate curriculum that is challenging, integrated, relevant, and exploratory\nspecially trained, nurturing educators using varied teaching and learning approaches within a flexible organizational structure\nstrong family and community partnerships\nprograms and policies that foster health, wellness, and safety\nand a faculty advocate for every student. LRSD Secondary Education Curriculum Staff Division of Instruction Suzi Davis, Director of Secondary English Language Arts and Foreign Language Barbara Brandon, Reading/Writing Workshop Specialist Mona Briggs, English Language Arts Specialist Karen Broadnax, Supervisor of English-as-a-Second Language Programs Dennis Glasgow, Director of Mathematics and Science Rene Carson, Science Specialist Docia Jones, Mathematics Specialist Vanessa Cleaver, Director of CPMSA, NSF Project Marie McNeal, Director of Social Studies Laura Beth Arnold, Social Studies Specialist Carol Green, Director of Career and Technical Education Dr. Gary Smith, Director of Department of Exceptional Children Mable Donaldson, Supervisor of Gifted/Talented Programs Diane Rynders, Coordinator Linda Austin, Director of Planning and Development Mary Paal, Director of Safe Schools/Healthy Students Project Dr. Bonnie A. Lesley, Associate Superintendent for Instruction 1 The Middle School Curriculum Catalog Administrative Directive This Middle School Curriculum Catalog has the same importance as LRSD Administrative Directives. In other words, only the approved courses, course numbers, course abbreviations, course titles, grade placements, prerequisites, and credits are to be used in the scheduling of students into high school courses. If school personnel need additional course numbers to facilitate scheduling, they may request them from the Associate Superintendent for Instruction. In no case may a school simply add its own numbers or modify the title and abbreviations of numbers already assigned to courses. These requirements are not only necessary for the quality control and credibility of the middle school curriculum, but they are critical to data quality. No one can conduct research on course enrollments and grades unless he/she can be sure that the numbers used to conduct the search are inclusive of all the courses taught with that title. We have had numerous problems with this issue in collecting the necessary data, for instance, to make reports to the National Science Foundation. Principals Role LRSD principals are accountable for the timely, accurate, and effective construction of the master schedule and for ensuring that all students assigned to their schools are scheduled appropriately. Although the work of advising students may be delegated to the counselors and the technical tasks of inputting the necessary information to construct the master schedule may be delegated to the registrar, the principal is still the responsible person and, therefore, must monitor and review carefully and continuously. In their roles as instructional leaders, principals are expected to ensure the quality of all decisions relating to the selection of courses to be offered and taught, in the deployment of staff to teach those courses, in ensuring that staff are appropriately certified to teach assigned courses, in monitoring class loads and teacher loads, and in ensuring compliance with state and district class-size and teacher-load limits. There is perhaps nothing more important in the improvement of student achievement than the design of the master schedule, including the scheduling of students and the assignment of teachers. The LRSD has made a commitment to the middle school concept, and a major component of that concept is the assignment of students and teachers to interdisciplinary teams, which cannot occur unless the master schedule is designed appropriately. Guidelines for Decisions The following guidelines are appropriate in making decisions relating to the courses to be taught in any middle school: 1. All courses required by the District must be taught annually. English, mathematics, science, and social studies are required all three years in middle school. 2. Reading/Writing Workshop 6, 7, and 8 is a two-period course and must be taught by the same teacher in back-to-back periods. The Pre-AP level of this course include Reading/Writing Workshop 6, 7, and 8 and Research and Writing 6, 7, and 8. Although not good, these two periods do not have to be taught back-to-back if there are scheduling conflicts. 23. Pre-AP courses are major priorities for the LRSD, and all available such courses must at least be offered to the students and taught if at all possible. Our goal is that increasing numbers of our students be enrolled in one or more advanced courses each 4. 5. 6. 1. 8. 9. year. Keyboarding is a required middle-school course and optimally should be taught in grade 6 so that students acquire the necessary skills as early as possible for later applications. If, however, a parent requests it, the Keyboarding course may be delayed to grade 7 or 8 so that the student can participate in an elective. A student who masters keyboarding skills on his/her own may earn Keyboarding credit through the credit-by-examination program. Physical Education and Health constitute one full-year required course for grade 6. Physical Education is available also as an elective in grades 7 and 8. Arkansas History and Career Orientation are required in grade 7. Arkansas History is required in ADE accreditation standards, and Career Orientation is a prerequisite for the Career and Technical Education courses available in high school. This course is designed to provide students with appropriate information so that they can make wise decisions ibout their high school graduation plan. The smallest class sizes should be in regular-level Reading/Writing Workshops and mathematics since the schools accountability in the ACTAAP system depends heavily on student performance on benchmark examinations in these areas. A focus of the schools resources in these courses will align resources with what counts. Schools are strongly encouraged not to attempt to teach more than one level of any course in the same period and classroom. The only exemptions that might make sense are in foreign language courses (and no more than two levels even in those) and in some special education courses since class sizes are small there anyway and instruction is individualized. Middle schools are free to make decisions about their own exploratory curriculum (electives) from the list of approved courses that the District offers. Schools wishing to add new courses to the curriculum must propose those additions in October of each st J / year. The Board of Education must approve all new courses in the curriculum. 10. Middle school interdisciplinary teams should plan annually for a minimum of two comprehensive interdisciplinary units. In addition, the teams should as a part of their daily agenda coordinate homework assignments, vocabulary/spelling study, reading and writing across the curriculum, flexible scheduling to accommodate student needs, parent communication, and other curriculum related issues. 11. Schools should not pull students out of Reading/Writing Workshop for tutoring or special instruction in reading. Rather, they are free to offer Language Arts Plus for a third period of English language arts for those students in need of supplemental instruction. Neither should students be pulled out of their mathematics course for similar reasons. Pull-outs result in less, not more, learning for students and are not approved in the Little Rock School District. Ensuring Curriculum Integrity A major responsibility that schools have is ensuring what is called curriculum integrity. In other words, courses are what we say they are. If the course is entitled ReadingAVriting Workshop 6 Pre-AP, then regardless of the teacher, the course content is the same and students receive not only the same quality of instruction, but the same quantity. Schools sacrifice that 3integrity when students receive a semester of credit for a course that they were not even enrolled in for the foil semester due to frequent schedule changes. Careful work done in the spring semester in advising and scheduling students prevents multitudes of problems in the fall when school starts. The goal of every middle school should be to nail down the master schedule before August check-in of students so that every teacher can confidently (knowing that the class is set) teach school the very first day of school. Once school has begun, there should be only minimal class changes to balance classes and to accommodate newly enrolled students. In only the rarest of circumstances should any schedule change occur after the tenth class day. Only through careful management of registration processes can curriculum integrity be ensured. Policies, Regulations, and Directives The Middle School Curriculum Catalog contains the Middle School Curriculum requirements (approved by the Board in October 1998), Policy IKF (General Graduation Requireme its), Administrative Regulations IKF-R (General Graduation Requirements), Policy IKEC ' Award Of Credit) and Administrative Regulation IKEC-R3 (Credit By Examination). Additional Board policies and administrative regulations relating to the administration of curriculum, instruction, and/or assessment are contained in the new LRSD Board of Education Policies and Regulations manual. All staff are required to consult the latest revision of these governing documents, plus any relevant administrative directives, that are filed in the official notebooks. Almost all the policies and administrative regulations have been recently revised. It is extremely important for staff to become familiar with the new documents and to cease the use of old ones. 4Placement Criteria for Pre-Advanced Placement (Pre-AP) and Advanced Placement (AP) Courses The Little Rock School District offers Pre-AP and AP courses in several content areas: English language arts, mathematics, science, social studies, foreign language, art, and music. Students are placed in these courses based on established criteria. Pre-AP and AP courses are designed to give students experiences in college-preparatory and college-level courses. Each secondary school must identify as many students as possible who will benefit from these courses if the school and the district are to meet the challenging goals established in three critical planning documents: the LRSD Strategic Plan, the Revised Desegregation and Education Plan, and the National Science Foundation project in mathematics and science: LRSD Strategic Plan Objectives  No later than the year 2003, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance identified in the core curriculiun. By 2003, the percentage of students in every identified sub-group of race and gender . .. performing at the highest quartile in reading and mathematics on standardized tests shall be at least 30%. Revised Desegregation and Education Plan Three important sections of the LRSD Revised Desegregation and Education Plan follow: Section 2/5. 2.6 LRSD shall implement programs, policies, and/or procedures designed to promote participation and to ensure that there are no barriers to participation by qualified African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses and the gifted and talented program. Section 2/5. 2.6.1 LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging African-American students to participate in honors and enriched courses and advanced placement courses. Section 2/5. 2.6.2 LRSD shall implement programs to assist African-Americans in being successful in honors and enriched courses and advanced placement courses. Determining Placement in Pre-AP and AP Courses In determining placement in Pre-AP and AP courses, the following criteria are considered: 1. 2. 3. 4. 5. 6. 7. 8. High-level reading comprehension and writing skills as evidenced by standardized test data and classroom performance. Critical and creative thinking skills. Self-motivation. B average or above. High interest in content area. Ability to perform independent study with high degree of motivation. High level of task commitment. Placement in mathematics determined by interest and path that began in sixth grade. 27 A student does not have to meet all of these criteria\nhowever, these abilities and/or behaviors are considered in placement of students. This process helps to ensure success and proper placement of students. Important Note: A student does not have to be identified for the gifted program in order to enroll in a Pre-AP or AP course at any level. Schools are encouraged to allow open admission to all Pre-AP and AP courses and then to require attendance, good behavior, and acceptable performance (including effort, not just a minimum grade) to stay in the course, rather than to deny admission to any motivated student who wishes to try a more challenging curriculum. Students with Disabilities Please be informed that students with certain kinds of disabilities, including some 504 students, are eligible for enrollment in both Pre-AP and AP courses. A committee of AP teachers, curriculum directors, and special education supervisors have agreed that the following accommodations are reasonable for students with disabilities and that they do not compromise the integrity of the course or state guidelines. The school-level committee will determine which specific accommodations are appropriate for each individual student. The list below is not intended to suggest that any one student be afforded all the possible accommodations available. 1. 2. 3. 4. Alter assignments. Student keeps separate work folders for complete and incomplete work. Student keeps a task-completion checklist. Student may make a copy of another students notes. Student keeps an assignment notebook. Student is allowed to tape lectures and other presentations. Other Adapt tests. Student is allowed extended time to complete classroom tests. Manage behavior. Teacher clearly defines limits\nposts and implements rules and consequences. Teacher ensures development of a Behavior Management Plan. Teacher reports changes in behavior to parents. Adapt instruction. Student is granted preferential seating. Student has access to peer tutoring/paired working arrangements. Student is provided a study guide. Student is given directions in a variety of ways (i.e., verbal and written forms). Teacher reduces number of steps in directions (where possible). Teacher reinforces student for on-task behavior in the classroom. Teacher provides extra time for responses. Teacher provides the student an opportunity to dictate on tape or to others his/her compositions, information, and/or answers. 28 5. Adapt materials.  Student is provided enlarged print materials.  Student is provided an interpreter.  Student is provided auditory aides. 6. Other  Teacher provides space for the student to maintain an extra supply of pencils, paper, or other required supplies in the classroom.  Teacher provides academic/behavior progress reports to parents.  Teacher makes available an extra set of textbooks.  Other Limited-English Proficient Students Students who are identified as limited-English proficient must also have equitable access to Pre- AP and AP courses. Reasonable accommodations for them must also be provided, including the use of appropriate English-as-a-second language methodologies to adapt instruction, extended time for some activities, and tutoring. Gifted/Talented Students Gifted and talented students are served in Pre-Advanced Placement courses in middle school and in the Gifted/Talented courses at Dunbar Magnet Middle School. At the high school level, gifted/talented students are placed in Pre-Advanced Placement, Advanced Placement, and other advanced courses, including the University Studies courses at Hall High School. School staff should note IHBB-R for the procedures relating to program exit. National Science Foundation Cooperative Agreement One of the most important needs identified in the LRSD grant proposal to NSF was as follows: A need exists for students to begin preparation to enter high school Advanced Placement mathematics and science courses and other upper level mathematics and science courses while they are still in elementary and junior high school. Many students, even if they meet the course prerequisites for upper level courses, have not acquired the type of skills and content knowledge that is required to be confident about their ability to succeed in these courses. The prerequisite skills and the confidence they engender are both critical elements in increasing the number of students in AP and other upper level mathematics and science courses. This is particularly true for some minorities who may not be well represented among upper classmen who are cunently enrolled in these courses. The contract that the district signed with NSF includes the following commitments: The overall mission of the program is to develop systemic approaches that will substantially increase the number of students enrolling in and successfully completing precollege science, engineering, and math courses. This increased enrollment should result in a quantifiable and long-term increase in the number of participating students who complete the college preparatory sequence of courses in secondary school, graduate, and pursue undergraduate majors in science, engineering, or mathematics. The 29 increase in the number of well-prepared high school graduates will contribute to the national agenda to increase the number of students receiving B.S. degrees in natural sciences, engineering, and academic disciplines by the year 2003. In order to achieve these goals, the current graduation rate of well-prepared high school college preparatory tract graduates must be substantially increased and, at a minimum, doubled in the next five years. In addition, all high school students must, by the end of the five-year period, be positioned to enroll in Algebra I, the primary gatekeeping course for all college preparatory science and mathematics courses by the year 2003. The specific goals of the project are as follows: Increase by 2% after Year I of the agreement the composite scores of underrepresented minority students in grades 2-11 on the SAT9. For each subsequent year of the agreement, increase by 5%. Enroll all district eighth and/or ninth grade students in Algebra I by the Year 2003. Increase the algebra success rates for all district students by 2% after Year I of the agreement\n5% after Year II\n5% after Year III\n5% after year IV\nand 5% after Year V. Increase the numbers of students who enroll in geometry and trigonometry by 2% in Year I of the agreement\n5% in Year II and each year thereafter. Increase the student success rates in geometry and trigonometry by 2% after Year I and 5% each year thereafter. Increase the student enrollment rates and student success rates in biology by 2% in Year 1 and 5% each year thereafter. Increase the student success rates in biology by 2% in Year I\n5% each year thereafter. Increase the student success rates in chemistry from 62% in Year I of the agreement to 75% in Year V. Increase the student enrollment in physics from 17% to 30% by Year V of the agreement. Increase the numbers of students who graduate with proficiency in science and mathematics from 40% to 70% by Year V of the agreement. 30 4 A High School Student and Parent Guide to Course Selection and Graduation Requirements, 2000-2001 Little Rock School District Division of Instruction 3001 S. Pulaski Little Rock, AR 72206 501/324-2000 www.lrsd.k12.ar.u8 Table of Contents Purpose for Guide 1 Graduation Requirements for the Class of 2002 1 Recommended Curriculum 1-2 Career and Technical Electives Business Education McClellan Business Education Marketing Education McClellan Marketing Education Family and Consumer Science Career and Technical Education Metropolitan Center 5 5-6 6 6566 6-7 Core Curriculum for Unconditional Admission 2 Courses Offered at All High Schools 7 Core Curriculum for Arkansas Challenge Scholarship Making Up Failed Courses 7 2 Course Descriptions Available 8 Difference Between a Requirement and an Elective 2 English Requirements 2 English Electives 2-3 Oral Communication Requirement 3 Communications Electives 3 Mathematics Requirements 3 Mathematics Electives 3 Science Requirements 3 Science Electives 3 Parkview Science Electives 3 Social Studies Requirements 4 Social Studies Electives 4 Fine Arts Requirement 4 Fine Arts Electives Art Electives Parkview Art Electives Drama Electives Parkview Drama Electives Music Electives Parkview Music Electives Parkview Dance Electives Health and Physical Education Requirements Physical Education Electives Technology Requirement 444 4 44 4-5 5 5 5 5 Career Focus Humanities Sciences Fine Arts Administrative Services Business Management Finance Marketing Coordinated Career Education Child Care and Guidance Management Services Food Production Management and Services Family and Consumer Sciences Education General Cooperative Education Industrial Cooperative Education JROTC (Central and Parkview) Drafting Computerized Commercial Art Auto Body/Paint Technology Automotive Technology Culinary Arts Computer-Aided Drafting Computer Graphics/Printing Technology Cosmetology Electronics Law Enforcement Fundamentals Machine Tools Medical Professions Metal Fabrication (Welding) Microcomputer Systems Technology Plumbing Radio Broadcasting Residential Construction TV Production Diesel Technology SciencesParkview Magnet Fine ArtsParkview Magnet Written CommunicationMcClellan Oral CommunicationMcClellan 88888889 9 9 9 999 9999 99 9 99 9 99 9 99 999 9 999 10 10 Visual/Product Communication McClellan Business Principles and ManagementMcClellan Economics and FinanceMcClellan Marketing and AdvertisingMcClellan 10 10 10 10 More Than One Career Focus 10 \"Recommended Curriculum 10 Honors Seal 11 Arkansas Scholars Seal 11 Little Rocks High Schools Central High School 324-2300 Graduation Requirements for the Class of 2001 11 14 Ways of Earning Credit 12 Advanced Standing Agreements 12 Why Take Pre-AP and AP Courses 12 Rudy Howard, Principal 1500 Park Street 72202 J.A. Fair High School 228-3100 Cassandra Norman, Principal 13420 David O. Dodd 72210 Hall High School 671-6200 Vernon Smith, Jr., Principal 6700 H Street 72205 McClellan High School Jodie Carter, Principal 9417 Geyer Springs 72209 570-4100 I Pre-AP Courses AP Courses University StudiesHall Grade-Point Average and Rank-in-Class Grading Scales Promotion Policy ACC Graduation Requirements Second-Language Students Students with Disabilities Freshman Schedule Preparation for the PSAT/SAT/ACT High School Testing/Assessment Scholarships and Financial Aid Course Selection Sheet 13 13 13 14 15 15 15 15 15 15 16 16 16 17 Parkview Magnet High School 228-3000 Dr. Linda Brown, Principal 2501 Barrow Road 72204 Metropolitan Center 565-8465 Michael Peterson, Principal 7701 Scott Hamilton 72209 Accelerated Learning Center 570-1400 Carol Green, Director Dr. Alicia Finch, Asst. Director 7701 Scott Hamilton 72209 Alternative Learning Center Lloyd Sain, Director 800 Apperson 72202 324-2370 Notice to Students and Parents Who Speak a Language Other Than English Any parent or student who needs an oral translation of this document into his or her home language may call Ms. Karen Broadnax, ESL Supervisor, at 324-0510 for assistance. The staff at Hall High School may also be able to assist, as may staff in other middle and high schools. A Student and Parent Guide to Course Selection and Graduation Requirements Little Rock School District 2000-2001 Where Do I Start? There are more than 450 courses offered in the Little Rock School District. There are at least 14 ways to earn credit beyond the regular school day. No other school district in Arkansas can provide a curriculum with more quality or more choices. This guide is intended to assist students and parents with information for planning next years courses, a tool to make sure that students meet the graduation requirements, and with information about requirements for college admission. Your school counselor and your teachers will also, of course, be able to answer questions. What Are the Graduation Requirements for the Class of 2002? The best place to start in planning course selections is to know exactly what is required for graduation. Those students who will graduate in 2002 or beyond must meet new, enhanced graduation requirements as follows: Graduation Requirements, Class of 2002 Common Core: Each curriculum areas requirements are explained in detail in sections below. It is important for everyone to remember that students have the opportunity during the regular high school day to take 32 units eight each year for four years. Students, therefore, not only have four electives in the requirements, but they may also take eight additional courses of their choice during high school. The wide range of courses available in the Little Rock School District is provided so that students may satisfy not only their graduation requirements, but also choose courses of special interest, to explore other curriculum areas, to pursue more than one Career Focus, to take more courses within the Career Focus, and/or to strengthen areas of weakness. Whats the Recommended Curriculum? The Board of Education and the staff of the Little Rock School District wish to encourage every student to pursue as rigorous a course of study as possible: thus, the Recommended\" Curriculum. English Language Arts Oral Communication Mathematics Science Social Studies Fine Arts Health Physical Education Technology Total Career Focus Electives Total Required 4 units 1 unit 3 units 3 units 3 units 1 unit /a unit /a unit 1 unit 17 units 3 units 4 units 24 units Specific courses are required in each curriculum area. For instance, students cannot take just any three units of mathematics to satisfy the requirements. The only students who must take the Recommended Curriculum are those who Students enrolling in the following courses were more likely to attend college than others: algebra and geometry, at least one year of laboratory science, and at least two years of foreign languages. If these courses are the ones that succeed in getting students to college, perhaps these are the ones high schools should require in order to reduce the differences in college going between minorities and whites. Sol Pelavin and Michael Kane, Changing the Odds: Factors Increasing Access to College. 1990, p. 38. 1 want to earn the Honors Seal on their diplomas. Others who no doubt will want to take it are those who want to be sure that they are meeting university admission requirements and/or those who want to be sure that they are meeting the requirements for the Arkansas Challenge scholarship program. Curriculum be Pre-AP or AP courses, students are also encouraged to take those courses at every opportunity. Neither is there a requirement to earn a certain grade-point average to take the Recommended Curriculum. 