{"response":{"docs":[{"id":"bcas_bcmss0837_1038","title":"\"Board of Education Policies and Regulations,\" 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":["1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Standards","Educational law and legislation","School management and organization"],"dcterms_title":["\"Board of Education Policies and Regulations,\" 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/1038"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nlittle Rock School Distlict Board of Education Policies~ Regulations A. Foundations \u0026amp; Basic Commitments 0) O') 12 c'-:',- - LL.I c.=, 0 1 0 , . ..)\n::: oza :..J u.., -::\u0026gt; er: ::a m , SECTION A: FOUNDATIONS AND BASIC COMMITMENTS Section A of the Little Rock School District policy manual contains policies, regulations, and exhibits on the District's legal role in providing public education and the basic principles underlying school board governance. These policies provide a setting for all of the school board's other policies and regulations. AA AB AC ACA ACB ACBB ACBE ACC ACD ACE ACF ACG ACG-R1 ACG-R2 ACG-R3 ACH AD ADA ADB ADC ADD AE School District Legal Status The People and Their School District Nondiscrimination Nondiscrimination on the Basis of Gender (Sex) Nondiscrimination on the Basis of Ethnicity and Race Equitable Student Assignment Equitable Maintenance and Repair of Facilities Nondiscrimination on the Basis of Age Nondiscrimination on the Basis of Religion Nondiscrimination on the Basis of Handicap/Disability Interpersonal/Hu man Relations Compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA Section 504, or Other Similar Requirements Compliance with the Revised Desegregation and Education Plan Complaint Resolution for the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or Other Similar Requirements Student/Parent/Guardian Complaint Procedure Anti-Harassment Policy Little Rock School District Mission Statement Little Rock School District Objectives Drug-Free Schools Tobacco-Free Schools Safe Schools Commitment to Accomplishment SECTION A: FOUNDATIONS AND BASIC COMMITMENTS Section A of the Little Rock School District policy manual contains policies, regulations, and exhibits on the District's legal role in providing public education and the basic principles underlying school board governance. These policies provide a setting for all of the school board's other policies and regulations. AA AB AC ACA ACB ACBB ACBE ACC ACD ACE ACF ACG ACG-R1 ACG-R2 ACG-R3 AD ADA ADB ADC ADD AE School District Legal Status The People and Their School District Nondiscrimination Nondiscrimination on the Basis of Gender (Sex) Nondiscrimination on the Basis of Ethnicity and Race Equitable Student Assignment Equitable Maintenance and Repair of Facilities Nondiscrimination on the Basis of Age Nondiscrimination on the Basis of Religion Nondiscrimination on the Basis of Handicap/Disability Interpersonal/Human Relations Compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA Section 504, or Other Similar Requirements Compliance with the Revised Desegregation and Education Plan Complaint Resolution for the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or Other Similar Requirements Student/Parent/Guardian Complaint Procedure Little Rock School District Mission Statement Little Rock School District Objectives Drug-Free Schools Tobacco-Free Schools Safe Schools Commitment to Accomplishment LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AA SCHOOL U1STRICTLEGAL STATUS The corporate name of this school district shall be Little Rock School District of Pulaski County, Arkansas, as provided by the law of the State of Arkansas . Adopted: September 24, 1998 Legal References: Statute 80-401, 80-402, 80-403 School Law of Arkansas LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AB THE PEOPLE AND THEIR SCHOOL DISTRICT The Board of Education is the legal entity for conducting a system of public education within the geographic area of the school district. The system was created by, and is governed by, state statutes. Members of a Board are chosen by citizens of a district to represent them and the state in the legislative management of public schools. The Board of Education has the dual responsibility for implementing statutory requirements pertaining to public education and local citizens' desires for educating the community's youth. While the Board has an obligation to determine and assess citizens' desires, it should be understood that when citizens elect board members to represent them in the conduct of public education they at the same time endorse their representatives with the authority to exercise their best judgment iri determining policies, making decisions, and approving procedures for carrying out the responsibility. The Board therefore affirms and declares its intent to: 1. Honor the Little Rock School District Covenant for the Future as approved by the Board on January 11, 2001 (attached). 2. Maintain two-way communications with citizens of the District. The public will be kept informed of the progress and problems of the schools, and citizens will be urged to bring their aspirations and feelings about their public schools to the attention of this body which they have chosen to represent them in the management of public education. 3. Establish policies and make decisions on the basis of declared educational philosophy and goals. All decisions made by this Board will be made with primary emphasis given to the purposes set forth, most crucial of which is the optimal learning of the children enrolled in our schools. 4. Act as a true representative body for citizens of the District in matters involving public education. The Board recognizes that ultimate responsibility for public education rests with the State of Arkansas, but individual Boards of Education have been assigned specific authority through statute. The Board will relinquish none of this authority since it believes that decision making control over the children's learning should be in the hands of local citizens as much as possible. Revised: March 22, 2001 Adopted: September 24, 1998 Attachment: LRSD Covenant for the Future LITTLE ROCK SCHOOL DISTRICT COVENANT FOR THE FUTURE WHEREAS, the 1998 Revised Desegregation and Education Plan established a workable framework for improving the academic achievement of all students and for creating an equitable, nondiscriminatory learning environment\nWHEREAS, improving the academic achievement of all students and maintaining an equitable, nondiscriminatory learning environment will forever be the core of the Little Rock School District's mission\nand WHEREAS, the Little Rock School District will no longer be required to implement the 1998 Revised Desegregation and Education Plan after the District earns \"unitary status\" and has been released from federal court supervision\n THEREFORE, the Little Rock School District in order to manifest its post-unitary commitment to the community hereby resolves to establish this covenant. After obtaining \"unitary status\" the District will in good faith continue to exercise its best effort to: improve the academic achievement of all students, comply with the Constitution, and ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of LRSD, and provide equitable educational resources, programs and opportunity in a nondiscriminatory environment for all students attending LRSD schools . LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AC - NONDISCRIMINATION The commitment of the Little Rock School District to the most fundamental principles of academic freedom, equality of opportunity, and human dignity requires that decisions involving students and employees be based on individual merit and be free from discrimination in all its forms. It is the policy of the Board of Education that there will be no discrimination because of race, color, religion, sex, age, national origin, or handicap/disability in the placement, instruction, and guidance of pupils\nthe employment, assignment, training, or promotion of personnel\nthe provision and maintenance of physical supplies and equipment\nthe development and implementation of the curriculum, including the activities program\nand in all matters relating to the instruction, supervision, administration and Board policy development. Adopted: September 24, 1998 Legal References: Title VI and Title VII, Civil Rights Act of 1964 Title I and Title II, Civil Rights Act of 1991 Equal Pay Act of 1963 Executive Order 11246 of 1995 Title IX, Education Amendments of 1972 and regulations, 34 C.F.R. part 104 Rehabilitation Act of 1973, Sections 503 and 504 Section 504, 34 C.F.R. part 104 Americans with Disabilities Act, 1990 Vietnam-era Veterans Readjustment Act, 1974 Age Discrimination Act, 1975 Age Discrimination in Employment Act, 1967 Arkansas General Laws Individuals with Disabilities Education Act (IDEA) 1997 Cross References: Board of Education Policies ACA, ACB, ACC, ACD, ACE, ACF LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACA NONDISCRIMINATIO~ ON THE BASlS OF GENDER (SEX) Gender equity is the provision of equal opportunities for all individuals without regard to their gender. Gender equity is attained through compliance with laws prohibiting gender discrimination and through the elimination of gender bias and gender stereotyping. It is the policy of the Board of Education that no student, faculty or staff in the Little Rock School District will, on the basis of gender, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity or employment. Adopted: September 24, 1998 Legal References: See Code AC Cross References: Board of Education Policy AC LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACB NONDISCRIMINATION ON THE BASIS OF ETHNICITY AND RACE The Little Rock School District is committed to serve the educational needs and aspirations of our culturally diverse community. The District is committed to the pursuit of racial and ethnocultural equity for all its students and staff and the promotion of positive attitudes which respect the cultural diversity of our community. It is the policy of the Board of Education that there will be no discrimination on the basis of ethnicity and race in the placement, instruction, and guidance of pupils\nthe recruitment, employment, assignment, training, and promotion of personnel\nthe provision and maintenance of physical supplies and equipment\nthe development and implementation of the curriculum, including the activities program\nand in all matters relating to the instruction, supervision, administration and Board policy development. In pursuit of equity, the Board is committed to: (1) The development and promotion of racial harmony among students and staff and within the community it serves\n(2) Respect for the principle of racial and ethnocultural equity in its personnel practices\n(3) Provision in its programs of opportunities for students to develop positive attitudes toward people with diverse racial, religious and cultural heritages\nand (4) The acquisition of learning materials which are free of racial and cultural stereotyping. Further, the Board: (1) Strongly reiterates its refusal to tolerate expression of racist or ethnic bias in any form by its students or staff or Directors\n(2) Affirms its right to deny access to any person, group or association whose intent is to promote discrimination on the basis of race, creed, color, nationality or place of origin, and\n(3) Reaffirms its support for special services and programs for students of diverse racial and ethnic backgrounds. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy AC LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACBB EQUITABLE STUDENT ASSIGNMENT The Board of Education is committed to the implementation of student assignment programs and procedures designed to ensure the desegregation of Little Rock School District schools to the extent practicable, recognizing that the Revised Desegregation and Education Plan may not require that every Little Rock School District school be racially balanced. The Board directs the administration to develop and implement procedures designed to ensure desegregation within the parameters of the Revised Desegregation and Education Plan, to periodically assess the student assignment plan and to remedy any inequities that are apparent from that assessment. Adopted: April 22, 1999 Cross References: Board of Education Policies AC, ACB, ACBD Revised Desegregation and Education Plan of 1998 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACBE EQUITABLE MAINTENANCE AND REPAIR OF FACILITIES The Board of Education is committed to the equitable maintenance and repair of all District facilities. It is the expectation of the Board that repairs and maintenance of facilities will be made equitably, promptly, and effectively, and in keeping with the intent of the Revised Desegregation and Education Plan. The Board directs the administration to develop and implement procedures designed to periodically assess the equitable repair and maintenance of District facilities and to remedy any inequities that are apparent from that assessment. Adopted: April 22, 1999 Cross References: Board of Education Policies AC, ACS, ACBB Revised Desegregation and Education Plan of 1998 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACC NONDISCRIMINATION ON THE BASIS OF AGE Discrimination on the basis of age is illegal under the Federal Age Discrimination Employment Act (ADEA). Age discrimination is present if an individual 40 years of age or older covered under this provision is treated unfavorably in the terms and conditions of his/her employment. Employment issues include hiring, promotions, demotions, terminations, wages, benefits, hours worked, working conditions, and availability of overtime. It is the policy of the Board of Education that individuals employed by the Little Rock School District will not experience discrimination in any form on the basis of age in the terms or conditions of employment. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy AC LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACD NONDISCRIMrNATION ON1HE BASIS OF RELIGION The First Amendment to the United States of America's Constitution requires that public schools remain religiously neutral. All students, staff, and faculty have the right to choose or not to choose their own religion and there will be no discrimination of any kind based upon an individual's religion. It is the policy of the Board of Education that no student, faculty, or staff in the Little Rock School District will, on the basis of religious belief, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy AC LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACE NONDISCRIMINATION ON THE BASIS.OFr1ANDICAP/DISABILITY In support of Section 504 of the Rehabilitative Act of 1973, the Vietnam Era Veterans Readjustment Assistance Act of 1974, and Individuals with Disabilities Education Act (IDEA) of 1997, the District will not discriminate against persons who qualify on the basis of handicapping/disabling conditions. It is the policy of the Board of Education that no student, faculty or staff in the Little Rock School District will on the basis of handicapping/disabling conditions be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy AC LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACF INTERPERSONAL/HUMAN RELATIONS The Little Rock School District,is committed to providing a learning environment that is free from discrimination, culturally sensitive, and promotes positive interpersonal/human relations across all cultures. It is the policy of the Board of Education to provide a learning environment free from discrimination. Programs and procedures will be developed which serve to promote understanding and positive relationships among people . Adopted : September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy AC LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG COMPLIANCE WITH THE REVISED DESEGREGATION AND EDUCATION PLAN, TITLE VI, TITLE VII , TITLE IX, ADA, SECTION 504, OR OTHER SIMILAR REQUIREMENTS The purpose of this policy is to affirm the Board of Education's commitment to compliance with the District's Desegregation and Education Plan and the Civil Rights Law of 1964 as amended. LRSD will implement a compliance program that will include the following components: 1. 2. 3. 4. 5. 6. 7. Compliance standards and procedures reasonably capable of reducing the prospect of noncompliance\nOversight of compliance with such standards and procedures by thE? Superintendent and the responsible officials\nCommunication of compliance standards and procedures to all employees\nUtilization of monitoring and auditing systems reasonably designed to detect noncompliance\nUtilization of a reporting system whereby students, patrons, and employees can report complaints or noncompliance without fear of retribution\nEnforcement of compliance standards and procedures through disciplinary mechanisms when appropriate, including the discipline of individuals responsible for compliance and individuals responsible for any failure to report noncompliance\nand, After noncompliance has been detected, implementation of all reasonable steps to correct past noncompliance and to prevent further noncompliance, including modification of the compliance program as necessary to prevent and detect further similar noncompliance. 8. Annual review of the compliance program for necessary revisions. Adopted: July 22, 1999 Cross References: Board of Education Policies AC, ACA, ACB, ACBB, ACC, ACD, ACE Revised Desegregation and Education Plan of 1998 Administrative Regulations ACG-R1/R2/R3 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R1 COMPLIANCE WITH THE REVISED DESEGREGATION AND EDUCATION PLAN Compliance and Quality Assurance Committee The Associate Superintendents of Administrative Services, Instruction, Operations, and School Services and the Special Assistant to the Superintendent will comprise the Compliance and Quality Assurance Committee. The District's compliance official also will be a member of the committee. (The compliance official duties may be one of the responsibilities of one of the aforementioned positions.) The committee will have responsibility for the development, implementation, oversight, review, and revision of the compliance program. The compliance program will include any programs, policies, and/or procedures necessary to ensure that the District fulfills all of its obligations under the Revised Desegregation and Education Plan (Plan). The compliance philosophy will be based on internalizing the Plan through the performance responsibilities of the respective organizational divisions. For example, the Instruction division will be responsible for integrating the Plan's requirements into the curriculum development, staff development, and other similar functions of that division. The associate superintendent who heads \"the division will be the responsible person for the components of the Plan that are appropriate for his/her division. Through the internalization of the philosophy and the integration of the Plan into the District's structure, the respective divisions will proactively monitor compliance. The associate superintendents will take appropriate action with respect to incidents of non-compliance and take steps to prevent future similar incidences of non-compliance. Communication and Training All employees will be provided training on the Plan and the District's commitment to the principles of equity and Plan compliance. Each employee will be provided a copy of the Plan and a Plan compliance handbook. The associate superintendents will be responsible for the training of the employees in their areas on the specific obligations of the division and the employees. The Plan compliance handbook will include the following information: A statement of the District's commitment to compliance\n The procedures for reporting complaints and/or non-compliance with the Plan\n The possible sanctions for non-compliance\n The employees' responsibilities for reporting non-compliance\n The possible sanctions for the failure to report non-compliance\n The avenues for suggesting modifications in the compliance plan. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R1 ( continued) The District web site will be used to assist in communication associated with the Plan and Plan compliance. The web site will include the following information: A copy of the Plan\n The name, telephone number, and E-mail address of the District's compliance official\n The procedures for filing a complaint or reporting non-compliance . Date: July 22, 1999 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R2 COMPLAfNTRESOLUTION FOR THE REVISE8-DESEGREGATION AND EDUCATION PLAN, TITLE VI, TITLE VII, TITLE IX, ADA, SECTION 504, OR O~HER SIMILAR REQUIREMENTS The specific purposes to be served by these procedures are: To ensure that a complaint is considered fairly, with all due speed, and without prejudice or reprisal to the aggrieved person\n To encourage employee expression regarding conditions that affect him/her\n To provide a specific procedure that will facilitate the understanding of district policies affecting employees\n To build confidence, in the sincerity and integrity of the complaint resolution procedure as a means to establish the facts upon which a complaint is based, a problem is stated, and a fair conclusion or solution is reached . Definitions A \"complaint\" is an allegation of action or inaction by the District or its representatives in violation of the Revised Desegregation and Education Plan, Title VI, Title IX, ADA or Section 504, or the implementing regulations, or other similar requirements. The \"complainant\" is the student, patron, or employee bringing the complaint. \"Employee\" means a person who is a full or part-time employee who is on the payroll of the District. \"Patron\" means any student's parent or other resident in the LRSD. The \"responsible official\" means the employee designated by the District to coordinate its efforts to comply with and carry out its responsibilities under the abovementioned requirements . . \"Student\" means a person enrolled in one of the schools operated by the corporation. \"Superintendent\" means the Superintendent of Schools or his/her designee. Responsible Official The following LRSD administrators are the responsible officials for the areas listed: Revised Desegregation and Education Plan-Associate Superintendent for Administrative Services Title VI-Director, Exceptional Children Title VII-Director, Human Resources Title IX-Special Assistant to the Superintendent LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R2 (continued) ADA-Director, Human Resources Section 504 for Employees-Special Assistant to the Superintendent Section 504 for Students-Director, Exceptional Children Process The following process will be used in the review and resolution of complaints regarding compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or other similar requirements of the Civil Rights Law of 1964 as amended: Step 1 (Informal Resolution) The complainant is encouraged to try to resolve any issues relating to implementation and compliance with any of the aforementioned legal requirements at the lowest administrative level possible. The complaint should be brought to the administrator/supervisor at the point where the possible violation exists. Within ten days after receipt of the complaint, the administrator will attenipt resolution with the complainant in an informal manner. If a satisfactory informal resolution cannot be reached, the complainant and/or the administrator may seek the assistance of the District's responsible official. Step 2 (Formal Complaint) If the complainant is unable to secure a satisfactory resolution through informal means at step 1, the complainant may file a formal complaint. The complaint should be filed with the LRSD's official who has district level responsibility for that area. The complaint must be filed within ten days of the response of the administration at step 1. The complaint should be in writing and give a concise but thorough overview of the alleged problem or violation and indicate the specific relief requested. All relevant documents also should be included. The responsible official will investigate the complaint and collect whatever information is needed to make an informed decision. The responsible official will issue a written finding within fifteen days of the receipt of the complaint or inform the complainant of the reasons that it is not possible to issue a finding in that time frame. If a finding cannot be issued within fifteen days, it will be issued as soon as practicable . 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R2 ( continued) Step 3 (Appeal to the Board of Education) If the complainant is not satisfied with the finding at step 2, he/she may request a hearing with the Board of Education. The request for the hearing must be made within ten days of the written finding issued at step 2. The request for the hearing must include a statement of the complaint, the finding of the responsible official from step 2, and any response to the finding that the complainant wishes to present. It should include the reasons that the complainant believes the finding is in error. The individual members of the Board will review the information presented with the written request for the hearing prior to following month's Board agenda meeting. The Board will decide at the agenda meeting whether or not to place the appeal on the agenda for a hearing. If the Board decides not to hear the complaint, the written finding of the District's responsible official will be the position of the LRSD. Timelines The failure of the complainant to comply with the identified timelines will be considered to be an abandonment of the complaint. Effect of Settlement Any settlement of a complaint will be applicable to that complaint only and will not be binding authority for the disposition of any other complaint. Anonymous Complaints The LRSD is committed to compliance with its legal obligations. As a result anonymous complaints will be thoroughly investigated and handled in a serious manner. However, anonymous complaints are more difficult to substantiate and investigate. Therefore, complainants are encouraged to be open, forthcoming , and identify themselves to assist in a satisfactory resolution to the complaint. The LRSD recognizes that some students, patrons, and employees will not come forward with legitimate complaints because of a fear of retribution. The LRSD will not condone or tolerate reprisals against complainants by any of its employees. Employees who exercise retaliatory behavior against any complainant will be appropriately disciplined. 3 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R2 ( continued) Reporting Outside the Process In instances where there is a genuine sense of potential reprisal and it is not realistic to report the complaint at the lowest administrative level, the complaint may be made with the District's responsible official. The responsible official may refer the complaint to another administrator in the department's organizational structure to attempt a resolution . Date: July 22, 1999 4 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R3 STUDENT/PARENT/GUARDIAN COMPLAINT PROCEDURE The following procedure will be used to address a complaint from a student, parent, or guardian. Complaints can include, but are not limited to, discrimination based on race, national origin, religion, handicap, age or gender, including sexual harassment: 1. Report the alleged incident to the principal as soon as possible after the event(s) has occurred. If the complaint involves the principal, the report of the alleged incident should be made to the Assistant Superintendent or Associate Superintendent for School Services as soon as possible after the event(s) occurred. 2. The complaint will be investigated and the individual bringing the complaint will be advised of the outcome of the investigation within ten (10) days. 3. If the individual bringing the complaint is not satisfied with the principal's resolution he/she may appeal to the Assistant Superintendent or Associate Superintendent for School Services. The appeal must be made in writing within ten (10) days from receipt of the principal's decision. 4. If the individual is not satisfied with the Assistant or Associate Superintendent's resolution of the complaint, he/she may appeal to the Superintendent of Schools or his/her designee. Date: November 18, 1999 Cross Reference: Student Handbook LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH ANTI-HARASSMENT POLICY It is the policy of the District to maintain a learning environment that is free from harassment. The District prohibits any and all forms of harassment because of race, color, sex, sexual orientation, age, marital status, national origin, religion, or disability or protected activity (i.e. opposing unlawful harassment or discrimination or participating in an investigation. Any such conduct will result in disciplinary action and notification to the proper authorities. It will be a violation of District policy for any student, teacher, administrator, or other school personnel of the District to harass a student through conduct of a sexual nature, or regarding race, color, sex, sexual orientation, age, marital status, national origin, religion, disability, or protected activity as defined by this policy. It will also be a violation of District policy for any teacher, administrator or other school personnel of the District to tolerate sexual harassment or harassment because of a student's race, color, sex, sexual orientation, age, marital status, national origin, religion, disability or protected activity as defined by this policy, by a student, teacher, administrator, other school personnel, or by any third parties who are participating in, observing, or otherwise engaged in activities, including sports events and other extracurricular activities, under the auspices of the District. For the purpose of this policy, the \"school personnel\" includes school Board of Education members, school employees, agents, volunteers, contractors, or persons subject to the supervision and control of the District. The District will act to promptly investigate all complaints, either formal or informal, verbal or written, of harassment because of race, color, sex, sexual orientation, age, marital status, national origin, religion, disability or protected activity to promptly take appropriate action to protect individuals from further harassment\nand, if it determines that unlawful harassment occurred, to promptly and appropriately discipline any student, teacher, administrator or other school personnel who is found to have violated this policy, and/or to take other appropriate action reasonably calculated to end the harassment. This policy will be broadly interpreted as evidence of the District's commitment to equality of opportunity, human dignity, diversity, and academic freedom. No person will retaliate or threaten retaliation against another person for reporting, testifying or otherwise participating in any investigation, or proceeding relating to a complaint of harassment. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH (continued) PROCEDURE FOR COMPLAINTS OF HARASSMENT These regulations are intended to protect the rights of students, employees, administrators, the Board of Education and visitors on District property and to outline procedures, which will be followed in the event harassment occurs on District property or atan event sponsored by the District. The following definitions will be used for the purpose of enforcing the Anti-Harassment Policy. DEFINITIONS Racial or Color Harassment Racial or color harassment includes unwelcome verbal, written or physical conduct, directed at the characteristics of a person's race or color, such as nicknames emphasizing stereotypes, racial slurs, comments on manner of speaking and negative references to racial customs. Sexual Harassment Sexual harassment consists of unwelcome sexual advances, requests for sexual favors, sexually motivated physical conduct or other verbal or physical conduct of a sexual nature. It also includes conduct that is not sexual in nature but that is engaged in because of the gender of the victim. It includes conduct that is also criminal in nature such as rape, sexual assault, stalking, and similar offenses. Under federal law, sexual harassment is prohibited regardless of the sex of the harasser, i.e., sexual harassment may occur even if the harasser and the person being harassed are the same sex. Sexual Orientation Harassment Harassment on the basis of sexual orientation is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's sexual orientation, such as negative name-calling and imitating mannerisms. Marital Status Harassment Harassment on the basis of marital status is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's marital status, such as comments regarding pregnancy or being an unwed mother or father. National Origin Harassment Harassment on the basis of national origin is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's national origin, such as negative comments regarding surnames, manner of speaking, customs, language, or ethnic slurs. 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH ( continued) Religious Harassment Harassment on the basis of religion or creed is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's religion or creed, such as derogatory comments regarding surnames, religious tradition, or religious clothing, or religious slurs, or graffiti. Disability Harassment Harassment based on a person's disabling mental or physical condition and includes any unwelcome verbal, written or physical conduct, directed at the characteristics of a person's disabling condition, such as imitating manner of speech or movement, or interference with necessary equipment. REPORTING PROCEDURES Any person who feels he/she is being harassed may wish to consider informing the offending person that the behavior is inappropriate and not appreciated. Oftentimes, this is all that is required to stop the harassing behavior. You are not, however, required to take this step prior to filing a complaint. Any student, District personnel, or visitor who believes he/she has been the victim of harassment by a student, teacher, administrator or other school personnel of the District, or by any other person who is participating in, observing, or otherwise engaged in activities, including extracurricular activities, under the auspices of the District, is encouraged to immediately report the alleged acts to the building principal. If the principal is the perpetrator of the harassment, the report of the incident will be made to the appropriate Assistant Superintendent, Associate Superintendent for School Services or the Director of Human Resources. Any teacher, administrator or other school official who has knowledge of or receives notice that a student or visitor has or may have been the victim of harassment by a student, teacher, administrator, or other school district personnel is required to immediately report the alleged act(s) to the building principal unless the principal is the perpetrator. If the harassment involves the principal, the incident will be reported to the appropriate Assistant Superintendent or Associate Superintendent for School Services. Upon receipt of the report, the principal, Assistant Superintendent or Associate Superintendent will notify Safety and Security personnel to conduct an investigation of the allegation. A third party may be involved in the investigation. The parent of the student (victim) will be notified immediately, unless after consultation with the student, it is determined not to be in the best interest of the student. 3 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH (continued) If the alleged harassment is committed by a student, the student's parent/guardian will be notified that an investigation is being conducted. Complaints will be kept confidential to the extent possible. A prompt, thorough and impartial investigation will be conducted of all complaints of violation of this policy. Upon completion of the investigation, a written report will be submitted to the principal, Assistant Superintendent, or Associate Superintendent. The report will include a determination as to whether the allegations have been substantiated as factual and whether they appear to have violated District policy and/or law. Notification of the outcome of the investigation will be sent to all parties involved. If the allegation is substantiated, the District will take immediate and appropriate corrective action, including the following: 1. a student will receive a disciplinary sanctioned as outlined in the Student Handbook, and/or notification to the proper authorities. 2. a staff member will receive a disciplinary sanction as outlined in the Employee Handbook and/or the proper authorities will be notified. 3. a report of the incident regarding a visitor who committed an act while on District property or at an event sponsored by the District, will be referred to the proper legal authorities. Notwithstanding this policy, employees may file a charge of discrimination with the U.S. EEOC. Employers who wish to file a charge must do so within 180 days of the last act of alleged harassment. Adopted: July 23, 2001 Legal References: Title VI of the Civil Rights Act, 1965, 42 U.S.C. 2000d Title IX of the Education Amendments of 1972, 20 U.S.C. 1681 Section 504 of the Rehabilitation Act of 1973, 29 U.S. C. 794 Title II of the Americans with Disabilities Act of 1990 (ADA), 42 U.S.C. 12134 Cross References: Student Handbooks and Personnel Handbook 4 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AD LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously, and face the future as productive contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community . Adopted: September 24, 1998 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADA LITTLE ROCK SCHOOL DISTRICT 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 curriculum. Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others. By 2003, the percentage of students in every identified sub-group of race and gender performing at or above the national average in reading and math on standardized tests shall be at least 65%\nperforming at the highest quartile in reading and math on standardized tests shall be at least 30%\nand performing at the lowest quartile in reading and math on standardized tests shall be no more than 10% . Adopted: September 24, 1998 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADB DRUG-FREE SCHOOLS The Little Rock School District is committed to providing a drug and alcohol free learning environment and workplace. Drug abuse and alcohol abuse at school or in connection with school-sponsored activities on or off school grounds threaten the health and safety of our students and our employees and adversely affect the educational mission of the school district. It is the policy of the Board of Education that the manufacture, distribution, dispensation, possession or use of illicit drugs, alcohol or other controlled substances in the workplace, on school premises or as part of any school-sponsored activities is strictly prohibited. These standards of conduct are equally applicable to students and employees. Any employee who is convicted of a drug statute violation arising out of conduct occurring in the workplace must notify the central administration of such conviction not later than five (5) days after the conviction. Compliance with these standards of conduct is mandatory. In accordance with the Drug-Free Workplace Act of 1988, compliance with this policy is made a condition of employment by the school district. Disciplinary sanctions (consistent with local, state and federal law), up to and including termination of employment and referral for prosecution, will be imposed on employees who violate the standards of conduct set forth in this notice. Adopted: September 24, 1998 Legal References: Drug-Free Schools Act, 1988 Drug-Free Schools and Communities Act Amendments of 1989 (Public Law 101-226) Cross References: Board of Education Policy GBEC Student Handbook LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADC TOBACCO-FREE SCHOOLS The Board of Education believes that tobacco smoke in the school and work environments is not conducive to good health. As an educational organization, the Little Rock School District should provide both effective educational programs and a positive example to students concerning the use of tobacco. It is the policy of the Board of Education that all uses of tobacco and tobacco products, including smokeless tobacco, will be prohibited in all District facilities. At no time will the use of tobacco or tobacco products be permitted in classrooms, corridors, restrooms, locker rooms, work areas, cafeterias, offices, faculty lounges, gymnasiums, all other rooms and school grounds. This policy also prohibits the use of tobacco or tobacco products, including smokeless tobacco, in all vehicles owned, leased or operated by the District. District employees and students enrolled in the District's schools are not permitted to use tobacco or tobacco products, including smokeless tobacco, while they are participants in any class or activity in which they represent the school district. Adopted: September 24, 1998 Legal References: School Law of Arkansas, Acts 854 and 779 Cross Reference: Student Handbook LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADD SAFE SCHOOLS The Little Rock School District will maintain a safe and nurturing educational environment where students can learn, teachers can teach, and where parents and patrons can meet. The Little Rock School District will not tolerate violence or injury to staff or students, nor will weapons be tolerated at any school activity or on any school district property. It is the policy of the Board of Education to enforce fairly and firmly all federal and state laws and related District policies pertaining to school safety and student discipline. Any criminal misconduct will be reported to the proper law enforcement authority, and school district staff will cooperate with any subsequent criminal prosecution . Adopted: September 24, 1998 Legal References: Arkansas General Laws Federal Gun-Free Schools Act Cross Reference: Student Handbook LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AE COMMITMENT TO ACCOMPLISHMENT The Board of Education accepts ultimate responsibility for all facets of Board operations. Because it is accountable to the people, the Board will maintain a program of accountability consisting of the following elements: 1. Clear statements of expectations and purpose as they relate to operations, . programs, departments, and positions. 2. Provision for the staff, resources, and support necessary, to achieve stated expectations and purposes, subject to the District's financial capabilities. 3. Evaluation of operations, programs, instruction, and services to determine how well expectations and purposes are being met. Adopted: September 24, 1998 B.SchoolBoard Governance SECTION B: SCHOOL BOARD GOVERNANCE AND OPERATIONS Section B of the Little Rock School District policy manual contains policies, regulations, and exhibits on the school board - how it is appointed or elected\nhow it is organized\nhow it conducts meetings, and how the board operates. This section includes bylaws and policies establishing the board's internal operating procedures. BA BAA BB BBA BBB BBBA BBBB BBBD BBBE BCA BCB BCC BD BDA BDB BDC BDCA BDCB BDD BDF BDG BDH BE BEA BEB BEC BED BEDA BEDB BEDC BEDD Board of Education Operational Goals Board of Education Self-Evaluation School Board Legal Status Board Powers and Responsibilities Board Membership Elections Board Membership Qualifications Board Membership Oath of Office Board Member Removal from Office Unexpired Term FulfillmenWacancies School Board Member Code of Conduct Prevention of Nepotism Financial Disclosure by School Board Members Organization of the School Board Board Organizational Meeting Board Officers Appointed Board Officials District Representative to the Board of Equalization District Representative to the Little Rock Planning Commission Board-Superintendent Relationship Advisory-Committees School Attorney/Legal Services Consultants to the Board School Board Meetings Regular Board Meetings Special School Board Meetings Executive Sessions Meeting Procedures Notification of Board Meetings Agenda Quorum Rules of Order Section B - Page 1 of 2 BEDDB Suspension of Rules of Order BEDF Voting Method BEDG Minutes BEDH Public Participation at Board Meetings BEE Board Hearings/Appeal Proceedings BF School Board Work Sessions and Retreats BG School Board Policy BGD Review of Regulations BGE Policy Communication BH School Board Communications BHA School District Logo BIB Board Member Development BID Board Member Compensation BJ School Board Legislative Program BK School Board Memberships in Professional Associations Section B - Page 2 of 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BA BOARD OF EDUCATION DPERATIONAL GOALS The Board of Education is responsible to the people, all of the people, for whose benefit the school District has been established. By virtue of this responsibility each member of the Board must look to the future and to the needs of all people. This requires a comprehensive perspective and long-range strategic plan in addition to attention to immediate problems. The Board 's primary responsibility is to establish those purposes, programs, and procedures that will best produce the educational achievement needed by District students. It is charged with accomplishing this while also being responsible for wise management of resources available to the District. The Board must fulfill these responsibilities by formulating and adopting policy, by selecting a superintendent to implement policy, and by evaluating results. Further, the Board must carry out its functions openly, while seeking the involvement and contributions of the public, students, and staff in its decision making processes . Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BAA BOARD-OF EDUCATION SELF-EVALUATION Annually, the Board of Education will conduct a self-evaluation. The evaluation plan will be developed by the Board president and an Ad Hoc Board committee appointed by the president. The following areas of Board functions will be included in the self-evaluation: 1. Board Meetings 2. Policy Development and Evaluation 3. Fiscal Management 4. Board Role in Educational Program Development 5. Board Member Orientation 6. Board Member Development 7. Board Officer Performance 8. Board-Superintendent Relationships 9. Board-Staff Relationships 10. Board-Community Relationships 11. Legislative and Governmental Relationships . Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BB - SCHOOL BOARD LEGAL STATUS The corporate name of this school district will be Little Rock School District of Pulaski County, Arkansas, as provided by the law of the State of Arkansas. The Little Rock School District of Pulaski County, Arkansas, will be referred to as the \"District\" or \"Little Rock School District\" in this policy book. The District is governed by a Board of Education consisting of seven Board members, each of whom is elected for a three-year term . Adopted: January 28, 1999 Legal References: Statute 80-401 , 80-402, 80-403 School Law of Arkansas Cross Reference: Board of Education Policy AA LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBA - - BOARD POWERS AND RESPONSIBILITIES The Board of Education is a representative body elected to provide for and oversee the operation of the District. Power and mandatory responsibilities of the Board are defined in state statutes. The Board exercises its powers and responsibilities only when convened in a legally constituted meeting. Powers of the Board: Legislative or policymaking. The Board is responsible for the development of policy and for the employment of a superintendent who will carry out District policy through the development and implementation of regulations. The Board will serve as the final authority within the school system to resolve any issue which cannot be resolved through regular administrative channels. Educational planning and appraisal. The Board is responsible for using reliable information which will enable it to make the best possible decisions about the scope and nature of the educational program. The Board is responsible for requiring appraisal of the results of the educational program. Staffing and appraisal. The Board is responsible for approving the employment of staff. The Board is responsible for approving salaries, salary schedules, terms and conditions of employment, and for ensuring an effective appraisal of District staff through the annual evaluation process. Financial resources. The Board is responsible for adopting a budget that will provide the financial base for staff, buildings, materials, and equipment to enable the District to carry out the educational program. The Board is responsible for exercising control over the finances of the District to ensure proper use of, and accounting for, all District funds. School facilities. The Board is responsible for ensuring that District facilities support and enhance the educational program. Communication with public. The Board is responsible for keeping the community informed about the schools and for providing opportunities for the community to share ideas and concerns with the Board. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-620 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBB BOARD MEMBERSHIP ELECTIONS The Board of Education of the Little Rock School District is composed of seven (7) directors. As established by law the directors are elected by qualified voters of each zone on a nonpartisan ballot on the third Tuesday in September. Directors' terms of office are staggered to ensure that not more than three (3) Director positions are elected each year. The term of office is three (3) years with the right to succession. Candidates for election are nominated by petition. The petition must be signed by twenty (20) qualified voters from the candidate's zone. This petition must be filed with the Pulaski County Circuit Clerk 45 days prior to the election date and the candidate certified by the Pulaski County election Commission . Adopted: January 28, 1999 Legal References: AC.A. 6-13-615, 6-13-608, 6-13-607 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBA BOARD MEMBERSHIP QLJA[IFfCATIONS Qualifications to be a member of the Little Rock School District Board of Education as stated by law are as follows: Be a qualified elector from the District Be eighteen (18) years of age or older Be a citizen of the United States of America Be a resident of the election zone Reside in the zone at least six (6) months prior to the election Not be employed by the District Adopted: January 28, 1999 Legal References: A.C.A. 6-13-616, 6-13-607, 6-13-630 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBB BOARD MEMBERSHIP OATH OF OFFICE Each Director will, within ten (10) days after receiving notice of his or her election or appointment, subscribe to the following oath: \"I,_, do hereby solemnly swear or affirm, that I will support the Constitution of the United States and the Constitution of the State of Arkansas, and that I will not be interested, directly or indirectly, in any contract made by the District of which I am a director, except that said contract be for materials bought on open competitive bid and let to the lowest bidder, and that I will faithfully discharge the duties as school director in the Little Rock School District of Pulaski County, Arkansas, upon which I am about to enter.\" The county clerk, upon receipt of the director's oath, will immediately commission the director and the director will enter at once upon his or her duties . Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-617 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBD BOARD MEMBER REMOVAL FROM OFFICE Board members will be removed from office for the following reasons: Conviction of a felony: A vacancy will exist on the Board of Education from the date of the final judgment of conviction. The prosecuting attorney who prosecutes a board member will immediately notify the Little Rock School District Board of Education and a vacancy shall be declared. Removal of residence from the zone represented: If a Board member's primary residence is moved outside the zone he or she was elected to represent, the board member will immediately tender a letter of resignation. Temporary vacancy due to service in the armed forces: A successor will be appointed to fill the temporary vacancy. Upon return to civilian activities the elected member may resume the duties of board member for the unexpired term by written notice to the Board secretary . Absence from board meetings: A vacancy may be declared by a vote of the Board if a member fails to attend a school board meeting during a ninety (90) day period due to removal of residence from the District or employment at a distance from the District. A vacancy may be declared by a vote of the Board if a member misses three (3) regular and consecutive board meetings during a school year for any reason other than service in the armed forces or illness documented by the member's attending physician. The member must be given an opportunity for a hearing before the Board upon fifteen (15) days notice received by personal delivery or certified mail with return receipt signed by addressee. When a vacancy occurs on the Board of Education the remaining Board members will appoint an individual to serve until the next annual school election. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-612, 6-13-613, 6-13-6 Cross References: Board of Education Policies BBBA, BBBF LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBE UNEXPIRED TERM FULFILLMENTNACANCIES Vacancies may occur on the Board of Education because of a member's resignation, death, moving out of the District, or other reasons provided by law. The Board by formal action will declare the Board position vacant. The vacancy will be filled by a majority vote of the remaining members within thirty (30) days. At least fifteen (15) days before making an appointment to fill a vacancy, the Board will publish a notice in the newspaper(s) having general circulation in the District. Qualified persons interested in filling the position may make application. If the Board fails to fill the vacancy within thirty (30) days, the vacancy will be filled by appointment by the Pulaski County Board of Education. Appointed directors will serve until the next annual school election and may be a candidate for election to the seat to which they are appointed . Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-611 Cross References: Board of Education Policies BBB, BBBA, BBBB, BBBD LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCA SCHOOL BOARD MEMBER CODE OF CONDUCT The Board of Education is elected to develop policy and provide overall leadership to the District. The role of the Board will be to act on issues that impact the quality of education for all children. They will act as both statespersons and representatives. To ensure that this goal is achieved, the Little Rock School District Board of Education adopts the following code of conduct for all Board members. 1. The Board of Education (the Board) has oversight responsibility and control over all activities related to the public school education provided by the District. The Board is elected by the public and has decision-making authority, the power to designate management, the ability to significantly influence operations and primary accountability for fiscal matters. 2. Board members will act as policy makers, monitors, and evaluators of educational policies, and they will be the liaison to the people. 3. Individual Board members have no power or right to make individual promises that would be binding upon the Board and/or the District. 4. When Board members are contacted by staff or community members, they should listen to the concern or complaint and inform the individual of appropriate board policies and procedures regarding the complaint or concern. 5. Board members should praise employees when it is appropriate to do so, but criticism must be handled through the office of the superintendent. 6. Interaction between the superintendent and Board members will be constructive, open, productive and mutually respectful. 7. Board members may provide individual advice but may provide direction to the superintendent only as a result of official Board action. 8. Confidences shared among colleagues will be honored and information that is privileged under applicable law will remain completely confidential. 9. Each member of the Board agrees to direct questions about school district operations to the superintendent or to his/her designee(s). LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCA (continued) 10. Each Board member is expected to work to establish an open, positive, problemsolving atmosphere to achieve the goals of the organization. 11. In the area of policy, only the president of the Board is empowered to speak for the Board, and then only on matters which the Board has resolved by a majority vote of the Board. Board members may state personal positions as long as they make it clear that they are not speaking on behalf of the Board or the District. The Board speaks only through its resolutions. 12. Before each meeting Board members should read all available agenda materials and call the superintendent prior to the meeting if clarification is needed. 13. Once a decision is reached, the administration should ensure the decision is implemented. 14. When interacting with staff, Board members are expected to be cognizant of their role as policy makers, in contrast with the role of administrators as managers of the school system. 15. Board members will facilitate dialogue, divergent thinking, and debate in order to make the best decisions. In order to ensure that this code of conduct is adhered to, the President of the Board will entertain discussions of perceived violations of this code, and the Board is empowered to censure officially, in public meetings, members who persistently violate this code . Adopted: January 28, 1999 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCB - PREVENTION OF NEPOTISM No person will be employed in the Little Rock School District in any capacity who is related (whether by blood or marriage, including spouse, parent, child, grandparent, grandchild, brother, sister, aunt, uncle, niece, nephew, or first cousin) to a member of the Little Rock School District Board of Education, the superintendent of schools, or senior administrators reporting directly to the superintendent. The policy will be applied prospectively and will not be construed to affect the employment or annual renewal -of employment of any individual so related who is in the employ of the Little Rock School District at the time of adoption of this policy. Additionally, no person will be employed in a position where he/she would be related, as defined above, to his/her immediate supervisor. If an employee is transferred to a supervisor's position which would cause a violation of this policy, the subordinate employee will be transferred to a substantially equivalent position as soon as reasonably possible. Under no circumstance will a supervisor be allowed to evaluate the performance of one of his/her relatives . Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCC FINANCIAL DISCLOSURE BY SCHOOL BOARD MEMBERS Members of the Little Rock School District Board of Education must file a written financial disclosure statement on or before the last day of January of each year. The statement is filed with the Pulaski County Circuit Clerk and is open for public inspection. The financial disclosure statement is retained for five years and then destroyed . Adopted: January 28, 1999 Legal References: AC.A. 21-8-305 through 21-8-309 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BO ORGANIZATION OF THE SCHOOL BOARD The Board of Education will organize by electing officers of the Board. The Board will elect a president, a vice-president, and a secretary. Officers will be elected by majority vote of the members present at the organizational meeting. The Board may assign a District employee to provide clerical assistance to the Board .. Board officers will serve for a term of one year or until a successor is elected and qualified. No member of the Board will serve more than two consecutive terms as president. A vacancy among officers of the Board, other than the president, will be filled by majority action of the Board. A vacancy in the presidency will be filled by the vicepresident, and a new vice-president will be elected . Adopted: January 28, 1999 Legal Reference: Arkansas School Law 80-506 Cross References: Board of Education Policies BBBD, BBBE, BEDC, BEDD, BEDF LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOA BOARD ORGAr-:JfZATIONAL MEETING The Board of Education will organize annually at its first regular meeting after the annual school election for the purpose of swearing in successful candidates and electing officers. At this meeting, the Board will elect a president, a vice president, and a secretary from its members. The incumbent president of the Board will preside until a successor is elected, whereupon the successor will assume the chair. Adopted: January 28, 1999 Legal Reference: Arkansas School Law 80-506 Cross References: Board of Education Policies BBB, BE, BEA, BED, BEDF LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOB \"BOARD OFFICERS Duties of the President The president will preside at all meetings, will decide questions of order in accordance with Robert's Rules of Order Revised and will appoint all committees at the direction of the Board of Education. The president will have the right as other members of the Board to discuss and vote on all questions. The president will call a special meeting of the Board of Education whenever conditions required for special meetings have been met. Duties of the Vice-president In the absence or incapacity of the president, the vice-president will perform the duties and assume the obligations of the president. Duties of the Secretary The secretary of the Board of Education will keep a record of the proceedings in all Board meetings. This may be done through clerical assistance. In the absence or incapacity of the president and vice-president, the secretary will perform the duties and assume the obligations of the president. Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOC -- - -- -, -APP-OINTED BOARD OFFICIALS . It is the practice of the Board of Education to appoint individuals to officially represent the Board on appropriate county, city or community based boards and commissions. The representative will appear before the Board at the Board's request to report on the actions and future actions of the related board or commission. At that time, the Board may direct any questions to the representative concerning the function or actions of the related board or commission . Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOCA DISTRICT REPRESENTATIVE TOTHE'BOARD OF EQUALIZATION The Board of Education will appoint a representative to the Board of Equalization for Pulaski County, Arkansas. The function of the Board of Equalization is to review the assessments made by the county assessor and make recommendations to the county assessor, to raise or lower individual assessments and to make a report to the Arkansas Tax Coordination Reassessment Division for the State of Arkansas. The County Clerk reviews the report of the Board of Equalization and forwards the report to the Arkansas Tax Coordination Reassessment Division. This body reviews the report and determines if the assessments fall within the guidelines dictated by state law. The term for this appointment is three years. The representative must be a qualified elector, a real estate owner, and have familiarity with property values in Pulaski County. The representative must be able to attend the several day planning meeting in July and to meet daily during the month of August. Occasionally, a special session is held during the first two weeks of September to complete any unfinished business. The representative is compensated $50.00 per day while in session. A certain amount is appropriated and cannot be exceeded . Each school district (Little Rock, North Little Rock and Pulaski County Special) has a representative on the Board of Equalization at all times. The three-year terms of the representatives are staggered so that one school district representative's term expires each year. The superintendent of the school district with the expiring term in consultation with the Board of Education nominates the representative to replace the representative whose term expires or who may have resigned. By gentleman's agreement, the superintendents of the remaining two school districts cast their vote to elect the nominee from the district with the expiring term. Adopted: January 28, 1999 Legal Reference: Arkansas School Law 84-701 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BDCB DISTRICT REPRESENTATfVETO TRE LITT[E ROCK PLANNING COMMISSION The Board of Education will appoint a representative to the Little Rock Planning Commission. The function of the Little Rock Planning Commission is to serve in an advisory capacity to the City Board of Directors on matters relating to land development, proposed utility expansion, and proposed new improvement districts and to act as final authority on the proposals for subdivision plats. No formal qualifications are required to serve on the Planning Commission. The person appointed to serve on the Planning Commission should be able to spend about one-half day each month in his/her personal vehicle driving to areas that are under consideration\nto meet with the full commission at least twice monthly\nand to spend a total of approximately four days per month on Planning Commission business. One position of the Planning Commission is designated for the representative of the Little Rock School District and is an \"open-ended\" term. The representative serves until the representative resigns . There is no compensation for service in this position. Expenses for out-of-town retreats or other authorized business is reimbursed. Adopted: January 28, 1999 Legal Reference: City Ordinance Article II, Sec 23-27(a) LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BDD BOARD-S0PERlNTENDENT RELATIONSHIP The Board of Education believes that the legislation of policies is the most important function of a school board and that the execution of the policies should be the function of the superintendent and staff. Delegation by the Board of its executive powers to the superintendent provides freedom for the superintendent to manage the schools within the Board's policies and frees the Board to devote its time to policymaking and appraisal functions. The Board holds the superintendent responsible for the administration of its policies, the execution of Board decisions, the operation of the internal machinery designed to serve the school program, and for keeping the Board informed about school operations and problems. The Board will strive to employ the best professional leader available for the head administrative post. Then, the Board as a whole, and individual members, will: Give the superintendent full administrative authority for properly discharging his or her professional duties, holding him/her responsible for acceptable results. Act in matters of employment or dismissal of school personnel only after receiving the recommendations of the superintendent. Hold meetings of the Board in the presence of the superintendent, except when his or her contract and salary are under consideration. Refer all complaints to the superintendent for appropriate investigation and action. Strive to provide adequate safeguards around the superintendent and other staff members so that they can discharge their educational functions on a thoroughly professional basis. Present personal criticisms of any employee directly to the superintendent. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-620 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BDF ADVlSORY-COMMITTEES The Board of Education may appoint ad hoc advisory committees to counsel it as one means of discerning the needs and desires of the school district and its residents. The central purpose of all advisory committees is to contribute to the educational program by conducting studies, identifying problems, and developing recommendations that will enhance the effectiveness of the decision making process. The ultimate authority to make decisions will continue to reside in the powers and duties of the Board as imposed by law. Such committees will be formed by the Board at such times and for such specific purposes as the Board deems necessary. They will function until their assigned goal has been accomplished, and then will be dissolved. Generally, citizens' advisory committees will be assigned to investigate areas of educational program which need development, change, or reorganization and areas of community involvement in District affairs. Members will be broadly representative of the community's population and chosen from among residents who have shown an interest in the topic to be studied and who express a sincere interest in the advancement of public education. Once activated, the committee will report periodically to the Board, keeping it informed of progress and problems. The Board may designate the intervals at which it will hear from the committee, but any significant developments will be reported as they occur. No announcement may be made by any committee or its members to the public or press until such release has been cleared with the Board president or his or her designee. The Board will provide citizens advisory committees with a suitable meeting place and administrative assistance. Recognizing the contributions to be made by staff members in the deliberations of citizens advisory groups, the Board may authorize participation of school personnel in various ad hoc advisory committees. In such cases, the superintendent will recommend the staff member or members to serve on the committee. Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOG SCHOOL ATTORNEY/LEGAL SERVICES The increasing complexity of school operations requires the frequent procurement of legal services. Consequently, the Board will retain an attorney or law firm. The school attorney must be admitted to the state bar and licensed in the legal profession. In addition, the attorney will either have supplementary training in schoolrelated law and the role of the public school in society, or will commit himself or herself to acquiring such knowledge within a reasonable time following appointment. The school attorney's services will include, but not be limited to: furnishing general legal advice in policy development and on relations with employees, employee organizations, pupils, parents, district residents, and other governmental and nongovernmental groups and agencies\n aiding the well-being of the district\nand rendering services in impending or actual litigation involving the school system as a whole or any unit, individual, or groups of individuals connected with the schools. A decision to seek legal advice or assistance on behalf of the school system will normally be made by the superintendent. Such action will be taken as consistent with Board policy and as it meets an obvious need of the District. It may take place as a consequence of formal Board direction. Except in unusual circumstances, all communications between the school attorney and District personnel and Board members will be directed through the superintendent or the president of the Board. If inquiries are addressed directly to the attorney by other district personnel, responses, in writing, will be channeled through the superintendent or the president of the Board. Many types of legal assistance will be considered routine and will not need specific Board approval. However, when the administration concludes that an unusual type or amount of legal service may be required, the Board directs the administration to advise it expeditiously and to seek either initial or continuing authorization for such service. Selection Procedures The school attorney will be appointed or reappointed at the annual organizational meeting. In order to provide an opportunity for firms or attorneys to apply periodically LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOG Continued for the position, the Board will adhere to the followmg selection procedures every three years: Law firms within the District will be contacted by letter to determine interest in being considered. A survey questionnaire will be sent to firms that indicate an interest. Firms expressing an interest will be interviewed by the Board. Selection Considerations Experience in school law will be an important consideration. The attorney must be willing to: Fees 1. devote the time needed to keep up with school law, attend Board meetings when requested, and respond promptly when legal assistance is requested by the Board or the administration\nand 2. participate in state and national organizations of school attorneys and attend meetings sponsored by these and other organizations that deal with school legal problems. The fee schedule for the various types of services rendered (legal research, information, attendance at meetings, in court, etc.) will be established at the time of appointment and/or reappointment. Adopted: January 28, 1999 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BDH CONSULTANTS TO THE BOARD The Board of Education may enlist the services of consultants to provide specialized advice or assistance to the District concerning educational, management or administrative matters where an additional opinion or opinions are appropriate or when knowledge or technical skills are needed that cannot be provided by persons on the staff. Where appropriate, bids for consulting services will be sought, but the Board will have ultimate discretion with respect to selection. Consultants who serve this District will exercise no authority over the work of the employees of the District, but will act only as advisor in the field in which they are qualified to offer assistance . Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BE SCHOOL BOARD MEETINGS The Little Rock School District Board of Education will meet in regular session once each month in the Board Room of the Little Rock School District Administration Building at 810 West Markham. A twelve-month calendar of Board meetings will be approved prior to the beginning of each school year. Changes in the site, date, or time of any meeting may be made by a vote of the Board . The Board may also meet to set the agenda, conduct work sessions, and participate in Board retreats. All meetings of the Board of Education will be open to the public and will be governed by the Arkansas Freedom of Information Act. Newspapers, television and radio stations will be notified at least two (2) hours prior to all regular and special Board meetings . Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619, 25-19-101 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEA REGULAR BOARD MEETINGS The regular meeting of the Little Rock School District Board of Education will be held on the fourth Thursday of each month in the Boardroom of the Administration Building at 6:00 p.m. unless otherwise set by action of the Board. Board members will receive copies of the final agenda by Tuesday prior to the ThL,Jrsday regular meeting. All Board meetings are open to the public. The order of business of any regular Board meeting will include an opportunity for citizens to address the Board. Notification of Board meetings will be sent sufficiently in advance to the newspapers, television and radio stations . Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619, 25-19-101 et seq. Cross References: Board of Education Policies BE, BEDH LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEB SPECIAL SCHOOL BOARD MEETINGS Special meetings of the Little Rock School District Board of Education may be called in four (4) ways. 1. By the Board president 2. By the Board secretary 3. By any three (3) members of the Board 4. By petition signed by fifty (50) electors in the District. No business will be transacted at any special meeting of the Board which does not come within the purpose set forth in the call for the meeting unless all members of the Board are present and agree to the consideration of the additional items. All special meetings will be open to the public. All Board members will be given reasonable notification of the special meeting. The news media will be notified at least two (2) hours prior to the meeting . Adopted: January 28, 1999 Legal References: AC.A. 6-13-619, 25-19-101 et seq. Cross References: Board of Education Policies BE, BEDA LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEC EXECUTIVE SESSIONS During a regular or special meeting Board members may vote to go into executive session which is closed to the public and the media. Executive sessions are permitted only for the purpose of considering employment, appointment, promotion, demotion, disciplining, or resignation of a public officer or employee. The superintendent at the invitation of the Board may attend all executive sessions except those that pertain to the superintendent's contract. The immediate supervisor of the employee involved and the employee may be present at the executive session when so requested by the Board. Also, any person being interviewed for superintendent may be present when so requested by the Board. No minutes are taken during executive session. That such a meeting is held will be recorded in the minutes of the open meeting. In accordance with law, no official action may be taken in executive session. To take final action on any matter discussed, the Board will reconvene and act upon the matter in open session. Board members, the superintendent and other persons attending the executive session are duty-bound not to disclose matters discussed in executive session. Adopted: January 28, 1999 Legal Reference: A.C.A. 25-19-106 Cross Reference: Board of Education Policy BEDG LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BED MEETING PROCEDURES The Little Rock School District Board of Education uses certain procedures for conducting business. Except as specifically altered herein, all meetings will be conducted according to Robert's Rules of Order Revised. Agenda For regular Board meetings the superintendent will determine which administrative items will be placed on the agenda. Board members may request items placed on the agenda. The Board will have until noon on Friday of the week it receives the proposed agenda to request additional items be placed on the agenda or to object to items on the agenda. For special Board meetings the superintendent in consultation with the Board president will set the agenda item(s). Board members may request an item be placed on the agenda by submitting the request at least two (2) days prior to the meeting . All Board meetings will be conducted in accordance with the printed agenda unless the Board votes to suspend the rules for the purpose of considering an item of business. Order of Business The order of business of all regular meetings will be as follows: Preliminary items: Roll Call, Recognitions, Superintendent's Report, Board of Education Report, Public Communications and Petitions. Consent agenda: Routine items of business will be placed on the agenda under \"Disposition of Routine Business by Consent\" and will be introduced by the superintendent. If a Board member has a question about any item on the consent agenda, that item will be pulled from the consent agenda and considered as a separate agenda item immediately following \"Disposition of Routine Business by Consent\". Other items on the agenda for Board action and/or discussion will generally be handled as follows: The Board President will identify the item. The superintendent will make his/her recommendation . A Board member will present the motion and receive a second. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BED (continued) The superintendent or a designated administrator will be available to make a brief explanation of the item and respond to questions from the Board. Board members will discuss the item. The Board President will call for the vote. Closing items: Administration Reports, Announcements, Hearings. Adjournment Minutes will be recorded at all Board meetings and kept on file. Meetings will also be recorded on tape . Adopted: January 28, 1999 Legal References: AC.A. 6-13-619 Cross References: Board of Education Policies BE, BEA, BEDS, BEDC, BEDD, BEDDB,BEDF,BEDH,BEE 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDA NOTIFICATION OF BOARD MEETINGS At the beginning of each school year the Board will approve a calendar of regular Board meeting and agenda meeting dates and times. This calendar will be made available to the news media and to anyone requesting this information. In the event of a special Board meeting the news media will be notified of the time, place and date of the meeting at least two (2) hours prior to the meeting. Board members will be notified as early as possible . Adopted: January 28, 1999 Legal References: A.C.A. 25-19-106 (2) Cross References: Board of Education Policies BE, BEA, BEB LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDS AGENDA An agenda for each regular meeting of the Little Rock School District Board of Education will be prepared by the superintendent. The method used by the superintendent to establish the Board agenda must provide an opportunity for the Board members to voice objections or add items. The agenda will contain all, but only those items introduced by the Board members and superintendent. Only action items scheduled in the agenda will be acted upon in the regular Board meeting unless a suspension of the rules is approved by Board members. The order of business at a regular meeting of the Board of Education will be as follows: 1. 2. 3. 4. 5. 6. 7. Call to Order Roll Call Procedural Matters: a. President's Welcome b. Approval of Regular Agenda Recognitions and Public Comments Reports and Communications a. Board Members b. Administration Approval of Minutes Action Items a. Instructional Services Division b. Administrative Services Division c. Financial Services Division d. School.Services Division e. Operations Division 8. Closing Remarks / Superintendent's Report 9. Adjournment Board members will receive a copy of the official agenda at least forty-eight (48) hours prior to the regular Board meeting. All supporting materials for action items will be provided to Board members one week prior to the regular meeting. Copies of the agenda for the public will be available in the superintendent's office. Revised: July 23, 2001 Adopted: January 28, 1999 Cross References: Board of Education Policies BE, BEA, BED, BEDD, BEDDB, BEDG, BEDH LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDC QUORUM A majority of the Board of Education will constitute a quorum. A quorum must be present to convene a meeting that would enable the Board to conduct business . Adopted: January 28, 1999 Legal Reference: A.C .A. 6-13-619 / LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDD RULES OF ORDER The Board will observe Robert's Rules of Order Revised except as otherwise provided by policy or by statute . Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDDB SUSPENSION OF RULES OF ORDER The Board of Education may suspend its parliamentary rules of order by a vote of consent of at least five (5) members . Adopted : January 28, 1999 Cross References: Board of Education Policies BED, BEDB, BEDD LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDF VOTING METHOD A majority of the Board will constitute a quorum. A majority of a quorum voting affirmatively will be required for the passage of any motion or resolution. Any member who abstains from voting will be counted as having voted against the motion or resolution. If a member announces a conflict of interest with regard to the issue, the member may leave the meeting until the voting on the issue is concluded, and the member who abstains from voting thereby will not be counted as having voted. The rules of parliamentary procedure comprised in Robert's Rules of Order Revised will govern the Board of Education in its deliberations. The rules may be suspended at any meeting by a vote of consent of at least five Board members. The President of the Board will vote on motions before the Board. When a tie vote exists on a motion, the motion will be declared to have failed. The individual votes of Board members will be recorded in the minutes when the vote is not unanimous . A role call vote may be requested by any member of the Board. The secretary will call the roll in alphabetical order. Board members voting or. the prevailing side of an issue may move to reconsider an item. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-619 Cross References: Board of Education Policies BED, BEDC, BEDD, BEDDB, BEDG LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDG MINUTES The official minutes of the Little Rock School District Board of Education regular and special meetings will constitute the written record of Board action. The secretary for the Board will be responsible for reporting in the minutes all actions taken by the Board. The minutes will include the time, date, and location of each meeting, the members present and absent, all motions made, the name of the Board member making the motion, the name of the Board member who seconded the motion, a summary statement of the discussion, and a record of the vote. The record of the vote will show how individual members voted unless the vote in unanimous. The minutes will also include a summary statement of presentations and reports made at the meeting. The minutes of the Board will be filed in a permanent record at the Little Rock School District Administration Building. This record will also contain a copy of all budgets of the District and all reports of the Pulaski County Treasurer on the financial affairs of the District. A copy of the minutes will be made available during regular office hours to any citizen desiring to examine them. Minutes that are awaiting approval at the next Board meeting become public documents after they are transcribed into typewritten material. The minutes become official when they are approved by majority vote of the Board. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619, 25-19-105 Cross References: Board of Education Policies BE, BEA, BEB, BEDF, BEDH, BEE LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDH PUBLIC PARTICIPATION AT BOARD MEETINGS Regular and special Board meetings, Board agenda meetings, and Board work sessions are open to the public. The public is cordially invited to attend Board meetings. Board meetings are conducted for the purpose of carrying on the official business of the District. Minutes of every regular and special Board meeting record the action taken and are available to the public during normal business hours. At all regular meetings of the Little Rock School District Board of Education there will be an opportunity for the public to address the Board. Citizens desiring to address the Board are asked to call the superintendent's office by 5:00 p.m. the day of the Board meeting to place their name on the list of speakers. Guidelines for public participation will be provided at each meeting. To have an item placed on the Board agenda a citizen should submit the request to the Board President or the Superintendent for consideration. The requesting party will be notified of the result of the request. Adopted: January 28, 1999 Cross References: Board of Education Policies BED, BEA, BED, BEDB,BEDG LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEE BOARD HEARINGS/APPEAL PROCEEDINGS It is the intent of the Board of Education of the Little Rock School District that any employee who appeals a grievance or other personnel action will receive a fair and impartial hearing pursuant to the policies of the Little Rock School District and applicable state and federal laws. It is also the Board's intent that any student who appeals a disciplinary recommendation will receive a fair and impartial hearing. In order to ensure that these objectives are met, Board members will not receive ex parte written information or engage in discussions, including telephone calls, concerning the merits of any personnel action or student disciplinary action which may result in an appeal to the Board. Any Board member who receives such information, or is otherwise approached prior to a hearing, will have grounds to disqualify himself or herself from participating in the hearing. It is the responsibility of each Board member to inform any teacher, student, school patron or other person who may attempt to discuss or provide information on a pending action of the Board's policy and the consequences. The Board may set a reasonable time limit (to be shared by the parties to the appeal) for the hearing, taking into consideration the amount of evidence and witnesses to be presented. The parties will be informed of the amount of time set aside for the hearing at the beginning of the hearing. The Board expects the parties to make all reasonable efforts to present their respective cases within the allotted time. If the hearing cannot be completed in the amount of time allotted, the Board will have the option of continuing the hearing or adjourning to reconvene at a later date. If the Board adjourns prior to the conclusion of the hearing, no member will discuss the case with either of the parties, other Board members, or any other person until it reconvenes to conclude the hearing. Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BF SCHOOL BOARD WORK SESSIONS AND RETREATS The Little Rock School District Board of Education may schedule work sessions and retreats from time to time in order to informally discuss in detail proposed policies, program changes or other items of information requiring in-depth examination. All work sessions and retreats are open to the public. No formal action will be taken by the Board at such sessions . Adopted: January 28, 1999 Legal Reference: AC.A. 25-19-106 Cross References: Board of Education Policies BE, BEDH LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BG SCHOOL BOARD POLICY The Board of Education has the jurisdiction to legislate policy for the District and considers policy development one of its chief responsibilities. Board policy is to provide guidelines and goals for the development of administrative regulations that direct the daily operations of the District. The following process will be used to develop and adopt Board policy: 1. A policy may be proposed by board members, the superintendent, staff members, students, and community members. 2. Written policy proposals will be submitted to the superintendent for research to assure the integrity of the resulting policy statement. 3. The superintendent will bring policy proposals to the Board and will keep the Board informed of necessary policies or changes needed to existing policies . 4. The Board will give the proposed policy a first reading and allow for feedback from interested persons. 5. The proposed policy may be modified or changed before returning it to the Board for a second reading. Based on the extent of modifications or changes in the policy after the first reading, the Board may decide to defer the second reading to the next regularly scheduled monthly Board meeting. 6. Second reading is the final approval step by the Board. Second reading is to occur no sooner than the next regularly scheduled monthly Board meeting unless in the unanimous opinion of the Board members present, second reading should occur earlier. 7. The superintendent will disseminate approved policy statements and develop regulations if and as required to ensure appropriate implementation. 8. The Board and superintendent will work together to keep Board policies and the Board's policy manual up-to-date. The Board endorses the policy development, codification and dissemination system of the National School Boards Association 's National Education Policy Network (NSBA/N EPN ) . Adopted: March 25, 1999 Cross References: Board of Education Policies BGD and BGE LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BGD REVIEW OF REGULATIONS The Board of Education reserves the right to review regulations issued by the administration, but it will revise or veto such regulations only when, in the Board's judgement, the regulations are inconsistent with policies adopted by the Board. Regulations will be officially approved by the Board when this is required by state law or when strong community, staff or student attitudes make it advisable for the regulation to have Board approval. Officially approved regulations will be included as part of the appropriate Board policy . Adopted: March 25, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BGE POLICY COMMUNICATION The superintendent will establish and maintain an orderly plan for preserving and making accessible the policies and regulations of the District. Accessibility will extend to students, staff members, members of the Board, and to persons in the community. All staff members are expected to know and observe the District policies and regulations. Each school will be furnished a copy of the policy manual. The superintendent will arrange for school employees to be informed of new policies and revision of existing policies . Adopted: March 25, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BH SCHOOL BOARD COMMUNICATIONS It is the belief of the Board of Education that keeping open communications with the public is critical to its proper functioning. Through the procedures below, the Board will ensure that its members have knowledge of the communications directed to it from the public, and the public will know that Board members have received the communications. All communications received by the District which are addressed to the Board will be copied and distributed to all Board members, either in the agenda materials for the next meeting or at the beginning of the meeting. Significant complaints or communications from teachers, parents, or pa_trons to individual Board members or to the Board as a whole, will be conveyed to the office of the superintendent. Communications to individual Board members requesting action or a statement of view may be acknowledged . It is recommended that an answer which commits the Board member should be avoided until the full Board has reviewed the issue. Statements of a Board member's opinion to any citizen will be clearly identified as an individual opinion which does not necessarily reflect the thinking of the entire Board. Channels of communications will be kept free and open in reaching decisions. Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BHA SCHOOL DISTRICT LOGO The Board of Education will approve the District logo. This logo can be used to identify schools, departments, and services of the Little Rock School District. Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BIB BOARD MEMBER DEVELOPMENT In order to perform their responsibilities to the electorate, the state, and the students, Board members are encouraged to participate in professional development activities. New Board members are required by law to receive a minimum of six (6) hours training and instruction in the school laws of this state and in the laws governing the powers, duties, and responsibilities of school boards. All Board members are encouraged to participate in school board and related workshops sponsored by local, state, and national school boards and education associations. The Board will pay the necessary expenses of assigned Board members who attend meetings and conventions pertaining to school activities and the objectives of the Board. The Board on a case-by-case basis will determine and limit the number of Board members authorized to attend specific workshops and conventions where the expenses involved warrant such limitations. Adopted: March 25, 1999 Legal Reference: A.C.A. 6-13-629 Cross Reference: Board of Education Policy BID LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BID BOARD MEMBER COMPENSATION Board of Education members will be reimbursed for reasonable expenses incurred in carrying out Board business at the Board's request and for reasonable expenses incurred while attending meetings and conventions as official representatives of the Board . Reimbursements to Board members will be based on District travel regulations and will be drawn from the District's budget allocation for Board expenses . Adopted: March 25, 1999 Cross Reference: Board of Education Policy BIB LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BJ SCHOOL BOARD LEGISLATIVE PROGRAM The Board, as an agent of the State, must operate within the bounds of state and federal laws affecting public education. The Board will work vigorously for the passage of new laws designed to advance the cause of good schools and for the repeal or modification of existing laws that impede this cause. To this end: The Board will keep itself informed of pending legislation and actively communicate its concerns and make its position known to elected representatives at both the state and national level. The Board will work with its legislative representatives (both state and federal), with the Arkansas School Board Association, the National Schools Board Association, and other concerned groups in developing an annual, as well as long-range, legislative program. One of the major objectives of the Board's legislative program will be to seek full funding for all state and federally mandated programs. The Board will annually designate a person who may or may not be a member of the Board to serve as its legislative representative. In all dealings with individual elected representatives, the legislature, or Congress, the Board's representative will be guided by the official positions taken by the Board. Legislative Representative A legislative representative will serve as the Board's liaison with the Arkansas School Board Association. The legislative representative will attend Arkansas School Board, Association meetings conveying our views and concerns to that body and participating in the formulation of state legislative programs. The legislative representative will monitor proposed school legislation and inform the Board of the issues. Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BK SCHOOL BOARD MEMBERSHIPS IN PROFESSIONAL ASSOCIATIONS The Little Rock School District Board of Education will maintain memberships in national and state school boards associations and take an active part in the activities of these groups. The Board may also maintain institutional memberships in other educational organizations that the executive officer and Board find to be of benefit to members and district personnel. The materials and benefits of institutional membership will be distributed and used to the best advantage of the Board and the staff . Adopted: January 28, 1999 C. Uenera Administration SECTION C: GENERAL SCHOOL ADMINISTRATION Section.C.of the Little-Rock School Distr.ict.policy manual contains policies, regulations, and exhibits on school management, administrative organization and school building and department administration - including the administrative aspect of special programs and systemwide reforms such as school or site-based management. It also houses personnel policies on the superintendent, senior administrators (management team), and school principals. All phases of policy implementation - procedures of regulations - are properly located in this section. CB CBA CBD CBG CBI cc CF CFD CH CHD Cl Superintendent of Schools Qualifications and Duties of the Superintendent Superintendent's Contract Superintendent's Professional Development Opportunities Evaluation of the Superintendent Administrative Organization School Building Administration Campus Leadership Policy Implementation Administration in the Absence of Policy Temporary Administrative Assignments LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CB SUPERINTENDENT OF SCHOOLS The superintendent of schools will be the Chief Executive Officer of the Board and the administrative head of all divisions and departments of the District. The superintendent may delegate responsibility for the operation of various segments of the District, but he/she will always be responsible to, and must regularly report to, the Board of Education . Adopted: January 28, 1999 Legal Reference: Arkansas School Laws\nSection 80-534, Section 2-001A LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CSA QUALIFICATIONS AND DUTIES OF THE SUPERINTENDENT The qualifications and duties of the Superintendent are as follows: TITLE: Superintendent of Schools 1. Must hold an Administrator's Certificate in school administration from the state of Arkansas 2. Minimum of a Master's degree 3. Successful experience as an administrator in an urban setting REPORTS TO: Board of Education SUPERVISES: Directly, or through delegation, all Little Rock School District employees JOB GOAL: To provide the best possible educational programs and services for the children in the Little Rock School District. AREAS OF RESPONSIBILITY: 1. Provides leadership for the educational system. 2. Informs the Board of the needs, conditions, and accomplishments of all schools in the District. 3. Proposes needed policy and procedure changes for Board consideration. 4. Maintains citizen support for public education in Little Rock . 5. Maintains communication with the Board, staff, students, and community. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CBA 6. 7. 8. 9. 10. 11. 12. 13. (continued) Assures procedures to identify the needs of students. Assures the development, implementation and evaluation of programs to meet the needs of students. Develops and recommends a budget that reflects the needs and priorities of the District. Maintains a highly qualified, dedicated, and effective staff. Generates additional school income through appropriate sources. Coordinates with agencies and institutions whose activities affect the Little Rock School District. Assures effective use of physical, fiscal, and human resources . Performs such other tasks as may from time to time be assigned by the Board. TERMS OF EMPLOYMENT: Twelve months a year\ncontract term and salary to be negotiated with the Board. EVALUATION: The Board will evaluate the Superintendent's performance in accordance with a mutually agreed upon process and procedure . Adopted: January 28, 1999 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CBD SUPERINTENDENT'S CONTRACT A. Term of Employment The superintendent will be employed by a written contract with a term of not more than three years. Specific terms of the contract are included in the \"Superintendent's Employment Agreement\" and are part of the public record . B. Contract Extension The superintendent's contract may be renewed annually at the time of re-election for a term not to exceed three years . Adopted : January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CBG SUPERINTENDENT'S PROFESSIONAL DEVELOPMENT OPPORTUNITIES The Board encourages the superintendent to make every effort to stay abreast of educational trends and use opportunities for exploring new ideas and programs that may be advantageous to the school district. For the benefit of the entire school system, the Board encourages the superintendent to set aside time each year to attend certain seminars and conferences and visit other school systems where innovative, creative programs are being demonstrated . Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CBI EVALUATION OF THE SUPERINTENDENT Through evaluation of the superintendent, the Board will strive to: 1. Clarify for the superintendent his/her role in the school system as seen by the Board 2. Clarify for all Board members the role of the superintendent in light of his/her job description and the immediate priorities among his/her responsibilities as agreed upon by the Board and the superintendent 3. Develop harmonious working relationships between the Board and superintendent 4. Provide effective administrative leadership for the school system The Board will provide the superintendent with periodic opportunities to discuss Superintendent-Board relationships . Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CC ADMINISTRATIVE ORGANIZATION The legal authority of the Board is transmitted through the superintendent along specific paths from person to person as shown in the Board-approved organizational chart of the district (see Exhibit CC). The lines of authority on the chart represent direction of authority and responsibility. The Superintendent may reorganize lines of authority and revise the organization chart subject to Board approval of major changes and/or the elimination and creation of positions. The Board expects the superintendent to keep the administrative structure up to date with the needs for supervision and accountability throughout the school system . Adopted: January 28, 1999 I Administrat ive Services org chart 04-23-98 I Disc ipline Altemativ Student A Pupil Human e Education ssignment Services Resources I I I BOARD OF DIRECTORS ~ I SUPERINTENDENT OF SCHOOLS I I Special Assistant I I Labor Relations ~ I Communications Ir I Technology ~ I .. School Services I Instruction I I Elementary Assistant Reading/Language Arts Planning/Research/Evaluation Secondary Assistant Mathematics/Science Exceptional Children Accelerated Learning Social Studies Grants Writer Athletics Staff Development New Futures HIPPY Federal Programs Career \u0026amp; Technical Parent Involvement Adult Education VIPS Early Childhood I I I I Operali ans 1_ ___ _ Financial S ervices udilor ment rvices curity Internal A Procure Plant Se Safety/Se Child Nut Transport rition ation I LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CF SCHOOL BUILDING ADMINISTRATION The Board affirms the rights and responsibilities of the building principals for the administration of their various programs and buildings within the broad scope of adopted board policies. Therefore, acting with the approval of the superintendent, the principal is the chief administrator of his/her school. All professional and support staff personnel assigned to a building will be directly res~onsible to the principal. The principal is the professional leader in the implementation of the educational program, the improvement of instruction and interpretation of the school's program to the community . Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CFO CAMPUS LEADERSHIP 1 I The Board of ucation of the Little Rock School District believes that a fundamental responsibility oft school system is to support the sustained improvement of the schools. Site-base decision making provides each school with a framework to attain the District's mission. Shared decision-making allows ~presentation of administration, staff, students, parents, and patrons to provide more efficient use of time and energy. This facilitates a quality !ironment for students, ? productive working environment for staff members, and increa ed opportunity for community involvement in our schools. To effect this belief, it is the p icy of the Board of Education of the LRSD, that each school will establish a campus I adership te9m to improve performance of all student populations. This team will assis n the deVelopment and evaluation of campus goals and objectives through planning, b ~geting, curriculum development, staff development, and staffing needs. Th1:_ough consensus based decisions, the campus teams will support the District's commitment to the sustained improvement of schools . Adop{ed: July 9, 1998 9oss Reference: Administrative Regulation CFD-R I LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CFO CAMPUS LEADERSHIP The Board of Education of the Little Rock School District believes that a fundamental responsibility of the school system is to support the sustained improvement of the schools. Site-based decision-making provides each school with a framework to attain the District's mission. Shared decision-making allows representation of administration, staff, students, parents, and patrons to provide more efficient use of time and energy. This facilitates a quality environment for students, a productive working environment for staff members, and increased opportunity for community involvement in our schools. To effect this belief, it is the policy of the Board of Education of the LRSD, that each school will establish a campus leadership team to improve performance of all student populations. This team will assist in the development and evaluation of campus goals and objectives through planning, budgeting, curriculum development, staff development, and staffing needs. Through consensus based decisions, the campus teams will support the District's commitment to the sustained improvement of schools . Adopted: July 9, 1998 RS FfB 6 liff/Cf Of DE$fGREGATION MONITORING Legal References: A.C.A 6-13-1301 through 6-13-1309 Cross Reference: LRSD Campus Leadership Handbook ' . Board of Education Policies and Regulations Corrected Copy of CFO February 1, 2001 Remove CFO and replace with new CFO. NOTE: The cross reference changed and the legal references were added. There was no revision to the body . LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CH POLICY IMPLEMENTATION The superintendent has responsibility for carrying out, through supplementary regulations and directives, the policies and regulations established by the Board. The policies developed by the Board and the regulations and directives developed to implement policy are designed to achieve an effective and efficient school system. All Board members, district employees, and students are expected to abide by them. Administrators and supervisors are responsible for informing staff members in their schools, departments, or units of existing policies and regulations and for seeing that they are implemented in the spirit intended. Within the policies and regulations of the Board and the regulations of the superintendent, principals are authorized to establish rules and procedures for the staff and students of their schools . Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CHO ADMINISTRATION IN THE ABSENCE OF POLICY In the absence of Board policy relating to a specific situation, the superintendent will use his/her best judgment in arriving at a decision. If possible, action in the absence of policy will be deferred until the Board has had time to adopt a policy to govern the situation in question. If it is necessary to take action, the superintendent will make a decision based on the spirit and tenor of other existing policies. Following this action, the superintendent will notify the Board and will recommend to the Board whether or not a policy should be written to cover similar incidents . Adopted: January 28, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: Cl TEMPORARY ADMINISTRATIVE ARRANGEMENTS The superintendent is authorized to appoint an acting superintendent to serve for specified periods of time during his/her temporary absence from duty. A temporary absence is defined as a vacation period, attendance at national conventions, and/or any other periods when the superintendent is out of the District for more than 24 hours. When so appointed , the acting superintendent will assume all duties which are the responsibility of the superintendent of schools, with particular emphasis on emergency and day-to-day decision-making. The acting superintendent will not be expected to deal with matters requiring long-term planning or preparation unless specifically so assigned by the superintendent. The acting superintendent will take special care to keep the Board informed as to any departure from normal routine . In the event of a vacancy in the office of superintendent of schools, or in the event of incapacitation of the superintendent, the responsibility for the appointment of an acting superintendent rests with the Board . Adopted: January 28, 1999 D. Fiscal Management SECTION D: FISCAL MANAGEMENT Section D of the Little Rock School District policy manual contains policies, regulations, and exhibits on school finances and the management of funds. Policies on the financing of school construction and renovation, however, are filed in Section F, Facilities Development. DA DB DBB DBG DBJ DC DCA DCA-R DD DE DEA DFA DFB DFC DFD DFD-R1 DFD-R2 DFE DFF DG DG-R DGA DGE DH DI DIB DIC DID DID-R Fiscal Management Goals/Priority Objectives Annual Budget Fiscal Year Budget Adoption Process Budget Transfers and Adjustments Taxing and Borrowing Management of Capital Projects Fund Management of Capital Projects Fund Funding Proposals, Grants and Special Projects Revenues From Tax Sources Funds From Local Tax Sources Revenues From Investments/Use of Surplus Funds Revenues From School-Owned Real Estate Leasing of District Facilities Gate Receipts and Admissions Activity Scheduling and Gate Receipts Athletic Gate Receipts and Admissions Royalties Income From School Sales and Services Banking Services Banking Services Authorized Signatures Personal Debts of Employees Bonded Employees and Officers Fiscal Accounting and Reporting Types of Funds Financial Reports and Statements Inventories Inventories Section D - Page 1 of 2 DIE Audits/Financial Monitoring DJ Purchasing DJ-R1 Procurement Regulations DJC Petty Cash DJC-R Petty Cash DJD Cooperative Purchasing and Resource Sharing DJGA Sales Calls and Demonstrations DK Payment Procedures/Disbursements DKC Out of Area Travel DKC-R Travel Expense Authorization/Reimbursement DLA Employee Benefits Administration DM Cash in School Buildings DN School Property Disposal DN-R School Property Disposal Procedures Section D - Page 2 of 2 SECTION D: FISCAL MANAGEMENT Section D of the Little Rock School District policy manual contains policies, gulations, and exhibits on school finances and the management of funds. Policies o the financing of school construction and renovation, however, are filed in S tion F, Facilities Development. DA DB DBB DBG DBJ DC DCA DCA-R DD DE DEA DFD DFD-R1 DFD-R2 DG DG-R DGA DH Fiscal Management Goals/Priority Objectives nnual Budget Fiscal Year dget Adoption Process Bu et Transfers and Adjustments Taxing an Borrowing Manage ent of Capital Projects F Managem t of Capital Projects n Revenues From Tax Funds From Local Gate Receipts a s Activity Scheduli eceipts Athletic Gate Re issions Banking Services Banking Services Authorized s natures DI Fiscal Ace nting and Reporting DIB Types f Funds DIC Fina cial Reports and Statements DJC DJC-R DK DKC DKC-R DM yment Procedures/Disbursements Out of Area Travel Travel Expense Authorization/Reimbursement Cash in School Buildings RECEIVED JUN 16 2000 OFFICE OF DESEGREGATION MONITORING - SECTION D: FISCAL MANAGEMENT Section D of the Little Rock School District policy manual contains policies, regulations, and exhibits on school finances and the management of funds. Policies on the financing of school construction and renovation, however, are filed in Section F, Facilities Development. DA Fiscal Management Goals/Priority Objectives DB Annual Budget DBB Fiscal Year I R'l -t.c.' ~\":Jl\\l!i'' iEO DBG Budget Adoption Process ,, 7GG0 DBJ Budget Transfers and Adjustments ~.?R 0 - DC Taxing and Borrowing / Gfr\\Ct Cr rors OEStGREGAi'O~l tAul\\10 ,t DD Funding Proposals, Grants nd Special Projects DE Revenues From Tax Sources DEA Funds From Local-fax Sources DG Banking Services DG-R Banking Service DGA Authorized ignatures DH Bonded Efl)ployees and Officers DI Fisca~ccounting and Reporting DIB Ty es of Funds DIC Fi ancial Reports and Statements DJC Petty Cash DJC-R Petty Cash DK Payment Procedures/Disbursements DM I Cash in School Buildings APR 5 2000 LITTLE ROCK SCHOOL DISTRICT rm=Ir.F OF DESEGREGATION ?10NITORING NEPN CODE: DA FISCAL MANAGEMENT GOALS/PRIORITY OBJECTIVES It is the policy of the Board of Education to accept only new programs or services that are consistent with legal requirements of court agreements, law, or Board adopted planning documents such as the Revised Desegregation and Education Plan of 1998, the Strategic Plan, and their successors. The quantity and quality of learning programs are directly dependent on the funding provided and the effective, efficient management of those funds. The District's mission and objectives can best be achieved through excellent fiscal management. As trustee of local, state, and federal funds allocated for use in public education, the Board will be vigilant in fulfilling its responsibility to see that these funds are used wisely for achievement of the purposes to which they are allocated. In the District's fiscal management, the Board will achieve the following: align resources with programs and services set forth in Board adopted planning documents including the Revised Desegregation and Education Plan of 1998, the Strategic Plan and any successors of these plans\n engage in thorough advanced planning in order to develop budgets and to guide expenditures to achieve the greatest educational returns and the greatest contributions to the educational program\n establish levels of funding which will provide high quality education for the students of the District\n use the best available techniques and processes for budget development and management\n ensure effective and timely communication of financial information between the Board and all staff with fiscal management responsibilities\nand establish and implement efficient procedures for accounting, reporting, investing, purchasing and delivery, payroll, payment of vendors and contractors, and all other areas of fiscal management. APR 5 2000 LITTLE ROCK SCHOOL DISTRICT OfflC! Or NEPN CODE: DA o::SEGREGATlm MONITORING (continued) Planning During the annual budget planning process, the Board will review the financial resources of the District, ensure alignment of resources with programs and services set forth in Board adopted planning documents and update the five-year fiscal plan. Budgeting The budget is the expression of the plans of the Board in financial terms. The District will express those plans through two budget components: Operating - budgeting for the provision of annual resources. Capital - budgeting for the provision of necessary sites, buildings and equipment. The annual budget will be available to the public. Members of the public, as well as the internal school community, will be given opportunities to provide input to the budget process. Implementation and Control The budget, once approved by the Board, is considered a statement, in financial terms, of the operational plans for the District. Therefore, a system of fiscal control must be established to govern the administration of the budget and the receipt and expenditure of funds. Implementation and control will be governed by the following provisions: The superintendent has authority to authorize expenditure of funds within the limit of an adopted budget in conformity with Board policy, procedure and legal requirements. The Board may direct the superintendent as to expenditure limitations or reporting requirements on specific sections of the budget. The superintendent may authorize transfers of up to $50,000 from one function code to another with Board notification\ntransfers over that amount are subject to the approval of the Board. The superintendent will establish procedures which clearly delegate authority to expend funds within each budget program, establish accountability for those expenditures, and outline methods of control. To maintain necessary service levels, additional revenue generated by increased enrollments may be expended with the superintendent's authorization. The plan for 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DA (continued) such expenditures will be presented to the Board prior to expenditure. Expenditures of additional revenue, except as indicated above or in the event of an emergency, require Board approval. Adjustments required to accommodate reduced revenues will also be reported to the Board. Expenditures from any program will be for the purposes indicated in the budget unless variation is authorized as provided in this policy. No individual or group with delegated authority and accountability for a program or portion thereof will expend funds beyond the budget for that account without the written authorization of the superintendent or his/her designee. A deficit will not be permitted without formal approval of the Board and the Arkansas Department of Education. The Board will be provided a monthly financial report. - The Board will have full access to financial information. The superintendent is authorized to make necessary adjustments or to exceed budgeted amounts to handle emergencies, provided that the Board is advised immediately. Adopted: March 24, 2000 Legal References: AC.A. 6-20-101 through 6-21-711 ti.PR 5 2000 omcE or OESEGREGAi\\ml MONITORING Cross References: Board of Education Policies BA, BAA, BSA 3 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DB ANNUAL BUDGET The annual budget is the financial plan for the operation of the District. It provides the framework for both expenditures and revenues for the year and translates into financial terms the educational programs and priorities for the District. The Board expects the superintendent to work closely with administrative staff and principals to identify the needs of the District and each local school. After a proposed budget has been developed for each cost center, the superintendent, with the help of his/her staff, will coordinate the requests and present a recommended budget to the Board. Adopted: March 24, 2000 Legal References: AC.A. 6-20-1301 through 6-20-1304 APR 5 ZDGU Cffit: r~ DESESREG.ID?' t':: }iIT~rJ\nG LITTLE R\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from the The Andrew 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":"vrc_car","title":"Carver-VCU partnership oral history collection","collection_id":null,"collection_title":null,"dcterms_contributor":["Carver-VCU Partnership","James Branch Cabell Library. Special Collections and Archives"],"dcterms_spatial":["United States, Virginia, City of Richmond, 37.55376, -77.46026"],"dcterms_creator":null,"dc_date":["1999/2000"],"dcterms_description":["The oral history interviews presented here are part of the ongoing Carver-VCU Partnership that began in 1996. The Partnership's stated goal is to \"create a shared urban community with a commitment to improving the neighborhood's quality of life.\" Carver is situated in Richmond, Virginia, just north of VCU's Monroe Park campus, and is primarily a working-class African American neighborhood, home to some 1,500 residents. The Carver name is derived from the neighborhood school named for George Washington Carver (1864-1943). The area was once called Sheep Hill because of its proximity to early stockyards.","","These fifteen oral histories were conducted in 1999 and 2000 as part of a project funded by a grant from the Virginia Foundation for the Humanities and Public Policy. The project, described as a \"Living Newspaper,\" produced a play entitled \"Sheep Hill Memories — Carver Dreams.\" Those interviewed include longtime residents, including Barbara Abernathy, former president of the Carver Area Civic Improvement League, and Dr. Roy A. West, former mayor of Richmond, as well as newcomers to the community and those who have moved away from the neighborhood. The documentary play, which used information collected from the oral histories and other sources, focused on the history and survival of the Carver neighborhood."],"dc_format":["audio/mp3","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Richmond, Va. : VCU Libraries"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Richmond Redevelopment and Housing Authority","African American neighborhoods--Virginia--Richmond","Community development--Virginia--Richmond","City planning--Citizen participation","City planning--Virginia--Richmond","Housing authorities--Officials and employees--Interviews","Interviews"],"dcterms_title":["Carver-VCU partnership oral history collection"],"dcterms_type":["Sound","Text"],"dcterms_provenance":["James Branch Cabell Library. Special Collections and Archives"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.library.vcu.edu/islandora/object/vcu:car"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings","oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":["Abernathy, Barbara, 1941-","Austin, Marguerita","Crawley, Waverly R. ","Davis, Trina ","Finger, Duane","Gordon, Frances","Haggins, Barksdale W., 1932- ","Haggins, Irving, 1934- ","Hawley, Carolyn, 1959-","Hill, Jim","Hill, Kathryn Colwell","Hudson, Brenda ","Kleffner, Doug","Knight, Allen, 1926-","Lucas, Lucy Anne ","McBride, James","Plybon, Laura","Robinson, Viola","Schobitz, Rick","Taylor, Selma","Waller, Sheila","Weatherless, Nellie","West, Roy A.","Wood, Charles, 1907-","Wood, Mrs. Charles"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_272","title":"Charter schools","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1999/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Charter schools","Educational planning"],"dcterms_title":["Charter schools"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/272"],"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\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 February 2, 1999 FfS 3 Ms. Margie Powell Office of Desegregation \u0026amp; Monitoring 201 East Markham Street Little Rock, AR 72201 Dear Ms. Powell: You should have already received a letter dated, January 29, 1999. However, a list of committees was omitted from this letter. Attached you will find a list of committees and chairpersons. I apologize for any inconveniences this may have caused you. If you would like to serve on a committee, please contact that chairperson. Again, I look forward to seeing you on February 11, 1998. Sincerely, Linda Watson AttachmentsResidential Elementary Charter School Preliminary Committees FINANCE COMMITTEE W. E. Buddy Coleman Sanford Tollette Dr. Tom Bruce L. Watson CURRICULUM COMMITTEE Patty Kohler - Co-Charirperson Katherine Synder - Co-Chairperson Tommy Roberson Chris Caram Frances Cawthon LEGAL ISSUES Chris Caram PROGRAM COMMITTEE Jo Evelyn Elston - Chairperson Joy C. Springer Don Crary Gary Smith Katherine Synder Binky Martin PERSONNEL COMMITTEE Eleanor Coleman - Chairperson W. C. Buddy Coleman Jo Evelyn Elston Chris Caram Joy C. Springer 1SITE SELECTION COMMITTEE Frances Cawthon - Chairperson Linda Watson Sanford Tollette Chris Caram Judy Magness 2DECEIVED JUL 1 1999 OFFICE OF DESEGREGATION MONITORING Little Rock School District 810 West Markham Street Little Rock, AR 72201 MEMORANDUM June 30,1999 TO: FROM: SUBJECT: rter Sch Liraa Charter School Committee Members Dr. Lil Student Discipline Watson, Assistant Superintendent Scheduled Meeting A Charter School Committee Meeting will be held on Tuesday, July 13, 1999, in the Administration Board Room. Again, we will continue the planning for the Residential Charter School. If you are unable to attend this meeting, please contact the Student Hearing Office at 324-2170. I look forward to seeing you.07/14/1399 10:57 501-324-0536 STUDENT HEARING OFC PAGE 02 LITTLE ROCK SCHOOL DISTRICT POSITION DESCRIPTION TITLE: Elementary Charter School Director Date of Announcement: TBA Effective Date of Employment\nTo be determined POSmON SUMMARY The Director of the Elementary Charter School will be the chief administrator of the toul academic ana rcsiaenusu (design and assessment), responsible for evaluation of staff, management of funds (soliciting, budgeting and expenditure of funds) and academic and residential program establishing community partnerships. QUALIFICATIONS 1. Applicant has a Masters degree or above and is eligible for Arkansas Teacher s/Principal s Certification. 2. Preferred elementary administrative experience. 3. Preferred experience in Experiential/Alternative Education. . 4. Demonstrated the ability to work effectively with a multiculturally diverse population in an urban setting. , 5. Demonstrated leadership ability and successful experience in working with youth ages /-lx.. 6. Knowledgeable of innovative curriculum design and effective instructional strategies. 7. Evidence of collaborative team building skills and quality management. 8. Evidence of ability to solicit and administer traditional and nontraditional financial resources, i.e., grant writing and partnerships 9, Effective public relationship skills, including conflict resolution. 10. Knowledgeable of positive behavioral intervention strategies. 11. Proven effective verbal and written communication skills. 12. Experience with staff supervision and evaluation. RESPONSIBILITIES (including, but not limited to) 1 Direct all components related to the development, implementation, and operation of the Charter School, including, but not limited to, staffing, program policy, student Elemcjitary --------t i * recruitment, scheduling, curriculum, discipline, safety, facilities, finances, legal issues, transportation, food services, residential, and parental/family/community involvement. 2, Collaborate with the School-Community Council on matters of concern. 3. Prepare regular assessments of the total program. 4. Secure funding as needed. 5. Participate instructional planning. 6. Resolve student and parental issues that have elevated to the director level.07/14/1999 10:57 501-324-0536 STUDENT HEARING OFC PAGE 01 DATE TO FROM little rock school district STUDENT HEARING OFFICE 810 WEST MARKHAM STREET little rock, ar 72201 FAX (501) 324-0536 July lA. 1999 MargiP Pny.Tpn linM. Dr. Linda Watson SENDER'S PHONE # 324-2170 SUBJECT Position Description ------- School Dxrector COMMENTS Mtaiiw \u0026lt;H (inetwM 3 371-QIQQ07/14/1399 10:57 501-324-0536 STUDENT HEARING OFC PAGE 03 little rock SCHOOL district ion board member Dr.TomBruce,Retircdfo-^^-^-^^ Frances Cawthon, Jiassroom Teachers AssoctaUon Eleanor Colem^ Rector, Pfeifer Kiwanis Camp Binky Martin, Program Joy C Springer. Joshua metvenor Kev. Richard Horton, Teacher - . Pfeifer Kiwanis Camp and Charter School Project Consultant lorn ioueue, Mutvivi.rieuCT J^ eTOcn Linda Watson, Assistant Superintendent, LKiU *Sanford Tollette, Director, *Dr. *Exofficio membersI \\\\ 810 West Markham Little Rock, AR 72201____________ Phone: (501)324-2170 E-mail: lwatson@alc.lrsd.kl2.ar.us LINDA WATSON, Ed. D ASSISTANT SUPERINTENDENT _________STUDENT DISCIPLINE Fax: (501) 324-0536 October 28, 1999 RECEIVED OCT g iSS TO: Elementary Charter School Committee Members OtriC-c GF FROM: Linda Watsop,'Assistant Superintendent DESEGREGATION MO?!iTCa!MG SUBJECT: Charter School Update and Meeting Please plan to attend an Elementary Charter School Committee Meeting, Tuesday, November 9, 1999, at 8:30 a.m. The meeting will be held at the Instructional Resource Center (IRC) which is located at 30* and Pulaski Streets (off of Martin Luther King Blvd.). The tentative agenda items include: Introduction of Charter School Coordinator (hopefully) Charter School Update A. Second Year Planning Grant B. Wellness Clinic Charter School Letter of Intent Charter School Application Process LRSD Public Hearing - scheduled for: Tuesday, November 16, 1999 6:00 p.m. LRSD Board Room Enclosed is a copy of the Charter School Application for your review. I look forward to seeing you on November 9. EnclosureI Sec cerupjcft, RSC^a0 OCT 2 9 1SS3 CiriCE vT DESESRE5ME?G^!lD5ySG School Conversion 2000 of Education Rock, AR 72201 11/02/1999 13:59 581-324-2023 LRSD COMMUNICATIONS PAGE 02/02 NOTICE OF PUBLIC HEARING Elementary Alternative Education Proposed Charter School The Little Rock School District (LRSD) invites you to attend a public hearing to provide information and to accept comments on a proposed elementary charter school. The school will provide an alternative educational setting for students in grades 3-5. The public hearing will be held: Tuesday, November 16, 1999 6 p.m. Board Room LRSD Administration Building 810 West Markham Little RockLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS RECEIVED SEP 1 4 2000 SPECIAL MEETING September 14, 2000 OFICEOF DESEGRSaATJONMOiMiTOroiBa Budget Work Session I. II. III. IV. AGENDA Approval of 2000-01 Budget A+ Charter Maumelle (Linda Watson) Don Stewart Mark Milhollen Contract for Magnet School Proposals (Sadie Mitchell) Technology Consultant Contracts (Lucy Neal) LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 September 11,2000 TO\nBoard of Education FROM: THROUGH: SUBJECT\nThe Pulaski Linda Watson, Assistant Superintendent Student Discipline Les Gamine, Superintendent Fiscal Impact Statement for Academics Plus Charter Application Charter School, Inc., of Maumelle, Arkansas, has submitted a proposed application to the Arkansas Department of Education (ADE) to implement a Charter School, Academics Plus (A-i-), during the 2001- 2002 school year. Although the school would be located in the Pulaski County Special School District, it could impact the Little Rock School District. The ADE has requested that a fiscal impact statement be submitted by the school district that may be affected by the schools operation. The proposed Charter School would be initially offered for 100 sixth and seventh grade students during the 2001-2002 school year and, depending on the availability of funds, one grade (50 students) per year would be added until the school has reached sixth through twelfth grades. As an open-enrollment Charter School, Academic Plus (A+) expects to draw students from throughout Pulaski and southern Faulkner Counties. The school ensures compliance with the Pulaski County Special School Districts desegregation order of 20-41% minority students for secondary schools. Upon review of the Districts magnet and desegregation transfer student population from the Maumelle area, 87 students are enrolled at the senior high school level and 40 students are enrolled at the middle school level during the 2000-2001 school year. During the 1999-2000 school year, 81 students were enrolled at the senior high level and 55 at the middle school level.