1 Core Curriculum for Unconditional Admission to Any Public Two-Year or Four-Year College or University in Arkansas English: Four units with emphasis on writing skills, not to include courses in oral communications, journalism, drama, or debate. Natural Science: Three units, with laboratories, chosen from Physical Science, Biology, Chemistry, or Physics. Only one unit may come from a Life Science. Mathematics: Four units, including Algebra I and II, Geometry, and an advanced math course. It is strongly recommended that students take a math course during their senior year. Social Studies: Three units, including one of American History (does not include Contemporary American History), one of World History (not to include World Cultures, World Geography, or Global Studies), and at least one-half unit of Civics or American Government (not to include courses in practical arts). Core Curriculum for Arkansas Challenge Scholarship English, Natural Science, Mathematics, and Social Studies: Same as above. Foreign Languages: Two units in one foreign language. Note: These requirements are for admission to Arkansas colleges and universities and for the Arkansas Challenge Scholarship. Students should consult their counselors if they need to know the admission requirements of private Arkansas colleges or of out-of-state colleges or universities. Although there are no requirements that any of the courses in the Recommended Note that the Recommended Curriculum has no electives. Students have, however, five opportunities to earn credits beyond the 27 recommended (32-27=5), so these five units may be seen as electives. i Recommended Curriculum LRSD Common Core 17 units as outlined above AND LRSD Career Focus above AND Social Studies Mathematics Science Foreign Language language Technology Career Focus 3 units as noted 1 additional unit 1 additional unit 1 additional unit 2 units of one I Total 1 additional unit 1 additional unit 27 units Whats the Difference Between a Requirement and an Elective? The District requires certain specific courses for each area listed both in the graduation requirements and in the Recommended Curriculum. Not only does each high school offer these required courses, but they also offer courses in each curriculum area that may be selected by students to meet Career Focus requirements or simply be selected as electives. How Do I Meet the English Requirements? Students must complete four units of credit. Acceptable courses to meet these requirements are as follows: ESL English I, ESL English I Workshop, English I, English I Workshop, English I Pre-AP, or English I Pre- AP Workshop (1)\nAND ESL English II, ESL English II Workshop, English II, English II Workshop, English II Pre-AP, or English II Pre- AP Workshop (1)\nAND I 2 ESL English III, English III, English HI Pre- AP, or English III AP (1)\nAND ESL English IV, English IV, English IV and the Humanities, or English IV AP(1). ESL English is English-as-a-Second Language. These courses are available at this time only at Hall High School. What English Electives Are Available to Me? Introduction to Creative Writing (1) Creative Writing and Magazine Production (1) Technical Writing (1/2) Research for the 21  Century (Hall only) (1) Multicultural Literature (1) The Bible as/in Literature (1/2) ACT Preparation: English (1/2) How Do I Meet the Oral Communication Requirement? All students are required to take Communications I (or ESL Communications I) to meet this requirement. prerequisities for Calculus before the senior year. Are There Mathematics Electives? Beyond the courses that may satisfy graduation requirements, the District offers several additional mathematics electives, as follows: Pre-Calculus Pacesetter Mathematics (1) Trigonometry/Advanced Algebra (1) Trigonometry/Advanced Algebra Pre-AP (1) Applications of Mathematics (Fair High only)(1) Calculus (1) Calculus AB AP (1) Calculus BC AP (1) ACT Preparation: Mathematics (1/2) What Are the Required Science Courses? All Little Rock School District students must take the following science courses: ESL Active Physics, Active Physics, or Physics I Pre-AP (1)\nAND ESL Biology, Biology I, or Biology I Pre-AP (1)\nAND ESL Chemistry, Chemistry I, or Chemistry I Pre-AP (1). What Other Communications Courses May I Take as Electives? Communication 11-111 (1 each) Debate l-ll-lll (1 each) Public Speaking (1/2-1) Interpersonal Skills and Group Dynamics (1/2-1) Students who were freshmen in 1998-99 may not have had the opportunity to take either Active Physics or Physics I Pre-AP. Whatever physical science course that they took that year will be allowed to substitute for the requirement. How Do I Meet the Mathematics Requirements? Three units of mathematics are required as follows: Algebra I or Algebra I Pre-AP (1)\nAND Concepts of Geometry, Geometry, or Geometry Pre-AP (1)\nAND Algebra II, Algebra II Pre-AP, Statistics, or Statistics AP (1). Algebra I Pre-AP or Geometry Pre-AP taken in grade 8 will satisfy one of the required units. It is important for all students to understand that if they wish to take Calculus in high school, they must complete Algebra I Pre- AP in grade 8or they must take both Algebra II and Geometry in one year in high school in order to complete all the What Are the Science Elective Courses? A rich elective program is available in science, as follows: Physics II AP (1) Human Anatomy and Physiology (1) Biology II AP (1) Chemistry II AP (1) Geology and Space Science (1) Environmental Science AP (1) Advanced Science/Theoretical Research Pre-AP (1) Parkview Magnet students have, in addition, the following options: Microbiology (1/2) Qualitative Analysis (1/2) Applied Statistics/Technical Writing (1/2) Environmental Health (1/2) Human Anatomy and Physiology (1/2) Organic Chemistry (1/2) 3 What Are the Required Social Studies Courses? Students may satisfy their Social Studies requirements by taking the following: ESL Civics, Civics, or Civics Pre-AP (1)\nAND ESL World History, World History, or World History Pre-AP\nAND ESL United States History, United States History, United States History AP(1). Students may substitute, especially those who transfer in from other accredited schools, United States Government for the Civics requirement. Are There Social Studies Electives? Beyond the courses that are required, the District provides the following Social Studies elective courses: United States Government (1) United States Government and Politics AP (1/2) Comparative Government and Politics AP(1/2) Global Studies (1) World Geography (1) World Geography Pre-AP (1) Human Geography AP (1) Psychology (1/2) Psychology AP (1) Sociology (1/2) European History AP (1) World Cultures (1) African/African American History (1) Economics (McClellan only) (1) Economics AP (1) Peer Helping and Facilitation (Hall only) (1) Service Learning (1/2) How May | Satisfy the Fine Arts Requirement? The requirement may be met by the students completion of any one unit from art, dance, drama, or music. All options are listed below in the list of fine arts electives. What Are the Fine Arts Electives? The following Art courses are available: Introduction to Art (1) ArtDesign (1) Graphic Design (1) Painting (1) Watercolor (1) Creative Art (1) Survey of Fine Arts: Art (1/2) Drawing l-ll (1 each) Studio Art AP (1) Art History AP (1) Parkview Magnet offers the following additional Art courses: Pottery A/B (1) Jewelry (1) Drawing III (1) Oils (1) CraftsFibers (1) Three-Dimensional Design (1) Printmaking (1/2) Art History (1) The following Drama courses are available: Drama l-ll-lll-IV (1 each) Stagecraft (1) Interpretative Communication (1) Parkview Magnet offers the following additional Drama courses: Introduction to Theatre (1) Mime (1) Classic Scene Study (1) Acting (1) Childrens Theatre (1) History of the Theatre (1) The following Music courses are available: Novice Choir (1) Choir l-ll-lll-IV (1 each) Madrigals (1) Novice Band (1) Band l-ll-lll-IV (1 each) Band Ensemble l-ll-lll-IVPercussion (1 each) Band Ensemble l-ll-lll-IVWoodwinds (1 each) Band Ensemble l-ll-lll-IVBrass (1 each) Jazz Band l-ll (1 each) Novice Orchestra (1) Orchestra l-ll-lll-IV (1 each) Survey of Fine Arts: Music (1/2) Music Appreciation (1) The Parkview Magnet curriculum includes the following additional Music courses: Cadet Band l-ll (1 each) Varsity Band (1) Concert Band l-ll-lll (1 each) Symphonic Band l-ll-lll (1 each) Instrumental Ensemble (1) Vocal Ensemble (1) Music Theory l-ll (1 each) 4 Music Theory III AP (1) Music Theory IV AP (1) Lab Singers l-ll (1 each) Parkview Magnet also teaches the following Dance courses: Dance Techniques l-ll-lll-IV (1 each) Dance Ensemble (1) History of Dance (1) Young Mens Dance (1) What Are the Health and Physical Education Requirements? Students must take the following required courses: Health and Safety (1/2) Physical Education (1/2) The one-half unit of physical education required may be waived (1) upon receipt of a statement by a licensed physician that a student is mentally or physically incapable of participating in a regular or modified physical education program\nor (2) when the requirement is contrary to the religious teachings of the student, as indicated in a written statement, signed by a lawful custodian of the student. Athletic practice for competition, whether scheduled during the school day or after school hours, does not earn credit. Are There Any Physical Education Electives? There is one additional one-half unit available: Physical Education IB. Only one unit of physical education may count toward satisfaction of graduation requirements. What May I Take to Satisfy the Technology Requirement? Students should note that Keyboarding is a prerequisite for technology application courses. That course is now required in the middle schools. It, therefore, does not count toward the satisfaction of the Technology requirement in high school. Students without keyboarding credit, but with keyboarding skills, may earn credit in this course through credit-by-examination. The test will include the content and skills specified for the Keyboarding course. The following options are available to satisfy the Technology requirement: Keyboarding Applications (1/2) Word Processing A and B (1/2 each) Database Management (1/2) Desktop Publishing A and B (1/2 each) Programming A and B (1/2 each) Computerized Business Applications (1) Computerized Accounting l-ll (1 each) Environmental and Spatial Technology (EAST) Lab l-ll-lll-IV (Central and McClellan only) (1 each) Internetworking Technologies l-ll (Hall only) (1 each) Enterprise Information Science I (Fair only)(1) Industrial Technology Education (Metro) (2) Computerized Commercial Art l-ll-lll (Parkview only) (1 each) Computerized Commercial Art l-ll-lll (Metro) (3 each) Computer-Aided Drafting l-ll-lll (Metro) (3 each) Computer Graphics/Printing Technology l-ll-lll (Metro) (3 each) Microcomputer Systems Technology l-ll _______(Metro) (3 each)_________________ In no case can the same course(s) satisfy technology applications requirements and/or the technology applications requirements in the Career Focus. However, if a student uses the first three units of credit in a Career and Technical Education program to satisfy the Career Focus requirement, he or she may use the second course in the series to satisfy the Technology Applications requirement. What Kinds of Electives Are Available in Career and Technical Areas? One of the strengths of the Little Rock curriculum is the diversity of courses available in Business Education, Marketing Education, Family and Consumer Science, Career and Technical Education, and the many programs offered at the Metropolitan Center. Those courses are listed below: Business Education Keyboarding (1/2) Keyboarding Applications (1/2) Introduction to Computer Technology (1/2) 5 Word Processing A and B (1/2 each) Computerized Accounting l-ll (1 each) Database Management (1/2) Spreadsheet Applications (1/2) Office Management (1) Rapid Writing A and B (1/2 each) Business Law (1) Junior Executive Training (1) Cooperative Office Education (Related) (1) Cooperative Office Education (OJT) (1) Programming A and B (1/2 each) Computerized Business Applications (1) Desktop Publishing A and B (1/2 each) Multimedia Applications in Business (1/2) Banking and Finance Principles (1/2) Banking and Finance Operations (1/2) Banking and Finance Marketing (1/2) Banking and Finance Law (1/2) McClellan High has a magnet program in Business Education. Their courses are as follows: Business Etiquette/Leadership (1/2) Introduction to Business (1/2) Economics (1) Business Finance (1) International Business (1/2) Entrepreneurship (1/2) Marketing Education Marketing Education I (1) Marketing Education I (Cooperative Education) (2) Marketing Education II (Management) (1) Marketing Education II (Management) (Cooperative Education) (2) The McClellan Magnet Program includes the following Marketing Education courses: Fashion Merchandising (1/2) Advertising (1/2) Retailing (1/2) Salesmanship (1/2) Family and Consumer Science Family and Consumer Science (1) Housing and Interior Design (1/2) Human Relations (1/2) Managing Resources (1/2) Family Dynamics (1) Food and Nutrition (1/2) Food Science (Central, Fair, Hall, and McClellan) (1/2) Child Development (1/2) Child Care and Guidance Management Services (1) Parenting (1/2) Clothing Management (1/2) Food Production Management and Services l-ll (McClellan) (1 each) Career and Technical Education The following courses are offered in the comprehensive high schools, but not all of them will be taught in any given school. Check with your counselor to determine which ones are available. I Workplace Readiness (1/2) Exploring Industrial Technology (1) Carpentry Exploration (McClellan) (1) Environmental and Spatial Technology Lab l-ll-lll-IV (Central and McClellan) (1 each) Basic Mechanical Drawing (Central and McClellan) (1) Advanced Mechanical Drafting (Central and McClellan) (1) Architectural Drafting (Central and McClellan) (1) Engineering Drafting (Central and McClellan) (1) Coordinated Career Education l-ll (Related) (1 each) Coordinated Career Education l-ll (OJT) (1 each) Industrial Cooperative Training l-ll (Related) (1 each) Industrial Cooperative Training l-ll (OJT) (1 each) General Cooperative Education (Related) (1) General Cooperative Education (OJT) (1) Computerized Commercial Art l-ll-lll (Parkview) (1 each) Plumbing (ALC/Job Corp) (3) Introduction to Medical Professions Education (ALC/Job Corp) (2) Travel and Tourism (1/2) Television Production l-ll-lll (Fair) (3 each) Cosmetology l-ll-lll (McClellan) (3 each) Enterprise Information Science I (Fair) (1) Internetworking Technologies l-ll (Hall) (1 each) I I II Metropolitan Students wishing to take courses at Metro for part of the school day should ask their counselors for registration information. ! 1 6 Metropolitan Center Programs Workplace Readiness (1/2) Child Care and Guidance Management Services (1) Exploring Industrial Technology (1) Auto Body and Paint Technology l-l (3 each) Automotive Technology l-ll-lll (3 each) Culinary Arts l-ll-lll (3 each) Computerized Commercial Art l-ll-lll (3 each) Computer-Aided Drafting/Architectural Engineering l-ll-lll (3 each) Computer Graphics/Printing Technology l-ll-lll (3 each) Cosmetology l-ll-lll (3 each) Electronics l-ll-lll (3 each) Medical Professions Education l-ll-lll (3 each) Metal FabrisationWelding l-ll-lll (3 each) Radio Brof dcasting l-II-lll (3 each) Residentie Construction l-ll-lll (3 each) Television Production l-ll-llf (3 each) Diesel Technology Services l-ll-lll (3 each) Introduction to Medical Professions Education (2) Machine Tools l-ll (3 each) Law Enforcement Fundamentals (3) Industrial Technology Education (2) Microcomputer Systems Technology l-ll (3 each) If I Fail a Course, How Can I Make It Up? Students who fail a course may make it up in any of the following ways: 1. 2. 3. 4. 5. Are All Courses Offered at All High Schools? You probably noted in the lists provided that some courses are available only at certain high schools at this time. But that still does not mean that every high school will offer and teach every course generally listed. The courses that actually appear on a high schools master schedule are determined based on required courses, on students interests, and on available staffing and other resources. In other words, if only a few students sign up for a course, it may not be taught that year. Also, if no teacher is available for a given course, it will not be taught. The number of available computers determines how many of the technology courses that a school can offer. For the most part, however, the Districts high school curriculum is available at each of the high schools. 6. 7. Most failed courses can be made up during the regular school day. There are 32 opportunities to earn credit over the four-year period (8 periods each day X 4 years), and only 24 of those are minimally required. That leaves eight slots to take electives, to pursue additional Career Focus pathways, or to make up failed courses. Students may make up failed courses in Evening High School. Students may make up failed courses in summer school. One credit can be earned each summer. Students are allowed to earn two credits toward satisfaction of graduation requirements through correspondence courses. Students may make up the following failed courses through credit-by-examination: English l-ll-lll-IV Algebra I Geometry Concepts of Geometry Civics World History United States History These examinations are available each semester. The Accelerated Learning Center, the Alternative Learning Center, and most of the high schools have PLATO computer labs which offer credit in some high school courses. We are working on the approval of some online courses that students could take to make up failed courses. Are There Descriptions Available for Courses? Yes, there are multiple copies of the High School Curriculum Catalog available in each high school and middle school. That book lists every approved course in the high school curriculum, the course description, the grade levels at which the course may be taught, the prerequisites (if any), and the credit to be awarded upon successful completion. Counselors will be happy to provide you access to this information. 7 I understand the Required Common Core and the Available Electives. What Is a Career Focus? This new requirement of at least three units of credit requires you to specify an area to focus uponeither an area that will lead you to a job or career, an area that better prepares you for university admission, or an area of special interest. In the past many students concentrated their electives in one or more areas, but too many students graduated without ever having to think about how high school could prepare them for life after graduation. They just took courses without any real purpose for doing so. The Career Focus requirement provides purpose to the choice of at least three courses. If you dont know where you are going, any plan will get you there. If you are wise, you will designate your Career Focus during the fall of your freshman yearno later. You can then take one Career Focus class each of the remaining three years of high school. If, however, you change your mind for any reason, you can change your Career Focus if you choose one that does not require prerequisites that would prevent your completion of the three courses required in the time you have left. For instance, a student could wait until his or her senior year and take one of the three-credit courses at Metro to satisfy this requirement. You could not, however, change your Career Focus from Spanish to French during your junior year and complete the three units required in French. Each is a prerequisite ofthe next. Your counselor can advise you further. The following Career Focus areas are available at this time: Humanities Three units of one foreign language\nor Two units of one foreign language and One unit beyond the Common Core requirements from English or Social Studies\nThree units beyond the Common Core requirements in communications, English, and/or journalism\nor Three units beyond the Common Core requirements in social studies. Sciences Two units of one foreign language and One additional unit beyond Common Core requirements in science or mathematics\nor Three units beyond the Common Core requirements from upper-level mathematics and/or science courses. Fine Arts Three units beyond the Common Core requirement in one of the following areas: art, dance, drama, or music. Students are also strongly encouraged to complete a minimum of two units of one foreign language. Administrative Services Three units to include Word Processing A and B (1), Office Management or Cooperative Office Education (1), and one unit from the following: Computerized Accounting l-ll (1), Computerized Business Applications (1), Desktop Publishing A and B (1), Multimedia Applications (1/2), Rapid Writing A and B (1), Workplace Readiness (1/2). Business Management Three units to include Computerized Accounting l-ll (1), Management (1) and one unit from the following: Business Law (1), Computerized Business Applications (1), Multimedia Applicatons (1/2), Word Processing A and B (1), Workplace Readiness (1/2). Finance Three units to include Banking and Finance Marketing (1/2), Banking and Finance Principles (1/2), Banking and Finance Operations (1/2), Banking and Finance Law (1/2), and Computerized Accounting I (1)\nor Three units to include Computerized Accounting l-ll and one unit from the following: Computerized Business Applications (1), Database Management (1/2), Spreadsheet Applications (1/2), Word Processing A (1/2), Word Processing B (1/2), Workplace Readiness (1/2) 8 Marketing Three units to include Marketing (1), Marketing Management (1) and one from the following: Advertising (1/2), Computerized Business Applications (1), Fashion Merchandising (1/2), Entrepreneurship (1/2), Multimedia Applications (1/2), Retailing (1/2), Salesmanship (1/2), Workplace Readiness (1/2) Coordinated Career Education Three units to include CCE IRelated (1), CCEOJT (1), and one unit from the following: Business Education, Marketing Education, Family and Consumer Sciences, Medical Professions Education, Trades and Industry, Workplace Readiness. Child Care and Guidance Management Services Three units to include Child Care and Guidance Management and Services (1), Child Development (1/2), Family and Consumer Science (1), and Parenting (1/2). Food Production Management and Services Three units to include Family and Consumer Science (1), Food and Nutrition (1/2), Food Production Management and Services I (1) and one-half unit from Family Dynamics (1). Food Science (1/2), Human Relations (1/2), Managing Resources (1/2), Workplace Readiness (1/2). Family and Consumer Sciences Education Three units to include Family and Consumer Science (1) and two units from the following: Child Development (1/2), Clothing Management (1/2), Family Dynamics (1), Food Science (1/2), Food and Nutrition (1/2), Housing and Interior Design (1/2), Human Relations (1/2), Managing Resources (1/2), Parenting (1/2), and Workplace Readiness (1/2). General Cooperative Education Three units to include GCE IRelated (1), GCE-OJT (1) and one unit from Business, Marketing, Family and Consumer Sciences, Medical Professions Education, or Trade and Industrial Education. Industrial Cooperative Education Three units from the following\nIndustrial Cooperative Training l--Related (1), Industrial Cooperative Training I (1), Industrial Cooperative Training ll Related (1), Industrial Cooperative Training II (1)\nJROTC Three units to include JROTC I, II, III (Naval Science at Parkview and Air Force at Central only). Career and Technical Education Three units from any one of the following programs: Basic Mechanical Drawing (1), Advanced Mechanical Drawing (1), Architectural Drafting (1), Engineering Drafting (1)\nComputerized Commercial Art 1. II, III (3 each)\nAuto Body/Paint Technology I, II, III (3 each)\nAutomotive Technology I, II, III (3 each)\nCulinary Arts I. II, III (3 each)\nComputer-Aided Drafting I, II, III (3 each)\nComputer Graphics/Printing Technology I, II, III (3 each)\nCosmetology I, II, III (3 each)\nElectronics I, II, III (3 each)\nLaw Enforcement Fundamentals (3)\nMachine Tools I, II (3 each)\nMedical Professions I, II, III (3 each)\nMetal Fabrication (Welding) I, II, III (3 each)\nMicrocomputer Systems Technology I, II (3 each)\nPlumbing (3)\nRadio Broadcasting I. II. Ill (3 each)\nResidential Construction I, II, III (3 each)\nTV Production I, II, III (3 each)\nDiesel Technology Services I, II, III (3 each). SciencesParkview Magnet5 units Two units of biology beyond Biology I\nand One semester of chemistry beyond Chemistry I\nand Two units of German or Latin\nand One semester of Applied Statistics and Technical Writing\nand Yearly Project. Fine ArtsParkview Magnet8 units Eight units in one of the following specialty areas: dance, drama, art, or music. Students are also strongly encouraged to complete a minimum of two units of one foreign language. 9 Written CommunicationMcClellan High5 Va units Journalism I (1)\nand Journalism II (1)\nand Technical Writing (1/2) or Creative Writing (1/2)\nand Word Processing A (1/2) and Word Processing B (1/2)\nand 2 units of school-approved electives Oral CommunicationMcClellan High 5 16 units Communications I (1)\nand Drama I (1)\nand Mass Media A (1/2) and Mass Media B (1/2)\nand Public Speaking/Business Communications (1/2)\nand 2 units of school-approved electives. Visual/Product Communications McClellan High5 Vi units Advertising (1/2)\nand Art Design/Graphic Design (1)\nand Introduction to Art (1)\nand Painting (1)\nand Mass Media A (1/2)\nand 1 16 units of school-approved electives. Business Principles and Management McClellan High5 A units Computerized Business Applications (1) or two of the following: Word Processing A (1/2), Desktop Publishing (1/2), Database Management (1/2), Spreadsheet Applications (1/2)\nand Computerized Accounting I (1)\nand Junior Executive Training (1)\nand 2 16 units of school-approved electives. Economics and FinanceMcClellan High5 16 units Computerized Business Applications (1) or two of the following: Word Processing A (1/2), Desktop Publishing (1/2) Database Management (1/2), Spreadsheet Applications (1/2)\nand Economics (1) or Banking and Finance Principles (1/2) and Banking and Finance Operations (1/2)\nand Junior Executive Training (1)\nand 2 16 units of school-approved electives. Marketing and AdvertisingMcClellan High5 16 units Advertising (1/2)\nand Fashion Merchandising (1/2)\nand Marketing (1)\nand Marketing Management (1)\nand 2 /s units of school-approved electives other Career Focus pathways may be added from time to time. We anticipate, for instance, that before school begins in fall 2000, there may be approved Career Focus areas for future teachers (Teachers of Tomorrow) and for the International Studies magnet program at Central High School. In addition, several Career and Technical areas may be added. Ask your counselor if you are interested in any of these options. May I Take More Than One Career Focus? Absolutely! You have enough electives in the required program and enough opportunity to take courses beyond the required 24 units to complete a total of four or five Career Focus pathways. You have 15 credit opportunities beyond the 17 required in the Common Core. Students do not, therefore, have to choose between band and journalism or between debate and choir, for instance. So Far You Have Outlined the Minimum Requirements for Graduation. I am Interested in the Specifics of the Recommended Curriculum. What Are the Courses that Are Recommended? To complete the Recommended Common Core and Career Focus, students must complete the following additional courses beyond the requirements outlined previously\n* One additional unit of social studies. * One additional unit of advanced mathematics. The three units required for the LRSD Common Core must include Algebra I, Geometry, and Algebra II in order to satisfy prerequisites of advanced courses. Seniors are strongly encouraged to take a mathematics course during their senior year. * One additional unit from science. * Two units of one foreign language, one unit of which may be completed in grade 8. * One additional unit of technology applications. * One additional unit in the selected Career Focus area. 10 These seven additional courses, added to the 17 in the required Common Core and the three in the required Career Focus, make the total number of units in the Recommended Curriculum to be 27with no electives. Students in the magnet programs must complete more than the minimum, depending upon the number of magnet courses required. If I Want to Earn the Honors Seal on My Diploma, What Do I Have to Do? The requirement for the classes of 2001 and 2002 is only that the student complete a 3.5 grade-point average in the college preparatory curriculum. three years of science, three years of mathematics, three years of social studies, and four years of English). These courses are all included in the new requirements for graduation for Little Rock School District students, effective for the class of 2002. 4. To complete high school in eight consecutive semesters. Effective for the class of 2003, the student who wishes to earn the honors seal must do all the following: Students achieving all of these specific goals are designated as Arkansas Scholars and recognized at a banquet during their senior year. Also, participating local employers agree to recognize the Arkansas Scholars designation on students transcripts and to treat it as a factor in employment decisions. a. b. c. Complete the 27 units of the Recommended Common Core and Career Focus\nAND Successfully complete a minimum of six Pre-Advanced Place\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_359","title":"Compliance, newspaper clippings","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2001/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Educational law and legislation","Newspapers"],"dcterms_title":["Compliance, newspaper clippings"],"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/359"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["clippings (information artifacts)"],"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\n09/13/2002 15:01 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 810 West Markham Little Rock, AR 72201 Phone: Fax: (501) 447-1025 (501) 447-1161 DATE: September 13, 2002 TO: Central Arkansas Media Cynthia Howell, Arkansas Democrat-Gazette FROM: Suellen Vann, Director of Communications SUBJECT: Press Conference - Desegregation Case MESSAGE: Superintendent Ken James will make an important announcement at 3:30 this afternoon regarding the districts desegregation case and todays federal court order. Dr. James announcement will be in the Board Room of the Administration Building, 810 West Markham. # Pages (including cover) I To Fax # An Individual Approach to a World of Knowledgewww.arktimes.com  FEBRUARY 9.2001 WEOqy MEWSPAPER OF POLTTICS AND CUtTURE the insider  Informed source. Some parishioners attending lyinity : Episcopal Cathedrals annual meeting in late January were surprised to hear 115. District Judge Susan Webber Wrigjrt laud the churchs new middle school as a good alternative to public schools. Wri^t  who could not be reached for elaboration by press timeapparently was asked to give a citizens perspective on the private school. She volunteered that there was no end in sight for the public schools entanglement in a federal court desegregation lawsuit The judge ought to know  the case is in her court.' Shedidnt explain bow, the legal case, whicf is supposed to improvt public schools, actually hurts them mstead Wright, who said See page 3 0 796756 6  THE INSIDER page 1 she sends her daughter to the school for religious reasons, noted also that the private Episcopal school was an enticement the Chamber of Commerce could use to persuade new businesses to locate here. Public school parents who reported the remarks said they were dismayed because\n1) The church, in its erxlorsement of the school, had told parishioners it was not intended as a white-flight alternative but an addiden to educational opportunities arxJ 2) Wrights rulings are crucial to an end to the court case, but she sees it as endless. The public school folks also were upset by the boisterous applause others gave the judges remarks. f -. J Printed at Little Rock  Wednesday, March 14, 2001 ' LR schools to submit bid to get free of monitoring Board to send desegregation report to U.S. judge BY CYNTHIA HOWELL ricular activities, student discL ARKANSAS DEMOCRAT-GAZETTE pline rates, curriculum revisions,,/\nLittle Rock School Board mem- staff training, increased gradua- e bers unanimously approved a de- tion requirements, dropout rates and alternative education prosegregation plan compliance report Tuesday that they hope will grams, persuade a federal judge to re- Its Tts an excellent report,'\nlease the district from years of board member Judy Magness court monitoring. said. Its exciting to see what we- Attorneys for the district will have done in three years, the send the 167-page compliance re- progress we have made and the port to Chief U.S. District Judge increases in student achievement Susan Webber Wright by Thurs- Its nice to know we are off to a Jay great start and we can continue toj^ \"1110 compliance report con- get better and better. tains statistics showing the results Board President Kathenne of district desegregation efforts in Mitchell said she was thrilled I-\nareas such as hiring, the racial by some of the results. 