- Since this would be an open-enrollment charter, the school could potentially draw students from the Districts magnet and desegregation transfer student population and from the District at-large The administration recommends that the Board votes to affirm that the operation of the Academics Plus Charter School would have a negative fiscal impact and would adversely affect the Districts desegregation efforts.LITTLE ROCK SCHOOL DISTRICT CHARTER ELEMENTARY SCHOOL EVALUATION REPORT: 2000-2001 Prepared By Dr. Larry McNeal, Professor University of Arkansas at Little Rock Little Rock, Arkansas Submitted On June 25, 2001 IExecutive Summary The twentieth centurys influence on school choice is reflected in the introduction of charter schools, school vouchers, magnet schools, academy schools, alternative schools, and a host of other specialty schools that focus on specific and often time unique student groups. The recent interest in school choices can be traced to the Nation At Risk report, which was published by the National Commission on Excellence in Education in 1983. The findings about the poor quality of public education alarmed the American public. The report concluded that America was losing its competitive edge in the global marketplace because of its educational system. The result was the passage of educational reform laws and legislation that promoted standards for students, teachers, and administrators. The American educational system continues to search for programs and services that meet the developmental needs of its students. Charter schools are the latest spin-off to a discontented American public is looking for vast improvements in educational practices that will better equip its children with marketable skills. Arkansas has also been influenced by this trend. Arkansas recently modified its existing charter school law in 1999 (Arkansas Charter School Act of 1999) and as a result the charter school movement in Arkansas took off. The Little Rock School District Charter Elementary School opened its doors in the fall of 2000. The charter school offers a nontraditional innovative learning environment for students in the 3*, 4*, and 5* grades. Mission The mission of the Little Rock School District and the Little Rock School District Charter Elementary School are mutually supportive and facilitative of student success. The intent of the mission of both are to provide students with programs and services that fit their educational and developmental needs as well as prepare them with the knowledge and skills needed to compete in the marketplace. Goal The goal of the Little Rock School District Charter Elementary School is to provide opportunities for students educational and behavioral needs while guiding them to adjust 1their behavior and habits in such a manner that they will become successful, lifelong learners and productive citizens. The Little Rock School District Charter Elementary School accomplishes its goal through an alternative learning environment. Description of Need The description of need is an overview of the variables that influence student academic achievement and behavior at the elementary grade level. Collectively, these variables provide a richer understanding of what is happening at the elementary grade level to some students in the Little Rock School District and why it has become increasingly more difficult to educate all children in a regular classroom setting. Poverty and other factors present barriers for many children who reside in the city of Little Rock from receiving the educational opportunities critical for their development. The inability to obtain preschool and other early-childhood education programs is evidenced in the Little Rock School Districts Early Childhood Program where an enrollment capacity of some 750 students leaves approximately 1,000 children on the programs waiting list each year. Once behind, children face a sigmficant challenge of \u0026lt;6 catching up in their school career and many of these children become potential school dropouts in later years. In the 1997-1998 school year, 921 students out of 10,628 students at the secondary level dropped out of school. This represents 8.7% of the Little Rock School District secondary student enrollment. Black students accounted for 69% of the dropout population, with black males representing 44% and black females representing 25.1% of the total. During the 1998-1999 school year the dropout rate increased to 9.7%. For many of these students the barriers that they faced prior to elementary school were so overwhelming that it left them ill prepared for the challenges associated with schooling\ntherefore less capable to take advantage of the educational opportunities at the secondary level. Student performance on standardized tests also served as an indicator of the extent of at- riskness for some students in the Little Rock School District Scores on standardized tests showed percentile ranks across the district and the racial disparity in academics in all grades and subjects. Standardized test scores in reading for the 1997-1998 school year 2revealed that overall more than one-third of Little Rock School Distnct students were in the lowest 25 percent nationally for reading skills, with elementary students at 38%, junior high students at 36% and high school students at 34%. Standardized test scores for the 1998-1999 school year revealed that overall approximately two-thirds of the students (64% of the fifth grade students tested, 63% of the seventh grade students tested and 70% of the tenth grade students) tested were at or below the 50* percentile. The pattern of low performance on standardized tests can be contributed to several factors with the lack of availability of early childhood education programs and low social development being but two. Children who come to school ready and able to learn usually face fewer educational barriers than students who come to school not ready and able to learn. These students are less capable of performing at the levels necessary to acquire the knowledge and skills needed to take advantage of the opportunities of education. Student success can also be influenced by the composition of the family unit. Family composition is related to income and poverty for youth, with two-parent families generally having greater income than families with only one parent. Students coming from families with higher incomes are usually better prepared at an earlier age for schooling. Nationally, in white families a single parent heads two out of every ten households, while single parents head five out of ten African American households. In the city of Little Rock single parents head about six out of ten African American householders. The majority of whom are single mothers. The relationship between income, poverty and academic success suggests that some students who are attending school in the Little Rock School District may need more support prior to the formal schooling experience and perhaps throughout their educational career in the public school system. Students who experience behavior problems often times are not benefiting as much from the academic aspects of schooling because usually they are removed from the educational setting. The number of students who were long-term suspended and/or expelled from the Little Rock School District increased during the 1992-93 to 1997-98 school years. The district revamped its alternative learning environments during the 1997-98 school year by enlarging the Alternative Learning Center and establishing an Accelerated Learning 3Center for secondary students. During the 1998-99 school year, the district experienced a decrease in the number of long-term suspensions and significant decrease in the number of expulsions. At the beginning of the 1999-2000 school year, the district established four elementary alternative classrooms, in four of its elementary schools. The fall 2000 opening of the Little Rock School District Charter Elementary School was a logical progression in the districts goal to provide for the educational and social needs of all students, especially, those with behavioral problems. The continued development of alternative learning environments is representative of the districts commitment to providing the proper match between programs and services and students. The needs of some students cannot be met within the regular classroom setting and so alternative learning environments that focus on academics and behavior modification can ensure that all students receive an education that will prepare them to be lifelong learners and productive members of society. Governance Two years of exploration and planning took place prior to the establishment of the charter school by the Little Rock School District Charter School Planning Team. The comprehensive effort included teachers, parents, and community members. The charter school model developed by the team was based on twelve years of research and evaluations by parents and teachers of the Alternative Classroom Experience (ACE) program at Pfeifer Kiwanis Camp. The team reviewed data to determine where the greatest needs exist. After careful review, subcommittees made up of classroom teachers, specialists, parents, and administrators discussed the implementation of various programs and services. For instance, a subcommittee examined the Success For All program while the Mental Health/Parental Involvement Team subcommittee investigated possible programs and services to include parents, families, and the community. Reports from the subcommittees were made to the Planning Team. After careful consideration, the Planning Team delineated issues, concerns, and discussed subsequent proposals. The Plaiming Team was later changed into an advisory group (Little Rock School District Charter Elementary School Advisory Committee). 4The Little Rock School District Charter Elementary School Advisory Committee met monthly to monitor the progress of the school as well as provide assistance and feedback to the charter school principal and staff. To facilitate the planning and advisory process Little Rock School District personnel provided technical assistance and support. District personnel were instrumental in supporting the charter through in-services on proven educational practices, data evaluation, and a review of the Title I plan. They also offered parental involvement suggestions as well as conducted research activities. Instructional Program The Little Rock School District Charter Elementary School is located at the Badgett Elementary School. The Little Rock School District Elementary Charter School was modeled on proven methods and strategies used in the Alternative Classroom Experience at Pfeifer Kiwanis Camp. Those strategies include effective early intervention/prevention for academic underachievement, effective early intervention/prevention for socio- behavioral and personal failure, and an aggressive approach to rebuilding community and parent identity and support for public education. In addition to these methods and strategies, other innovations include Success For All, an Extended Day/Afiter School Program, Gifted \u0026amp; Talented Program, Exceptional Children Services Program, Accelerated Reading Program, Read Across America Program, Media Center Program, Awards Programs, Incentive Programs and programming using computer technology, mathematics and science modules, field trips, the Pfeifer Camp, music, experiential education, and physical education. Students also wore school uniforms. The charter school has six classrooms staffed with teachers and program assistants to teach each student. A gifted and talented teacher, resource teacher, reading specialist, reading tutor, media specialist, music teacher, speech therapist, occupational and physical therapist, counselor, nurse, school exruniner, director, secretary, cafeteria personnel, and custodians provide other services. 5Student Demographics The Little Rock School District Charter Elementary School offers a nontraditional innovative learning environment for students in the 3'^, 4*, and 5*^ grades. Students attending the school come from a host of elementary schools in the Little Rock School District, North Little Rock School District and Pulaski County Special School District\nhowever, priority admission was given to students currently enrolled in Baggett Elementary School. Other students were eligible for admission if they were academically functioning one or more grades levels below grade placement\nhad a pattern of recurring absenteeism\nhad poor social and interactive skills (displaying unacceptable patterns of behavior and failure to fit the social environment of the school)\nwere retained one or more grades, and\nwere from an unstable family structure. Once students were selected multiple assessment measures were used to assess them. The assessments included Success For All Baseline Assessment (which is reported in terms of grade level). District Achievement Level Test (RIT Score), State Benchmark Test (4*^ grade 2000 only) and Teacher Recommendations. The data generated from the assessments facilitated a better understanding of the needs of individual students. Initially, 116 students made application to enrolled in the school\nhowever, 17 students did not attend for various reasons including relocation out of the district, logistics (parents wanting their children to all attend the same school or schools closer to home), program fit (some parents concluded that the program and services offered were not appropriate for their child), and a few students withdraw prior to the start of the 2000- 2001 school year. Ninety-nine students attended the school at some period during the school year of which eighty-seven students completed the school year at the school. The demographic data shows that overall the characteristics of the students enrolled were similar to other schools within the district\nhowever, there were sigmficant differences in some aspects. For instance, the school was different than most other elementary schools because of its concentration of students who were academically underachieving and 6behaviorally and socially challenged. No other elementary school in the district had an exact similar student population. The demographics of this student population are highlighted in Tables 1,2, and 3. The demographic data examined include racial makeup, grade level, attendance, absenteeism, and discipline. Tn addition, social economic statue and mobility are discussed. Table 1 STUDENT DEMOGRAPHICS Racial Make Up Black Female White Female Black Male White Male Total Student Count 3rd Grade 4 3 23 1 31 4th Grade 2 3 24 1 30 Sth Grade 10 1 23 4 38 Total Percentage 16 7 70 6 99 16% 7% 71% 6% 100% A review of the data shows that the majority of the students attending the school were black. The majority of the students were black males followed by black females. The number of white females and males attending was about the same. The overall gender and racial make up of the school does not reflect the gender and racial make up of the average elementary school in the Little Rock School District. In addition, an examination of student records shows that an overwhelming majority of the students in attendance receive reduced or free lunch. Of the students attending the school, 91% receive reduced or free lunch. Again, this percentage is higher than the average elementary school in the district. The combination of gender, race, and reduced or free lunch provides a better understanding of the social-economic status of the student population at the Little Rock School District Charter Elementary School. 7Part of the criteria for admission to the school was a pattern of recurring absenteeism. On average absenteeism is lower at the elementary school level than at any other grade level\nhowever, the absenteeism rate for students attending the charter school is higher than normal. The attendance history of the student body is presented in Table 2. Table 2 STUDENT ATTENDANCE BY QUARTER T Grade Level 3rd Grade 4th Grade Sth Grade 1st Quarter 87% 84% 92% 2nd Quarter 94% 83% 87% 3rd Quarter 84% 92% 89% 4th Quarter 83% 85% 82% Average 87% 86% 88% Overall Average 88% 88% 88% 83% 87% The overall average attendance rate for all grades was 87%, which means that the school had an absenteeism rate of 13%. The attendance percentage is lower than the district elementary school average of 95%. The attendance and absenteeism rates of students in attendance at the Little Rock School District Charter Elementary School are more similar to the attendance and absenteeism rates of other schools with similar students. In addition, the mobility rate of the school was 14%\nhowever, the adjusted mobility rate was 4%. Mobility can be understood as the relationship between the number of students who started out the school year attending a particular school and the number of students who were still in attendance at that same school at the end of the school year. The number of student transfers and suspensions impacted the mobility rate at the Little Rock School District Charter Elementary School. When the impact of the transfers and suspensions are factored out the mobility rate declines from 14% to 4%. A major criterion for admission to the school was a history of academic, social and behavior problems. Students attending the school usually had poor social and interactive skills along with unacceptable patterns of behavior. As a result students who attended the 8school usually had experienced more instances of inappropriate behavior, which resulted in more suspensions than other students. Students with poor social and interactive schools came from all three of the school districts. Table 3 reflects the disciplinary records of students. Table 3 STUDENT DISCIPLINE Total Number of students with Suspensions Total Enrollment__________________________ Total Number of students with NO Suspensions Percentage of student with Suspensions Percentage of students with NO suspensions 43 99 56 43% 57% When considering the grade level of students being suspended the 3\"* grade had the lowest number of student suspensions with 13. Both 4* and 5* grade had 15 suspensions apiece. Several of the students had multi-suspensions. In addition, some of the students who were suspended no longer attend die school. The majority of students attending the charter school had no suspensions. Furthermore, it is anticipated that suspensions will decrease in the 2001-2002 school year with the current 5* grade class leaving and with the 3\"^ and 4* grade students returning to an environment that advocates behavior and social management. Student Academic Achievement The Little Rock School District Charter Elementary School complies with all mandated state and federal testing, and other assessments based on student needs or which the teacher deems most appropriate. Student performance is measured in part by the same criteria as for the rest of the schools in the Little Rock School District. The performance indicators include the Primary Benchmark Exam at Grade 4, Achievement Level Tests at grades 3-5, Success For All, quarterly grades, WRAT (pre 9and post), and SAT 9 at grade 5. These performances indicators are examined in the tables and charts contained in this section. The data presented in Table 4 represent the 1999-2000 school year student literacy achievement as measured by the Primary Benchmark Exam at Grade 4 for current 5* graders at the Little Rock School District Charter Elementary School. Table 4 PRIMARY (GRADE 4) BENCHMARK EXAMINATION FOR LITERACY: SCHOOL YEAR 1999-2000 PREFORMANCE LEVEL BELOW BASIC BASIC PROFICENT ADVANCED PERCENTAGE OF STUDENTS 86% 7% 7% 0% As illustrated in the table only 7% of the then 4* grade students was proficient in literacy. The majority of students fall within the below basic range. This can be interpreted, as the overwhelming majority of 4* grade students who entered the Little Rock School District Charter Elementary School in the fall of 2000 could not read at grade level. When the 2000-2001 test scores are available they should be compared to the test scores of the 1999-2000 4* graders. Higher test scores would be expected for the current 4th grade students at the school because of the emphasis on reading and writing. Higher test scores would indicate that the emphasis on reading and writing in the Little Rock School District Charter Elementary School is effective. The data presented in Table 5 represent the 1999-2000 school year student mathematics achievement as measured by the Primary Benchmark Exam at Grade 4 for current 5* graders at the school. As previously mentioned he current 5* graders were not in attendance at the school during the 1999-2000 school year. 10The test scores presented represent student preparation in mathematics prior to attendance at the Little Rock School District Charter Elementary School. Table 5 PRIMARY (GRADE 4) BENCHMARK EXAMINATION FOR MATHEMATICS: SCHOOL YEAR 1999-2000 PREFORMANCE LEVEL BELOW BASIC BASIC PROFICENT ADVANCED PERCENTAGE OF STUDENTS 86% 7% 7% 0% Seven percent of the then 4* grade students were proficient in mathematics. The overwhelming majority of students fall within the below basic range. This indicates that students were not proficient in mathematics at grade level prior to attending the Little Rock School District Charter Elementary School in the fall of 2000. Again, when the 2000-2001 test scores are available they should be compared to the test scores of the 1999-2000 4* graders. The test scores should be higher for the current 4th grade students at the school because of the emphasis on mathematics. Higher test scores would indicate that the emphasis on mathematics in the Little Rock School District Charter Elementary School is effective. In addition to the benchmark examinations, the Little Rock School District Elementary Charter School has an array of innovative programs and services to offer students that focus on their academic development. A variety of means exist to measure the effectiveness of those programs, for instance, the grade level reading and mathematics tests. These tests are given in the fall and spring of the year. The grade level achievement tests highlight student progress. They measure students progress over the school year. The reason for measuring the rate of student growth is because it serves as an indicator of how much progress students are making compared to themselves over a defined period of time. 11The data are presented in Charts 1 and 2. The data presented compare the growth rate of students in the Little Rock School District Charter Elementary School to similar students in the Little Rock School District and nation. In Chart 1 the grade level reading achievement growth rate is presented. Chart 1 READING ACHIEVEMENT LEVEL TEST FALL 2000 TO SPRING 2001 14 14 12 1 W X u 5I 10 i\nJ9.8! 9^1 38 ,5 Sth Grade Charter District National 3rd Grade 4th Grade 8 6 4 2 0 1 I 6-5 T At the 3\"^ and 4* grade levels, the growth rate exceeds those for students in the Little Rock School District and in the nation. The increases range from 4.2% at 3\"^ grade to 2.5% at 4* grade. The growth rate in both cases is significant At the 5* grade level, the growth rate is equal to those of students in the Little Rock School District students and only slightly below the national growth rate for similar students. In Chart n the grade level mathematics achievement growth rate is presented. The data contained in the chart also indicate that the growth rate for students in the Little Rock 12 School District Charter Elementary School is either higher or slightly below that of the Little Rock School District and the nation depending on the grade level. Chart 2 MATH ACHIEVEMENT LEVEL TEST FALL 2000 TO SPRING 2001 16 15 14 I 12 12-- 11.9 11 H s s s o 5 5 10 8- 4- HKbUktti ?3*r i8-7 t:: ji-ssa 1 -U. !ltp^ 'r- Charter District National -ipwij-jiii I 6 2 0 1 9 7 ^11, 3rd Grade 4th Grade Sth Grade I I Similar statements can be made about student performance on the mathematics achievement level test. At the 3\"* and 4*** grade level the growth rates exceed those for students in the Little Rock School District and in the nation. The increases range from . 1% at 3* grade to 6.3% at 4* grade. The growth rate at 4* grade is significant At the 5 grade level, the growth rate is 1% lower than the Little Rock School District and 2% lower the national growth rate for similar students. th 13The charter school also used the Success For All program. The program has been used in more than 1000 schools. Benefits are particularly strong for students who are at risk. This is especially the case for those students in the lowest 25th percentile of their class. The data contained in Chart 3 show the progress of students at the Little Rock School District Charter Elementary School during the 2000-2001 school year. Charts SUCCESS FOR ALL READING BY GRADE LEVEL 100%-f^ 90%-^ 80%-\u0026lt; i 1 I i u u u Oh 70%-^ 60% 50%-\u0026lt; 40%-\u0026lt; 30% 20% 10% 0% lo% l56%i l48'\u0026gt;/SpB !32%l i249i24%j BASELINE FIRST SECOND THIRD FINAL THIRD GRADE FOURTH GRADE FIFTH GRADE I T t ! I 1 I '409]^ 'j^39J38%i I The 3\"^ grade reading scores have increased each quarter of the school year. The percentage of students reading at grade level in the 3^ grade went from 0% to 56% over the course of the school year. The 4* grade reading scores have remained fairly constant with 40% of the students reading at grade level at the beginning and end of the school year. The 5* grade reading scores have also increased from 24% to 38% during the same time period. Student reading scores have increased as a result of the Success For All reading program and other such programming activities. Those other activities include a total of 1,776 hours of staff development in such areas as Success For All, active learning with technology, experiential education, Smart Step, and cooperative learning. 14Student grades are also indictors of achievement. Student report card grades are presented in Charts 4 and 5. In Chart 4 reading grades by grade level and quarter are presented Chart 4 READING SCORES BY GRADE 60 T i I I tw H Z u Q H b O u o t- \"Z. u u b 50-4 40 30 20 10 oJ I a 41 24624) 1 ST QUARTER READING 2ND QUARTER READING IS 3rd QUARTER READING 4th QUARTER READING C I D GRADE The number of students receiving an A and B grade increased at the same time that the number of students receiving a C grade decreased in the 4* quarter. The number of students receiving a D grade also increased. Overall, 2 more students received an A grade by the 4* quarter and 31 more students received a B grade by the 4* quarter. The number of students receiving a C grade decreased by 17, while the number receiving a D grade increased by 1 in the 4* quarter. Reading grades have continued to rise with significant improvement occurring in the number of students receiving a B grade along with the decrease in the number of students receiving a C grade. 15 Math scores have also risen with a significant increase in the percentage of students receiving a B grade. Chart 5 MATHEMATICS SCORES BY GRADE LEVEL 60 \u0026lt; ! i 50 451 a co Z I 93 O u \u0026amp; 40 30 20-1 20 lO-l^ o4 i32l 23 6L^ -1303 UOHU i FIRST QUARTER MATH SECOND QUARTER MATH S THIRD QUARTER MATH FOURTH QUARTER MATH i r i ! p8 28 B A. C GRADE D F The percentage of students receiving a B grade has increased over the course of the year, while the number of students receiving an A, C, D or F grade has decreased. Overall, the number of students receiving a B grade increased from 28 in the 1 quarter to 51 in the 4**^ quarter. The biggest decrease was in the number of students receiving a C grade. That number went from 43 to 23. There were also small decreases in the number of students receiving an A, D, or F grade. The numbers ranged from 2 to 3. The decrease in the number of students receiving an A, C, D, or F grade is offset by the increase in the number of students receiving a B grade. 16Additional data about student performance at the Little Rock School District Charter School can be glanced from results of the Math WRAT assessment. Student performance on this examination is presented in Chart 6. The examination was administered both as a pretest and posttest to students in the 3\"*, 4*, and 5* grades in the fall and spring of the 2000-2001 school year. Chart 6 MATH WRAT ASSESSMENT t i a o a \u0026gt; \u0026lt; H S o u ai a I 183 16 14 12 10 8 6 4 2 0 7.8 3RD GRADE 17.1 11.91 jl3.2 fg! 4TH GRADE 14.5 Ki STH GRADE PRE 0POST ilO-3| 1 I T I I i I 551 Student performance as measured by WRAT indicates an increase in the average number of correct responses at all three grade levels. In 3'^ grade the average number of correct responses increased by 2.5. In 4* grade the average number of correct responses increased by 1.3. In 5* grade the average number of correct responses increased by 2.6. The final academic assessment examined is the Stanford 9 Basic Battery for the 5* grade from fall 2000. As shown in Table 7, the examination provides another view on student performance. The test was administered to 5* grade students shortly after the start of the 2000-2001 school year. The performance of the 5* graders reflects their prior academic preparation rather than their preparation at the Little Rock School District Charter Elementary School. The 17 students had been attending the school for only several weeks before the test was administered. Chart 7 STANFORD 9 NORM REFERENCE TEST NATIONAL PERCENTILE RANK BASIC BATTERY STH GRADE FALL 2000 zn H Z U O o b O w O \u0026lt; t- u oi LaU. 90 80 70 60 50 40 30 20 10 0 100 0%-25% 26%-50% 51%-75% 76%-99% QUARTILES The test results show that 88% of the student population performed in the 0 - 25% quartile, while the remaining 12% of the students performed in the 26% - 50% quartile range. Student performance for this group represents past academic preparation efforts. This groups performance should be compared with that of the fall 2001 5* graders who were 4* graders during 2000-2001 school year. This kind of comparison would ascertain the affect of the charter school program on 4* grade students during the 2000-2001 school year. Academically, the students at the Little Rock School District Charter Elementary School have made progress. The arrays of assessments highlight this improvement in 18 mathematics and reading. The schools success is a measure of the effectiveness of the programs and services provided in the innovative alternative learning environment. Financial The program and services provided during the 2000-2001 school year by the Little Rock School District Elementary Charter School cost $1,413,842. The monies were spent in the following areas: $735,100 (52%) for staffing, $224,263 (15.9%) for Student Transportation, $175,000 (12.4%) for Construction \u0026amp; Repairs, $174,411 (12.3%) for Materials \u0026amp; Equipment, $99,886 (7.1%) for Staff Development Training \u0026amp; Curriculum Improvement, and $5,182 (.3%) for administration and operation of the charter school. Even in an otherwise well-conceived and fairly funded charter school the need to purchase textbooks, instructional materials and supplies, computers and equipment as well as provide for the staff development training needs of staff can make it appear to be an expensive venture. Given the singular nature of several of the expenditures, for instance construction \u0026amp; repairs, the overall cost of operating the Little Rock School Distnct Charter Elementary School should decrease during the remaining years of the charter school contract. Also, in comparing the start up cost of the charter school to similar schools a more reasonable comparison would be with other elementary schools in the Little Rock School District, North Little Rock School District, or Pulaski County Special School District that have opened within the past three years. Just like in these schools the initial cost is hi^ but tends to decrease over a period of time. Another comparison could be made between other schools in the Little Rock School District that are serving students with special needs such as the magnet or incentive schools. Conclusions Virtually all charter schools have had to overcome obstacles during development and implementation. The barriers range from lack of start-up funds, lack of planning time, inadequate operating funds, inadequate facilities, state or local board opposition, internal conflicts, hiring staff, acquiring enough students, determining the right mix of programs 19and services, accountability requirements, and community opposition While not all of the barriers apply to the Little Rock School District Charter Elementary School, some did. They include barriers associated with sharing a building, staff cohesion, acquiring enough students, accountability, and meeting the needs all the needs of students who are academically, socially, and behaviorally challenged. The ability of an organization to respond to these barriers can be somewhat quantified by examining student demographic and academic data. The data indicate some areas of success and challenges. Another way of quantifying the organizations ability to respond is by examining the diligent and commitment of staff to provide for the fully array of students needs. The many hours devoted to staff development and volunteerism is an indicator of the stafFs diligence and commitment to students. Still another way to quantify the affect of the Little Rock School District Charter Elementary School is through the stakeholders most impacted. Those stakeholders are the parents and children. The overall impact of the charter school can best be summarized by the responses attained from a survey given earlier in the school year to parents, students, and staff at the school along with parent comments at the end of the year. Consensus about the importance of curriculum, instruction, staff development, and parental involvement is apparent in the results\nhowever, it is the comment by one parent that clearly illustrates the impact of the Little Rock School District Charter Elementary School to all stakeholders. To quote, The benefits that my child received from being in the program can not be understated. He is better as a result of being at the charter school. \u0026gt; 20zXrkansas Democrat (gazette FRIDAY. NOVEMBER 12, 1999 LRSD sets hearing on charter school The Little Rock School District will host a public hearing at 6 p.m. Tuesday in the board room of the district administration building at 810 W. Markham St. Information will be provided and comments will be accepted on a proposed elementarj- charter school to provide an alternative educational setting for grades 3-5. FRIDAY. JANUARY 14, 2000 Board studies proposals for 2 LR charter schools BY CYNTHIA HOWELL ARKANSAS III MIX RAI-liAZI.I 11 Lillie Rock could become home to two charter schools by next fall, one operated by a nonprofit agency and the other run b,v the cily'.s school district. Members of the Little Rock School Board discussed both charter proposals Thursday at a lengthy meeting where they also hired Don Stewart into the new position of chief financial officer and Gai'y Smitli was promoted from interim director to director of the district's division for exceptional children. Meanwhile, outside the meeting room in the districts administration building, George Ward, 39, a teacher, was sei-ved with a warrant and arrested by Little Rock police on a misdemeanor assault charge arising from allegations that he struck a pupil last November at Mann Magnet Middle School. Ward, who was suspended and recommended for firing after occurrence, had'appealed the firing and was at the administration building waiting for a board hearing. He was expected to argue that he did not strike the pupil. He was released from police custody later Thursday. School Board members, who were oblivious to tile aiTest until afterward, took no action on Wards appeal. The board voted to support the submission of its charter school preposal to the Arkansas Board of Etbucation, which has the final authority to approve charter schools foi\nthe coming year. State officials had notified the district that they needed the boards endorsement of the district plan to evaluate the merits of 13 charter school proposals from across the stale. .The Little Rock plan is for a residential alternative school for 120 third-, fourth- and fifth-graders. The proposal is modeled on a similar. program al Joseph Pfeifer Camp in west Pulaski County. The district has made short-tenn assignments of troubled pupils to llie cadip for the 12 yeais. The proposed charter school is a longer-term program for pupils who are achieving below their grade level, are often absent and have poor social skills. . The academic portion of the program would be at Badgett Elementary near Little Rock National Airport, Adams Field. The daily cun iculum would resemble that in other district schools, but at the end 'of the nonnal classroom day, pupils would participate in an experiential education cuiTiculum concentrating on trust-building activities, team building and service. ' For six weeks out of the school year. two in fall, two in winter and two in spring pupils would stay ovcniiglil at Ilcilcr Camp to participate in activities and ac- quire outdoor living skills. 'Pile projected cost of the prois $1.42 million, which gram amounts to about $1 l,tf4a per child. The district would use the regular slate funding it received for the stu- denhs, as well as federal 'fille 1 and special education funding for eligible pupils and funds now paying for students using day-lrcatmcnt facilities. Organizers of the proposed Wings of Eagle Charter School Academy seek School Board endorsement for their program for KX) children, ages 4 and 5, in preschool and kindergarten. The school organizers are Clarence and Charlesetla Harville and their Lighthouse Center Inc., which operates five In His Image Child Development centers in Little Rock and North Little Rock. Clarence Harville would serve as the chief education officer for the charter school, which would be housed in ti Lighthouse Center facility at 6402 Butler Road, near 65th Street in southwest Little Rock. The purpose of the academy would be to develop effective reading, social and behavioral skills in socioeconomically disadvantaged children while helping them enjoy learning through a wide range of experiences. Activities would include discoveiy projects, technology, art, music, movement, drama, dance and games. William Broadnax, a Little Rock ... district administrator who also * owns an educational reform con- , suiting firm, told the board the charter program will prepare children and their pareiiLs for success in public schools starting in the fiist grade. Broadnax said planners arc seeking shale charter school funding for both the prc-kindergarten and kindergarten children. If the preschool program is ineligible for state funding, since state funding for pre-school programs is limited, organizers will seek grants and donations to finance it. The school would operate year- round under the direction of a seven-member board of directors, the president of which i,s DeMarco Bell, an investment banker at Crews \u0026amp; Associates. Ollier members will include communil,v members, academ.v parenhs and an academy employee who is not an administrator. The district's new chief financial officer. Slewart. lias been the assistant superintciulcnl for business in the Pulaski Counl.v Special School District for almost H years.CM o CM Wednesday, January 9, 2002 Arkansas Democrat (gazette Copyright 2002, Arkansas Dsmocrat-Gazene. Inc. Huckabee unveils Next Step lEbr schools (0 c fij Educ nation reform strategy empl lasizes accountability BYSETH BLOMELEY ARKANSAS I )EM0CRAT-GA2ETTE Teacher pay should be tied to perform\nince and students who dont f\nraduate from college shouh 1 be forced to re-fund their :\ntate scholarships, ---------------------------------- ---------- Gov. Mike Huckabee said cost up to $1 billion a year to Tuesday in his education reform plan. In a 30- cninute speech, he lamented ti tat Arkansas public schools do n't adequately prepare stude Cits for college and that Alkans, as workers earn less than others because of their education lev- sis. Huckabee compared educ ating children with hunting de ?r. If a kid gets out of the 12th grade and d oesnt know how to spot a locati ion on the map, if he cant make simple change from a $5 bilL if J ae cannot put a sentence toge! her, its not like we can say doi It worry about that, well just r eload and send her back throu gh, Huckabee said. Weve onily got one shot. Im afraid man] / times we have mis-fired. The go\\ 'emor didnt have a price tag f or his plan, nor did he offer a way to pay for it. He said he would worry about that later, that the first goal should be :{o figure out what the state ne :eds. He expects education to be the major issue when the Legislature meets in 2003. The spiech to the Rotary Club of Lil rtle Rock comes almost ei^t months after Pulaski County (ircuit Judge Collins Kilgore ruJed the states edu- SUMMARY of Huckabee's education proposals. Page 6B. cation system funding inadequate and inequitable. Witnesses in the case said it could reform the system. Huckabee disagreed with the ruling, and the state has appealed it to the state Supreme Court. Huckabees plan, called Next Step, includes: \"Simply this: Align pay with performance. Better teaching means better pay. Productivity is rewarded everywhere except public education where everyone walks in and gets the same paychecks. If a state college has to remediate a child who has graduated from high school, then well send the bill to that high school and say we want our money back for the cost of remediation. We may have created a level of expectancy, and even dependency and entitlement with Academic Challenge and Governors Distinguished scholarships. Recipients would have to pay back their scholarships to the state if they didnt graduate in six years, barring acceptable extenuating circumstances. Expanding academic requirements, including mandating four years of math in high school. \"The state will have to intervene if local districts dont See EDUCATION, Page 66 Gov. Mike Huckabee (left) and former Gov. Frank White laugh Tuesday Arkansas Democrat-Gazette/RICK McFARLAND in Little Rock. Huckabee announced an education reform plan that enduring the Rotary Club of Little Rock luncheon at the Doubletree Hotel phasizes accountability from schools and students. School reform plan gets mixed reactions BY SETH BLOMELEY ARKANSAS DEMOCRAT-GAZETTE Gov. Mike Huckabees education reform plan won limited approval in first responses from legislators and educators Tuesday. There were questions, too, including Little Rt^k School Superintendent Ken James concern about the plan to expand charter schools. Charter schools, in some cases, allow a private organization to start a school with state monFM- \u0026lt;4 ey. Potentially, it could take away students we cant afford to lose, James said. But he was glad to see Huckabee focus on strengthening academic requirements, particularly in high schools. Most high school students have finished their core courses at the end of their junior years, James said. We say we have four years of high school but we really dont, he said. James said he was glad to see the governor talking about pay for performance among teachers. He said Little Rock has applied to a private foundation for teachers to receive incentive pay. One thing absent from Huckabees eight-pronged plan was school district consolidation, something former Gov. Jim Guy Tucker tried but failed to accomplish. Somebody one of these days is going to have to stand up and say 310 school districts is too many said state Sen. Bill Gwatney, D-Jack-sonville. But the governor's not going to propose that hes run-ning for re-election. This state cannot afford 310 school districts. Stacy Pittman of Little Rock, chairman of the Arkansas Blue Ribbon Commission on Public Education, said if the governor wants equal opportunities for Arkansas students, some school districts may have to consolidate with other districts if they cant provide services that another dis- See REACTION, Page 68 Reaction Continued from Page 1B trict provides. Offering additional curriculum in districts, thats going to cost money, Pittman said. Weve got some decisions here. Pittman expects her task force, which is studying education issues in light of a court order declaring Arkansas public school funding inequitable and inadequate, will have a report ready by May. Huckabee has said the schools are adequate and equitable. The state has appealed the ruling to the state Supreme Court. Kellar Noggle, director of the Arkansas Association of Educational Administrators, said Huckabees plan and ideas from the I commission should be considered in depth. We all want good schools, he said. , But Noggle said he wonders what Huckabee means by seeking to tie the Teacher Fair Dismissal Act with student academ- ic performance. This could mean -- that teachers could be fired if plan was a surprise. their students fail, he said. Noggle said the Fair Dismissal Act was reworked during last years legislative session. He said school boards and the Arkansas Education Association reached a compromise that stripped some of the technical requirements that hindered teacher firings. I guess my first reaction is I dont see a lot of new material, House Education Chairman Olin Cook, D-Russellville, said of Huckabees plan. Senate Education Chairman David Malone, D-Fayetteville, said many of Huckabees ideas have already been tried, like giving more funds to charter schools and giving teachers raises. He said those ideas didnt work because there wasnt enough money. Malone said it was interesting that Huckabee was calling for better school report cards. He said the Legislature already approved such report cards. If the current report cards arent good enough, he said, that must be the Huckabee administrations fault becau^ the Department of Education is under the governors authority. Huckabees plan, Malone said, comes across as a top-down announcement that this is what were going to do. Top-down doesnt work very well. Luke Gordy of Van Buren, a member of the state Board of Education, said hes not aware of anybody on the board Huckabee contacted for input. James, of the Little Rock district, also said the Education Continued from Page 1B handle their money well or properly educate children. Starting a state high school in Hot Springs for children gifted in the arts. This would be in conjunction with the Arkansas School for Math and Sciences. We need a statewide strategy for students to become proficient hi the arts. Remove all remediation classes from four-year colleges because thats more expensive than remediation at two-year colleges. Senate Education Committee Chairman David Malone, D-Fay- etteville, who was not present for the speech, predicted legislative hearings this year on education reform. But its unclear who will drive legislative education policy in 2003. Malone and House Education Committee Chairman OUn Cook, D-Rus- sellville, are both term-limited from seeking re-election to their positions. Both Malone and Cook said Huckabees speech was a surprise to many legislators and educators. Im just puzzled by the process because in times past when Ive seen a consensus built to get some of this stuff done, its been done in a different way than the governor announcing a secret plan and then legislators finding out about it through the newspapers, Malone said. Cook wondered if the Huckabee plan was partly fueled by 1 the recent announcement by . businessman Jackson T. Steve Stephens of Little Rock that he i wouldnt challenge Huckabee in the Republican primary this year. What drives it is what the governor would hope drives Mr. Cook a desire to see Arkansas schools improve, Huckabee spokesman Jim Harris responded later. Stephens in the past has pushed for school accountability, which is heavily emphasized in the Huckabee plan. Huckabee hasnt said if his plan was influenced by Stephens. Some elements of the governors plan were similar to ideas recommended in 1998 by the Murphy Commission, a conservative think tank that Huckabee embraced early as governor and of which Stephens was a leading architect. Huckabee did not embrace some of its other ideas, such as having 134 administrative units to handle the states 310 school districts. Huckabee predicted lots of criticism of his plan. Weve had far too many people willing take no steps rather than the next step, the governor said. Let the cynics do their job and the critics be the critics. But let me tell you, no one has ever erected a statue to a critic or to a complainer. But he said after the speech that a final education reform plan will be crafted with the help of the Legislature and the Arkansas Blue Ribbon Commission on Public Education, which was created by the last legislative session and is holding hearings in response to Kilgores ruling. Several officials who will have a hand in shaping the states education plan were at the speech. They included Stacy Pittman of Little Rock, chairman of the commission\nRich Nagel, executive director of the Arkansas Education Association, a teachers union\nand Ken James, superintendent of the Little Rock School District. Pittman said the commission is studying many of the same ideas. The true test will be devising a way to implement a plan which also satisfies the court order, which she expects to be upheld, she said. WEDNESDAY, JANUARY 9, 2002 Summary of Gov. Huckabees proposals for education reform ARKANSAS DEMOCRAT-GAZETTE Gov. Mike Huckabee's summary of bis education proposal: PROFESSIONAL STAFF ACCOUNTABILITY AND COMPENSATION Develop and implement a system which bases continued employment and increases in compensation to student progress and market demand: Reward all certified staff (teachers, specialized staff and administrators) with annual salary inceases based on specified accountability measures appropriate for their duty areas. Employ appropriate arxJ timely measures for certifted staff who do not meet accountability criteria. Revise the Teacher Fair Dismissal Act to provide proper balance between protection of acaidemic freedom and academe performance of students. Offer stipends or additional pay to certified staff in shortage areas such as mathematics, special education, foreign language, science, English as a : second language, or for academically distressed schools. Continue and expand incentives for teachers such as National Board Certification and increased compensation for teachers whose students show significant measurable academic improvement. Establish professional development requirements for teacher educators based on state curriculum frameworks and statewide education initiatives. Increase accountability for retention and graduation of students at the postsecondary level. Reorganize state scholarships as loan/scholarship funds in which failure to graduate in six years would deem it a loan. Graduation within six years would result in the loan being classtfied as a scholarship with no repayment (Allow waivers for extenuating drcumstarices.) Expand the alternative compensation programs for teachers, such as the Teacher Advancement Program, across the state. Promote the awareness of the School Workers Defense Program. ACADEMIC STANDARDS, CURRICULUM AND TEACHING t ! METHODS ' . - Implement a system which better assures that all students have equal opportunity to achieve: Restructure the current Arkansas testing system to include annual spring testing, creating valid student academic achievement growth comparisons from year to year and reporting results to stakeholders and taxpayers. Monitor schools more closely to assure consistency in what is taught and what is mandated within the state standards. An even more intense level of assistance would be provided in staff development on student performance through the Smart Start and Smart Step initiatives. Continue and expand the RAfHWISE teacher preparation program by creating a network of educators who specialize in successful delivery of standards in Ihe dassroom, who would become mentors in their own schools to assist other teachers. Expedite and expand the process of the Arkansas Comprehensive Testing Assessment and Accountability Program, which allows the state to intervene more quickly when districts are not performing academically or fiscally. Require schools to set consequences for individual student accountability on testing. Increase the course requirements for all high school graduates to demonstrate a level of rigor throughout the entire high school experience. (Example: Four math units would be required for all students.) Expand opportunities for local collies to offer concurrent credit in the high schools with a goal of enabling high school graduates the ability to have earned an associate degree by the end of grade 12. Establish higher entry criteria for four-year colleges and universities. Offer remedial courses through the two-year colleges only. Align the curricula for high school courses, two-year colleges and four- year universities. COMMUNICATING RESULTS TO AU STAKEHOLDERS Expand the Arkansas School Report Card system, which assures parents, businesses patrons and educators receive current comparison infomiation across the state, as well as school-to- sctraoi and district-todistrict comparison. Provide useful, timely academic performance data specifically concerning students, class (grade level), classroom teacher, and school to parents and educators. Continue to expand the current annual report card to parents, businesses and constituents, including current comparison information across the state, as well as school-to-school and district-to-district comparison. Improve the communication and understanding of needed course requirements for high school students to graduate and enter postsecondary schools: Improve the communication and un- derst^ding of needed course requirements for high school students to graduate and enter postsecondary schools. Guidelines for this process would be established for all high school counselors. Develop relationships between college recruiters and high schools. BROADEN THE STATES CHARTER SCHOOL LAW Increase the methods which enhance school choice alternatives for parents and students: Increase the number of open enrollment charter schools allowed by law. Develop facilities funding for charter schools. Continue to give charter schools flexibility, but hold them to rigorous performance standards. Encourage more organizers to be authorizers such as colleges, universities and nonprofit organizations. FINANCIAL REPORTING Implement a user-friendly standardized accounting system for all school districts, which is easily understood by constituents: Spending categories would become part of the accountability program for school districts. Results would be published as part of the Arkansas School Report Card information provided to parents and patrons. Establish standards determining percentage at district funds which must be used for actual classroom instruction. IMPROVED PRESCHOOL AND HEALTH CARE ACCESS FOR CHILDREN Implement expanded educational opportunities for pre-school including emphasis for reading and access to heith and dental care: Assure access to Head Start, ABC or other education-based quality preschool programs. Increase phonics-based reading opportunities for pre-school-age children. Increase adult literacy to assist in creating an education Wendly environment for children in the home. Increase readiness to learn by improving access and utilization of basic health care, with attention given to visual, aural and dental health as well as basic health care. INCLUSION AND EXPANSION OF BROAD-BASED OPPORTUNITIES FOR STUDENTS IN THE ARTS Develop and implement a statewide strategy to assure students of opportunities to become proficient in music, the visual arts, theater or other fine arts: Expand standards far music instruction for children in K-12. Develop a residential high school for exceptional high school students in the performing and fine arts in conjunction with the Arkansas School for Math and Science. Establish standards for access for all students for visual arts and theater. DEVELOP PARTNERSHIPS BETWEEN BUSINESS, INDUSTRY, POSTSECONDARY SCHOOLS, WORK FORCE EDUCATION AND PUBLIC SCHOOLS Expand courses at the high school level that would enable students to develop work force skills needed in todays technological environment Make programs such as Environmental and Spatial Technology and CISCO [a computer company] available in all high schools. Provide more opportunities for postsecondary schools or Workforce Education's technical institutes to participate with high schools in special training progams. Expand partnership betw^n public schools and teacher education programs to create more classroom experiences for teachers-in-training and more opportunities for insfructors/pro- fessors to interact with students in public school classrooms.\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":"htxo_htxo_civil-rights","title":"Civil rights","collection_id":"htxo_htxo","collection_title":"Handbook of Texas Online","dcterms_contributor":null,"dcterms_spatial":["United States, Texas, 31.25044, -99.25061"],"dcterms_creator":null,"dc_date":["1999/9999"],"dcterms_description":["Online encyclopedia for Texas.","Civil rights-related articles include: Adair, Christia V. Daniels -- Anderson, Pearl Carina -- Association of Southern Women for the Prevention of Lynching -- Aycox, Nanie Belle Jenkins -- Beaumont Riot of 1943 -- Black codes -- Brooks, Marion Jackson [Jack] -- Civil Rights -- Craft, Juanita Jewel Shanks -- Dent, Jessie May McGuire -- Dodd, Frederica Chase -- Durham, William J. (1896–1970) -- Education For African Americans -- Election Laws -- Eusan, Lynn Cecelia -- Ewell, Yvonne -- Fair Employment Practices Committee -- Farm Tenancy -- Flanagan, Minnie A. -- Fleming, Arizona -- George, Zelma Watson -- Gilliam, Kathlyn Joy Christian -- Glass, Willie Lee Dorothy Campbell -- Grovey, Richard Randolph (1889–ca. 1960) -- Howell, Hortense Brooks -- Jordan, Barbara Charline -- Jordan, Frank H. -- Ku Klux Klan -- Lawson, Audrey Ann Hoffman -- LeRoy, Erma DeLoney -- Lipscomb, Albert Louis [Al] -- Lynching -- Malone-Mayes, Vivienne Lucille -- Mansfield School Desegregation Incident -- Morton, Azie Taylor -- National Association For the Advancement of Colored People -- Nixon, Lawrence Aaron (1883–1966) -- Richardson, Thelma Elizabeth Page -- Rolla, Lenora Butler -- Segregation -- Smith, Antonio Maceo (1903–1977) -- Sutton, Alexander Carver, Sr. -- Sutton, Garlington Jerome -- Sweatt v. Painter -- Sweatt, Heman Marion (1912–1982) -- Tasby, Sam -- United States v. Texas -- White Primary -- White, Lulu Belle Madison -- White, Thelma Joyce -- Williams, Maude Evangeline Craig Sampson -- Williams, Roy Herdine -- Yerwood, Joyce"],"dc_format":null,"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Texas Historical Society"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movements--Texas","Texas--Race relations"],"dcterms_title":["Civil rights"],"dcterms_type":["Text"],"dcterms_provenance":["Handbook of Texas Online"],"edm_is_shown_by":null,"edm_is_shown_at":["https://www.tshaonline.org/handbook/entries/civil-rights"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["articles","encyclopedias"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_306","title":"Communities in Schools of Little Rock, Incorporation","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":["1999/2002"],"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","Little Rock School District","Education--Arkansas","School improvement programs","Civic leaders","Educational planning","Parents","Students","Teachers"],"dcterms_title":["Communities in Schools of Little Rock, Incorporation"],"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/306"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nLittle Rock School District 810 West Markham Little Rock, AR 72201 RECEIVED New Futures Department JAN 2 6 1999 OfflCE OF Desegregation Monitoring DATE\nJanuary 25, 1998 TO: Middle School Steering Committee FROM: Li Young, New Futures Liaison and Restructuring Director RE: Communities in Schools Program Please find enclosed a copy of the Communities in Schools Program Standards that were requested at the steering committee meeting.Appendix C QUALITY STANDARDS aSCBWSS 59 cmccQf OHSSGREGAriCS LOCAL PROGRAM STANDARDS REVIEW INSTRUMENT c-1CIS LOCAL PROGRAM STANDARDS REVIEW (Note ll.at asteiiskcd standards denote tliose that have a different interpretation when applied in the coinprehens.ve strate^ context parentlietical phrases iininediately following each of tlie standards in question) These dilleieiices aie uuthned in mWMMI coMMpm L GOVERNING BOARD 1 2 3 The local CIS board of duectors has adopted a Mission Statement that is coosiateot in content and spirit with national CIS mission. The CIS program is incorporated as an independent, non-profit corporation, or the CIS program operates under the auspicea of another non-profit corporati^^_____________ CIS programs that operate under the auspices of a corporation that is not chatted as an independent CIS non-profit corporation must meet the following conditions: Copy of Mission Slilenienl Copy of corporation charters Copy of Mission Statement, resolution, or amended by-laws a The corporations mission and that of CIS are essentially the same, or the corporation has adopted a resolution amended iu by-laws to reflect the or corporations commitment to the CIS mission. b The corporation has amended its by-laws or adopted a resolution of corarmtraent Io the operation and financing of the CIS program. Copy of by-laws or resolutionCIS LOCAL PROGRAM STANDARDS REVIEW (Note dial asterisked standards denote diose that have a different inlerprelalion when applied in the comprehensive strategy context These dilfeiences aie outlined in parendiclical phrases uiiniedialely following each of die standards ui question). I *' COMMENTS c. The CIS advisory board and the nonprofit corporations board of director* together form the CIS goveniing board. The CIS advisory board and the ceqaaratioQ have * written agreement that specifies the mutual and individual responaibilifies of each board to ensure that the program will meet national CIS Standards. (See page 12, 1-3C for clarificatioo). I 2 Advisory Board or CIS Committee rosier Copy of agreement d. The CIS advisory board develops and operates under its own by-laws. Copy of by-liws 4 Tlie CIS programs name is Communities In Schools of (the name of the city, community or county where it operates) (e g.. Communities In Schools of Chicago). For programs that have used different names and logos, there should be a plan to use and incorporate the national name, logo, and tag line in the aforementioned format Copies of letterhead, brochures or plans for new letterhead and brochures 5 6. The non-profit governing corporation has on file a written determination from the U.S. Internal Revenue Service and llio state aullioriiy certifying that its tax exempt status, classifications and numbers - copies of which have been sent to the national CIS headquarters. The CIS board of directors or CIS advisory board is organized into workmg committees as specified m the boards by-laws 1 2. 1 2 Copy in file Confirmation from CIS, Inc. Board roster willi ofTicers and coininittoe membership Committee reportsCIS LOCAL PROGKAM SI ANDARhS REVIEW (Note dial aslerisked standards denote diose dial have a different interpretation when applied in the comprehensive strategy context * t r . . I. . i.. 11A n I f kd el tt 11/1 aril e 111 n I lur'l i/in t These dillereuees aie uulhtied ill pareridielical phrases iinniedialely following each ol the standards ui question) 1 The CIS corporations board of directors or die CIS advisory board includes members from the public, private, and in4^\u0026gt;eo4otd sectors 8 CIS board members participate in board orientation and continued board development. and/or sign off on, receiving packets of information regarding training materials provided by sUte, local, or national CIS organizations. (See page 13,1-8 for clarification ) u JSL COMMKNTS Board roster with members professional employer and title I. 2. 3 CIS state or national trainmg records or Member's certificate of participation Members signature mdicating receipt of board development materials It is recommended that board members attend additional sUte and/or national training opportunities II. BOARD RESPONSIBIUTIES 1 The CIS governing board, with the program director, has adopted and implemented a three-year strategy to secure public and pnvate fiinduig and community resources to meet its budgetary requirements. I 2. 3 4 A copy of die strategy plan flic governing board collectively secures sufficient funds and resources required to meet its annual budget A copy of the annual budget widi income sources Income sources m die annual budget should reflect broad-based suppoit 2. The CIS governing board has approved a current armual program operations plan and budget ___________________________ Copy of approved cuncnl annual program operations plan and budget on fileC IS LOCAL PROG KAM STANDARDS REVIEW (Note dial asterisked standards denote those dial have a difl'ereill interprelalioii when applied in die comprehensive strategy context parendiclical phrases immediately following each of die standards in question) t hese dilVereiiees are uulluied in mn MSI ...\u0026gt;a. 3 The cunenl annual program operations plan, as adopted by the CIS governing board, presents goals and objectives that are related to the needs of the studenU for whom the program is intended. This plan includes targets or objectives for the brokering of services and for repositioning staff from community agencies and organizations Io meet identified program intervention needs. A copy of the current annual program operations plan 4 5. 6 7 The CIS governing board has secured the sanction of the school district or superintendent to operate a CIS program in conjunction with the school districts schools. The CIS governing board and the appropriate CIS state program have signed a Leiter of Agreement that includes the provisions stated in Appendix A, Letter of Agreement between a stale CIS Program and a local CIS Program. Where there is no CIS Suie Program, the CIS govemmg board and the national CIS, Inc. have signed a Letter of Agreement lliat mcludes provisions stated in Appendix A, Letter of Agreement between CIS nalional/regional and a local CIS program The CIS programs governing board has designated an individual to manage the programs operations who is responsible Io the CIS governing board. The CIS governing board provides the CIS program a main or central office facility Copy of statement of school district official report, or evidence of school districts support Signed Letter of Agreement from state CIS or CIS national I 2 I 1 Executive Directors name, employment status, position description Orgaiiuational chart T On-site observation Address( IS LOCAL PKOGKAM S l'ANDAUDS REVIEW IN I ili.i asterisked slandaids denote tl.ose tli.t have a dilferent interpretat.o.i when applied tn tlie comprehensive sttale^ context These diff (Note tliat asterisked penUielical plirases immediately following each of tlie standards in question) leieiices aie uulliiicd UI .OS 8 The governing board has established policies for. a. b c. d e. f g h personnel management liabihty coverage development of t strategic (Umg-range) plan development of operational plans training and staff dcvelopmenl fiscal controls program evaluation development of a funding and resource 1 1 3. Policy/personncl manual Copy of insurance contract Copy of plans 9. 10 11 plan ____________________ The governing board keeps written records on file of iu official activities._____________ The governing board renders an aimual program report that includes a report on progress toward achieving each adopted program goal and objective and files annual reporU with sUte and regional/national offices. _______________ There is an independent annual audit of iu programs financial records (or limited review in the case of programs with smaller budgets - see glossary for definition) which shall be reviewed by the CIS govemmg board. _____ IIL LETTERS OF AGREEMENT Tlicre IS a Letter of Agreement between CIS if one exists, and nationaiyregional, state program as in section II, Hi} CIS local programs (same Board minutes on file 1 2. Annual report on file Confirmation from state and iiational/regional offices Audit report on file Lelterts) of Agreement on fileCIS LOCAL PROGRAM S TANDARDS REVIEW (Note that asterisked standards denote those tlia. have a different interpretation when applied in the comprehensive strate context (Note Uiat asterisKco p.rentlietical pluases inimediately following each of the standards in question) These dillereiiees ate uiilliiteil in statiminto^ INOICAIORS CO M MINTS V. PROGRAM MANAGEMENT 1 2 3 4 Tlie executive director prepares a cuneol annual program operations plan and budget for the approval of tlie CIS governing board. The executive director, with members of the CIS governing board, prepares and unplements an annual fund-raising and resource development plan. ______________ The executive director, with the CIS governing board, develops the CIS long- range strategic plan at least every five years. Key components of this plan include the following: a. assessment of internal program capacity as well as the external enviroiunent, b statement of vision and mission, c. identified goals, objectives, timeluies, responsibilities, and appropriate measures of success. (Note thst this plan may contain within it the resource development plan called for in section 11, # 1)______________________ The executive duector prepares periodic reports for the CIS governing board on program finances and resource development, tlie operations of the local CIS projects, and such other topics as requested by the governing boarU_______________________ Copy of ciurent annual program operations plan and budget on file (same as in section II. #2 and #3) Copy of tlie plan which idenlifies public, pnvale. state, and federal fund-raising and resource acquisition strategies Long-range sUategic plan on file Copies of board reports on file(Note diat 5 6 7 8 9. \u0026lt; IS LOC AL PROGRAM S I ANDAKhS REVIEW asterisked standards denote diosc diat have a diflcreiit iiileiprelalion when applied in die parendietical plirases coini uiunediately following each of die standards in question) The executive director has formed a management team with specified individual responsibihlies for supportmg project operations, mdudmg the development and coordmalion of services for studenU al the project sites ____________________ The CIS program has reached agreements with local community agencies or organizations to provide health services, human development services, and/or educational support services for studenU and families associated with CIS project sites The CIS program operates at least one CIS proiect that is servmg studenU al the site and has met project. all national standards for the CIS The CIS program has a site coordinator for each CIS site The site coordinator is iponsible for the coordination of services resp------ for youth and families associated with one more CIS sites. or The CIS program has implemented a uniform student records system at all sites to momlor StudenU enrollment, participation in services, and performance outcomes. (In the case of a comprehensive strategy, the program has a standardized system to monitor student participation in services, and die impact of the repositioned service on the students it serves.) ipreheiisive slralegy eonlexl I liesc dillcrciitcs aie uulliiieJ III 1 2. Personnel chart on file Job descnplions on file Letters of Agreement on file or Leiters noting decisions and/or agreements Documentation on file School site coordinators name, job description, and school site on record Data collection system in place and available for review( IS LOCAL PROGRAM S l ANDARDS REVIEW (Note tlial asterisked standards denote tliose that have a different inlerpretalion when applied in tlie comprehensive strategy context 1'hcsc dilleiences aie uutlincd in parenthelical phrases linniediaiely following each of tlie standards m question) B COM MENIS *10 The CIS program monitors and reports at a inininiiun the CIS students' dropout rales, attendance, disciplinary actioiu (wherever available), and promotion/graduatiiMi rates. The CIS program may monitor and report on any otlier indicators that are appropriate. (In the case of a comprehensive strategy, the program will monitor the same indicators for the entire student body.) I 2 Sludeiil records on file Reports on file 11 The CIS program ensures all reasonable criminal background checks are conducted and government clearance reports received on all CIS employees and volunteers who have direct contact with students prior to their invofvement with any student Records in personnel files 12 The executive director provides required periodic reports to the programs funders, partners, and the appropriate CIS state, regional, or national office. Periodic reports on file in state/regional/national offices 13 Within their first six months on the job, all new CIS executive directors will participate in appropriate training conducted by the state or national/regional CIS. Training will be based on the national CIS manual or a substitute course approved by the state or national CIS organization It is recommended that ail executive directors attend trainmg al the CIS Traming Institute. 