'It does reflect that the district makeup of students, student test scores, participation in extracur- 1 See MONITORING, Page 5AAikansas Democrat (gazette Monitoring  ^bontihued from Page 1A has had a lot of success, she said. iSind, we know it will continue because we have pledged to do that. zThe district must submit the compliance report to the judge by Thursday. The judge is expected to ikfvite other parties in the Pulaski 'County school desegregation lawsuit  including the neighboring districts, teachers and black residents of the Little Rock district ' tbreact to the compliance report.\n4bachers and black residents are Intervenors in the case. If there are no objections to the districts assertions or if objections Ccinnot be proved, then the deseg-regation plan says the judge is to declare the district unitary  or /dfesegregated to the extent practi-\ncableand released from further court monitoring as of the last day of classes this year, which is set for :w3i. . ,jpA declaration of unitary status j^ould be a historic event for the ^,000-student district, marking a possible end to the districts involvement in a series of federal school desegregation lawsuits. %ose lawsuits date back almost to 1954, when the U.S. Supreme Court ruled that state-mandated \"^cially se^egated schools were 'unconstitutional. Release of the states largest '^fstrict from federal court moni- ..tojing could relieve the district of *ibng-standing obligations that include getting court approval for 'operational changes in the district, ! compiling reports for the courts,\nshbmitting budgets, devising de-\nsegregation plans and participat- I ing in court hearings. i Chris Heller, an attorney for the\ndistrict, told the board he will ask  the judge to set a time frame for ' other parties to respond to the I compliance report. , What we ask for may depend , on what the other parties feel they n^ed to continue to talk with us ! about their responses, Heller : 'shid.  If we think we may need a little extra time to persuade some of other parties that this is an un-ofejectionable report, then we might ask the court for it, he pdded. But, we are hoping to move very quickly on this. It could be 11 days\nit might be 20 days. I Heller said he is optimistic that Jhe district will avoid farther litigation in the case. a- Board members did not raise the matter Tuesday, but Heller has been negotiating with representatives of the Arkansas Department of? Education over how long spe-hiSl state desegregation funding intght continue once the Little ^ock district is declared unitary. \u0026lt;ft.The district, which has an an-frdal budget in excess of $190 mil- Sidn, gets about $20 million a year ji^state desegregation money for 'thagnet schools, student transfer btograms, transportation and teacher retirement and health in- .^urance costs. , Heller and Little Rock School ^oard members have said they 'Npant to pursue unitary status without worrying about potentially dis-j- astrous financial consequences. 1 One of the proposals negotiators ! are considering is a seven-year J moratorium on withdrawal of the\nstate funding from the district. The compliance report due this I week is the second prepared by Susan Webber Wright Katherine Mitchell Judy Magness the district. An interim compliance report was drafted in March 2000 as a process report to Wright and the parties in the lawsuit None of the parties objected to the content or the format of the first report, so the same format is used in the latest document. The information in the first report is incorporated in the second report by reference so as to avoid repeating previously published information. The draft of the latest report focuses on a section of the desegi^ gation plan that requires the district to comply with the U.S. Con- Covenant for the Future in which it promised to continue fighting discrimination and providing equity for all students. All district principals and school staffs have been trained on the covenant and have developed ideas on how they could carry out the covenant at their campuses. The latest compliance report also emphasizes the prominent role that the Campus leadership Teams at each school are playing in school desegregation and improving student achievement. The teams, which are made up of teachers, parents, staff and com-stitution, to remedy the effects of munity members, advise princi-past discrimination by the district pals on school improvement. against blacks and to provide an The report describes signifi-equal educational opportunity for cant revisions in the districts core all students attending Little Rock curriculum, its more rigorous schools. District leaders contend they have shown a good-faith effort to operate a constitutional school system by complying with the terms of its desegregation plan. Further, the School Board has tried to show that it will continue the commitment by adopting a graduation requirements, and increases in the numbers of students taking Advanced Placement and pre-Advanced Placement courses, taking college-entrance exams and winning college scholarships. The report also delves into student scores on national and state exams as evidence of increased student achievement. The report describes the changes in the student assignment plan that enable more students to go to schools closer to their homes. The district has nine schools, ineluding seven elements ries, Southwest Middle School and McClellan High, which have student enrollments that are 90 percent or more black. Thats up flmm four in 1997-M when the desegregation plan was approved by the judge. The district also has four elementary schools with predominantly white enrollments. The district overall has a 68 percent black enipllment, up 1 percentage point since 1997-98. Other statistics gleaned from the report:  About 20 percent of students attend schools outside their attendance zones.  TJie district built Stephens Elementary and is looking for a site for a new elementary in west Little Rock.  The districts teaching staff is 39 percent black, compared with 37 percent in 19^-98. The districts principals and assistant principals are 57.6 percent black. The desegregation plan requires the district to maintain a teaching staff that is at least one-third blac^  Disciplinary sanctions have decreased since 1996-97 when 3,585 students received 6,021 sanctions. That changed to 4,926 sanctions against 3,011 students in 1999-2000. Of those sanctions, 4,274 involved black students,  Participation in extracurricular activities jumped from 2,335 black and 393 white in 1997-^ to 5,203 black and 902 white in 1999-2000. I  SATURDAY, MAY 19, 2001  SB* Desegregation lawyer asks for delay Walker seeks 30 days to study LR districts claim of compliance with 98 plan arkansas^kmtcS^te tie Rock and Pulaski County Spe- The former principal previ- , John Walker, an attorney for ?hsly-ed the school dfilricf c.r black students in a long-running Little Rock school desegregation lawsuit, has asked a federal judge to give him 30 more days to decide whether to dispute the school districts claim that it com- ance report, which was published wnich tatives of teachers and black stu-  dents, until Friday to respond to This request is not being the report. made for purposes of delay, If there are challenges to the Walker wrote in his request for an districts compliance extension. i   - -  The former principal previ- * plies with its desegregation plan. Friday was the deadline for parties in the 18-year-old lawsuit to challenge the districts compliance with the 3-year-old plan. The only objection sent to Chief U.S. District Judge Susan Webber Wright was submitted by a Conway resident who used to be a Little Rock elementary school principal until he was fired in 1998. Walker said a busy trial sched- Attorneys for the school district said last March in documents '-'./iiiyiiaxivrf, 3 court hearing would be held July 5-6, and if necessary, continued Aug. 1-2, Wright said. accompanying the compliance re- ucuici lu port that the district had substan- grant the extension and whether tially complied with the 1998 de- to accept the objections submit- segregation plan. ted Friday by Franklin Davis, the They asked that the district be former principal. Wright will decide whether to his termination, which he said re- i suited from his rejection of sexual advances by a supervisor. He  ar^ed in his lawsuit and in the objection that he was fired with- : out being given proper notice, ad^\nequate opportunity to respond ot'*L a timely hearing. In his objection, he said he was declared unitary or desegregated Davis is not one of the previ- and released from more than 40 ously recognized parties in the years of federal court involve- suit. subjected to unfair treatment af- , ter the district submitted its de-jj segregation plan in 1998. .: ment in the operation of the states largest school district. Davis is representing himself W  ukX  ------------ specifically asked that the Wright had given parties in the district be denied release from lawsuit, including the North Lit- federal court monitoringMay 2 3. 2 0 0 1 I Judge extends review of desegregation plan Lawyer gets time to decide challenge options, BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Chief U.S. District Judge Susan Webber Wright has given an attorney who represents black students in the Little Rock School District more time to decide whether to challenge the districts comphance with its desegregation lawsuit. She granted an extension until June 18, making it less likely the district could be released from court by June 30, the date it has asked for release. Last week, John Walker of Little Rock asked for a 30-day extension, saying that a heavy trial schedule both in and out of state had prevented him from fully udu preveniea nim trom re- - ------------- viewing the Little Rock districts I^vwusly recognized party in claims that it complies with its 1998 desegregation plan and should be released later this year from federal court supervision of those desegregation efforts. Walker also told the judge he was involved in ongoing discussions with attorneys for the Little Rock district over the comphance report. Should Walker file objections, he will have the burden of proving the ^stricts failure to comply with its plan at a court hearing in I July. Other parties in the 18-year-old school lawsuit, including the North Little Rock and Pulaski County Special school districts and representatives of district teachers, did not file any objections to the Little Rock compliance report. The only objection filed by last Fridays deadline was submitted by Franklin Davis of Conway, a former elementary principal in the district who was fired in 1998. Davis, who is black, said he was treated unfairly by the district and that the district should be denied release from court supervision. Davis is not a Vi Saturday, June 16, 2001  Walker seeks time to reply to LR report on complying BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE An attorney who represents black students in the Little Rock School District asked a federal judge Friday for a second extension of time to respond to the districts contention that it complies with its desegregation plan. John Walker told Chief U.S' District Judge Susan Webber Wright that he was not making the request for the pui^ose of delay and is in negotiations with lawyers for the Little Rock School District regarding desegregation compliance issues and other matters. He is asking for a new deadline of June 25. The current deadline for Walker to object to the districts deseg- ^1 John Walker busy schedule Arkansas Democrat legation compliance is Monday. Originally, the deadline was May 18, but Walker asked for and got more time because of his trial in May and June. School dis-trict officials submitted a lengthy compliance report to Wright in March. In that report they said they had substantially met the desegregation obligations contained in their 1998 Revised Desegregation and Education Plan and that the district is entitled to be released from years of court monitoring. yhat 1998 plan required the district to prepare the compliance report and give all other parties in the 18-year-old school desegregation lawsuit a chance to object to it. Should Walker file objections on\nbehalf of his clients, he will have to prove the objections at a hearing later this summer. The desegregation plan also said that if there are no objections or any objections are unfounded, the district is entitled to be released from federal court monitoring. Originally, that release J date was supposed to be the last j day of class in the 2000-01 school yeair, which was May 31. None of the other recognized parties in the lawsuit  the neighboring North Little Rock and Pulaski County Special school districts and the teacher unions  filed objections to the compliance report by the first May 18 deadline. However, a former Little Rock elementary school principal living in Conway did file objections. It will be up to Wright to decide whether to accept his complaints and schedule a hearing to explore them.  0 Tuesday, June 26, 2001 Plan to lift court grip on district draws fire I Black studentslawyer _a bout filing objections and sug-objects, lists concerns , iinegobywithouffilmg. ' J  ' DesDite neeotiatinn.'\nBY CYNTHIA HOWELL ARKANS.AS OEMOCRATGAZETTE An attorney for black students that Walker would oppose immedi- tion plan to explain his concerns, objected Monday to a request by ate unitary status for the district, Concerning the section in the Little Rock School District to and they began preparations for which the district obligates itself be released from decades of fed- the court hearing. to work in good faith to operate a eral court supeivision of its de- jI rreeaallllyy tthhiinnkk tthhaatt tthhee ddiissttrriicctt ccoonnssttiittuuttiioonnaall sscchhooooll ssvysstteemm,. WWaallkk-- segregation efforts. John Walker, who represents the Joshua intervenors in the districts 18-year-old school desegregation lawsuit, described his objections in a 35-page document ,, , sent to Chief U S District Judge some- He called the districts Campus Susan Webber Wright just before thing else to be done, so if you look Leadership Team effort to put a 5 p.ni. deadline. at the Joshua intervenors argu- more decision-making authority at The Joshua intervenors be- ment that we are not quite where the schools ill conceived and has complied with its plan and is er accused the district of failing to continuing to make a good faith ef- evaluate the effectiveness of profort to make sure that the types of grams, including the academic things required by the plan will be pro^am at virtually all black in-done in the future, Heller said centive elementary schools. Monday. There is always some-lieve that there are numerous sig- we would like to be, I think you poorly implemented. He also nificant questions that are not could say that at any time in any said the district lacks a good way addressed [by the district] in a district. to evaluate it. clear, accurate and substantive School Board President Rather- He said other desegregation ef-manner [and] need to be further ine Mitchell and others could not forts were neither timely, vigorous explored in an evidentiary pro- reached for comment Monday nor sustained ceeding before the Court, Walker wrote. Walkers objections jeopardize the districts chances for a quick declaration by tlie judge this summer that John Walker the Little Rock district is unitary, or racially desegregated to the extent practicable. Earlier this year, in anticipation of any challenges to Little Rocks request, Wright set aside dates I for a court hearing. As a result of Walkers opposition Monday, the hearing is scheduled for July 5-6 and Aug. 1-2. During the hearing, Walker has the burden of proving his complaints. The district is operating under the terms of a three-year Revised Desegregation and Education Plan Uiat was negotiated by district leaders and Walker in January 1998 and was approved by Wright the next April. The plan called for the district to prepare a desegregation compliance report, which was submitted to Wright in mid-March. In that March report, district leaders said the school system was in substantial compliance with its plan and should be released from court monitoring. In accordance with further provisions in the plan, all the parties in the lawsuit  including the Joshua intervenors, the teachers association, and the North Little Rock and Pulaski County special school districts  had an opportunity to object to the Little Rock district's compliance report Had there been no objections from any of the parties, Wright was directed by the plan to enter an order ending the districts part in the long-running lawsuit. Such : See INTERVENORS, Page 5A | evening. Superintendent Ken llUdvdlUrw James was out of town. Walker said in his introduction  Continued from Page 1A that Wright will be in a better po-an order would be a milestone for sition to determine the districts the district, which has been sub- compliance based on court hear-ject to federal court supervision of iogs. He also suggested that the desegregation monitoring in a se- judge would be well served to get ries of lawsuits that date back to  .............. 1956. an analysis of the districts compliance from the federal Office of De- Walker was the only one of the segregation Monitoring, which is a recognized parties in the case to court-appointed agency that as-file objections. In recent weeks, he sists the judge in evaluating deseg-asked for and got two deadline ex- regation initiatives. tensions while he negotiated vari- The district is far from being OUS issues with school district offi- unitary at this time, Walker cials, including attorney Chuis added. The district has much Heller. As late as Monday morn- work to accomplish before court ing, Walker said he was undecided release is appropriate. He further argued that the dis-gested that he might let the dead- trict should bear the burden of proving in court that it has ftil- Despite negotiations, district filled its obligations. leaders have said for several Walker went point by point weeks that they felt it was likely through the districts desegrcga- Concerning the section in Kather-s 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, Walker wrote. He questioned how the district can be ejected to achieve the desegregation goals and objectives without court supervision that havent been achieved while the district was under court supervision. In compliance with its plan, the school district hired desegregation e:^erts, Walker said. But the district used Steven Ross and Terrence Roberts as consultants on general school problems rather than have them address specific needs of black students as was envisioned by the desegregation plan. In his conclusion, Walker said he regretted that the district, based on its own report, appears to have been unable to truly integrate its schools in all respects. The promises of the desegregation plan have not been kept, he said, adding that it would be a farce for the district to be declared unitary. More resources are devoted to the education of advanced students, he said. Students are favored due to their economic and racial status by school administrators and staff. The strongest schools and students get stronger while the weaker schools and students get weaker or, at best, remain the same. -'A June 2 9. 2 0 0 1 Attorney seeks delay in desegregation case ARKANSAS DEMOCRATGAZETTE An attorney for black students in the Little Rock School District has asked Chief U.S. District Judge Susan Webber Wright to delay next weeks hearing on whether the school district deserves to be declared desegregated and released from federal court supervision. Wright has set a 9 a.m. hearing to- ' day to discuss court hearing dates with John Walker and attorneys for the school district Walker represents the class of all black students, past present and future, in the district They are known as the Joshua intervenors in the districts 18-year- old desegregation lawsuit In a letter to the judge. Walker said district officials have failed to cooperate with him by not providing him with program evaluations and other material he needs to prepare for the hearing, which is set for July 5-6 and could continue, if necessary, on Aug. 1-2. Earlier this week. Walker filed objections to the Little Rock districts March 15 request to be found in compliance with its 1998 Revised Desegregation and Education Plan.V I\" 2B  SATURDAY, JUNE 30, 2001  ER desegregation hearing set for Thursday, Friday BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE A hearing to determine whether the. Little Rock School District should be released from federal court supervision of its desegregation efforts will start at 9 am. Thursday as planned, a federal judge said Friday. tomey, said the district had been responsive as long as documents were readily available and didnt have to be created. He said he thought nearly everything requested had been provided. Heller told Wright that Walker was trying to collect in one week all . the information he should have ' monitoring over the past three Webber Wright met Fnday morning ------ * ' ----- with attorneys in the school districts 18-year-old desegregation lawsuit The purpose of the conference was to review the hearing schedule and yeai^. As a result, Walker was putting a tremendous burden on dis- ' trict administrators, he said. Walker has charged the district iTT------ 'to to $48,333 a year for three years of e^bits and for legal fees and costs incurred in monitoring of school district school District and John Walker, the  ~ ' attorney for the black familips hi the compliance, Heller said. Walker told the judge that he and district leaders have had a case. H Walter filed good working relationship until this He said he has given the dte R(Kk official tlia^e distnct com- trict latitude in implementing the plies with Its 1998 desegregation plan plan and should be declared unitary Plan ana snotod But, were at a point where we J 2- believe there is not substantial com- Wr^t had Mhean^ dates for pliance, Walker said. He said the districts responsibility th^udge he was hav- to cany out and that he shouldnt be mg difficulty getting from the dis- penalized for earlier attempts to re- tnrt academic program evaluations solve issues with the district without and other information he needed to , . --------------- resorting to the judge. t .J , *1, Wright told district representa- f ti'^es and Walker that the staffinher o federal Office of Desegregation scheduling Monitoring are available to both P^es to give assessments of dis- Ctins Heller, the distr icts lead at- tricts de.segrpgatinn efforts.  3July 2, 2 0 0 1 See you in courtwhere else? What a surprise: Race-Obsessed Lawyer waits till the last, legal second to forestall Little Rocks attempt to end the longest-running deseg suit in the Western World, so we can all get back to educating instead of litigating. With the Deseg Bank about to close for business, the lawyer drops a 35- page documenVcomplaint/conniption on the court Talk about doing the expected\nHer Honor Susan Webber Wright had already set aside the court dates to hear his pleading. Shes been playing this game for a long tme, and knows how to anticipate the next pitch. And so the extra innings will continue for another month, or year, or longer. And the court will be obliged to hear the kind of arguments that call for holding back some kids lest the education of all be imequal. This isnt so much a plea for equal rights as for equal ignorance. It seems to bother Race-Obsessed Lawyer that, to use his phrase, the strongest schools and students get stronger. Cant have that We need to make them all equally weak. Lets start by dumbing down our brightest kids and teachers. Or at least making smre they dont get any smarter. How long, oh, how long, before parents, teachers, and all of us interested in education can say\nFree at last, thank God almighty were free at last to concentrate on teaching instead of fulminating, on developing minds instead of holding grudges? There was a time when racial segregation held our kids back. Now its the lawyering over it Arkansas Democrat Established 1878 Arkansas ffiazclte Established 1819 Arkansas Democrat Arkansas Newspaper Walter E Hussman, Jr., Publisher Griffin Smith Executive Editor Paul Greenberg Editoriat Page Editor Paul R. Smith VP/Generai Manager Lynn Hamilton V.P / Operations John Mobbs Advertising Director Larry Graham Circulation Director Estel Jeffery, Jr. Director of Promotions $ ao Csl (D Judge, plaintiffs lawyer rap LR schools witness Walker argues achievement disparities not solved BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE On the first day of a hearing on whether the Little Rock School District should be released from desegregation monitoring, both the judge and an attorney for black students expressed frustration with district testimony and documents. Chief U.S. District Judge Susan Webber Wright said Thursday that the testimony from an associate superintendent perceived to be the districts chief desegregation administrator was very general and limited. And John Walker, an attorney for the Joshua intervenors, the class of all black students in the district, asked how desegregation obligations that appear to be unmet while the district is supervised by the federal courts would ever be achieved if the district is released fh)m monitori^. Junious Babbs, the districts associate superintendent for administrative services, was the only person to testify 'hiursday in the all-day session on the districts compliance with its 1998 desegregation plan. District leaders in March subSee HEARING, Page 4A 1 Arkansas Democrat-Gazetle/STATON BREIDENTHAL LRUe Rock School District Superintendent Ken James (left), along with Junious Babbs (center), an associate superintendent, and attorney John Walker return to the federal courts building Thursday afternoon. Babbs testified before Chief U.S. District Judge Susan Webber Wright at a hearing in which Walker presented evidence intended to show that the district is not complying with its 1998 desegregation plan. I J 1 i 1 i Hearing  Continued from Page 1A mitted a compliance report to Wright, saying the states largest school system was in substantial compliance with its plan and should be released fhom decades of federal court involvement in desegregation efforts. 'The desegregation case is 18A years old. Walker last month objected to the districts assertions, which prompt^ the hearing. The hearing resumes at 9 a.m. today and is expected to pick up again Aug. 1- 2. Chris Heller, an attorney for the district, told Wright that the district has supporting documentation for all of its compliance claims. He also said staff members other than Babbs would be better able to answer some of Walkers questions, as Babbs is responsible for only portions of the plans implementation. Part of inculcating the des^rega-tion plan in the district has b^n to share those responsibilities, Heller said, adding that Babbs was only the coordinator, an equal among equals, of a team of administrators supervising desegregation efforts. This witness said he was re- This witness said he was responsible for the discipline section of the report. But he cant tell the court why statistics are written the way they are. When the numbers [of student suspensions] are broken down by race, its by incident and not by the number of individuals. Gender has been left out Hes the one who is responsible, but he cant tell me why. He cant tell me how hes using the [federal Office of Desegregation Monitoring] reports on discipline.'  Judge Susan Webber Wright sponsible for the discipline section of the report, Wright responded. But he cant tell tne court why statistics are written the way they are. When the numbers [of student suspensions] are broken down by race. its by incident and not by the num- . some, but they are not written, or ber of individuals. Gender has been .............................................. left ouL Hes the one who is responsible, but he cant tell me why. He cant tell me how hes using the [federal Office of Desegregation Monitoring] reports on discipline. The judge also was dissatisfied with other responses from Babbs. Tve asked him what programs and procedures you have adopted in some of these areas, the judge continued. The answer is, We have They arent in here. All that is in here are the statistics, which in themselves raise questions. Wright said she wouldnt overly limit Walker in his questioning, at least not this week b^ause he has the burden of proving the district is out of compliance. She said she would set limits in August In his questions to Babbs, Walker zeroed in on district obligations to reduce academic achievement disparities between black and white students. White students average 30 percentage points higher than blacks on standardized tests, Walker said Walker asked Babbs for evaluations of academic programs undertaken by the district particularly in regard to their impact on the achievement disparity. Babbs said members of the administrative team were responsible within their divisions for monitoring implementation of the plan and evaluating programs. For example, the curriculum and instruction division dealt with matters dealing with student achievement, while the human resources department monitored school staffing. Walker accused district leaders of focusing on raising achievement levels of all students without specifically targeting the disparity issue despite language in the desegregation plan that calls for that effort. Walker also questioned Babbs about the high percentage of white students in Advanced Placement high school classes, where students can get college credit for high school work. The r^ult of low black participation in Advanced Placement classes is that regular high school classes are virtually resegregated, he said. The attorney produced letters datii^ back to 1998 that he wrote to appeared that schools with heavy - district officials asking to help plan' black enrollments or concentrations / how the newly revised desegrega- of poor whites had the least expert- '' tion plan would be carried out Dis- enced teachers and fewer teacher^ trict administrators charged with with advanced degrees. / desegregation compliance met almost weekly, but Walker said he was not permitt^ to participate. Babbs said experts jointly selected by Walker and the district participate in various committee meetings as did members of the class represented by Walker in the desegregation lawsuit At one point Walker asked Babbs, Did you ever initiate a meeting, with [the Joshua intervenors] to discuss anything?\" I dont recall, Babbs said. Most recently, Walker said he was excluded from the initial meetings to select a site for a new elementary school in west Little Rock. That site is yet to be selected. Walker also asked Babbs whether the disttict had any means to ensure similar staffing at schools in regard to average years of teaching experience and percentage of teachers with advanced degrees. While the district does have goals for the racial composition of school faculties and years of teaching exp^ rience at each school. Walker said it n  e_i o o o 5S SS5! O CJ 2* O OJ  S o 2* '\u0026amp;* e r\u0026amp;a \u0026lt;5ra,' -S. fflg. g  re SKS en gerpr ^cra 03 d 23 a 03 cn M cn ,23 du oft 2^ d2 s^'o o so oo o CA O 5. o. n\u0026gt; S'S' 0.3SS S- o!= '-,.c.2x 6| rge g'a re a OI'H tn g2 g^lg r3e gSS a\" 2 WTO o' Q S S  3a *a^ 2SX-S.2 o o* 'O O \" 03 U \u0026lt;T1 w  5^ = S' ai'ss \"3t-ll CZ) CZ3 O OP 3 (KI O CTQ p fD  SATURDAY, JULY 7, 2001  A 3 S g 3 3. S.3 SiS rSe- SrSt-re Si\u0026amp;.g  e a a 03 A tn  a\"\"^ s d d O d d a a SS.32. TiCC FT! 20 OQ S' mSO O  -iE Z 03 Se 3s O2 - tn ggStSg.  _ 3?^ 3 2. reTOaB-reUo S-QaaS 31 = ft a ? S'- 3 1-1 ga\u0026lt;Sft'? 3 o C/5 1 B\u0026gt;a \u0026lt;B2S ri'.rai='2. SSa t-'sa. a- g' 3 C\u0026gt;re re a 3 re re Ss o\u0026lt;SgS a S  I?  a ?  ^3 S 'ira s'?-. 9-3-  H'gg.S'reO ' (0 S  S-'C 2 as? Oi X o o rt\u0026gt; fi. 3 11t- Vi tw tn ?=r fcj VI G - O' d JU 3 o   0w3 _ ra 2 O , O  I -S S ^2 3 o S a- 5^  o o re3,\nKA a a fo S-   a a L rfyp S: /OT' Ik i oO  sri *0 555 w 2 : _ d dcra sTa, sroa- dS2 a2^.\u0026lt;^2 03 \u0026gt; dh'r^na -?f _iO2d  a de/*  - = 33= ?a| \u0026lt;Q \"S 3 fl S\" k-F  S' (0 era 5^3-g. M Q -gag-E.. 5 o 3 ja 3 S-a  en jT' a 3 o fO Q O S\u0026lt;' *0 O 3 C a' oo 3S ' 2S. ao d. M 9 a I re re o. 1 d cn K\" En ' I O s o Schools  Continued from Page 1B cials and Walker and approved by the judge, is the law that applies. The desegregation plan requires the district to take steps to improve and remediate the academic achievement of black students. If we werent dealing with a consent decree, the achievement gap would not render this district unconstitutional, Wright said. The judge noted Walkers concerns about the lagging student 2 3 a \u0026lt;T\u0026gt; O sora o a CZ) 1 r\\ ?'\nV achievement levels of black students and her own concerns about the districts ability to evaluate and reevaluate its programs to benefit black students. She said, Clear- Is\" SP ii iif II II u sr (D a o II si -I A it P If I s J? 3 aI (S *J 3' 3  8 S a  5 J Be  ill I? n CA mQ 3 \u0026lt;' V ly, that is what John Walker the plan envisions, and I am not yet satisfied that the district has put that into place. Maybe you can satisfy the court that that has been done. There may be some other areas of concern that Im so far unaware of, but thats what bothers me the most The judge pondered her legal options aloud. What if this district is in substantial compliance of this plan in all but the area of achievement? What should this court do? she asked. Should the court release the district from every aspect of the case except that which is not a constitutional matter? The judge said she doesnt expect attorneys to file legal briefs on the issue yet but might at the conclusion of the evidence. Its gnawing at me a little bit, she said. If I had to decide it today  and Im glad I dont  but thats where Im going. In other words, substantial compliance except perhaps in that area. Walker questioned Gamine at length on whether the district had performed annual evaluations. Walker said he had asked for copies of the evaluations but had not received them. The desegregation plan requires the district to assess programs each year and to modifr' or replace those that dont improve black student achievement Walker has said that white stu-dents in the district typically score about 30 percentage points higher than blacks on standardized tests. He asked Gamine if he had pledged to initiate programs to narrow the gap between the educational achievement of black and white students. No, Gamine answered. We adopted programs to remediate African-American students. We believed that by doing so we would effectively close the gap. But those are two separate things. Gamine said that when he became superintendent in September 1997, he had determined that several existing programs were strong and should be continued. He said subsequent evaluations of those programs and others had been completed, but he could not produce the evaluations. Some of the programs had been recently implemented when he joined the di^rict. Gamine said, and data were not sufficient to show whether they were successful. As a general rule, educators reflrain from drawing inferences about the success of programs until they have been in place for at least three years, he said. Shortly before the lunch break, Wright asked the districts attorneys how long it might take to gather documents that might show what recommendations had been made about various programs. Chris Heller, attorney for the district, said the district had completed the required assessments, but the plan did not stipulate that the assessments be in writing. Topically, assessments like that, if the/re going to be monitored, would have to be in writing, wouldnt you agree? Wright asked Heller. I would have to ask an educator that question, Heller answered. Of course I would be happy if there was a document every year that said it was a year-end assessment of the following programs, but what they say is that they take the data and they take it into decision-making every year, but as Dr. Gamine testified, you really cant decide that program is working or not working until youve done that for three years in a row. Heller said Bonnie Lesley, associate superintendent for instraction, would be more familiar than Car-nine with program evaluations. Lesley, he said, could testify about evaluations, but she was out of town Friday. m  SATURDAY, JULY 7, 2001  Integration is just a fraud Desegregation as it is being carried out between lawyers such as John Walker and the Supreme Court has surpassed integration and is nothing _________________ more than a ploy for power. Integration and equality were accomplished years ago and has in fact placed the minority in power over our schools to 1 the point of government fascism. \\^en the highest power of a country for 44-plus years places absolute minority power over the white race with no hope of the Constitution ever being fulfilled, white subjects have to be considered under fascist control. Any time any race has only to report to a supreme power to gain power over an- jOther race and dictate what the other race will do, it is dictatorship and fascism. It is asinine for our courts to entertain the notion that blacks have not achieved more than equal opportunity. Minorities have not achieved integration, but they have achieved black community status and proudly boast black community centers in what used to be white neighborhoods that were deemed unconstitutional and were forced to segregate. Segregation led to a black community that our government no longer wants to integrate and now spends millions building into an African neighborhood. There is no push by any government agency to accomplish a segregated neighborhood. No, just the opposite. Our government builds and finances minority communities with no concern about integrating them. This keeps our Supreme Court in dictatorship and Walker making millions. Integration was and is a fraud and has accomplished its goal: minority power. HAROLD LONG Little Rockli-  TUESDAY, JULY 10, 2001  3B I Judge maps path to end of monitoring schods Hearings due first on LR desegregation gains BY CYNTHIA HOWELL improve the academic achieves AR^N\u0026amp;DEMOCRATA^TTE gj students and UK Judge Susan reduce the disparity in the disci- Webber Wnght isnt likely to re- pline rates of black and white stu- lease the Little Rock School Dis- trict from desegregation monitoring until after hearings set for Aug. 1-2 and Nov. 19-20, she said Monday. Even then, shes reserved the week of Jan. 28 next year in case more hearings are needed. Little Rock School District offi- dents. Walker has identified those' cials in March told Wright they were in substantial compliance provisions as priorities. Wright also has said the achievement issue is a chief concern of hers. ' The judge told the attorneys at the end of two days of testimony last week that the district ap= peared to bedn substantial compli- ance except with possibly the stu^ . . dent achievement provisions. She with their 1998 Revised Desegre- repeated that Monday, saying testL gation and Education Plan and mony from two top-level district asked to be declared desegregat- officials had failed to convince her ed and released from more than that the district had adequately 40 years of federal court involve- evaluated programs intended to luent raise achievement of black stm dents. Wright also said during Mondays scheduling conference that John Walker, an attorney who represents the districts black students known as the Joshua intervenors, objected to the districts -  she has seen improvements in Lit- assertions that it complies with the tie Rocks overall desegregation ef- plan, making the court hearings forts in recent years. necessary. Tjjg that we havent had Meeting briefly Monday mom- many hearings is indicative of ing with attorneys in the current, IS'A-year-old federal school deseg- that  the way the court has per-  ceived Little Rocks perfor- regation lawsuiL Wright directed mance, she said. That doesnt that attorneys focus next month mean Im going to declare Little and in November on whether the Rock unitary. That hasnt been dedistrict has met its obligations to termined yet.August 1. 2 0 0 1 Desegregation case back in federal court today amid bickering BY CYNTHIA HOWELL , ARKANSAS DEMOCRAT-GAZETTE A second round of federal court hearings to evaluate the Little Rock School Districts desegregation efforts are set to start at 9 a.m. today after weeks of growing animosity between district leaders and the legal team for black children that says the district hasnt met its desegregation obligations. Little Rock School Board members said last week that John Walker, an attorney for the black students, is fighting the districts release from federal desegregation monitoring and is barraging district staff with requests for information because the board wouldnt agree to pay $300,000 to $800,000 in legal  has told Chief U.S. District Judge fees in addition to the $2.59 million already paid the intervenors over the past 15 years. Thats the only reason we are in court, said School Board President : Katherine Mitchell about the money. She added, Hes practically shut down the school district with all his [Freedom of Information Act] requests. We cant even prepare for the school year for reproducing records for him. Board member Judy Magness said the district doesnt object to providing information. \"Thats not the point, she said. \"We would like specific requests that would be germane to helping him prepare for his case in court. , he just But 1 John Walker throws a net, saying, 'I want your whatever.  But Walker, who has the burden of proving the districts noncompliance. Susan Webber Wright that his information requests are legitimate in his preparation for the court hearings to be held periodically through November, partly because the district failed to include him in desegregation discussions or provide him with some documents over the past three years. See HEARINGS, Page 8AHearings Continued from Page 1A : for retaliating over legal fees. Walker said Tuesday, Thats not true at all.\" '. He said he was motivated by what he described as a district decision against reducing achievement di$parities between black and white students and by the districts cut- tlhg him out of recent negotiations with the state over the forgiveness of a $20 million state loan to the district. Originally, the district was supposed to repay the loan unless it could raise the average scores of black students to at least 90 percent of the average scores earned by white students. Whatever they say, Im not going to spend 37 years in one case and not have them do what they are supposed to do, said Walker, whose involvement in Little Rock desegregation efforts date back to the 1966s. Walker said hes convinced that the district is committed to offering most white students a first-rate education and he wants that same offer to go to every black student irrespective of family income levels. E-MAIL PRINTOUTS SOUGHT Individual administrators in the Little Rock district have received as many as 20 letters in recent weeks from Walker, many of which included requests for multiple pieces of information. Walker has asked for items such as student test scores dating back to the early 1980s, quarterly reports, memoranda, meeting minutes, individual school newsletters, videotapes of employee training sessions, and printouts of the electronic mail sent and received by past and present superintendents and their toplevel staff members. Printing the e-mail has required as many as seven or eight reams of paper per administrator. Kenneth James, the districts new superintendent, said last week he understands that the requested information is public and nec- I essary for the J hearing. But he H said many of the requests are du- J plicates of earli-  er requests. I We arent | trying to hide Kenneth James anything or keep anything from him, James said. \"But we are trying to open school in a short period of time. Its safe to say hes impacted the day-to-day operation of the district with respect to his requests. Has it taken our staff away from things they could be working on in preparation for school? Yes.\" Wright is presiding over the hearings, the first of which was held in July\nanother is set for November., She must determine whether the district has complied with the terms of its 1998 Desegregation and Education Plan, entitling it to be released from more than 40 years of federal court involvement in desegregating Little Rock schools. Little Rock district officials told Wright last March that the district was in substantial compliance and asked her to end the districts role Little Rock School District enrollment histoiy Despite an overall increase in enrollment resulting in part from the annexation of southwest Little Roch in the late 1980s and an extensive inlerdistrici student transfer program in the three Pulaski County districts, the racial composition of the Little Rock School District now is the same as it was in 1982, the year the district sued in federal court to end segregation of black and while students in the three districts. 1982-83 white/other 32% black 68% TOTAL ENROLLMENT: 19,423 SOURCE: Arkansas Democral-Gs2ette archives\noffice of desegregation monitoring Arkansas Democrat-Gazetle in the 18/2-year-old desegregation field is co-director of the Civil Rights lawsuit. Walker, who had agreed to the professor at the Harvard Graduate terms of the desegregation plan School of Education. While the three years ago, objected to the districts assertions of compliance, prompting the need for the hear- the ongoing Little Rock desegrega- ings and dashing district hopes for tion lawsuit at least once and has a release from court monitoring this focused on Little Rock in a previ- summer. STUDENT ACHIEVEMENT CONCERNS After the July hearing, the judge students attended schools in 1998- expressed some preliminary concerns about the districts compliance with its promises to reduce the . 50 percent, up from 62.9 percent in achievement disparities between 1980. black students and their white peers who tend to score higher on standardized tests. enrollment of 90 percent black or This week's two-day hearing is greater. White students were the expected to focus on that student achievement issue and district efforts. to develop and evaluate programs that reduce the gap between races. Student discipline statistics also are expected to be the subject of ing to the study. testimony, which could see the presentation of more than 500 Little Rock district exhibits. The hearings on Little Rock desegregation compliance are being tended schools with black enroll- held at a time when a new nationd study out of Harvard University says black last year. raci^ segregation intensified in the nations schools during the 1990s, including inlhe South where black black enrollment. The district has Americans make up a larger pro- portion of the population and where percent. there is more desegregation than in other parts of the country. The study concluded that stu- tionwide to a change in philosophy dent achievement and student life are negatively affected by segregat- the mid-1980s, which concluded that ed schools, which offer vastly un- desegregation efforts had failed and equal education opportunities. Racially segregated schools for should be canceled after a few years, all groups except whites are almost Also cited by the researchers were always schools with high concen- three U.S. Supreme Court orders, trations of poverty, which is strong- ly related to poor test-score aver- public schools that allowed that dis- . ages and other educational inequalities. RESEGREGATION CRISIS SEEN Researchers said the resegregation is ironic considering that Amer-\nleans increasingly express support for integrated schools. They called private school ehroilment was not. it \"a crisis of law, policy and de- ~ ..... mography. The study was conducted by country over the past 50 years, con- Gary Orfield with Nora Gordon. Or- trary to popular thought. 2000-01 white/other 32% black 68% TOTAL ENROLLMENT\n25,451 Project of Harvard University and a study does not specifically mention Little Rock, Orfield has testified in ous study. According to the new research, 70.2 percent of the nations black 99 in which the enrollment of members of minority groups exceeded A total of 36.5 percent of black students attended schools with an most segregated from other races in 1998-99, the most recent data available. Whites on average attended schools where more than 80 percent of students are white, accordBLACK ENROLLMENTS IN LR In the Little Rock School District, 20.47 percent of black students at- ments that were 90 percent or more All but a handful of district schools have at least a 50 percent an overall black enrollment of 68 Researchers attributed the growing resegregation of schools na- at the U.S. Department of Justice in that existing desegregation orders including one in Oklahoma City trict to resume assigning students to neighborhood schools that were segregated as the result of residential isolation. Disparate birthrates among different races was also cited as a factor, as were immigration rates, but Researchers said private school enrollment has not grown across theo o CM CM W M D \u0026lt; Judge says evaluation of programs lacking in desegregation case LR School District must explain efforts to raise academic achievement of blacks i\nSadie Mitchell (left), associate superintendent for school services in the Little Rock School District, and Bonnie Lesley, associate superintendent for curriculum and instruction. Arkansas Oemocral-Gazetta/STEVE KEESEE leave the federal courthouse in Little Rock during a break in a school desegregation hearing Wednesday. The two Little Rock district administrators testified during the hearing. BY CYNTHIA HOWELL AND KIMBERLY DISHONGH .ARKANSAS DEMOCRAT-GAZETTE A federal judge said Wednesday that the Little Rock School District has not properly assessed its academic programs that are intended to raise die achievement levels of black students and she wants an explanation from the district. Chief U.S, District Judge Susan Webber Wright is conducting hearings this year on whether the states largest school district complies with the terms of its 1998 desegregation plan and should be freed from more than 40 years of federal court involvement in its desegregation efforts. District officials in March said the district was in substantial compliance with the plan and is entitled to release. But John Walker, who represents the class of all black Little Rock students known as the Joshua intervenors, objected to the districts assertions of compliance, prompting the periodic hearings, including two days in July, two days this week and two days in November, The school district is specifically required by its 1998 desegregation plan to evaluate academic programs each year to see if they are helping to improve the achievement levels of black students, who make up 68 percent of the districts enrollment of more than 25,000 students. If the programs are not successful, the district is obligated by the plan to eliminate or modify the programs, Wright said Wednesday that district leaders had reported in March that the assessments had been done in 15 programs, including elementary literacy, math and science programs financed by a National Science Foundation grant, and the operation of middle schools. But after testimony on the assessments, Wright concluded, I really havent seen any, and she denied a motion by Chris Heller, an attorney for the Little Rock district, to forgo the presentation of testimony by the district, Mr, Walker has gotten to first base in showing the court that the assessments or evaluations have not Soe SCHOOLS, Page 8B Schools  Continued from Page 1B been done with respect to these programs on an annual basis, she said. But the judge also said that making the district present a defense does not mean it has automatically lost in its efforts to be declared fully desegregated and released from the court monitoring. It does mean district officials have to come forward with evidence and further explain their work on the evaluation plans, she said. She also directed that the district present evidence on efforts to reduce the disproportionate number of discipline sanctions against black students. While no testimony was presented on the discipline matter by Walker on Wednesday, Wright said she had found discipline statistics in the districts March compliance report to be deficient. Walker is expected to present his case on discipline issues when the hearing resumes at 9 a.m. today. During Wednesdays court session, attorneys for the Joshua intervenors questioned Associate Superintendents Sadie Mitchell and Bonnie Lesley about the program evaluations that the district leaders said in March were done by the district's planning, research and evaluation department. ' Walker asked Mitchell, associate superintendent for school services, if she had seen an evaluation of the summer school program. She did, she said, but it was not in final form. She saw a draft assessment report of the 1999-2000 summer school program for the first time last month. Walker also asked Mitchell about efforts to assist black students who fail core academic courses in overwhelmingly disproportionate numbers when compared with white peers. And he pointed to district data that showed that black achievement on standardized tests had actually declined at some schools between 1996-97 and 2000-01. At Williams Magnet Elementary, for example, black fifth-graders scored between the 51st and 62nd percentile on the Stanford Achievement Test, ninth edition, in 1996-97, but the range had fallen to the 34th and 48th percentiles in 2000-01. Mitchell said a program that created individual achievement plans for struggling students was put in place to address that problem. Walker asked if that program had been assessed. Those results arent available yet, Mitchell responded. He also asked her about assessments of the districts relatively new campus leadership teams, which were established to plan and monitor school improvement. Mitchell said she had seen a report but that it was not in final form. As far as she knows, assessments of several other programs have not yet been written, she answered. I want to know how you review those assessments if they havent been written, Walker said. I dont know that it has to be written, Mitchell answered. I reviewed my checkbook this morning but I didnt write it. Robert Pressman, an attorney for the Joshua Intervenors, questioned Lesley, associate superintendent for curriculum and instruction, about why state Benchmark Exam results from 1998-99 showed that only 8 percent of Little Rock's black students scored at or above a proficient level in math, and only 20 percent scored at or above a proficient level in literacy. Of the districts white students, The instruction for white children and black children is the same in the Little Rock School District. But we all know school is not the only teacher.  Bonnie Lesley, when asked about Benchmark Exam concepts 53 percent scored at a proficient or better level in math, and 62 percent scored at those levels in literacy. Pressman asked if she would deny that black children are exposed to fewer of the tested concepts than white children in the districts schools. The instruction for white children and black children is the same in the Little Rock School District, Lesley answered. But we all know school is not the only teacher. Walker had earlier angered school district administrators by requesting copies of all their electronic mail. On Wednesday, over Hellers objections, he submitted excerpts of the e-mail as exhibits to support his contention that the district was not in compliance with the desegregation plan. Several of the messages reflected the high degree of debase, confusion and concern that existed aniong top-level administrators in recent months about the existence of program assessments, the accuracy of test-score data and the establishment of individual student improvement plans. Some of the e-mail included comments of the employees about other employees and even the judge. In one message from Lesley to new Superintendent Kenneth James last month, Lesley wrote that if the judge reads all the districts exhibits {which number more than 500], it should ruin her Thanksgiving and Christmas vacations. Wright took the comments in stride. Ive had lots of Christmases and Thanksgivings with this case, and Im used to it, \" she said. \"Ive had 11 years of it. Wright said the e-mail exhibits were relevant to the matter of program evaluations and to whether the district was making a good-faith effort to carry out its obligations. She said the U.S. Supreme Court has indicated that a districts show of a good faith effort to comply can be a factor in determining whether to release or partially release a district from federal court supervision.I o .!3.fi 2 =^2 TO 43 c31 o o CM CO CO 3 0 Z3 \u0026lt; g CE U. 73 43 .i CD (11 f t OM , - CZ) M 1 3 CZ) Sg CZ) 4_, fl4 oj j2 \"S \u0026lt;  S ,3 O S \\O c 23 CZ) \u0026lt;L\u0026gt; fe (U 43 3 - U 43 \u0026lt;4 3.