1 2 CIS national or state trauiing records Traming certificate 14 All CIS program staff (hired, repositioned, assigned, and volunteer) will participate in at least one in-service traming per year as defined by local, state, or regional/national CIS Training records/certificate on fileCIS LOCAL PROGKAM S I ANDARDS REVIEW (Note tli.l asterisked standards denote tliose that have a diflereiil inlerprelation when applied in the comprehensive slralegy conlexi parentlietical plirases immediately tollowing each of tlie standards in question) These dilleieiices aie oiilliiied in W INWCATOBS COMLMKJSrrS V. PROJECT OPERATIONS A. Project Operationi: PROJKCT PARTICIPATION 1 2. 3 The program's policy is that studenU choose to participate in the CIS program except in certain disciplinary settings (e.g., far adjudicated youth). A signed consent or contract agreement is on file for each CIS-enrolled student. (In the case of a comprehensive strategy, this standard may be omitted.) An agreement is signed between assigned and repositioned staff and the CIS program that outlines expectations and the staff member s desire Io participate in the CIS program. The agreement is part of the staff members personnel file. Copy of written policy statement and consent form Signed consent forms on file Agreements m personnel files B. 4 Project Operations: PLANNING The project site staff, with designated program management staff, develop and implement the annual site operations plan of services. _______ Annual site plan on file 5. The site operations plan is based on the needs of the students enrolled al that site and tire CIS programs adopted goals and objectives for smdcnl achievements____________ Review of plan I6 1 8. 9 (Note that asterisked CIS LOCAL P . .1 1 IP ilu.se that have a different uilerpretation when applied in standards denote ,..edialely following e...: Project site staff monitor overaU student . .. J ctiiH^nt OBfllCIOMtiAO UI rivivv* ----------------- , . . needs and overall student participation services to identify needed changot in services Project directors will participate m CIS orientation traiiung provided by local, sta or regional staff prior to beginnmg wort at the school site Orientation training b based on CIS orientation training packoU developed by CIS national. __________ /JI project duoctors will participate in approprute trainmg provided by local, state, ^PLiinnaVremonal staff at bast once a ye^r For each CIS student outcome objective m Ihe operations plan, one or more interventions are provided at the site to address that outcome. (In the case of a comprehensive strategy, replay C^ outcome objective\" with student body outcome objective .) C. Project Operathm.: StRVlCtS FOR studfnts and families 10 Tlie project site mamtams a positive, caring P that encourages student success environment 11 The CIS staff ensures pareni/farnily and mvolvemenl activities are planned and ROCKAM S'l'ANhARDS RLVILW the comprehensive strategy context each of llic standards in tiucslion) Records of monitoring on file Documentation on file I 2 CIS stale or national records Certificate of attendance List of outcome objectives and the conespondmg services tliat will support the attainment of tliose objectives Students can name one or more stalf members and/or volunteers with whom tliey feel comfortable talkuig_________ Documentation of parent conferences, home vuits or oilier activities involving parents________________________ 11,CSC Jillereiices ate outlined iii commentsCIS LOCAL PkOGkAM S'l ANhARDS REVIEW (Note that asterisked standards denote those that have a d.llerei.l uiterpretatio.i when applied in the comprehensive strategy pareiitlietical phrases unmedialely following each of Ilie standards ui question) eonlexl These dillereuees aie utillined in 12 13 On-site program intervention included in the site operations plan are provided in accordance with service guides or plana that describe\ntlie studenU who are intended to participate, the activities and/or services that are provided, staff requiremenU\nand the objectives of each intervention.__________ As outlmed in the site operations plan, the CIS project provides access to a comprehensive array of services to aiUtess the needs of studenU and their families such as: a health services b other human service delivery c educational support services d counseling c. life skills sclivities f parental/family support and strengthening and/or parental involvemcnl g. career development h recreation and enrichment i. juvenile justice services j. community-based programs (e g., extended day programs, summer programs, family resource centers, etc ) I 1 1. 2. 3. 1 JSOW Review of site operations plan Documentation of provision of services List of available services, contacts Record of referrals Record of activities COMMtNT\u0026gt; 14. CIS project staff conduct regular team meelmgs to develop/monitor student case plans and to monitor progress (In the case of a comprehensive strategy, replace student Muiules, notes on file case plans* with repositioned service impact and progress\" )( IS LOCAL PROGKAM S l ANDARhS REVIEW (Note dial asterisked standards denote lliose that have a different inlerpretalion when applied in the comprehensive strategy tonlexi These dilleiences ate oiillmed m parentliclical phrases iininedialely following each of the standards in question) sTAyyiOwrPf, w ^TAriP.w 'i COMMJUSni'S D. Project Opcratlona: STUDENTS ENROLLED IN THE CIS PROGRAM *15. Project records mclude a CIS file on each CIS-enrolled student (In the case of t comprehensive strategy, this standard may be omitted ) * 16. A parent or guardian has given written permission for the minor student Io enroll in tlie CIS program. (In the case of a comprehensive strategy, this standard may be omitted ) * 17 CIS-enrolled students are assigned a case manager who meets regularly with the stuilenl to develop and monitor the case plan and the students progress (In the case of a comprehensive strategy, this standard may be omitted ) E. Project Operations: MANAGEMENT 18 Designated CIS staff manage service coordination and project records al the school site. 19 Project site staff maintain records of student eruollmenls, participation in services, and measures of student outcomes on program objectives in CIS project files. Files on record Written pcnnission on File Periodic reports in student files Project site job descriptions I 2. Sludciil records on file Student outcome data reported 20 The project director provides required periodic reports to the program director as specified m the programs student records system and/or nianagenient information system Reports on file(Note Utal asterisked standards denote CIS I OCAL PROGRAM SI'ANDARDS REVIEW I, lb |j - uuheii aonhed 111 the comprehensive strategy context dmse that have a dillereiit .d.rds in question) I liese dilleiciitcs aie oiilliiied in parentlietical phrases J w IHtXCATORK VI. A. additional standards FOR SPECIFIC CIS PROJECT model SITES Additional Standards for an .^endewy Project Model SIU 1 All CIS-enrolled sludenU are grouped together with other CIS-enrolled stud^U for I 2. Student schedules Teacher schedules 1. 3 4 5 6 a minimum mstniction. of two cUm porioda P day for The school operates under a recognized educational authonty (i e.. pubUc school Ixtter of Agrocinenl between CIS and school district, slate school, or recognized independent school)- The school district or other educational authonty assigits a principal or lead and appropriately certified teachers and staff to the site. ___________________________ Students earned crediU are accepted by the cz-hool district or other educational authonty ^ If the site is free-standing, all support services normaUy provided by a school district arc provided for (e g, meals, transportation, hbrary media services exlra- cum^a activities, etc ) by the school system or other institution(s).___________ _ Letter of Agrocineiit between CIS and school Documentation of services available and refenals to agencies The program has one or more sponsors Listing of sponsor(s)CIS LOCAL PROGRAM S TANDARDS REVIEW (Note dial asterisked standards denote diose dial have a different iiilerprclalioii when applied in die comprehensive stralegy coiitexi I liese dillereiiees are oulliiicd in parendielical phrases inimediately following each of the standards ui queslion) COMMRNl^ B. Additional Standards for the Comprehensive Strategy/Whole-Scfiool Project Model 1. A school-wide/school community-wide assessment of student/school community needs is completed on a regular basis. 2 All smdenU and families are eligible for services which have been repositioaed by CIS, school and CIS personnel jointly determine who receives these services. Docuinentation of a school-wide and/or school community-wide needs assessment. Documentation of activities and services available as needed to all students emolled in the school 3 The site(s) can demonstrate that there is an increasing number of CIS brokered services which are, wherever possible, duectly reaching a growing number of students and families as determinod by tlie school/CIS personnel 4 The CIS staff brokers direct services which respond to school needs assessments and prionties, CIS may also broker indirect services (such as assembly speakers, health fairs, career fairs, etc.) which reach all students en masse. Documentation that tliere is an increasing amount of ClS-brokercd services reaching an increasmg number of students. Documentation of indirect services tliat reach ail students en masse (such as assembly speakers, healtli faus, career fairs, etc.) 5 Tlie project sile(s) is monitoring direct service provision and its impact as well as aggregate, school-wide student outcome data (i.e., school drop-out rates, absentee rates, promotion and graduation rates, incidences of discipline, etc.) (Same as referenced on C- 9,10aiid C-12, #14 ) Documentation of ducct service provision impicl. as well as changes in aggregate school-wide student dala/systcin-wide data. IS' CIS LOCAL PHOIiKAM STANDAKhS RLVILW .... II,.I have a different uiterprelation when applied ui tlic comprehensive slralegy contcxl (Note that asterisked standards deno e inimediately following each of tl.e standards in question) These dilleieiiees aie oulliiied in COMMENTS 6 CIS Mid school stiff coordinate both pre-existing Mid CIS-brokered sorvicea into one efficient and holistic deliwy system VIL CIS TRAINING A. Replication Talk Force I CIS replication task force members will participate in CIS orienUtion and (continued) replication process training delivered by sUte or national offices. Training will be based on 2. CIS national training materials____________ The CIS local liaison must participate in CIS replication trammg delivered by CIS state or regional/national. B. 3. tiacutfva Directors Witbm their first six months on tlic job, all new CIS executive directors will participate in appropriate training conducted by the state or national/regional CIS. Training will be based on the national CIS manual or a substitute course approved by the state or national CIS organization It is recommended that all executive directors attend the CIS Trainmg Institute (Also referenced in Program MMiagenient StMidMds ) Evidence that CIS persomiel and existing school staff arc jomtly coordinatuig tlic delivery of student services Staff development and plans on file that target the entire school Records or certificates of attendance Records or certificates of attendance Records or certificates of attendMiceC?IS LOCAL PROGRAM STANDARDS REVIEW (Note dial asterisked standards denote tliose that have a different interprelation when applied in tlie comprehensive strategy context These dilleiences aie uutlincd in parenllielical phrases irnitiedialely following each of the standards in question) 4 CIS board members will participate in board orientation and contmued board development delivered by state, local, or national CIS organizations Board development will be based on national traming materials ma4o available to all local programs. It is recommended that board members attend additional state and/or national training opportunities. (Also referenced in Governing Board Standards.) C. Project Director 5 6 Records or cerlificites of iltendsnce COMMtNT^ Project drrectors will participate itt CIS orientatron training provided by locol. stale, or regional staff prior to beginning work at the school site. Onentation training will be based on CIS orientation traming packets developed by CIS national. Records or cerliftcates of altendance All project directors will participate in appropriate training provided by IrKal, state, or rutional/regional staff at least once per year. (Also referonced in Project Operatrons Standards ) Records or certrfrcates of allertdattce D. Local Program Staff 7 All CIS program staff (hired, repositioned, assigned, and volunteer) will participate in at least one in-service training per year as defined by local, state or nationaVregrorul CIS. (Also referenced in Program Management Standards.) Records or certrfrcates of attendance( IS LOCAL PROGRAM SPANDARDS REVIEW (Note that asterisked standards denote those lliat have a different inlerprelation when applied ui the comprehensive strategy context These diffeiences are outlined in parentlietical phrases iininediately following each of tlie standards tn question) ax ...lit...,. 8 All volunteers and mentors working with CIS students must participate in a CIS orieotaticii prior to bemg assigned to a student Thia orientation will be conducted by local, Stalo, or national CIS staff. Records or ccrtiTicites of attendance 9 Ongoing training and support for mentors will be provided by local programs with support and technical assistance from state and national CIS. Records or certificates of attendance Appendix C Concluded.John A. Riggs, IV Senator 16n 1 I\u0026gt;sTRK:r Office 501-570-3528 Fax 501-570-3218 E-mail jolmitS jarij^oom P.O. BOX 1399 LITTLE ROCK. ARK/WSAS 72203-1399 W J as\nMember: EiKCATION CtTY, County, Local AtfzMrs Committee on Committees Joint Commiti ee on Advanced Communications AND iNFORMzVnON TECHNOLOC.Y RECEIW THE SENATE STATE OF ARKANSAS MAR 1 S 1989 March 12, 1999 OFFICE OF DESEGREGATION MOKlTORiKS Ms. Margie Powell Office of Desegregation Monitoring 201 E. Markham Street Little Rock, AR 72201 Dear Ms. Pow I am inviting you to join Dr. Les Camine, Mayor Jim Dailey and me in an exciting new venture for the city of Little Rock, the Little Rock School District and the children and families of our community. I have agreed to chair the Communities In Schools of Little Rock Leadership Task Force. This task force will help design and implement a Communities In Schools initiative in the Little Rock School District. I am hoping that you will consider being part of this task force. We will hold our first meeting March 22, 1999 at 4:00 p.m. in the Board Room at the Little Rock School District central office. I am enclosing information on Communities In Schools for your perusal. I invite you to read over it and then attend the meeting so we can discuss our vision for the project and how you can be a part of our effort. Ann Kamps, Executive Director of Communities In Schools of Arkansas or Liz Lucker, Local Liaison for Communities In Schools of Little Rock will follow up with you next week to answer any questions you may have. If you prefer, you may contact Ann at 370-9661 or Liz at 324-0519, ext. 823. Thank you very much for your interest and support. Sincerely, ohn Riggs, IV State inator The arka.\\sa5 Senate State Cajtol LnTuE Rock, Akka.\\sas 7220\nTELEFHCXE fSOl) 682-6107 ( Communities In Schools Believes... ...that keeping kids in school is not simply a teachers or a schools responsibility. Every morning thousands of Little Rock students bring a host of problems to schooL Family troubles, poor health, fear of violence, economic instability present challenges even the most outstanding teachers and administrators cannot solve alone. ...that the responsibility of keeping kids in school, of preparing young people to successfully learn and achieve belongs to everyone...parents, students, neighbors, health care providers, business leaders, social workers, counselors and volunteers. Communitybased problems demand community-based solutions. ... that a community development approach... supporting education by unifying the resources of a local conununity around children, families and schools... is the most efficient and cost-effective way to significantly raise student expectations and improve academic performance. ... that developing a comprehensive plan designed to connect untapped community resources with children at the school site, will also strengthen, expand and enhance ongoing programs critical to students success and well-being. Communities In Schools is not a specific program which gets imposed on kids and their schools. Instead... ...it is a process by which local leaders, concerned citizens and parents join with schools, umted in their belief that keeping all kids in school is essential to the social and economic future of the community.Who Wins with Communities In Schools? Kids...Through CIS, all kids can get extra help, attention and support. Specific individual needs can be addressed in a comprehensive, coordinated effort. Parents...Through the CIS site coordinators, parents will see and experience the school districts commitment to their children. This will be especially welcome during the crucial middle school transition process. Teachers...Through CIS, there will be trained, professional staff to provide teachers and administrators with additional on-site support and referral capabilities. This process can also ease the transition for teachers. Schools...Through CIS, the community partners with the school district to help bring additional resources into the schools. These will not be pilot proarams at pilot sites, but a full array of services for all schools. These resources can range from health and social services, to the arts, to actual financial support. And, CIS holds each site accountable for achieving its desired results. Business... Through CIS, corporate Little Rock will see visible evidence of the Little Rock School District and the community it serves committed to improving academic outcomes and building a larger, more qualified future work force. Businesses will find it easier to promote the schools to prospective employees considering re-locating in Little Rock. Programs such as Partners in Education and Vital Links will be enhanced with additional business and corporate support. In CIS communities across the country, corporate leaders have become far more receptive to accepting financial responsibilities and more involved as community partners. Little Rock...Through CIS, the community, itself, will participate in direct day-to- day successes and on-going activities in the schools. It will benefit from a coordinated and focused initiative that better utilizes all of the resources available to students and their families. And, with CISs connection to Americas Promise, Little Rock children will have even more opportunities to participate in community service projects, learning the important lesson of giving back. By joining with Pulaski Countys Promise to Youth, CIS support the crucial connection of community growth and economic development.Why a local CIS Task Force? The local CIS task force chairperson, school superintendent and CIS state director will select the task force membership. Recommended members may include: Educators and administrators (K-12, technical and four-year colleges), Private Sector (business, media, non-profit, and potential funders) Professionals (youth, health, human services, juvenile justice, law enforcement, housing, etc.) Community and government leaders Clergy and faith groups Parents Students The CIS Task Force is asked to accomplish the following\n Assess, understand and own the problems facing young people in the community\n Determine local needs\n Identify available resources\n Create a comprehensive plan to provide an integrated system of support to all students\n Present proposals to the local board of education for approval\nand finally Build a local Communities In Schools organization. The end result is a community-owned program that effectively unifies all applicable resources of the community around students to help them successfully learn.Finally, Why CIS and Why Now? Why CIS? For almost thirty years. Communities In Schools has provided a means to the end,,,a graduation diploma, a better prepared graduate, a healthier community of young people and a brighter future for many who never envisioned one. Through its national office, CIS can offer a school district and the community it serves: Free technical assistance\n Quarterly national training institutes and/or local/regional cluster training options\n The benefit of rapidly growing national partnerships (Cisco, Morgan Stanley/ Dean Witter, American Association of School Administrators, Americas Promise, and the NFL among others)\n National working agreements with United Way of America and Boys and Girls Clubs of America\nand A network of more than 1000 CIS sites with whom ideas are exchanged and shared. Why Now? Today, in Little Rock, there is a wonderful window of opportunity. Prevention and intervention programs in our citys neighborhoods and schools highlight not just the rapidly growing number of initiatives but also the difficulty of keeping up and staying aware of all the activity. The opportunity to join together has not always been here. Simply stated, we have a wonderful superintendent, a totally committed mayor and a city willing and ready to get involved. Why now? ...because the window is open. ...because our children are watching.COMMUNITIES IN SCHOOLS Helping kids to help themselves COMMUNITIES IN SCHOOLS OF ARKANSAS ^23 South Louisiana St.. Suite 15. P.O. Box 292 Little Rock. AR 2203 Tel (501) 30-9ool Fax (501) 3\"5-84 F,\\X CISASswbell.nei TO: Communities In Schools of Little Rock Task Force RECEIVED FROM: Ann Kamps, Executive Director Communities In Schools of Arkansas APR 2 9 1999 DATE: April 28,1999 RE: April 19* Meeting/ Questions and Concerns OFFICE OF DESEGREGATION MONITORING The April 19* ClS/Little Rock Task Force Meeting was one of those very ni issary meetings any emerging organization must, at some point, have. Because time ran out before the questions were answered, I have attempted to respond to some of the concerns that were voiced either at the meeting or in foUow-up conversations. I hope that this memorandum will provide some insights that will help at the upcoming CIS meeting on May 3\"*. First, by now, most of you have realized that Communities In Schools is not an easy concept to understand. It is not a packaged program that comes to a community and proclaims that it has all the answers and will solve all the problems. For example, CIS beheves that all kids should have access to a caring adult or mentor to be successfill, but CIS does not start mentoring programs. Instead, it opens up the school to programs such as Big Brother/Big Sisters. Likewise, there may be needs for after-school programs at all the elementary/ middle schools that LRSD cannot provide on its limited budget. You will find die need for social workers, drug counselors, tutors and other professionals in numbers too great for the district to cover on their own. Additionally, there are critical shortages of state of the art computers and software, needs for expanded computer technology, as well as well as servicing, repair, and updating. Finally, there must be someone responsible for making sure all of this... works, that students are meeting with their tutors, that die services children need are being secured in a coordinated way. We must insure that the kids and schools are connected to the services they need, but we must also assure the community, appropriately utilizing its resources in a coordinated, professional manner. This is a community in its schools, the vital needs of all children connecting with the resources, services and talents of their community. They are the children of the village and we are die villagers. Now, to accomplish this worthwhile endeavor, we begin to see exactly what CIS is and can be. It is, simply, the means to get there. If this were Oz, CIS would be the yellow brick road. We connect the resources with the students. Those resources may be critical to their survival or they may enhance their success and expand their horizons. We are not the programs. We connect them with the programs that are already there, and we connect the community to the programs and ttien, to the children. We are die ones that accept responsibility for Tracking the kids, monitoring the progress, and evaluating the effectiveness of the effort. Through its partnerships, CIS promises that overaU academic outcomes will improve, school attendance will improve, there will be fewer behavior problem s and contacts with the juvenile justices system. To answer Charles question as directly as I can, I can say this. If CIS works to its capacity, if this hoard stays involved and if the CIS staff does its joh. Communities In Schools will know what all is going on in Little Rock. This Board, through its committees and working with the Executive Director, could well be that part of the community that brings it together. We have the committed involvement and participation of the city of Litde Rock and Mayor Dailey. We will have at our finger tips, all of the projects, programs, and resources the city provides for its children and families, from prevention programs, to alert centers, to fimding opportunities, to in-kind services it can provide. We have the commitment of Arkansas Promise and the Pulaski County Promise to Youth Executive Committee, many of whom are on this task force, We have the commitment of the LRSD and its superintendent and associate superintendent Many of the programs Charles mentioned are district programs (PIE, VIPS, etc.) We will be in a position to bring them volunteers and additional resources that will enable them to enhance and expand. We have a community of social service and health providers who have already approached us to work with CIS. We have a business community that has long been involved with and committed to improving public education in Little Rock. If we build this board and commit to this effort. Communities In Schools could be the entity that brings it together, that makes the big connections among the schools, business and city. While there were other issues discussed, none more affected our ability to move forward than the issue of establishing a 501(cX3). There was concern that this would conflict with New Futures and other funding commitments. I have no easy answers. In developing the CIS Qualities and Standards it was determined that a CIS Board and/ or its Director must be able to meet, as equals, with school boards, city boards and government agencies. It must have the ability to hire staff and to provide benefits. And it must have an autonomous board, one that works for the sustainability of the total effort. This simply cannot be done under the umbrella of another organization or another board, unless CIS is guaranteed its autonomy and decision making capability. Partnering with another non-profit is possible, but not recommended. Fund raising is always an issue. Yes, there will be expenses, but CIS is very cost effective in that if uses reposition staffing and does not create new programs without partnering with other organizations or agencies. Officially, this board would be responsible for hiring and paying an executive director. That person would have the authority to hire the site coordinators. However, those coordinators could be repositioned staff from another organization and be placed at that school at no cost to CIS. It is conceivable that most or all of the site coordinators could be repositioned form other agencies. Additionally, the other agency personnel that would work at the school sites would continue to be paid by their employer thereby cutting CIS costs even more. There will be expenses, but for 30 years CIS has leveraged its dollars, managing to provide services at schools at a minimal cost with extraordinary outcomes. Finally, there is much to be done if this project is to be in place by start of school in August or September. There are major decisions this task force must make. At the May 3\"* meeting, you will receive an outline of projected CIS sites and a timeline for implementation. The start up date would be August/September 1999. This task force will be asked to decide if this effort will continue. If die decision is made to proceed, the process will move forward with the local liaison and my office providing each of you with important and pertinent information. The proposed task force committees will need to begin addressing their specific areas of concern. Regular meeting times will be established with committees meeting and fiuictioning on an as-needed basis. The decision on nonprofit status will have to be addressed, though CISA can be your temporary umbrella until a final determination is made By the end of May, the Task Force should be prepared to present its initial plans to the LRSD Board. By Monday, May 3\"^, I will have prepared for you sample letters of agreement with school districts and agencies for your perusaL I will have job descriptions for site coordinators and the Executive Director. I hope that each of you will carefully consider the role you play. Each of you is critical to our success. As we have too graphically seen in Jonesboro and Littleton, all kids are at risk. Anger and conflict, emotional and mental health, parental involvement and the communitys commitment to its children all play a vital role in defining who we are and what we will be. We cannot be concerned with just one group or one school or one problem. We strive to make sure that kids have a safe place to go to confide in a caring adult, to talk out their fears or their anger, to ask for help or to get that much-needed pat on the back and that encouraging word. Life, and its tragedies, has a funny way of inflicting itself on even the most unsuspecting of us, leaving us searching for answers and asking what could we have done. Today, you have a decision to make and that decision will make all the difference.Communities In Schools of Little Rock Leadership Task Force meeting on Monday, May 3rd, 1999 @ 4:00 pm @ Central Public Library East Conference Room Your attendance will be immensely appreciated. We have lots of planning to do. We will dispense with any activities and forge forward with the important business of planning on behalf of Kids. * Please recognize that CIS of Little Rock does NOT aim to duplicate any services in Little Rock but rather, to enhance and augment what already exists to service more young people in more schools. * Please be reminded that CIS of Little Rock aims to serve as a broker to bring much needed services and programs (already in existence) into our schools during school hours so that, our students get what they need and their parents feel supported and relieved that their children are getting the best that Little Rock can offer. * Please keep in mind that CIS of Little Rock seeks to keep youth serving agencies alive and vital and serving the youth in the most cost effective and time efficient manner possible. Please know that CIS of Little Rock is an opportunity to invite community partners to participate in a coordinated and comprehensive strategy to provide needed mental and physical health services, workability opportunities, mentoring and tutoring services and corporate partnerships that contribute to successful experiences for our youth and their families. A productive future benefits us all. CIS of Little Rock is about bringing together NOT pulling apart, its about sharing the wedth NOT planning someones demise, and its about enhancing the valuable resources of our schools and our community. Its about inviting our community into our schools to share their wealth of knowledge, experience, support and resources. Its about our community joining together with all of our collective energies to truly, raise our children! Fax:0000000000 Jun 15 99 10:44 P. 01/03 4 COMMUNITIES J. IN SCHOOLS Helping Ms to help themselves Po\u0026amp;t-ifFax Note To: From: Re: Leadership Task Force John Riggs, Chair Next Steps pUniArno CoyOepi. * Phone 7671 ujlI jOat E Co. Phor\u0026gt;e \u0026gt; Fax XZ hX'artXa\" SfiM-Our project! Enclosed for your perusal is a Board. copy of the handout I prepared for the LRSD We will be sending you information to consider for the next meeting which will include such items as what committee would you be willing to serve on Probably the most important decision that you will need to make is whether you want to continue with this project as we transform from a task force to an incorporated 501-C3 that has legal, moral, and financial obligations. I hope each of you will stay hitched, but I would certainly understand if you could not. Lastly, on behalf of myself and the children of Little Rock, thank you for participating in this project. Each of your efforts will make a difference for manv of our children. The next CIS of Little Rock Task Force meeting is scheduled for: Monday, June 21,1999 4:00 p.m. East Conference Room Little Rock Main LibraryFax=0000000000 Jun 15 99 10 = 45 P.02/03 -3| COMMUNITIES H. IN SCHOOLS Helping kids to help themselves Communitiea in Schools-LRSD Proposal .Mission\nCommunities in Schools of Little Rock will be the conduit to connect the children of the Little Rock School District with the resources, services and talents of the community. Objectives\nConnect LRSD with existing programs that meet the five needs of children identified by President's Summit for America's Future\nan ongoing relationship with a caring adult-parent, mentor, tutor coach\nsafe places and structured activities during non school hours\na healthy start\na marketable skill through effective education\nand an opportunity to give back through community service\nand support the LRSD strategic plan and Education and Desegregation plan. Goals\nMeasurements have not been adopted but might include drop out rates (used in Texas), number of children involved in after school activities, hours of community service given by kids, etc. Strategy\nReposition employees from outside agencies within each of the schools (focusing on Middle Schools first) to serve as Site Coordinators. These Coordinators will report to an executive director hired by the CIS of Little Rock Board. Bridge Plan (1999-2000 School Year)\nSite Coordinators for Forrest Heights, Pulaski Heights, and Cloverdale Middle Schools. By January, add Alternative Learning Center. Designate all these plus Hall High School* as CIS sites. Budgets/Resources\nCIS-LR\nalthough the budget has not been formerly drawn up, in general, the CISLR board will commit to raising sufficient funds (from in kind and hard dollars) to hire an executive director. We anticipate that we will need to raise somewhere in the neighborhood of $ 100,000 per year for this. In 1Jun IL F.03/0o ranolof M* hard/soft $s-probably in the ge of $50,000 as a minimum. Most of these dollars will be from in-kind asenoies, AmeriCorps fell^ at the no ha^ dollar budget allocations are requested. In kind budqet r^uests would include office space for each of the coordinators at the sites, furniture, phone, supplies. In addition, until the CIS-LR Board can '------------------------------------------III auuiiiuii, urnii me UlO-LK Board can raise the funds to hire an Executive Director, continue to loan LRSD employee for this task. IssMe9/$how Stoppers (CIS-LR Board and LRSD Board) raising $100K per year plus $50K per site per year * Incorporation and gaining 501-C3 status for CIS-LR * articulation agreements with outside agencies selection of next sites * goal selection monitoring and evaluation of program (CIS Program Information Management System) hiring staff * communication process between CIS-LR Board and LRSD Board Hall High previously approved by LRSD Board as Cisco Academy. 2RECF Communities In Schools of Little Rock, Inc. Board of Directors Meeting Monday, August 23rd, 1999 4:00 p.m. @ AUG 2 S 1935 OFFICE Or desegregation MONITORff Centtral Public Library-East Conference Room YOUR attendance is important...critical! We must vote to approve the enclosed by-laws! We have a lot to catch you up on! We have LOTS of exciting news and plans!! We need your input, feedback, ideas, insight, resources!!! We must develop our committees and MEET!!!! School is starting and so are WE!!!!! CIS of LR will be operational at: Cloverdale Middle School * * Forest Heights Middle School Pulaski Heights Middle School Hall High School * LRSD Alternative School sites We have site coordinators reassigned by four community organizations to be placed at the above schools! WOW! Wanna hear more good news???? COME...call 370-9661 to confirm...Thanks! BYLAWS COMMUNITIES IN SCHOOLS OF LITTLE ROCK, INC ARTICLE I - NAME 1. The name of this organization shall be Communities in Schools of Little Rock, Inc. ARTICLE II - PURPOSE 2.1 The purpose of this organization shall be to coordinate health and human services and to deliver them to at-risk youth in Arkansas and to their families through the supportive environment of the public schools or alternate education sites. The Corporation will endeavor to enable youth and their families to have access to a broad range of needed health, social, and educational services by establishing coordinated delivery systems of community, county, and state resources within educational settings. The objective of the Corporation will be to reduce the number of school dropouts in Little Rock. 2.2 No substantial part of the activities of the Corporation shall be the carrying on of propaganda, or otherwise attempting to influence legislation, and the Corporation shall not participate in, or intervene in (including the publishing or distribution statements), any campaign on behalf of any political candidate for public office. Not withstanding any other provisions of these Bylaws, the Corporation shall not carry on any other activities not permitted to be carried on by a Corporation exempt from federal income tax under Section 501(c)(3) of the Code, contributions to which are deductible under Section 170(c)(2) of the Code. ARTICLE III - OFFICES 3. The Corporation may have its offices at such place or places within the State of Arkansas as the Board of Directors may from time to time determine. ARTICLE IV - DIRECTORS 4.1 The activities, property and affairs of the Corporation shall be managed by its Board of Directors which is empowered to exercise all such powers of the Corporation and to do all such lawful acts and things as are authorized by law, by the Articles of Incorporation or bylaws. To the extent permitted by law, the Board of Directors may delegate power and authority in the exercise of its duties and responsibilities to its duly elected and duly appointed committees, and to its duly appointed officers or other such qualified agents. 4.2 The Board of Directors shall consist of not less than seven nor more than 30 members, the precise number to be fixed by resolution of the Board of Directors. 4.3 The composition of the membership of the Board of Directors shall at all times include high-level decision-makers from the public and private sector. At least one member of the Board shall be from the education sector.09/21/1959 09:07 5013240504 LRSD PAGE 02 Hello Friend\nThis Thursday, the 23rd is the LRSD Board of Directors meeting. Communities In Schools of Little Rock, Inc. is on the agenda for an update report and for the superintendent to receive confirmation to sign the letter of agreement between CIS and LRSD. The meeting begins at 6:00 p.m. I know its after work hours but, I would like to encourage you to join us at the meeting to support our presentation. Your presence is very valuable and we would like to introduce as many board members and community partners who are present, as possible. Also, Cynthia Howell from the Democrat will be there and wed like to give her a packet of information and a supportive group to report as being at the meeting. I dont think it will last very long, were probably towards the beginning of the agenda. PLEASE try hard to fit this into your busy schedule! And, please call me (370-9661) to let me know so I can look for you to introduce you. A\u0026lt;always, Thanks from the heart! iz \\11/02/1999 11:04 5013240504 LRSD PAGE 02 5JTi w3 w jAk^lZ Ai:'/J wrs-^jv Has your committee met yet?! Our next CIS of Little Rock Board of FDirector^s meeting is: MONDAY, November 15th, 4:00 pm @ the Central Library, * PLEASE e-mail me back or call 370-9661 to confirm your attendance! Please meet with your committee BEFOREthe Boarrd meeting or make plans to do so...review the committee charges, begin to examine your goals and objectives and let's MOVE AHEAD! Obviously, you do not wish to be a committee of one or two so, please use your experience and expertise and your great wisdom to invite those people who you know will bring diversity, creativity and strength to the charges at hand! You are ALWAYS appreciated because...This is about YOUth!! Also, Dr. Camine has requested to meet with me on Wed. Nov. 3rd. He has not yet signed the letter of agreement as approved by the school board in Sept but hopefully, will do so after I meet with him. If there is a problem with signing the letter, 1 hope to find out tomorrow and I will report back to you. The site coordinators are busy compiling information for the site assessment of their respective schools. The site plan will grow from that data compiled. Student assistance groups are either being formed or have begun to provide a safety net for students. These groups are a partnership activity between Pupil services and CIS in connecting community folks to assist with the groups as needed. I am working on a proposal to present to the TEA for the expenses of the CIS of LR budget. Charles Nickerson is assisting with this and Henry McHenry is also providing an assist. Please help usget the support needed to benefit our LR kids! Uaa G 3 1SS9 DESESitEC^^ Has your committee met yet???!!! Our next CIS of LR Board of Directors meeting is Monday, November ISth, 4:00 pm @ the Library' PLEASE meet with your committee BEFORE the Board meeting...review the committee charges, begin to examine your goals and objectives and lets MOVE AHEAD! Obviously, you dont wish to be a committee of one or two so, please use your expertise and great wisdom to invite those people who you know will bring the diversity, creativity and strength to the charges at hand! You are always appreciated because... This Is about YOUth!! Please call me so that I can join you when you have a date a time. THANKS! Liz 399-8250 Communities In Schools of Little Rock Finance Committee (Treasurer) General Commission The Finance Committee is commissioned by and responsible to the Board of Directors to be responsible for ail ' matters pertaining to the organization's general financing and budget control. i n, ' Composition - . i The Treasurer of the CIS.. Board shall serve as chair of e Finance Committee. Committee membeis shall be appointed by the Chairperson jf the Board. - vj. Meetings The committee shall meet on call as needed in order to accomplish its tasks and responsibilities. it '%'t i I Responsibilities I 1. To review financial policies and recommend improvements/changes as necessary. 2. To approve the annual budget development process and calendar, to review the annual operating budget and submit the final draft to the Board for approval. 3. To monitor financial performance and make regular financial reports to the Executive Committee and the Board. 4. To select an independent auditor to perform the annual certified audit\nto review the report and interview the auditors annual\nto report the results to the Executive Committee and the Board. 1 i I 5. To monitor and evaluate e risk management program, including insurance to safeguard the aw* of the organization. ! I I '.\\r- y. ,Communities In Schools Of Little Rock Board Development Committee Commission I 1 General Commission { The Board Development Comminee. commissioned by and responsible to the Board of Direemrs, is responsible for evaluating, recruiting and nominating prospective board members, nominating a slate of officers, paracipaunz in new board member orientations, plamung the annual board retreat, and pcriodicallv reviewing and evaluating individual board member performance, ' \" , I I Composition The chairperson and members of the committee shall be appointed by the Chair of the Board, who wiU also on the committee. serve n\" Meetings The committee shall meet on call as needed in order to accomplish its tasks and responsibilities-. Responsibilities i Create minimum standards for recruitment, board membership, and board member performance evaluauons. 1. 2. To develop and maintain the highest level of committed and talented community volunteers to CIS Board service. 3. 4. 5.. 6. To develop a set of criteria or minimum standards for Board membership, specify recruitment goals, and define specific characteristics, skills and/or abilities which will strengthen the board. To work with staff to recruit train and recognize Board members. To ensure that the Board of Directors has a full complement of director in compliance with the Bylaws, To periodically review and evaluate individual performance of board members based on agreed-upon criteria, 7. 8. 9. 10. To propose a slate of officers to the Board for election as required by the By-Laws. To ensure that the Board membership is representative of the state of Arkansas To act as enabler and facilitator in strengthening local boards as appropriate. To repon periodicaUy to the E.xecutive Committee and to the Board regarding progress. I i I 1 I The E.xecutive Director shall ser/e as the staff officer to the committee. 1 ICommunities In Schools of Little Rock Partnership Development Committee Commission General Commission: To generate partnerships in the community that will enhance and expand existing services in the schools. Composition: The chairperson shall be appointed by the Chairman of the Board. Members can be selected who have a working knowledge of available community partners who will willingly participate with positive regard for the mission of CIS and the basics to youth adopted nationally. The Executive Director will actively participate in this activity. Meetings: The committee shall meet on call as needed to accomplish its tasks and responsibilities. Responsibilities: 1. 2. 3. 4. 5. 6, To compile a comprehensive list of potential partners. To assure that duplication/overlap does not occur. To draft letters of agreement that will facilitate a smooth working relationship with each partner. To follow-up and evaluate the viability of each partnership from a school perspective and partner perspective to ensure success. To provide ongoing networking for additional partnerships as needed. To network with National partnerships in a similar fashion to those on a local level.Communities In Schools of Little Rock Resource Development Committee Commission General Commission: The Resource Development Conunittee, commissioned by and responsible to the Board of Directors, is responsible for developing a comprehensive resource development plan to carry the organizations through long term operations. The committee is also responsible for ensuring that the necessary funds are raised so as to allow for the consistent and continued operations of the CIS of Little Rock office. Composition: The chairperson of the committee shall be appointed by the President of the Board. The president shall also serve on the committee. The chairperson needs to be the President-elect in order to sustain knowledge of resource development from one year to the next. Meetings: The committee shall meet on call as needed in order to accomplish its tasks and responsibilities. Responsibilities: 1. 2. 3. 4. To develop and establish a procedure for soliciting board members to make a personal and financial commitment to CIS of LR\nto follow-up as appropriate, with individual members regaiding their contributions. To develop, with the CIS of LR board and staff, and oversee a comprehensive resource development plan to ensure the stability and continued operation of the state office\nto ensure all board members receive the appropriate training needed to secure required funding. To establish necessary sub-committees, when appropriate, to carry out the responsibilities and tasks of the committee, including Strategic Planning. To work with the staff when possible funding opportunities become available so that needed introductions are made and the solicitation process will be carried out in an acceptable, positive manner.Communities In Schools of Little Roc Public Relations Committee Commission General Commission: The Public Relations Committee commissioned by and responsible to the Board of Directors, is responsible for advancing the CIS mission by increasing visibility and improving the overall image of CIS throughout Arkansas. This will primarily be accomplished through the advice and counsel to the CIS staff Composition: the Chair of the Board shall appoint the chairperson and members of the committee. Meetings: The committee shall meet on call as needed in order to accomplish its tasks and responsibilities. Responsibilities: 1. To develop and review a CIS public relations plan to ensure it meets the goal of increasing the visibility and improving the overall image of CIS of Little Rock. 2. To advise the CIS staff and Board on an as-needed basis of image-building and publicity opportunities that may include the identification of CIS programs to promote\nthe identification of media representatives with whom to cultivate relationships\nthe identification of and wherever possible, the facilitation of appropriate networking opportunities\nand the identification of resources that may be utilized to strengthen CIS public relations efforts. 3. To seek opportunities to gamer the support of key business and community leaders in furthering the mission of CIS. 4. To speak, whenever possible, on behalf of CIS mission and efforts to appropriate audiences. 5. To apprise the CIS staff and board of issues considered being important and/or sensitive to CIS. '6. To recommend and set expectations of the Public Relations Committee members as well as the CIS Board regarding the public relations needs of CIS. 7. To provide reports to the Executive Committee and to the Board regarding the progress/status of public relations activities at CIS. 8. Seek opportunities for recognition of CIS partners and community/school partners. 9. Provide a year-end report to the community.Communities In Schools of Little Rock Program/Network Design Committee Commission General Commission: To generate annual goals and objectives for the overall operation of CIS of Little Rock. Composition: The chairperson role will be shared and appointed by the Chair of the Board. The Executive Director will also serve an integral role. Memebers will be selected by the chairpersons to fulfill the needs of the subcommittees. Meetings: The committee shall meet on call as needed in order to accomplish its tasks and responsibilities. The sub-committees shall meet as needed to provide the substance of delivery to accomplish the overall goals and objectives. Responsibilities: 1. To generate goals and Objectives for each fiscal year. The following are the goals and objectives for 1999-2000: Develop and strengthen CIS and School Partnership Effectively connect needed services with children in participating schools. Work with CLT/PST Maintain effective communication with LRSD Become Financially Healthy Increase corporate support through a Resource Development plan Continue service provider commitment for personnel and servcies with CIS Strengthen LRSD commitment for personnel and services with CIS Create and Develop public awareness and support for CIS of Little Rock Enhance corporate, family and community awareness with a focus on students Develop and implement a Public relations Plan Enhance and Expand Plan for 2000-2001 school year. 2. To support the activities of each of the subcommittees: Social Services sub- 3. committee that encompasses mental/physical health, legal issues, financial issues and includes representatives of each of the community partners for CIS\nParenV'Student/Neighborhood Committee that encompasses community education, life-long learning, advocacy, and neighborhood resources. To establish on-going evaluation of service delivery and to establish a tracking system that will ensure students maintain continuous delivery from one school level to the next and that they are not without the four basics to youth as established by CIS, Inc.S)\" -3 \u0026lt; JI \u0026gt;J -3 J Cra .J r L jQ a fiaoi Att* Communities In Schools of Little Rock, Inc. Board of Directors meeting HCV 1S39^ October 18,1999 MINUTES to OESBaSaRTiOW MGNiTORJKS Members present: John Riggs, Larry Berkley, Jim Dailey, Marion Baldwin, Junious Babbs, Bill Fitzgerald, Diane Vibhakar, Liz Lucker (Interim Director) John Riggs called the meeting to order at 4:12 p.m. The minutes of the last meeting were approved as submitted. Introductions were made of the 5 site coordinators present: Kathy Sweeney (Child Study Center)\nAngelica Young (Child Study Center)\nAdrienne Nimmer (AR. Dept, of Health)\nFrances Waddell (Centers For Youth and Families)\nRochelle Webb (Insure The Children at Childrens Hospital\nand Kerri Brazzell from CISA as an Americorps Promise Fellow. Old Business: Each site coordinator shared with the Board their perceptions of their training in Phoenix and the unique qualities of how they see their position at their school site. All four attended the Program Operations training which was a five-day training squeezed into 3 days. Frances emphasized that other cities and states have CIS and they have fully incorporated the process. She looks forward to Little Rock stepping forward to be fully operational real soon. Angelica found the training eye opening and realized she s been doing CIS all along and didnt know it. Kathy Sweeney called it an invaluable experience in figuring out the details of what to do. Adrienne Nimmer was glad to have a clear picture of her first day at school to give her a jump-start on the year. Liz attended the Executive Directors training for three days and then, resource development for a day and a half. Rochelle mentioned that she was able to visit with Cynthia Howell of the Dem./Gazette last Friday when Cynthia spent the day at Pulaski Heights Middle School. Liz shared the goals and objectives of all the sites as they are developing. Each site coordinator is in the process of compiling a site assessment. This will be ah intensive look at what each school already has as resources and where the gaps need to be addressed. After the overview, each school will develop a site plan that will address the unique needs for each school. This site plan will be a . blueprint for the activities and resources needed for this year. Liz reported on the State Board annual luncheon and thanked Larry Berkley for his presentation to the state board and to Junious Babbs for bringing Brady Gadberry and Terrence Roberts to the event and to Dr. Camine for attending.New Business: John Riggs reported that he has met with his attorney who will file the necessary papers to proceed with the CIS of L.R., Inc. 501C3 status. Funding for the Little Rock office was discussed. Liz will contact the TEA Coalition and also look into some grants through DHS, South. Funding is a key issue. Larry Berkley remarked that numbers and figures are needed when budgetplanning time comes along. Zenobia Harris mentioned some grants through DHS South due in Oct. 25*. Committees were discussed and reviewed. Chairpersons were asked to please meet with their committees to proceed with plans and charges as written in the committee overview sheets. Bill asked if they could recruit for the committees outside the Board. Liz replied, most definitely. The goal is for committees to meet in between Board meetings and reports can be brought to the Board at the monthly meetings. No further discussion was heard. John Riggs thanked the site coordinators for attending and invited them to attend any future meetings. The next meeting will be Monday, Nov. 15* at 4:00 p.m. in the West conference room. Meeting adjourned. Respectfully submitted, Liz LuckerRecommended Committees of The CIS of Little Rock Board V 0 3 1SS9 GFrlCt OF To function effectively, our board needs to work through a committee structure. MONITORING following committees are being recommended for CIS of LR board consideration and approval: Executive Committee: Acts on behalf of the board between meetings as defined by the bylaws\nalso serves as the Personnel/Employee Relations Committee\ncan establish an ad hoc committee as needed and provides Quality and Standards assurance from CIS, Inc. Board Development Committee: Evaluates, recruits and nominates prospective board members\nnominates a slate of officers\nperiodically reviews and evaluates individual board member performance\nensures board development activities (such as new board orientations and board retreats) are conducted. Resource Development Committee: Develops plans and raises funds to supportr program needs. Finance Committee: Develops fiscal policies and a financial reporting framework\nprovides for financial audits\nand establishes and monitors the programs budget. The chairperson is the Treasurer of CIS of Little Rock and serves on the Executive Committee. Public Relations Committee: Promotes awareness about the program and advocates for CIS of Little Rock. Program/Network Design Committee: Provides the framework for providing networking and service delivery as needs are identified by students, parents, schools and community. Sub-committees include Social Services Committee and the Parent/Student/Neighborhood Committee. Partnership Development Committee: Explores and recruits those agencies, organizations, corporations and other entities that can meet the needs identified on behalf of youth.11/11/1999 08:41 5013240504 LRSD PAGE 02 Subj: Date\nRa: CIS 08/11/99 11:22:22 p.m. Central Standard Time From\ntemwalnut To: Bill.Fitzgerald@cjtw.com, johnr@jariggs.com To: jdailey@littlefQck.state.ar.us To: mebaldw@mcc.lrsd.K12.ar.us. laiTy@CAR71.com To: Bob_Drrech8ler@Raytheon.com To\nzhani8@mail.doh.state.ar.uB To: cstewart@REGIONSBANK.com, dMbhakar@alltel.net To\njcbabbs@stuasn.iisd.K12.ar.us To: wkamps@aristotte.net, Imrc@compu8eive.com To: lamwalnut Sony about the attachment, Just delete it. All's well, we're trucking right along, fm working hard with the site coordinators to get their sites in gear. Two of them are young and need lots of hand-holding so, it's been more time-consuming than I expected. Plus, getting the desks, file cabinets, etc. for each one is more time consuming. Theyre working diligently on their site assessments so that we can develop good, solid, constructive site plans for each school. We do not want to duplicate services so the more complete the assessments are, the more accurate and effective the plans will be! They are each taking intakes, the SAP/CIS support groups are starting, the asthma groups started last month at FHgts. and Cloverdale, the clinic is toodling right along at Cloverdale and individual counseling is beginning. As the intake forms are completed, we will beginto compile caseloads that will continue to grow throughout the year. AR. Advocates has borrowed all of otr insurance forms to do follow-up calls on those without insixance to sign them 14) for ARKIDSlst Consent forms will be sent home for participation in CIS. Cloverdale has requested a school-wide Sexual Harrassment Awareness Training that Adrienne Nimmer is planning and implementing. The site coordinators are meeting with me once a week to coordinate efforts as needed, give supportive feedback to each other and educate those who were unable to attend Phoenix Another National CIS Training will be coming up in February. It would be VERY beneficial if the money could be raised to send all site coordinators to Atlanta for the training. The two new folks could get the program operations and the others could continue through some further coirses to improve their skills and knowledge. We really need to get the word oti to all parents and students about CIS. I will continue to work with Bill Fitzgerald on a poweriul information piece for that purpose. I will also attempt to connect with several school district people like J. Elston, D. Milam, M. Baldwin, M, Swanson, V. Hudson to make sure fm updating them on our progress and how what we're doing and trying to do will enhance what theyre already working on. Dr. Gamine is also eager to get the Staff Wellness Program off the groLrxd so, fll be getting with Kathy Lease Asst. Superintendent for Planning, Research and Evaluation to design and distribute a \"quickie\" survey on what would be incentives for staff to participate in the Wellness Program, fm also looking into Health Carters that will extend a corporate discotrt to the district employees and hopefully, the district will be willing to do payroll deductions for monthly fees. I look forward to seeing all of you at Mondays CIS board meeting at the Central Pitolic Library downtown at 4:00 pm. Till then! Liz UarMi. OS \u0026lt;i WBxliiiawi da 1M* Anrica OnUna: Guoit P*9r. 103/03/2000 11:03 5013240504 LRSD PAGE 02 Subj\nDate: CIS of Little Rock update and meeting announcement 2/29/00 10:57:18 p.m. Central Standard Time From\n(amwalnut To\njohnr@JARIGGS-com, lany@CARTl com. SFrueauff To: Jdailey@littleroc)(.8tate.ar.us To\nlvcami@lreda\u0026lt;lm.lred.K12.ar.us To: jcbabb3@stuasn.lred.K12.ar.us To: To: bill.fitzgeraW@CJRW. com zham's@mail.doh.state.ar. us To\nmebaldw@mcc.lred.K12.ar.us, zena@ipa.com To: duWiakar@alttel.net, wkamp8@aiistotle net Greetings Board memberst All sites other than Cloverdale are moving along smoothly. Cloverdale is still without a site coordinator and John has been playing e-tag with Dr. Boozeman to try to rectify that on behalf of Zenobia. There has been a freeze on hiring and Adrienne's job was frozen when she left Hall High is so much better off since Marilyn took the helm, staff have been complimenting her and remarking how nice it is to know there is someone who can help fill in those gaps. My only concern at this point is that she is still doing duty. Based on the wording in the Letter of Agreement she is reassigned to CIS and University School so, I will explain. Twelve support groups are up and running and more are to follow. I am writing a technology grant through TOPS with assistance from Holly Felix. It is for Hall and win bring $129,000 of equipment and staff for Hall. We're still working our way through the process. Ill give everyone a copy. Thia grant focuses on Lifelong Learning, parent*teacher communication and 5-8pm classes for anyone. It holds some very exciting potential for everyone. As Ive stated before. Groundhog Job shadow Day went so well that the workplaces have begged our Students to return and a couple of youth were offered summer jobs, I will spend time in the next two weeks compiling some data from the schools. I know we need figures for LRSD budget requests. Oh, an executive Director needs to be hired as a top item on our next Board meeting, as per comments from our last meeting. WHEN???? Monday, March 13th @ 4:00 pm. Central Library (west conference room) PLEASE rsvp so I know whether or not you're coming... 223-3033 (leave a message) Thanks to you! Liz03/03/2000 11:03 5013240504 LRSD PAGE 03 Subj\nCIS issues needing addressing Date\n2/29/00 10:34:17 p.m. Central Standard Time From\nlamwalnut To: johnr^ariggs.com, latTy@CAR'n.com. SFateauff Hello executive board members... Please remember that our next Board meeting is scheduled for Monday, March 13th @4:00pm at Central Library, west conference room. I will inform everyone else as well. It would be a great idea to pre-set the agenda... If you send it to me, John. Ill type it up. Also, since we have been talking and completing a strategic plan and resource development, we cannot receive monies and grants without our S01C3. John, where are we on the paperwork? In order to be operational, ail we need is a verification that the 501C3 has been filed. We are in decent shape at all of our sites except at Cloverdale. PLEASE John have you been able to connect with Faye Bozeman? I dont see how Zenobia can help the situation witfiout a helpful boost from you. Darlene is working on the strategic plan piece to bring back to the whole board to continue with the process. Ann Kamps has requested that we invite Bonnie Lesley to our Board meeting so that, she can discuss the HOSTS program and rally support from our board to encourage Bonnie to get the program on the adoptable status with LRSD. Do you want to do that this month? If so, her calendar fills up speedily. I will retire from this e-mail and proceed on to one going to everyone. Do we need an executive meeting ahead? If so, when is good for each of you? JtttvM, Mano 02,2000 AnioMoo Online: bowabHit Paso: 1Fax:0000000000 Communities In Scnoois oi i^nue xvuvb., Letter of Agreement Update XUV\u0026lt; auw Jun 9 00 -----T- 14:18 P. 02/11 May,2000 i: I^e toUowin, consh^us a of of Little Rock and the local school sites identified as Schools of -*-i in the Letter of Agreement dated August 30, 1999. 1. The Communities In Schools of Little Rock approach involves an (nnovathC utilization of existing schools for the benefit of all students. This new eduMtion. health and human services delivery system emphasizes personalism, accountability, and teamwork Thetndtvidualaed cZdm^tl aZiZtegrateLffort gives at-risk students and their famUies many of ihe services they need to solve social, educational, health and emotional problems impeding iheir success. stc^ and resources in This point is a simple overview of what CIS aims to provide for students and'families in the identified school sites. 2 as with the strong support of your ojfice. agrees io operate and CIS project Heights Middle School. Forest Heights Middle School, Cloverdale Middle School. Alternative Learning Center and Accelerated Learning Center during the 1999 2000 school year. CIS of Little Rock has placed Site Coordinators at each of the schools listed\nAlternative Learning Center Cloverdale Middle School Forest Heights Middle School Hall High School Pulaski Heights Middle School Frances Waddell Adrienne Nimmer (resigned/Hring freeze) Kathy Sweeney Marilyn Brewster Rochelle Webb theCtbTlEkin Arkansas Department of Health Child Study Center - UAMS Little Rock Scholol District Insure The Children-ChildrensHospital i 1 3. 77e CIS projects will actively serve all students who will attend these schools. As a CIS School of Promise, all students have access to the following resources. A healthy start and a healthy future A safe place to learn and grow A one-on-one relationship with a eating adult A marketable skill to use upon graduation A chance to give back to peers and community All school sites surveyed students and staff for needs other than those already provided. Site Coordinators then made arrangements to provide those services needed. Level 1\nLevel 2'. Levels of Servics Education, awareness\nschool-wide/grade level\ndirect informaUon liervices Support groups that complement the S.A.P. program\nagency mandated visits with individual students (DHS, Courts, etc.)\nscreenings\nimmunizations/physicals\ninsurance referrals\nLevel 3: survival needs (food, shelter, clothing) Individual counseling\nassessment\nreferral for medical or psychological treatmentFax:0000000000 Jun 9 00 14:18 I School Site Level 1 Services Number level 2 Services Served r Number 1'1 bv i Served Hall High I Rice Depot Closet I Charactei Education Word of the Week\" 12 weeks Friends of Prevention resources materials a Ice Cream Social Straight A Students a Science recognition and motivation program (Eastman Kodak) a Academic Excellence Certificates A/B Honor Roll AH School Ah School All School 36 180 267 P. 03/11 IVUUUfCl Served Ground Hog Job Shadow Day Support Groups C1S/SAP(15 groups/seek) College Tour Atlanta, Georgia (Raydieon Corp) AR Kids! referrals 38 205 students 2 students gponsoredi Individual Counseling Refenals Depression/ suicide assessments 100 1 100 I L n i T I 8 Susan Q. Komen pAnndanfla BxCftSt Care 4/25/00 All Female students - 4 sessions X 4. Each school agrees to provide sufficient office space, and all necessary office ffmtture. equipment, and supplies. Each school has provided office space that includes a desk, a file cabinet, phono usage and needed. A computer at each site is not yet available. Pulaski Heights Middle School needs additional trunk lines in order to provide additional phone lines. The site coordinator Uses the phone m the teachers lounge to a cell provided by Children's Hospital. Forest Heights also needs connections in the site coordinators office. She currently uses the cell phone provided by the Child Study Center. 