^  CZ) CZ) e fi c? o 2 _ te .g O o g fi o P. 2 o o *0 o O bJD g 2 3 4\u0026gt; ^O *0 C\\ o (/) R\"R _e __. Jj  o O rtl fl=3o\u0026lt;N b a o 2^ 2 43 \u0026lt;/) \u0026lt;^ u g J) o CM g 3 .\u0026amp; CZ)*  cn 5 cj fl CZ)  o\" - 3 \"o C a lu rt aj tq M g 2 \u0026amp; 3 g ? \u0026gt; O \u0026amp; 9 12 \"fi 2 5 a T3 o  g 3 )  ^2 4J gg fi bo  Z'.S\"  Sp.^:gs3 5:2o-|s.2 5?^ o 2 o -g \u0026lt;U C +- Sig-HS o. S u u c-^  S S h T3 o. 6 \u0026gt;  4a o .^1 2^ SS fl  0^3 (Z\u0026gt; V) \u0026lt;Q S  a^ 23 3-S g lyM-. B 3 o u2-B,a .2 2 T3 g 43 Discipline  Continued from Page 1B rectives ^d disorderly conduct. At HaU High, for example, 84 black males and 28 black females were disciplined during the first nine- weeks grading period for refusing to follow rules as compared with four white males and one white female. Thirty-six black students at that school were reported as having disorderly conduct, while only four white students were sanctioned for that reason. Wri^t cautioned against focusing entirely on the disproportionate numbers. I dont want anyone to think that this court believes that every disproportionate figure shows race dis- crunination, because Im not saying it does and I dont believe you are either, she said to Walker, who agreed. As we know, children come to school with all kinds of... problems that are not the fault of the school Mitchell said she had investigated allegations of discipline that were out of compliance with the desegregation plan, but that she had not made any modifications to disciplinary guidelines to prevent or detect future violations. Linda Watson, assistant superintendent for discipline, told Walker she had looked at sex and race patterns in disciplinary reports and that she has gathered data from schools, including Hall High. Watson said she had explored what schools did before suspending students and why the numbers of black students disciplined was higher than that of white students. You understand that in the Little Rock School District, theres a history of white kids getting favorite treatment, do you not? Walker asked. Yes, I understand thats why were in this case, Watson answered. Walker said black children are disciplined more harshly than white children, even when theyre disciplined by a black teacher. CCS fl fl .4__. O '7\u0026gt; bj w)2 +J o o 2  33 3 Td  g e S  fi ? U xOO rt SJSfl.fl O f'35 3 S' s O \" go\"\" O.nS.a.\" .3 .g o 3 -5 O '2 Q - (/} \u0026lt;J C o .2 2 u g - \"2 .fi S 2.fi 5  \u0026amp;2  o S.2f a Sa rt !'S3bo2S-\n.fiS^o2 -W 2S'fi o o,wo gen S.'S 2^ Q 2 H fi.S  S223 S 2Snlu43 43 2(2^43(y2' 2 a 0.2)0 gen .  w u ,-.3   o-ois c sat 2 S g-g-2,S O -g 5Z) tz\u0026gt; 0) 2 4- CZ) 2 S*' S? 13 CZ) district, the judge said. But Walker said the district is ob- o) woy g S TO S.-S2 3 S.2 O - U 52   2'g 2:^ g.. -   -g S .g 2  \"  .g\u0026gt;.S p S )3,2 2 \u0026gt; 2 rt.a u fl a 2 u w a lu (/) o 3 I (A U 3^3 C co U Ui B w 5.^ f 33 y-s -------------- So what were trying to do is ligated to examine its practices when change the culture, arent we? Where cle^ patterns arise.------------------------black kids, and especially boys who are thought to be troublemak^, are 43 O nj s c \u0026lt;3 (Z) \u0026lt;Z) TO \u0026lt;0 At Central, two blacks and two whites were disciplined for refus- being treated better than they ing to follow directions. It is incon- 1    --------- gruent for that number  whether the students are black or white  to be 118 at a smaller school. Thats an are being treated, isnt it? Walker asked. ,_ .-g^.fi2g\"-SS ii S* - 2 o  .ss \u0026gt;,43 -.3 o S \" Cm mB*-\" u !2T3'fiJSu-Q'S 0 ~  ^'S __ a T3 area of exploration for the [district], Were trying to change the pattern of discipline overall  for all children, Watson said. OJO.fi \"\u0026gt; 5 3 s d .c o bo 5'S\u0026gt;2--a I (A 2 2 o 2 g 01 'S  c - ss a-s I She said the district has no spe- said. cific plan to address disciplinary The judge said the overall dis- patterns regarding black stuHent.\ntrict discipline numbers have shown - , . The desegregation plan also some promise of improvement, if quired hiring an ombudsman __ not at individual schools. employee named James Washington  to be an advocate for stu- Maybe, Walker responded, but ___ ____ is there promise in respect to black dents and parents, boys? That number seems to always go through the roof. re- an \"ti 2 \"n i^.^cz)^i_.c^*l^fl SO^3a\u0026lt;'gl2\"a3^2ga'* Iw Z u Q CJ n V) u P \u0026lt;/) cQ U .iS\"?! w I I CZ) fi Walker asked Washington if his position is weakened by its enor- . .------------ mity and its lack of support staff, nutted m its desepegation plan to Washington said his job was very malyzing disciplinary trends and challenging, but I wouldnt call it implementing policies that would weak. Walker said e district had com- reduce disparity between black and white students. He asked if Sadie Mitchell, associate superintendent for school ser- He also said some administrators resent his investigating complaints at their schools. ( ) 2 (fl \u0026gt;\u0026gt;tt g PiH u.*- 25 fiu g-saH.sls.3 -B-- u H \"7? e I i? WJ 9- S ' (Q 'yj Q Om TO .jj (U fl o fi CZ) U O - .---------- When asked if the district had vices, could show him written poll- developed the regnirpH individual cies and procedures that would do behavior modification plan.\nfor stu- that. She answered that she could dents who frequently misbehave, not show them to him, but that they Washington said he had no knowl- do exist. edge of such plans.August 14. 2 0 0 1 Dealing with John Walker The Little Rock School District is very close to completing the long journey toward a separation from federal court jurisdiction. This win be welcomed by all of us, especially the North Little Rock School District and the county. The only brick wall in the way is John Walker, Esq., and the administrators of the LRSD. As Christ said, the poor will always be with us. The same is true about John. He can play the district like a fiddle. He will always ask for records and they will always not have them. He will keep billing and we\nwill pay. With an 85 percent and up black enrollment in the LRSD, there will always be more blacks than whites sent to the principals ofifice. With family life a controlling factor, there win always be some blacks and whites [who] win not be fully attuned to school goals. If people are paid to monitor this, they should. lA^at to do? Use the Office of Desegregation Monitoring and Ann Brown to the fullest. Get the records John needs and quit the whining. Assign some of the administrators, a team, to John to monitor what you say you will monitor. Last but not least, get on with educating the children. FLOYD hickerson North Little RockThursday, August 16, 2001  Arkansas Democrat WQ^Azette Judge lifts deadline for LR schools I Deadline to. 1 a   Continued from Page IB meet lawyer s document requests ***^'***^ BY KIMBERLY DISHONGH ARKANSAS DEMOCRAT-GAZETTE Chief U.S. District Judge Susan Webber Wright granted the Little Rock School District a reprieve late Wednesday from the deadline it would otherwise have had to meet in responding to Information requests from an attorney representing black students In the desegregation lawsuit. Attorneys for the district asked the judge for an emergency hearing and for an order of protection after John Walker  who represents the class of students known as the Joshua intervenors  filed requests under the states Freedom of Information Act with each of the disJohn Walker Susan Wright have to review all the e-mails and correspondence for three years and take out any Information that would be covered by the Federal Educa-tlon Records Privacy Act.\" trict's 521 The di principals Monday, llstrlct ssaaiidd aaccccuummuulating the information was taking time away from principals who were trying to get ready for the school year that starts next week. Walker has asked for the information so he can prepare for desegregation hearings this fall. Wrights order Wednesday says a telephone conl^erence will be arranged to address the issue. The school district told the judge Wednesday that Walker's use of the FOIA to conduct discovery is intended to annoy, oppress and unduly burden\" the school system. Attorneys argued in the motion submitted Wednesday that Walker was given access earlier to all of the e-malls of each associate superintendent, including e-mail between them and principals. The problem here Is two-fold,\" said Clay Fendley, an attorney for the school district. Hes asked for all e-mails and all correspondence, and we only have three days to re-jSpond, In order to respond well That act would cover student names and specific disciplinary or academic Information about those students, Fendley said. Reached by phone early Wednesday evening, Walker said school attorneys could have called him and obtained more time to produce the documents. \"I dont like to comment about existing cases, but I received an anonymous call that the district was trying to destroy Information,\" Walker said. \"I wanted to be sure to get the information before it was destroyed.\" Generally, public records requested by the Arkansas Freedom of Information Act requires an agency to provide materrli al imme-dlately. If the material is being used or Is in storage, a public agency generally has up to three days to proSee DEADLINE, Page 10B Walkers request included copies of all e-mails and written correspondence between princi-pals and other school personnel between March 1,1998, and June 30, 2001. He asked for copies of plans developed by their schools regarding discipline, grades, transportation, extracurricular activities, remediation of achievement activities, participation in gifted and talented, honors and Advanced Place-ment courses, and i special education cl participation in Hasses\nand doc-uments reflecting the evaluations, appraisals and assessments of pro-grams, policies and procedures Implemented In the last three years. Walker also asked for copies of all reports regarding the success or failure of programs, policies and procedures in which the principals recommended changes to district administrators. The district's motion calls the requests \"overbroad\" and asks that Walker be required to narrow It and to grant the district 60 days to respond. \"Princlpais need to be preparing for the start of school on Aug. 20, 2001. the order states. \"It will be Impossible for them to comply with Joshuas FOIA request and also adequately prepare for the start of school. Most classes start Aug. 23, but teachers report to their schools before that. Wright is presiding rles of hearings that bej over a splearlngs began In July and were hela for two days in August. Another two-day hearing Is set for November. She la to deter-mine whether the district has complied with the terms of Its 1998 Desegregation and Education Plan. Compliance would release the district from more than 40 years of federal court involvement in the desegregation of Little Rock schools. Little Rock school officials told Wright last March that the district was in substantial compliance and asked her to end the district's role in the 18-year-old desegregation lawsuit. Walker, who had agreed to the terms of the desegregation plan three years ago, objected to the district's assertions of compliance. Attorneys and district officials told Wright that In the weeks leading up to the most recent hearings, Valker had sent as many as 20 let-ers to each of several administrators, asking for multiple pieces of information. Walker has asked for items such as student test scores dating back to the early 1980a, quarterly reports, memoranda, meeting minutes. Individual school newsletters, videotapes of employee training sessions, and printouts of the electronic mail sent and received by past and present superintendents and their top-level staff members, f Printing the e-mall required as any as seven or eight reams of paper per administrator, attorneys tor the district told the judge. Saturday, August 18, 2001  Arkansas Democrat (l^azetk School attorneys told to communicate Wright declines to hold Walker in contempt, warns Fendley about evidence .BY KIMBERLY DISHONGH , ARKANSAS DEMOCRAT-GAZETTE Puring a telephone conference Friday, Chief U.S. District Judge Susan Webber Wright told attorneys for-the Little Rock School District an4 an attorney representing black students in the desegregation law- suit to work out their differences regarding requests for information. ,Wright refused to rule on a motion filed by the district Thursday asking that Walker, who represents the black students known as Joshua intervenors, be held in contempt for violating the Arkansas Rules of Professional Conduct by contacting district Officials without attorneys present. She said the district violated a I court rule by not talking to Walker before filing the motion. \"Thats our local rule  youre supposed to talk to each other first,\" she said. Im not going to say anything other than that, if he has violated that, you have also'misrepre- sented to me something you did or did not do, so Im going to call it a draw. Walker denied violating the rules of conduct, but Wright reminded everyone she could not hold an evidentiary hearing during a phone conference. Clay Fendley, an attorney for Little Rock Schools, said the districts violation was the result of miscommunication between him and another school attorney, Chris Heller. He and Heller thought the other already had contacted Walker before they filed the motion, he said. In the event that you are not able to work it out with Joshua, you may refile your motion, the judge told school attorneys. School attorneys asked the judge Wednesday for an emergency hearing and order of protection after Walker filed requests under the Ar- ksmsas Freedom of Information Act with each of the districts principals Aug. 13. Generally, an agency must allow access to public records immediately on request. If material is in use or storage, an agency generally has up to three days to provide access. Wright granted the district a reprieve from that limit Wednesday, pending the phone conference Friday. On Friday, Walker told Fendley the district could have more time  15 to 20 days  to process information. Walker requested correspondence between principals and other personnel between March 1,1998, and June 30, 2001, on discipline, grades and extracurricular activities, among other things. He also sought evaluation reports. The district argued that responding would take time away from preparing for a new school year. Wright is holding hearings off and on through early fall on whether the district has followed its desegregation plan. Compliance would end court supervision of Little Rock schools. Walker has objected to the districts assertions of compliance. Keep in mind, Mr. Walker, that I realize you have the burden of proof on this, but I think youve put in some pretty good proof already, Wright said. You dont need every shred of evidence. Walker said a district employee 'who regularly calls, without identifying her name, informed me that there were efforts made to destroy documents. Wright warned against destroying evidence. If they destroy evidence, I will assume that was prejudicial evidence, she said. And I will tell you right now, Mr. Fendley, surely you know that your client is not to destroy evidence. Dont you, sir? Fendley answered that he did but then asked what exactly would be considered evidence. I dont know whether it is or not, but if there is something that has been destroyed ... after Mr. Walker has asked for it, and then destroyed in response to his request for it. Im going to make an adverse inference, do you understand? Wright responded. Wright told Fendley that if some-^ thing were destroyed after a request had been made, You do that at your peril. I can assure you thats not happening, Fendley replied. t'.  0 t- \u0026lt;1\n. \\ September 2 8, 2 0 0 1 Racial gap on exam worries board member BY CYNTHIA HOWELL ARKANSAS DEMOCRATttAZETTE Little Rock School District scores on the states benchmark exam last spring improved over previous years, but the achievement gap between black and white pupils prompted one School Board member Thursday to wdth- draw his support of district efforts to be released from its federal school desegregation lawsuit. This is quite of alarming for me, especially the disparity between the black students and the white students, Mike Daugherty, one of two black board members, told his colleagues after a presentation on the scores. For me, formally, Fm withdrawing any consideration for support of the districts attaining unitary status. Earlier this year, district officials told a federal judge that the district has complied with the terms of its 1998 desegregation plan and asked to be released from further court monitoring of that plan. Chief U.S. District Judge Susan Webber Wright is holding hearings on whether the district should be declared unitary, or fully desegregated to the extent practicable. The next hearing is set for November. John Walker, an attorney for black students, is opposing the districts efforts to end the case. Other board members questioned Bonnie Lesley, the districts assistant superintendent for curriculum, about the disparities and the effectiveness of the new math curriculum. Lesley said the scores for both races reflected improvements at a time when district teachers were in the early stages of learning and implementing new math and literacy instructional programs. Superintendent Ken James said the district will be able to show the judge that student achievement is improving and that the district is complying with the spirit of its desegregation obligations. Board member Judy Magness said the plan does not require the district to close the achievement gap. Fewer than 25 percent of Little Rocks black pupils in grades four and eight scored at proficient or advanced levels on the state-mandated benchmark exam in literacy and math. More than 60 percent of white pupils scored at proficient or better levels on most sections of the test. Students who score at a proficient level are considered to be achieving at their grade level. Eighth-grade math was the most difficult test for all students. Only 4 percent of black eighth-graders scored at a proficient level on the math test, which is made up of multiplechoice and open-response questions. Forty-five percent of white eighth-graders scored at a proficient or better level. Little Rock pupils did their best on the fourth-grade literacy test with 63 percent of the districts whites and 23 percent of blacks scoring at a proficient or better level. Statewide, 51 percent of whites and 21 percent of blacks scored at a proficient or better level. Although the best results were posted on the fourth-grade literacy test, that was the only test where both Little Rock students and students statewide showed a decline when compared to the 1999 test results. Little Rock students scoring at a proficient level dropped 7 percentage points from 42 to 35 percent in 2000. WEDNESDAY, OCTOBER 3, 2001  Arkansas Democrat (gazette Hearing set in LR School District contempt claims BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Chief U.S. District Judge Susan Webber Wright has scheduled a hearing for 9 a.nL Oct. 16 on a Little Rock School District Walker represents black Stu- HellerandClayFendleyJr.com- lated the judges order. They ap- members said.  , trict operations. .\ndents in the Pulaski County plained to Wright that Walker peared in Associate Superinten- Fendley said Walker was us- Walker wrote Wright that the school desegregation lawsuit Lit- sought documents directly from dent Bonnie Lesleys office that ing the Freedom of Information lawyers are trying to limit tie Rock school officials told district employees and was not day seeking Lesleys vitae and Act as an excuse to harass and monitoring of the district in Wright in March that the district making requests through attor- supporting documents for items intimidate district personnel He hopes of accelerating the end of has complied with its desegre- neys. listed on the agenda of a coming asked the judge to levy sanctions the desegregation case.   On June 29, Wright said Walk- School Board meeting. against Walker, stop Walker from In other words,Keep Walk-  ' 'The staff provided a copy of any communication with district er out of the schools and the case request to hold civil rights gation plan. Walker  who _ lawyer John Walker in contempt agreed to terms of the plan three er was entitled to get informa- The of court for violating court or- years ago  objeefed, prompt- tion through the states Freedom Lesleys resume  which had personnel and order Walker to will end. he said. They are ders on the process he should ing compliance hearings and of Information Act, but if he been sent to Walker previously submit written requests for in- badly mistaken. The rule of law use to acquire documents from dashing district hopes for release needs to talk to one of your  but then Walker and Springer formation to school attorneys. governs rather than the identity the school system. from court supervision last sum- clients, he ought to go through said they wanted a more detailed In response. Walker asked the of the litigators. L The hearing comes as Walker mer. Wright has been holding a you, so you will know what your version listing professional arti- judge to dismiss the complaint. The Little Rock district and the district ate at odds over series of hearings on compliance client is saying to Mr. Walker. cles and research. While in the He said no court order bars him sought a contempt citation tn argnirp dnniments hnpps but then Walker and Springer g from court supervision last sum- said they wanted a more detailed In response. Walker asked the version listing professional arti- whether the school system should throughout the year. Hearings and the district ate at odds over series of hearings on compliance client is saying to Mr. Walker. ------------------ _ . .................................   . In an Aug. 23 motion asking building Walker also walked from appearing on school dis- against Walker once before, m be Steed from more than 40 years resume Nov. 19-20. ' for the contempt citation, Fend- into other offices and thumbed trict property and that he was early August, but Wright de-, Throughout the summer, ley told Wright that Walker and through materials on tables and directed by the Sth Circuit Court dined to rule on that motion at school district attorneys Chris his associate Joy Springer vio- tops of file cabinets, district staff ofAppeals to monitor school dis- the time. of federal court involvement in its desegregation efforts.0 c t o b e r 4. 2 0 0 1 Think about it N OT EVERY member of Little Rocks school board wants to get the district out of federal court and accompanying legal fees, red tape, and frictioiL Just think of all the money that could be spent on education instead of litigation if the school district could finally satisfy the court that its obeyed the law. But one board member is thinking about something else: the persistent gap between the test scores of black and white students. After hearing that scores in general had improved for both, but a racial gap remained, Mike Daugherty changed his mind about trying to get the district out of court hearings and all the acrimonious exchanges and big legal fees that go -with making every little thing a federal case. To quote Mr. Daugherty after he looked over the test scores: This is quite alarming for me, especially the disparity between the black students and the white students? Its alarming for a lot of us when kids dont achieve as much as wed like them to, whatever their color. But how will leaving them to the courts help? At the risk of pointing out the obvious, it was during all these years in court that the racial gap was not closed. Nothing the courts could do has eliminated it, and this disparity may not be so much a racial gap as one between rich and poor, and between kids from strong families and those without. We dont say that to excuse it, just to understand it Whatever the roots of this difference in test scores, if the courts havent eliminated it by now, what makes anybody think they can do better in the future? And would we want it eliminated if that meant lowering the test scores of all students to abysmal? An imequal progress is better th^ than an equal ignorance. Instead of helping to close this gap between black and white kids on average, an exclusive emphasis on race may ly exacerbate it What ought to concern is the sheer number of kids who are loson- ing out on an education regardless of then- race. Why not try something newlike school vouchers for kids trapped in under-performing schoolsso they can go to the best schools available? As for the worst schools, they would have to improve or be shut down. Just the way under-performing private and charter schools do. Why not take the money that has gone for lawyers and legal supervisors and red tope in general during all these years, and invest it in more and better teachers instead? Or teachers aides and after-school programs? And more individual attention to each and every child in the district, so that no child is left behind? Or would that be unspeakably sensi- ' ble? 1Judge quells feuding in desegregation case School district drops contempt request October 9. 2 0 0 1 BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Six weeks from what could be a final court hearing on whether the Little Rock School District complies with its desegregation plan, a federal judge has stepped in to settle squabbles between attorneys for the district and the class of black students known as the Joshua intervenors. In an impromptu court hearing and two written orders in recent days. Chief U.S. District Judge Susan Webber Wright attempted to clarify the rules under which attorneys for the intervenors can visit schools, talk to district employees and collect district documents, including copies of electronic mail written by district employees. The judge also canceled a hearing set for Oct. 16 on a Little Rock district request that John Walker, an attorney for the intervenors, be held in contempt of court for violating earlier court orders on how he is to acquire district information. And she relieved the Joshua intervenors from having to respond to the bulk of written questions submitted to See DISPUTES, Page 5B Disputes  Continued from Page 1B them by the district. The feuding between the parties in the desegregation lawsuit comes as they are preparing for hearings Nov. 19-20 that could lead to the judge releasing the states largest school system from more than 40 years of court supervision of its desegregation efforts. District leaders last March told Wright that they comply with their 1998 desegregation plan and are entitled to release. Walker has challenged the districts contention that it complies with its plan. His objections prompted a series of court hearings that began last summer and wUl resume in November. In the hearings. Walker bears the biur- den of proving the district is out of compliance. Clay Fendley Jr., an attorney for the Little Rock district, said Monday that he asked Wright to cancel the contempt hearing after she clarified last week what Walker can and cannot do in regard to collecting information from the district. He said that was the purpose of the request for the contempt charge. In an Oct. 3 order after a short hearing Oct 2, Wright said Walker and other attorneys for the intervenors can continue to visit schools to monitor desegregation without giving notice to attorneys for the district. However, if the Joshua attorneys wish to communicate with district employees, that must be done through school district attorneys, the judge said. Wri^t is allowing school district directives to stand that allow the district to charge for some document requests under the state Freedom of Information Act and the elimination of employee e-mail after 15 days. Wright said district attorneys as- sured her that the Freedom of Information directive applies to any person requesting more than 25 pages of information and not just to the Joshua intervenors. The charges are based on a page count and can be based on employee time spent responding to the request if it takes more than two hours to assemble. IOctober 1 8, 2 0 0 1 District warned to prove report Judge: Qaims it met requirements for desegregation seem untruthful BY CYNTHIA HOWELL ARKANSAS DEMOCRATCAZETTE A federal judge warned Little Rock School District officials Wednesday that they better focus on proving the accuracy of their March 15 desegregation compliance report to her and stop complaining about attorneys for the black students who are intervenors in the 18-year- old desegregation lawsuit. In a sharply-worded, three- page order, Chief U.S. District Judge Susan Webber Wright said it appears that a March report on desegregation compliance in the states largest school system is not entirely truthful. She said the inaccuracies, if they are sustained after a court hearing next month, will jeopardize district efforts to be declared desegregated, or unitary, and released from nearly 45 years of federal court involvement in district operations. In the March 15 report. Little Rock district leaders said they had complied with the 15)98 desegregation plan and are entitled to be released from federal court supervision. John Walker, an attorney for the class of all black students known as the Joshua intervenors, challenged the districts assertions of desegregation compliance. As a result, Wright scheduled a series of hearings this year on the issue. The judge didnt specify what she considered inaccuracies in the report, but Walker has accused the district of not evaluating programs designed to reduce test score disparities between black and white students. Walker presented his case See WARNING, Page SB Warning  Continued from Page 1B against the district at sessions in July and August. The district will present its defense at a hearing set for Nov. 19-20. Wright said in her order that Walker had presented evidence contradicting information published in the districts March report. The court anticipates that [the school district] will present evidence that the representations in the compliance report are accurate and truthful, Wright added. But she warned that if she finds that the compliance record is mixed, the districts truthfulness or show of good faith to comply with its plan could determine whether it wins release from court supervision. Ken James, the new superintendent of the Little Rock district, said Wednesday evening that the district must present its best case at the November hearing and allay the judges concerns. He said he doesnt expect the district to withdraw its request for unitary status. To date we have not had an opportunity to present any side of our case, James said, Tm confident that we will be able to present good information to the court. Im looking forward to having our day in court to put forth the evidence that the districts staff has worked so diligently to put together. Chris Heller and Clay Pendley Jr., attorneys for the school district, could not be reached Wednesday for comment on the judges order. Wrights order was triggered in part by the increasingly acrimonious relationship between the school district and the Joshua intervenors. Walker raised the ire of district officials with repeated requests for documents, including the e-mail of top-lev- el administrators and more recently, school principals. School district attorneys responded with their own requests for information to Walker, but the judge has since said Walker did not have to respond to many of the requests. The November hearing will focus on the districts compliance, the judge said. There is no reason to obfuscate the issue by complaining about Joshuas activities. Joshuas activities are not relevant unless such activities related to the trustworthiness of evidence presented by Joshua, she said. Earlier this month, after complaints about Walkers e-mail requests, Wright gave district leaders the option of limiting the proof of their desegregation compliance to the March 15 deadline, or offering evidence gathered beyond the March date. If they offered evidence developed after March 15 they also would have to give Walker all the requested e-mail written since that date, the judge said. Pendley and Heller selected the March 15 deadline for evidence but objected, saying the term of the desegregation plan did not expire until May 31 of this year and that compliance efforts after March 15 could constitute a show of substantial compliance. The districts plan requires it to show substantial compliance. Wright said Wednesday that the district could have chosen to present evidence of compliance beyond March 15 but rejected the opportunity. She said that if the districts request for unitary status is denied, the district may eventually file additional motions in support of unitary status that might include activities that occurred after March 15.rr.