5. Little Rock School District will reassign staff, as previously agreed to serve as Site Coordinator at Hall High School and as Interim Director. The Interim Director has been reassigned while still performing several respon^bihties for the Little Rock School District Hall High School reassigned Marilyn Brewster as of January 19 ,2000. She still performs many duties of an Assistant Principal Gunch duty, before and after school duty, teacher evaluations, graduation coordination, and aftiletic event chaperoning) in addition to her role as University School Coordinator and CIS Site Coordinator. Those additional A.P. duties make it impossible to properly focus her time on serving the myriad of needs of Hall students. 6. The CIS Site Coordinators will work closely with school teams including the Campus Leadership Teams and Pupil Services Teams to insure seamless service. All Site Coordinators have worked closely with the school staff. They meet rejnilarly with their principal, teacher teams (at Forest Heights and Pulaski Heights), Pupil Services Teams (it Forest Heights and Hall), and any teachers and staff as needed. They also artend PT A meetings and speak when asked, attend all monthly faculty meetings and attend all Campus Leadership Team meetings. 1. Exemplary performance of an assigned staff person -Mill be recognized and duly recorded in his or her personnel file. Performance will be evaluated and filed in appropriate personnel files.8. Fax:0000000000 Jun 9 00 14:19 P. 04/11 TTie Site Coordinators will provide monthly reports io Little Rock and CIS of Arkansas. the school for review, 'tith copies to C/i' of The principals at t each school site have been well informed on a wecldy basis. Harb site.coordinator to provided weekly reporting in a meeting with the principal by delivering thaTino concerns and ideas. CIS of Little Rock also continues to receive feedback from each Site Coordmator on a regular basis. Interim Director and Site Coordinators meet regular y as we as, ose from around the state CIS office. 9 It is understood that any staff member assigned to Communities In Schools by the LMe Rock School District will be bound by confidennahty and if he or she has not already done so, will be required to comply with the school districts drug free workplace policy. All Site Coordinators are awar e of the confidentiality laws and maintain their priifesstonal ethics at all times. They are accountable to both their sponsoring agency and CIS of Little Rock. Si gned release forms are used when services arc being provided for students. Letters of agreement with each organization are on file with CIS of Little Rock. 10. CIS of Arkansas agrees to provide technical assistance and consultation in planning, training, interagency coordination and overall project site management. CIS of Little Rock has requested and received technical assistance from the National Office and has been provided the following by Gary Eagleton from CIS National office in Houston, Texas. Training for the Pupil Services Team at Hall and Site Coordinators (January 25 ) Two Board trainings (February S'* and 22*) Visits from the regional CISCO office on behalf of the Academy at Hall National CIS Training Institutes are available twice each year. Four Site Coordinators and the Interim Director attended the training in Phoenix, Arizona in September, 1999. The CHS Board and the partnering agencies covered all expenses for the training. Ths Interim Director attended the Spring 2000 National Training Institute in Detroit in April.Communities in schools of Litts Rock \u0026amp; Forest Heights Middle School SM CooRfliwIor UAUS CtilM Study Cmttr ttayWMMk tor S-B Rionitw 0S 21,4SS.M LEVEL H Services Grounctxjg job Shadow Day 3 students 3 professionals x $14.8Slhour x 4 hrs. $578.00 Level IM Services LEVEL I Services Rice Depot cost ponding Friends of Prevention (Family Service Agency resource materials) Anger Management Group (Chid Study Center) 10 students x $72./child x 12 weeks 10 students x $72.Zchild x 12 weeks Individual CounaeUng (45 students) $8,640.00 assessments O 4 hours each 45x4x $70.00 $ 12, 600.00 Anger Management Group Arkansas Department of Health 10 students x $35./hour x 12 weeks counseling 45 X $7D.OOIhour for 10 weeks $31,5000.00 $4,200.00 StressZAnger Management Group The Centers \u0026lt;4200.00 Eyeglasses (5 students) Lenacrafters 5x$300.00/student $1,500.00 U X StressZAnger Management Group Insure The Children (cost included on the otheri n-kind) Dentistry one student referred for free serves for your benefit. 8 o Food \u0026amp; dothing assistance ARWds 1st refefTal8(150) cost pending Ongoing Intervention average of 5 students daily 5 X $35.00 X120 days $21,000.00 Tutoring for 75 students tutors were certified teachers during off time hours. 75 students 75 adult hours x $14.85+ Crisis Intervention 16 students x 3 hours x $ 35.00 $1,660. c 3 $1114 $66,230.00 Asthma Education Program St. Vincent's Medical Center 75 identified 30 serviced (cost bidudes other in-kind) * AB figures are the most accurate available 8 \u0026lt;\u0026gt; Tale Troupe Summer Youth grant City of Little Rock (21 students) $16,082.00 o 8 Consultations with teachers Ix/week attend Team meetings $41,940.00 Total dollan leveraged\n$ 109,270.00 (plus other Tn kind\" costs last 2 pages)Communites In Schools of Little Rock\u0026amp; HALL High School Site Coordinator. LRSD Repositioned 50% time Level II Services Groundhog Job Shadow Day 38 students FUyttwon CorpoOton, CARTI, CammrSyPuntohmar* ImartmsniFhm Level III Services Rice Depot Level I Services cost pending Character Education (12 wks.) Friends of Prevention FamHy Service Agency resource materials Ice Cream Social straight A* students (36) = HALL Science reoognItiorVmotivation Eastman Kodak engineers (2) = $ 1,000.00 Academic Excelience recognition certificates to A/B Horxx roll (267) Susan G. Komen Breast Care physician speaker 700 female students 3 presentations s $500.00 $1,500.00 33 adults X $14.85/hr. x 4 hre. a 5adults X $14.BS/hr. x 8 hrs. = Atlanta (kiltegs Tour (2 students) Donated by Raytheon Corporation = Pre-natal Group The Centers Teen Parent Group The Centers Anger/Stress Management Group Insure 'Rte ChHdren (3 groups) 40 students = Family Addictions Group 15 students = Staying Straight Gtxxip (3 groups) 30 students = Nicotine Intervention 12 students - Ai^/Strssa Management Groups (2) The Centers- 30 students 30 X $35.00/hr. x 8 weeks Rape/Sexuai Abuse Group 18 X $35.00rhf. X 12 M*s. = Qrief/Loss Group (2) vara Lloyd Preisbyterian Services 30 students x $ 7000/hr. x 12 weeks = ARKlds 1st refenals 100 students = $1,960.00 $445.00 $280.00 pre-existing pre-existing last page last page last page last page $ 8,400.00 $7,550.00 $25,200.00 cost pending $43,845.00 Individual Counseling referrats (8) Aasesements 4 hrs. each 8 X 4 X $70.0Qfhr. = 8x10x$70.0(Vhr.= DepresslonZSuiside assessments 100 students 100 X $35.00/30 minutes $2,240.00 $5,600.00 $3,500.00 $11,340.00 \"n X 8 c IS, 8 -o 8 Total Leveraged dotars $ 56,685.00 (plus other *ln KincT costs on last 2 pages)Communittes in Schools of LttHe Rock ft Pulaski Hsights Hiddls School Site Coordinalor: Insure The Childran Childrens Hospital S daysfwesk for 8.8 months 9 $18300.00 Levgl H Services Aller School Support Group Insure The Children 20 students 20x $3500x 12*4a = $5040 00 Level IH Services Rice Depot Level i Services Big Brother/Big Islers Core Program (8 students referred) 4 students X $14.85/hr. x 1 hrJwA. = $ 475.20 Ongoing Intervention 30 studentslweek $35.00riv. x 24 wks.= $25,200.00 coat pending Friends of Preventian Family Service Agerwy raeource materials Groudhog Job Shadow Day 12 students Q Blue Cross/Btue Shield' Eyeglasses-3 students Lensctaftere- $300.00 x 3 = $800.00 12 X $14.86/hr. x 4 hrs. = $712.00 School-wide Drug Free Program refreshments: PTA voluntser speakers Healihy Eating Support Group (3) Cooperative Extension Service 30 X $36.00/hr. x 12 wks. = : $10,500.00 Individual Counsehng Referrals 10 students with assessments Aaeesaments (4 hrs. each) 10x4 X $70.00 = 10x$70.00x 12wl(S.= $2,800.00 $ 7,000.00 End of School imenlive pizza, BBQ, Rallys donated $ 175.00 Anger Management Groups Insure The ChHdren (2) 40student8= laet page DrugfAloohol Referrals 12 students last page Parenting Meetings (2) East UWe Rock Arkansas Department of Health (1) 10 students x$3S.0Qlhr.x 12 wks. = $4,200.00 Free Dentistry (1 student) cost urrknown $ 175.00 Health Education Groups (3) Nursing Supervisor, LRSD $35,900.00 X O 8 o Family Addictions Group Insure The CHIdren 12 students^ last page c 3 Choices \u0026amp; Consequences Group Insure The Children 12 StUdHltSr*- LO 8 Stress Management Group Insure The Children 158tudents= last page 8 Asthma Educalon Program St. Vincents Medical Center 21 8tudents= last page 71 o ARKids 1st Program 100 ttetrals= cost pending $20,827.00 Total dollars leveraged. $56,102.00 (plus in-kind* services last 2 pages)ConununWes bi School* of Little Rock \u0026amp; AHemaUve beaming Center Sita Coordinator: The Centals for Youth and Families 1.5 daya/wask $6,641.00 for 9.25 months LEVEL II Swvicw KvIlllSfviCM Rice Depot cost pending Sudani of Vie month (luncheon by McIntosh) $120.00 Groundhog Job Shadow Day 11 students 11 adutls x $14.85 x 4 hours $653.40 Crtsis Intervention 10 students x 3 hours x $3SAKKir $ 1050. All scfwol incentive (Kroger) $ 70.00 Support Groups 2AMek from The Centers 24-40 students weeldy pie-existlng Sbdde Intervention 2 students x 3 hours x $35.00 -r $ 210. School Emptoyment assistance Site coord. ARWdslst (5 students reterred) cost pending Indtvfdual Counaeling (10 lefeiTals) 10 students x $7Qlhour x 10 weeks $ 7000. J X 8 End of School Incentive (Alliance Foods) $150.00 Meetings with teachers and staff as needed Meeting with principal Ix/woek Off campus crisis referrats 10 studentsMreek 10 studennts x $ 35. $350. Friends of Prevention (Family Service Agency resource materiab) $653.40 Eyeglasses by Lenzcrafter examination, tenses and frames 3 students x $300. per child $000 $900. $9,510. $340.00 c * All figures are the most accurate available. \u0026lt;0 8 8 Total dollars leveraged: $17,144 00other In Kind\" Services * Insure The Children @ Children's Hospital Outpatient Drug/Alcohol/NIcotine {Prevention/lntervention 157 referred through Communities in Schools of Little Rock @ Cloverdale Middle school\nForest Heights middle School\nPulaski Heights Middle School\nHALL High School\nAlternative Learning Center Total cost: $ 195,815.00 ($ 1,247/student) Asthma Education Program St- Vincents Medical Center \u0026amp; The Partnership For A Healthy Community @ Cloverdale Middle school\nForest Heights Middle School\nPulaski Heights Elementary \u0026amp; Middle School\nRockefeller Elementary : Respiratory Therapist: 38 hours @ $15.85/hr, = Supplies, materials, incentives = $ 602 30 $ 5,096.00 -n Al X I $ 5,698.30 o * Cloverdale Community Clinic @ Cloverdale Middle Level Academy August 1999-June 2000 (42 weeks) Tuesdays 10 am- 4 pm RN @ $ S0,000.00iyr. = Volunteers In Medicine physician: students seen: 780 x $65.00/visit = adults seen: 405 x $65./hr. = pharmaceuticals: tests/procedures: $ 10,000.00 $ 50,700.00 $ 26,325.00 $ 1.315.00 $ 1,481.00 c \"sO 8 $89,821.00 4^ 1^ * CISCO Academy in kind software: instructor training ($500./day x 16 days) Regional Directors visits $15,000.00 $ 8,000.00 $ 2.500.00 8 $ 25,500.00 Total this page: $ 316,834.00other In Kind\" Services * CIS National Technical Assistance Gary Eagleton, consultant from Houston, Tx. 3 days training for site staff and CIS Board of Directors = 3 X $2,500.00/day = $7,500.00 * Grant Preparation s (2) consultants @ $35.00/hr. x 28 hours (TOPS grant) consultant @ $35.00/hr. x 16 hours (City Prevention grants) = $ 980.00 $56000 * Conmunities in Schools Board of Directors meetings March 1999-Ju ne 2000 16 meetings x $14.85/hr. x 2hrs. x 1 members average = 2 Board retreats @ 4 hours each x 10 members x $14.85/hr. = $ 3,326.00 $1,188.00 $ 13,554.00 Total School Site in Kind leveraged dollars: $ 565,075.00 01 X Total indirect in-Kind leveraged dollars\n$ 4,516.00 c These hgores arehased oethe most figures awailabJe. Several services were unable to provide cost figures until a 8 later date. t-* oFax:0000000000 Jun 9 00 14:22 p. 11/11 Letter of Agreement Update May, 2000 The following document constitutes a summary of the activities sunrounding the 'tune period of October 1, tWSIthrough May, 2000 between CIS of Little Rock and the local school sites identified as Schools of Promise. The following statements correspond numerically with the specific points directly stated in the Letter of Agreement dated August 30,1999. 1. The Communities In Schools of Little Rock approach involves an innovative utilization of existing staff and resources in schools for the benefit of all students. This new education health and human services delivery system emphasizes personalism, accountability, and teamwork. The individualized, coordinated, and integrated ^ort gives at-risk students and their families many of the services they need to solve social, educational, health and emotional problems impeding their success. This point is a simple overview of what CIS aims to provide for students and families in the identified school sites. 2. CIS, with the strong support of your office, agrees to operate and support tite CIS project at Pulaski Heights Middle School, Forest Heights Middle School, Cloverdale MMle School Academy, Hall High School, Alternative Learning Center and Accelerated Learning Center during the 1999-2000 school year. CIS of Little Rock has placed Site Coordinators at each of the schools listed\nAlternative Learning Center Cloverdale Middle School Forest Heights Middle School Hall High School Pulaski Heights Middle School Frances Waddell Adrienne Nimmer (resigned/hiring freeze) Kathy Sweeney Marilyn Brewster Rochelle Webb The CENTERS\" Arkansas Department of Health Child Study Center - UAMS Little Rock School District Insure The Children - Childrens Hospital 3. TTie CIS projects \"mII actively serve all students v^ho will attend these schools. As a CIS School of Promise, all students have access to the following resources\n A healthy start and a healthy future A safe place to learn and grow A one-on*one relationship with a caring adult A marketable skill to use upon gradoation A chance to give back to peers and community All school sites surveyed students and staff for needs other than those already provided. Site Coordinators them made arrangements to provide those services needed. Levels of Service Level I\nLevel 2: Level 3\nEducation\nawareness\nschool-wjde/grade level\ndirect information sitrvices Support groups that complement die S.A.E program\nagency mandated visits with individual students (DHS, Courts, etc.)\nscreenings\nimmunizations/physicals\ninsurance referrals\nsurvival needs (food, shelter, clothing) Individual counseling\nassessment\nreferral for medical or psychological treatmentFax=0000000000 Jun 9 00 14 = 17 P. 01/11 SCIIQgES auF Arkansas SSiK\u0026amp;ttT' i 523 South Louisiana, I Suite 175 I P. O. Box 292 Little Rock. AR 72203 (501) 370.9661 (501) 375.8774 Fax I I I I I I I I I I I I I I Name: ClSA@swbell.net O) \u0026lt;0 \u0026gt; 4) \u0026lt;u : Q. 0) .C o v\u0026gt; C 'Z On I FROM: Messoge\nFAX traHsmittal form Organization Namc/Depc fiaiiiMWWK I ^aMIIWI^CSUb j Phone number ~~ Fax number i~ Dti\u0026gt;C) Name: Title: Date sent\nNumber of Pases: (Including cover sheet) * I )1 Communities In Schools of Little Rock Board of Directors Marion Bald win, Director McClellan Cc mmunity School 9417 Geyer S ?tings Road Little Rock, / R 72209 (501) 570-41 9 / (501) 570-4098 FAX E-mail: meba dw@mcc.lrsdJtl2.ar.ui Larry Berkley, Vice-President CARTI - Physics and Pngingering P. O. Box 55050 Little Rock, AR 72215 (501) 664-8573 / (501) 663-0503 FAX E-m^\nLarTy@CAR'n.com Dr. Les Gamine, Superintendent Little Rock School Ehstrict 810 West Markham Street Little Rock, AR 72201 (501) 324-4012 / (501) 324-2146 FAX E-mail\nIvcami@lrsdadm.lr5d.kl2.ar.us Mayor Jim I laiiey The City of L ittle Rock 500 West Ma rkham Street Little Rock, i lR 72201 (501) 371-45 10 / (501) 371-4498 FAX E-mail\nJdailey@littlerock.state.ar.u( Bill Fitzgerald Cranford Johnson Robinson Woods 303 West Capitol Avenue Little Rock, AR 72201 (501) 975-8307 / (501) 975-4241 FAX E-m^: Bill.Fitzgerald@cjrw.com Sue Frucauff, Director Charles A. Frucauff Foundation 500 Soudi Shackleford Road Little Rock, AR 72211 (501) 219-1410 / (501) 219-1416 FAX E-mail: SFrueaufT@aol.com Darlene Gai rett, Consultant Urban Assoc 503 Bellaire : ates 3rive Hol Springs, AR 71901 (501)620-4828 FMfZ'=ot)3?l-Ss=\nii E-mail: Zenii@ipa.net Zenobia Hanis AR Department of Health 200 South University, Suite 310 Little Rock, AR 72205 (501) 663-6080 / (501) 663-1676 FAX E-mail: zharris@inail.doh.state.ar.us Duane Morgan, C.E.O. Orbit Valve P.O. Box 193520 Little Rock, AR 72219 (501) 568' / (501) 570-5785 (orbirvalvc.com Margie Powell Office of De icgrcgation Monitoring 201 E. Mark lam Street, Suite 510 Mt. 72201 Little Rock, (501) 376-6100 / (501) 371-0100 FAX E-mail\nmqj owcll@aristotle.niet John Riggs IV, Sure Senator Arkansas State Senate P. O. Box 1399 Little Rock, AR 72203 (501) 570-3528 / (501) 570-3218 FAX E-mail: Johnr@jariggs.com Charles Stewart Regions Bank Capitol and Broadway Little Rock, AR 72201 (501) 371-7334 / (501) 371-7413 FAX E-mail: cstewart@RegionsBank.coin Diane Vibh iker 3917 South ,ookout Drive Little Rock, AR 72205 (501) 661-8030 / (501) 661-1263 FAX (501) 580-9119 Cell Phone E-mail\ndvil hakar@alltell.net Judge Joyce Williams Warren Chancery Court, 10* Division 3001 West Roosevelt Little Rock, AR 72204 (501) 340-6725 / (501) 340-7012 FAX E-mail: Advisor: Brace Cohen, Program Dir. UAMS Child Study Center 1120 Marshall Street, Slot 654 Little Rock, AR 72202 (501) 320-5150 / (501) 320-1592 FAX cohenbrucem@exchange.uams.edu ('ommunitiea In Sch^iols of Arkansas P. O. Box 292 Little Rock, AR 72203 Phe ne\n(501)370-9661 Fax: (501)375-8774 E-mail\nClSA\u0026lt;gswbell.net Ann Kamps, Executive Director Alysia Colon, Administrative Coordinator Kerri Brazzel, AmeriCorps Promise Fellow CIS of Little Rock Revised 8/00 30/20d S:2T ii 00, ZT das noooonnoon:xeqNov ember 2 8, 2 0 0 0 Improving our schools What communities can do BY RAYMOND W DONNY LEE Special to the Democrat-Gazette 0 you look at the public schools through a telescope or a microscope? Either perspective offers a distorted D view and perhaps a cynical response. When peering through a telescope, the object is necessarily distant and appears but a speck in the lens. The view is illuminating, but precludes a detailed examination. On the other hand, the microscope offers a detailed view but fails to provide the larger context in which the object exists. It is undoubtedly difficult to get a clear perspective on schools in America today. Virtually every community has at least one school, and people have opinions about it. Each year, Gallup polls report that citizens rate schools nationally lower than they rate their own childrens schools. For example, in the 32nd Annual Gallup Poll on Education reported in September 2000,47 percent of respondents assigned a grade of A or B to public schools nationally, while 70 percent assigned a grade of A or B to their oldest childs school. Obviously, personal involvement and familiarity with a school changes attitudes. Its easier to support that with which you are involved and familiar. Why should the community support the public schools? As school millage elections approach, citizens are divided whether to vote for or against maintaining or increasing school taxes. You might hear something like, Those kids arent learning anything in that school. Or even, I dont have any children in school. Why should I vote for a school tax? Public schools do not exist solely for the students and personnel who inhabit them\nrather, they represent the hope that those who pass through them will create a better world for themselves and for all of us. What would our communities and our nation be like if we had no public school system? While our nations history has a somewhat fragmented past with public, parochial and home schooling, it is clear that in a democracy, public schooling is helpful to sustain the democratic ideals we cherish. Further, schools provide a relatively common base upon which students can draw not only knowledge, but also skills and values that will enable them to go on to be successful contributors to the community. Children in the public schools are not only our future, they are a part of the com- niunity, and their views about community, citizenship and commitment are being Guest writer shaped by those surrounding the public schools. In tile past 20 years, local businesses, seeing this relationship, have partnered with schools to collaborate, with the two-fold goal of strengthening the school and putting the business in touch with its future workers and customers. This partnership has been quite successful in most cases. Business, though, should not be the only partner with schools in a town. It is easy for the members of a community, particularly those without children in the public schools, to become detached and somewhat cynical about the schools. Yet, in many towns, the school provides structure and camaraderie to the community. Have you ever been to a small town on a Friday night during a ball game? Where is everyone? At the ball game! Community support should extend beyond the athletic teams and into the very fabric of the school. What if members of the community showed up for music pro^ams, plays and spelling bees like they did ball games? Involvement and : awareness breed support, as the school be- I comes a dynamic part of citizens lives. Volunteering in public schools is another wonderful opportunity to create community. Working with the students personalizes the efforts of the public schools, and schools no longer exist as anonymous institutions\nrather, they become vibrant, living organisms which have personality and vigor. A strong volunteer program will minimize problems that often exist in the absence of meaningful relationships. Without a clear perspective on the purposes and benefits of public schooling, the community may easily lose its will to support this vital institution. Public schools are the arteries through which our nations lifeblood flowsthat is, our children and their potential futures. Interestingly, as polls demonstrate, . schools are rated largely by the investment people make in them. 'The stronger and more personal the investment, the higher the rating. Isnt it time to make your community schools better? Become a part of them, know them, support them, and you will give your community better schools. Raipnoiid W \"Donny Lee. EdD.. is associate professor of education at Harding University in Searcy.FROM : INSURE THE-ChILDREN FAX NO. : 320 6844 Feb. 08 2001 05:03PM P2 Communities In Schools of Arkansas Memorandam To: From\nCIS of Little Rock Board Members CIS Site Coordinators CIS Building Principals a Kamps, Executive Director state Office Date: February 8,2001 Subject: CIS of Little Rock Grant Award It is with, great pleasure that I can announce to each of you that the proposal submitted to the Department of Community Programs by Arkansas Childrens Hospital Insure the Children program has been approved. As a result of this award, Debbie Rushing, Program Coordinator for Insure the Children will now also hold the position of Executive Director for Communities In Schools of Little Rock. In this role she will assume all responsibilities for developing and implementing the CIS project at Hall High School, Pulaski Heights and Forest Heights Middle Schools. This is a wonderful opportunity to maximize collaboration efforts among Communities In Schools, the City of Little Rock, Little Rock School District and Arkansas Childrens Hospital to really begin to meet the challenges of our young people. I know that Debbie will do a wonderful job! She has long proven that she not only understands the concept of CIS but that she also knows how to make it work. Please refer all day to day questions, concerns or comments regarding CIS of LR to Debbie. You may be reached by phone at 320-1987, by fax at 320-6844 or you may email her at rushiuBsJebhie@exchange.uams.edu. Cc\nLaura Rule, Director Insure the Children Jeanette Perdue, Vice President Family Support Services Arkansas Childrens Hospital1 Apr--24-Ol O2:OOP Frueauff Foundation 5012191416 P-Ol DATE: 4-24'2001 FAX RE: TO: Letter of Agreement Between CISA and CISLR Margie Powell, Bill Fitzgerald Fax\n371-0100 Fax\n975-4241 FROM: Sue Frueauff Fax\n501-219-1416 Phone\n501- 219-1410 Number of Pages Including Cover\n2 I wanted the two of you to have a copy of the Letter of Agreement regarding the Good Cents program. Since the national office awarded the pilot program to the state organization and Ann, as state executive director, and her president, signed that program agreement, they are responsible for the funds. At the direction of Anns board, the Letter of Agreement was written. Hopefully, it will clear the air and eliminate further confusion. All parties have met regarding the Americorps Fellows (Tracy) schedule and the CISA contract with Americas Promise. I believe that our minutes and that contract was for the Badgett/Pulaski Heights program. I understand Debbie has told Tracy she is to work at Washington School this summer. I do not know what the outcome of that particular assignment disagreement will be. On another matter, until I feel more comfortable with the situation, I am holding off writing the letter to non-participating board members. If I feel that my relationship with Ann or Debbie is in anyway causing problems with CISLR or my understanding of board responsibility is incorrect, I will resign. Life is too busy and too full to spend it in turf battles. For now, I will just wait and see how the Letter is received and how Tracys schedule is handled.Apr'-24-Ol O2:O1P Frueauff Foundation 5012191416 P . 02 Letter of Agreement Between Communities In Scfaoob of Arkansas And Communities In Schools of Little Rock This agreeateai etuMisfacs a ooa-legal, cooperative relationship between Communities Io Schoob of Arkansas (OSA) and Communities In Schools of Little Rock (CIS/l^R) for the pirrpose of managing Morgan Stanley Dean Witter (MSDW) funds awarded tor the Good Cents Program. This project is currently being implemented in two LRSD middle schools in partnership with CISA and MSDW I. In so far at Communitict in Schools, Inc. agreed to award CISA $6000.00 to support the Good Cents Curricuiuia pilot project with Morgan Stanley/ Dean Witter, CISA agreed to the following use and oversigbl of the award: I ) 2) 3) 4) Further the Good Cents Curriculum pilot project with Morgan Stanley Dean Witter, Provide final number of students and volunteers who participated in pilot program. Collect evaluation data from students, teachers and volunteers at the pilot school sites to rate ihe effectiveness of the Good cents pilot curriculum, collect the final version to be developed after the pilot and obtain additional comments about the project Complete each objective by June 29, 2001 and submit a report by July 3, 2001 to include a financial statement of monies spent to date IL in so far as CfS/LR agreed Io implement the Good Cenu project in partnership with CISA, CIS/LR further agrees to: 1) 2) 3 ) 4) Present a written description for the planned expcnditure/use of the MSDW monies, Obtain prior approval from CISA for anticipaied expenditures of MSDW monies. Expenditurescan not exceed the grant amount\nSend invoices to CISA for payment CIS/LR also agrees to work with CISA to gather the required data to meet the obligations for the pilot project This Agreement may be amended at any time by mutual agreement of both CISA and CIS/LR ____, 2001\n, President Agreed to\n,2001 , President Communities In Schools of Arkansas Communities In Schools of Little Rock Executive Director , Executive Director Communities In Schools of Arkansas Communities In Schools of Little RockFROM : INSURE THE-CHILDREN FAX NO. : 320 6844 nay. 01 2001 10:51AM P2 CIS Board Meeting Minutes Monday 9 April 2001 First Presbyterian Church Present\nBruce, Margie, Junious, Larry, Debbie, Bill, Margo, Sue, Flash, Jim Daily- Sue F. called meeting to order at 4:15 The minutes from the previous meeting, which had not been proofed, were reviewed. Margie clarified that the money referred to were cunent CIS/Little Rock holdings that CIS A held. Bruce clarified that his agency is still committed to CIS and that Kathy will continue to do the Good Cents Program. Minutes were accepted and approved with those changes. The point was made the meeting minutes are needed ahead of time to avoid the need for such clarifications. Mr. Fitzgerald agreed and humbly offered his apologies and a promise to do better next time. Morgan Stanly Dean Witter - Good Cents Program Debbie stated that she thought the MSDW/Good Cents event was perceived as valuable. All had a good time at the event. Pulaski Heights program is up and running, while Forest Heights is slightly behind schedule. She has received positive feedback from the MSDW employees involved, who said it was good for them and the children seemed to get a lot out of it. Photos are from the Good Cents Mentoring Day are on both the PHMS and Good Cent websites. All Board members are encouraged to review the demonstration curriculum on the Internet and the photos. Despite press releases drafted by CIS and MSDW and sent on Arkansas Childrens Hospital and Little Rock School District letterhead, we received no media attention. Bill said he would have the press release reviewed by PR staffers at his office and determine how we might improve on coverage. Junious commented that the 12 MSDW people were very enthusiastic and committed about the program. MSDW was fully backed by their employees to participate in the mentoring program providing them with 1 hour per week to work with the students. Pulaski Heights/Badgett Elementary Literacy Team Literacy initiative, coordinated by AmcriCorp Volunteer is cooking. Students met their tutoring buddies on Tuesday. We have determined there are still some very basic needsFROM : INSURE THE-CHILDREN FAX NO. : 320 6844 May. 01 2001 10:52AM P3 on the part of Badgett students. These included personal hygiene and body care. Margo underscored the fact that these basic needs must be filled first before reading proficiency can be tackled. As Debbie said, Id rather our results from this project be fabulous ten years from now, than just a so-so program now. The need for some kind of hygiene training was raised. Margo will check into initiating that and who (or what discipline) might be most appropriate to facilitate the training with the kids. Should an csthctician or beautician or a nurse teach the children? The average 5* grade classroom GPA is 2.89 (is this for Badgett?). But the skill level is not there: reading proficiency is not at a 3C2 level. Some discussion followed about whether students were being passed along without the requisite skills. Junious said he would contact the appropriate teacher/adminisfrator to discuss the issue. Sue raised several issues: Money\n501c3 status\nRelationship with ACH\nBoard Memberships and responsibilities, Hall High and AmeriCorp volunteer. Money received from Regions Bank: The check ($2,300.00) was to pay for the ScholarShop program. Tracys expenses to Minnesota came out of that check. Sue reported that Ann Kamps has requested from Tracey a budget for materials to be expended. Money from Morgan Stanley Dean Witter: Sue reported on behalf of Ann that as yet, there is no money received from MSDW. It has been requested. Joan at MSDW says its at CISA. Debbie reported several expenses. 501c3/Relationship with ACH: The purpose of the 501 c3 status is to raise money. We need to decide if were ready as a board to raise money. Sue said that concerning CIS ownership issues, if we are under ACHs wing, they might assume they run CIS. Debbie interjected that ACH applied for the Enhancement Award to run CIS and that ACH is responsible for the Enhancement Award. AmeriCorp Volunteer Time Accrual: Debbie reported that Cynthia Klump with AmeriCorp will be conducting a site visit on April 17,2001. She will be reviewing contract documentation, personnel files and other points of accountability. The reviews were passed around to the board members. Debbie reported because of the accountability requirements we cant have volunteers doing work at home. The grant is to work with students so the majority of the work must be done in that way. Sue suggested we need a plan from Tracy for her goals for April, May, June, etc. It was stated that we arc all pulling toward a common goal of helping the children, and some formalities would enhance communication toward that goal, namely, an organizational chart for CIS and simply defining our terms. Who is CIS and who are we responsible to/for? What are the specific site plans for our site coordinators? Sue mentioned that we will probably need to come up with funds to match for next year, which may involve board members raising some of those funds. Debbie mentioned thatFROM : INSURE THE-CHILDREN FAX NO. : 320 6844 May. 01 2001 10:53AM P4 Gary Eagleton had approved piggybacking on their 50lc3 status. Problems arose only when the two entities completed for the same pot of money on a given project. HALL: We need to assess whether to continue at Hall High. The attitude there, Sue reported, is that they dont want us. She suggested an ad hoc committee of Margie and Margo to speak to the people at Hall and determine what to do. Bill suggested that Junious be included, as he represents the District. It was decided that Junious will make an information-gathering call on Hall and assess the situation and report back to the Board. CIS Board: Board memberships and responsibility. We need more members and we need to generate a list of people who can find money, are forceful and not shy about getting that money. (Sue pointed out that she had found one, Flash!). Margo made a motion that Board members bring 1-3 names of prospective members to the next meeting. Sue asked that the names be run by her first, but after some discussion, it was decided that the names be brought to the board first, before any official contact had been made or invitations extended. Margie seconded the motion, which passed. Jim Daily suggested aloud Mike Wilson of Comcast. Next meeting is at First Pres on Monday 14 May. Meeting was adjourned at 5:30 Respectfully submitted by Bill Fitzgerald Bill Fitzgerald Associate Creative Director CJRW, Inc. 303 W. Capitol Avenue Little Rock, AR 72201 501.975.8307FROM\nINSURE THE-CHILDREH FAX NO. : 320 6844 May. 01 2001 10:46AM Pl FAX TRANSMITTAL COVER SHEET Arkansas Children's Hospital changing children's lives Arkansas Children's Hospital Website address: wviw.archildrans.org TO\nSue Frueauff Margie Powell DATE: May 1, 2001 FAX NUMBER\n219-1416/ 371-0100 FROM\nLaura buckworth NUMBER OF PAGES (including cover sheet): 4 Sue A Margie\nDebbie Rushino was on. vocation Friday, April 27 and she is off this week due to death in her family. Please edit the attached CIS Board Meeting minutes, make changes if necessary and fax to our office so they con be moiled out prior to the next meeting. Thanks If you do not receive all pages, if any are not legible, or there is any question, please call (501) 320-1632 OUR FAX NUMBER IS (501) 320-6844 This meaasa la Intended only lor 0l use oriho addrMseefsj. k comolns Inlormtuon Umi Is cenfldondsl under Uie sBomey^JIont or oUiemrise not auWcu to oiscloaure. If you are not tho Intendad recipient or ll\u0026gt; amployee or agent responsible for dellvoring n\u0026gt;e message to fh Intended recipient, any use of this Infonnetlon or diesemlnetlon, diafrlDuUon or copying of mis communicaPon la aulctly pronioited. If you have received ttiie communication In error, please notiry us Immediately by telephone and return the original message to ua at the above address vis the U.S. Postal Service. Arkansas Childrens Hospital, 800 Marshall Street, Little Rock, AR 72202-3591Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Marshall, Federal Monitor One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Ms. Jackie Stubblefield Arkansas Promise Coordinator Doneghey Plaza South P. O. Box 1437, Slot S230 Little Rock, AR 72203-1437 December 10, 2002 Dear Ms. Stubblefield We offer our support of Communities In Schools of Little Rocks (CIS of LR) proposal for an AmeriCorps Promise Fellow. The CIS of LR has done an outstanding job of serving youth in the Little Rock School District (LRSD) for several years. Had it not been for CIS of LR, many of the services provided in the past year such as mentoring, tutoring, health care, economic education, and counseling would not have reached the students most in need. As a monitor for the federal court, I have personally observed the wonderful accomplishments and ongoing efforts of CIS of LR to serve the whole child. With school budgets dwindling and the continued erosion of city tax bases, many of the programs and services that do not deal directly with academics are often the first to be eliminated. Nevertheless, students do not learn in a vacuum, and they continue to bring emotional, social, and physical problems to the classroom. Having an AmeriCorps Promise Fellow would be a tremendous asset to students and school personnel at the host site, Pulaski Heights Middle School. By providing student and family support to incoming students from distressed schools, the AmeriCorps Promise Fellow could well be the first line of defense in keeping Pulaski Heights Middle School from becoming the type of school those students were fleeing. Sincerely yours. Ann S. Marshall Federal Monitor\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_299","title":"Compliance hearing exhibits, 117 Little Rock School District: Board of Education Policies \u0026 Regulations","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":["1999/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School board members","School boards","School management and organization"],"dcterms_title":["Compliance hearing exhibits, 117 Little Rock School District: Board of Education Policies \u0026 Regulations"],"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/299"],"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 \n\nLittle Rock School District Board of Education Policies \u0026amp; Regulations i School Uniforms CONTENTS\nCitizeris Comments from Melissa Guldin Assorted Readings LRSD Administrative Directive Arkansas State Law' AI am here this evening to talk to you about my child, his school, and a terrible dilemma that our family must face before the beginning of the next school year. My son Will, who is in the founh grade, has been attending Carver Magnet School since kindergarten. From the very first, he loved the school. In his five years at Carver, Will has been a model student\nmaking the honor roll each 9 weeks, receiving the three consecutive awards for science achievement, and maintaining a spotless discipline record. But despite his exemplary academic performance and good behavior, there is a very real possibility that my son will be asked to leave his school. I know this sounds farfetched, but it is true. You see. Carver is in the process of adopting a uniform policy. A policy that apparently will make no allowances for parents who, having made the magnet school choice years ago, are now forced to choose between adhering to the uniform policy or leaving the school. While those promoting this new Can'er policy have yet to furnish a written copy of their regulations, the committee chairperson has announced that the only opportunit) for children or parents to \"opt out of the uniform policy would be to go to another school. I realize that many parents believe that uniforms improve behavior and academic performance. While this view may be widely held, it is a specious argument. There is no documented scientific evidence that uniforms improve behavior or achievement. At many of the schools where uniforms have been adopted, parents and staff members offer anecdotal or perceptual evidence that uniforms have made a positive difference. Anecdotes and perceptions are nothing more than appealing stories and personal opinion. We expect our students to learn to be critical thinkers, but we often fail to exercise critical thinking skills ourselves. The recent trend, of embracing school uniforms as some type of cure-all, represents the triumph of wishful thinking over reason. Whether my son stays at Carver or not, I know that this entire uniform debate has taught him a lot of lessons, but I fear that they are not the lessons I would have had him learn. When I approached the Campus Leadership Team about surveying students as well as parents, I was turned down. This taught him that adults in authority do not value the opinions of the children they oversee. When he asked whether teachers would be required to wear uniforms and learned that they would not, he learned all about double-standards. And if he remains at the school and is forced to wear a uniform, I fear he will come to believe that it is futile to fight for what you believe in because authority figures make their minds up in advance and refuse to reconsider their stance despite compelling evidence to the contrary. In all my years as a both a teacher and a district patron, I never expected that such hard lessons would be visited on my child by the district I have so long supported. The Carver Campus Leadership Team intends to bring their policy before the Board for approval, I urge you to make sure that policy allows parents to opt out of the uniform requirements. Thank you.3-1-96 - Point of View\nSchool Uniforms Page 1 of 2 I r American Cival Liberties Union Freednn Networit March 1, 1996 Point of View: School Uniforms By Loren Siegel Director, Public Education Dept., ACLU Until President Clinton called attention to the issue in his State of the Union address, mandatory public school uniform policies were sporadic local occurences. ,A few school districts had been quietly experimenting with uniforms for years, but the issue caught President Clinton's eye after the Long Beach, California school district released some numbers suggesting that after only one year, its mandatory uniform policy had not only brought about significant decreases in vandalism and fighting, but had also led to higher test scores. Now that the President's endorsement has elevated school uniforms into the realm of federal education policy, a question needs to be answered\nAre uniforms a good idea? The most concise response to this question is, nobody knows. The superintendent of the Long Beach School District claims that the district's self-generated data showing decreases in certain forms of student misconduct is proof that uniforms work. But other steps to improve student behavior, like increasing the number of teachers patrolling the hallways during class changes, were also taken by the district around the same time the uniform policy was introduced. Without further study, it is impossible to say with any certainty that the uniforms were responsible for the changes. The fact is that there are no empirical studies that show that uniforms consistently produce positive changes in student behavior over the long run. .At best, school uniform policies are purely experimental. The experiment presents some very practical problems. First, although President Clinton said he supported uniforms \"if it means that teen-agers will stop killing each other over designer jackets,\" the Long Beach policy, like virtually every other uniform policy in the country, applies only to elementary and middle school students, and not to teenagers. While younger children may be amenable to uniforms - might even like them - teenagers are different. It's axiomatic that adolescence is a time when young people strive to express their uniqueness and individuality in many different ways, and especially through fashion. Of course as several political cartoonists have pungently observed, teens are already in uniform - baggy pants, T-shirts and baseball caps worn backward. But these are \"uniforms\" of teens' own choosing, and not fashions dictated from above. School administrators and teachers know that teenagers are sure to rebel against uniforms policies\nthat's why so far they've been reluctant to impose them at the high school level. Second, for a public school uniform policy to be legal, it has to have an opt out provision. Every child in this country has the right to a public school education, and that right cannot be conditioned upon compliance with a uniform policy. Some parents and children will have religious objections to uniforms. Others won't want to participate for aesthetic reasons. If given a choice, it is hard to imagine that most or even many teenagers will opt to wear the uniforms. http://www.aclu.org/congress/uniform.html 2/25/00 XetV\n3-1-96 - Point of View\nSchool Uniforms Page 2 of 2 Beyond these practical considerations, the call for school uniforms is not constructive because it is a Band Aid solution to a set of serious problems that defy easy answers. There is something profoundly cynical about our political leaders promoting uniforms in the face of crumbling school buildings, overcrowded classrooms, and dwindling education funds. The debate over uniforms is a diversion. .Attractive, modem and safe school buildings, small class sizes, schools with well stocked libraries, new computers and an array of elective courses like music, drama and art - those are the kinds of changes that would produce long lasting and dramatic improvements in student deportment and achievement. But of course that would require us to invest, rather than disinvest, in our public school system. If policy makers are serious about finding solutions to the problem of school violence, maybe they should ask the real experts: the students themselves. The ACLU recently conducted a series of focus groups and discussions with high school students and asked them what they thought would help. Uniforms didn't even make it onto the list. Their suggestions: 1) Since school violence mirrors that of society at large, schools should seriously confront and discuss issues of racism and cultural conflict\n2) \"Safe corridor\" programs should be supported to protect the safety of students as they go to and from school\n3) School entrances should be secured\n4) More extracurricular activities and clubs should be established\n, 5) Open-mike assemblies should be held on a regular basis to give students the opportunity to express themselves\n6) Programs to help students find part-time jobs should be established\n7) Conflict resolution techniques should be taught. Now, that is a real plan! IDEX HOME FEEDBACK Copyright 1996, The American Civil Liberties Union B http\n//www. aclu.org/congress/uniform .html 2/25/00 Manual on School Uniforms Page 1 of\" Updates on Legislation, Budget, and Activities Manual on School Uniforms School Uniforms: Where They Are and Why They Work A safe and disciplined learning environment is the first requirement of a good school. Young people who are safe and secure, who learn basic American values and the essentials of good citizenship, are better students. In response to growing levels of violence in our schools, many parents, teachers, and school officials have come to see school uniforms as one positive and creative way to reduce discipline problems and increase school safety. They observed that the adoption of school uniform policies can promote school safety, improve discipline, and enhance the learning environment. The potential benefits of school uniforms include: decreasing violence and theft - even life-threatening situations among students over designer clothing or expensive sneakers\n helping prevent gang members from wearing gang colors and insignia at school\n instilling students with discipline\n helping parents and students resist peer pressure\n helping students concentrate on their school work\nand helping school officials recognize intruders who come to the school. As a result, many local communities are deciding to adopt school uniform policies as part of an overall program to improve school safety and discipline. California, Florida, Georgia, Indiana, Louisiana, Maryland, New York, Tennessee, Utah and Virginia have enacted school uniform regulations. Many large public school systems -- including Baltimore, Cincinnati, Dayton, Detroit, Los Angeles, Long Beach, Miami, Memphis, Milwaukee, Nashville, New Orleans, Phoenix, Seattle and St. Louis - have schools with either voluntary or mandatory uniform policies, mostly in elementary and middle schools. In addition, many private and parochial schools have required uniforms for a number of years. Still other schools have implemented dress codes to encourage a safe environment by, for example, prohibiting clothes with certain language or gang colors. Users Guide to Adopting a School Uniform Policy The decision whether to adopt a uniform policy is made by states, local school districts, and schools. For uniforms to be a success, as with all other school initiatives, parents must be involved. The following information is provided to assist parents, teachers, and school leaders in determining whether to adopt a school uniform policy. 1. Get parents involved from the beginning http://www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 2 of Parental support of a uniform policy is critical for success. Indeed, the strongest push for school uniforms in recent years has come from parent groups who want better discipline in their children's schools. Parent groups have actively lobbied schools to create uniform policies and have often led school task forces that have drawn up uniform guidelines. Many schools that have successfully created a uniform policy survey parents first to gauge suppon for school uniform requirements and then seek parental input in designing the uniform. Parent support is also essential in encouraging students to wear the uniform. 2. Protect students' religious expression A school uniform policy must accommodate students whose religious beliefs are substantially burdened by a uniform requirement. As U.S. Secretary of Education Richard W. Riley stated in Religious Expression in Public Schools, a guide he sent to superintendents throughout the nation on August 10, 1995\nStudents may display religious messages on items of clothing to the same extent that they are permitted to display other comparable messages. Religious messages may not be singled out for suppression, but rather are subject to the sa.me rules as generally apply to comparable messages. When wearing particular attire, such as yarmulkes and head scarves, during the school day is part of students' religious practice, under the Religious Freedom Restoration Act schools generally may not prohibit the wearing of such items. 3. Protect students' other rights of expression A uniform policy may not prohibit students from wearing or displaying expressive items -- for example, a button that supports a political candidate - so long as such items do not independently contribute to disruption by substantially interfering with discipline or with the rights of others. Thus, for example, a uniform policy may prohibit students from wearing a button bearing a gang insignia. A uniform policy may also prohibit items that undermine the integrity of the uniform, notwithstanding their expressive nature, such as a sweatshirt that bears a political message but also covers or replaces the type of shirt required by the uniform policy. 4. Determine whether to have a voluntary or mandatory school uniform policy Some schools have adopted wholly voluntary school uniform policies which permit students freely to choose whether and under what circumstances they will wear the school uniform. Alternatively, some schools have determined that it is both warranted and more effective to adopt a mandatory uniform policy. 5. When a mandatory school uniform policy is adopted, determine whether to have an \"opt out\" provision tn most cases, school districts with mandatory policies allow students, normally with parental consent, to \"opt out\" of the school uniform requirements. Some schools have determined, however, that a mandatory policy with no \"opt out\" provision is necessary to address a disruptive atmosphere. A Phoenix, Arizona school, tor example, adopted a mandatory policy requiring students to wear school uniforms, or in the alternative attend another public school. That Phoenix school uniform policy was recently upheld by a state trial court in Arizona. Note that in the absence of a finding that disruption of the learning environment has reached a point that other lesser measures have been or would be ineffective, a mandatory school uniform policy without an \"opt out\" provision could be vulnerable to legal http ://www. ed. go v/updates/uniforms .html 2/25/00Manual on School Uniforms Paae 3 of\" challenge. 6. Do not require students to wear a message Schools should not impose a form of expression on smdents by requiring them to wear uniforms bearing a substantive message, such as a political message. 7. Assist families that need financial help In many cases, school uniforms are less expensive than the clothing that smdents typically wear to school. Nonetheless, the cost of purchasing a uniform may be a burden on some families. School districts with uniform policies should make provisions for students whose families are unable to afford uniforms. Many have done so. Examples of the types of assistance include\n(a) the school district provides uniforms to students who cannot afford to purchase them\n(b) community and business leaders provide uniforms or contribute financial support for uniforms\n(c) school parents work together to make uniforms available for economically disadvantaged students\nand (d) used uniforms from graduates are made available to incoming students. 8. Treat school uniforms as part of an overall safety program Uniforms by themselves cannot solve all of the problems of school discipline, but they can be one positive contributing factor to discipline and safety. Other initiatives that many schools have used in conjunction with uniforms to address specific problems in their community include aggressive tmancy reduction initiatives, drug prevention efforts, student-athlete drug testing, community efforts to limit gangs, a zero tolerance policy for weapons, character education classes, and conflict resolution programs. Working with parents, teachers, students, and principals can make a uniform policy part of a strong overall safety program, one that is broadly supported in the community. Model School Uniform Policies States and local school districts must decide how they will ensure a safe and disciplined leamin\nenvironment. Below are some examples of school districts that have adopted school uniforms as part of their strategy. Long Beach, California Type: Uniforms are mandatory in all elementary and middle schools. Each school in the determines the uniform its students district will wear. Opt-out: Size of program\nYes, with parental consent 58,500 elementary and middle school students Implementation date: 1994 Support for disadvantaged students: Each school must develop an assistance plan for families that cannot afford to buy uniforms. In most cases, graduating smdents either donate or sell used uniforms to needy families. http\n//www. ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 4 of~ Results: District officials found that in the year following implementation of the school uniform policy, overall school crime decreased 36 percent, fights decreased 51 percent, sex offenses decreased 74 percent, weapons offenses decreased 50 percent, assault and battery offenses decreased 34 percent, and vandalism decreased 18 percent. Fewer than one percent of the students have elected to opt out of the uniform policy. Dick Van Der Laan of the Long Beach Unified School District explained, \"We can't attribute the improvement exclusively to school uniforms, but we think it's more than coincidental.\" According to Long Beach police chief William Ellis, \"Schools have fewer reasons to call the police. There's less conflict among students. Students concentrate more on education, not on who's wearing SI00 shoes or gang attire.\" Seattle, Washington Type: Mandatory liniform policy at South Shore Middle School Opt-out: Yes, with parental consent. Students who opt out must attend another middle school in the district. Size of program: 900 middle school students mplementation date: 1995 Support for disadvantaged students: South Shore works with local businesses that contribute financial support to the uniform program. In addition, the administration at South Shore found that the average cost of clothing a child in a school with a prescribed wardrobe is less than in schools without such a program, sometimes 80 percent less. School officials believe that durability, reusability and year-to-year consistency also increase the economy of the school's plan. Results: The principal of South Shore, Dr. John German, reports that \"this year the demeanor in the school has improved 98 percent, truancy and tardies are down, and we have not had one reported incident of theft.\" Dr. German explains that he began the uniform program because his students were \"draggin', saggin' and laggin'. I needed to keep them on an academic focus. My kids were really into what others were wearing.\" Only five students have elected to attend another public school. Richmond, Virginia Type: Voluntary uniform policy at Maymont Elementary School for the Arts and Humanities Opt-out: Uniforms are voluntary. Size of program: 262 elementary school students Implementation date: 1994 Support for disadvantaged students\u0026gt;: Responding to parent concerns about the cost of uniforms, the school sought community financial support for the uniform program. Largely as a result of financial donations from businesses and other community leaders, the percentage of students wearing uniforms rose from 30 percent in 1994-95, the first year of the program, to 85 percent during the current year. Results: Maymont principal Sylvia Richardson identifies many benefits of the uniform program, http://www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 5 of\" including improved behavior, an increase in attendance rates and higher student achievement. Kansas City, Missouri Type: Mandatory uniform policy at George Washington Carver Elementary School Opt-out: None. Carver is a magnet school to which parents and students apply knowing about the uniform policy. Size of program: 320 elementary school students Implementation date: 1990 Support for disadvantaged students: Students receive their uniforms at no cost to them. The state and school district pay for the uniforms primarily with magnet school funding. Results\nPhilomina Harshaw, the principal for all six years that Carver has had uniforms, observed a new sense of calmness throughout the school after students began wearing uniforms. \"The children feel good about themselves as school uniforms build a sense of pride. It forces adults to know a child.\" Memphis, Tennessee Type: Voluntary uniform policy at Douglas Elementary School Opt-out: Uniforms are voluntary. Size of program: 532 elementary school students Implementation date: 1993 Support for disadvantaged students: Douglas has business partners in Memphis that have contributed financial support to purchase uniforms for needy families. Results\nAccording to Guidance Counselor Sharon Carter, \"The tone of the school is different. There's not the competitiveness, especially in ^ades, 4, 5, and 6, about who's wearing what.\" Ninety percent of the students have elected to wear uniforms on school uniform days, Monday through Thursday. Fridays are \"casual\" days during which none of the students wear uniforms. Baltimore, Maryland Type: Voluntary unifonn policy at Mt. Royal Elementary/Middle School Opt-out: Uniforms are voluntary. Size of program: 950 elementary and middle school students Implementation date: 1989 Support for disadvantaged students\nMt. Royal Elementary/Middle School keeps a store of http://www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 6 or'~ unifonns that are provided free to students who cannot afford the $35.00 to purchase them. Ninetyeight percent of graduating eighth graders donate their uniforms to the school. Results\nAccording to Mt. Royal's assistant principal, Rhonda Thompson, the uniform policy \"has enhanced the tone and climate of our building. It brings about a sense of seriousness about work.\" All of the students have elected to participate in the uniform program. Norfolk, Virginia Type: Mandatory uniform policy at Ruffner Middle School Opt-out: None. Students who come to school without uniform are subject to in-school detention. Size of program: 977 middle school students Implementation date: 1995 a Support for disadvantaged students\nThe school provides uniforms for students who cannot afford them. 12 Results\nUsing U.S. Department of Education software to track discipline data, Ruffner has noted improvements in students' behavior. Leaving class without permission is down 47 percent, throwing objects is down 68 percent and fighting has decreased by 38 percent. Staff attribute these changes in part to the uniform code. Phoenix, Arizona Type: Mandatory uniform policy at Phoenix Preparatory Academy Opt-out: Yes, with parental consent. Students who opt out must attend another middle school in the district. Size of program: 1,174 middle school students Implementation date: 1995 Support for disadvantaged students\nA grant from a local foundation covers the $25 to $30 cost of uniforms for families that cannot afford to buy them. Results\nAccording to the principal, Ramon Leyba, \"The main result is an overall improvement in the school climate and a greater focus on positive behavior. A big portion of that is from uniforms.\" For More Information If you have questions about school programs with uniforms, please call the U.S. Department of Education Safe and Drug Free Schools office at 1-800-624-0100. Prepared by the U.S. Department of Education in consultation with local communities and the U.S. Department of Justice. http\n//www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 7 of .###. [Return to Updates on Legislation, Budget, and Activities] [ED Homepage] Last Updated ~ Feb. 29, 1996, (pjH) http://www.ed.gov/updates/unifoiTns.html 2115m4/3/96 - Do They Reduce Violence-Or Just Make L's Feel Better? Page 1 or'-i April 3, 1996 fOUCAIIONWEIK Education Week , the web mCOHlHl s II II I Do They Reduce Violence-Or Just Make Us Feel Better? By Kathleen L. Paliokas and Ray C. Rist Public school uniforms have become the latest rage in education circles. Parents, teachers, school administrators, and politicians are embracing uniforms as the new policy tool for solving the problem of violence in schools. We hear enthusiastic claims that as a result of uniforms, disciplinary incidents and violence have declined, students' attitudes have improved, and a more serious learning environment has resulted. All these testimonials are confidently communicated, and their sheer abundance is persuasive. But do uniforms, in fact, reduce violence? Or are good intentions and wishful thinking, rather than empirical evidence, driving this policy initiative'? President Clinton has, in the last three months, catapulted the public-school-unifotm issue to national prominence by endorsing uniforms in his State of the Union address in January. Subsequently, he again publicly discussed the issue in one of his weekly radio addresses in February and then visited a Long Beach. Calif, school that had instimted a uniform policy. The president is actively encouraging communities to adopt uniforms and has just asked the U.S. Department of Education to distribute to school districts a new manual offering guidelines for formulating and implementing a uniform policy. In this way, he has not only jumped on the uniform bandwagon but has taken the reins and set it racing off at full speed. Parents and teachers are enamored with the idea of uniforms. The wearing of uniforms is seen as a concrete and visible means of restoring order and discipline to the classroom. The wearing of uniforms also conjures up visions of the Roman Catholic parochial school system as well. Tlie perception of the Catholic schools is that they are safe, secure, and orderly learning environments. So if uniforms help in even a small way to achieve such an environment in the public schools, let them wear uniforms! The increased national prominence given to arguments for wearing uniforms has fueled rhetoric decrying the condition of American public education. We are told we need uniforms because the public schools are in bad shape. Violence is rampant, kids in schools are getting killed over designer jackets, assaults on teachers are frequent, and, as Time magazine tells us, more than 100,000 students carry a weapon to school each day. The perception of a crisis of violence raises the pressure on schools and politicians to act quickly. The urge to do something has become widespread. We are seizing on uniforms because they appeal to our conventional wisdom and our intuitive belief that increased structure will improve childrens attimdes. The problem is, we don't know whether uniforms actually reduce violence in the schools. We have very little empirical data on the cause-and-effect relationship between uniforms and violence. Because this policy initiative in the public schools is new, we have no track record, just a young body of evidence that is woefully sparse. What do we know? We have a myriad of anecdotal reports from teachers, parents, and administrators saying that violence has been reduced in their schools with uniforms, that the snidents are more serious, well-behaved, and focused on their studies, that they have higher self-esteem, that ethnic and racial tensions have decreased, that absenteeism is down, and academic performance up. The National Association of Secondary School Principals recently released results from a survey it http://www.edweek.org/ew/vol-15/28rist.h 15 2/25/00 4/3/96 - Do They Reduce ViolenceOr Just Make Ls Feel Better? Page 2 of4 conducted of 5,500 secondary school principals, showing that 70 percent believe requiring students to wear uniforms will lower the incidence of discipline problems and violent behaviors. All these testimonials and high hopes are undoubtedly sincere and based on personal experience in the schools. But what about documented results? The Long Beach, Calif, school district, the first in the country to adopt mandatory public school uniforms in grades K-8. has been touted as an example of the proven success of uniform policies. Long Beach appears to be the only district so far that has provided documented results indicating that uniforms improve smdent behavior. District officials supply data showing a dramatic decline in violence in their K-8 schools from 1993-94 to 1994-95. including a 51 percent drop in physical fights, a 34 percent drop in assaults and batteries, a 50 percent drop in weapons offenses, and a 32 percent drop in suspensions. (See Education Week. Feb. 14, 1996.) Simplistic attribution of these declines over one yearand only in grades K-8to the wearing of school uniforms is problematic. Other factors may be intertwined with and responsible for the decline-presuming the data are trustworthy and that there were no changes in how violence was measured from one year to the next. In order to eliminate competing explanations for the decline, we must ask what other factors might account for the change in Long Beach during this period. Was the initiation of an uniform policy only one aspect of a comprehensive safer.' plan that included heightened security measures and stricter rules? Did local communitypolicing procedures change? Other questions would include these: Was the trend of violence in the district at its peak and ready to decline? (Comparison from one year to the next does not give a trend.) Were this year's figures an aberration and in fact the violence will resume? Do we have here a classic example of the \"Hawthorne effect.\" where the short-term attention to and visibility of the problem created this immediate downturn in violence? Perhaps increased parental involvement in the activities of the school (and thus with their children) is a key factor in the decline. One Long Beach official has admitted that the district does not attribute the decline in violence exclusively to uniforms. He asserted the system's belief, however, that the decline was more than coincidental with the institution of uniforms. The point is that without a careful assessment of the data over time and the elimination of competing explanations for why the reductions have taken place, the data from Long Beach have to remain suspect. And it should not be forgotten that the data are only for grades K-8. The realities of violence in high schools are not addressed with any of the Long Beach data. Ideally, three research techniques would be used to ensure validity and credibility of data results. First, policy effects would be measured from a historical series of observations that would enable us to determine whether the decline in violence is a real change, and not the continuation of a trend, an erratic pattern, or a recovery from an extreme. Second, data on violence would be gathered and compared from two groups of smdents: a group of experimental, uniformed students and a control group of students outside the school who did not wear uniforms. Third, data would be gathered on other factors that might explain the decrease in violence, and sutistical analyses would be conducted to control for these factors. This would be in an ideal world, which is rarely available to us. The absence of these techniques and the uncertainties they create about the interpretation of the data does not mean that the claims of success for uniforms are not real, only that we don't know for sure. All we can say with certainty is that the data now available in the United States do not now suppon any specific conclusions about the impact of public school uniforms on violence. The real question then becomes how fast and how extensively we move forward with a policy that lacks data to suppon it. The policy adrenaline is running. Do we forge ahead based on intuition, good intentions, and sincere impressionistic beliefs? This would not be the first time tn education that a lack of data stood in the way of embracing such a presumed \"good thing\" for schools and kids. (Dare we use the \"f word and call this rush to uniforms a \"fad\"?) http://www.edweek.org/e'.v/vol-15/2 Sri st. h 15 2/25/00 - Do They Reduce Violence-Or Just Make Ls Feel Better? Page 5 of 4 Lost in the euphoria over so-called positive results from uniforms are the potential negative or unanticipated consequences of running roughshod over smdents' free-expression rights. Norman Isaacs, the principal of Millikan Middle School in Sherman Oaks. Calif, has voiced opposition to uniforms, saying that smdents need to learn to make choices and decisions based on internal I'alues, rather than functioning with arbitrary rules that set the limits for them. Only then, he says, can they learn to think for themselves and develop self-discipline. I Others also argue that student dress serves as a barometer of what is going on with the student and can signal problems such as drugs, gang membership, or sex abuse. Uniforms would eliminate a warning system that lets teachers and administrators identify and rescue smdents who need help. Lastly, a uniform policy penalizes everyone instead of focusing on the small percentage of kids causing the problems. Any number of additional unintended consequences could result from a uniform policy. If the rush to instigate such policies does not result in reduced levels of violence, increases in order and stability, and enhancements of learning, then what? Does public confidence in schools dip still lower? Do the calls for vouchers and choice programs allowing kids to leave the public schools grow louder? Do more Draconian proposals for dealing with school violence emerge? What happens if this whole effort falls flat-and why should we expect it not to? Measuring these potential costs is difficult, but no less so than measuring changes in smdents' attimdes resulting from uniforms. What is needed is some careful thinking and a whole lot of caution. This initiative should not be spared serious cost-benefit assessments. Carefully working through the potential consequences of adopting a school-uniform policy is not time wasted. The dangers of forging ahead in an atmosphere of such contagious excitement are twofold. Enthusiasm may lead us to perceive initial evidence of violence reduction as permanent. If uniforms are in fact a Band-Aid approach, as some claim, and the underlying problem persists, violence will resurface quickly despite the presence of uniforms. What is more, the adoption of a public school uniform policy may not be as easy or as sustainable as the enthusiasm for the idea might suggest. The move should be considered carefully and balanced against local needs. A number of individual schools have experienced strong resistance to uniforms-on the part of parents as well as smdents. The absence of systematic empirical evidence supporting uniforms does not mean that a uniform policy is not good policy or will not work. We just don't know. The question raised here is how we should proceed. If we are not sure what we are doing, what are our chances of success? If our diagnosis of the problem is wrong, uniform policy is prone to failure and may even be counterproductive. The judicious approach is to proceed thoughtfully, collecting data along the way. Careful pilot studies are well justified. Making policy decisions based on information that is incomplete, misleading, or absent is risky, because we do not know what we do not know. Along with the euphoria of early results comes the tendency to overstate possible benefits and overlook potential costs. The sense of having a safety crisis in our schools impels us to act before we think. In the case of public school uniforms, it may be wise to pause and assess the implications of our actions. Failure to deliver on promised results with this initiative, as with so many others in education, has its costs. Ray C. Rist is the director of the Center for Policy Smdies of the graduate school of education and human development at George Washington University in Washington. Kathleen L. Paliokas is an attorney and is a doctoral smdent in educational policy at George Washington University. http\n//www.edweek.org/ew/vol-15/28rist.hl5 2/25/00 Education Week: Violence and Safety Page 1 01'2 ri Looking for classroom resources, software, or testing resources? January 16, 2000 EDUUTEONWEOt . J IHEMEHWES | TBtffllTW~ Education Week on the web I nffiMumns | smanKPaiis | nmoBcntsmics I?. ir Tiff\nEver since President Clinton endorsed the idea of public school uniforms in his 1996 State of the Union Address, the concept has been all the rage in urban districts around the country. In February 1996, the U.S. Department of Education sent a manual on school-uniform policy to every district in the country. And Long Beach, Calif., the first public district to require uniforms, recently reported a dramatic decrease in violence and discipline problems since they instituted the policy in 1994. I Other Issues Hages: The very idea of uniforms appeals to a lot of parents and teachers. They are seen as a concrete and visible means of restoring order to the classrooms. Uniforms conjure up visions of parochial schools, which are perceived as safe, secure, and orderly learning environments. Many people would agree that anything that puts an end to the grueling, expensive, and sometimes violent competition to keep up with the latest fashions is a good thing. Besides Long Beach, the Oakland, Calif., district began a districtwide uniform requirement in September 1995. A few districts-including Dade County, Fla.\nSeattle\nand Charleston, S.C. allow schools to decide for themselves. And a slew of other schools and districts appear to be joining the bandwagon. From the Archives \"N.Y.C. Joins Growing List of Districts Dressing the Same,\" Nov. 24, 1999. \"Schools Ratchet Up the Rules on Student Clothing, Threats,\" May 12, 1999. But are unifonns such a great idea especially in today's schools, which theoretically celebrate diversity rather than uniformity? Are they just a fad? Can Long Beach's decrease in violence only be traced to uniforms? Experts agree that the data just don't yet make a clear link. The strongest opposition to uniforms comes from two camps: civil libertarians \"Calif. District Points to Uniforms for Plunging Crime Rate,\" Jan. 21, 1998. \"Majority of Dade Schools Back Uniforms for Students,\" April 30, 1997. \"Do They Reduce Violence- Or Just Make Us Feel Better?\" April 3, 1996. and students (particularly older ones). Civil libertarians argue that required unifonns violate students' free-expression rights. Said Lon: Beach 7th grader Hector Gonzalez: \"It's like we're all in jail.\" On the Web http://www.edweek.org/context/topics/unifoiTns.htm ig 2/25/00 Education Week: Violence and Safety Page 2 of 2 A Memo From the President. In this February 1996 memorandum to U.S. Secretary of Education Richard W. Riley, President Clinton outlines his position on school uniforms. Manual on School Uniforms. A manual from the U.S. Department of Education intended to assist parents, teachers, and school leaders in determining whether to adopt a school uniform policy.\" Point of View: School Uniforms. Loren Siegel, director of the public education dept, of the American Civil Liberties Union, expresses doubts about the value of uniforms. School Uniform Fact Sheet. From the Long Beach Unified School District, a fact sheet on their policy. SPBOE [ Mmirwaul O 2000 Editorial Projects in Education http://www.edweek.org/context/topics/uniforms.htm 2/25/00 education 214 6-18-102 membership in the National Honor cS oci ety norr -am.,v seaqu-ivolenc cLCudemic honor society. . - academic honor society on ho(ndoir Aso csiteutdy.e nt who is a ^mge^mbbeer o_f_ rnrndons of subsection to {1993, shall be exempt from the promsio August of this section. THTl-S COrV,, Aapct\"a' LwwJ-. ^- ^w0. 980. 1 1993 . VN. o.\" 1 1 1-1 'No. 9 /. 5 2: Amendments. 01 3' fYie 1997 amendment rewrote the section. 6-18-102. LLeeggiissllaattiivvee Sounduiunxgss - determines that the (a) The General Assembly .^e public schooh often clothes and from m^nose preoccupy educated in math. s^ school, that Assembly mi and other subjects - f g^vear has, m competition over todies anU violence and i^un - -- uniforms, aispanties senOOLa tnat nave ._____onn oisr and distraci ducated their major purpose for being m 51 science, English, history, farther finds that student in several instances, lea to Q .ereas, in those Arkansas in student sscohcoiooelsconomic levels are le:ss obnous andiVruptive incidents are less ......... ed ot^arinuSsiSeh'iii adopc a uduor. \u0026lt; for students.^ recommends to the boarU that lilcGLv bO Tochceu rb. oard of directors ot, ibii I- O' dress code If the advisory d no tiniform dress code uniform dress (c ode for studento b ^o is adopted by the filing deadline for the annual the 5\u0026lt; 5' i I dress code to the qualified electors oi 3 s\u0026lt; P\" '-^' ^an\"d timyplem oefntth teh eq upaol iicfiye.d elector of the district voting Igmnst the adoption ooff aa school uniform pohmrthe board of X^.T^mmumTenod^of one (D L.oUfipd electors of the dis.net atte. thereon at the election vote qualified electors UXAl -^er a school uniform pol^myhEU been maple 2000 annual school electio ^he distnc. o.-. ^'onuliag .ha school aad. pohC at the next school election. of the minimum bv petition 5 voted upon result for a of the district may 215 STUDENTS 6-18-103 (B) The petition shall be signed by not less than hve percen (0.05) of the qualified electors in the district. loll.A) Qualified electors of the distnct may atany time oy petition have the question of implementing a unitorm dress code voted upon at the next school election. (B) The petition shall be signed by not less than nve percent m-fe) of the ouahfied electors in the district. fc) .Any school uniform pohcy adopted by a school district shall provide for individual students to make application to opt out of the uniform requirements with parental consent where no other reasonaole alternative placement for the student exists. ... id) -Any school district which has adopted and implemented a oistnct policv to require a uniform dress code prior to_election shall be exempt from the provisions of this section other tnan the 2000 annual school subsection (g). , .. .. . ....__ (e) Nothing in this section shall be construed to limit the anility ot a school district or a particular school within a district to adopt and imnlement a school uniform policy. .Any school district may implement a school uniform policy without suomitti cr s the issue to the electors of the district. , (fj The Department of Education and eaucational cooperatives snail, when Dossible, assist public schools by providing iniormation regarding uniform dress codes upon request from public school administrators. ) Within sixty \u0026lt;60) days after the 2000 annual school election, each school distnct shall submit a letter to the department setting torth the recommendation of the advisory committee,, the action taKen by the (sr) o school board regarding a uniform dress code as a result of the advisory committee's recommendation, and the results ot any election regarding a uniform dress code. .... (h) The department shall compile a report oi the miormation received from each school district and submit the report to the Senate Committee on Education and the House Committee on Education prior to January 15, 2001. History. Acts 1995, No. 1239, l-o\n1999. No. 1301, 1. Amendments. The 1999 amendment rewrote this section. 6-18-103. Selective service registration. (aid) Each local school district and each adult education program shall provide a registration form at least thirty (30) days before the 3Ud.iI ULUviuc a 1 nJ- students eighteenth birthday to any student who is enrolled m the district or the adult education program and who is requmed to renter with the selective service system in accordance with the Military 3 Selective Service .A.ct, 50 U.S.C. Appx. 451 et seq. (.2) The district and adult education program shaU further provide appropriate instructions for returning completed registration forms to selective service personnel.LPSD SUP'3 GF? LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 Date\nMay 13, 19S6 To, Parent Groups and School Staffs Interested in Standardized Dress Cwe or Uniform Policy From: Henj Re\nAdoptfon of Uniform Policy/Standardized Dress Code The Board of Directors of the Thursday Mav 9 199R n =n voted in a special meeting on r^nlirip. , to implement uniform We nave been asked to provide guidelines in order to uniform ooiicies Thn fnii ^^opting local school dress codes .nn- e A.PP^ss has been followed when uniform were adopted policies at the local school level. standardize, io some extent, the or and should be used as a guide. 1. Conduct a survey of parents relative to shoulo be integrally involved throughout all activities requiring uniforms at your school. The PTA parents is attached. i. A sample survey and letter to 2. the survey and calculating the results in favor of adoption of a ?he standardizSTesTfi^^'\"' s'ing nA\nZ response to the survey should indicate that a maiori parents/siudents favor the adoption of a dress code/uniform policy. a majority 3. Incentive Schools should include the Joshua process. The Desegregation Plan does not inctud^aSorii req'u'iSme'''\" 4. immediately. a pnase in or if uniforms will be required 5. Parents should be informed about where uniforms can be viewed and/or purchased, regarding the cost of uniforms and whether or not The vendor should be contacted student discounts will be allowed. able tolpsd supts oppice 241 P03 DEC 7. Send a brief report to the Superintendent and Board of Directors. Include the IS results of the survey and the specifics regarding the adopted uniform. Although ths Board no longer has to approve the decision to implement the dress code, district administration will need to know for recruitment and information purposes. It should be clear that the Board has not mandated that a uniform policy be put into effect for all of our schools. Their action, as I see it, was intended to provide latitude for each school to discuss with their parents and community the possibility of adopting a uniform policy without coming to the Board for approval. I would suggest that there are parents in each school that do not wish to have their children wear uniforms. In the process of adopting a policy, these parents wishes should be considered and taken into account. If you have any questions or require additional information, please feel free to contact my office at 324-2012.I LITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF STUDENT UNIFORMS The Board of Directors hereby adopts the legislative findings set forth in Act 1301 of 1999 and authorizes the Superintendent to take such steps as are necessary to ensure the districts compliance with that Act. The Board of Directors further finds that parents and students in individual schools should be able to adopt a uniform student dress code for their school when necessary to avoid a substantial disruption of the schools learning environment. Accordingly, the Superintendent is further authorized to develop regulations setting forth procedures to be followed by parents and students in adopting, implementing and terminating a uniform student dress code. Those regulations shall at a minimum provide for\n1. The creation of an advisory committee composed of parents and students for the purpose of considering whether the circumstances present at their school justify adopting a uniform student dress code\nand 2. Where a uniform dress code is adopted, compliance with the uniform student dress code by all students attending the school. Nothing in this policy shall be construed as requiring any LRSD school to adopt a uniform dress code for students. LITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF-R STUDENT UNIFORMS This regulation governs the adoption, implementation and termination of a uniform student dress code. Adoption 1. A schools decision to adopt a uniform student dress code shall be based on a finding that student dress has in the past caused and in the future will likely cause a substantial disruption of the schools learning environment. 2. An advisory committee composed of students and parents shall be established by each school for the purpose of considering whether circumstances present at the school justify adopting a uniform student dress code. The advisory committee shall be composed of at least four parents and selected by the PTA Board, in consultation with the school principal, and at least three students selected by the school principal. It is desirable that the advisory committee be demographically representative of the schools student population by socioeconomic group, race and gender. The principal may also include teachers on the advisory committee on an ex officio advisory basis. 3. The advisory committee shall meet and discuss the adoption of a uniform student dress code. The adoption process shall move forward only if a majority of the advisory committee favors adoption of a uniform student dress code. Even if a majority of the advisory committee does not favor adoption of a uniform student dress code, the adoption process shall move forward if requested by the schools Campus Leadership Team or by a petition signed by at least one parent or legal guardian of 25% of the schools current student population. The petition shall state that by signing the petition a person indicates his or her belief that circumstances present at the school justify adopting a uniform student dress code. Only one parent or guardians signature per student shall be counted. 4. Upon a decision to move fonward with the adoption process, the advisory committee shall develop a proposed uniform student dress code for the school which at a minimum shall\na. b. c. Include at least two options for dress for each gender\nRequire compliance by all students who attend the school\nNot require the wearing of items too expensive to be purchased by a majority of the students at the school\nLITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF-R (continued) d. Provide a method(s) for obtaining the uniform dress for students who cannot afford it (e.g., PTA assistance and the LRSD Student Welfare Fund)\nand, e. Allow a special circumstances transfer out of the school for students the district finds genuinely opposed to wearing a school uniform. 5. The proposed uniform student dress code shall be distributed to the parents and legal guardians of all current students who will not graduate or matriculate to another school the following year. The advisory committee shall prescribe a method of distribution reasonably calculated to place all parents and legal guardians on notice of the proposed uniform student dress code. 6. The proposed uniform student dress code shall be submitted to the Board of Directors for adoption if approved by the parents or legal guardians of at least 75% of all current students who will not graduate or matriculate to another school the following year. Only one parent or legal guardian shall be counted per student. The advisory committee shall determine whether the approval of parents and guardians shall be assessed by petition or by vote. 7. A proposed uniform student dress code will only be considered if submitted to the Board of Directors at the agenda meeting for a vote of the Board of Directors at the regular April Board meeting. Implementation If a school's proposed uniform student dress code is adopted by the Board of Directors, implementation shall begin the start of the next school year following the April Board meeting. Termination 1. The advisory committee shall initiate the process for terminating a uniform student dress code upon a recommendation by a schools PTA Board, the schools Campus Leadership Team or a petition requesting termination signed by at least one parent or legal guardian of 25% of the schools current student population. Only one parent or guardians signature per student shall be counted. 2. A uniform student dress code shall be terminated unless approved by the parents or legal guardians of at least 75% of all current students who will not graduate or matriculate to another school the following year. Only one parent or legal guardian shall be counted per student. The advisory committee shallLITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF-R (continued) determine whether the approval of parents and guardians shall be assessed by petition or by vote. 3. The termination of a uniform student dress code will only be considered if submitted to the Board of Directors at the agenda meeting for a vote of the Board of Directors at the regular April Board meeting. If terminated by the Board of Directors, the termination shall be effective beginning the start of the next school year following the April Board meeting.co \u0026gt; \u0026gt; 03 Sgaz s\u0026gt; SO mz z po cn SECTION A: FOUNDATIONS AND BASIC COMMITMENTS Section A of the Little Rock School District policy manual contains policies, regulations, and exhibits on the District's legal role in providing public education and the basic principles underlying school board governance. These policies provide a setting for all of the school boards other policies and regulations. AA School District Legal Status AB The People and Their School District AC ACA ACB ACBB ACBE ACC ACD ACE ACF ACG ACG-R1 ACG-R2 ACG-R3 Nondiscrimination Nondiscrimination on the Basis of Gender (Sex) Nondiscrimination on the Basis of Ethnicity and Race Equitable Student Assignment Equitable Maintenance and Repair of Facilities Nondiscrimination on the Basis of Age Nondiscrimination on the Basis of Religion Nondiscrimination on the Basis of Handicap/Disability Interpersonal/Human Relations Compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA Section 504, or Other Similar Requirements Compliance with the Revised Desegregation and Education Plan Complaint Resolution for the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or Other Similar Requirements Student/Parent/Guardian Complaint Procedure AD ADA ADB ADC ADD Little Rock School District Mission Statement Little Rock School District Objectives Drug-Free Schools Tobacco-Free Schools Safe Schools AE Commitment to AccomplishmentLITTLE ROCK SCHOOL DISTRICT NEPN CODE: AA SCHOOL DISTRICT LEGAL STATUS The corporate name of this school district shall be Little Rock School District of Pulaski County, Arkansas, as provided by the law of the State of Arkansas. Adopted: September 24. 1998 Legal References: Statute 80-401,80-402, 80-403 School Law of Arkansas LITTLE ROCK SCHOOL DISTRICT NEPNCODE: AB THE PEOPLE AND THEIR SCHOOL DISTRICT The Board of Education is the legal entity for conducting a system of public education within the geographic area of the school district. The system was created by, and is governed by, state statutes. Members of a Board are chosen by citizens of a district to represent them and the state in the legislative management of public schools. The Board of Education has the dual responsibility for implementing statutory requirements pertaining to public education and local citizens desires for educating the communitys youth. While the Board has an obligation to determine and assess citizens desires, it should be understood that when citizens elect board members to represent them in the conduct of public education they at the same time endorse their representatives with the authority to exercise their best judgment in determining policies, making decisions, and approving procedures for carrying out the responsibility. The Board therefore affirms and declares its intent to: 1. 2. 3. 4. Honor the Little Rock School District Covenant for the Future as approved by the Board on January 11,2001 (attached). Maintain two-way communications with citizens of the District. The public will be kept informed of the progress and problems of the schools, and citizens will be urged to bring their aspirations and feelings about their public schools to the attention of this body which they have chosen to represent them in the management of public education. Establish policies and make decisions on the basis of declared educational philosophy and goals. All decisions made by this Board will be made with primary emphasis given to the purposes set forth, most crucial of which is the optimal learning of the children enrolled in our schools. Act as a true representative body for citizens of the District in matters involving public education. The Board recognizes that ultimate responsibility for public education rests with the State of Arkansas, but individual Boards of Education have been assigned specific authority through statute. The Board will relinquish none of this authority since it believes that decision making control over the childrens learning should be in the hands of local citizens as much as possible. Revised: March 22, 2001 Adopted: September 24, 1998 Attachment: LRSD Covenant for the FutureLITTLE ROCK SCHOOL DISTRICT COVENANT FOR THE FUTURE WHEREAS, the 1998 Revised Desegregation and Education Plan established a workable framework for improving the academic achievement of all students and for creating an equitable, nondiscriminatory learning environment: WHEREAS, improving the academic achievement of all students and maintaining an equitable, nondiscriminatory learning environment will forever be the core of the Little Rock School Districts mission\nand WHEREAS, the Little Rock School District will no longer be required to implement the 1998 Revised Desegregation and Education Plan after the District earns \"unitary status\" and has been released from federal court supervision\nTHEREFORE, the Little Rock School District in order to manifest its post-unitary commitment to the community hereby resolves to establish this covenant. After obtaining unitary status the District will in good faith continue to exercise its best effort to: improve the academic achievement of all students. comply with the Constitution, and ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of LRSD, and provide equitable educational resources, programs and opportunity in a nondiscriminatory environment for all students attending LRSD schools. LITTLE ROCK SCHOOL DISTRICT NEPNCODE: AC NONDISCRIMINATION The commitment of the Little Rock School District to the most fundamental principles of academic freedom, equality of opportunity, and human dignity requires that decisions involving students and employees be based on individual merit and be free from discrimination in all its forms. It is the policy of the Board of Education that there will be no discrimination because of race, color, religion, sex, age, national origin, or handicap/disability in the placement, instruction, and guidance of pupils\nthe employment, assignment, training, or promotion of personnel\nthe provision and maintenance of physical supplies and equipment\nthe development and implementation of the curriculum, including the activities program\nand in all matters relating to the instruction, supervision, administration and Board policy development. Adopted\nSeptember 24, 1998 Legal References: Title VI and Title VII, Civil Rights Act of 1964 Title I and Title II, Civil Rights Act of 1991 Equal Pay Act of 1963 Executive Order 11246 of 1995 Title IX, Education Amendments of 1972 and regulations, 34 C.F.R. part 104 Rehabilitation Act of 1973, Sections 503 and 504 Section 504, 34 C.F.R. part 104 Americans with Disabilities Act, 1990 Vietnam-era Veterans Readjustment Act, 1974 Age Discrimination Act, 1975 Age Discrimination in Employment Act, 1967 Arkansas General Laws Individuals with Disabilities Education Act (IDEA) 1997 Cross References: Board of Education Policies ACA, ACB, ACC, ACD, ACE, ACFLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACA NONDISCRIMINATION ON THE BASIS OF GENDER (SEX) Gender equity is the provision of equal opportunities for ail individuals without regard to their gender. Gender equity is attained through compliance with laws prohibiting gender discrimination and through the elimination of gender bias and gender stereotyping. It is the policy of the Board of Education that no student, faculty or staff in the Little Rock School District will, on the basis of gender, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity or employment. Adopted\nSeptember 24, 1998 Legal References: See Code AC Cross References: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACB NONDISCRIMINATION ON THE BASIS OF ETHNICITY AND RACE The Little Rock School District is committed to serve the educational needs and aspirations of our culturally diverse community. The District is committed to the pursuit of racial and ethnocultural equity for all its students and staff and the promotion of positive attitudes which respect the cultural diversity of our community. It is the policy of the Board of Education that there will be no discrimination on the basis of ethnicity and race in the placement, instruction, and guidance of pupils\nthe recruitment, employment, assignment, training, and promotion of personnel\nthe provision and maintenance of physical supplies and equipment\nthe development and implementation of the curriculum, including the activities program\nand in all matters relating to the instruction, supervision, administration and Board policy development. In pursuit of equity, the Board is committed to: (1) (2) (3) (4) The development and promotion of racial harmony among students and staff and within the community it serves\nRespect for the principle of racial and ethnocultural equity in its personnel practices\nProvision in its programs of opportunities for students to develop positive attitudes toward people with diverse racial, religious and cultural heritages\nand The acquisition of learning materials which are free of racial and cultural stereotyping. Further, the Board: (1) (2) (3) Strongly reiterates its refusal to tolerate expression of racist or ethnic bias in any form by its students or staff or Directors\nAffirms its right to deny access to any person, group or association whose intent is to promote discrimination on the basis of race, creed, color, nationality or place of origin, and\nReaffirms its support for special services and programs for students of diverse racial and ethnic backgrounds. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE\nACBB EQUITABLE STUDENT ASSIGNMENT The Board of Education is committed to the implementation of student assignment programs and procedures designed to ensure the desegregation of Little Rock School District schools to the extent practicable, recognizing that the Revised Desegregation and Education Plan may not require that every Little Rock School District school be racially balanced. The Board directs the administration to develop and implement procedures designed to ensure desegregation within the parameters of the Revised Desegregation and Education Plan, to periodically assess the student assignment plan and to remedy any inequities that are apparent from that assessment. Adopted: April 22, 1999 Cross References\nBoard of Education Policies AC, ACB, ACBD Revised Desegregation and Education Plan of 1998LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACBE EQUITABLE MAINTENANCE AND REPAIR OF FACILITIES The Board of Education is committed to the equitable maintenance and repair of all District facilities. It is the expectation of the Board that repairs and maintenance of facilities will be made equitably, promptly, and effectively, and in keeping with the intent of the Revised Desegregation and Education Plan. The Board directs the administration to develop and implement procedures designed to periodically assess the equitable repair and maintenance of District facilities and to remedy any inequities that are apparent from that assessment. Adopted: April 22, 1999 Cross References: Board of Education Policies AC, ACB, ACBB Revised Desegregation and Education Plan of 1998LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACC NONDISCRIMINATION ON THE BASIS OF AGE Discrimination on the basis of age is illegal under the Federal Age Discrimination Employment Act (ADEA). Age discrimination is present if an individual 40 years of age or older covered under this provision is treated unfavorably in the terms and conditions of his/her employment. Employment issues include hiring, promotions, demotions, terminations, wages, benefits, hours worked, working conditions, and availability of overtime. It is the policy of the Board of Education that individuals employed by the Little Rock School District will not experience discrimination in any form on the basis of age in the terms or conditions of employment. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACD NONDISCRIMINATION OTI THE BASIS OF RELIGION The First Amendment to the United States of Americas Constitution requires that public schools remain religiously neutral. All students, staff, and faculty have the right to choose or not to choose their own religion and there will be no discrimination of any kind based upon an individuals religion. It is the policy of the Board of Education that no student, faculty, or staff in the Little Rock School District will, on the basis of religious belief, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE\nACE NONDISCRIMINATION ON THE BASIS OF HANDICAP/DISABILITY In support of Section 504 of the Rehabilitative Act of 1973, the Vietnam Era Veterans Readjustment Assistance Act of 1974, and Individuals with Disabilities Education Act (IDEA) of 1997, the District will not discriminate against persons who qualify on the basis of handicapping/disabling conditions. It is the policy of the Board of Education that no student, faculty or staff in the Little Rock School District will on the basis of handicapping/disabling conditions be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Adopted: September 24,1998 Legal References\nSee Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACF INTERPERSONAL/HUMAN RELATIONS The Little Rock School District is committed to providing a learning environment that is free from discrimination, culturally sensitive, and promotes positive interpersonal/human relations across all cultures. It is the policy of the Board of Education to provide a learning environment free from discrimination. Programs and procedures will be developed which serve to promote understanding and positive relationships among people. Adopted: September 24,1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG COMPLIANCE WITH THE REVISED DESEGREGATION AND EDUCATION PLAN, TITLE VI, TITLE VII, TITLE IX, ADA, SECTION 504, OR OTHER SIMILAR REQUIREMENTS The purpose of this policy is to affirm the Board of Educations commitment to compliance with the Districts Desegregation and Education Plan and the Civil Rights Law of 1964 as amended. LRSD will implement a compliance program that will include the following components: 1. 2. 3. Compliance standards and procedures reasonably capable of reducing the prospect of noncompliance\nOversight of compliance with such standards and procedures by the Superintendent and the responsible officials\nCommunication of compliance standards and procedures to all employees\n4. Utilization of monitoring and auditing systems reasonably designed to detect 5. 6. 7. 8. noncompliance\nUtilization of a reporting system whereby students, patrons, and employees can report complaints or noncompliance without fear of retribution\nEnforcement of compliance standards and procedures through disciplinary mechanisms when appropriate, including the discipline of individuals responsible for compliance and individuals responsible for any failure to report noncompliance\nand. After noncompliance has been detected, implementation of all reasonable steps to correct past noncompliance and to prevent further noncompliance, including modification of the compliance program as necessary to prevent and detect further similar noncompliance. Annual review of the compliance program for necessary revisions. Adopted: July 22, 1999 Cross References: Board of Education Policies AC, ACA, ACB, ACBB, ACC, ACD, ACE Revised Desegregation and Education Plan of 1998 Administrative Regulations ACG-R1/R2/R3LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R1 COMPLIANCE WITH THE REVISED DESEGREGATION AND EDUCATION PLAN Compliance and Quality Assurance Committee The Associate Superintendents of Administrative Services, Instruction, Operations, and School Services and the Special Assistant to the Superintendent will comprise the Compliance and Quality Assurance Committee. The Districts compliance official also will be a member of the committee. (The compliance official duties may be one of the responsibilities of one of the aforementioned positions.) The committee will have responsibility for the development, implementation, oversight, review, and revision of the compliance program. The compliance program will include any programs, policies, and/or procedures necessary to ensure that the District fulfills all of its obligations under the Revised Desegregation and Education Plan (Plan). The compliance philosophy will be based on internalizing the Plan through the performance responsibilities of the respective organizational divisions. For example, the Instruction division will be responsible for integrating the Plans I'equirements into the curriculum development, staff development, and other similar functions of that division. The associate superintendent who heads the division will be the responsible person for the components of the Plan that are appropriate for his/her division. Through the internalization of the philosophy and the integration of the Plan into the Districts structure, the respective divisions will proactively monitor compliance. The associate superintendents will take appropriate action with respect to incidents of non-compliance and take steps to prevent future similar incidences of non-compliance. Communication and Training All employees will be provided training on the Plan and the Districts commitment to the principles of equity and Plan compliance. Each employee will be provided a copy of the Plan and a Plan compliance handbook. The associate superintendents will be responsible for the training of the employees in their areas on the specific obligations of the division and the employees. The Plan compliance handbook will include the following information: A statement of the Districts commitment to compliance\n The procedures for reporting complaints and/or non-compliance with the Plan\n The possible sanctions for non-compliance\n The employees responsibilities for reporting non-compliance\n The possible sanctions for the failure to report non-compliance\n The avenues for suggesting modifications in the compliance plan.LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R1 (continued) The District web site will be used to assist in communication associated with the Plan and Plan compliance. The web site will include the following information\n A copy of the Plan\n The name, telephone number, and E-mail address of the District's compliance official\n The procedures for filing a complaint or reporting non-compliance. Date\nJuly 22.1999 2LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R2 COMPLAINT RESOLUTION FOR THE REVISED DESEGREGATION AND EDUCATION PLAN, TITLE VI, TITLE VII, TITLE IX, ADA, SECTION 504, OR OTHER SIMILAR REQUIREMENTS The specific purposes to be served by these procedures are: To ensure that a complaint is considered fairly, with all due speed, and without prejudice or reprisal to the aggrieved person\n To encourage employee expression regarding conditions that affect him/her\n To provide a specific procedure that will facilitate the understanding of district policies affecting employees\n To build confidence, in the sincerity and integrity of the complaint resolution procedure as a means to establish the facts upon which a complaint is based, a problem is stated, and a fair conclusion or solution is reached. Definitions A complaint\" is an allegation of action or inaction by the District or its representatives in violation of the Revised Desegregation and Education Plan, Title VI, Title IX, ADA or Section 504, or the implementing regulations, or other similar requirements. The complainant is the student, patron, or employee bringing the complaint. \"Employee\" means a person who is a full or part-time employee who is on the payroll of the District. Patron means any students parent or other resident in the LRSD. The \"responsible official means the employee designated by the District to coordinate its efforts to comply with and carry out its responsibilities under the abovementioned requirements. \"Student\" means a person enrolled in one of the schools operated by the corporation. \"Superintendent\" means the Superintendent of Schools or his/her designee. Responsible Official The following LRSD administrators are the responsible officials for the areas listed: Revised Desegregation and Education PlanAssociate Superintendent for Administrative Services Title VIDirector, Exceptional Children Title VIIDirector, Human Resources . Title IXSpecial Assistant to the SuperintendentLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R2 (continued) ADADirector, Human Resources Section 504 for EmployeesSpecial Assistant to the Superintendent Section 504 for StudentsDirector, Exceptional Children Process The following process will be used in the review and resolution of complaints regarding compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or other similar requirements of the Civil Rights Law of 1964 as amended: Step 1 (Informal Resolution) The complainant is encouraged to try to resolve any issues relating to implementation and compliance with any of the aforementioned legal requirements at the lowest administrative level possible. The complaint should be brought to the administrator/supervisor at the point where the possible violation exists. Within ten days after receipt of the complaint, the administrator will attempt resolution with the complainant in an informal manner. If a satisfactory informal resolution cannot be reached, the complainant and/or the administrator may seek the assistance of the District's responsible official. Step 2 (Formal Complaint) If the complainant is unable to secure a satisfactory resolution through informal means at step 1, the complainant may file a formal complaint. The complaint should be filed with the LRSDs official who has district level responsibility for that area. The complaint must be filed within ten days of the response of the administration at step 1. The complaint should be in writing and give a concise but thorough overview of the alleged problem or violation and indicate the specific relief requested. All relevant documents also should be included. The responsible official will investigate the complaint and collect whatever information is needed to make an informed decision. The responsible official will issue a written finding within fifteen days of the receipt of the complaint or inform the complainant of the reasons that it is not possible to issue a finding in that time frame. If a finding cannot be issued within fifteen days, it will be issued as soon practicable. as 2LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R2 (continued) Step 3 (Appeal to the Board of Education) If the complainant is not satisfied with the finding at step 2, he/she may request a hearing with the Board of Education. The request for the hearing must be made within ten days of the written finding issued at step 2. The request for the hearing must include a statement of the complaint, the finding of the responsible official from step 2, and any response to the finding that the complainant wishes to present. It should include the reasons that the complainant believes the finding is in error. The individual members of the Board will review the information presented with the written request for the hearing prior to following months Board agenda meeting. The Board will decide at the agenda meeting whether or not to place the appeal on the agenda for a hearing. If the Board decides not to hear the complaint, the written finding of the Districts responsible official will be the position of the LRSD. Timelines The failure of the complainant to comply with the identified timelines will be considered to be an abandonment of the complaint. Effect of Settlement Any settlement of a complaint will be applicable to that complaint only and will not be binding authority for the disposition of any other complaint. Anonymous Complaints The LRSD is committed to compliance with its legal obligations. As a result anonymous complaints will be thoroughly investigated and handled in a serious manner. However, anonymous complaints are more difficult to substantiate and investigate. Therefore, complainants are encouraged to be open, forthcoming, and identify themselves to assist in a satisfactory resolution to the complaint. The LRSD recognizes that some students, patrons, and employees will not come forward with legitimate complaints because of a fear of retribution. The LRSD will not condone or tolerate reprisals against complainants by any of its employees. Employees who exercise retaliatory behavior against any complainant will be appropriately disciplined. 3LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nACG-R2 (continued) Reporting Outside the Process In instances where there is a genuine sense of potential reprisal and it is not realistic to report the complaint at the lowest administrative level, the complaint may be made with the Districts responsible official. The responsible official may refer the complaint to another administrator in the departments organizational structure to attempt a resolution. Date: July 22,1999 4LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R3 STUDENT/PARENT/GUARDIAN COMPLAINT PROCEDURE The following procedure will be used to address a complaint from a student, parent, or guardian. Complaints can include, but are not limited to, discrimination based on race, national origin, religion, handicap, age or gender, including sexual harassment: 1. Report the alleged incident to the principal as soon as possible after the event(s) has occurred. If the complaint involves the principal, the report of the alleged incident should be made to the Assistant Superintendent or Associate Superintendent for School Services as soon as possible after the event(s) occurred. 2. The complaint will be investigated and the individual bringing the complaint will be advised of the outcome of the investigation within ten (10) days. 3. If the individual bringing the complaint is not satisfied with the principals resolution he/she may appeal to the Assistant Superintendent or Associate Superintendent for School Services. The appeal must be made in writing within ten (10) days from receipt of the principals decision. 4. If the individual is not satisfied with the Assistant or Associate Superintendent's resolution of the complaint, he/she may appeal to the Superintendent of Schools or his/her designee. Date: November 18, 1999 Cross Reference: Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPNCODE: AD LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously, and face the future as productive contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. Adopted: September 24, 1998LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nADA LITTLE ROCK SCHOOL DISTRICT 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 curriculum. Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others. By 2003, the percentage of students in every identified sub-group of race and gender performing at or above the national average in reading and math on standardized tests shall be at least 65%\nperforming at the highest quartile in reading and math on standardized tests shall be at least 30%\nand performing at the lowest quartile in reading and math on standardized tests shall be no more than 10%. Adopted: September 24, 1998LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADB DRUG-FREE SCHOOLS The Little Rock School District is committed to providing a drug and alcohol free learning environment and workplace. Drug abuse and alcohol abuse at school or in connection with school-sponsored activities on or off school grounds threaten the health and safety of our students and our employees and adversely affect the educational mission of the school district. It is the policy of the Board of Education that the manufacture, distribution, dispensation, possession or use of illicit drugs, alcohol or other controlled substances in the workplace, on school premises or as part of any school-sponsored activities is strictly prohibited. These standards of conduct are equally applicable to students and employees. Any employee who is convicted of a drug statute violation arising out of conduct occurring in the workplace must notify the central administration of such conviction not later than five (5) days after the conviction. Compliance with these standards of conduct is mandatory. In accordance with the Drug-Free Workplace Act of 1988, compliance with this policy is made a condition of employment by the school district. Disciplinary sanctions (consistent with local, state and federal law), up to and including termination of employment and referral for prosecution, will be imposed on employees who violate the standards of conduct set forth in this notice. Adopted\nSeptember 24, 1998 Legal References: Drug-Free Schools Act, 1988 Drug-Free Schools and Communities Act Amendments of 1989 (Public Law 101-226) Cross References\nBoard of Education Policy GBEC Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ADC TOBACCO-FREE SCHOOLS The Board of Education believes that tobacco smoke in the school and work environments is not conducive to good health. As an educational organization, the Little Rock School District should provide both effective educational programs and a positive example to students concerning the use of tobacco. It is the policy of the Board of Education that all uses of tobacco and tobacco products, including smokeless tobacco, will be prohibited in all District facilities. At no time will the use of tobacco or tobacco products be permitted in classrooms, corridors, restrooms, locker rooms, work areas, cafeterias, offices, faculty lounges, gymnasiums, all other rooms and school grounds. This policy also prohibits the use of tobacco or tobacco products, including smokeless tobacco, in all vehicles owned, leased or operated by the District. District employees and students enrolled in the Districts schools are not permitted to use tobacco or tobacco products, including smokeless tobacco, while they are participants in any class or activity in which they represent the school district. Adopted: September 24, 1998 Legal References\nSchool Law of Arkansas, Acts 854 and 779 Cross Reference: Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADD SAFE SCHOOLS The Little Rock School District will maintain a safe and nurturing educational environment where students can learn, teachers can teach, and where parents and patrons can meet. The Little Rock School District will not tolerate violence or injury to staff or students, nor will weapons be tolerated at any school activity or on any school district property. It is the policy of the Board of Education to enforce fairly and firmly all federal and state laws and related District policies pertaining to school safety and student discipline. Any criminal misconduct will be reported to the proper law enforcement authority, and school district staff will cooperate with any subsequent criminal prosecution. Adopted: September 24, 1998 Legal References: Arkansas General Laws Federal Gun-Free Schools Act Cross Reference: Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPNCODE: AE COMMITMENT TO ACCOMPLISHMENT The Board of Education accepts ultimate responsibility for all facets of Board operations. Because it is accountable to the people, the Board will maintain a program of accountability consisting of the following elements: 1. Clear statements of expectations and purpose as they relate to operations, programs, departments, and positions. 2. Provision for the staff, resources, and support necessary, to achieve stated expectations and purposes, subject to the Districts financial capabilities. 3. Evaluation of operations, programs, instruction, and services to determine how well expectations and purposes are being met. Adopted: September 24, 1998P Qv\u0026gt; OO \u0026lt;X m o Z2r0- z' o SECTION B: SCHOOL BOARD GOVERNANCE AND OPERATIONS Section B of the Little Rock School District policy manual contains policies, regulations, and exhibits on the school board how it is appointed or elected\nhow it is organized\nhow it conducts meetings, and how the board operates. This section includes bylaws and policies establishing the boards internal operating procedures. BA BAA Board of Education Operational Goals Board of Education Self-Evaluation BB BBA BBB BBBA BBBB BBBD BBBE BCA BCB BCC BD BDA BDB BDC BDCA BDCB BDD BDF BDG BDH BE BEA BEB BEC BED BEDA BEDB BEDC BEDD School Board Legal Status Board Powers and Responsibilities Board Membership Elections Board Membership Qualifications Board Membership Oath of Office Board Member Removal from Office Unexpired Term Fulfillment/Vacancies School Board Member Code of Conduct Prevention of Nepotism Financial Disclosure by School Board Members Organization of the School Board Board Organizational Meeting Board Officers Appointed Board Officials District Representative to the Board of Equalization District Representative to the Little Rock Planning Commission Board-Superintendent Relationship Advisory-Committees School Attorney/Legal Services Consultants to the Board School Board Meetings Regular Board Meetings Special School Board Meetings Executive Sessions Meeting Procedures Notification of Board Meetings Agenda Quorum Rules of Order Section B - Page 1 of 2 BEDDB BEDF BEDG BEDH BEE Suspension of Rules of Order Voting Method Minutes Public Participation at Board Meetings Board Hearings/Appeal Proceedings BF School Board Work Sessions and Retreats BG BGD BGE School Board Policy Review of Regulations Policy Communication BH BHA School Board Communications School District Logo BIB BID Board Member Development Board Member Compensation BJ School Board Legislative Program BK School Board Memberships in Professional Associations Section B - Page 2 of 2LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BA BOARD OF EDUCATION-OPERATIONAL GOALS The Board of Education is responsible to the people, all of the people, for whose benefit the school District has been established. By virtue of this responsibility each member of the Board must look to the future and to the needs of all people. This requires a comprehensive perspective and long-range strategic plan in addition to attention to immediate problems. The Boards primary responsibility is to establish those purposes, programs, and procedures that will best produce the educational achievement needed by District students. It is charged with accomplishing this while also being responsible for wise management of resources available to the District. The Board must fulfill these responsibilities by formulating and adopting policy, by selecting a superintendent to implement policy, and by evaluating results. Further, the Board must carry out its functions openly, while seeking the involvement and contributions of the public, students, and staff in its decision making processes. Adopted: January 28,1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BAA BOARD OF EDUCATION SELF-EVALUATION Annually, the Board of Education will conduct a self-evaluation. The evaluation plan will be developed by the Board president and an Ad Hoc Board committee appointed by the president. The following areas of Board functions will be included in the self-evaluation: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Board Meetings Policy Development and Evaluation Fiscal Management Board Role in Educational Program Development Board Member Orientation Board Member Development Board Officer Performance Board-Superintendent Relationships Board-Staff Relationships Board-Community Relationships Legislative and Governmental Relationships. Adopted: January 28. 1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BB SCHOOL BOARD LEGAL STATUS The corporate name of this school district will be Little Rock School District of Pulaski County, Arkansas, as provided by the law of the State of Arkansas. The Little Rock School District of Pulaski County, Arkansas, will be referred to as the District or Little Rock School District in this policy book. The District is governed by a Board of Education consisting of seven Board members, each of whom is elected for a three-year term. Adopted: January 28, 1999 Legal References: Statute 80-401,80-402, 80-403 School Law of Arkansas Cross Reference: Board of Education Policy AALITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBA * * BOARD POWERS AND RESPONSIBILITIES The Board of Education is a representative body elected to provide for and oversee the operation of the District. Power and mandatory responsibilities of the Board are defined in state statutes. The Board exercises its powers and responsibilities only when convened in a legally constituted meeting. Powers of the Board\n Legislative or policymaking. The Board is responsible for the development of policy and for the employment of a superintendent who will carry out District policy through the development and implementation of regulations. The Board will serve as the final authority within the school system to resolve any issue which cannot be resolved through regular administrative channels. Educational planning and appraisal. The Board is responsible for using reliable information which will enable it to make the best possible decisions about the scope and nature of the educational program. The Board is responsible for requiring appraisal of the results of the educational program. Staffing and appraisal. The Board is responsible for approving the employment of staff. The Board is responsible for approving salaries, salary schedules, terms and conditions of employment, and for ensuring an effective appraisal of District staff through the annual evaluation process. Financial resources. The Board is responsible for adopting a budget that will provide the financial base for staff, buildings, materials, and equipment to enable the District to carry out the educational program. The Board is responsible for exercising control over the finances of the District to ensure proper use of, and accounting for, all District funds. School facilities. The Board is responsible for ensuring that District facilities support and enhance the educational program. Communication with public. The Board is responsible for keeping the community informed about the schools and for providing opportunities for the community to share ideas and concerns with the Board. Adopted: January 28,1999 Legal Reference: A.C.A. 6-13-620LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBBB BOARD MEMBERSHIP ELECTIONS The Board of Education of the Little Rock School District is composed of seven (7) directors. As established by law the directors are elected by qualified voters of each zone on a nonpartisan ballot on the third Tuesday in September. Directors terms of office are staggered to ensure that not more than three (3) Director positions are elected each year. The term of office is three (3) years with the right to succession. Candidates for election are nominated by petition. The petition must be signed by twenty (20) qualified voters from the candidates zone. This petition must be filed with the Pulaski County Circuit Clerk 45 days prior to the election date and the candidate certified by the Pulaski County election Commission. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-615, 6-13-608, 6-13-607LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BBBA BOARD MEMBERSHIP QUALIFICATIONS Qualifications to be a member of the Little Rock School District Board of Education as stated by law are as follows\n Be a qualified elector from the District Be eighteen (18) years of age or older Be a citizen of the United States of America Be a resident of the election zone Reside in the zone at least six (6) months prior to the election Not be employed by the District Adopted\nJanuary 28,1999 Legal References: A.C.A. 6-13-616, 6-13-607, 6-13-630 LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BBBB BOARD MEMBERSHIP OATH OF OFFICE Each Director will, within ten (10) days after receiving notice of his or her election or appointment, subscribe to the following oath: I,___, do hereby solemnly swear or affirm, that I will support the Constitution of the United States and the Constitution of the State of Arkansas, and that I will not be interested, directly or indirectly, in any contract made by the District of which I am a director, except that said contract be for materials bought on open competitive bid and let to the lowest bidder, and that I will faithfully discharge the duties as school director in the Little Rock School District of Pulaski County, Arkansas, upon which I am about to enter. The county clerk, upon receipt of the directors oath, will immediately commission the director and the director will enter at once upon his or her duties. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-617LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBD BOARD MEMBER REMOVAL FROM OFFICE Board members will be removed from office for the following reasons: Conviction of a felony: A vacancy will exist on the Board of Education from the date of the final judgment of conviction. The prosecuting attorney who prosecutes a board member will immediately notify the Little Rock School District Board of Education and a vacancy shall be declared. Removal of residence from the zone represented: If a Board members primary residence is moved outside the zone he or she was elected to represent, the board member will immediately tender a letter of resignation. Temporary vacancy due to service in the armed forces: A successor will be appointed to fill the temporary vacancy. Upon return to civilian activities the elected member may resume the duties of board member for the unexpired term by written notice to the Board secretary. Absence from board meetings: A vacancy may be declared by a vote of the Board if a member fails to attend a school board meeting during a ninety (90) day period due to removal of residence from the District or employment at a distance from the District. A vacancy may be declared by a vote of the Board if a member misses three (3) regular and consecutive board meetings during a school year for any reason other than service in the armed forces or illness documented by the members attending physician. The member must be given an opportunity for a hearing before the Board upon fifteen (15) days notice received by personal delivery or certified mail with return receipt signed by addressee. When a vacancy occurs on the Board of Education the remaining Board members will appoint an individual to serve until the next annual school election. Adopted: January 28,1999 Legal References: A.C.A. 6-13-612, 6-13-613, 6-13-6 Cross References: Board of Education Policies BBBA, BBBFLITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBBBE UNEXPIRED TERM FULFILLMENT/VACANCIES Vacancies may occur on the Board of Education because of a members resignation, death, moving out of the District, or other reasons provided by law. The Board by formal action will declare the Board position vacant. The vacancy will be filled by a majority vote of the remaining members within thirty (30) days. At least fifteen (15) days before making an appointment to fill a vacancy, the Board will publish a notice in the newspaper(s) having general circulation in the District. Qualified persons interested in filling the position may make application. If the Board fails to fill the vacancy within thirty (30) days, the vacancy will be filled by appointment by the Pulaski County Board of Education. Appointed directors will serve until the next annual school election and may be a candidate for election to the seat to which they are appointed. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-611 Cross References: Board of Education Policies BBB, BBBA, BBBB, BBBDLITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBCA SCHOOL BOARD MEMBER CODE OF CONDUCT The Board of Education is elected to develop policy and provide overall leadership to the District. The role of the Board will be to act on issues that impact the quality of education for all children. They will act as both statespersons and representatives. To ensure that this goal is achieved, the Little Rock School District Board of Education adopts the following code of conduct for all Board members. 1. 2. 3. 4. 5. 6. 7. 8. 9. The Board of Education (the Board) has oversight responsibility and control over all activities related to the public school education provided by the District. The Board is elected by the public and has decision-making authority, the power to designate management, the ability to significantly influence operations and primary accountability for fiscal matters. Board members will act as policy makers, monitors, and evaluators of educational policies, and they will be the liaison to the people. Individual Board members have no power or right to make individual promises that would be binding upon the Board and/or the District. When Board members are contacted by staff or community members, they should listen to the concern or complaint and inform the individual of appropriate board policies and procedures regarding the complaint or concern. Board members should praise employees when it is appropriate to do so, but criticism must be handled through the office of the superintendent. Interaction between the superintendent and Board members will be constructive, open, productive and mutually respectful. Board members may provide individual advice but may provide direction to the superintendent only as a result of official Board action. Confidences shared among colleagues will be honored and information that is privileged under applicable law will remain completely confidential. Each member of the Board agrees to direct questions about school district operations to the superintendent or to his/her designee(s).LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BCA (continued) 10. Each Board member is expected to work to establish an open, positive, problemsolving atmosphere to achieve the goals of the organization. 11. In the area of policy, only the president of the Board is empowered to speak for the Board, and then only on matters which the Board has resolved by a majority vote of the Board. Board members may state personal positions as long as they make it clear that they are not speaking on behalf of the Board or the District. The Board speaks only through its resolutions. 12. Before each meeting Board members should read all available agenda materials and call the superintendent prior to the meeting if clarification is needed. 13. Once a decision is reached, the administration should ensure the decision is implemented. 14. When interacting with staff. Board members are expected to be cognizant of their role as policy makers, in contrast with the role of administrators as managers of the school system. 