\nNovembe r 13. 2 0 0 1 School district objects to testimony Attorneys also question judges impartiality in desegregation ease BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE A week away from a court hearing to determine whether the states largest school district complies with its desegregation plan, attorneys for the Little Kock School District are objecting to potential testimony from court- appointed desegregation monitors and questioning the impartiality of the judge who has presided in the case for 11 years. Attorneys for the school system, in a motion filed Friday, want Chief U.S. District Judge Susan Webber Wright to bar testimony from federal Desegregation Monitor Ann Marshall and at least two associate monitors at a court hearing set for Monday and Tuesday. The attorneys also questioned whether conversations between Wright and the monitors outside the courtroom about the school district jeopardize the districts right to an impartial hearing. Next weeks hearings are the third and possibly final set on whether the district can be released from more than 40 years of federal court monitoring over desegregation. The district says it has followed its 1998 desegregation plan, but an attorney representing black students disagrees. Marshall was appointed to head the Office of Desegregation Monitoring by Wright in 1991. The office was established by the 8th U.S. Circuit Court of Appeals to assist the judge in evaluating school desegregation efforts in all three Pulaski County school districts. The office is danced by the districts but monitors report to Wright. The chief monitor and associate monitors Margie Powell and Gene Jones have been called as potential witnesses by John Walker, an attorney who represents black students in the district, known as the Joshua intervenors. Marshall has said publicly that the district was not ready to be declared unitary or desegregated to the extent practicable, attorneys for the district told Wright in their motion. The attorneys accused Marshall of stepping outside the bounds of her job and aligning herself publicly with the position of the Joshua intervenors. Chris Heller, an attorney for the district, said Monday that Marshall had made the remarks about Little Rock at a meeting several months ago with Arkansas Department of Education officials concerning a settlement of desegregation issues that existed between the district and the state. Marshalls office was closed Monday because of a federal holiday. Efforts to reach her at her home were unsuccessfuL The main point is that it puts us in an untenable position to have this case come down to a question of whether the court believes the people who are described as an arm of the court or whether the court believes the LRSD witnesses, Heller said. Walker on Monday called the Little Rock motion an attempt to force the judge to either disqualify herself from e case or to make it appear that the judge is so partial to the Joshua intervenors that she can not rule fairly. Walker said he had not heard Marshall state opinions on the Little Rock districts degree of compliance. He also said Marshall and her staff had testified in previous hearings in the long- running desegregation lawsuit I without objections from the Lit- 1 tie Rock lawyers. Chris Heller cannot have it both ways, Walker said. He cannot say its all right when the Office of Desegregation Monitoring is favoring his position but its not all right when he thinks the [Office of Desegregation Monitoring] is going to oppose his position. 1 1 3o o CM i Judge: LR desegregation monitors can testity BY CYNTHIA HOWELL \u0026lt;i\u0026gt; E 0) \u0026gt; o z ARKANSAS DEMOCRAT-GAZETTE Federal monitors will be allowed to testify if they are called  to the stand next week in a court hearing on whether the Little Rock School Districts desegre-  gation efforts warrant its release from more than 40 years of federal court supervision, Chief U.S. District Judge Susan Webber Wright said Tuesday. Wright denied a request by attorneys for the Little Rock School District to bar staff members in the federal Office of Deselection Monitoring from testifying if called by an attorney representing the districts black students in a 19-year-old school desegregation lawsuit. John Walker, an attorney for the class of all black students known as the Joshua intervenors, opposes the district being released from court supervision. He has listed three court-ap- . pointed monitors as potential witnesses for the hearing set for Monday and Tuesday. The hearings will be devoted primarily to the districts defense of its desegregation efforts. Chris Heller, an attorney for I chances for an impartial decision from Wright. Wright said Marshall and her staff have testified numerous times and that sometimes that testimony helped the school district The judge acknowledged that she has talks with Marshall about the monitoring work  talks which arent subject to public disclosure  but she said she decides issues in the lawsuit strictly on the evidence presented in court. Wright said she did not recall Marsh^ providing her with any evidence on district desegregation compliance in regard to hearings this year as the burden of proving the districts noncompliance rests with Walker. She also said that Marshall is not a lawyer and cant testify on the question of whether the district is unitary as that is an interpretation of law that must be decided by a judge. Wright said attorneys can treat Marshal as they would treat any witness, and even attempt to discredit her testimony, but she has instructed attorneys to focus on defending the districts compli ance efforts, particularly the dis tricts efforts to evaluate the sue cess of programs to improve stu dent achievement and reducin) the disparity in the disciplinini of students of different races. Heller said he plans to mee with Marshall today to ques tion her about her possible tes timony next week 1 the district, told Wright that permitting the monitors to testify puts the district in the awkward position of possibly challenging Ihe testimony of people who ' report to the court. Heller and other district at- ^tomeys have accused Desegre-  gation Monitor Ann Marshall J of siding with Walker by stating publicly several months ago that i the district is not ready to be \"  declared desegregated. Marshall said Tuesday that she couldnt recall making any such state- L ments. y School district attorneys al- so have questioned whether pri- vate conversations between L: Wright and the monitormg staff * have jeopardized the districts ife I v.f  SATURDAY, NOVEMBER 17, 2001 LR schools ask judge to quit case\nshe stays on BY KIMBERLY DISHONGH AND CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Attorneys for the Little Rock School District asked a federal judge who is set to decide whether the district can be released from court supervision to disqualify herself Friday on the basis, in part, of a remark she reportedly made about the case nine months ago. The district fried its motion CnkAnlA plan. She also said she hoped W11 w UI w die district could be released _ . from court supervision, but said  Continued from Page 1B the compliance hearings have ly, filing a seven-page order at not gone well for the district, about 6 p.m. in which she re- However, she pointed out she fused to step down from the case has not made any decisions, that she has presided since 1990. Given th e ti mi ng o-f t.h e -[dis-. th.is. o rder _x s wntten in haste txrxxic.,kt OsJ] mxvo ltiiuoinli, 9sVoXm11Ce CeiXgghlltl and IS therefore subject to months after the filing of the amendment, Wright wrote, compliance report and four However, the motion of the [the months after the hearing began, School District] is the court must assume that [the demed. district] requests disqualifica-ine tlurry of court filings tion as part of a strategic and tac-came Friday afternoon preced- tical plan to delay its obligation mg a two-day hearing that will to come forward with proof to begin at 9 a.m. Monday, when rebut Joshuas proof, and to preschool district officials plan to vent this court from ruling on eir compliance with the the issue of unitary status, 1998 desegregation plan. They Wright wrote in Fridays rul-have argued that the school sys-  tern deserves to be released from mg. ------------------- Superintendent Ken James more than 40 years of federal said Friday evening that the dis-court involvement with their de-to remove Chief U.S. District Judge Su-san Webber Wright Heller Wright from the 19-year-old Pulaski County school desegregation lawsuit at 4:45 p.m., minutes before the federal courthouse closed for business. In the districts motion Friday, its attorneys cited a Feb. 9 report in the Arkansas Times. Accord---------------- tricts intent was not to delay segregation efforts.----------------------anything at all. He said the fil- Chris Heller, an attorney for ing was based on Marshalls dep-the distnct, said Friday night that osition taken by attorneys Tues-the distnct would not ask the Sth day. U.S. Circuit Court of Appeals It was not a decision we at St. Louis to stop Mondays came to easily, but it was one we hearmg. He said district officials felt we had to pursue at this are ready for court and can prove time, James said. Marshall, the federal monitor, Heller argued m the districts would say little Friday about the motion to disqualify Wright that districts complaint. whAn ckA Fk. comment Ln The Little Rock School Dis- February, she had no reason to tricts motion contains many in-believe the district was not in accuracies and selective omis-compliance. He noted that the sions, said Marshall, who has district had filed a preliminary held her position since 1991 \"I compliance report a year earli- think the judges order speaks er, and no one objected. Further, for itself. the federal Office of Desegrega- John Walker, an attorney for tion Monitoring  which helps the class of black students the judge assess desegregation known as the Joshua intervenors efforts  had not written any re- in the lawsuit, said Friday night ports saying the district was not that there was no basis for the P''^ce. district's position that the judge The attorneys also cited in- is biased. when she made the m It was not a decision we ing to the article, Wright \"volunteered that there was no end in sight for the public schools entanglement in a federal court desegregation lawsuit.\" Wright acknowledged  but did not admit or deny the accuracy of  the article. In an unusual move, Wright responded almost immediate- See SCHOOLS, Page 7B stances that Desegregation Mon- I.:__ Ixx.xx,L.e, ,,xv.x.xo Av/ui itor Ann Marshall had told top- a compliance report the dis-level adnunistrators and others trict filed on March 15. Walker that the district was not ready to objected to the districts con-be removed from court super- tention that it has met its de- Mondays hearing stems from vision. segregation obligations. The attorneys said private ., conversations between Wright Walker argued then that the dis-md the court-appointed federal trict did not evaluate programs  desegregation monitors outside for their success in reducing the courtroom about the school achievement disparities between district jeopardize the district's black and white smdents, nor did impartial hearmg. it meet obligations in regard to Tuiere is a reasonable basis student discipline. He accused to believe either that the feder- the district Friday of attempting al monitor has influenced the to vilify a judge who has for court with regard to the ultimate the most part treated the states issue of the LRSDs unitary sta- largest district favorably over the tus, or that the Court has influ- years, enced the federal monitor, the The hearing began in July. . ------------. Im not defending Judge school district s attorneys wrote. Wright because she needs no de- In a motion filed last week, fender, but it is certainly inap-  fltXnmpvc aclrorl fhoi- j-kz\u0026gt; -aa j_i._ r xc _ j- x.  . a  , , ,-------.-------- *vuuc.i, uui XI X9 ecxidiiiiy lliau-the attorneys asked that the tes- propriate for the district to file timony of Marshall and her staff this motion at the last moment, be barred from next weeks hear- he said. ing. The judge denied the mo- __ u . tion, Wright advised district rep-  We thought it was inappro- resentatives to redirect their en-priate for them to testily against ergies to proving that the district In ruling on the districts mo* xL T  1 n  ,-------pxwixig uxai UIC UX9U1V.I the Little Rock School District should be declared desegregat-nonn tt-hkeo i\u0026gt;s\u0026lt;s\u0026lt;\u0026lt;u,laex of ouvnaSiXtaaar^ya s..XtaaatXu..s_ or e_ dJ. DO even abo,u t the distric. t o--n-- -t-h--e-- i-s- - The [district] has suffered sue of unitary status since theyre recent adverse rulings ... which obviously close to the court, indicate that the [district] needs fbey re an arm of the court, to focus on the issues before the 1J L Friday night. We court, i.e., the accuracy and truth-would have had to attack their fulness of the compliance recredibility and try and discern port, Wright wrote. any biases they might have, and \"The [district] may harbor that, we aigued. is very much like fear that its 'litigatory milk is opposing the court itself. about to curdle,'  she added In her order Friday, Wright \"The LRSD's sudden fear, said all the statements allegedly whether justified or not, does made by her and the monitors not provide good reason for this occurred before the district sub- court to recuse. The hearing will mitted its March 15 compliance go forward. LR schools look to end decades of supervision BY CYNTHIA HO WELL ARKANSAS DEMOCRAT-GAZETTE the states largest school district routinely uses student test da- When a Little Rock public ta to assess, adjust and readjust school wanted to be excused curricula as a way to improve from starting a reading-writing student achievement  just as workshop class that is required the terms of the districts 1998 at other middle schools, school desegregation plan envisioned.  We try to be data driven in system officials checked the schools test scores and de- our decision-making at every nied the waiver request. opportunity, particularly as perLittle Rock School District formance affects African-Amer- officials also saw sagging test ican achievement, Lesley told I olamantiFV \u0026lt;?h i\u0026lt;f T T.^ Dj SttlCt Til H PP S11 - scores at some elementary Chief U.S. District Judge Su- schools that were operating an san Webber Wright at the re- altemativp literary program and Sumption of a periodic hear- urged leaders at those schools ing on the school districts ef- with predominantly black en- forts to comply with its deseg- rollments to check the data for regation plan. The hearings have themselves and make some focused in particular on reviews changes. At least two schools of programs and student disci- ultimately abandoned the pro- pline practices. gram. Weve embedded the im- Bonnie Lesley, associate su- portance of using data and perintendent for curriculum, analysis into determining the told a federal judge Monday that See SCHOOLS, Page 8B Schools  Continued from Page 1B er than those he raised earlier. I realize that, Wright said. I let you put on evidence on what they didnt do. Ill let them effectiveness of programs as we put on evidence on what they've make decisions about funding done. and continuing them, Lesley said. School district attorneys gave the judge some 20 notebook Wright this week is holding binders of documents in sup- the third set of hearings on the port of their compliance as- districts request last March to sertions. Many of the binders, be found unitary, or fully de- with labels such as School Im- segregated, and released from provement, \"Middle Schools,\" more than 40 years of federal Communicating Best Practices court involvement in desegre- and \"Planning for Program Eval- gation efforts. Most of this weeks hearing, es thick. which will resume at 9 a.m. to- nations, are five to eight inch- The hearing on the districts day, is intended to give school efforts to improve the achieve- system attorneys a turn at con- ment of black students by using vincing Wright that the dis- effective programs and on dis- trict is in compliance. cipline practices could end to- At hearings in July and Au- day, although Wright has set gust, attorney John Walker, aside time for more hearings who represents all black stu- in January. The judge told the regated to the extent practical and released from further court supervision. To resolve an earlier dispute among the parties, Wright said several weeks ago that March 15 had to be the cutoff date for data and reports on unitary status. When questioned about that Monday, she said that if she should find that the district is not unitary and if Im not disqualified, she would expect the district to eventually renew its request for unitary status motion with postMarch 15 information to back it up. Also Monday, Linda Watson, the districts assistant superintendent for discipline, and James Washington, a district ombudsman who serves as an advocate for troubled students, dents in the district, objected attorneys she will ultimately ask said they did not see system- to the districts release from them to file post-hearing briefs atic discrimination in the dis- court monitoring. He present- on the issues, making a ruling trict as a reason for the dis- ed evidence that district offi- from bench at the conclusion of proportionate numbers of black cials did not evaluate nearly a testimony unlikely. students who are punished each dozen programs for their effectiveness in improving the The demeanor in the full year. Black students receive  about 85 percent of the disci- courtroora was cordial Mon- panary sanctions while repre- r- senting about 68 percent of the officials said in their March re- tricts efforts . late Friday student body. quest that they did the evalua- evening to disqualify Wright Watson said the district holds '  from the case in which she has students to the rules in Students presided for 11 years. The mo- Rights and Responsibilities tion to disqualify centered on Handbook regardless of their whether the district could get j'3ces. Training is provided to an impartial decision on uni- (ijstrict administrators to ensure tary status based on remarks ^hat students are treated fairly that Wright reportedly made g^d given their rights to due last February to a church- process. A range of alternative school organization. Wright learning programs and an array said the Pulaski County dis- of sanctions short of suspension tricts would be entangled in are used to minimize the num* achievement levels of black students  although district- day, despite Little Rock dis- n. A 1 .. .. A  .J ... n  M k/n h aL. m.. frl Pf'c 1* C 1 51 t P F B* 1 (l C tions. Those program evaluations listed by the district included extended-year schools, summer school, preschool programs and campus leadership teams. On Monday, Lesley testified that math and language arts programs were assessed as required by the desegregation plan. She also distinguished be- _____ ..____ . .........____________ tween program assessments the desegregation lawsuit for of students who are sus- and evaluations, saying that assessments are dynamic, ongoing and data-based as opposed i years to come, the Arkansas pended or expelled. Times newspaper reported.---------- Wright denied that motion to to written formal evaluations, ' be disqualified almost imme- which are likely to be longterm, multifaceted studies performed in response to research questions. Can you make decisions based on assessments? district attorney Chris Heller asked. Yes, we do it every day, Lesley responded, listing the diately Friday night. The judge briefly noted that she could be disqualified by a federal appeals court Monday in a discussion with attorneys about whether she should consider district reports showing compliance that were prepared after March 15,2001. That's the Z o at 3 o changes that have been made in date that the district submitted recent year in elementary and middle school literacy programs, among others. Walker told the judge that L\u0026lt;?sleys testimony seemed to be aiming arrows\" al issues oth- its request to be found deseg- ho o O oWEDNESDAY, NOVEMBER 21, 2001  exit I U.S. judge plans  in desegregation case Key decision on LR schook will come first 1 BY CYNTHIA HOWELL AND KIMBERLY DISHONGH ARKANSAS DEMOCRAT-GAZETTE The federal judge who has presided in the Pulaski County school desegregation lawsuit for U'A years threw the sometimes tumultuous case a new curve Tuesday, announcing she will step down from the case she decides once whether the Little Rock School District is entitled to be released from court monitoring. Chief U.S. District Judge Susan Webber Wright Wright, S3, announced her intentions to turn the complex case over to another, as yet unknown judge, during the second day of a hearing devoted to Lit- , tie Rocks eligibility to be re- I leased from more than 40 years 'I of federal court involvement in'll district affairs.  A change in the presiding judge, who must first fanuliar- ize himself with the history and' law of the case, could potentially .*j prolong or complicate the law- suit although, as it* stands, there is no ticular date for ( eluding the case. ) par-\ncon- The consequences of , a change in judges prob- i ably wont be realized | until at least the middle 3 of next year. Wright said S a decision on Little J Rocks bid for unitary  status is likely to take f her several months to complete, a By that time, I will have had a the case for about 12 years, f Wright told a courtroom of J about 50 people who were there fl See WRIGHT, Page 10A !Arkansas Democrat (gazette Wright  Continued from Page 1A to hear the Little Rock district officials defend their efforts to comply with their 1998 desegregation plan. And Im weary of it, she said. Wright added that she would proceed with her resignation, regardless of whether she rules up or down for the states largest school district. Desegregation case Chief U. S. District Judge Susan tVebher Wright has presided in the 19-year-oid Pulaski County school desegregation lawsuit for the past 11 i/syears. She acquired the complex case at a time when each of the three county public school districts had just won approval of their proposed desegregation plans from a federal appeals court. Wright's chief responsibility has been to monitor the districts' compliance with their plans, two of which were dramatically rewritten in recent years. July 6,1990 - After eight years, U.S. District Judge Henry Woods recuses himself from the Pulaski  . , J J ......................... iiuiii uic ruiaant Knowing she can decide on County desegregation case, calling , Y -- vvuiiijt uoooyioyaiiuii vaac, \u0026lt;^aiiiiiy the issue of unitary status will the situation hopeless and saying that give her some new energy, she the obstiuctionists to desegregation said, but once thats decided, I had won. Wright assumes the quit. lawsuit. March 19,1993 - Wright gives a tongue-lashing to the Little Rock School Board, calling the Little Rock school system the chief whiner and attorney representing black students, agree on a streamlined Revised Desegregation and Education Plan to replace the district's voluminous iawsuit known as the Joshua intervenors, noted that Wright had served longer than any other judge in the 45 years that the district has been involved in school desegregation litigation. The current lawsuit has its roots in a case that started in 1956 and led first to the integration of Central High School in 1957 and subsequently all other schools in the district. She has persevered in a difficult case for a long time, Walker said, adding that the judge 1988 plan. The new plan calls for new may be frustrated with the parschools, reduced busing of black  '    ' ' Before she rules, she is expected to hold a fourth set of hearings Jan. 28,2002, on the districts compliance with its desegregation plan. students out of their neighborhoods, relaxed racial-balance guidelines, college scholarships for students in ties and troubled with the duration of the case. Wright is only the second ------------ judge in the 19-year history of virtually all-black elementary schools, the current case, which was filed and an increased emphasis on------------------  - _ - . number one barrier\" to complying Besides hearings this week, with desegregation efforts. She there were others held in July orders board members to attend and August. court hearings. April 19,1993 - Wright sends a federal marshal to find a Little Rock Wri^t also intends to rule on other, smaller issues that are pending before her. School Board member who was late Even if Wright should rule in to a court session. teaching reading and math. April 10,1998 - Wright approves Little Rock's Revised Desegregation and Education Plan that envisions release of the district from federal court monitoring in 2001. District representatives declare the end of the litigation is in sight. by the Little Rock School District against the state and neighboring North Little Rock and Pulaski County districts in November 1982. The Little Rock district sought consolidation of the districts as an end to racial segregation. That was ultimately de- favor of the Little Rock districts release, a new judge would have to continue monitoring desegregation efforts in the Pulaski County Special and North Little Rock School districts, which June 8,1993 - At a hearing in which she cites a Little Rock School Board member for contempt for leaving court without notifying her. Wright questions the candor of then- March 15,2001 - Attorneys for the nied, but each of the districts was Little Rock School District and the state negotiate a landmark deal that relieves the district of repaying most, required to take steps to end the remnants of racial segregation in their schools. , Superintendent Mac Bernd. She also operate according to the threatens the district with terms of court-approved school receivership if it doesnt adhere desegregation plans. Those dis- more closely to its plan, tricts, as yet, have not asked to Jan. 27,1994 - Wright scolds the Little Rock school system for foot- be released from court super- dragging in developing academic ,5^ themes, starting Spanish programs would not be identified until she and taking other steps to desegregate issues an order formalizing her five virtually all-black Incentive I ------- ----------------------.XX iivv vutuuiijr ail ufour resignation. The case will likely elementary schools, be randomly assigned by com- puter. The judge said she wanted to I give the parties and the federal Sept. 18,1995 - Wright releases the North Little Rock School District from federal court monitoring of its 23-year-old student assignment plan. Office of Desegregation Mom- making it the first Pulaski County luring plenty of advance notice school district to win court release on of the impending change. The any of its desegregation obligations, monitoring office was created on if not all of a $20 million loan, and Wright inherited the case in preserves millions in state funding for July 1990 when U.S. District Little Rock magnet schools and other Judge Henry Woods stepped desegregation expenses until at least  -  -  2008. June 25,2001 - Walker, the down from it after an appeals court upheld desegregation plans proposed by each of the three attorney for black students, objects to Pulaski County districts. Woods a request by the Little Rock School  ............................ by the Sth U.S. Circuit Court of Appeals to assist the federal judge w\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_903","title":"Discipline: ''Analysis of Disciplinary Actions, District Level,'' North Little Rock 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":null,"dc_date":["2001/2002"],"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","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School discipline"],"dcterms_title":["Discipline: ''Analysis of Disciplinary Actions, District Level,'' North Little Rock 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/903"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nNORTH LITTLE ROCK SCHOOL DISTRICT RECEIVED SEP- 9 2002 OFFICEOF DEHE6ATIONIOIITORIN6 ANALYSIS Of DISCIPLINARY ACTIONS District Level FRANCICAJ.LJ ACKSON Directoorf StudenAtf fairs Ref: Date: Time: DIS032 7/15/02 16:20:19 Analysis of Disciplinary Actions DISTRICT LEVEL From AUGUST Through JUNE ========================================%======================================= 2 0 0 0 - 0 1 ========================================-==---==========--------------======-=== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU ====================================--==-------====-----------------------==---- 09 S. A. C. 1092 55-1% 556 28-0% 266 13-4% 69 3-5% 1983 517 292 175 52 1036 10 HOME SUSP. 385 70-3% 92 16-8% 64 11. 7% 7 1-3% 548 205 71 41 6 323 11 BOYS CLUB 325 61-4% 136 25- 7% 56 10-6% 12 2-3% 529 203 84 47 9 343 12 E. I. C. 162 58-5% 55 19-9% 40 14-4% 20 7-2% 277 101 44 23 10 178 17 EXPULSION 3 27-3% 0 -0% 5 45-5% 3 27-3% 11 3 0 5 3 11 ===---===--------------=================-------=========--------------========== 2 0 0 1 - 0 2 -==--===========---------==========-------------------------------------====--== -----BM------ # REF PCT /TOT # STU -----BF------ # REF PCT/TOT # STU -----NBM----- # REF PCT /TOT # STU -----NBF----- # REF PCT /TOT # STU --===---========--==================-----------------------------------========- 09 S. A. C. 1276 55-2% 574 24-8% 354 15-3% 107 4-6% 2311 566 322 205 68 1161 10 HOME susp. 692 66-6% 234 22-5% 92 8-9% 21 2-0% 1039 370 135 68 11 584 11 BOYS CLUB 210 59-0% 83 23-3% 52 14-6% 11 3-1% 356 135 55 39 11 240 12 E I. C. 342 56-8% 164 27-2% 67 11-1% 29 4-8% 602 172 84 46 19 321 17 EXPULSION 1 25-0% 0 -0% 2 50-0% 1 25-0% 4 1 0 2 1 4 =---====-==============-------------------------------------------=======--=-==- COMPARISON -----==---------===========--------------------------------------=======-==-=--- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU -----==-=-------========-----------------------------------------======-=------- 09 S. A. C. 184 16-8 % 18 3-2 % 88 33-1 % 38 55-1 % 328 49 30 30 16 125 10 HOME SUSP. 307 79.7 % 142 154,3 % 28 43,8 % 14 200.0 % 491 165 64 27 5 261 11 BOYS CLUB 115- 35-4-% 53- 39-0-% 4- 7-1-% 1- 8-3-% 173- 68- 29- 8- 2 103- 12 E. I. C. 180 111.1 % 109 198-2 % 27 67,5 % 9 45-0 % 325 71 40 23 9 143 17 EXPULSION 2- 66-7-% 0 . 0 % 3- 60-0-% 2- 66-7-% 7- 2- 0 3- 2- 7- Ref: Date: Time: DIS032 7/15/02 16:20:19 Analysis of Disciplinary Actions ELEMENTARYK -5 From AUGUST Through JUNE ================================================================================ 2 0 0 0 - 0 1 ================================================================================ -----BM------ 11 REF PCT /TOT II STU -----BF------ 11 REF PCT/TOT II STU -----NBM----- 11 REF PCT/TOT II STU -----NBF----- 11 REF PCT /TOT II STU ================================-====---------========-=======-================= 09 S. A. C. 25 48-1% 19 36-5% 6 11-5% 2 3-8% 52 21 13 5 2 41 10 HOME SUSP. 202 70-1% 55 19-1% 28 9-7% 3 1-0% 288 123 42 21 3 189 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. C. 162 58-5% 55 19-9% 40 14-4% 20 7-2% 277 101 44 23 10 178 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 --=====---------===============-----------------=====--=-==============--------- 2 0 0 1 - 0 2 ---=======----===========----------------------------------=-=========---======= -----BM------ -----BF------ -----NBM----- -----NBF----- II REF PCT /TOT II REF PCT /TOT II REF PCT /TOT II REF PCT /TOT II STU II STU II STU II STU ----=====================-----------------------=-------==-============--======= 09 S. A. C. 4 80-0% 1 20-0% 0 -0% 0 -0% 5 4 1 0 0 5 10 HOME SUSP- 335 68-5% 105 21-5% 42 8-6% 7 1-4% 489 186 64 28 3 281 11 BOYS CLUB 0 -0% 0 -0% 0 ,0% 0 ,0% 0 0 0 0 0 0 12 E, I. C. 341 56, 7% 164 27-3% 67 11-1% 29 4-8% 601 171 84 46 19 320 17 EXPULSION 0 ,0% 0 ,0% 0 -0% 0 ,0% 0 0 0 0 0 0 =---------=----=------------------------------------------------=====----------- COMPARISON =-------=--===--=-----------------------------------------------=--==----------- -----BM------ -----BF------ -----NBM----- -----NBF----- 11 REF PCT(+/-) 11 REF PCT(+/-) 11 REF PCT(+/-) 11 REF PCT(+/-) II STU # STU II STU II STU =-----=--=====--===--------------------------------------------==--===---------- 09 S. A. C. 21- 84,0-% 18- 94-7-% 6- 100,0-% 2- 100,0-% 47- 17- 12- 5- 2- 36- 10 HOME SUSP. 133 65-8 % 50 90,9 % 14 50-0 % 4 133-3 % 201 63 22 7 0 92 11 BOYS CLUB 0 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 12 E. I. C. 179 110.s % 109 198,2 % 27 67,5 % 9 45-0 % 324 70 40 23 9 142 17 EXPULSION 0 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 c't ~ \" Ref: Date: Time: DIS032 7/15/02 16:20:19 Analysis of Disciplinary Actions MIDDLE SCHOOLS From AUGUST Through JUNE =======================--------------------------=============================== 2 0 0 0 - 0 1 ================================================================================ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT ll REF PCT /TOT # REF PCT /TOT # STU ll STU ll STU # STU ================================----========-=================================== 09 S. A. C. 500 54-0% 260 28-1% 131 14-1% 35 3-8% 926 254 136 85 26 501 10 HOME SUSP. 104 74-8% 18 12-9% 16 11-5% 1 -7% 139 35 11 8 1 55 11 BOYS CLUB 175 58-3% 88 29-3% 29 9-7% 8 2-7% 300 99 48 22 5 174 12 E. I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 2 100-0% 0 -0% 0 -0% 0 -0% 2 2 0 0 0 2 =---===========================------------------=====---==---================-- 2 0 0 1 - 0 2 =--======================================-----==============================--== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT ll REF PCT /TOT # REF PCT /TOT # STU # STU ll STU # STU ==--=======================================================================-===- 09 S. A. C. 688 55-2% 342 27-4% 182 14-6% 34 2-7% 1246 319 193 108 25 645 10 HOME SUSP. 205 62-9% 94 28-8% 22 6-7% 5 1-5% 326 102 52 17 4 175 11 BOYS CLUB 125 53-9% 66 28-4% 33 14-2% 8 3-4% 232 73 42 26 8 149 12 E. I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 1 33-3% 0 -0% 1 33-3% 1 33-3% 3 1 0 1 1 3 --=---======----==============-------------------------=================--====-- COMPARISON ------======--================-----------------------=====================-==--- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) ll REF PCT(+/-) ll REF PCT(+/-) # REF PCT(+/-) # STU ll STU ll STU # STU ---=-======-====-====================-=-=----===============================---- 09 S. A. C. 188 37-6 % 82 31-5 % 51 38-9 % 1- 2-9-% 320 65 57 23 1- 144 10 HOME SUSP. 101 97-1 % 76 422-2 % 6 37.5 % 4 400-0 % 187 67 41 9 3 120 11 BOYS CLUB 50- 28-6-% 22- 25-0-% 4 13-8 % 0 . 0 % 68- 26- 6- 4 3 25- 12 E I. C. 0 . 0 % 0 . 0 % 0 .o % 0 . 0 % 0 0 0 0 0 17 0 EXPULSION 1- 50-0-% 0 . o % 1 100-0 % 1 100.0 % 1 1- 0 1 1 1 Ref: Date: Time: DIS032 7/15/02 16:20:19 Analysis of Disciplinary Actions HIGH SCHOOLS From AUGUST Through JUNE --------=====-------------------------------------=======================---==== 2 0 0 0 - 0 1 -----===============------------------------------=-=--=====---================- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU --============================================================================== 09 S. A. C. 567 56-4% 277 27-6% 129 12-8% 32 3-2% 1005 242 143 85 24 494 10 HOME susp. 79 65-3% 19 15- 7% 20 16-5% 3 2-5% 121 47 18 12 2 79 11 BOYS CLUB 150 65-5% 48 21-0% 27 11-8% 4 1-7% 229 104 36 25 4 169 12 E. I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 1 11-1% 0 -0% 5 55-6% 3 33-3% 9 1 0 5 3 9 -=-============================================================================- 2 0 0 1 - 0 2 -=============================================================================== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -=============================================================================-= 09 S. A. C. 584 55-1% 231 21-8% 172 16-2% 73 6-9% 1060 243 128 98 43 512 10 HOME SUSP. 152 67-9% 35 15-6% 28 12-5% 9 4-0% 224 82 19 23 4 128 11 BOYS CLUB 85 68-5% 17 13- 7% 19 15-3% 3 2-4% 124 62 13 13 3 91 12 E. I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 1 100-0% 0 -0% 1 0 0 1 0 1 ----=======-===----=========================================================-=== COMPARISON ----=======-=====--========================================================-==== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU II STU ---=-=======------=======================================================--===-- 09 S. A. C. 17 3.0 % 46- 16-6-% 43 33,3 % 41 128.1 % 55 1 15- 13 19 18 10 HOME SUSP. 73 92-4 % 16 84-2 % 8 40,0 % 6 200.0 % 103 35 1 11 2 49 11 BOYS CLUB 65- 43-3-% 31- 64-6-% 8- 29,6-% 1- 25,0-% 105- 42- 23- 12- 1- 78- 12 E I. C. 0 . 0 % 0 . o % 0 . o % 0 . o % 0 0 0 0 0 17 0 EXPULSION 1- 100-0-% 0 . 0 % 4- 80-0-% 3- 100-0-% 8- 1- 0 4- 3- 8- Ref: DIS032S Date: 7 /15/02 Time: 16:20:19 School: 012 NORTH Analysis of Disciplinary Actions by School From AUGUST Through JUNE LITTLE ROCK HIGH SCHOOL - 11/12 ======-================--=-----=-------------------------------------=========== 2 0 0 0 - 0 1 ======--=====================--======-----------------------------------=====-== -----BM------ # REF PCT /TOT # STU -----BF------ # REF PCT/TOT # STU -----NBM----- # REF PCT /TOT # STU -----NBF----- # REF PCT /TOT # STU ===--------------====================--------============------------=========== 09 S. A. C. 142 51-6% 68 24-7% 53 19-3% 12 4-4% 275 87 50 40 9 186 10 HOME SUSP. 3 42-9% 2 28-6% 2 28-6% 0 -0% 7 3 2 2 0 7 11 BOYS CLUB 52 57-1% 19 20-9% 18 19-8% 2 2-2% 91 43 16 17 2 78 12 E. I. c. 0 -0% 0 -0% 1 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 1 50-0% 0 -0% 1 50-0% 0 -0% 2 1 0 1 0 2 --====================================---=============-==-------------========== 2 0 0 1 - 0 2 -========================================================-==------============== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -===============-=============================================================== 09 S. A. C. 148 47-9% 80 25-9% 62 20-1% 19 6-1% 309 94 53 43 13 203 10 HOME SUSP- 4 33-3% 2 16-7% 6 50-0% 0 -0% 12 4 2 6 0 12 11 BOYS CLUB 28 62-2% 7 15-6% 9 20-0% 1 2-2% 45 25 6 8 1 40 12 E. I. C 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 -=-=======================================================---=-================= COMPARISON -=--==================================--------=-==========--------===========-== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-l # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU --==========================================================================-=== 09 S. A. C. 6 4-2 % 12 17-6 % 9 17-0 % 7 58-3 % 34 7 3 3 4 17 10 HOME SUSP. 1 33.3 % 0 . D % 4 200-0 % 0 . 0 % 5 1 0 4 0 5 11 BOYS CLUB 24- 46-2-% 12- 63-2-% 9- 50-0-% 1- 50-0-% 46- 18- 10- 9- 1- 38- 12 E. I. C. 0 . o % 0  D % D . 0 % 0 .o % 0 0 0 0 0 0 17 EXPULSION 1- 100-0-% 0 . 0 % 1- 100-0-% 0 .o % 2- 1- 0 1- 0 2- Ref: DIS032S Date: 7 /15/02 Time: 16:20:20 School: 013 NORTH Analysis of Disciplinary Actions by School From AUGUST Through JUNE LITTLE ROCK HIGH SCHOOL - 09/10 =====================================----------==========-----------============ 2 0 0 0 - 0 1 =-----======---=-====================-----------=======-----------------=-===-=- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU ======------=========================-----------========------------------===--- 09 S. A. C. 424 58-2% 209 28- 7% 76 10-4% 20 2-7% 729 155 95 46 15 311 10 HOME SUSP- 4 66- 7% 2 33-3% 0 -0% 0 -0% 6 4 2 0 0 6 11 BOYS CLUB 98 71-0% 29 21-0% 9 6-5% 2 1-4% 138 62 20 8 2 92 12 E- I- C. 0 -0% 0 -0% 4 -0% 3 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 4 57-1% 3 42-9% 7 0 0 4 3 7 -========================================================-=====-================ 2 0 0 1 - 0 2 -========================================================--=----================ -----BM------ 11 REF PCT /TOT 11 STU -----BF------ 11 REF PCT/TOT 11 STU -----NBM----- 11 REF PCT /TOT 11 STU -----NBF----- 11 REF PCT /TOT 11 STU -=============================================================================== 09 S. A. C. 433 57-9% 151 20-2% 110 14-7% 54 7-2% 748 149 76 55 30 310 10 HOME SUSP- 29 76-3% 1 2-6% 8 21-1% 0 -0% 38 24 1 8 0 33 11 BOYS CLUB 57 72-2% 10 12- 7% 10 12-7% 2 2-5% 79 38 7 5 2 52 12 E-I-C 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 1 100-0% 0 -0% 1 0 0 1 0 1 -=-===================================---------===========---=================== COMPARISON -=--===========-======================---------============-===============-==== -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT(+/-) # REF PCTC+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU --=============--==========================================================-===09 S. A. C. 9 2-1 % 58- 27-8-% 34 44-7 % 34 170-0 % 19 6- 19- 9 15 1- 10 HOME SUSP- 25 625-0 % 1- 50-0-% 8 800-0 % 0 . 0 % 32 20 1- 8 0 27 11 BOYS CLUB 41- 41-8-% 19- 65-5-% 1 11-1 % 0 . 0 % 59- 24- 13- 3- 0 40- 12 E. I. C. 0 . 0 % 0 . 0 % 0 . 0 % 0 .o % 0 0 0 0 0 0 17 EXPULSION 0 . 0 % 0 . 0 % 3- 75-0-% 3- 100-0-% 6- 0 0 3- 3- 6- Ref: DIS032S Date: 7/15/02 Time: 16:20:20 School: 020 Analysis of Disciplinary Actions by School From AUGUST Through JUNE ARGENTA ACADEMY =---------------====================-----------------------------------===-=--== 2 0 0 0 - 0 1 =---========---=--=--===============------------=====-------------------======== -----BM------ # REF PCT /TOT # STU -----BF------ # REF PCT /TOT # STU -----NBM----- # REF PCT /TOT # STU -----NBF----- # REF PCT /TOT # STU ====---=---=====-===================-------------=====-----------------=====--=- 09 S -A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP. 172 71-4% 32 13-3% 33 13- 7% 4 1-7% 241 72 24 17 3 116 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E- I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 ---===========================---=----.------------------------------------=--== 2 0 0 1 - 0 2 --===================================-----==-===========--===---=-============== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU =-============================================================================== 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP- 224 66- 7% 81 24-1% 20 6-0% 11 3-3% 336 87 33 12 5 137 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E-I-C 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 -===========----============================================================-=-= COMPARISON -=-====================================--======================================= -----BM------ -----BF------ -----NBM----- -----NBF----- II REF PCT(+/-) II REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU II STU II STU # STU -=-======----=======================-----------=========-=================-===== 09 S. A. C. 0 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 D 10 HOME SUSP. 52 30-2 % 49 153-1 % 13- 39-4-% 7 175-0 % 95 15 9 5- 2 21 11 BOYS CLUB 0 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % D 0 0 0 0 0 12 E. I. C. 0 . 0 % 0 . 0 % EJ . 0 % 0 . 0 % 0 0 0 0 0 17 0 EXPULSION 0 . o % 0 . 0 % 0 . 0 % 0 . o % 0 0 0 0 0 0 I Ref: DIS032S Date: 7/15/02 Time: 16:20:20 School: 024 Analysis of Disciplinary Actions by School From AUGUST Through JUNE RIDGEROAD MIDDLE SCHOOL -======================-=----==-======-----------=========----------============ 2 0 0 0 - 0 1 -=====================================----------==========-------------========= -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -===========================================================----================ 09 S -A. C. 154 50-8% 97 32-0% 42 13-9% 10 3-3% 303 83 49 26 7 165 10 HOME SUSP. 1 100-0% 0 -0% 0 -0% 0 -0% 1 1 0 0 0 1 11 BOYS CLUB 112 59-3% 52 27-5% 19 10-1% 6 3-2% 189 57 26 14 3 100 12 E. I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 2 100-0% 0 -0% 0 -0% 0 -0% 2 2 0 0 0 2 -=-=======================================================---------============= 2 0 0 1 - 0 2 -=-============================================================================= -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # STU # STU # STU # STU --=-==========================================================-================= 09 S. A. C. 318 59-2% 123 22-9% 84 15-6% 12 2-2% 537 127 66 46 8 247 10 HOME SUSP. 64 75-3% 13 15-3% 6 7-1% 2 2-4% 85 42 10 6 2 60 11 BOYS CLUB 97 63-4% 39 25-5% 13 8-5% 4 2-6% 153 50 21 9 4 84 12 E.r.c 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 ---============================================================================= COMPARISON ---============--=============================================================== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCTC+/-l # REF PCTC+/-l # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU =---=========================================================================-=- 09 S A. C. 164 106-5 % 26 26-8 % 42 100.0 % 2 20.0 % 234 44 17 20 1 82 10 HOME SUSP. 63 6300-0 % 13 1300-0 % 6 600-0 % 2 200.0 % 84 41 10 6 2 59 11 BOYS CLUB 15- 13-4-% 13- 25-0-% 6- 31-6-% 2- 33-3-% 36- 7- 5- 5- 1 16- 12 E-I-c. 0 . 0 % 0 . 0 % 0 . 0 % 0 . o % 0 0 0 0 0 17 0 EXPULSION 2- 100-0-% 0 . o % 0 . o % 0 . 0 % 2- 2- 0 0 0 2- .II 1, 1: Ref: DIS032S Date: 7/15/02 Time: 16:20:20 School: 025 Analysis of Disciplinary Actions by School From AUGUST Through JUNE LAKEWOODM IDDLE SCHOOL ===========================================-==================================== 2 0 0 0 - 0 1 =====================================----------==========------------=========== -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -========================================================----------============= 09 S. A. C. 117 49-0% 56 23-4% 50 20-9% 16 6-7% 239 59 30 34 11 134 10 HOME susp. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 11 BOYS CLUB 27 55-1% 17 34. 7% 4 8-2% 1 2-0% 49 19 9 4 1 33 12 E. I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 --===----==------==========================================------=============== 2 0 0 1 - 0 2 =-============================================================================== -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU --============================================================================== 09 S. A. C. 110 45-3% 66 27-2% 53 21-8% 14 5-8% 243 58 39 33 11 141 10 HOME SUSP. 2 66-7% 1 33-3% 0 -0% 0 -0% 3 2 1 0 0 3 11 BOYS CLUB 11 29-7% 14 37-8% 10 27-0% 2 5-4% 37 10 10 9 2 31 12 E. I. C 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 1 33-3% 0 -0% 1 33-3% 1 33-3% 3 1 0 1 1 3 --============================================================================== COMPARISON --============================================================================== -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU ---============================================================================- 09 S. A. C. 7- 6-0-% 10 17-9 % 3 6-0 % 2- 12-5-% 4 1- 9 1- 0 7 10 HOME SUSP. 2 200.0 % 1 100.0 % 0 .o % 0 . 0 % 3 2 1 0 0 3 11 BOYS CLUB 16- 59-3-% 3- 17-6-% 6 150-0 % 1 100.0 % 12- 9- 1 5 1 2- 12 E-I.c. 0 . 0 % 0 . o % 0 . o % 0 . 0 % 0 0 0 0 0 0 17 EXPULSION 1 100.0 % 0 . 0 % 1 100.0 % 1 100.0 % 3 1 0 1 1 3 Ref: DIS032S Date: 7 /15/02 Time: 16:20:21 School: 026 ROSE Analysis of Disciplinary Actions by School From AUGUST Through JUNE CITY MIDDLE SCHOOL ---=========-===-====================------------=====-==----------------====-=- 2 0 0 0 - 0 1 ====---=====================-========------------------------------------------- -----BM------ 11 REF PCT/TOT II STU -----BF------ 11 REF PCT/TOT II STU -----NBM----- 11 REF PCT /TOT II STU -----NBF----- 11 REF PCT /TOT II STU ===-----=======--====================----------======--==-----------------===--- 09 S. A. C. 56 47-9% 44 37-6% 9 7-7% 8 6-8% 117 34 26 9 7 76 10 HOME SUSP. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 11 BOYS CLUB 17 51-5% 12 36-4% 3 9-1% 1 3-0% 33 10 7 2 1 20 12 E- I- C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 =-============================================================================== 2 0 0 1 - 0 2 ================================================================================ -----BM------ -----BF------ -----NBM----- -----NBF----- II REF PCT /TOT II REF PCT /TOT II REF PCT/TOT II REF PCT /TOT II STU II STU II STU II STU --============================================================================== 09 S. A. C. 90 48-4% 70 37-6% 23 12-4% 3 1-6% 186 53 41 15 2 111 10 HOME SUSP- 7 33-3% 10 47-6% 4 19-0% 0 -0% 21 7 10 3 0 20 11 BOYS CLUB 14 40-0% 10 28-6% 9 25- 7% 2 5-7% 35 11 8 7 2 28 12 E-I-C 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 ---========================================================================-=-== COMPARISON --===========================================================================--= -----BM------ -----BF------ -----NBM----- -----NBF----- II REF PCTC+/-) II REF PCTC+/-l II REF PCT(+/-) II REF PCTC+/-l II STU II STU II STU II STU --=======================================================================-====-- 09 S. A. C. 34 60,7 % 26 59-1 % 14 155-6 % 5- 62-5-% 69 19 15 6 5- 35 10 HOME SUSP- 7 700-0 % 10 1000.0 % 4 400-0 % 0 . 0 % 21 7 10 3 0 20 11 BOYS CLUB 3- 17-6-% 2- 16-7-% 6 200-0 % 1 100-0 % 2 1 1 5 1 12 8 E.I.c. 0 . 0 % 0 . 0 % 0 . o % 0 . o % 0 0 0 0 0 0 17 EXPULSION 0 . 0 % 0 . o % 0 .o % 0 . o % 0 0 D 0 0 0 Ref: DIS032S Date: 7 /15/02 Time: 16:20:21 School: 030 Analysis of Disciplinary Actions by School From AUGUST Through JUNE POPLAR STREET MIDDLE SCHOOL -================================-====---------================================= 2 0 0 0 - 0 1 ================================================================================ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -=============================================================================== 09 S. A. C. 174 64-9% 63 23-5% 30 11-2% 1 -4% 268 82 32 18 1 133 10 HOME SUSP. 3 60-0% 1 20-0% 1 20-0% 0 -0% 5 3 1 1 0 5 11 BOYS CLUB 19 65-5% 7 24-1% 3 10-3% 0 -0% 29 15 6 2 0 23 12 E. I. c. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 ================================================================================ 2 0 0 1 - 0 2 ===============================================================================- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -===========================================================================-=== 09 S. A. C. 173 61-1% 83 29-3% 22 7-8% 5 1-8% 283 88 50 15 4 157 10 HOME susp. 27 49-1% 21 38-2% 6 10-9% 1 1-8% 55 20 16 5 1 42 11 BOYS CLUB 3 42-9% 3 42-9% 1 14-3% 0 -0% 7 3 3 1 0 7 12 E-I-c 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 --=========================================================================-==-- COMPARISON ----======================================================================-===-- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCTC+/-l # REF PCT(+/-) # STU # STU # STU # STU :--==================================================================09 S. A. C. 1- -6-% 20 31-7 % 8- 26-7-% 4 400-0 % 15 6 18 3- 3 24 10 HOME susp. 24 800-0 % 20 2000.0 % 5 500-0 % 1 100.0 % 50 17 15 4 1 11 37 BOYS CLUB 16- 84-2-% 4- 57-1-% 2- 66-7-% 0 . 0 % 22- 12- 3- 1- 0 16- 12 E I. C. 0 . 0 % 0 . o % 0 . 0 % 0 . o % 0 0 0 0 0 0 17 EXPULSION 0 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 Ref: DIS032S Date: 7 /15/02 Time: 16:20:21 School: 031 Analysis of Disciplinary Actions by School From AUGUST Through JUNE AMBOYE LEMENTARYS CHOOL =========================================------================================= 2 0 0 0 - 0 1 ======================================----------======--======================== -----BM------ # REF PCT /TOT # STU -----BF------ # REF PCT /TOT # STU -----NBM----- # REF PCT /TOT # STU -----NBF----- # REF PCT /TOT # STU -=====================================----====================================== 09 S. A. C. 1 100-0% 0 -0% 0 -0% 0 -0% 1 1 0 0 0 1 10 HOME SUSP. 24 52-2% 16 34-8% 5 10-9% 1 2-2% 46 13 11 5 1 30 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 -=-===============================--=--~---===================================== 2 0 0 1 - 0 2 -==============================================================================- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -=---------------------------------------------------------------------------------------------------------------------------------------------------------- 09 S. A. C. 4 100-0% 0 -0% 0 -0% 0 -0% 4 4 0 0 0 4 10 HOME SUSP. 78 71-6% 24 22-0% 7 6-4% 0 -0% 109 39 12 4 0 55 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E-I-c 33 56-9% 14 24-1% 11 19-0% 0 -0% 58 21 11 9 0 41 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 ---===========================================================================-- COMPARISON ---=====================================================================-----=== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCTC+/-) # REF PCT(+/-) # STU # STU # STU # STU =--====================================================================-=====--- 09 S A. C. 3 300-0 % 0 . o % 0 . 0 % 0 . o % 3 3 0 0 0 3 10 HOME SUSP. 54 225-0 % 8 50-0 % 2 40-0 % 1- 100.0-% 63 26 1 1- 1- 25 11 BOYS CLUB 0 . 0 % 0 . 0 % 0 .o % 0 . 0 % 0 D D 0 0 0 12 E-I.c. 33 . 0 % 14 . 0 % 11- .o % 0 . o % 58 33 14 11 0 41 17 EXPULSION 0 . 0 % 0 . 0 % 0 .o % 0 . o % 0 0 0 0 0 0 Ref: DIS032S Date: 7/15/02 Time: 16:20:21 School: 032 Analysis of Disciplinary Actions by School From AUGUST Through JUNE LAKEWOODEL EMENTARYS CHOOL -=============================================================================== 2 0 0 0 - 0 1 -==========================--==---============================================== -----BM------ -----BF------ -----NBM----- -----NBF----- II REF PCT /TOT II REF PCT /TOT II REF PCT /TOT II REF PCT /TOT II STU II STU II STU II STU -=============================================================================== 09 S -A. C. 0 - % 0 - % D - % 0 -0% D D D 0 0 D 10 HOME SUSP. 0 -0% 2 66- 7% 1 33-3% 0 - % 3 0 2 1 0 3 11 BOYS CLUB 0 -0% 0 -0% D -0% 0 -0% D 0 0 D 0 D 12 E. I- C. D -0% 0 - % 0 - % 0 - % D 0 0 0 0 D 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% D 0 D D 0 D --============================================================================== 2 D 0 1 - 0 2 --============================================================================== -----BM------ -----BF------ -----NBM----- -----NBF----- II REF PCT /TOT II REF PCT/TOT # REF PCT /TOT II REF PCT /TOT II STU II STU # STU II STU -===========================================================================---= 09 S -A. C. 0 -0% 0 -0% 0 -0% 0 -0% D 0 0 0 0 D 10 HOME SUSP. 3 37-5% 5 62-5% D - % 0 -0% 8 2 3 0 0 5 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 D 12 E-I-C 0 -0% 0 -0% 0 -0% 0 -0% D 0 0 0 0 D 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 D ----======================================================================-====- COMPARISON ----=====================================================================-====-- -----BM------ -----BF------ -----NBM----- -----NBF----- II REF PCT(+/-) II REF PCT(+/-) II REF PCTC+/-) II REF PCT(+/-) II STU II STU II STU II STU =--=====================================================================-====--- 09 S. A. C. 0 . 0 % 0 . o % 0 . o % 0 . o % D 0 0 0 0 D 10 HOME SUSP- 3 300-0 % 3 150-0 % 1- 100-0-% 0 -0 % 5 2 1 1- 0 2 11 BOYS CLUB 0 . 0 % 0 . 0 % 0 . 0 % 0 .o % D 0 0 0 0 D 12 E-r.c. 0 . 