15. Board members will facilitate dialogue, divergent thinking, and debate in order to make the best decisions. In order to ensure that this code of conduct is adhered to, the President of the Board will entertain discussions of perceived violations of this code, and the Board is empowered to censure officially, in public meetings, members who persistently violate this code. Adopted\nJanuary 28, 1999 2LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOB PREVENTION OF NEPOTISM No person will be employed in the Little Rock School District in any capacity who is related (whether by blood or marriage, including spouse, parent, child, grandparent, grandchild, brother, sister, aunt, uncle, niece, nephew, or first cousin) to a member of the Little Rock School District Board of Education, the superintendent of schools, or senior administrators reporting directly to the superintendent. The policy will be applied prospectively and will not be construed to affect the employment or annual renewal of employment of any individual so related who is in the employ of the Little Rock School District at the time of adoption of this policy. Additionally, no person will be employed in a position where he/she would be related, as defined above, to his/her immediate supervisor. If an employee is transferred to a supervisors position which would cause a violation of this policy, the subordinate employee will be transferred to a substantially equivalent position as soon as reasonably possible. Under no circumstance will a supervisor be allowed to evaluate the performance of one of his/her relatives. Adopted\nJanuary 28,1999LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCC FINANCIAL DISCLOSURE BY SCHOOL BOARD MEMBERS Members of the Little Rock School District Board of Education must file a written financial disclosure statement on or before the last day of January of each year. The statement is filed with the Pulaski County Circuit Clerk and is open for public inspection. The financial disclosure statement is retained for five years and then destroyed. Adopted: January 28,1999 Legal References: A.C.A. 21-8-305 through 21-8-309LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBD ORGANIZATION OF THE SCHOOL BOARD The Board of Education will organize by electing officers of the Board. The Board will elect a president, a vice-president, and a secretary. Officers will be elected by majority vote of the members present at the organizational meeting. The Board may assign a District employee to provide clerical assistance to the Board. Board officers will serve for a term of one year or until a successor is elected and qualified. No member of the Board will serve more than two consecutive terms as president. A vacancy among officers of the Board, other than the president, will be filled by majority action of the Board. A vacancy in the presidency will be filled by the vice- president, and a new vice-president will be elected. Adopted\nJanuary 28. 1999 Legal Reference\nArkansas School Law 80-506 Cross References\nBoard of Education Policies BBBD, BBBE, BEDC, BEDD, BEDFLITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDA BOARD ORGANIZATIONAL MEETING The Board of Education will organize annually at its first regular meeting after the annual school election for the purpose of swearing in successful candidates and electing officers. At this meeting, the Board will elect a president, a vice president, and a secretary from its members. The incumbent president of the Board will preside until a successor is elected, whereupon the successor will assume the chair. Adopted\nJanuary 28, 1999 Legal Reference: Arkansas School Law 80-506 Cross References: Board of Education Policies BBB, BE, BEA, BED, BEDFLITTLE ROCK SCHOOL DISTRICT NEPN CODE\nBDB BOARD OFFICERS Duties of the President The president will preside at all meetings, will decide questions of order in accordance with Roberts Rules of Order Revised and will appoint all committees at the direction of the Board of Education. The president will have the right as other members of the Board to discuss and vote on all questions. The president will call a special meeting of the Board of Education whenever conditions required for special meetings have been met. Duties of the Vice-president In the absence or incapacity of the president, the vice-president will perform the duties and assume the obligations of the president. Duties of the Secretary The secretary of the Board of Education will keep a record of the proceedings in all Board meetings. This may be done through clerical assistance. In the absence or incapacity of the president and vice-president, the secretary will perform the duties and assume the obligations of the president. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDC APPOINTED BOARD OFFICIALS It is the practice of the Board of Education to appoint individuals to officially represent the Board on appropriate county, city or community based boards and commissions. The representative will appear before the Board at the Boards request to report on the actions and future actions of the related board or commission. At that time, the Board may direct any questions to the representative concerning the function or actions of the related board or commission. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDCA DISTRICT REPRESENTATIVE TO THE BOARD OF EQUALIZATION The Board of Education will appoint a representative to the Board of Equalization for Pulaski County, Arkansas. The function of the Board of Equalization is to review the assessments made by the county assessor and make recommendations to the county assessor, to raise or lower individual assessments and to make a report to the Arkansas Tax Coordination Reassessment Division for the State of Arkansas. The County Clerk reviews the report of the Board of Equalization and forwards the report to the Arkansas Tax Coordination Reassessment Division. This body reviews the report and determines if the assessments fall within the guidelines dictated by state law. The term for this appointment is three years. The representative must be a qualified elector, a real estate owner, and have familiarity with property values in Pulaski County. The representative must be able to attend the several day planning meeting in July and to meet daily during the month of August. Occasionally, a special session is held during the first two weeks of September to complete any unfinished business. The representative is compensated $50.00 per day while in session. A certain amount is appropriated and cannot be exceeded. Each school district (Little Rock, North Little Rock and Pulaski County Special) has a representative on the Board of Equalization at ail times. The three-year terms of the representatives are staggered so that one school district representatives term expires each year. The superintendent of the school district with the expiring term in consultation with the Board of Education nominates the representative to replace the representative whose term expires or who may have resigned. By gentlemans agreement, the superintendents of the remaining two school districts cast their vote to elect the nominee from the district with the expiring term. Adopted\nJanuary 28, 1999 Legal Reference: Arkansas School Law 84-701LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDCB DISTRICT REPRESENTATIVE TO THE LITTLE ROCK PLANNING COMMISSION The Board of Education will appoint a representative to the Little Rock Planning Commission. The function of the Little Rock Planning Commission is to serve in an advisory capacity to the City Board of Directors on matters relating to land development, proposed utility expansion, and proposed new improvement districts and to act as final authority on the proposals for subdivision plats. No formal qualifications are required to serve on the Planning Commission. The person appointed to serve on the Planning Commission should be able to spend about one-half day each month in his/her personal vehicle driving to areas that are under consideration\nto meet with the full commission at least twice monthly\nand to spend a total of approximately four days per month on Planning Commission business. One position of the Planning Commission is designated for the representative of the Little Rock School District and is an open-ended term. The representative serves until the representative resigns. There is no compensation for service in this position. Expenses for out-of-town retreats or other authorized business is reimbursed. Adopted: January 28, 1999 Legal Reference: City Ordinance Article II, Sec 23-27(a)LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDD BOARD-SUPERINTENDENT RELATIONSHIP The Board of Education believes that the legislation of policies is the most important function of a school board and that the execution of the policies should be the function of the superintendent and staff. Delegation by the Board of its executive powers to the superintendent provides freedom for the superintendent to manage the schools within the Boards policies and frees the Board to devote its time to policymaking and appraisal functions. The Board holds the superintendent responsible for the administration of its policies, the execution of Board decisions, the operation of the internal machinery designed to serve the school program, and for keeping the Board informed about school operations and problems. The Board will strive to employ the best professional leader available for the head administrative post. Then, the Board as a whole, and individual members, will: Give the superintendent full administrative authority for properly discharging his or her professional duties, holding him/her responsible for acceptable results. Act in matters of employment or dismissal of school personnel only after receiving the recommendations of the superintendent. Hold meetings of the Board in the presence of the superintendent, except when his or her contract and salary are under consideration. Refer all complaints to the superintendent for appropriate investigation and action. Strive to provide adequate safeguards around the superintendent and other staff members so that they can discharge their educational functions on a thoroughly professional basis. Present personal criticisms of any employee directly to the superintendent. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-620LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBDF ADVISORY-COMMITTEES The Board of Education may appoint ad hoc advisory committees to counsel it as one means of discerning the needs and desires of the school district and its residents. The central purpose of all advisory committees is to contribute to the educational program by conducting studies, identifying problems, and developing recommendations that will enhance the effectiveness of the decision making process. The ultimate authority to make decisions will continue to reside in the powers and duties of the Board as imposed by law. Such committees will be formed by the Board at such times and for such specific purposes as the Board deems necessary. They will function until their assigned goal has been accomplished, and then will be dissolved. Generally, citizens advisory committees will be assigned to investigate areas of educational program which need development, change, or reorganization and areas of community involvement in District affairs. Members will be broadly representative of the community's population and chosen from among residents who have shown an interest in the topic to be studied and who express a sincere interest in the advancement of public education. Once activated, the committee will report periodically to the Board, keeping it informed of progress and problems. The Board may designate the intervals at which it will hear from the committee, but any significant developments will be reported as they occur. No announcement may be made by any committee or its members to the public or press until such release has been cleared with the Board president or his or her designee. The Board will provide citizens advisory committees with a suitable meeting place and administrative assistance. Recognizing the contributions to be made by staff members in the deliberations of citizens advisory groups, the Board may authorize participation of school personnel in various ad hoc advisory committees. In such cases, the superintendent will recommend the staff member or members to serve on the committee. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPN CODE\nBDG SCHOOrATTORNEY/LEGALSERVICES The increasing complexity of school operations requires the frequent procurement of legal services. Consequently, the Board will retain an attorney or law firm. The school attorney must be admitted to the state bar and licensed in the legal profession. In addition, the attorney will either have supplementary training in school- related law and the role of the public school in society, or will commit himself or herself to acquiring such knowledge within a reasonable time following appointment. The school attorneys services will include, but not be limited to: furnishing general legal advice in policy development and on relations with employees, employee organizations, pupils, parents, district residents, and other governmental and nongovernmental groups and agencies\n aiding the well-being of the district\nand rendering services in impending or actual litigation involving the school system as a whole or any unit, individual, or groups of individuals connected with the schools. A decision to seek legal advice or assistance on behalf of the school system will normally be made by the superintendent. Such action will be taken as consistent with Board policy and as it meets an obvious need of the District. It may take place as a consequence of formal Board direction. Except in unusual circumstances, all communications between the school attorney and District personnel and Board members will be directed through the superintendent or the president of the Board. If inquiries are addressed directly to the attorney by other district personnel, responses, in writing, will be channeled through the superintendent or the president of the Board. Many types of legal assistance will be considered routine and will not need specific Board approval. However, when the administration concludes that an unusual type or amount of legal service may be required, the Board directs the administration to advise it expeditiously and to seek either initial or continuing authorization for such service. Selection Procedures The school attorney will be appointed or reappointed at the annual organizational meeting. In order to provide an opportunity for firms or attorneys to apply periodicallyLITTLE ROCK SCHOOL DISTRICT Continued NEPN CODE: BDG for the position, the Board will adhere tolhe following selection procedures every three years: Law firms within the District will be contacted by letter to determine interest in being considered. A survey questionnaire will be sent to firms that indicate an interest. Firms expressing an interest will be interviewed by the Board. Selection Considerations Experience in school law will be an important consideration. The attorney must be willing to: 1. devote the time needed to keep up with school law, attend Board meetings when requested, and respond promptly when legal assistance is requested by the Board or the administration\nand 2. participate in state and national organizations of school attorneys and attend meetings sponsored by these and other organizations that deal with school legal problems. Fees The fee schedule for the various types of services rendered (legal research, information, attendance at meetings, in court, etc.) will be established at the time of appointment and/or reappointment. Adopted: January 28, 1999 2LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDH CONSULTANTS TO THE BOARD The Board of Education may enlist the services of consultants to provide specialized advice or assistance to the District concerning educational, management or administrative matters where an additional opinion or opinions are appropriate or when knowledge or technical skills are needed that cannot be provided by persons on the staff. Where appropriate, bids for consulting services will be sought, but the Board will have ultimate discretion with respect to selection. Consultants who serve this District will exercise no authority over the work of the employees of the District, but will act only as advisor in the field in which they are qualified to offer assistance. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BE SCHOOL BOARD MEETINGS The Little Rock School District Board of Education will meet in regular session once each month in the Board Room of the Little Rock School District Administration Building at 810 West Markham. A twelve-month calendar of Board meetings will be approved prior to the beginning of each school year. Changes in the site, date, or time of any meeting may be made by a vote of the Board. The Board may also meet to set the agenda, conduct work sessions, and participate in Board retreats. All meetings of the Board of Education will be open to the public and will be governed by the Arkansas Freedom of Information Act. Newspapers, television and radio stations will be notified at least two (2) hours prior to all regular and special Board meetings. Adopted: January 28, 1999 Legal References: A.C.A, 6-13-619, 25-19-101LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEA REGULAR BOARD MEETINGS The regular meeting of the Little Rock School District Board of Education will be held on the fourth Thursday of each month in the Boardroom of the Administration Building at 6:00 p.m. unless otherwise set by action of the Board. Board members will receive copies of the final agenda by Tuesday prior to the Thursday regular meeting. All Board meetings are open to the public. The order of business of any regular Board meeting will include an opportunity for citizens to address the Board. Notification of Board meetings will be sent sufficiently in advance to the newspapers, television and radio stations. Adopted\nJanuary 28, 1999 Legal References: A.C.A. 6-13-619, 25-19-101 et seq. Cross References\nBoard of Education Policies BE, BEDHLITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEB SPECIAL SCHOOL BOARD MEETINGS Special meetings of the Little Rock School District Board of Education may be called in four (4) ways. 1. 2. 3. 4. By the Board president By the Board secretary By any three (3) members of the Board By petition signed by fifty (50) electors in the District. No business will be transacted at any special meeting of the Board which does not come within the purpose set forth in the call for the meeting unless all members of the Board are present and agree to the consideration of the additional items. All special meetings will be open to the public. All Board members will be given reasonable notification of the special meeting. The news media will be notified at least two (2) hours prior to the meeting. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619, 25-19-101 et seq. Cross References: Board of Education Policies BE, BEDALITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEC EXECUTIVE SESSIONS During a regular or special meeting Board members may vote to go into executive session which is closed to the public and the media. Executive sessions are permitted only for the purpose of considering employment, appointment, promotion, demotion, disciplining, or resignation of a public officer or employee. The superintendent at the invitation of the Board may attend all executive sessions except those that pertain to the superintendents contract. The immediate supervisor of the employee involved and the employee may be present at the executive session when so requested by the Board. Also, any person being interviewed for superintendent may be present when so requested by the Board. No minutes are taken during executive session. That such a meeting is held will be recorded in the minutes of the open meeting. In accordance with law, no official action may be taken in executive session. To take final action on any matter discussed, the Board will reconvene and act upon the matter in open session. Board members, the superintendent and other persons attending the executive session are duty-bound not to disclose matters discussed in executive session. Adopted: January 28, 1999 Legal Reference: A.C.A. 25-19-106 Cross Reference: Board of Education Policy BEDGLITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBED MEETING PROCEDURES The Little Rock School District Board of Education uses certain procedures for conducting business. Except as specifically altered herein, all meetings will be conducted according to Robert's Rules of Order Revised. Agenda For regular Board meetings the superintendent will determine which administrative items will be placed on the agenda. Board members may request items placed on the agenda. The Board will have until noon on Friday of the week it receives the proposed agenda to request additional items be placed on the agenda or to object to items on the agenda. For special Board meetings the superintendent in consultation with the Board president will set the agenda item(s). Board members may request an item be placed on the agenda by submitting the request at least two (2) days prior to the meeting. All Board meetings will be conducted in accordance with the printed agenda unless the Board votes to suspend the rules for the purpose of considering an item of business. Order of Business The order of business of all regular meetings will be as follows: Preliminary items: Roll Call, Recognitions, Superintendents Report, Board of Education Report, Public Communications and Petitions. Consent agenda\nRoutine items of business will be placed on the agenda under Disposition of Routine Business by Consent and will be introduced by the superintendent. If a Board member has a question about any item on the consent agenda, that item will be pulled from the consent agenda and considered as a separate agenda item immediately following Disposition of Routine Business by Consent. Other items on the agenda for Board action and/or discussion will generally be handled as follows: The Board President will identify the item. The superintendent will make his/her recommendation. A Board member will present the motion and receive a second.LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BED (continued) The superintendent or a designated administrator will be available to make a brief explanation of the item and respond to questions from the Board. Board members will discuss the item. The Board President will call for the vote. Closing items: Administration Reports, Announcements, Hearings. Adjournment Minutes will be recorded at all Board meetings and kept on file. Meetings will also be recorded on tape. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619 Cross References: Board of Education Policies BE, BEA, BEDB, BEDC, BEDD, BEDDB, BEDF, BEDH, BEE 2 LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEDA NOTIFICATION OF BOARD MEETINGS At the beginning of each school year the Board will approve a calendar of regular Board meeting and agenda meeting dates and times. This calendar will be made available to the news media and to anyone requesting this information. In the event of a special Board meeting the news media will be notified of the time, place and date of the meeting at least two (2) hours prior to the meeting. Board members will be notified as early as possible. Adopted: January 28. 1999 Legal References: A.C.A. 25-19-106 (2) Cross References: Board of Education Policies BE. BEA. BEBLITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEDB AGENDA An agenda for each regular meeting of the Little Rock School District Board of Education will be prepared by the superintendent. The method used by the superintendent to establish the Board agenda must provide an opportunity for the Board members to voice objections or add items. The agenda will contain all, but only, those items introduced by the Board members and superintendent. Only action items scheduled in the agenda wi\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_295","title":"Compliance hearing exhibits, 23-24","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":["1999/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","Educational statistics"],"dcterms_title":["Compliance hearing exhibits, 23-24"],"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/295"],"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\ns * LR5D Quartef'y Status Repof\n5cho' gervfces -4th Quartef Ihursiiay, Juu 12000 *T*Tf'*^ w ' - - ' i 'Z a *' ?**' !**** 9 M WB \u0026lt; \u0026lt;4 y. I'' MS' *x '!\u0026lt; I -I i 4^ * -J ', .' \\' -w ''\"jWWHTable of Contents Pre-AP and/or AP Course Enrollment John Ruffins Pre-AP and/or AP Grades - C or better John Ruffins Pre-AP and/or AP Course Drops John Ruffins Absent Teachers without Subs Richard Hurley Teacher Absences Richard Hurley Drop-Out Data Everett Hawks John Ruffins Disciplinary Data Linda Watson John Ruffins Assessment Data Kathy Lease Grade Distribution John Ruffins Academic High Risk Everett Hawks John Ruffins Average Daily Attendance (ADA) John Ruffins Volunteer Hours Debbie Milam 1 Annual K-8 Retention Rate John Ruffins JIn,I,.... Ar......I.. 1.1 .... Student's Enrolled in at Least One AP, PL.-iP Course for 1999-2000 by Schom, 1st Quarter Monday, April 17, 2000 __________________ School CENTRAL HIGH SCHOOL ' Grade Total Gender i 09 I 525 I 10 505 11 I ! 499 t- 1 rI I 12 473 CLOVERDALE MIDDLE SCHOOL 06 264 07 231 08 I I 228 DUNBAR INT'L STUDIES MAGNET MIDDLE SC 1 06 i 1 233 FAIR HIGH SCHOOL FOREST HEIGHTS MIDDLE SCHOOL HALL HIGH SCHOOL LRSD Information Service Dept. I 07 08 09 10 11 12 06 07 08 09 I I 1 I I 238 252 262 264 222 186 244 245 257 413 I I I F M _F M F M F M F M F M F M F M F M _F_ M F M F M F M F M F M _F M F M F I I 1 Rlaek %lilack IVhite %White Other %OtheL: 52 10% ..16%_____ 1%_______________ 30 32 48 17 67 29 45 32 44 30 I i 10% 6% 13% 6% 10% 3% 14% 6% 17% 12% 19% 13% 1 30 13% 22 19 21 28 26 40. 42 22 17 30 23 38 15 34 28 37 27 43 21 52 45 39 I 1 10% 8% 9% 12% 11% 16% 17% 8% 6% 11% 9% 17% 7% 18% 15% 15% li% 18% 9% 20% 18% 9% I i 86 71 87 71 101 75 71 53 21 _6 1 1 1 15 16 28 42 35 I ( 4. I + 16% 1'4% 17% 14% 20% 15% 15% 11% 1% 0% I 11 i 3%i J 1 0% 14 6 34 4 4 42 0 3_ 0 2 3% 1% 1% 1% 1% 1% 1% 1% 0% i 0% 6% 7% 12% 18% I i ! 35 I 10__ I 14%_ 0 53 96 11 14% X 1% 0% 1% 0% 2% 1% 4% 3% 4% 2% I 1 i 8 5 11 8 9 46 31 28 29 21 31 33 21 1 1 4% 3% 2% 4% 4% 4% 2% 3% 13% I ! ._LI _ 11% i 12% i 11% ' 12% ' 13% i _t___ 5% I 1031210 012 0 2 674 I I ... j. . .. I I i1 I 0%_.^ 0% 1% 0% 1% 0% 0% 1 0%. . 0% , _1% _0% 1% 2% 3% 1% Pafje f of 3 HALL HIGH SCHOOL 09 10 ' T tai i 413 i 389 i 11 272 12 221 I HENDERSON MIDDLE SCHOOL 06 180 07 1 189 08 I 183 MABELVALE MIDDLE SCHOOL I 1 06 168 I 07 i 152 08 I 148 MANN ARTS/SCIENCES MAGNET I 06 I 266 07 281 08 1 276 MC CLELLAN HIGH SCHOOL 09 I 309 I 10 I 356 11 I 216 t- 12 I 220 PARKVIEW ARTS/SCIENCE MAGNET [ 09 I 291 I 10 i 289 11 I 287 12 I 265 I M F M_ F M F M F M F M F M F M F M F M F M F M F M F M F _F M F M F M FM F M F T I 1 i I 4. 25 41 17 20 11 28 17 34 37 36 30 30 21 26 14 26 18 32 16 43 24 35 51 36 41 25 48 30 45 30 39 21 63 42 59 47 56 35 38 t I I I I T4 %lilac Q% 11% 4% 7% __4% 13% 8% 19% 21% 19% __16%. 16% _JL1% 15% 8% 17% 12% 22% 11% 16% _9%_ i o\u0026gt; I 91 I I I 14 23 18 15 6_ 19 7 1 9 1 i I 3% i 1 6%I 5_ 5 0%___j .1%___ 1 5% I 1% I 1 19 ' J. I 13 11 15 13 1 9 54 1 i J_ 44\n48 17% 70 12% 18% 13% 13% 8% 42 65 45 24 13% 10 8% 1 21% 14% 18% 10% 22% 14% 20% 16% 20% 12% 10 L 12 6 I 14% I 1 i 6%__ _ 2-/^ 9% 3% 4% 5% 10% 1 7% ' 6%_ : 4% _ 9% : 8% 5% 6% i 3% ! i I _3%_ : _ 17%__,i 4------- I rl\" I 53 54 63 43 61 37 57 -I 18% 25% _ 15% 24% 16% 1% 1% 3% 0% 5% 0% 5% 3% 18% 19% 22% 15% 21% i 13% I 22/^ 4 6 8 11 2 52 5 ! - - i 1 2/^ _ 4% 5% 1% 3% 1% , 3% I 6___ ^___3%___\n44 00 3018 6 5 6 92 0 04 0 021 19 3 11 5 8 5 5 ) ._2%__\n2% 0% 0% 2% 0% I I I 1% _ 3% . 2% 7.% 3% 1% 0% 0% 1% 0% 0% 1% 0% 0% 3% 1% 4% I I i _ 2% 3% _ 2% _ 2% ____ u PARI^EVLARIS/SCLENCEJ^AGNEL PULASKI HEIGHTS MIDDLE SCHOOL !I 12 06 265 : 255 ! I 07 I 247 i. i a I 0/ 08 230 SOUTHWEST MIDDLE SCHOOL 06 155 07 177 i I 08 112 M F M FM F M F M F MF M I X i ( 4- I I I Grand Totals: I 24 18 16 33 27_ 28 35 27 20 31 23 19 14 2838 i _9% 7% 6% 13% i i 11% i 12% 15% 17% 13% 18% I i 13% i 17% 13% 0 I 25 54 48 44 41 32 24 2 0 3 5 _1_ 1 4- I 9% 21% I 2288 I ! I 5 H------------------------- f- 19% I 18% 4- i 2% 42 I -I- 2% 17% 14% 10% 1% 0% 2% : 3%_\n1% j____ 1% 0 1 1 1 013 ' __1% ' _0% 0% 0% 0% , 1% , 2^^ __ 0_______ Q%_J 10 301 1% 0% 0 1 Pnte ? of Stuaent's that passed AP arPee-AP Courses for 1999-2000 by School, 2nd Quurter Tuesdayt April 18, 2000 CENTRAL HIGH SCHOOL 09 525 I r 10 I 505 CLOVERDALE MIDDLE SCHOOL I I i II 11 12 06 07 08 DUNBAR INT'L STUDIES MAGNET MIDDLE SC J 06 1 1 07 1 08 499 473 264 231 228 233 238 L _252 I I h L. ( FAIR HIGH SCHOOL I 09 ! 262 FOREST HEIGHTS MIDDLE SCHOOL HALL HIGKSCHOOL Ct ._ ,1 10 ! 264 1 11 12 06 07 I 222 186 244 I k 245 t I I I I 08 257 ! 09 i 413 F M F M F M F M F M F M F M F M F M JL M F M F M F M F M F M F M F MF ) I 1 I 65 26_ 93 51 \u0026lt;d7 39 116 43 185 121 162 84 .83 47 43 32 52 47 _55. 54 38 25 53 32 63 10 51 1 % Blacks 12% 5% _18%__ 10% 19% 8% 25% 9% ^0%__ 46% __ 70%. 1 36% 36% 21% 18% 14% 22% 20% 22% 21% 15% 10% 20% 12% 28% 5% 27% 231 + 44% i 177 I 34%. 278\n' 218 I 402 I i I i r i I I 247 179 168 9 5 20 1 4_ 3 29 39 43 68 52 57 26 17 5 19 22 20 9 I I i I 55% 43% 81% 49% 38% 36% 3% I 1 I 9% 1 0%. 43___: 43 20 ' 13 12 22 18 ?' 0 9 i %Other J 8%_ 4%___ i 3% , 2% 4% 4% 3% _3%_ 0% 4%. I 1 i ! I 4- I t i TiI i 49 26% 107 68 113 44 94 70 66 + 1 44% 28% 46% 18% 27% 16% E126_ 107 115 , I 95 92 96 41 I i I 2%_ 1% 12% 17% 18% 29% 21% 23% 10% 6% 2% 7% 10% 9% I 5%_ , _4% 52% _ 44% , 47% . 39% 36% 37% 10% 10 06 10 8 9 13 6 0 41410 04 8 01 14 22 6 I T I i I I __4%__ 0% 3% 4% 3% 4% _ 5%.. 12.%^ 1 I i I I i 1% _ 0% 2% 0% 2% 0% 0% 0% _: 2% 3% _ 0% 3% 5% 9% 1% _________ ______ School HALL HIGH SCHOOL Grade TotaL iender i gZflrA: ! %Black ! fV/nte %fr/ute i OL %Otlier I HENDERSON MIDDLE SCHOOL II MABELVALE MIDDLE SCHOOL MANN ARTS/SCIENCES MAGNET MC CLELLAN HIGH SCHOOL PARKVIEW ARTS/SCIENCE MAGNET LRSD Information Service Dept. 09 10 11 12 06 07 08 06 07 08 06 07 08 1 09 I I 1 I I 10 11 12 09 10 11 12 I I I I I ! I I I I 413 389 272 221 180 189 183 168 152 148 266 281 276 309 356 216 220 291 289 287 265 - 1 1 I I I i I ri M F M F M F M F M F M F M F M F M F M JF M F M F M F M F M F M F M F M F M F M F t i I ! I I I I i + I 34 66 16 27 15 41 20 125 120 94 59 75 51 104 35 87 42 106 50 137 _80_ 115 70 133 86 71 39 104 51 81 53 52 26 138 71 101 I+ 8%___ 41 17^ 4% 10% 6% 19% 9% 69% 67% 50% 31% j___41% I I I I 1 I 28% 62% 21% 57% 28% 72% 34% 52% 30% _ 62 45 24 12 30 20 33 17 61 25 42 22 55 49 31 41 21 8 t I I I 10% 1^ 12% 9% 4% 14% 9% 18% 9% 32% 13% ,__ 23% 157 . 192 J 41% I 265 25% 48% 31% 23% 13% 29% 14% 38% 25% 24% 12% 47% 24% 35% I I L I I I I I 85 I 29% 134 56 60 I 4- I 47% 20% 23% i 125 235 144 4 5 29 1 29 3 20 10 136 140 149 95 167 7Q 134 I I 12% 33% 29% 20% 27% 14% 5% 59% 72% 94% _ 44% 85% 52% 1% : 2% i i 8% 0% 13% 1%_ 9% 5% 47% 48% 52% 33% 58% 26% 51% I I I _) J 10 11 1 11 16 8 22 9 15 22 16 13 0 0 10 0 5 28 17 21 20 37~ 1 0 0 11 0 0 8 51 i I I I i 1 I I 0% 3% 3% 3%___ 3% 5% 7% 4% 12% 5% I I 8% _ 12%-. _ 22 10 42 15 37 __ 18 _ 13 9% 8% 0% 0% 7% 0% 3% 11% 6% 7% 7% 13% 3% 0% 0% 3% 0% 0% 4% 2% 0% 8% 3% 15% I I 1 5%-, 13% 6% 5% Pare 2 tif I 0/ 0. parkview ARTS/SCIENCE magnet PULASKI HEIGHTS MIDDLE SCHOOL I 12 06 ! 265 _ j 255 t- Q7 2^7 08 230 SOUTHWEST MIDDLE SCHOOL I 06 155 07 177 08 112 M F M F M F M F M F MF M T 33 59 39 91 59 75 106 93 64 67 46 51 30 I 12% 23% 15% 37%_ 24% 33% 46% 60% 41% 38% 26% 46% 27% i 49 r 234 I I 173 204 168 120 87 6 0 8 _8_ 0 4 1 1 Wil___IQ 92% 68% 83% 68% j 52% 38% 4% 0% 5% 1 i I i 5% 0%_ 1 4% 0 15 8 34 5 0 2 4 _4 0 + I 4% ! 0% 6% 3% 1% 2% 2% 0% 1% 2% 0% 4% 0% J ! i i I i Iage I Student's that passed AP at Pre-AP Cou, .esfor 1999-2000 by Sehool, 3rd Quarter Tuesday, April IS, 2000 __________________ SdianL CENTRAL HIGH SCHOOL I 09 I 525 10 I 505 ____ F_ ____M_ LZX 11 I 499 12 i 473 CLOVERDALE MIDDLE SCHOOL 1 06 1 264 L 07 1 231 I 08 ! 228 IdUNBAR INT'L studies magnet middle sc 1 06 1 233 L 07 J 238 08 252 FAIR HIGH SCHOOL I 09 1 262 10 264 11 i 222 12 186 FOREST HEIGHTS MIDDLE SCHOOL I 06 1 244 HALL HIGH SCHOOL 1 1 07 1 08 I 09 1 245 257 413 I M F M F MF M F M F M F M F M F M F M F M F M FM F M F M F M F ! 1 j i i 82 3Z_ 88 47 89 38 106 43 181 126 144 69 101 66 50 35 59 55 _61_ 63 43 32 59 32 65 13 48 44 ^7 QI 111 49 93 63 65 1 1 %Rlacl\\ 16% 7% 17% 9% 18% 8% 22% 9% 69%. 48% 62% 30% 44% 29% 21% 15% 25% 23% 24% _ 25% 16% 12% 22% 12% 29% 6% __ 26% 24% 40% __ 2Z% 45% 20% 36% 25% 16% I I tb j 280 ! i 211 ^J62_4 I 219\nI 395 i 249 i 170 ' 159 i I iI I T -L 9 3 19 1 5_ 4 32 44 2,7 7Q 59 64 21 12 8 18 23 15 8 53% 40%. J 52% _ i 43% 50% 36% 34% I J7_ 46 21 13 11 23 16 11 I i i i 3%___ i 8 124 J 105 115 105 91 103 40 Jl%___ 8%_ 0% 2%__ 14% 19% 16% 32% 23%_ 25% 8% 5% 3% 7% 10% 7% 4% _4%_ 51 %_ 43% _ 47% 43% 35% 40% 10% T1 I I 2% _J _9'%___ 10 U _5___ 0___ 10 _ 0 68 10 i 15 ! 13___i I 6___ i. 4 __ 0 3151 0_ 0 _4 8 0__ 7 14 24 3 ! 4% 3% 2% 5% 3% 2% 4% I I i 0% _ 2%___ 0% 4% 0% 3% 3% 4% 6% 5% 2% _____ 0% 1% 0% 2% 0% 0% 0% ...J I I 2% '3%__ J t 0% J r 3% 5% 9% 1% i I _____________ Sehaal HALL HIGH SCHOOL i Grade TotaL I 09 10 i 413 i 389 11 I 272 lender.-, M i F___ M____ F____ M __ 38 L I %Blnck White i %White i Ol 12 221 t i HENDERSON MIDDLE SCHOOL 06 180 07 I 189 08 183 MABELVALE MIDDLE SCHOOL 06 168 MANN ARTS/SCIENCES MAGNET MC CLELLAN HIGH SCHOOL PARKVIEW ARTS/SCIENCE MAGNET _ i I /n/e Sc 1 ( 07 08 06 07 i _ 08 09 10 11 12 09 10 11 12 I i ! 1 152 148 266 281 276 309 356 ' 216 I 220 291 289 ! 237 1 265 I t F M F M F M_ F M F M F M F M F _F_ M F M F M F M F M F M F MF M F M F I I 1 t + i t -i 67 18 31 16 44 21 127 126 94 52 84 45 Q7 36 86 42 100 54 131 _94_ 114 71 132 37 82 48 112 54 83 51 54 24 133 74 116 91 143 61 56 i I 1 i I i 9% 17% 5% 11% 6% 20% 10% 71% 70% 50% 28%_ 46% 25% 58% 21% 37% 28% 68% 36% 49%_ 35% 41% 25% 48% 32% 27% 16% 31% 15% 38% 24% 23% 11% 46% 25% 40% 31% 50% _21% 21% 1 I I 1 I I I iI 42__\n69__ I 36__ L 10% 2 ' %Other : I 0% 1 20 12 32 18 40 20 58 31 4 21 53 51 28 41 20 9 163 I I I iI 18% J% 7%_^ 4% 14% 8% 22^^ 11% 31% 16% 24% 11% 1 -L I ! 2Q1_^_ 255 i ' J 28 239 143 4 8 30 4- i 32% 30% 18% 27% 14% 6% 61%_ 76% 91% 46% 87% 52% I ._jt. _t_-J'_-_ i 1% 3%_ 8% _ I ' 0 0% 31 14%,_.. 3 21 8 141 131 150 93 162 73 121 II J_% 10% 4% 48% 45% 52% 32% 56% 25% 46% I- 4- 8_ il_ 9 11 10 15 15 19 9 12 22 16 13 0 0 7 0 5 28 20 ___2% %-___I T 1 iT i I I ! 21 _ 2Q_._,t 2,7 8 0 0 11 00 841 22 10 43 13 34 15 12 _3%___i 3% i 4% 5%^ 7% 8% 11% 5% JB% , 12% _ _9%___' 8% 0% 0% 5% 0% I 3%__ 4 _ 11J%-ZO. .------ 1\n_____8%_ _j I I 7% J 7%l_ -J 13% 3% 0% 0% 3% 0% 0% 4% I i 2% 0% I 8%\n3% 15% : _4% J2%__ _ 5% 5% X School PARKVIEW ARTS/SCIENCE MAGNET PULASKI HEIGHTS MIDDLE SCHOOL SOUTHWEST MIDDLE SCHOOL 1 I LRSD hiformafion Service Dent. Grade Total 12 06 Q7 08 06 07 08 I 265 255 2A,1 230 155 177 112 I Gender M F ___M F M F M F M F M F___ M Black I 31 54 44 37 60 79 110 92 66 67 4^ 47 28 1 %Black j White ! %White \\ Oh 12% } 48 i 18% 1 Oy I %Otlter, 21% 17% 35% 24% 34% 48% 59% 43% 38% 27% 42% 25% X i i i t 10 235 180 ' 207 165 119 84 4 0 1 1 0 4 I I ^2% 71% 84% 67% 52% 37% 3% 0% 4% 4% 0% 4% I 0 16 8 3 4 5 0 2 4 0 jL 0 4% 0% 6% 3%___ 1% 2% 0% 1% 0% ' I I 0% I IStudent's Enrolled in at Least One AP, PRr^-AP Course for 1999-2000 by Schoo., 4th Quarter Monday, April /7, 2000 1 CENTRAL HIGH SCHOOL 09 I 525 h----- I 10 I 505 I 11 499 12 I 473 CLOVERDALE MIDDLE SCHOOL 1 06 j 264 I 1 07 I 231 08 [ I 228 DUNBAR INT'L STUDIES MAGNET MIDDLE SC 1 06 I 233 07 1 238 08 1 252 FAIR HIGH SCHOOL 09 I 262 FOREST HEIGHTS MIDDLE SCHOOL HALL HIGii^CHOOL 1 10 264 I I I 11 12 06 07 08 09 I I I I 222 186 244 245 257 413 1 I I F M F M F M F M F M F M F_ M F M F M F 1^ F M F M F M F M F M F M F M F I I -L i I 49 24 56_ 21 44 17 60 26 45 33 45 30 JO. 22 24 20 30 27 41 42 25 21 32 23 37 13 _31. 28 2,1 _25 42 21 52 45 42 %Rla 5% 11% I ,--------i I I I I I 5% 9% 3% 13% 5% 1 86_ 73 8^ 70 ! 0/ ! 1 I 102 : ' 80 ! 17% i 13%___L 19%_ i 13% I 13%J 10% 10% 9% 13% 11% _JI6% _ _17% _ I I ! 69 52 2^ 1 61 12 16 .17 29 43 36 35 16%_ 14% 17% 14% 20% 16% 15% 11% J% 0%_ _ 5_ ..15__ I T 0/ 1 I I I 3%__.. I I I i 0%_ 0% 1% 7% 7% 12% 18% I i I 14%. i 7 3 4 54 4 2 0 2 o 2 05 3 9 9 11 I I I I J%__j 3% 1%__ 1% 1% 1% 1% 1% 1% 0% I __1%_ - J 0% 1% 0% 2% 1% 4% 4% 4% I 4- -4- ! T I i 10% 8% 1 12% . 9% ' 17% , 6% i 17%_ J5% _ 15%__ 10%__ 17% 9% 21% 18% 10% I i io_4._ 8 6 11 8 84 1 32_ 29 28 29 31 32 22 I i II 14% 4% 3% 2/o 4% 4% 4% 2% 4% 13% 12% 11_% 12% ! 12% 12% 5% I___5_.t --'1 1 I 1 0 3 12 10 012 02 6 7 4 I -i I .2% J 0% ' 0% 1% 0% i 1% 0% ! 0% __ 0% I I _o%___\n1% 0% 1% 2/o 3% 1% % I ___________________School HALL HIGH SCHOOL Grade ' TotaL 10 I 413 389 i 11 I I 272 12 I 221 HENDERSON MIDDLE SCHOOL 06 1 I 180 07 189 08 I 183 MABELVALE MIDDLE SCHOOL 06 I 168 1 07 152 08 I I 148 MANN ARTS/SCIENCES MAGNET 06 266 I 07 I 281 i 08 276 MC CLELLAN HIGH SCHOOL I 09 309 10 I 356 11 216 12 220 PARKVIEW ARTS/SCIENCE MAGNET 09 I 291 LRSD Information Ser\\'ice Dept. 10 11 12 I I 289 287 265 tender F F___ _M___ F M F M F _ M___ _F___ _M_ - F M F M F _M___ F M F M F M F M F M __F__ M F M F M F M F M F Blak. 26 42 1L_ ' %RIack ! IVhite %n hite ' Oh. %Other j I 6% L 14 L 0% ! ! 11% 4^ 26 20 I 7% I i i I I I t I j 23__J__8%_ _____14_ 5% _\n5%__ 5 6 1% '4_n 11 27 19 35 40 35 33_ ^2 24 26 14 29 18 32 18 43 27 47 35 52 36 41 24 54 34 43 28 36 20 63 40 58 47 55 34 30 1 I i I 4% 12% 9% 19% 22% 19% 17% 17% J 3% 15% 8% 19% 12% 22% 12% I I I I t I 8 19 8 10 10 20 16 \u0026lt;4 8^ 15 15 7 10 5 5 I I I I 1 16% 46 10% 17% 12% 19% 13% 13% 8% 15% 10% 20% I i i 1 T I 13% I 16% 9% 22% 14% 20% 16% 19% I i I ( I 50 70 40 64 45 2 4 11 1 10 1 13 6 58 56 63 40 61 I I t I t t 1 I 3% 9% 4% 6% ----4---- i 6% 11% 8% 8% 4%_ 9% 9% 5% 7% 3% 3% I i 8_ 8 10 3 5 2 5 _ 6_ 4 4 0 0 3 0 1 2% J% 3% 4% 5% 2% 3% 1% 3% 3% 2% 2% 0% 0% 2% 0% I I 17% : 8 25% I , I\" 14%__! 26% 16% 1% 1% 3% O7o 5% 0% 6% 3% 20% 19% 22% i 14% i 12%__t 38 11% I 54 ! 21% 13% 20% _J% __3%._^ I I I r t 6 5 6 9 2 0 0 4 0 0 2 1 1 9 3 12 5 9^ 5 4 I i 2% 2% 2% 3% 1% 0% 0% 1% 0%_ 0% i I I _1%_ - 0% 0% 3% 1% 4% 2%_ _ 3% . 2% 2% Pane 2 of 3Schaal Grade. TotaL PARKVIEW ARTS/SCJENCE MAGNEL PULASKI HEIGHTS MIDDLE SCHOOL 12 06 07 08 I SOUTHWEST MIDDLE SCHOOL I 06 I 07 I 08 M5 255 247 230 155 177 [ 112 jGrand Totals: t 1 tender M___ F MF F MF MF M __ F M_ RIark \\ %Black White \\ %White \\ OL 21 17 17 30 27 28 36 26 21 31 23 19 16 2827 I i 8% 1% 7% 12% 11% 12% 16% 17% 14% 18% 13% 17% 14% 0 24__ L-9% 54 49 46 42 33 25 2 03 5 1 1 5 I %Other I I ! ! 2333 I 21%i 19% 19% 17% 14% 11% 1% 0% 2% 3% 1% I t I I i -t 04 _ 2 i 11013 01 0_ 311 I ___ 1_____ 2% 0% 2E/0 1% 0%. 0% 0% 0% 1% 2% I 1%\n0 - -L o%_ 1%__ 0%___ 0 I s i Student's that passed AP or Pre-AP Courses for 1999-2000 by School, 4th Qi^ter Monday, June 26, 2000 __________________School .CENTRAL HIGH SCHOOL 09_ 525 87 I 10__ 505 I t 11 T 499 .. J___ 12 473 CLOVERDALE MIDDLE SCHOOL 06 264 DUNBAR INT'L STUDIES MAGNET MIDDLE SC FAIR HIGH SCHOOL FOREST HEIGHTS MIDDLE SCHOOL HALL HIGH SCHOOL LRSD Information Service Dept. L 07 1 231 [ 08 1 -228 06 ? 233 t L .07 238 I r r I 08 09 10 11 12 06 07 08 09 I 252 262 M F M F M F M F M F M F M F M F M F M F M . u. _264 222 186 244 245 1.^257 413 4 F.,..l. ! F M F M F M F M F M F ! 93 48 92 .1 33? / J 114 37 180 127 146 71 96 61 48 35 67 51 64 50 44 32 55 37 59 15 46 42 99 70 113 48 98 64 61 I. 7% 18% 10% 18% 7% 24% 8% 68% 48% 63% 31% 42% 27% 21% 15% 28% 21% 25% 20% 17% 12% 21% 14% 27% 7% 25% 23% 41% 29% 46% 20% 38% 25% 15% 222 i 264\nI. 214.4.... ! 381 ' L234\nI 168 j 159 9____ 4___, 14__, 0___ 5___ I j 4 - - I 3-4- 32 .4 42 37 77 60 37 20 13 9 17 24 17 9 7 128 103 116 101 Q7 37 38 I 42% 52% 42% 76% 47% 36% 34% 3% 2% 6% 0% 2% 1% 14% 18% 16% 32% 24% 27% 8% 5% 3% 6% 11% 8% 5% 4% 52% 42% 47% 41% 38% 38% 9% I I I J I 49 21 13 12 22 17 11 9 0 5 0 9 0 6 8 9 15 14 5 4 0 3 1 5 1 0 0 4 7 0 7 14 24 5 9% 4% 3% 2% 4% 4% 2% 3% 0% 2'^/0 0% 4% 0% 3% 3% 4% 6% 6% 2% 2% 0% 1% 0% 2% 0% 0% 0% 2% 3% 0% 3% 5% 9% 1% I 1 t -I I I I Page I of 30/ 0/ O' HALL HIGH SCHOOL 09 10 413 389 HENDERSON MIDDLE SCHOOL MABELVALE MIDDLE SCHOOL MANN ARTS/SCIENCES MAGNET MC CLELLAN HIGH SCHOOL PARKVIEW ARTS/SCIENCE MAGNET InfojWi 'Service Dept. JI L 272 [.-,7i2'J 221 I 06 07 08 06 I 180 189 183 168 07 J_152\n_ 08 _ 148 1 ZJJoeZL 266 I 07 I 281 Cos^Z ------------------ ------------------ i--------- 09 _ - 309 i 10 356 j2Z2 09 i '10 -11 L -12 216 220- i 291 289 231 Z 265 M F M F M F M F M F M F M F MF M F M F M F M F M J__ M F M F M t- --I-I -j. t F-.ZT M F M F M _F M F 38 72 23 33 17 47 20 124 121 Q7 58 72 ^7 103 38 88 45 101 59 129 91 107 64 134 84_ 78 45 110 52 Q7 46 53 22 133 76 99 78 145 59 60 .f... I L ! 9% 19% 6% 12% 6% 21% 9% 69% 67% 51% 31% 43% 26% 61% _ 23% 58% 30% 68% 40% 48% 34% 38% 23% 49% 30% 25% 15% 31% 15% 31% 21% 24% 10% 46% 26% 34% 27% 51% 21% i I 44 73 44 28 15 32 19 36 18 53 18 45 21 50 55 30 37 19 13 I -1- I ! i 167 j : 199 : 235 110 233 ! 142 : -i i 4 6 30 0 29 3 22 8 138 141 140 91 169 74 I I I 11% 19% 11% 10% 6% 14% 9% 20% 10% 28% 10% 25% 11% 30% 33% 20% 24% 13% 9% 63% 75% 84% 39% 84% 51% 1% 2% 8% 0% 13% 1% 10% 4% 47% f I 1 10 10 9 11 10 12 13 17 8 14 22 16 13 00 8 0 5 28 20 20 19 38 -i ? t 23% _^_121 _ 48% 48% 31% 59% 26% 46% I 0 0 11 0 0 6 4 1 22 11 43 14 38 18 0% 3% 3% 3% 4% 5% 5% 7% 9% 4% 7% 12% 9% 8% 0% 0% 5% 0% 3% 11% 8% 7% 7% 14% 3% 0% 0% 3% 0% 0% I i 3% _ 2% 0% i 8% 4% 15% 5% 13% 6% 5% ' Page 2 of 3 ___ _______________ School-------------- PARKVIEW ARTS/SCIENCE MAGNET PULASKI HEIGHTS MIDDLE SCHOOL Grade TotalGendeL 12 06 265 255 I 0.7 L 247 1 I\"' 08 I 230Z J - J SOUTHWEST MIDDLE SCHOOL 06 155 I 07 177 r' 08 112 M F M F M F M F M F M F M Black. 30 52 41 85 61 81 106 93 69 64 41 47 32 %Rlack White %White 11% 52 20% ' 20% 16% 34% 25% 35% 46% 60% 45% 36% 23% 42% 29% 52 236 183 205 ! : 169 , I , t 89 3 0 7 9 0 4 ! 93% 17.^/o 68% 51% 39% 2% 0% 4% 5% 0% 4% I 'I ot^ 10 0 16 8 3 4 5 0 2 4 0 ___ 4 0 t %Other 4% 0% I 6% 3% 1% 2% 2% 0% 1% 2% 0% 4% 0% LRSD Information Service Dept. Page 3 of 3 DATA NOT AVAILABLE 3 JApril. 2000 1 LOCATION/DATE BOOKER___ BALE ____ BRADY ______ BADGETT______ MCDERMOTT _ CARVER BASELINE FAIR PARK FOREST PARK FRANKLIN GARLAND GIBBS CHICOT __ W^. HILLS JEFFERSON __ CLOVERDALE DODD_____ MEADOWCLIFF MITCHELL _ KING____ ROCKEFELLER G. SPRINGS _ PUL. HEIGHTS RIGHTSELL ROMINE WASHINGTON WILLIAMS WILSON WOODRUFF MABELVALE TERRY FULBRIGHT WAXEFIELD WATSON ^NN____ DUNBAR FOR. HGTS. JR. PUL. HGTS. JR. SOUTHWEST HENDERSON 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 2 1 2 3 1 2 1 1 1 TOTALS 1 ______2 f 2' 3'1 1 1 3 1 2 1 1 2 1 1 113 12 2 2 2 1 f \u0026lt; 1 2 3 2 2 2 1 1 1 2 3 111 ~ ll 1 1 2 2 fl 3''l 1 1 fl '1 2 1 1 o, 1 11 1 1 5 1 2 1 1 X I 4,-' 2 . .. 12 1 1 1 2 1 1 1 1 3 1 2 1 1 1 1 1 1 12 112 14 2 4 1' T 3' 2 \u0026lt; 1 1 i 2 - 2 1 si ~ 2 I 1 1 1 1 1 4 2 1 3 3 3 2 2 4 2 1 r ' 1 2 1 1 3 2 12 I'f I _i_U 27 ' 2 4 1 1 3' 2 4 f 1 ' f 1 1 '5^ f 1 272 3 3 1 1 1 1^ '2 1 2 1 I T 4 1 1 3 1 2 3 1 1 3' f 1 1 3 21 i 3: 2 i___I 1'1 1 1 1, I i 2. I 21 T T 1 1 1 f l 3/li 4 1 273 3\"~3 ~2 Ti 1 2 1 2 4 1 2...... 2 2: T ! I 1^ 3 1 V\" 7 l'\" l\" 11^1 l' 2 2 1 1.^.. 7 , i f f . Ir ' 1: 1' i\n1 2j___ 3 i 2 1 i 1' 1 4 1 _f___ : 1 1 I 1 i 1 ' I , 2J 1 11 1_i Infill ' I ?.__ 2 1 1 i 1 1 1 1 1- i 1i 1. II 1' 1 I. f I ' f r 2 I T + T I I I 1 7 2: ' 2 1 'f u T + I I 1 I II 1' 1: I I I li 31 I r 1 r r i' r 4' 1\n4| 3 1 3 1 3 10 3 1 3 5 4 4 2 1' f 7\"-7' 4 9'' 3^ i 112 1 2\\ f 2 3' 2:^^ f^2 1 2 6 2\" ' 51 2 6' 71 3' 3' 4i 4 2\\ i 1 2 1 ' 5 2 1 1 2 ! 1 3 , 2 2^ I 11 2 2 4 4- 2^ 1 3 ' 2 jr 3 31_I ~\"2~ f 1\" i 'll 3: 2i 1 6' 9, 3I 9^ 5f3T 3i f I I i .6 3 5 1 3 3i 1 3\nAL.C.___ CLOVERDALE JR. 1 MABELVALE JR. CENTRAL ____ HALL _ METRO PARKVJEW J. A. FAIR McClellan -t + T I T 4 T I I T T 20 1 1 17 1 15 17 _3 28 25 2 36 73 1 4 6 6 17 8 32 4 15 20 8 31 ' 1 IQ 11 \u0026lt;2 1 5 5 i is 75 _4Q 58 21 30 Z46 6 58 48 70 42 3^ 43 5~5 99 i 6| 4: I ! 2 4j I i l! ! I + I _ ! f ___ 3 2 7 7i 31 1 2 2 2 1, 71 I 21 6i 3\n12 11 f 4 2 3 3 4' f 3' 4 4 4 3. J 2 4. 1 1 i I I I 3 31 7' 31 I 1 1 1 4 11 4 3 2 16 3 1 4 2 4 2 2 2 2 3' 8' 5 1 ~1 3 1 1 , 21111 41 I ' 3 2\\ I i 1 r 1 \"r'TT 51 1,' 2'^1 1^^3 1 1 2' 1: I 3 I T 7li3'8\"5 l\"f ' ' 2* 9 2 1 2 ' 2i 2! I 51 4 2^ *' 372' I i 2 2 ^^5 J. I I t T 6 10 3 2 1' 4 6 6' T' 7\n8' 4,8? 61 3111112 Page 1MAY, 2000 LOCATION/DATE BOOKER 1 2 2 2 4 BALE BRADY_______ BADGETT MCDERMOTT CARVER BASELINE FAIR PARK FOREST PARK 1 1 2 FRANKLIN garland GIBBS_______ CHICOT W. HILLS JEFFERSON CLOVERDALE DODD MEADOWCLIFF MITCHELL KING_________ ROCKEFELLER G. SPRINGS PUL. HEIGHTS RIGHTSELL ROMINE WASHINGTON WILLIAMS WILSON WOODRUFF MABELVALE JERRY_______ FULBRIGHT OTTER CREEK WAKEFIELD WATSON MANN_________ DUNBAR______ FOR. HGTS. JR. PUL. HGTS. JR. SOUTHWEST HENDERSON A.L.C.___________ CLOVERDALE JR. MABELVALE JR. CENTRAL HALL METRO PARKVIEW J. A. FAIR McClellan 2 1 2 2 1 1 2 1 2 2 2 2 2 2 4 2 5 2 1 2 4 2 1 2 2 2 4 1 1 2 2 2 1 1 2 4 7 2 2 2 1 2 1 2 1 2 2 2 1 2 2 2 2 2 2 2 2 2 2 2 2 1 1 4 2 2 1 2 3 1 2 1 1 2 1 2 1 3 2 2 1 2 2 1 2 2 2 2 1 1 1 1 1 2 2 2 1 2 1 2 2 3 2 2 1 2 1 6 3 2 2 2 2 1 1 2 5 2 2 2 2 2 2 1 2 1 2 2 2 2 2 2 2 1 2 2 2 2 1 2 2 1 2 2 2 2 2 2 2 4 4 6 2 2 2 5 4 7 12 i 8 9 2 1 1 1 1 2 1 2 1 1 2 2 1 1 2 2 2 1 1 4 1 3 2 2 2 2 1 2 5 10 11 1 12 2 1 2 15 16 17 18 19 2 1 2 1 22 1 2 23 24 25 26 1 30 31 TOTALS 2 2 2 2 2 2^ 2 2 1 1 4 2 2 2 2 1 4 2 2 2 1 2 2 2 4 2 1 4 1 1 4 2 2 2 3 3 2 2 1 1 2 4 2 1 2 2 2 1 1 2 1 1 1 2 2 2 1 1 1 2 2 2 1 3 2 1 1 1 3 1 1 1 1 1 1 1 1 1 2 2 1 1 2 3 2 2 2 1 8 2 1 3 2 1 1 1 2 1 2 1 1 2 1 1 3 2 2 2 2 1 1 1 2 2 2 2 1 4 2 2 2 2 1 2 1 1 2 2 1 2 1 1 4 1 3 2 2 2 2 2 2 4 2 4 1 1 1 2 T 2 4 1 1 2 3 2 2 4 1 1 2 2 1 2 1 1 1 1 1 3 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 2 1 1 1 1 1 2 1 1 2 1 5 1 2 2 2 2 2 3 5 2 4 4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 2 2 1 1 1 1 1 1 1 11 5 4 4 3 2 4 6 2 2 5 1 2 2 1 1 1 3 2 2 2 1 1 1 3 2 2 9 1 4 2 4 3 4 Page 1 1 1 2 1 2 1 1 1 1 3 2 1 5 1 1 1 1 T 1 4 1 1 1 1 2 2 1 1 2 1 1 1 1 6 2 1 1 1 1 5 1 1 1 1 4 4 2 1 5 1 2 3 2 2 2 5 4 1 4 2 2 1 1 4 1 1 1 7 7 13 2 11 9 6 1 9 22 19 6 19 13 10 13 11 4 17 25 34 5 14 10 11 52 5 28 14 13 4 17 5 9 9 45 33 54 25 46 50 4 54 52 38 26 12 24 42 90 i 1 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL 1, 2000 THRU JUNE 5, 2000 MONTH TOTAL 1 SCHOOL: MARCH APRIL MAY TOTAL TEACHER ABSENCES: LOO 6.50 1 50 9.00 SCHOOL: ACCELERATED LEARNING PROGRAMS MARCH APRIL MAY TOTAL TEACHER ABSENCES: 0.50 4.00 5.00 9.50 SCHOOL: ADULT EDUCATION MARCH APRIL MAY JUNE TOTAL TEACHER ABSENCES: 12.00 43.00 57.00 7.50 119.50 SCHOOL: ALTERNATIVE AGENCIES J 1 APRIL TOTAL TEACHER ABSENCES: 1.00 LOO SCHOOL: ALTERNATIVE LEARNING CENTER MARCH APRIl^ MAY JUNE TOTAL TEACHER ABSENCES: H.50 15^0 23 00 2.0^ 52.00 SCHOOL: BADGETT MARCH APRIL MAY JUNE 11.50 20.00 28.50 2.00 Thursday, June 29, 2000 Page 1 of 13R TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL I, 2000 THRU JUNE 5, 2000 MONTH TOTAL TOTAL TEACHER ABSENCES\n62,00 JI SCHOOL: BALE MARCH 14.50 APRIL 24.00 MAY 35.00 TOTAL TEACHER ABSENCES: 73.50 SCHOOL: BASELINE OCTOBER 1.00 NOVEMBER 0.00 MARCH 19.00 APRIL 38.00 MAY 42.50 JUNE 1.50 TOTAL TEACHER ABSENCES: 102.00 SCHOOL: BOOKER FEBRUARY -0.50 MARCH 41 00 APRIL 69.50 MAY 107.50 JUNE 8.00 TOTAL TEACHER ABSENCES: 225.50 SCHOOL: BRADY MARCH 23.50 APRIL 33.50 MAY 35.50 JUNE 6.00 TOTAL TEACHER ABSENCES: 98.50 SCHOOL: CARVER MARCH 31.50 APRIL 80.00 MAY 69.50 JUNE 4.50 Thursday, June 29, 2000 Page 2 of 1311 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL 1,2000 THRU JUNE 5,2000 MONTH TOTAL 1 TOTAL TEACHER ABSENCES: 185.50 SCHOOL: CENTRAL MARCH 81.00 APRIL 214.00 MAY 145.50 JUNE 10.00 TOTAL TEACHER ABSENCES: 450.50 SCHOOL: CHICOT MARCH 5200 APRIL MAY JUNE TOTAL TEACHER ABSENCES: SCHOOL: CLOVERDALE ELEMENTARY MARCH APRIL MAY JUNE TOTAL TEACHER ABSENCES: SCHOOL: CLOVERDALE JR HIGH MARCH APRIL MAY JUNE TOTAL TEACHER ABSENCES: 82.00 80.50 9.00 223.50 34.50 63.00 79.50 12.00 189.00 50.50 65.00 107.00 1.50 224.00 I 1 1 1 SCHOOL: DODD t ( SEPTEMBER NOVEMBER DECEMBER 0.00 -1.00 0.50 MARCH 19.50 APRIL 29.50 MAY 31.50 Thursday, June 29, 2000 Page 3 of 13 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL 1,2000 THRU JUNE 5,2000 MONTH JUNE TOTAL 2.00 TOTAL TEACHER ABSENCES: 82.00 SCHOOL: DUNBAR MARCH 56.50 APRIL 147.00 MAY 162.00 JUNE 8.00 TOTAL TEACHER ABSENCES: 373.50 SCHOOL: FAIR MARCH 52.00 APRIL 150 50 MAY 116.00 JUNE 12.00 TOTAL TEACHER ABSENCES: 330.50 SCHOOL: FAIR PARK MARCH 12.00 APRIL 27.00 MAY 29.50 JUNE 3.00 TOTAL TEACHER ABSENCES: 71.50 SCHOOL: FEDERAL PROGRAMS APRIL 5.00 TOTAL TEACHER ABSENCES: 5.00 SCHOOL: FOREST HEIGHTS NOVEMBER 0.00 DECEMBER 0.00 JANUARY 0.00 MARCH 54.00 APRIL 101.50 MAY 139.00 JUNE 18.00 Thursday, June 29, 2000 Page 4 of 13 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL 1,2000 THRU JUNE 5,2000 MONTH TOTAL j r J TOTAL TEACHER ABSENCES: 312.50 SCHOOL: FOREST PARK MARCH APRIL 23.00 34.00 MAY 68.50 JUNE 9.00 TOTAL TEACHER ABSENCES: 134.50 SCHOOL: FRANKLIN SEPTEMBER 1.00 MARCH APRIL 40.50 64.00 MAY 4900 JUNE 4.00 TOTAL TEACHER ABSENCES: 158.50 SCHOOL: FULBRIGHT MARCH 13.50 APRIL 36.50 MAY 58.00 JUNE 2.00 TOTAL TEACHER ABSENCES: 110.00 SCHOOL: GARLAND MARCH 22.00 APRIL 47.00 MAY 25.50 JUNE 2.50 TOTAL TEACHER ABSENCES: 97.00 SCHOOL: GEYER SPRINGS AUGUST MARCH 2.00 7.00 APRIL 31.00 MAY JUNE 36.50 1.00 Thursday, June 29, 2000 Page 5 of 13raACHER AVE ACCOimTABIUTV REPORT from APRIL 1,2000 THwIJne MONTH 5,2000 total teacher ABSENCES: total 73.50 I I i I I I I t SCHOOL: GIBBS FEBRUARY march APRIL May JUNE total teacher ABSENCES: 0.00 64.00 4_4.00 _ 1^0 156.00 SCHOOL: HALL march APRIL MAY JUNE total teacher ABSENCES: _^50 194.00 148.00 6.00 413.50 SCHOOL: HENDERSON march APRIL MAY JUNE total teacher ABSENCES: __21'50 94.50 11.50 240.00 SCHOOL: INSTRUCTIONAL MAY materials center total teacher ABSENCES: ^0 8.50 I I i SCHOOL: IRC march APRIL MAY J total teacher ABSENCES: 0.50 IP' 1.00 3.50 SCHOOL: JEFFERSON Thursday, June 29, 2000 Page 6 of 131 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL 1,2000 THRU JUNE 5,2000 MONTH TOTAL MARCH 15.00 APRIL 25.50 MAY 20.50 JUNE 3.00 TOTAL TEACHER ABSENCES: 64.00 SCHOOL: M.L. KING JANUARY 1.00 MARCH 22.50 APRIL 33.00 MAY 68.50 TOTAL TEACHER ABSENCES: 125.00 SCHOOL: MABELVALE ELEMENTARY MARCH APRIL MAY 16.50 30.00 38.00 JUNE 6.00 TOTAL TEACHER ABSENCES: 90.50 SCHOOL: MABELVALE JR HIGH OCTOBER 0.00 FEBRUARY 0.00 MARCH 54.50 APRIL 90.00 MAY 101.00 JUNE 2.50 TOTAL TEACHER ABSENCES: 248.00 SCHOOL: MANN MARCH APRIL 50.00 121.50 MAY JUNE TOTAL TEACHER ABSENCES: 135.50 8 50 315.50 SCHOOL: MATH Thursday, June 29, 2000 Page 7 of 13 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL 1, 2000 THRU JUNE 5,2000 MONTH TOTAL APRIL MAY JUNE 6.00 1.50 TOTAL TEACHER ABSENCES: 0.50 8.00 I** SCHOOL: MCCLELLAN COMMUNITY HIGH SCH JANUARY MARCH APRIL MAY JUNE TOTAL TEACHER ABSENCES\n-7.00 74.50 153.00 185.50 19.00 425.00 SCHOOL: MCDERMOTT MARCH APRIL MAY JUNE TOTAL TEACHER ABSENCES: J6.50 55.50 67.50 2.00 141.50 SCHOOL: MEADOWCLIFF MARCH 12.50 APRIL MAY TOTAL TEACHER ABSENCES: 23.00 19.50 55.00 SCHOOL: METROPOLITAN MARCH APRIL 7.50 18.50 MAY JUNE TOTAL TEACHER ABSENCES: 16.50 J?2_ 44.00 SCHOOL: MITCHELL MARCH APRIL MAY Thursday, June 29, 2000 29.00 33.00 36.50 Page 8 of 131 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL 1,2000 THRU JUNE 5,2000 MONTH JUNE TOTAL 2.00 TOTAL TEACHER ABSENCES: 100.50 SCHOOL: OTTER CREEK MARCH 14.00 APRIL 47.00 MAY 68.00 JUNE 3.00 TOTAL TEACHER ABSENCES: 132.00 SCHOOL: PARKVIEW MARCH 87.00 APRIL 160.00 MAY 143.00 JUNE 20.00 TOTAL TEACHER ABSENCES: 410.00 SCHOOL: PULASKI HEIGHTS INT FEBRUARY 0.00 MARCH 13.50 APRIL MAY 35.00 29.00 JUNE 1.50 TOTAL TEACHER ABSENCES: 79.00 SCHOOL: PULASKI HEIGHTS JR HIGH FEBRUARY 0.00 MARCH 44.50 APRIL 72.00 MAY 102.50 JUNE 5.00 TOTAL TEACHER ABSENCES: 224.00 SCHOOL: PUPIL PERSONNEL MARCH 13.00 APRIL MAY 21.00 30.50 Thursday, June 29, 2000 Page 9 of 13TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL 1,2000 THRU JUNE 5, 2000 MONTH JUNE TOTAL 3.00 TOTAL TEACHER ABSENCES: 67.50 SCHOOL: READING MARCH MAY 0 50 2.50 TOTAL TEACHER ABSENCES: 3.00 SCHOOL: RIGHTSELL MARCH APRIL 20.50 39.50 MAY TOTAL TEACHER ABSENCES: 20.50 80.50 SCHOOL: ROCKEFELLER MARCH 37.50 APRIL 42.50 MAY 49.50 JUNE 700 TOTAL TEACHER ABSENCES: 136.50 SCHOOL: ROMINE MARCH 48.50 APRIL MAY 46.50 31.50 JUNE 4.00 TOTAL TEACHER ABSENCES: 130.50 SCHOOL: SCIENCE/ENV ED MARCH 3.00 APRIL 24.00 MAY 2.00 TOTAL TEACHER ABSENCES: 29.00 SCHOOL: SOUTHWEST Thursday, June 29, 2000 Page 10 of 133 1 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL 1, 2000 THRU JUNE 5, 2000 MONTH TOTAL MARCH 35.50 APRIL 44.00 MAY 82.50 JUNE 5.00 TOTAL TEACHER ABSENCES: 167.00 SCHOOL: SPECIAL EDUCATION MARCH 20.50 APRIL 31.00 MAY 41.00 JUNE 7.50 TOTAL TEACHER ABSENCES: 100.00 SCHOOL: TERRY MARCH 20.00 APRIL 35.50 MAY 51.50 JUNE 4.00 TOTAL TEACHER ABSENCES: 111.00 SCHOOL: VOCATIONAL EDUCATION MARCH 10.00 APRIL 27.00 MAY 11.00 JUNE 0.50 TOTAL TEACHER ABSENCES: 48.50 SCHOOL: WAKEFIELD OCTOBER 0.50 MARCH 15.00 APRIL 31.00 MAY 27.50 JUNE 1.00 TOTAL TEACHER ABSENCES: 75.00 SCHOOL: WASHINGTON MARCH Thursday, June 29, 2000 45.50 Page 11 of 13. .2 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL I, 2000 THRU JUNE 5, 2000 MONTH TOTAL -J* APRIL 51.50 MAY JUNE 65.00 5.00 TOTAL TEACHER ABSENCES: 167.00 SCHOOL: WATSON MARCH 19.50 APRIL 19.00 MAY 37.50 TOTAL TEACHER ABSENCES: 76.00 SCHOOL: WESTERN HILLS MARCH 12.00 APRIL 19.00 MAY 27.00 TOTAL TEACHER ABSENCES: 5800 SCHOOL: WILLIAMS MARCH APRIL 36.50 66.00 MAY 42.50 JUNE 4.00 TOTAL TEACHER ABSENCES: 149.00 SCHOOL: WILSON MARCH 23.50 APRIL 27.00 MAY 33.00 JUNE 4.00 TOTAL TEACHER ABSENCES: 87.50 n ti SCHOOL: WOODRUFF MARCH 10.00 APRIL 25.50 MAY 35.00 Thursday, June 29, 2000 Page 12 of 13 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM APRIL 1,2000 THRU JUNE 5,2000 MONTH TOTAL TOTAL TEACHER ABSENCES: 70.50 GRAND TOTAL TEACHER ABSENCES: 8,613 50 Thursday, June 29, 2000 Page 13 of 13Little Rock School District Pupil Services Department July 18, 2000 JUL 1 fe MEMO TO Selected Central ^Office Administrators FROM: Jo Evelyn El! ifbirector of Pupil Services SUBJECT: 1999-2000 Dropout Report Attached is the revised and final dropout report for the 1999-2000 school year. As you will note, there has been a measurable decrease in the annual dropout rate over the last three years. Our greatest challenge is to put in place accounting procedures and trained staff that can insure the integrity of the data. We will be working toward that end this school year. L1ST QUARTER DROPOUT REPORT 1999 - 2000 SCHOOLS ACC LEARN 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade % lENROLLMENT | BM | BF | WM | WF | HM 1 HF | OM | OF [TOTAL DROPOUTSi 205 1 10 61 53 80 -GENTRALj 1 2\u0026lt; 0 0 1 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 2 ' 0 0 1 1 0 y 1^?? 0 0 1.6% 1.9% 0 9th Grade 10th Grade 11th Grade 12th Grade % 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade %. HALL- 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade % MCCLELLAN. 9th Grade 10th Grade 11th Grade 12th Grade % PARKVIEW 9th Grade 10th Grade 11th Grade [ 12th Grade % TOTALS, 2045 517 _ 518 536 474 ^55y^y 1 264 270 233 187 .. , 1S.\n\u0026lt;- S-O'-'- yOtj \u0026lt; I - ' OS 2 4 4 5 0.73 3 3 3 6 0.73 5 0 0 3 0.4 1 0 5 1 0.3 6 0 0 0 0 0 1391 2 439 398 315 237 1192 332 384 249 227 T?l57S-\u0026lt;' 287 293 295 282 6945 0 3 18 9 4 3.6 0 8 10 7 12 21 48? 6 18 6 18 4 0 5 8 7 3 2.4 0 3 3 4 1 1.2 0 1 2 2 1 0.6 0 11 6 7 7 2.2 0 5 1 4 4 1 .34\u0026lt; - 12 11 3 8 2.9 --O\"?: .'T 0 0 0 0 0 136 2 1 0 0 0 0.09 104 1.5 1 2 2 1 0.5 1 0 0 0 0.09 40 0.6 0 5 4 2 5 1.2 3 4 1 1 0.8 0 1 1 0 0 0.2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0.05 0 0 0 0 0 0 0 1 1 0 1 0.2 0 0 0 1 0.08 0 1 0 0 0 0.07 0 0 0 0 0 o7 1 0 0 0 0.07 0 0 0 0 0 \"o 0 0 0 0 0 0 0 0 0 1 0.07 V 46 11 7 12 16 0 13 32 22 9 0 32 22 20 30 1 1 0 0 0.17 '\u0026lt;''O.S?'rO,\u0026amp;\u0026gt;: :2.2%\n2.1% 1.4% 2.2% 3.4%, 0 5% 12%. 9.4% 4.8%. 0 7.3%, 5.5%. 6.3%, 12.7% t f r I 0 0 0 0 0 38 5.5 0 0 0 0 0 6 0.09 0 0 0 0 0 \u0026lt;: 1 0.01} 0 0 0 0 0 4 0.06 0 1 0 0 0.08 1 0 0 0 0.09 3 0.04 101 7 23_____ 37 12 29 3 0 0 0 332 Revised 7/12/00 Page 1\n8.5%^ 6.9% 9.6% 4.8% 12.8% o\n37K 1% 0 0 0 4.87o i I ! L 1j SCHOOLS ALT LEARN, 7th Grade Sth Grade 9th Grade 10th Grade 11th Grade 12th Grade % L, f- L t L I 1ST QUARTER DROPOUT REPORT 1999 - 2000 lENROLLMENT | BM | BF | WM | WF | HM | hP | OM | OF |TO7AL DROPOUTS\" 63 i 1 0 1 0-0 0 0 '3 J____ 8.' ______ 17 ______ 19 ______ ______ 1_ 1 \"1 I 0 0 01 0 0 1.6 0 0 01 0 0 1.6 0 0 0 00 0 0 i(ai0E8BAt^ Sth Grade 7th Grade Sth Grade % aatiNBAR : 6th Grade 7th Grade 8th Grade % F^fegStHTS\" Sth Grade 7th Grade Sth Grade %\nhender$oO Sth Grade 7th Grade Sth Grade % .WiBEia/AliS 6th Grade 7th Grade Sth Grade % v'MANN Sth Grade 7th Grade Sth Grade % A*' 6th Grade 7th Grade Sth Grade SOUTHWEST Sth Grade 7th Grade Sth Grade % TOTALS \"ISISTRIST TOTALS- 251 241 213 4 6 6 2.3 2^9? 240 239 260 248 257 280 01 0 0.14 5i: 1 0 4 0.8 j55a?ss.ta-~^ 183 192 176 494y 172 165 157 2 3 1 1.1 laii 0 0 1 0.2 i 32 1 0.85 100 0.14 6e 3 03 0.8 2 0 1 0.54 1 0 0 0.14 000100 1.6 sK-.\n121 0.56 0 0 0 0 0 0 0 010 0.14 'Oy-'-t V 'O' ? 0 00 0 1 0 0 0.14 'te. J- 6 03 1.1 2 1 4 0.9 5 .. \u0026lt;\n\u0026lt; 1 3 1 0.9 2 2 0 'W^O: 0 00 0 0 00 0 0 00 0 ___S42j3. 270 291 281 -^..76O-. 262 253 245 447 150 179 118 5388 0 z Q 0 00 0 - 12331 0 0 0 0 00 00 0 02 01 1 0.28 'O\n.' 0 0 0 0 O^V 1 0-7 I 0 00 0 .'Qi: 0 00 0 1 0 0 0.13 ',\\G\" 010 0.2 0 \u0026lt; 0 0 0 0 jQ/Si'SSO' 0 I 0 0 0 0 0 00 0 1 0 0 0 0 30 0.6 166 1.3\n0 01 0.2 18 0.3 122 10.98 0 000 0 : 0 00 0 IS 0.27 0 0 0 0 ~~y 'r~o~ 0 0 0 0 0 00 :0:. 0 0 0 0 0 0 0 0 0 0 0 W\" 0 0 0 0 I 0 0 0 0 0 lO.57r--0 0 0 0 0 18 0.3 0 0 0 0 1 0.2 0 0 0 0 0 0 0 55 0\n45\n56 I 0\n45 7 0.06 Revised 7/12/00 0 0 0 0 0 00 jo^ on 0 0 0 Ov 0 0 0 0 0- 0 0 0 0 0| 10 I 0^ 0 3 0.06 4 0.03 0 0 0 0 0 0 0 0 0 0 000\n0 0 0 0 \"oi 0 00 0 0 00 ^5. 0 01 0.2 0 00 0 0 00 0 00 00 0 00 00 2 0.04 6 0 05 0 00 30 0 301 9 12 9 3\n 21 0 13 1 14 ?'-' 7 93 0 \"o J_____ 2 % 0 00 17.6% 00 42% 3.6% 5% A.-Z'k 0.8% 0.4% 0 OWSfi: 5.2% 0.4% 5% 3i40%v 3,8% 4.7% 1.7% 0 0 0.6% 1.3% 00 0 0 0 0 00 Or-: 0 0 00 0 0 3 0.02 0 0 0 0 0 SQ 0 0 0 0 01 87 419 0 0 0 0.20%.- 0 0 0.8 7l.6% .3.4% L L R SCHOOLS alt learn\" 7th Grade Sth Grade 9th Grade 10th Grade 11th Grade 12th Grade % I r 2ND QUARTER DROPOUT REPORT 1999 - 2000 IENROLLMENT I BM I BF I WM I WF I HM I HF I OM I OF (TOTAL DROPOUTS j --------------------------1/- 7 -7: 0 0 0 0 1 0 1.6 .CLOWERPAUE Sth Grade 7th Grade Sth Grade % rjisailNBAfe 6th Grade* 7th Grade 8th Grade % 7/63- 8 17 19 17 1 1 6th Grade 7th Grade Sth Grade % 705 251 241 213 -73958^.- V- 240 239 260 785^\n248 257 280 jHENBERSQM . -^ '551 6th Grade 7th Grade Sth Grade % 183 192 176 WBELVALE - 6th Grade 7th Grade Sth Grade % SiaWN-S Sth Grade 7th Grade Sth Grade % WLASKI HTS 6th Grade 7th Grade Sth Grade .7 /.494a 172 165 157 ' 642ag^ 270 291 281 760 - 262 253 245 0 0 3 2 0 1 9.5 0 0 0 0 ?4 7 0 0 1 3 0 0 6.3 0 0 0 0 0 0 I 0 I 12 0 0 0 1 0 0 1.6 0 c_ 0 I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 /03\n0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4 6 1 1 7i 19%: 0 0 21.1% 35.3% 100% 100% 0 __1_ 0 0 vQJS 0 0 0 0 ZE 0 0 0 0 To 0 0 0 r^.Q\n7~o 0 0 0 0 ~~6~^ 0 0 0 0 0 0 T 0 0 0 0 0 0 0 0 \u0026gt;0\n,^-. 0 \u0026lt;-.^v:. ''Qy 0 0 0 0 0 0 0 0 0 C 0 ' b-O ' '0- 0 I 0 - 0 0 0 0 0 ' 0\n Q: - 0 0 0 0 .o 0 0 0 0 .. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 jO'iS\" 0 0 0 0 0. 0- 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6th Gracie 7th Grade Sth Grade /o TOTALS .district tTOTAli s\nss 150 179 118 5386 0 0 0 0 6 0.11 0 0 0 0 4 : 0\n07 12331 33 0.27 0.3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 iO\n. : .. - 0 0 0 0 0 0 0 0 0 \u0026lt;0 : '0 0 0 0 0 0 0 0 0 0 0 . oy 0 0 0 0- 0 0 0 0 o* 0 0 0 0 0 0 0 OO 0 0 0 0 0\n.:\nw 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ay-i?'-'Dai\u0026gt; ?\"0gg*':Q\n0 0 0 0 -J , 0.02 8 0.06 0 0 0 0\ni\n.1 0.02 4 0.03 0 0 0 0 \"o 1 0.01 Revised 7/12/00 Page 2 0 0 0 7 0 0 0 0 0 0 0 0 0 0 .\n./0\n 0 7 0 0 0 0 0 0 0 0 7 0 0 0 0 0 0 0 0 12 84 0 0 0 0 0 0 0357 r 0.7%\n3Rb QUARTER DROPOUT REPORT 1999 - 2000 Schools i enrollment | bm | bf | wm i wf I hm | hf i om | of total dropouts! % ---- --- :fl.\n Oa/\n. A/ ^ACe^rB^RN Sth Grade 9th Grade 10th Grade 11th Grade 12th Grade % CENTRAL 9th Grade 10th Grade 11th Grade 12th Grade % Sth Grade 9th Grade 10th Grade 11th Grade 12th Grade EIALL\nSth GradT* 9th Grade 10th Grade 11th Grade 12th Grade % MGGLELLAN 9th Grad~ 10th Grade 11th Grade 12th Grade 'k PARKVIEW 9th Grad^ 10th Grade 11th Grade 12th Grade y. TOTALS .205 1 10 61 53 80 517 518 536 474 955 1 264 270 233 187 -1391a 2 439 398 315 237 332 384 249 227 1457\n2Q1 2Q3 295 282 6945\n \"ffl. 0 0 0 0 0 0 .7a 1 3 3 0 0.3 0} 0 0 0 0 0 0 0 fl 0\n-\u0026gt; 1 1 0 0.05 0 0 0 0 0 0 0 0 1 3 2 0.43 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 I 0 0 0 1 0.1 .\nfl .\n. 0 0 0 0 0 0~l 0 0 1 0 0 0 0 0 0 0.05 0 0\n0 0 0 0 0 0 0 0 0 0 0 0 ' fl.\nv \u0026lt; Q. \u0026lt; \u0026lt;1\n-- 0 0 0 fl 0 0 0 0 0 0 0 0 4 2 1 4 _fla 0 0 0 0 0 20 0.3 0 1 1 1 2.9 0 0 0 0 0 4 0.06 0 0 0 1 0.5 0 0 0 0 0 0 .3-\n\u0026lt;.- 0.04 0 0 fl 0 0 0 0 0 0 0 0 0 0 0^ 0 fl 0 0 0 0 0 0 0 0 \u0026lt; 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 X'fl : 0 0 fl 0 0 - 'W-af 1 4 5 1 fl\nS%5 0.2%. 0.8% 0.9% 0.2%) { 0 0 0 1 0 0.07 0 0 0 0 1 0.07 0 0 0 0 0.8 0 0 0 0 0.08 0 0 0 0 0 0 a 0 0 0 0 0\n 0 \u0026lt; 0 0 0 0 0 1 0\n01 0 0 0 0 0 2 0.03 Revised 7/12/00 Page 1 0 0 0 0 0 0 0 \n~0~ 0 0 0 0 0 vQ. 0 0 0 0 0.17 0 0 0 0 0 -fl\n.- 0 0 0 0 0 0 .0 0 0 0 0 0 0 0 0 0 0 0.08 .fl - 0 0 0 0 0 0 5i 0 0 0 0 0 B\n0 0 1 4 3 W-' 0 0 0 0 L6% \u0026gt; 0 0 0.25%. 1.3%. 1.3%. L. f 6 5__________ 3__________ 3 0 1.3% 1.2% 1.3%. [ 0 0 0 0 30 0 0 0.43%3RD QUARTER DROPOUT REPORT 1999 - 2000 SCHOOLS ~ 7th Grad^ Sth Grade 9th Grade 10th Grade 11th Grade 12th Grade % CEqVERSALE r Sth Grade 7th Grade Sth Grade % DUNB/^ Sth Grade' f 7th Grade I Sth Grade % I ] ENROLLMENT | BM | BF | WM | WF I HM | HF | OM I OF [TOTAL DROPOUTS | ...............r.II 0 0 0 0 0 0 0 0 0 0 0 wRfesgm^^ 6th Grade 7th Grade Sth Grade % HENPfeRSGN Sth Grade 7th Grade Sth Grade % Sth Grade 7th Grade Sth Grade % MAhIN\nSth Grade 7th Grade Sth Grade % SULASKIMFSi 6th Grade 7th Grade Sth Grade % SdUTHWE^T Sth Grade 7th Grade Sth Grade % TOTALS .!:%^ '--Si DISTRICT..',- TOTALS i%. % i^: 8 17 19 17 1 1 xiSTW? 251 241 213 240 239 260 a\n785\u0026lt; 248 257 280 551- 183 192 176 494: 172 165 157 270 291 281 . 760 262 253 245 447 150 179 118 S386 '\ni- 12334 0 0 0 1 0 1 33 .. Bi i 0 0 0 1 0 0 0 0 0 1.6 i\u0026amp;s. - 0 0 0 0 1 0 0 -','a0T' 0 0 '. ' Oa 0 0 0 2^ 0 0 0 0 0 0 0 0 0 .:O-.Y \\ . 0 0 0 O'i-, Oi 0 0 0 0 0 0 0 0 0 \u0026gt;0:\n^ 0 ___ 0 0 0 0 0 0 0 0 0 0 0 0 0 ^a!Bii^A,\\!B.Ai 0 0 0 0 \"iO B'\n0 0 0 0 :\u0026lt;:\u0026lt; \"\"o 0 0 I 0 2 0.04 0 0 0 ~0~^ : -Oii 0 0 0 0 \"\"T\" 0 0 0 0 1 0.02 11 0.18 S 0\n04 0 0 0 0 0 0 0 0 0 -S 0 0 0 0 0 0 0 0 0 0 --0 0 0 0 0 0 0 0 0 0 Q 0 0 0 0 0 0 0 0 0 0 0 0 : \u0026lt;- ^OSa - 0\n 0 0 0 0 0 0 0 0S?.-aOR-a'0 0 0 0 0 aOa. 0 0 0 0 0 0 0 0 0 0 0 0 0 ./O.iA -J3 -OsA. 1 0 0 1 0 1 12.5% 0 0 5.9% 0 100% 0 0 0 0 Qi 0 0 0 0 0 0 0 0 0 0 0 0 OB . Oa\n-a^Oa 0 0 0 aO- . .B.i 0 0 0 0 0:SA 0 0 0 0 0 0 0 0 0 0 O' 0 0 0 i .r A\" O' i 0 0 0 0 0 0 0 . \u0026lt;4. 0 0 0 0 og 0 0 0 0 0 0 3 0.02 0 0 0 0 0 0 0 \n0? 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 a\n0 ~0 ~ 0 0 0 0 0 0 w 0 0 0 0 0 0 4 0.008 3 0.01 Hevised 7/12/00 Page 2 .0 0 0 0 0 0 0 0 0 0 0 0 0 0 AOfc .: 0 0 0 0 Q..:^- . -Ow\n' 0 0 0 0 0 0 0 0 -OS OA 0 0 0 0 Os 0 0 0 .^iO. 0 0 0 S*' 0 0 0 0 'Os:\n\"o 0 0 Oi'.\n0 0 0 0 0 0 0 O\ns 0 0 0 0 a.-'-\n-.O.--.* 0 0 0 0 0 0 0 0 0 0 A.:.. :!} 0 0 0 \"\"5 0 0 0 3 0 o' 0 7 33 0 0 0 Qi 0 0 0 1 O\n06% 03% AGC LEARN . 4TH QUARTER DROPOUT REPORT 1999 - 2000 lt=igR6LLMfeNt bM | BN Wwi | Wf I HM I Hf I om I 6P TCTaL uropouts\nO O\n?\n'\"Q. '' ' Sth Grade 9th Grade 10th Grade 11th Grade 12th Grade % r GBNTRAL3\" 9th Grad*^ 10th Grade 11th Grade 12th Grade % T\"\nF\u0026gt;MR Sth Grade 9th Grade 10th Grade 11th Grade 12th Grade % Sth Gradd 9th Grade 10th Grade 11th Grade 12th Grade %, .205 1 ____1 ___ 6 53 80\na:'2045\n517 518 536 474 . .9^ r 1 264 270 233 187 T:3Sa,,,r..\n2 439 398 315 237 0 o\n- 0 0 0 MCCLELLAN 9th Grade 10th Grade 11th Grade 12th Grade % 1192'\n332 384 249 227 0 0 0 0 0 . 'li 0 0 1 0 0.05 O ' 0 0 0 0 0 0 __2^ 0 0 0 0 2 0.14 0 0 0 0 0 0 0 0 0 0 2 0' 0 0 2 0 0.1 0 0 0 0 0 0 0 0 0 0 It'. 0 0 1 0 0.05 Q-S'/' '0:=g\u0026lt;- Or- 0 0 0 0 0 0 -0 0 0 0 0 0 - o. 0 0 0 0 0 0 0 0 0 0 0 r\nQ 0 I 0 0 0 0 0 0 0 0 0 0 r.rm..,...:-r.rtgS 0 1 1 0 1 0.2 ,'t 1\n0 0 0 0 0 0 0 0 1 0.08 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0.07 0 0 0 0 0 0 0 0 0 0 0 0 p 0 0 0 0 0 0 r*o~ 0 0 0 0 0 0 0 0 0 0 0 0\u0026lt; 0 0 0 0 0 0 0 0 0 0\n1f:\u0026lt; .,:.0rg. ' Or 0 0 0 1 0.08 0 0 0 0 0 0 0 0 0 0 LZl 0 0 0 0\n0 r . \u0026gt;Q 0 0 2 0 0 0 0 _0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4 0 'Qr-\nr\\r 0 0 0 0 0 .... -36\n0 1 1 0 4 ^RARKVIEW 9th Grade 10th Grade 11th Grade 12th Grade % TOTALS \"% 1157 -- 2S1 293 295 282 6945 - 0-v.y.Q: il 0 0 0 0 0 3 OJO4\n0 0 0 0 0 6 0.09 ( '\n W^Q=..- r\n-'O\n?\n. O' 0 0 0 0 0 \"/1 0.01 0 0 0 0 0 - -I'^-r 0.01\n0 0 0 0 0 0.01 0 0 0 0 0 0 0 0 0 0 0\nr\n0j-. 0 0 0 0 0 0 . Pit.. 0 0 0 0 0 4 0 0 0 0 0 0 0 : 0 0 0 0 0 p 0 0 _0___ 0 2 - 'rO-\n'\n..\n0 0 0 0 12 Revised 7/12/00 Page 1\n0 0 0 0 0 0\n.Q.2%vj 0 0 0.7% 0 or 0 0 0 0 0 '0^% i 0 0.2% 0 0.0% 1.7% 02%' 0 0 0 0.9 0 0 0 0 0.2% I ! I I ! [ I I SCHOOL^ \"\" 7th Grade Sth Grade 9th Grade 10th Grade 11th Grade 12th Grade % 4TH QUARTER DROPOUT REPORT 1999 - 2000 ieMR6LLW5Mt | biiA I | wini | hm j Ht= I dm of [total dropouts | . ' 4-\"~ 0 -iO 0 0 -0 -0 - . 4 - S%\u0026gt;-? r 1 n n\"-^ n o 0 0 6 12^ 8 1 0 0 0 0 0 1 CLQVERBALE 6th Grade 7th Grade 8th Grade 6th Grade 7th Grade 8th Grade % FOREST HTS 6th Grade 7th Grade Sth Grade % HENDERSON 6th Grade 7th Grade 8th Grade % 17 19 17 1 1 705\n251 241 213 240 239 260 765 248 257 280 -551 183 192 176 0 1 2 0 0 9.5 oy 0 0 0 0 0 0 0 0 6.3 0 0 0 0 0 0 0 0 1.6 0 0 0 0 0 1,6 0 0 0 0 D 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 0 0 0 5.3% 11.8% 0 0 0 ?-: -fe 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 rr 0 0 0 ifw:- WiBEia/ALE- . ....--W-IW? Sth Grade 7th Grade Sth Grade % -iTtflANN\n-\nSth Grade 7th Grade Sth Grade % 172 165 157 842 270 291 281 r'ii 0 0 0 0 0 0: :.. 0 ja 0 0 0 0 iO , 0 0 0 0 0, :?'\n,0 0 0 0 0 s^B ~ ~0~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .,)\n0 0 0\n-0 ? 'O^W\nPULASKPHTS 6th Grade 7th Grade Sth Grade % 760 262 253 245 SOUTHWEST 6th Grade 7th Grade Sth Grade % TOTALS DtSTRtCT ^totals/ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0- 0. 0 0 0 0 0 0 0 0 0 0 0 0 - - iQVjfi 447ig..\n150 179 118 5386 12331 0 0 0 0 3^ 0 0 0 0 4 0.07 7 0.06 0 0 0 0 0 0 :fS0.S\u0026lt;.' 0: 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 ~w 0 0 0 0 0 0 6 0.05 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 O7 0 0 0 0 71 0 0 0 0 0 0 0 0 0 0 0 0 0 \"cT 0 0 0 0 I 0 0 \"7^ 0 0 0 0 ITS* 0 0 0 0 -Ba:\n. ?0.\u0026lt; 0 0 0 0 0 0 0 0 0 0 0 0 0 0 -c. fe 0 0 0 0 7 7 1 0.01 0 0 0 0 7 7 4 0.01\n\u0026lt;- -sO,\n0 0 0 0 0 .0 0 Si- 0\n0 0 0 0 0 0 0 0 0 0 0 \u0026lt;0/ 0 0 0 0 0 lO 0 0 0 0 Dj 0 0 0 0\nO\n0 0 0 0 0 o 0 0 0 0 0 0 0 'Qr?'. \u0026lt;-0\n0 0 0 0 \n'- 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 7 1 0.01 Revised 7/12/00 Page 2 0 -.0\n.\n0 7 0 0 . . 0 0 0 0 0 0 0 0________ 0 0 . 0- 0 0 0 77 0 0 0 4 16 5= 0 0 0 0.1% 0.13%\n41 LYEARLY DROPOUT REPORT 1999 - 2000 AGC'LEARN? sth Grade 9th Grade 10th Grade 11th Grade 12th Grade ^205\" 1 10 61 53 80 ' ff % CENTRAL- S^?? 9th Grade lOth Grade 11th Grade 12th Grade % S-jai-- Sth Grade 9th Grade 10th Grade 11th Grade 12th Grade /o HALLa.^ sth Grad^ 9th Grade 10th Grade 11th Grade 12th Grade % MGGLELIWa- 9th Grad^ 10th Grade 11th Grade 12th Grade % 2045 . - 517 518 536 474 955\n1 264 270 233 187 . 1391 2 439 398 315 237 1192' 332 384 249 227 .25.,\n0 0 10 7 8 12.2 26 3 8 8 7 1.27 31 0 1 7 10 13 15 31.7%s 0 0 3 2 1 2.9 0 0 0 2 1 1.5 3 5 5 6 0.9 0 3 18 9 4 3.6 0 5 8 7 3 2.4 5 0 1 4 0.5 0 3 3 4 1 1.2 '46i-.-\u0026lt;36\"'-,: .15 0 8 11 10 17 3.3 ^-\n5.' 6 22 8 19 4.6 PARI^IEW 1157 %?\"- -9- 9th Grade 10th Grade 11th Grade 12th Grade 287 293 295 282 'k TOTALS 6945 0 0 0 0 0 186\n2\n7 0 13 7 9 2.6 38\n12 12 4 10 3.2 \" 1 1 0 0 0 0.09 148 2.1i 0 5 1 4 5 1.1 0 0 0 0 0 0 '\u0026lt;1. 1 i 0 0 6 1 0.4 0 1 0 0.05 0 0 0 0 0 0 0 0 0 0 0 0 0 1. 0 0 0 0 0 0 0 1 0.05 0 0 0 0 0 0 0 0 0 0 0 0 0 1 20 21 23 12 13 21 19 0 1 2 2 1 0.6 0 5 4 3 5 1.2 0 1 1 0 0 0.2\n-4ii\n0 1 1 1 1 0.3 0 0 0 0 0 0 \u0026gt; .1.i 0 1 0 0 0 0.07 0 0 0 0 0 0 1\\\n0 1 0 0 0 0.07 0 0 0 0 0 0 0 0 0 0 1 0.07 0 13 32______ 22 9 3 -121 ,\u0026gt;\u0026lt; 0 34 24 25 38 8 9 ' * 3 1 2 2 3 0.7 3 4 1 1 0.8 1 . 0 1 0 0 0 0.09 51 0.73 0 0 0 1 0.08 5C' 0 I 0 0 0 0 0 43 0.62 0 0 0 0 8 0.12 0 0 0 0 0 0 0 0 0 0 0.01 1 1 0 0 0.17 o 0 0 0 0 TH Ji 0 1 0 0 0.08 1 0 0 0 0.09 3 23 42 15 34 0.061 0.04 Revised 7/12/00 Page 1 0 10% 32.8% 39.6% 28.7% 2.3% 2.5% 4% 4% V/. 0 4.9% 11.8% 9.4% 4.8% !\n8i7%- 0 8% 6% 8% 16% 6.9% 10.9% 6% 15% '\u0026gt;/3ji'4^,SS?\nSK:\u0026gt;sWf 3 0 0 0 444 4 t. i J 1% 0 0 0 r I 6.4% r SCHOOLS iLT\nLEARN . VEARLY DROPOUT REPORT 1999 - 2000 I^NRQLLtobtjt I few I bF I wM I WF I hM I HF I OM I OF |TOTAL DROPOUTS | r L p 7th Grade Sth Grade 9th Grade 10th Grade 11th Grade 12th Grade % clqverbale\nsth Grade 7th Grade Sth Grade %\nDONBAR-~ 6th Grade 7th Grade Sth Grade % FORESTHTS 6th Grade 7th Grade Sth Grade % HENDERSON: 6th Grade 7th Grade Sth Grade % MAbfeLVALET Sth Grade 7th Grade Sth Grade % MANN 6th Grade *7 7th Grade Sth Grade % RUtASKI HTS- 6th Grade 7th Grade Sth Grade % SOUT-Ht^Sf Sth Grade 7th Grade Sth Grade % % biSTRicT\" .gf TOTALS .A\n63^ 8 17 19 17 1 1 705 251 241 213 7^. 