0 % 0 . 0 % 0 . o % D -0 % D 0 0 0 D D 17 EXPULSION 0 . 0 % 0 . o % 0 .o % D .o % D 0 0 0 D D Ref: DIS032S Date: 7 /15/02 Time: 16:20:21 School: 033 BOONE Analysis of Disciplinary Actions by School From AUGUST Through JUNE PARK ELEMENTARYS CHOOL -======================-------------------------=============-==-==-============ 2 0 0 0 - 0 1 -============================------------------========-=====-=---=-============ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # STU # STU # STU # STU ================================================================================ 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP. 48 80-0% 11 18-3% 1 1-7% 0 -0% 60 29 7 1 0 37 11 BOYS CLUB 0 .0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. c. 42 84-0% 8 16-0% 0 -0% 0 -0% 50 33 6 0 0 39 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 ---============================================================================= 2 0 0 1 - 0 2 --============================================================================== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU ---============================================================================- 09 S. A. c. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME susp. 90 67-2% 35 26-1% 4 3-0% 5 3-7% 134 39 18 2 1 60 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E.I.c 77 63-1% 38 31-1% 1 -8% 6 4-9% 122 44 22 1 4 71 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 --=========================================================================-===- COMPARISON --=============================================================================- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCTC+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU ---======================================================================-=----- 09 S. A. C. 0 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % D 0 0 0 0 0 10 HOME SUSP. 42 87-5 % 24 218-2 % 3 300-0 % 5 500-0 % 74 10 11 1 1 23 11 BOYS CLUB 0 . 0 % 0 .o % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 12 E-I.c. 35 . 0 % 30 . 0 % 1 . 0 % 6 . 0 % 72 1 4 1 6 32 17 EXPULSION 0 . 0 % 0 . 0 % 0 . 0 % 0 . o % 0 0 D 0 0 0 Ref: DIS032S Date: 7/15/02 Time: 16:20:21 School: 035 Analysis of Disciplinary Actions by School From AUGUST Through JUNE SEVENTHS TREET ELEMENTARYS CHOOL -=============================================================================== 2 0 0 0 - 0 1 -=============================================================================== -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU '# STU -=============================================================================== 09 S -A. C. 11 84-6% 2 15-4% 0 -0% 0 -0% 13 7 2 0 0 9 10 HOME SUSP- 12 57-1% 6 28-6% 3 14-3% 0 -0% 21 9 4 1 0 14 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. C. 44 68-8% 18 28-1% 0 3-1% 0 -0% 64 24 13 2 0 39 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 --=====================================-========================================= 2 0 0 1 - 0 2 --============================================================================== -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU --===========================================================================--- 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP. 16 94-1% 1 5-9% 0 -0% 0 -0% 17 10 1 0 0 11 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E-I-C 74 63-2% 37 31-6% 2 1-7% 4 3-4% 117 40 21 2 4 67 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 :---==========================================================================-- COMPARISON =--========================================================================-==-- -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU =--======================================================================-==---- 09 S. A. C. 11- 100-0-% 2- 100-0-% 0 . 0 % 0 . 0 % 13- 7- 2- 0 0 9- 10 HOME SUSP. 4 33.3 % 5- 83-3-% 3- 100-0-% 0 . 0 % 4- 1 3- 1- 0 3- 11 BOYS CLUB 0 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 12 E. I. C. 30 . 0 % 19 . 0 %  . 0 % 4 .o % 53 1 1 0 4 28 17 EXPULSION 0 . 0 % 0 . o % 0 . o % D .o % D 0 0 0 0 0 Ref: DIS032S Date: 7/15/02 Time: 16:20:21 School: 037 LYNCH Analysis of Disciplinary Actions by School From AUGUST Through JUNE DRIVE ELEMENTARYS CHOOL -=======================================-===--================================== 2 0 0 0 - 0 1 ================================================================================ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -=============================================================================== 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME susp. 22 84-6% 3 11-5% 1 3-8% 0 -0% 26 16 3 1 0 20 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. C. 8 100-0% 0 -0% 0 -0% 0 -0% 8 8 0 0 0 8 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 -=-============================================================================= 2 0 0 1 - 0 2 --============================================================================== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU ---============================================================================= 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP. 16 72- 7% 2 9-1% 4 18-2% 0 -0% 22 14 2 1 0 17 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E,I.C 10 100-0% 0 -0% 0 -0% 0 -0% 10 7 0 0 0 7 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 ---======================================================================-====-- COMPARISON =--==========================================================================--- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU =--==================================================================09 S. A. C. 0 . 0 % 0 . 0 % 0  D % 0 . 0 % 0 0 0 0 D 0 10 HOME SUSP. 6- 27-3-% 1- 33-3-% 3 300-0 % 0 . 0 % 4- 2- 1- 0 0 3- 11 BOYS CLUB 0 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 12 E. I. C. 2 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % 2 0 0 0 0 1- 17 EXPULSION D . 0 % D . 0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 Ref: DIS032S Date: 7 /15/02 Time: 16:20:21 School: 040 Analysis of Disciplinary Actions by School From AUGUST Through JUNE MEADOWPA RK ELEMENTARYS CHOOL ======================================---------==============-----=-============ 2 0 0 0 - 0 1 -==========-=-================-=-===-------------=---------------------------=-- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -===----------------==========================================--================ 09 S. A. C. 3 75-0% 1 25-0% 0 -0% 0 -0% 4 3 1 0 0 4 10 HOME susp. 27 77-1% 4 11-4% 3 8-6% 1 2-9% 35 20 3 2 1 26 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 -=-============================.============= =================================== 2 0 0 1 - 0 2 --============================================================================== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT/TOT # STU # STU # STU # STU --============================================================================== 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME susp. 51 67-1% 21 27-6% 4 5-3% 0 -0% 76 26 12 3 0 41 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E-I.c 0 -0% 0 -0% 2 100-0% 0 -0% 2 0 0 2 0 2 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 =--==========================================================================-=- COMPARISON :--=========================================================================-=-= -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU :--=======================================================================-==--- 09 S. A. C. 3- 100-0-% 1- 100,0-% 0 . 0 % 0 . 0 % 4- 3- 1- 0 0 4- 10 HOME SUSP. 24 88-9 % 17 425-0 % 1 33.3 % 1- 100-0-% 41 6 9 1 1- 15 11 BOYS CLUB 0 . 0 % 0 . o % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 12 E I. C. 0 . 0 % 0 . 0 % .2 . 0 % 0 . 0 % 2 17 0 0 2 0 2 EXPULSION 0 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 Ref: DIS032S Date: 7/15/02 Time: 16:20:21 School: 041 NORTH Analysis of Disciplinary Actions by School From AUGUST Through JUNE HEIGHTS ELEMENTARYS CHOOL =======-----==========================-----------=====---=---------------------- 2 0 0 0 - 0 1 -=======-----==================-======------------------------------------------ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -=====================================----=--=============----------------====-- 09 S. A. C. D -0% 0 -0% 0 -0% 0 - % 0 0 0 0 0 0 10 HOME SUSP. 14 73-7% 1 5-3% 4 21-1% 0 -0% 19 9 1 4 0 14 11 BOYS CLUB 0 -0% D -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I- C. 52 47-3% 15 13-6% 0 26-4% 0 12. 7% 110 26 12 15 6 59 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 --============================================================================== 2 0 0 1 - 0 2 --============================================================================== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ---============================================================================= 09 S.A.C. 0 -0% D -0% 0 -0% 0 -0% 0 D 0 0 0 0 10 HOME SUSP- 15 57. 7% 2 7-7% 9 34-6% 0 - % 26 13 2 7 0 22 11 BOYS CLUB 0 -0% D -0% 0 -0% 0 -0% 0 0 D 0 0 0 12 E. I. C 110 52-6% 51 24-4% 35 16- 7% 13 6,2% 209 38 14 20 7 79 17 EXPULSION D -0% 0 ,0% 0 -0% 0 -0% 0 0 D 0 0 0 =---============================================================================ COMPARISON :----=======================================================================-=-= -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCTC+/-l # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU :----=========================================================================== 09 S A. C. 0 .o % 0 . 0 % 0 . 0 % 0 . 0 % 0 10 0 D 0 0 0 HOME SUSP. 1 7-1 % 1 100.0 % 5 125,0 % 0 . 0 % 7 11 4 1 3 0 8 BOYS CLUB 0 . o % 0 . o % 0 . 0 % 0 .o % 0 12 0 0 0 0 0 E I. C. 58 . 0 % 36 . 0 % 6 . 0 % 1- . D % 99 17 1 2 6 1- 20 EXPULSION 0 . o % 0 . o % 0 . 0 % 0 . o % 0 0 0 0 0 0 Ref: DIS032S Date: 7/15/02 Time: 16:20:21 School: 042 Analysis of Disciplinary Actions by School From AUGUST Through JUNE CRESTWOODE LEMENTARYS CHOOL -===========================---=-==-==--=-----================================== 2 0 0 0 - 0 1 ================================================================================ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -=============================================================================== 09 S. A. c. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP. 45 81-8% 6 10-9% 4 7-3% 0 -0% 55 20 5 2 0 27 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. C. 0 -0% 1 100-0% 0 -0% 0 -0% 1 D 1 0 D 1 17 EXPULSION D -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 --============================================================================== 2 0 0 1 - 0 2 --============================================================================== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU --============================================================================== 09 S. A. C. 0 -0% 0 .0% 0 -0% 0 -0% 0 0 0 0 D 0 10 HOME SUSP- 30 83-3% 5 13-9% 0 -0% 1 2-8% 36 17 5 0 1 23 11 BOYS CLUB D -0% D -0% 0 -0% D -0% 0 0 0 0 D 0 12 E-I-C 0 -0% 0 -0% 0 - % D -0% 0 0 0 0 D 0 17 EXPULSION 0 -0% 0 - % D -0% 0 - % 0 D 0 0 D 0 ~---========================================================================--=- COMPARISON :---========================================================================-=-- -----BM------ # REF PCT(+/-) # STU -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU :---===========================================================-=-=--====09 S. A. C. 0 . D % D . 0 % D . 0 % D . 0 % 0 0 D D 0 0 10 HOME SUSP. 15- 33.3-% 1- 16-7-% 4- 100-0-% 1 100.0 % 19- 11 3- 0 2- 1 4- BOYS CLUB 0 . 0 % 0 . 0 % D  D % 0 . 0 % 0 12 0 D D 0 0 E I. C. 0 . D % 1- . 0 % D . D % 0 . 0 % 1- 17 D 1- D 0 1- EXPULSION D . D % D  D % D . 0 % D .o % 0 D D D 0 0 Ref: DIS032S Date: 7/15/02 Time: 16:20:21 School: 043 PARK Analysis of Disciplinary Actions by School From AUGUST Through JUNE HILL ELEMENTARYS CHOOL ==---=======---=--====================------------=-----==---------------------- 2 0 0 0 - 0 1 -=--==============--=-===-=----------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU --===-=====-------=================-=------------=========---------------------- 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP- 2 28-6% 0 -0% 5 71. 4% 0 -0% 7 2 0 4 0 6 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. C. 2 20-0% 4 40-0% 0 30-0% 0 10-0% 10 2 4 2 1 9 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 --====================================~========================================= 2 0 0 1 - 0 2 -======--=--==================================================================== -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU ---============================================================================= 09 S. A. c. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP- 10 66- 7% 1 6- 7% 4 26-7% 0 -0% 15 6 1 4 0 11 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E-I.c 6 40-0% 1 6- 7% 7 46-7% 1 6-7% 15 6 1 7 1 15 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 :---=========================================================================-== COMPARISON :--=========-=-===============================================================-= -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT(+/-) # REF PCTC+/-) # REF PCTC+/-) # REF PCTC+/-) # STU # STU # STU # STU :--=========----============================================================-=-= 09 S. A. C. 0 . 0 % 0 . o % 0 . 0 % 0 . 0 % 0 10 0 0 0 0 0 HOME SUSP. 8 400-0 % 1 100.0 % 1- 20-0-% 0 . 0 % 8 11 4 1 0 0 5 BOYS CLUB 0 . 0 % 0 . 0 % 0 . 0 % 0 .o % 0 12 0 0 0 0 0 E I. C. 4 . 0 % 3- . 0 % 4 . 0 % 0 . 0 % 5 17 2 1- 4 0 6 EXPULSION 0 . 0 % 0 . 0 % 0 . 0 % 0 .o % 0 0 0 0 0 0 Ref: DIS032S Date: 7 /15/02 Time: 16:20:21 School: 044 PIKE Analysis of Disciplinary Actions by School From AUGUST Through JUNE VIEW ELEMENTARYS CHOOL =============================================-===========---------============== 2 0 0 0 - 0 1 --===================================----------=======---------------------==--- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # STU # STU # STU # STU --=======================================================-------------------=--- 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP. 6 75-0% 2 25-0% 0 -0% 0 -0% 8 6 2 0 0 8 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. C. 14 41-2% 9 26-5% 0 17-6% 0 14. 7% 34 11 8 4 3 26 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 --============================================================================== 2 0 0 1 - 0 2 ----=================================-===========================-----========== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU ---============================================================================= 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME susp. 10 55-6% 6 33-3% 2 11-1% 0 -0% 18 8 5 2 0 15 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E-I.c 31 53-4% 18 31-0% 5 8-6% 4 6-9% 58 18 11 3 2 34 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 ==--=================================-========================================== COMPARISON ::---================================--========================================= -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) II REF PCT(+/-) II REF PCT(+/-) # REF PCT(+/-) # STU # STU II STU # STU ::---=======================================================================-== 09 S. A. C. 0 . 0 % 0 . 0 % 0 . 0 % 0 .o % 0 10 0 0 0 0 0 HOME SUSP. 4 66-7 % 4 200.0 % 2 200.0 % 0 .o % 10 11 2 3 2 0 7 BOYS CLUB 0 . 0 % 0 . 0 % 0 . 0 % 0 . o % 0 12 0 0 0 0 0 E I. C. 17 . 0 % 9 . 0 % 1- . 0 % 1- . o % 24 17 1 1 1- 1- 8 EXPULSION 0 . o % 0 . 0 % 0  D % 0 . o % 0 0 0 0 0 0 Ref: DIS032S Date: 7/15/02 Time: 16:20:21 School: 045 Analysis of Disciplinary Actions by School From AUGUST Through JUNE BELWOODE LEMENTARYS CHOOL =====================================--------=-===============---=============== 2 0 0 0 - 0 1 -=========--==-======================-----------======--=----------------=-==--= -----BM------ 11 REF PCT /TOT II STU -----BF------ 11 REF PCT /TOT II STU -----NBM----- 11 REF PCT /TOT II STU -----NBF----- 11 REF PCT /TOT II STU --=============-=====================-----------===------------------------=---- 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 11 BOYS CLUB 0 - % D -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I- C. 0 -0% 0 -0% 0 - % 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 - % 0 - % 0 -0% 0 -0% 0 0 0 0 0 0 ---===========================.================== ============--================= 2 0 D 1 - 0 2 --============================================================================== -----BM------ -----BF------ -----NBM----- -----NSF----- II REF PCT /TOT II REF PCT /TOT II REF PCT /TOT II REF PCT /TOT II STU II STU II STU II STU --============================================================================== 09 S -A. C. 0 -0% 0 - % 0 -0% 0 -0% 0 0 0 D 0 0 10 HOME SUSP- 6 100-0% 0 -0% 0 -0% D -0% 6 4 D 0 0 4 11 BOYS CLUB 0 - % 0 - % 0 -0% 0 -0% 0 D 0 D 0 0 12 E. I. C 0 -0% 0 - % 0 -0% D -0% 0 0 D 0 0 0 17 EXPULSION 0 - % D - % D -0% D -0% 0 0 D D 0 0 :---==============================-------------================================= COMPARISON :--============================================================================- -----BM------ -----BF------ -----NBM----- -----NSF----- II REF PCT(+/-) II REF PCT(+/-) II REF PCT(+/-) II REF PCT(+/-) II STU II STU II STU II STU =---======================================================================--=-=- 09 S. A. C. 0 . 0 % 0 . 0 % D . 0 % D . 0 % 0 D 0 0 0 0 10 HOME SUSP. 6 600-0 % D . 0 % 0 . D % D . o % 6 4 D 0 D 4 11 BOYS CLUB 0 . 0 % 0 . o % 0  D % D .o % 0 12 0 0 0 D 0 E. I. C. 0 . 0 % 0 . 0 % D . 0 % 0 . 0 % 0 17 0 0 0 D 0 EXPULSION 0 .o % 0 . 0 % 0 . 0 % 0 .o % 0 D D D D 0 Ref: DIS032S Date: 7/15/02 Time: 16:20:21 School: 046 Analysis of Disciplinary Actions by School From AUGUST Through JUNE GLENVIEWE LEMENTARYS CHOOL ===========---========================----------======-=-=---------------------- 2 0 0 0 - 0 1 -===--------------====================-----------=-=---------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU --==========--==========================================------------------------ 09 S-A-C. 1 100-0% 0 -0% 0 -0% 0 -0% 1 1 0 0 0 1 10 HOME SUSP. 1 50-0% 0 -0% 1 50-0% 0 -0% 2 1 0 1 0 2 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 ---============================================================================= 2 0 0 1 - 0 2 ---============================================================================= -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # STU # STU # STU # STU ---============================================================================= 09 S -A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP. 9 60-0% 3 20-0% 3 20-0% 0 -0% 15 8 3 2 0 13 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E-I.c 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 ~~---=========================================================================== COMPARISON ~~--=========================================================================-=- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU ~~--=======================================================================--=-= 09 S. A. C. 1- 100-0-% 0 . 0 % 0 . 0 % 0 . 0 % 1- 10 1- 0 0 0 1- HOME SUSP. 8 800-0 % 3 300-0 % 2 200-0 % 0 . 0 % 13 11 7 3 1 0 11 BOYS CLUB 0 . o % 0 . 0 % 0 . 0 % 0 . 0 % 0 12 0 0 0 0 0 E.I.c. 0 . 0 % 0 . 0 % 0 . 0 % 0 . o % 0 17 0 0 0 0 0 EXPULSION 0 . o % 0 . 0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 Ref: DIS032S Date: 7/15/02 Time: 16:20:21 School: 048 Analysis of Disciplinary Actions by School From AUGUST Through JUNE INDIAN HILLS ELEMENTARYS CHOOL --============================================================================== 2 0 0 0 - 0 1 -=============================================================================== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU -=============================================================================== 09 S. A. C. 9 27-3% 16 48-5% 6 18-2% 2 6-1% 33 9 10 5 2 26 10 HOME SUSP- 1 20-0% 3 60-0% 0 -0% 1 20-0% 5 1 3 0 1 5 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E- I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 -=-============================================================================= 2 0 0 1 - 0 2 --=============================================================================- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # STU # STU # STU # STU --============================================================================-= 09 S. A. C. 0 -0% 1 100-0% 0 -0% 0 -0% 1 0 1 0 0 1 10 HOME susp. 1 14-3% 0 -0% 5 71-4% 1 14-3% 7 1 0 3 1 5 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. C 1 9-1% 5 45-5% 4 36-4% 1 9-1% 11 1 5 3 1 10 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 :--===============================================,======================= -====- COMPARISON :--============================================================================- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU ==-===================================================================~----====- 09 S. A. C. 9- 100-0-% 15- 93-8-% 6- 100-0-% 2- 100-0-% 32- 9- 9- 5- 2- 25- 10 HOME SUSP- 0 . 0 % 3- 100-0-% 5 500-0 % 0 . 0 % 2 11 0 3- 3 0 0 BOYS CLUB 0 . 0 % 0 . o % 0 . 0 % 0 . 0 % 0 12 0 0 0 0 0 E I. C. 1 . 0 % 5 . o % 4 . 0 % 1 . 0 % 11 17 1 5 4 1 10 EXPULSION 0 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 Ref: DIS032S Date: 7 /15/02 Time: 16:20:21 School: 049 Analysis of Disciplinary Actions by School From AUGUST Through JUNE REDWOODPR E-SCHOOL ============================================-=================================== 2 0 0 0 - 0 1 ================================================================================ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # STU # STU # STU # STU =-============================================================================== 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP- 0 -0% 1 100-0% 0 -0% 0 -0% 1 0 1 0 0 1 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E. I. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 17 EXPULSION 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 --============================================================================== 2 0 0 1 - 0 2 --============================================================================== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT /TOT # REF PCT /TOT # REF PCT/TOT # REF PCT /TOT # STU # STU # STU # STU ---============================================================================= 09 S. A. C. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 10 HOME SUSP. 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 11 BOYS CLUB 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 0 12 E-I-C 0 -0% 0 -0% 0 -0% 0 -0% 0 0 0 0 0 D 17 EXPULSION D -0% 0 -0% D -0% D -0% D 0 0 0 0 D ~--===========================================================================-= COMPARISON ::--==========================================================================-= -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU ::--=======================================================================-==== 09 S. A. C. 0 . 0 % 0 . 0 % 0 . 0 % 0 . 0 % 0 10 0 0 0 0 D HOME SUSP- 0 . 0 % 1- 100-0-% 0 . 0 % 0 . 0 % 1- 11 0 1- 0 0 1- BOYS CLUB 0 . o % 0 . 0 % 0 . 0 % 0 . 0 % 0 12 0 0 0 0 D E.I.c. 0 . 0 % 0 . 0 % D . 0 % 0 . 0 % 0 17 0 0 D 0 0 EXPULSION 0 . 0 % D . 0 % D . o % 0 . 0 % 0 0 0 0 0 0 ! North Little Rock Public Schools Analysis of Discipline Actions SchooIYear2001-2002 District Level Elementary Middle Schools High Schools 9 Year Comparison North Little Rock Public Schools Analysis of Disciplinary Actions District Level Action 09: SAC 1400 1200 1000 800 600 400 200 0 BM BF NBM NBF D 00-01 1092 556 267 69  01-02 1276 574 354 107 00-01  01-02 700 600 500 400 300 200 100 0 El 00-01 0 01-02 North Little Rock Public Schools Analysis of Disciplinary Actions District Level Action 10: Home Suspension BM BF NBM NBF 385 92 64 7 692 234 92 21 El 00-01  01-02 350 300 250 200 150 100 50 00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions District Level Action 11: Boys Club BM BF NBM NBF 325 136 56 12 210 83 52 11 00-01  01-02 350 300 250 200 150 100 50 0 00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions District Level Action 12: Alt School Susp K-5 BM BF NBM NBF 162 55 40 21 342 164 67 29 EJ 00-01  01-02 5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions District Level Action 17: Expulsion BM BF NBM NBF 3 0 5 3 1 0 2 1 00-01  01-02 25 20 15 10 5 0 D 00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions Elementary K-5 Action 09: SAC BM BF NBM NBF 25 19 6 2 4 1 0 0  00-01 001-02 350 300 250 200 150 100 50  00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions Elementary K-5 Action 10: Home Suspension BM BF NBM NBF 202 55 28 3 335 105 42 7 Lt! 00-01 D 01-02 I North Little Rock Public Schools Analysis of Disciplinary Actions Elementary K-5 Action 11: Boys Club 1 _,, 0.9 _v 0  8 _v 0.7 _v 0.6 _v 0.5 _v 0.4 _,, 0.3-  0.2 _,, 0.1 _,, 0 BM BF NBM NBF  00-01 0 0 0 0  01-02 0 0 0 0 00-01  01-02 I 350 300 250 200 150 100 50 0 00-01 D 01-02 North Little Rock Public Schools Analysis of Disciplinary Actions Elementary K-5 Action 12: Alt School Susp K-5 BM BF NBM NBF 162 55 40 21 341 164 67 29 [I 00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions Elementary K-5 Action 17: Expulsion 1 _,, 0.9 _v o.a-  0.7 _/ 0.6-  o.s-  0.4- 0.3-  0.2-  0.1 _,, 0 BM BF NBM NBF  00-01 0 0 0 0  01-02 0 0 0 0 !P.2100-01  01-02 700 600 500 400 300 200 100  00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions Middle Schools Action 09: SAC BM BF NBM NBF 500 260 131 35 688 342 182 34 00-01  01-02 250 200 150 100 50 0  00-01  00-01 North Little Rock Public Schools Analysis of Disciplinary Actions Middle Schools Action 10: Home Suspension BM BF NBM NBF 104 18 16 1 205 94 22 5 B20I 0-01  00-01 180 160 140 120 100 80 60 40 20 0  00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions Middle Schools Action 11: Boys Club BM BF NBM NBF 175 88 29 8 125 66 33 8 00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions Middle Schools Action 12: Alt School Susp K-5 1 _,, 0.9 _/ 0.8- 0.7 _/ 0.6 _,, 0.5- 0.4 _/ 0.3 _,, 0.2- 0.1 - 0 J BM BF NBM NBF D 00-01 0 0 0 0  01-02 0 0 0 0 [81 00-01  01-02 2 1.8 1.6 1.4 1.2 1 0.8 0.6 0.4 0.2 0  00-01 D 01-02 North Little Rock Public Schools Analysis of Disciplinary Actions Middle Schools Action 17: Expulsion BM BF NBM NBF 2 0 0 0 1 0 1 1 B 00-01  01-02 600 500 400 300 200 100 0 D 00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions High Schools Action 09: SAC BM BF NBM NBF 567 277 130 32 584 231 172 73 [B 00-01  01-02 160 140 120 100 80 60 40 20 0  00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions High Schools Action 10: Home Suspension BM BF NBM NBF 79 19 20 3 152 35 28 9 @l 00-01  01-02 160 140 120 100 80 60 40 20 0  00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions High Schools Action 11: Boys Club BM BF NBM NBF 150 48 27 4 85 17 19 3 [J 00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions High Schools Action 12: Alt School Susp K-5 1 _/ 0.9-\" 0.8-\" 0.7 _,, 0.6 _,, 0.5-\" 0.4-\" 0.3-  0.2-\" 0.1 _,, 0 , , BM BF NBM NBF  00-01 0 0 0 0  01-02 0 0 0 0 lil 00-01  01-02 5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 D 00-01 D 01-02 North Little Rock Public Schools Analysis of Disciplinary Actions High Schools Action 17: Expulsion BM BF NBM NBF 1 0 5 3 0 0 1 0  00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions 9 Year Comparison Action 09: SAC 2000 1800 1600 1400 1200 1000 800 600 400 200 0 BM BF NBM NBF  93-94 977 529 449 156  94.95 869 460 411 126  95-96 1052 446 410 140  96-97 1264 55 469 142  97-98 1801 862 547 132  98-99 1443 718 458 138  99-00 1468 662 401 139  00-01 1092 556 267 69  1276 574 354 107 El 93-94  94.95  95-96  96-97  97-98  98-99  99-00  00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions 9 Year Comparison Action 10: Home Suspension 700 600 500 400 300 200 100 0 BM BF NBM NBF  93-94 231 60 76 22  94-95 236 106 103 20  95-96 162 46 47 3  96-97 591 208 125 17  97-98 511 125 104 13  98-99 566 141 125 22  99-00 406 113 102 18  00-01 385 92 64 7 692 234 92 21 [I 93-94  94-95  95-96  96-97  97-98  98-99  99-00  00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions 9 Year Comparison Action 11: Boys Club 600 500 400 300 200 100 0 BM BF NBM NBF 93-94 119 39 39 9 D 94-95 133 44 31 8  95-96 334 82 72 12  96-97 357 146 85 20  97-98 515 148 112 8  98-99 359 148 88 22  99-00 351 129 90 27 D 00-01 325 136 56 12 210 83 52 11 93-94 D 94-95  95-96  96-97  97-98  98-99  99-00 D 00-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions 9 Year Comparison Action 12: Alt School Susp K-5 1600 - 1400 1200 - 1000 800- 600 400 - 200 ff u _..-,.. 0- rr ... .JMI  BM BF NBM NBF  93-94 168 54 45 8  94-95 178 68 58 5  95-96 1563 492 510 71  96-97 154 30 32 3  97-98 0 0 0 0  98-99 211 106 27 6  99-00 246 63 75 16  00-01 162 55 40 21  01-02 342 164 67 29 93-94  94-95  95-96  96-97  97-98  98-99  99-00  0()-01  01-02 North Little Rock Public Schools Analysis of Disciplinary Actions 9 Year Comparison Action 17: Expulsion 7 6 5 4 3 2 1 0 BM BF NBM NBF 93-94 6 4 3 0 D 94-95 7 0 1 0  95-96 2 1 0 2  96-97 3 7 0 0  97-98 6 5 0 0  98-99 7 2 1 1  99-00 3 0 2 0 D 00-01 3 0 5 3 1 0 2 1 93-94 D 94-95  95-96  96-97  97-98  98-99  99-00 D 00-01  01-02\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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