240 239 260 785 248 257 280 551-: 183 192 176 494 172 165 157 13a-\n-'6-3 1 0 4 6 0 2 1 0 1 4 0 0 20.6 1 9.5 0 0 0 0 1 0 1.2 4 6 6 2.3 V -I\n0 1 0 0.14 3 2 1 0.85 1 0 0 0.14 1 0 0 0.14 1 0 4 0.64\n .6.' 2 3 1 1.1 'ri'.' 3 0 3 0.76 .3 2 0 1 0.54 'M2~ 270 291 281 -' .^760\n262 253 245\n447i' 150 179 118 5386 12331 0 0 1 0.2 ZZ5Z 0 0 0 0 Tgg 0 0 0 0 0 0 0 :.a0:\n0 0 0 0 .'B\n0 0 0 42 0.8^ -10\n2\n0 0 0 2 0 0 32 0 0 0 0 0 0 0 0 0 0 0 0 q 0 0 1 2 1 0.57 tzo 0 0 0 0 0 0.14 22 0 1 0 0.14 0 0 0 0 0 1 1 0.28 0 0 0 0 0 0 0 0 0 0 0 0 2 0 5 12 1 2 25% 0 26.3% 70.6% 100% 200% .0.'\n' 0 0 0 0\n'0- 0\n0 0 0 0 0.S.\n'\n7\n-p---!0S:V\u0026lt; -1 ' 6 0 3 1.15 1 3 1 0.9 w 0 0 0 0 \"o 0 0 0 2 1 4 0.89 -.4$ 2 2 0 0.73 0 0 0 0.2 0 0 q 0 1 0 0 0.13 0 0 0 0 0 1 0 0 .. 0 0 0 0 0. 0 0 0 0 0\n. -iB\n0 0 0 0 0 0 0 0 0 0 0 -W'- 0 0 0 0 0: 0 0 0 0 0 0 0 0 0 0 0 0\n0 0 0 0 0 0 1 0 0.18 0 0 1 0.2 0 0 0 0 0 0 0 0 0 0 0 0 rt3B,. 9 12 9\ni3 2 1 0 13 1 14 IB..\n7 9 3 3 0 1 2 40%a 3.6% A.'SPk P.2.% 0.83% 0.4% 0 3.6% 2 5.2% 0.39% 5%\n3i4%\n' 3.3% ' 4.7% 1.7% 0 0.6% 1.3% 0 0 0 0 0 0 1 0.2 0.42 171 114 0 0 0 0 0 0 0 0 0 0 0 0 0\n B . 0 g-- 0 0 0 0 16 0.29 0 0 0 0 19 : 0.35 0 0 0 0 -\n1: ? 0\n02\n0:54\n62 00 9 0.07 flevised 7/lZ/OO Page 2 0 0 0 0 0 2 0 0 0\n0i 0 0 0 0 ZE 0 0 0 0 0 0 0 0Sr\u0026gt;- 0 0 0 o 0 . 0 Wg 0 0 0 -02%\n0 0 0 0 3'3r 0.05 4 0.03 0 0 0 0 ,..2\n-\n0.04 6 0105 0 0 0 0\n0--:\n0 0 1 106 7- 0.02 550 * 0 0 0.8% 2% 4^46%:Sc^l-..\u0026gt;?r.:, Central Fair Halt McClellan Parkview ALC ACC BubfoA Cloverdale Dunbar Forest Heights Hendereon Mabelvala Mann Magnet Pulaski Heights Southwest 1999-2000\nEnrohmerit 2045 956 1391 1192 1157 63 205 705 739 785 551 494 842 760 447 ^Black^. ff^lta' Hispanic Other - 45 57 82 93 1 19 56 22% 6% 8.9% 7.8% .09% 30% 27.3% -353 5% 22 2 11 9 1 1 18 17 32 17 1 3 9 3.1% .9% 1 8% 2 3% 1.4% .1% 1 2 5 1 .5% .2% .4% .08% 0 1 2 3 1 4 8% 4.4/ 5 .7% .06% 0 .1% .3% .1% .3% 1 .1% 1.4% 16 2% 0 0 1.6 9 1.6% .2) 1 .2% 0 0 0 0 3 1 .4% 0 .1% 0 0 0 0 .2% 0 0 0 0 DROPOUT REPORT Three Year Comparison By Race 1998 -2000 ,1998-1999 11997 -1998 ' QrofMuia 65 76 121 114 3 22 66 3.2% 8% 8.7% 9.6% .3% 34.9% 31.7% Enrolment Stack . r . White Other Dropouts . Enrollments\n.l^iack White Dropoute 1885 728 783 871 933 71 144 8% 28 2% 1 .5% 173 9% 1855 162 9% 55 3% 6 .3% 223 12% 67 8% 22 3% 1 .1% BO 11% 767 101 13% 19 3% 1 .1% 121 18% 63 8% 13 2% 3 .4% 79 10% 790 78 10% 18 2% 8 1% 104 13% 111 13% 8 30 9 1% 3 .3% 123 14% 935 120 13% 14 1% 4 .4% 138 15% .6% 11 1% 0 0% 17 2% 911 5 .5% 3 3% 0 0% 8 .8% 42% 2 2.8% 1 1.4% 33 46.5% 16 6 37.5% 0 0% 0 0% 6 37.5% /7'\n^,1* 466 8.8% \u0026lt; 5251 4117.814 iai vk 109 19 : .4% 596 11% 1 0 0 0 .2% .2% 0 0 0 30 3 28 19 3 0 0 1 4.3% .4% 3.6% 3.4% .6% 0% 0% .2% 603 755 779 603 500 840 770 431 39 12 16 18 12 1 8 17 6% 10 2% 3 5% 52 9% 622 45 1 1% 4 .6% 56 9% 2% 2% 3% 2% .1% 1% 4% 4 .5% 2 .3% 18 2% 721 12 2% 17 2% 5 .7% 34 5% 15 13 1 2 1 14 2% 2 .3% 33 4% 648 22 3% 9 1% 0 0% 31 4% 2% .2% .2% .1% 3% 2 0 1 0 1 .3% 0% .1% 0% .2% 33 5% 724 50 7% 30 4% 2 .3% 62 11% 13 3% 506 13 3% 1 .1% 0 0% 14 3% 4 9 32 .5% 1% 7% 858 767 610 0 3 61 0% .3% 12% 0 0% 0 0% 43 8% 0 0 2 0% 0% 3% 0 3 106 0% .3% 2-j% 932^ \" iBaV . 48' 'M- 899 3,20% 32 129 1.00% \u0026lt;\u0026lt; 08% 13 \u0026lt;0.11% 2'..04% 9 0.07% 84 1.6% 5261 123 Z3% 60 1% 11 .2% 194 3.7% 5358 206'4% 107 2% 13 .2% 330 - 6%' 650 - 4 46% 10532 Prepared by the Little Rock School 534 5.10% 145 ' 1.40% 20 - 699 10620: 678 216 32 926 0.20% 6.60% :t Dropout Prevention Office - 6/9/00 6.40% 2 0.3 8.70% DATA NOT AVAILABLE IAchievement Level Test Results District Summary Report Little Rock School District Date: 7/20/00 Term: SOO Subject: Algebra 1 r I Grade r 8 9 10 11 Average 252 241 239 238 Median 259 252 240 239 237 Std. Dev. 12?95 9.09 7.08 6.37 6.14 Count 30 300 1023 154 27 i\nSubject: Algebra 2 Grade 8 9 10 11 12 Average 256 254 250 249 Median 259 255 253 250 248 Std. Dev. 12?^ 7.11 7.79 5.80 4.39 Count 2 321 249 560 41 Subject: Biology Grade 9 10 IT 12 Average 217 215 201 Median 218 218 213 201 Std. Dev. 15?02 15.90 17.45 2.52 Count 43 640 19 2 0 Subject: Elementary Math B I Grade 2 3 4 5 8 9 10 11 12 Average 18? 193 202 208 197 193 197 209 186 Median 182 194 202 208 200 192 199 202 186 Std. Dev. 13^ 14.08 13.77 13.83 5.11 17.29 17.14 14.29 24.73 Count 1987 1965 1867 3 13 9 4 2 L Subject: General Science Elementary it Grade 2 3 4 5 Average 194 192 197 200 Median 194 192 196 200 Std. Dev. T24 10.22 10.46 10.44 Count 3 1915 1886 1825 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. 1 Page : 1Achievement Level Test Results District Summary Report Little Rock School District Date\n7/20/00 Term: SOO Subject: General Science Middle Grades Grade 67 8 Average 207 208 Median 206 209 Std. Dev. 10.27 10.75 10.96 Count 15^ 1604 1487 Subject: Geometry Grade 8 9 10 11 12 Average 256 248 246 246 Median 255 247 245 245 Std. Dev. 10.42 6.60 5.78 6.88 Count 14 106 1081 284 8 Subject: Language Usage Grade 2 34 567 8 9 10 11 12 Average 185 195 203 208 212 215 218 223 224 228 236 Median 186 197 204 209 213 217 219 223 225 228 236 Std. Dev. TKoT 15.08 14.18 14.10 13.64 13.72 13.34 13.22 13.04 11.57 0.00 Count 1816 1966 1936 1821 1612 1564 1541 1398 1399 12021 Subject: Middle Grade Math Grade 3 46 7 8 9 10 11 Average 200 207 213 213 199 204 188 Median 200 206 211 211 194 202 197 Std. Dev. ^00 0.00 14.45 16.96 13.86 17.77 18.29 18.45 Count 11 1684 1627 1299 30 24 12 Subject. Reading Grade 2 3 4 Average 179 191 199 Median 18? 193 201 Std. Dev. 16^ 16.34 15.80 Count 1842 1967 1945 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 2 Achievement Level Test Results District Summary Report Little Rock School District Date: 7/20/00 Term: SOO J - Subject: Reading 1. Grade 56789 10 11 12 Average 209 213 216 221 222 227 233 Median 205 210 214 217 222 224 227 233 Std. Dev. 15^ 14.52 14.68 14.13 14.18 14.19 13.08 0.00 Count 1625 1578 1575 1401 1453 1225 1 r L r L E 0 E 0fT 'T NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. c Page: 3 r i-i\nI i iII I Achievement Level Test Results School Report Little Rock School District Date\n7/20/00 Term: SOO School\nACC Subject: Grade 9 10 11 Subject: Grade 9 10 11 Subject\nGrade 9 10 Language Usage School Performance Average 228 223 194 Median 225 194 Std. Dev. 0^ 8.78 0.00 Count ir 1 41 Dist. Avg. 224 228 District Performance Dist. median 225 228 Dist. Std. Dev. 13^ 13.04 11.57 Dist. Count 1398 1399 1202 Middle Grade Math School Performance Average 219 205 Median 218 205 Std. Dev. 0?00 15.09 0.00 Count If 1 4 1 Dist. Avg. 204 188 District Performance Dist. median 194 202 197 Dist. Std. Dev. 18.29 18.45 Dist. Count 24 12 Reading School Performance Average Median 233 221 233 219 Std. Dev. 0^ 10.91 Count If 1 4 District Performance Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 221 222 222 224 14.18 14.19 1401 1453 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ---------------------------------------------- Page: 1 I School\nSubject: Grade 9 11 Subject: Grade 9 10 11 Subject\nAchievement Level Test Results School Report Little Rock School District Date :7/20/00 Term\nSOO ALC Algebra 1 School Performance Average Median 237 233 236 232 Std. Dev. 5.22 1.69 Count 18 3 District Performance Dist. Avg.l Dist. median 1 Dist. Std. Dev. Dist. Count 241 238 240 237 7.08 6.14i 1023 27 Algebra 2 School Performance District Performance Grade io 11 Subject: Average 251 245 Median 251 245 Std. Dev. OW 0.00 0.98 Count 1 12 Dist. Avg. 254 250 Dist. median 253 250 Dist. Std. Dev. tTT 7.79 5.80 Dist. Count 3F 249 560 Biology School Performance District Performance Average Median 205 211 209 211 Std. Dev. i3?06 2.39 Count 4 2 Dist. Avg.l Dist. median Dist. Std. Dev. 217 215 218 213 15.90 17.45 Dist. Count 19 General Science Middle Grades School Performance ------- District Performance 1 Grade 67 8 Average 200 201 Median 198 201 Std. Dev. 6.64 7.38 Count 4 11 18 Dist. Avg. 207 208 Dist. median 206 209 Dist. Std. Dev. i^ 10.75 10.96 Dist. Count i^ 1604 1487 Subject: Geometry School Performance 1 District Performance 1 Grade io 11 Average Median 244 238 244 238 Std. Dev. lie 0.00 Count 4 2 Subject: Language Usage School Performance Dist. Avg.l Dist. medianiDist. Std. Dev. Dist. Count 248 246 247 245 6.60 5.78 1081 284 District Performance NOTF Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 2 Achievement Level Test Results School Report 5 Little Rock School District Date :7/20/00 Term: SOO 4 . i I I \nL c 0!1F rLn iT II School\nALC Subject\nGrade 6 7 8 9 10 11 Subject: Grade 6 7 89 10 Subject: Language Usage Average 202 206 206 209 222 Median 2^2 200 208 205 208 221 Std. Dev. 6^ 9.82 11.89 10.10 11.51 5.02 Count 6 13 22 15 1 8 Dist. Avg. 215 218 223 224 228 Dist. median 217 219 223 225 228 Dist. Std. Dev. 13^ 13.72 13.34 13.22 13.04 11.57 Dist. Count 1^ 1564 1541 1398 1399 1202 Middle Grade Math School Performance Average W 203 210 196 174 Median 205 208 189 174 Std. Dev. 16.70 10.01 17.15 0.00 Count 1[ 5 14 27 31 Dist. Avg. 213 213 199 204 District Performance Dist. median 211 211 194 202 Dist. Std. Dev. 14A5 16.96 13.86 17.77 18.29 Dist. Count 1627 1299 30 24 Reading School Performance District Performance 1 Grade 67 89 10 11 Average 200 207 206 208 223 Median 202 202 208 205 203 223 Std. Dev. iZ05 10.68 11.04 8.30 13.24 7.29 Count 6 11 27 17 7 8 Dist. Avg. 213 216 221 222 227 Dist. median 214 217 222 224 227 Dist. Std. Dev. 14.68 14.13 14.18 14.19 13.08 Dist. Count 1578 1575 1401 1453 1225 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page\n3 School: Subject: Grade io Subject: Grade 4 58 Subject: Grade 4 5 Subject: Achievement Level Test Results School Report Little Rock School District Date :7/20/00 Term: SOO ALE Biology School Performance District Performance Average Median 198 193 Std. Dev. Count 3 DiSt. Avg.l Dist. median Dist Std. Dev. Dist. Count 217 218 15.90 640 Elementary Math School Performance District Performance Grade 78 Subject: Average 196 209 197 Median W 206 200 Std. Dev. itoT 4.93 5.11 Count 14 43 Dist. Avg. 202 208 197 Dist. median 208 200 Dist. Std. Dev. 1^77 13.83 5.11 Dist. Count 19^ 1867 3 General Science Elementary School Performance District Performance 1 Average Median 196 199 197 199 Std. Dev. 8.15 8.28 Count 11 4 General Science Middle Grades School Performance ------- Average Median 201 205 201 202 Std. Dev. 2.47 6.68 Count Dist. Avg.lDist. median Dist. Std. Dev. Dist. Count 197 200 196 200 10.46 10.44 1886 1825 If 2 11 District Performance Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 207 208 206 209 10.75 10.96 1604 1487 ! Language Usage School Performance District Performance 1 Grade 457 8 9 10 Average W 206 203 205 223 215 Median 201 203 212 223 217 Std. Dev. 1445 6.73 0.00 11.57 6.74 11.30 Count 13 3 1724 Dist. Avg. 208 215 218 223 224 Dist. median 204 209 217 219 223 225 Dist. Std. Dev. 1418 14.10 13.72 13.34 13.22 13.04 Dist. Count i^ 1821 1564 1541 1398 1399 Subject: Middle Grade Math School Performance District Performance NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ------------------------------- ------ -~ Page: 4 Achievement Level Test Results School Report Little Rock School District L Date :7/20/00 Term: SOO School\nALE Subject: Middle Grade Math Grade 89 10 Average 216 217 Median 211 219 212 Std. Dev. Count J Subject\nGrade 4578 9 10 0.00 8.80 20.32 Reading School Performance Average IM 204 199 183 208 208 Median Std. Dev. Count Dist. Avg. 199 204 Dist. median 211 194 202 Dist. Std. Dev. Dist. Count 13.86 17.77 18.29 District Performance 1299 30 24 193 205 199 183 208 206 14.70 6.10 0.00 0.00 5.96 11.18 12 41 14 4 Dist. Avg. 199 205 213 216 221 222 Dist. median Dist. Std. Dev. Dist. Count 201 205 214 217 222 224 15.80 15.57 14.68 14.13 14.18 14.19 1945 1858 1578 1575 1401 1453 r L 1 54 r r 1 c 0 I i 2 s NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ---------------------------------- ~ Page: 5 Achievement Level Test Results School Report Little Rock School District Date :7/20/00 Term: SOO School: Badgett Elementary Subject: Elementary Math School Performance u District Performance Grade 2 34 5 Average 170 186 200 198 Median 190 201 198 Std. Dev. 9?74 17.67 12.69 12.81 Count 30 20 22 25 Dist. Avg. 18? 193 202 208 Dist. median 182 194 202 208 Dist. Std. Dev. 13^ 14.08 13.77 13.83 Dist. Count T8M 1987 1965 1867 Subject: General Science Elementary School Performance District Performance Grade 3 4 5 Average 186 188 192 Median W 192 194 Std. Dev. 73^ 11.69 8.16 Count 18 23 25 Dist. Avg. 197 200 Dist. median W 196 200 Dist. Std. Dev. 10^ 10.46 10.44 Dist. Count 1915 1886 1825 Subject: Language Usage School Performance 1[ District Performance Grade 2 34 5 Average 174 195 199 196 Median 173 197 200 199 Std. Dev. 13733 21.56 13.21 12.70 Count 20 23 24 Dist. Avg. IM 195 203 208 Dist. median 197 204 209 Dist. Std. Oev. isToT 15.08 14.18 14.10 Dist. Count 1816 1966 1936 1821 Subject: Reading School Performance District Performance Grade 2 34 5 Average IM 190 195 191 Median 16? 196 198 194 Std. Dev. 1440 19.95 13.80 14.36 Count 20 23 23 Dist. Avg. 179 191 199 205 Dist. median 18? 193 201 205 Dist. Std. Dev. 16^ 16.34 15.80 15.57 Dist. Count 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 6 Achievement Level Test Results School Report Little Rock School District r Date :7/20/00 Term:SOO School: Bale Elementary Sch Subject: r a li B0 B IsI I Elementary Math School Performance District Performance Grade 2345 Subject: Grade 2 34 5 Subject: Grade 2 34 5 Subject: Average 179 192 198 206 Median 180 193 198 205 Std. Dev. 12777 13.68 11.04 12.64 Count 47 40 46 46 Dist. Avg. 18? 193 202 208 Dist. median 194 202 208 Dist. Std. Dev. 14.08 13.77 13.83 Dist. Count 1866 1987 1965 1867 General Science Elementary School Performance District Performance 1 Average 192 193 196 Median 193 194 195 Std. Dev. 7 oToo 8.79 9.09 9.80 Count 1 36 45 47 Dist. Avg. IM 192 197 200 Dist. median IM 192 196 200 Dist. Std. Dev. TM 10.22 10.46 10.44 Dist. Count 3 1915 1886 1825 Language Usage School Performance District Performance 1 Average 186 196 198 204 Median 199 199 202 Std. Dev. 13.87 11.70 14.15 Count 42 40 45 47 Dist. Avg. 185 195 203 208 Dist. median 186 197 204 209 Dist. Std. Dev. isToT 15.08 14.18 14.10 Dist. Count 1966 1936 1821 Reading School Performance District Performance Grade 2 34 5 Average W 192 195 197 Median 195 196 198 Std. Dev. 14^ 16.35 13.64 16.31 Count 45 41 45 45 Dist. Avg. 179 191 199 205 Dist. median 18? 193 201 205 Dist. Std. Dev. 16.34 15.80 15.57 Dist. Count 1^ 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ----------------------------- ------------------------------------------------------------------------------- - Page: 7 School: Subject: Grade 2 34 5 Subject: Grade 34 5 Subject: Grade 2 34 5 Subject: Achievement Level Test Results School Report Little Rock School District Baseline Elementary Elementary Math School Performance Average ?76 191 194 201 Median 176 192 195 201 Std. Dev. 10^ 11.80 13.29 9.49 Count 42 40 37 Dist. Avg. 193 202 208 General Science Elementary School Performance Average ?87 192 196 Median 189 193 195 Std. Dev. 9?06 9.73 5.84 Language Usage School Performance Average 18? 193 199 204 Median 18? 194 200 204 Std. Dev. iT42 16.04 14.53 8.71 Reading School Performance 1[ Count 40 37 Count 41 37 34 Date -.7/20/00 Term: SOO District Performance Dist. median 194 202 208 Dist. Std. Dev. 13^ 14.08 13.77 13.83 1 Dist. Count 18^ 1987 1965 1867 District Performance 1 Dist. Avg. 197 200 Dist. Avg. 1^ 195 203 208 n Dist. median W 196 200 Dist. Std. Dev. 10^ 10.46 10.44 Dist. Count ?9?5 1886 1825 District Performance Dist. median 186 197 204 209 Dist. Std. Dev, 15.08 14.18 14.10 1 Dist. Count ?8?6 1966 1936 1821 District Performance 1 Grade 2 34 5 Average ?75 186 190 200 Median 175 189 192 200 Std. Dev. 14.94 14.50 8.18 Count 34 40 40 37 Dist. Avg. 179 191 199 205 Dist. median 18? 193 201 205 Dist. Std. Dev. 16.34 15.80 15.57 Dist. Count ?^ . 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ---------------------------- ------------------------------------- -- Page: 8 ? Achievement Level Test Results School Report Little Rock School District r i Date :7/20/00 Term:SOO School: Booker Arts Magnet .5. Subject: F L r 1 [ 0 s 0 I I- I Elementary Math School Performance District Performance Grade 2 3 4 5 Subject: Grade 3 4 5 Subject: Average 195 203 210 Median T85 197 205 213 Std. Dev. 14.05 10.10 15.38 Count 89 93 96 91 Dist. Avg. 18? 193 202 208 Dist. median 194 202 208 Dist. Std. Dev. 14.08 13.77 13.83 Dist. Count 1987 1965 1867 General Science Elementary School Performance Average 198 204 Median 199 203 std. Dev. 8.09 9.76 Language Usage School Performance 1 Count 94 89 Dist. Avg. 197 200 District Performance Dist. median 196 200 Dist. Std. Dev. 1022 10.46 10.44 Dist. Count 1915 1886 1825 1 District Performance Grade 2 3 4 5 Subject: Grade 2 3 4 5 Average T86 197 206 213 Median W 200 207 214 Std. Dev. 147/2 14.76 10.69 14.75 Count 89 93 96 91 Dist. Avg. 185 195 203 208 Dist. median W 197 204 209 Dist. Std. Dev. 15.08 14.18 14.10 Dist. Count 1816 1966 1936 1821 Reading School Performance District Performance Average 194 201 208 Median 184 194 203 208 Std. Dev. 16.33 13.62 16.92 Count 87 93 96 91 Dist. Avg. 179 191 199 205 Dist. median 193 201 205 Dist. Std. Dev. 16^5 16.34 15.80 15.57 Dist. Count 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 9 JAchievement Level Test Results School Report Little Rock School District Date :7/20/00 Term: SOO School\nBrady Elementary Sch Subject: Elementary Math School Performance District Performance Grade 234 5 Average 175 193 199 204 Median 174 195 201 205 Std. Dev. io^ 10.32 13.67 12.76 Count 50 55 47 Dist. Avg. iiT 193 202 208 Dist. median 1^ 194 202 208 Dist. Std. Dev. 14.08 13.77 13.83 Dist. Count 1987 1965 1867 Subject: General Science Elementary School Performance If District Performance Grade 34 5 Average ilT 196 196 Median 191 196 198 Std. Dev. 8^ 9.83 8.68 Count 56 48 Dist. Avg. 197 200 Dist. median 192 196 200 Dist. Std. Dev. io^ 10.46 10.44 Dist. Count 1915 1886 1825 Subject: Language Usage School Performance If District Performance Grade 2 34 5 Average 179 191 200 205 Median 178 195 204 204 Std. Dev. izoo 14.14 13.76 11.71 Count 46 51 55 44 Dist. Avg. 185 195 203 208 Dist. median 197 204 209 Dist. Std. Dev. 15.08 14.18 14.10 Dist. Count 1816 1966 1936 1821 Subject: Reading School Performance 1 District Performance Grade 2 34 5 Average 170 187 197 199 Median 172 189 201 199 Std. Dev. iToT 14.66 14.93 14.48 Count 44 50 56 47 Dist. Avg. 179 191 199 205 Dist. median iF 193 201 205 Dist. Std. Dev. 16.34 15.80 15.57 Dist. Count 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. -------------------------------------------------------------------------------- -- ~ Page: To ? i Achievement Level Test Results School Report Little Rock School District V' Date :7/20/00 Term\nSOO .i I. C 0 0 EEE E i I I School\nSubject: Grade 2 34 5 Subject: Grade 34 5 Subject: Grade 2 3 45 Subject\nCarver Elementary Math School Performance Average 188 198 209 214 Median 189 201 210 214 Std. Dev. 1^09 13.83 12.39 12.33 r Count 90 91 88 Dist. Avg. W 193 202 208 District Performance Dist. median 1^ 194 202 208 Dist. Std. Dev. 13^ 14.08 13.77 13.83 Dist. Count 1987 1965 1867 General Science Elementary School Performance District Performance 1 Average 204 206 Median W 204 206 Std. Dev. 10.67 8.80 Count 87 86 Dist. Avg. W 197 200 Dist. median 196 200 Dist. Std. Dev. 10^ 10.46 10.44 Dist. Count 1886 1825 Language Usage School Performance Average 200 209 214 Median W 201 210 215 Std. Dev. 1417 12.31 13.57 10.12 Count u 83 90 92 88 Dist. Avg. 185 195 203 208 District Performance Dist. median 186 197 204 209 Dist. Std. Dev. 15.08 14.18 14.10 Dist. Count 1966 1936 1821 Reading School Performance District Performance 1 Grade 2 34 5 Average W 196 206 213 Median 191 198 205 213 Std. Dev. 1465 13.70 14.38 12.16 Count 90 91 88 Dist. Avg. 179 191 199 205 Dist. median 18? 193 201 205 Dist. Std. Dev. 16^ 16.34 15.80 15.57 Dist. Count 18^ 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ----------------------------------- -------------------------------------------------------------------- --- ~ Page: TT School: Subject: Grade 9 10 11 Subject: Grade 9 10 11 Subject: Grade 9 10 11 Subject: Achievement Level Test Results School Report Little Rock School District Date :7/20/00 Term: SOO Central Algebra 1 School Performance District Performance Average 241 233 Median 240 232 Std. Dev. 7.40 3.78 Count 44 5 Dist. Avg. 239 238 Dist. median 239 237 Dist. Std. Dev. 7?08 6.37 6.14 Dist. Count 1023 154 27 Algebra 2 School Performance Average 256 251 Median 258 255 251 Std. Dev. 7?33 9.05 6.14 Geometry School Performance Average 249 248 Median 248 247 Std. Dev. iTig 7.70 6.40 Language Usage School Performance 1 Count 92 200 Count 280 88 District Performance Dist. Avg. 254 250 Dist. Avg. 256 248 246 Dist. median 253 250 Dist. Std. Dev. tjT 7.79 5.80 Dist. Count 249 560 District Performance Dist. median 247 245 Dist. Std. Dev. io^ 6.60 5.78 1 Dist. Count 106 1081 284 District Performance Grade 9 10 11 Average 227 229 231 Median 229 232 Std. Dev. 14^ 12.87 11.71 Count 439 430 451 Dist. Avg. 224 228 Dist. median 225 228 Dist. Std. Dev. 13?^ 13.04 11.57 Dist. Count 13^ 1399 1202 Subject: Middle Grade Math School Performance District Performance Grade 9 10 11 Average 193 198 191 Median 189 202 198 Std. Dev. 1436 13.32 12.42 Count 19 13 6 Dist. Avg. 204 188 Dist. median 202 197 Dist. Std. Dev. 1777 18.29 18.45 Dist. Count 24 12 Subject: Reading _____________ SrhnnI Perfnnnance----------- ---------------------- NOTE: Summary reports contain only valid scores. Invalid scores are -District Performance excluded from summary calculations Page: 12 ? i Achievement Level Test Results School Report Little Rock School District T- Date\n7/20/00 Term\nSOO School\nCentral Subject\nReading r 1. c B I frta Grade 9 10 11 Average 225 227 231 Median 227 231 Std. Dev. 14^ 13.93 13.23 Count 44? 447 459 Dist. Avg. 222 227 Dist. median 224 227 Dist. Std. Dev. iT?! 14.19 13.08 Dist. Count 140? 1453 1225 [ c0 0i 2 I NOTE\nSummary reports contain only valid scores. Invalid scores are excluded from summary calculations. --------------------------------------------------------------------------------------- ' Page\nT3 School: Subject: Grade 2 34 5 Subject: Grade 34 5 Subject: Grade 2 34 5 Subject: Achievement Level Test Results School Report Little Rock School District Chicot Elementary Elementary Math School Performance Average 177 187 192 200 Median 174 188 193 202 Std. Dev. iT04 12.67 10.37 11.95 Count 67 62 75 Dist. Avg. 18? 193 202 208 Date :7/20/00 Term: SOO District Performance Dist. median 194 202 208 Dist. Std. Dev. 13.61 14.08 13.77 13.83 Dist. Count 18^ 1987 1965 1867 General Science Elementary School Performance District Performance 1 Average W 192 193 Median 187 192 194 Std. Dev. 7^ 7.24 9.29 Count 65 75 Dist. Avg. 197 200 Dist. median 196 200 Dist. Std. Dev. iol2 10.46 10.44 Dist. Count 1886 1825 Language Usage School Performance District Performance Average 179 187 198 198 Median 179 189 198 198 Std. Dev. i3?29 14.63 10.66 14.34 Count 56 62 62 72 Dist. Avg. IM 195 203 208 Dist. median 186 197 204 209 Dist. Std. Dev. 15.08 14.18 14.10 Dist. Count 1816 1966 1936 1821 Reading School Performance If District Performance Grade 2 34 5 Average 173 183 189 195 Median 175 183 190 196 Std. Dev. 16.12 12.14 13.13 Count 55 65 62 76 Dist. Avg. 179 191 199 205 Dist. median W 193 201 205 Dist. Std. Dev. 16^ 16.34 15.80 15.57 Dist. Count 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. -------------------------------------- Page: 14 r I.. r \u0026lt; s 0 0 0 c c 0 I I I 2 I Achievement Level Test Results School Report Little Rock School District Date :7I2OIQO Term: SOO School: Cloverdale Subject: Grade 8 Subject: Grade 6 1 8 Subject: Grade 6 1 8 Subject: Grade 6 7 8 Subject: Algebra 1 School Performance Average Median Grade 6 7 8 242 242 Std. Dev. 4^ 1[ Count 30 General Science Middle Grades School Performance ------- Average IM 202 204 Median W 202 204 Std. Dev. 8^ 9.84 9.61 Count 198 178 District Performance Dist. Avg. I Dist. median Dist. Std. Dev. Dist. Count 252 252 9.09 District Performance 300 Language Usage School Performance Average 209 210 Median 211 212 Std. Dev. 13?^ 13.03 13.68 Count 201 195 Middle Grade Math School Performance Average 206 211 Median 205 211 Std. Dev. 1176 14.94 12.36 Reading School Performance Average 206 208 Median 207 210 Std. Dev. 1^40 13.98 14.85 Dist. Avg. 207 208 Dist. Avg. 215 218 1 Count 217 170 Dist. Avg. 213 213 if Count 202 203 Dist. median 206 209 Dist. Std. Dev. 10^ 10.75 10.96 Dist. Count 1604 1487 District Performance Dist. median 217 219 Dist. Std. Dev. 13.72 13.34 District Performance Dist. median 211 211 Dist. Std. Dev. 1445 16.96 13.86 Dist. Count 1564 1541 District Performance Dist. Avg. 213 216 Dist. median 210 214 217 Dist. Std. Dev. 14.68 14.13 Dist. Count 1627 1299 1 Dist. Count 1578 1575 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ---------------------------------------- ~ Page: TS1 School: Subject\nGrade 2 3 4 5 Subject: Grade 2 3 4 5 Subject: Achievement Level Test Results School Report Little Rock School District Date :7/20/00 Term: SOO Cloverdale Elem Elementary Math School Performance District Performance Average IM 186 196 202 Median W 187 197 202 Std. Dev. iT03 8.84 11.55 13.17 Count 68 68 56 Dist. Avg. 18? 193 202 208 Dist. median 194 202 208 Dist. Std. Dev. 14.08 13.77 13.83 Dist. Count isM 1987 1965 1867 General Science Elementary School Performance Average 186 188 195 Median 187 188 196 Std. Dev. ^49 7.88 8.08 9.55 Count 1 2 65 64 57 Dist. Avg. IM 192 197 200 District Performance Dist. median IM 192 196 200 Dist. Std. Dev. TM 10.22 10.46 10.44 Dist. Count 3 1915 1886 1825 Language Usage School Performance If District Performance Grade 2 3 4 5 Average W 187 195 206 Median 184 187 197 206 Std. Dev. 12.04 11.84 12.73 Count 69 65 49 Dist. Avg. 185 195 203 208 Dist. median we 197 204 209 Dist Std. Dev. 15^ 15.08 14.18 14.10 Dist. Count 1816 1966 1936 1821 Subject\nReading School Performance District Performance Grade 2 3 4 5 Average 176 183 192 200 Median 176 186 193 202 Std. Dev. 1^73 12.65 12.75 13.49 Count 60 68 67 52 Dist. Avg. 179 191 199 205 Dist. median W 193 201 205 Dist. Std. Dev. 16^ 16.34 15.80 15.57 Dist. Count 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 16i Achievement Level Test Results School Report Little Rock School District r i. Date :7/20/00 Term: SOO School: David ODodd Elem Subject: r c 0 li s Ig0 s I gu I Elementary Math School Performance District Performance 1 Grade 2 34 5 Subject: Grade 34 5 Subject: Grade 2 34 5 Subject: Average 178 187 201 204 Median 18? 187 202 205 std. Dev. iTJT 12.35 9.90 10.46 Count 31 42 19 Dist. Avg. W 193 202 208 Dist. median 194 202 208 Dist. Std. Dev. 13^ 14.08 13.77 13.83 Dist. Count 18^ 1987 1965 1867 General Science Elementary School Performance District Performance Average 188 196 197 Median W 194 198 Std. Dev. 10.29 7.01 6.97 Count 39 16 Dist. Avg. 192 197 200 Dist. median 196 200 Dist. Std. Dev. 10^ 10.46 10.44 Dist. Count 1886 1825 Language Usage School Performance Average 179 189 204 205 Median 179 190 202 206 Std. Dev. 1104 12.34 9.33 12.67 Reading School Performance If Count 31 41 19 Dist. Avg. 185 195 203 208 If District Performance Dist. median 197 204 209 Dist. Std. Dev. 15.08 14.18 14.10 District Performance 1 Dist. Count 1816 1966 1936 1821 1 Grade 234 5 Average 173 186 198 204 Median 173 187 198 205 Std. Dev. 12.20 11.52 13.54 Count 27 31 40 19 Dist. Avg. 179 191 199 205 Dist. median 193 201 205 Dist. Std. Dev. 16^ 16.34 15.80 15.57 Dist. Count 1842 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ----------------------------------------- ------------------------------------------------------------ - ~ Page: T7 School\nSubject: Grade 7 8 Subject: Grade 6 7 8 Subject: Grade 8 Subject: Achievement Level Test Results School Report Little Rock School District Date :7/20/00 Term:SOO Dunbar Algebra 1 School Performance District Performance Average Median 257 251 254 251 Std. Dev. 9?^ 8.66 Count 53 General Science Middle Grades School Performance -------- Average 205 208 208 Median 205 207 209 Std. Dev. 9?73 11.27 11.21 Count 216 226 Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 260 252 259 252 12.95 9.09 District Performance 30 300 1 Geometry School Performance Average Median 264 264 Std. Dev. 9^ Count 14 Language Usage School Performance Dist. Avg. 207 208 Dist. median 206 209 Dist. Std. Dev. io^ 10.75 10.96 Dist. Count 1604 1487 District Performance Dist. Avg.l Dist. median Dist. Std. Dev. Dist. Count 264 264 9.96 . District Performance 14 Grade 6 7 8 Average 222 218 Median 223 219 Std. Dev. izsT 12.50 12.03 Count Zi3 152 216 Dist. Avg. 215 218 Dist. median 2lJ 217 219 Dist. Std. Dev. 13.72 13.34 Dist. Count 1564 1541 Subject: Middle Grade Math School Performance If District Performance Grade 6 7 8 Average 208 214 210 Median 213 210 Std. Dev. 1^ 16.67 14.42 Count 187 183 Dist. Avg. 213 213 Dist. median 206 211 211 Dist. Std. Dev. 14^ 16.96 13.86 Dist. Count 1627 1299 Subject\nReading School Performance If District Performance NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 18f j Achievement Level Test Results School Report Little Rock School District r i Date :7/20/00 Term: SOO r i. School: Dunbar Subject: Reading Grade 6 18 Average 21? 219 217 Median Std. Dev. Count 211 219 218 14.28 14.08 12.87 212 159 222 Dist. Avg. 213 216 Dist. median Dist. Std. Dev. Dist. Count 210 214 217 14.52 14.68 14.13 1625 1578 1575 r I0 s I II I NGTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 19 Achievement Level Test Results School Report School: Fairpark Subject\nGrade 2 3 4 5 Subject\nGrade 3 45 Subject: Grade 2 34 5 Subject: Little Rock School District Elementary Math School Performance Average 174 189 194 203 Median 173 189 195 203 Std. Dev. 17.21 10.91 12.66 Count General Science Elementary School Performance Average 193 197 Median W 192 197 Std. Dev. io^ 6.46 9.51 Language Usage School Performance Average W 193 200 210 Median IM 197 201 212 Std. Dev. 14^ 17.52 13.17 9.79 Reading School Performance If 34 31 15 20 Dist. Avg. W 193 202 208 If Count 33 17 21 Dist. Avg. 192 197 200 If Count 31 14 18 Date :7/20/00 Term: SOO District Performance Dist. median 194 202 208 Dist. Std. Dev. 14.08 13.77 13.83 Dist. Count 1987 1965 1867 District Performance Dist. median 196 200 Dist. Std. Dev. io^ 10.46 10.44 Dist. Count 1915 1886 1825 District Performance 1 Grade 2 34 5 Average 176 189 193 206 Median 177 190 193 207 Std. Dev. 18.69 11.37 11.41 Count Dist. Avg. 195 203 208 Dist. median 197 204 209 Dist. Std. Dev. 15.08 14.18 14.10 Dist. Count 1966 1936 1821 If 34 31 13 20 Dist. Avg. 179 191 199 205 District Performance Dist. median IM 193 201 205 Dist. Std. Dev. 16.34 15.80 15.57 1 Dist. Count 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ---------------------------------- ----------- -------------------------------------- -- ~ Page: y Achievement Level Test Results School Report Little Rock School District r Date :7/20/00 Term: SOO ?' L School: Forest Hghts Middle Subject: r i EE cE s ss II s Algebra 1 School Performance District Performance Grade 8 Subject: Grade 67 8 Subject: Grade 6 7 8 Subject: Average Median Std. Dev. Count Dist. Avg. I Dist. median Dist. Std. Dev. Dist. Count 254 253 General Science Middle Grades School Performance ------- Average 207 209 Median 207 209 Std. Dev. rm 9.73 10.91 Count 217 219 252 252 9.09 District Performance 300 Language Usage School Performance Average ?i2 215 220 Median 216 222 Std. Dev. 13.41 12.92 Middle Grade Math School Performance 1 Count 230 241 Grade 67 8 Subject: Grade 67 8 Average 213 214 Median 211 214 Std. Dev. 16.94 14.07 Reading School Performance Average 213 218 Median 214 218 Std. Dev. 16^ 13.84 13.36 Dist. Avg. 2Q7 208 Dist. Avg. Til 215 218 Count 236 192 Count 232 246 Dist. Avg. 213 213 Dist. median 206 209 Dist. Std. Dev. io^ 10.75 10.96 Dist. Count 1604 1487 District Performance Dist. median 217 219 Dist. Std. Dev. 13^ 13.72 13.34 1 Dist. Count 1564 1541 District Performance Dist. median 211 211 Dist. Std. Dev. 14.45 16.96 13.86 Dist. Count 1627 1299 District Performance Dist. Avg. 213 216 Dist. median 210 214 217 Dist. Std. Dev. iTk 14.68 14.13 Dist. Count 1578 1575 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ------------------------- ----------------------------------------------------------------------------~ Page: 21 School: Subject: Grade 2 345 Subject: Grade 345 Subject: Grade 2 34 5 Subject: Grade 2 345 Achievement Level Test Results School Report Little Rock School District Date :7/20/00 Term: SOO Forest Park Elem Elementary Math School Performance Average IM 199 205 219 Median ioT 200 209 220 Std. Dev. 12^ 12.83 14.30 13.11 Count General Science Elementary School Performance Average 1^ 200 208 Median IM 200 210 Std. Dev. 12.12 9.10 Language Usage School Performance Average IM 202 212 220 Median 200 200 212 221 Std. Dev. 1^73 13.87 12.93 10.94 Reading School Performance Average 194 199 207 217 Median W 200 206 220 Std. Dev. 14.93 13.62 12.97 ir 49 52 66 51 Dist. Avg. 193 202 208 If Count 67 51 Dist. Avg. 197 200 Count 48 53 61 51 Count District Performance Dist. median 194 202 208 Dist. Std. Dev. Dist. Count 13.61 14.08 13.77 13.83 1866 1987 1965 1867 District Performance Dist. median 196 200 Dist. Std. Dev. io^ 10.46 10.44 Dist. Count 1915 1886 1825 District Performance 1 Dist. Avg. 195 203 208 Dist. median 186 197 204 209 Dist. Std. Dev. 15.01 15.08 14.18 14.10 Dist. Count 1816 1966 1936 1821 If 46 52 65 51 Dist. Avg. 179 191 199 205 District Performance Dist. median 18? 193 201 205 Dist. Std. Dev. 16.55 16.34 15.80 15.57 Dist. Count 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. -------------------------------------- - Page: 22 j Achievement Level Test Results School Report Little Rock School District r Date :7/20/00 Term: SOO rL School: Franklin Incentive Subject: f ri\nE c0 I I fi Grade 2 34 5 Subject: Grade 3 4 5 Subject: Grade 2 34 5 Subject: Grade 2 345 Elementary Math School Performance District Performance Average 183 190 199 205 Median Tse 193 199 204 Std. Dev. io^ 13.80 11.64 8.92 Count 68 69 72 51 Dist. Avg. isT 193 202 208 Dist. median 194 202 208 Dist. Std. Dev. Dist. Count General Science Elementary School Performance Average 188 192 197 Median W 194 196 Std. Dev. 8.35 7.70 Count 71 52 Dist. Avg. 197 200 Language Usage School Performance Average 189 199 204 Median W 192 199 206 Std. Dev. 12^ 15.25 12.08 10.07 Count u 69 69 71 50 Dist. Avg. 195 203 208 Reading School Performance Average 178 185 195 202 Median 179 188 196 202 Std. Dev. 1^83 15.06 12.68 10.33 nr Count 69 69 72 50 Dist. Avg. 179 191 199 205 13.61 14.08 13.77 13.83 District Performance Dist. median W 196 200 Dist. Std. Dev. io^ 10.46 10.44 District Performance Dist. median 197 204 209 Dist. Std. Dev. 15.01 15.08 14.18 14.10 1866 1987 1965 1867 Dist. Count 1915 1886 1825 1 Dist. Count 1816 1966 1936 1821 District Performance Dist. median 193 201 205 Dist. Std. Dev. i6?W 16.34 15.80 15.57 Dist. Count 1842 1967 1945 1858 TTOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. -------------------------------------------------------------------------------------------------------------- - Page: 23 Achievement Level Test Results School Report Little Rock School District Date :7/20/00 Term:SOO School: Fulbright Elementary Subject: Elementary Math School Performance If District Performance Grade 2 345 Average 182 196 205 211 Median IM 200 208 211 Std. Dev. 1449 16.91 15.39 13.38 Count 69 68 72 Dist. Avg. W 193 202 208 Dist. median 194 202 208 Dist. Std. Dev. 14.08 13.77 13.83 Dist. Count isre 1987 1965 1867 Subject: General Science Elementary School Performance 1 District Performance Grade 345 Average 196 199 204 Median 200 204 Std. Dev. 10.03 9.55 Count 64 74 Dist. Avg. 192 197 200 Dist. median 196 200 Dist. Std. Dev. io^ 10.46 10.44 Dist. Count 19T5 1886 1825 Subject: Language Usage School Performance District Performance Grade 2 345 Average 189 198 207 212 Median 203 211 214 Std. Dev. 14^ 18.41 15.83 13.39 Count 71 67 71 Dist. Avg. 185 195 203 208 Dist. median 197 204 209 Dist. Std. Dev. 15.08 14.18 14.10 Dist. Count 18^ 1966 1936 1821 Subject: Reading School Performance District Performance Grade 2345 Average 183 194 204 211 Median 188 198 208 214 Std. Dev, ITOS 20.35 18.69 15.03 Count 69 67 72 Dist. Avg. 179 191 199 205 Dist. median 181 193 201 205 Dist. Std. Dev. 16.34 15.80 15.57 Dist. Count 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ------------------------------- -------- ----------- ' Page: 24 y Achievement Level Test Results School Report ! Little Rock School District s' Date :7/20/00 Term: SOO r I. r c E0I s I I School: Subject: Grade 2 345 Subject: Grade 345 Subject: Grade 2345 Subject: Grade 2 3 4 5 Garland Incentive Elementary Math School Performance Average ?73 181 194 204 Median ?7? 184 194 206 Std. Dev. 11^ 12.41 12.19 13.53 Count General Science Elementary School Performance Average 190 192 Median 192 192 Std. Dev. 9.21 8.95 Language Usage School Performance Average ?75 181 193 203 Median ?7? 182 195 201 Std. Dev. 113? 13.31 12.35 12.15 Reading School Performance Average ?70 177 190 197 Median 17? 179 193 196 Std. Dev. 14^ 16.85 13.36 13.11 If 44 37 40 31 Dist. Avg. 18? 193 202 208 If Count 39 32 Dist. Avg. ?92 197 200 If Count 43 35 38 26 Count District Performance Dist. median W 194 202 208 Dist. Std. Dev. 14.08 13.77 13.83 District Performance Dist. median 196 200 Dist. Std. Dev. ?^ 10.46 10.44 District Performance 1 Dist. Count 1987 1965 1867 Dist. Count 1915 1886 1825 Dist. Avg. 195 203 208 If 44 37 41 31 Dist. Avg. ?79 191 199 205 Dist. median 197 204 209 Dist. Std. Dev. ?5^0? 15.08 14.18 14.10 District Performance Dist. median 18? 193 201 205 Dist. Std. Dev. 16^ 16.34 15.80 15.57 Dist. Count iFe 1966 1936 1821 1 Dist. Count 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 25 School: Subject: Grade 2 345 Subject: Grade 3 4 5 Subject: Grade 2 345 Subject: Grade 234 5 Achievement Level Test Results School Report Little Rock School District Geyer Springs Elem Elementary Math School Performance Average ?78 188 196 206 Median ?77 187 197 205 Std. Dev. ?T2T 10.66 12.19 11.10 Count General Science Elementary School Performance Average 192 202 Median 190 194 203 Std. Dev. 7.49 6.76 Language Usage School Performance Average 193 199 208 Median 18? 192 199 209 Std. Dev. 12^ 10.01 11.30 10.90 Reading School Performance Average 173 187 193 203 Median 172 188 194 204 Std. Dev. 14^ 12.48 12.68 12.27 If 42 50 46 47 Dist. Avg. 18? 193 202 208 If Count 47 43 41 Dist. Avg. 197 200 If Count 38 45 46 46 Count Date :7/20/00 Term: SOO District Performance Dist. median W 194 202 208 Dist. Std. Dev. 14.08 13.77 13.83 District Performance Dist. median 196 200 Dist. Std. Dev. io^ 10.46 10.44 District Performance Dist. Avg. 195 203 208 Dist. median 197 204 209 Dist. Std. Dev. 15.08 14.18 14.10 If 42 47 46 46 Dist. Avg. ?79 191 199 205 Dist. Count 1987 1965 1867 District Performance Dist. median 18? 193 201 205 Dist. Std. Dev. 16^ 16.34 15.80 15.57 Dist. Count 1886 1825 Dist. Count 1966 1936 1821 Dist. Count 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. \" Page: 5? 1 i 1 Achievement Level Test Results School Report Little Rock School District L Date\n7/20/00 Term\nSOO School\nGibbs Magnet Elem I. Subject\nr V c 6 S s s Grade 2 345 Subject\nGrade 345 Subject\nGrade 2 345 Subject\nGrade 2 345 Elementary Math School Performance Average W 200 209 217 Median 182 201 210 217 Std. Dev. 9?77 10.97 12.23 17.01 Count General Science Elementary School Performance Average 202 206 Median 202 207 Std. Dev. 9.60 10.34 Language Usage School Performance Average 186 203 210 214 Median Std. Dev. 1[ 42 44 46 48 Count District Performance 189 202 211 213 12.87 10.27 12.85 11.54 Reading School Performance Average 179 199 205 210 Median 178 201 205 210 Std. Dev. 1400 10.02 15.22 14.65 Dist. Avg. iH 193 202 208 Dist. median Dist. Std. Dev. Dist. Count If 44 40 46 Count 182 194 202 208 13.61 14.08 13.77 13.83 District Performance 1866 1987 1965 1867 Dist. Avg. 197 200 Dist. median W 196 200 Dist. Std. Dev. 10.22 10.46 10.44 Dist. Count 1915 1886 1825 If 37 44 47 47 Count 40 43 45 47 District Performance 1 Dist. Avg. 195 203 208 Dist. Avg. 179 191 199 205 Dist. median 197 204 209 Dist. Std. Dev. 15^ 15.08 14.18 14.10 Dist. Count 1816 1966 1936 1821 District Performance Dist. median iif 193 201 205 Dist. std. Dev. 16.55 16.34 15.80 15.57 Dist. Count 1842 1967 1945 1858 NOTE\nSummary reports contain only valid scores. Invalid scores are excluded from summary calculations. ~ Page\n27 School: Subject: Grade 9 10 11 Subject: Grade 89 10 11 12 Subject: Grade 9 10 11 12 Subject: Grade 9 10 11 12 Subject: Grade 9 10 11 Achievement Level Test Results School Report Little Rock School District Date :7/20/00 Term: SOO Hall Algebra 1 School Performance Average 238 242 Median 239 239 241 Std. Dev. 6?24 5.75 6.72 Count If 237 41 10 Dist. Avg. 239 238 District Performance Dist. median Dist. Std. Dev. Dist. Count Algebra 2 School Performance Average 252 252 250 248 Median 253 251 250 248 Std. Dev. OOO 6.07 5.12 5.66 4.60 Count If 1 43 29 114 31 Dist. Avg. 256 254 250 249 Biology School Performance Average 215 215 201 Median 204 213 218 201 Std. Dev. io^ 15.54 17.20 2.52 Count If 3 20072 Dist. Avg. 217 215 201 Elementary Math School Performance Average isT 191 217 161 Median IM 191 217 161 Std. Dev. Count If 240 239 237 7.08 6.37 6.14 1023 154 27 District Performance Dist. median Dist. Std. Dev. 1 Dist. Count 12.05 0.00 16.22 0.00 4 12 1 Dist. Avg. W 197 209 186 Geometry School Performance Average 247 246 Median 247 245 Std. Dev. 9?^ 6.55 5.16 Count If 11 202 61 Dist. Avg. 248 246 259 255 253 250 248 12.20 7.11 7.79 5.80 4.39 2 321 249 560 41 District Performance Dist. median 218 213 201 Dist. Std. Dev. 15.02 15.90 17.45 2.52 District Performance Dist. median 199 202 186 Dist. Std. Dev. 17.29 17.14 14.29 24.73 District Performance Dist. median 247 245 Dist. Std. Dev. 10.42 6.60 5.78 Dist. Count 43 640 19 2 Dist. Count 13 942 1 Dist. Count 106 1081 284 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: r School\nAchievement Level Test Results School Report Little Rock School District Date\n7/20/00 Term: SOO f \u0026lt;L Hall Subject: Geometry r L f c 0 s g I2 g Grade Average Median 12 245 243 Subject\nGrade 89 10 11 12 Subject: Grade ii Subject: Grade 8 9 10 11 12 Std. Dev. Count 7 Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 246 245 6.88 8 Language Usage School Performance Average 219 221 223 236 Median 221 222 224 236 Std. Dev. OO 11.42 12.30 11.38 0.00 Count 1[ 1 281 21^ 1971 Dist. Avg. 223 224 228 236 District Performance Dist. median 223 225 228 236 Dist. Std. Dev. 13.22 13.04 11.57 0.00 1 Dist. Count 1398 1399 1202 1 Middle Grade Math School Performance Average Median 154 154 Std. Dev. 6?74 Count If 2 District Performance Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 188 197 18.45 12 Reading School Performance Average 217 219 222 233 Median 219 220 221 233 Std. Dev. 0?00 13.86 13.91 12.56 0.00 Count If 1 294 287 206 1 Dist. Avg. 216 221 222 211 233 District Performance Dist. median 217 222 224 227 233 Dist. Std. Dev. 1473 14.18 14.19 13.08 0.00 1 Dist. Count 1401 1453 1225 1 n6TE\nSummary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 29 School: Subject\nGrade 8 Subject: Grade 3 Subject: Grade 3 Subject: Grade 678 Subject: Achievement Level Test Results School Report Little Rock School District Henderson Middle Sch Algebra 1 School Performance Average Median 251 250 Std. Dev. 7?78 Count 11 Date :7/20/00 Term: SOO District Performance Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 252 252 9.09 300 Elementary Math School Performance District Performance Average Median 185 185 Std. Dev. isTTT Count 2 Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 193 194 14.08 1987 General Science Elementary School Performance Average Median Std. Dev. Count 191 191 0.00 1 District Performance Dist. Avg. I Dist. median Dist. Std. Dev. Dist. Count 192 192 10.22 1915 General Science Middle Grades School Performance ------- Average 204 205 206 Median 205 205 206 Std. Dev. 10.36 9.72 Language Usage School Performarice 1[ Count W 174 162 Dist. Avg. 207 208 If District Performance Dist. median 206 209 Dist. Std. Dev. io^ 10.75 10.96 District Performance 1 Dist. Count 1604 1487 Grade 678 Average 213 215 Median 2^2 215 217 Std. Dev. 13.63 13.86 Count 1^ 171 157 Dist. Avg. 212 215 218 Dist. median ^[3 217 219 Dist. Std. Dev. 13.72 13.34 Dist. Count 1564 1541 Subject: Middle Grade Math School Performance District Performance Grade 6 7 Average Median 205 211 205 209 Std. Dev. 15.77 Count 175 172 Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 207 213 206 211 14.45 16.96 1684 1627 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ------------------------------------------------------------------------------------------------------- - Page: 30 Achievement Level Test Results School Report Little Rock School District if S-Date :7/20/00 Term: SOO t' L School: Henderson Middle Sch Subject: Grade 8 Middle Grade Math Average Median Std. Dev. Count Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 211 210 13.89 213 211 13.86 1299 r Subject: Reading School Performance If District Performance 1 Ir. Grade 3678 Average 19? 205 209 213 Median 206 210 215 Std. Dev. 0^ 13.53 15.22 15.19 Count 1 169 173 164 Dist. Avg. 209 213 216 Dist. median iw 210 214 217 Dist. Std. Dev. 16^ 14.52 14.68 14.13 Dist. Count 1625 1578 1575 i Li c E S I NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 31 School: Subject: Grade 9 10 11 Subject: Grade 9 10 11 Subject: Achievement Level Test Results School Report Little Rock School District J A Fair High School Algebra 1 School Performance Average 238 236 Median 239 237 Std. Dev. sTT 5.87 2.66 Count 21 5 Dist. Avg. 239 238 Algebra 2 School Performance Average 251 248 Median 2^ 251 248 Std. Dev. 5.06 5.03 Count 15 94 Dist. Avg. 256 254 250 Biology School Performance Date -.7/20/00 Term: SOO District Performance Dist. median 239 237 Dist. Std. Dev. 708 6.37 6.14 Dist. Count iOM 154 27 District Performance Dist. median 253 250 Dist. Std. Dev. tjT 7.79 5.80 Dist. Count 249 560 District Performance Grade 9 10 11 Average IM 211 209 Median W 208 206 Std. Dev. OO 14.31 20.41 Count 1 186 4 Dist. Avg. 217 215 Dist. median ri8 218 213 Dist. Std. Dev. 15.90 17.45 Dist. Count 43 640 19 Subject: Elementary Math School Performance District Performance 1 Grade 9 10 11 12 Average 198 198 200 211 Median 200 200 211 Std. Dev. iTto 18.04 3.77 0.00 Count 9 82 1 Dist. Avg. IM 197 209 186 Dist. median 192 199 202 186 Dist. Std. Dev. 17.14 14.29 24.73 Dist. Count 13 94 2 Subject: Geometry School Performance 1 District Performance Grade 9 10 11 Average 245 243 Median 245 244 Std. Dev. 8^ 5.60 4.53 Count 8 160 46 Dist. Avg. 2^ 248 246 Dist. median 24,7 245 Dist. Std. Dev. 1042 6.60 5.78 Dist. Count 106 1081 284 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 32 J 2 Achievement Level Test Results School Report i - Little Rock School District r* Date :7/20/00 Term: SOO 4 School: J A Fair High School Subject\nLanguage Usage School Performance District Performance Grade 9 10 11 Subject: Grade 9 10 11 Average 219 224 Median 221 223 Std. Dev. 12.53 10.45 Reading School Performance Average zil 218 221 Median 220 221 Std. Dev. 14^ 13.32 11.65 Count W 163 148 Dist. Avg. 224 228 If Count 149 182 153 Dist. Avg. 222 221 Dist. median 225 228 Dist. Std. Dev. 13.22 13.04 11.57 District Performance Dist. median 2^ 224 227 Dist. Std. Dev. 14^ 14.19 13.08 Dist. Count 1399 1202 Dist. Count 1453 1225 L V c 0 s n i NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ---------------------------------- Page: 33 Achievement Level Test Results School Report Little Rock School District Date :7/20/00 Term: SOO School: Jefferson Elementary Subject: Elementary Math School Performance District Performance 1 Grade 2345 Average 188 199 208 215 Median 189 201 210 215 Std. Dev. iTog 11.88 11.10 13.80 Count 70 57 68 62 Dist. Avg. W 193 202 208 Dist. median 182 194 202 208 Dist. Std. Dev. 13^ 14.08 13.77 13.83 Dist. Count 1987 1965 1867 Subject: General Science Elementary School Performance If District Performance Grade 34 5 Average 202 206 Median 195 203 207 Std. Dev. 10.15 10.82 Count 66 61 Dist. Avg. 197 200 Dist. median 192 196 200 Dist. Std. Dev. 10.46 10.44 Dist. Count 1886 1825 Subject: Language Usage School Performance District Performance 1 Grade 2 34 5 Average 202 208 214 Median IM 204 211 214 Std. Dev. 1416 14.77 13.27 11.70 Count 70 56 68 61 Dist. Avg. IM 195 203 208 Dist. median 186 197 204 209 Dist. Std. Dev. iKoT 15.08 14.18 14.10 Dist. Count 1966 1936 1821 Subject: Reading School Performance If District Performance Grade 2 34 5 Average IM 200 208 213 Median 188 202 208 217 Std. Dev. 15.85 14.29 17.62 Count 70 56 67 62 Dist. Avg. 179 191 199 205 Dist. median 18? 193 201 205 Dist. Std. Dev. 16.55 16.34 15.80 15.57 Dist. Count i8 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ------------------------------------ Page. 34 i School: Subject: Achievement Level Test Results School Report Little Rock School District M L King Magnet Elem Date :7/20/00 Term: SOO f-i\nr L Si L c 00 I Grade 2 34 5 Subject: Grade 345 Subject: Grade 2 34 5 Subject: Grade 2 345 Elementary Math School Performance Average 196 203 207 Median Std. Dev. Count If District Performance 186 195 204 209 14.89 12.26 14.14 12.33 95 103 68 71 Dist. Avg. W 193 202 208 Dist. median 194 202 208 Dist. Std. Dev. 13.61 14.08 13.77 13.83 Dist. Count 1866 1987 1965 1867 General Science Elementary School Performance District Performance Average 197 203 Median W 199 203 Std. Dev. 11.26 9.92 Count 100 65 67 Dist. Avg. W 197 200 Dist. median 192 196 200 Dist. Std. Dev. io^ 10.46 10.44 Dist. Count 1886 1825 Language Usage School Performance Average 199 205 209 Median 190 200 208 209 Std. Dev. iTF 13.60 14.51 13.75 Count If 94 104 69 69 Dist. Avg. 195 203 208 District Performance Dist. median 1^ 197 204 209 Dist. Std. Dev. 15.01 15.08 14.18 14.10 1 Dist. Count 1816 1966 1936 1821 Reading School Performance Average 194 202 206 Median W 194 205 206 Std. Dev. 15^ 12.99 15.36 13.60 Count If 95 103 70 70 Dist. Avg. 179 191 199 205 District Performance Dist. median 18? 193 201 205 Dist. Std. Dev. 16.34 15.80 15.57 1 Dist. Count 1842 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ~ Page: 35 School: Subject: Grade 2 34 5 Subject: Grade 34 5 Subject: Grade 2 345 Subject: Achievement Level Test Results School Report Little Rock School District Mabelvale Elementary Elementary Math School Performance Average 179 191 195 202 Median 194 197 204 Std. Dev. 10^ 14.44 15.69 10.93 Count General Science Elementary School Performance Average 19? 191 198 Median 192 191 199 Std. Dev. 9^ 11.67 8.53 Language Usage School Performance Average 179 194 195 201 Median 196 199 203 Std. Dev. 13^5 13.50 16.89 12.55 Reading School Performance If 47 69 66 51 Dist. Avg. 18? 193 202 208 If Count 59 51 Dist. Avg. 197 200 If Count 45 68 68 49 Date :7/20/00 Term: SOO District Performance Dist. median W 194 202 208 Dist. Std. Dev. 13^ 14.08 13.77 13.83 1 Dist. Count 1^ 1987 1965 1867 District Performance Dist. median W 196 200 Dist. Std. Dev. io^ 10.46 10.44 Dist. Count 1886 1825 District Performance Dist. Avg. 195 203 208 Dist. median 197 204 209 Dist. Std. Dev. 15.08 14.18 14.10 Dist. Count 1816 1966 1936 1821 \"If District Performance 1 Grade 234 5 Average ?^ 189 189 196 Median ?77 191 191 196 Std. Dev. iTm 15.20 18.06 14.14 Count 45 68 67 48 Dist. Avg. 179 191 199 205 Dist. median iiT 193 201 205 Dist. Std. Dev. ?^ 16.34 15.80 15.57 Dist. Count . 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ------------------------------ -------------------------------- Page: 36 5 Achievement Level Test Results School Report Little Rock School District ? Date :7/20/00 Term: SOO School: J Mabelvale Middle Sch Subject: Algebra 1 School Performance L [ L i. ti 0E I District Performance Grade 8 Subject: Grade 678 Subject: Grade 678 Subject: Grade 678 Subject: Grade 678 Average Median Std. Dev. Count Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 247 248 8.79 15 252 252 9.09 300 General Science Middle Grades School Performance -------- Average 205 207 Median 202 205 207 Std. Dev. 10^ 9.90 10.79 Language Usage School Performance Average 211 214 Median 213 216 Std. Dev. iZiZ 13.42 12.56 Middle Grade Math School Performance Average 209 211 Median 208 208 Std. Dev. 1374 13.92 14.10 Reading School Performance Average 208 211 Median 210 212 Std. Dev. iZoT 13.10 13.70 ir Count IM 132 98 Dist. Avg. 207 208 If Count 149 129 Dist. Avg. 215 218 If Count IM 150 119 Dist. Avg. 207 213 213 ir Count 151 132 Dist. Avg. 213 216 District Performance Dist. median 206 209 Dist. Std. Dev. iZZ7 10.75 10.96 Dist. Count 1604 1487 District Performance Dist. median 217 219 Dist. Std. Dev. iZm 13.72 13.34 District Performance Dist. median 211 211 Dist. Std. Dev. iZ45 16.96 13.86 District Performance Dist. median zio 214 217 Dist. Std. Dev. iZk 14.68 14.13 I Dist. Count 1564 1541 I Dist. Count 1627 1299 1 Dist. Count 16^ 1578 1575 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. Page: 37 School: Subject: Grade 7 8 Subject: Grade 8 Subject: Grade 67 8 Subject: Grade 67 8 Subject: Achievement Level Test Results School Report Little Rock School District Mann Magnet Middle Algebra 1 School Performance Average Median 270 257 263 257 Std. Dev. 1424 7.81 Count 4 83 Date :7/20/00 Term: SOO District Performance Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 260 252 259 252 12.95 9.09 30 300 Algebra 2 School Performance Average Median Std. Dev. Count 271 271 0.00 General Science Middle Grades School Performance -------- Average 211 215 Median 209 212 216 Std. Dev. 10.55 9.55 Language Usage School Performance Average 221 225 Median 218 222 224 Std. Dev. io^ 12.00 10.45 Middle Grade Math School Performance If 1 1 Count 271 270 Count 268 270 District Performance Dist. Avg. Dist. median Dist. Std. Dev. Dist. Count 259 259 12.20 2 District Performance Dist. Avg. 204 207 208 Dist. Avg. 215 218 Dist. tpedian 206 209 Dist. Std. Dev. io?^ 10.75 10.96 Dist. Count 1604 1487 District Performance Dist. median 217 219 Dist. Std. Dev. 13^ 13.72 13.34 Dist. Count 1^ 1564 1541 District Performance Grade 6 78 Average 222 220 Median 223 219 Std. Dev. 16.96 12.78 Count 269 187 Dist. Avg. 213 213 Dist. median 211 211 Dist. Std. Dev. 14^ 16.96 13.86 Dist. Count 1627 1299 Subject: Reading School Performance If District Performance NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ----------------------------- - ~~ Page: 38 i ? Achievement Level Test Results School Report Little Rock School District i . Date :7/20/00 Term:SOO School\nMann Magnet Middle Subject: Reading Grade Average zis 218 222 Median 215 220 222 Std. Dev. ii?M 13.08 11.02 Count 256 270 269 Dist. Avg. 213 216 Dist. median 214 217 Dist. Std. Dev. 14.52 14.68 14.13 Dist. Count 1625 1578 1575 ? * 4. . 6 7 8 L rL 41 E0 E E I NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ~ ~~~ Page: 39 School: Subject\nGrade 9 10 11 Subject: Achievement Level Test Results School Report Little Rock School District Date :7/20/00 Term\nSOO McClellan Algebra 1 School Performance Average 239 238 Median 239 239 240 Std. Dev. 6.20 4.63 2.86 Algebra 2 School Performance If Count 28 3 Dist. Avg. 239 238 District Performance Dist. median 239 237 Dist. Std. Dev. TJOS 6.37 6.14 District Performance Dist. Count io^ 154 27 Grade 9 10 11 12 Average 252 251 250 Median 2M 252 251 250 Std. Dev. 4^ 4.91 5.46 3.05 Count 10 16 57 10 Dist. Avg. 254 250 249 Dist. median 253 250 248 Dist. Std. Dev. tjT 7.79 5.80 4.39 Dist. Count 249 560 41 Subject: Geometry School Performance District Performance Grade 9 10 11 12 Average 246 243 253 Median 246 244 253 Std. Dev. 4^ 4.99 3.72 0.00 Count 18 219 51 1 Dist. Avg. 2^ 248 246 246 Dist. median 247 245 245 Dist. Std. Dev. io^ 6.60 5.78 6.88 Dist. Count 106 1081 284 8 Subject: Language Usage School Performance If District Performance Grade 9 10 11 Average 216 218 224 Median 219 224 Std. Dev. iOJ6 11.31 8.81 Count W 251 144 Dist Avg. 224 228 Dist. median 225 228 Dist. Std. Dev. 13^ 13.04 11.57 Dist. Count 13^ 1399 1202 Subject\nReading School Performance 1 District Performance Grade 9 10 11 Average 217 223 Median 218 224 Std. Dev. iro7 13.15 10.30 Count 222 256 145 Dist. Avg. \" 2^ 222 227 Dist. median 224 227 Dist. Std. Dev. i4J8 14.19 13.08 Dist. Count 1453 1225 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ------------------------------------- -------------- - ' Page: r i Achievement Level Test Results School Report Little Rock School District I Date :7/20/00 Term: SOO r L School: McClellan c 0 0 c 0 I NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ~ Page: TfSchool: Subject: Grade 2 34 5 Subject: Grade 345 Subject: Grade 2 34 5 Subject: Achievement Level Test Results School Report Little Rock School District McDermott Elementary Elementary Math School Performance Average i83 196 205 208 Median i^ 196 205 210 Std. Dev. iris 14.46 11.91 15.51 Count General Science Elementary School Performance Average W 196 200 Median i^ 197 199 Std. Dev. 9?38 9.46 11.02 Language Usage School Performance Average W 197 205 206 Median 192 197 206 211 Std. Dev. ir^ 14.99 12.41 18.57 Reading School Performance If 63 62 52 58 Dist. Avg. isT 193 202 208 If Count rr 53 55 Dist. Avg. i^ 197 200 Count 60 61 51 57 Dist. Avg. i^ 195 203 208 If Date :7/20/00 Term: SOO District Performance Dist. median i^ 194 202 208 Dist. Std. Dev. 13.61 14.08 13.77 13.83 Dist. Count i8^ 1987 1965 1867 District Performance Dist. median i^ 196 200 Dist. Std. Dev. ioTT 10.46 10.44 Dist. Count iris 1886 1825 District Performance Dist. median 186 197 204 209 Dist. Std. Dev. iToT 15.08 14.18 14.10 Dist. Count isTe 1966 1936 1821 District Performance Grade 2 34 5 Average iw 194 202 203 Median i^ 195 204 205 Std. Dev. 15^ 15.80 13.85 19.82 Count 61 61 51 58 Dist. Avg. i79 191 199 205 Dist. median iF 193 201 205 Dist. Std. Dev. iTM 16.34 15.80 15.57 Dist. Count i^ 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ------------------ - ~ ' Page: J Achievement Level Test Results School Report Little Rock School District Date\n7/20/00 Term: SOO 4r... School\nMeadowcliff Elem Subject: V i. r 2.^ c c f L I I Grade 2 34 5 Subject\nGrade 3 45 Subject: Grade 2 345 Subject\nGrade 2 34 5 Elementary Math School Performance District Performance Average 178 187 201 205 Median 176 189 201 206 Std. Dev. i2?02 13.41 12.33 8.99 Count 38 48 44 49 Dist. Avg. 18? 193 202 208 Dist. median 194 202 208 Dist. Std. Dev. Dist. Count General Science Elementary School Performance Average 197 197 Median 19? 197 197 Std. Dev. 1033 9.77 6.74 Language Usage School Performance Average 177 186 202 204 Median 175 187 202 206 Std. Dev. 13.29 12.69 9.99 Reading School Performance Average VIA 184 197 202 Median ?7^ 185 197 203 Std. Dev. 15.89 14.06 10.15 1 Count 46 40 48 Dist. Avg. 1^ 197 200 If Count 39 48 43 48 Count 13.61 14.08 13.77 13.83 District Performance Dist. median 196 200 Dist. Std. Dev. io^ 10.46 10.44 District Performance 1866 1987 1965 1867 Dist. Count 1915 1886 1825 Dist. Avg. 195 203 208 Dist. median 197 204 209 Dist. Std. Dev. 15.08 14.18 14.10 Dist. Count 1816 1966 1936 1821 If 38 48 43 49 Dist. Avg. 179 191 199 205 District Performance Dist. median W 193 201 205 Dist. Std. Dev. 16^ 16.34 15.80 15.57 Dist. Count 1842 1967 1945 1858 NOTE: Summary reports contain only valid scores. Invalid scores are excluded from summary calculations. ------------------------------------ ~ ~~ Page: School: Subject\nGrade 2 34 5 Subject: Grade 345 Subject: Grade 2 34 5 Subject\nAchievement Level Test Results School Report Little Rock School District Date\n7/20/00 Term\nSOO Mitchell Incentive Elementary Math School Performance Average 172 185 198 204 Median 173 187 197 205 Std. Dev. 12^ 14.10 10.40 9.70 If Count 35 41 44 37 Dist. Avg. TF 193 202 208 District Performance Dist. median 194 202 208 Dist. Std. Dev. 13^ 14.08 13.77 13.83 1 Dist. Count WM 1987 1965 1867 General Science Elementary School Performance Average 186 194 195 Median ia? 193 194 Std. Dev. 1076 6.49 6.58 Language Usage School Performance Average 176 188 199 204 Median 174 191 200 204 Std. Dev. 12^ 12.68 12.28 8.17 Reading School Performance If Count 39 41 36 Dist. Avg. W 197 200 If Count 38 43 33 Dist. Avg. IM 195 203 208 If District Performance Dist. median 196 200 Dist. Std. Dev. io^ 10.46 10.44 Dist. Count 1886 1825 District Performance Dist. median IM 197 204 209 Dist. Std. Dev. 15.08 14.18 14.10 Dist. Count 1816 1966 1936 1821 District Performance Grade 2 345 Average IM 186 196 202 Median 172 190 198 202 Std. Dev. 16?M 14.98 11.73 8.96 Count 36 39 43 36 Dist. Avg. 179 191 199 205 Dist. median isT 193 201 205 Dist. Std. Dev. i6?M 16.34 15.80 15.57 Dist. Count 1967 1945 1858 NOTE\nSummary reports contain only valid scores. Invalid scores are excluded from summary calculations. ------------------------------------- ------------------------------------------------------------ - Page\n44 2 Achievement Level Test Results School Report Little Rock School District Date :7/20/00 Term: SOO r i.. School: Otter Creek Elem Subject\nr L Elementary Math School Performance If District Performance 'T sIes * I Grade 2345 Subject: Grade 345 Subject: Grade 2 34 5 Subject: Grade 2345 Average 198 207 204 Median i\u0026amp;4 199 206 205 Std. Dev. itw 13.45 12.65 12.05 Count 56 50 52 48 Dist. Avg. 18? 193 202 208 Dist. median W 194 202 208 Dist. Std. Dev. 14.08 13.77 13.83 Dist. Count 1987 1965 1867 General Science Elementary School Performance Average 199 196 Median 198 198 Std. Dev. 9^ 9.60 8.58 Language Usage School Performance Average 186 198 206 206 Median 200 2\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_318","title":"Compliance hearing exhibits, 25","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":["1999/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","Little Rock (Ark.)--History--21st Century","Educational statistics"],"dcterms_title":["Compliance hearing exhibits, 25"],"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/318"],"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\nLRSD Quarterly Status Report School Monday, February 5,2001 QUARTER low 1 2,\u0026gt;.b4sSbiS9 liH^wr I W ak*\u0026lt;.4v*j WiTable of Contents Pre-AP and/or AP Course Enrollment John Ruffins Pre-AP and/or AP Grades - C or better John Ruffins Pre-AP and/or AP Course Drops John Ruffins Absent Teachers without Subs Richard Hurley Teacher Absences Richard Hurley Drop-Out Data Everett Hawks John Ruffins Disciplinary Data Linda Watson John Ruffins Assessment Data Kathy Lease Grade Distribution John Ruffins Academic High Risk Everett Hawks John Ruffins Average Daily Attendance (ADA) John Ruffins Volunteer Hours Debbie Milam Studenfs Enrolled in at Least One AP, PR^AP Course for 2000-2001 by Scho(^2nd Quarter Monday, January 29, 2001 _______________SchooL CENTRAL HIGH SCHOOL HradsL__Total _ 09__L __58i_ IZJwlLI m7 T Gude. F M F M _ _F M i.Zj2ZX XbsZ j.._Xf Z CLOVERDALE MIDDLE SCHOOL T 06 ~r 3iT C07Zl_L25il. f 08 1 220 ~ DUNBAR INT'L STUDIES MAGNET MIDDLE SC I Q6 _ZZ278 M M F M F M F __Black 54 39 53 27 _ ^45 21 55__ _ 21 64 39 57 35 51 40_ _34_ FAIR HIGH SCHOOL______ forest heights middle SCHOOL HALL HIGH SCHOOL LKSD Information Service Dept. r 07 r 230 I 08 ^234 I 09 I 280 jo _X_222 I ____M_______29 _F M F M F M M i _ ll J - 198_____F I'\" L J2 L J89 X r 06 I 27^ LJ)7_.X_ Z254 rjO8Zl__241 L_ oXX. 4352 31 31 39 28 33 24 35 %Black 7% 10% _ 5% _J1% 5% __11% X% 21% 13% 23% 14% 23% 18% 12% .10% _ 13% 13% 17% 12% 12% _ _9% l6% .. 28______13%_ M F M F M F __M _ ___F_, M F 31 3.1 21 17 31 30 29 16% 16% 11% 9% 11% 11% 11% I 1- X I i _.._,22_______9%__ ____28 29.__ .55 J 2% _ .12% __ ___13% White 83 72 96 72 85 67 108 69 7 2 5 2 5 0 33 38 26 37 31 39 7 5 9 10 3 10 __5__ 9 42 27 28 28 29 32 __32 %fr/iite Other %Other I- 14% 12% 18% 14% 20% 16% 21% 14% I ! 2/p 1%_^ 2% 1% 2% 0% 12% 14% 11% 16% 13% + t -i- 17% _ 3%\n2^/o 4% , 5% i 5% 3%_ _ 5% . 15 % 10% 11% _ 11% ! 12% i 13% 7/t\u0026gt; _9_ 5 X 14 6 4 3 7 1 2% _1%_ J/^ 3% 1% 1% 1% 1% 0% 3______1%__. 2 2 4 2 11 11 5 6 8 9 0 4 1 0 2 1 1% J__25L 1% 4% 4% 2% 3% .3% __ 4% __0% 1% 0% 0% 1% 1% 2______1%. 0 2 1 2 3 1 4 7 I 0% J% 0% _1% 1% 0% 2% 2% Pape / of 3__________________School HALL HIGH SCHOOL______ Grade Total render HENPERSON MIDDLE SCHOOL MABELVALE MIDDLE SCHOOL MANN ARTS_/.SCIENCE^MAGNET_ . MC CLELLAN HIGH SCHOlOL- PARKVIEW ARTS/SCIENCE MAGNET _ LRSD Information Ser\\\u0026gt;ice Dept. 09 10 _ 435 393 I 11 7 314 ~ LZi2_ZEZ26f P06 I 202 17. 07_ _ L _188 I 08 r 175 ----------r ] 06 L 185 LEiz ZIZ izz r 08 r 144 Z 06 7 290 I 07 r 21% I 08 Z\" 288~ I 09 I 369 IZioZZL_294_ I-._ZZlZZ.72wZZ: M F M F M F M___ F__ M _ F _ M F M F___ M _ F M _ _F M F M F M __F _ __M___ F___ M F M F M Black 15 3% 51 23 26. 15_ _ 42 ___32___ _^52_ _ 41 35 30 32 31 35 _ 16___ 31 20 52 33 44 35 __46___ 35 %Black 10% 19% 9% 16% 7% 10% _ J5% __21%._ 16% 28% 22% 20% 17% 17% _ 17% 20% 9% .22^/t^ 14% 18% 11% 16% 13% __16%. White 15 20 14 27 27 18 14 14 i %White Oth 3% 5% 4% 9% I t 9% J -I 11 io _ L-ZZ|2_Z72Q8^Z___F___ M 1 09 T 300 F r' 10^ 295 fZ-_nZZEL287 M_ _ F M F M F 48.__ 29 45 24 45 22 42 _ 22 _55__ _53_ 68___ 39 53 43 12%. _J3% _ 8% 15% 8% 16% 8% 20% _ 11% _18% Zl8% . 23% 13% ___185L_ 15% 8 20 12 6 6 15 10 12 9 64 33 41 46 68 36 _ 0 5 3 5 7 2 8 0 73 36 52 57 61 36 7% 5% 7% 5% 5% 4% 11% 7 _57___ 21% 57 I I j - i 7% 3% 3% 9% 6% 8% 6%_ I I 22% 1 I I I i i i 7 6 4 8 8 6 6 4 4 4 3 6 1 0 2 3 0 0 3 Z 7 11% 1 8 15% . 10 17% 24% 13% 0% 1% 1% 2% 2% 1% 4% 0% 24% 12% 18% _19%. i 2_l%-_ _ 13%_ _ 21% ' %Olher \\ 2% 2%_ ,___1%__ 3iL ___3%_ I 1 2% 2% 2% 2% 2% _3%__ ___4^ 0% 1% 2/t, 0% 0%\n__2'^h , J 2'^/o_ 6__ 5 1 2 0_. _bZ_ _ 3%_ _4%__ _ 2%_ 2% 2% 1% 0% _0% 1 3 2 2 2 14 6 9 __0% ___1%_ 1% 1% 1% 5% 2% 3% 5___ 13 5 7 _ ,5% 3% PaKe 2 of 3__________________Sdioid____________ PARKVIEW ARTS/SCIENCE MAGNET PULASKI HEIGHTS. MIDDLE.SCHOOL _ _ Grade__TotaL 12 06 275 222 LZqZZTLjm [L.-08ZZl 248__ 'ender M_ F___ M___ F___ M___ F SOUTHWEST MIDDLE school _ ~T 06 I 186 ~~ F I 07 1 174 08 163 lOrand Totals: M . M M LRSD Informallon Service Dept. BladL 3Q 15 19 26 18 _29_._ 23__ %Black 11% 7% 9% 10% 7% 12% fVhite. 32 29 %White Oth 12% 13% ! 54 24% 1 52 49 48 38 20%_ _ .19% ___ 26______14%____0 16 37 18 36 26 3112 9% 21% 10% 22% 16% 0 1 2 1 4 4 2425 I %Other 19% 15% 0% 1% 1% 1% 2% 2% 0 I 5 0 1 0 4_ 2^ 1 2 1 0 0 _0 359 X I 2% 0% 0% _ 0% 2% 1% 0% 1% 1% 0% _1%_ 6% ___0%_ I 0 Page 3 of 3Stu^nfs that passed AP or Pre-AP Cou^s for 2000-2001 by School^ 2nd Qut^er Monday, January 29, 2001 __________________School CENTRAL HIGH SCHOOL T Grade f ZZqsO jjiiaL 581 I 10 T 527 r 11 I 428 ~' Black r%^ack 75 53 69 26 75 CLOVERDALE MIDDLE SCHOOL L i2__L^ Z r 06 i 311 jiZT 251. ? [ 08 [220 DUNBARTnT^ STUDIES MAGNET MIDDLE S 06 7 278 (tender F M F __ M___ __F_ M. _ If _ M F M F M F M _F___ m r 07^r 230 F I 08 I 234 FAIR HIGH SCHOOL___ I 09 LL280 f 10 222 t11 ~7 198 O2'\"J 189 FOREST-HEIGHTS middle SCHOOL T 06__[1273 l_07[_l_254 ll0811_.241 HALL HIGH SCHOOL _. LRSD Information Service Dept. II -JQ^ L 43r? M F M F M F M F M F M F M F M F M F _51___ JB9_ 27 257 129 222 122 180 91____ 89_ 68__ _68 71 84 58 44 30 _70__ 52 13% 9% 13% __5%___ _J8% _ __12%_ __14% _ 5% 83% 41% 88% 49% 82% __41% _ _32% _ _ 24%_ 30% 31% 36% 25% 16% __1J% _ __32% White 231 196 322 _215 302 243 _ 363 191 22 6 18 9 14 __ 0 _107 142 86 109 88 116 13 4 31 I %irhite Other %Other 40%_ 34% : 61% 41% 71% 57% 72% 38% 7% 2% 7% 4% _ 6% 0% 38% 51% 37% 47% 38% I I 66______33% 23%____19 28 24 115 57 93 15% 13% 42% 32% 37% 6 17 17 19 179 108\n.61______24%,___ 67 64 28% ____27% __ ._ .79___1,._18% _ 26 17 20 55 25 20 13 23 5 I i 4%_ 3% 4% 10% 6% 5% 3% 5% _2% 10_____3%.. 5 6 _9 0 34 39 20 23 18 } i 2%_ 2% __4% 0% ' 12% 14% 9% 10% J___8% 50% 18 5% 1% 14% 9% 3% 9% I I .9%___. 0 9 4 0 2 1 6 4. I _8%_ 0%_ 3% 2% 0% 1% 1% 3% _ 10%______0. ..o%_ 66% 40% 124 I__49% 105 ,41% 111 117 61 46% 49% 14% I 10 4 4 11 3 15 7 __4% ____i%__ __2% ' 4% ' 1% 6% 2% Pape I of.1________________SduuiL HALL HIGH SCHOOL_____ Grade} Total 09 435 10 -J ---------------------------- I 3J374 i ZiiZJL 314Z I 12 I 267 HENDERSON MIDDLE SCHOOL J 06 I 202 M F M F M F_ M F M 1_ . 07 _ 1^8_8 Z .. F L Q8_ I 175_ MABELVALE MIDDLE SCHOOL / 06 Zi J85l I MANN_ARTS/SCIENCE-S_MAGNET___ MC CLELLAN HIGH SCHOOL [ ? OlZ'' 172 r JosZJ L Q6 _X1_29O r 07 T 276 r_b8 _ [ _288 71 r 09] 369 L 10 J 294 Ti L 282 L.122 C2O8 M , M F M F .,M____ F M F M F M F M F M F M F M F Black _ 65 113 48 79 14 L_ 31_ _ __14 _ _ 142 109 ___162 121 118 94 118 88 134 _ 48 __119 51 166 105 134 88 _131 ___.M PA^IEWARTS/SCIENCE MAGNET . _ 7ZZ7b9 ,X JOOZ Z7 F QioZ j Z 295Z [ 11 \"i 287 LRSD Information Service Dept. LZl2_2i_275Z._.._. M F M F M F 112 60 42 104 49 112 54 83__ _ 31 %Black 15% 29% 12% 25% 4% _12% 5% 70% 54% 86% 64% 67% 54% 64% 48% _ 78% _28% 83% 35% 51% 35% 49% 32% _ .__45% _ 39% __16% 11% 35% 17% 40% 19% __40% _ J 5% 94______31% 95___ 158 84___ 82___ 12 125 White \\ %White Oth %Other 32 45 46 66 41 26 21 56 48 24 20 56 29 24 17 60 37 _ 53 34 i * ! I j I- 238 i 119 i 141 174 236 123 0 6 __5___ 14 16 _2___ 16 0 _183 _.^32%____84 54% _ 28% 29% 25% _ 45% 151 144 7% 11% j 12% 21%. 13% 10% 8% 28% 24% I 13% . 11% i 32% 1 5 1_ 11 11 7 10 19 12 18 12 14 2% 1% ,__2% _ __4%_ _4%_ t i I I i 17% ' 25 13% 9% 35% 22% 37% L 24% 129 , 71 ..151 0 6 10 0 0 1 82% 29 41% 51% 63% 82% 43% 0% .2%__ _5% _ 6% . _!%_ 8% 0% 61% 28% 51% 49% 45% _ 29 36 19 24 29 4 0 3% 4% 9% 6% 10% _6%__ 8% i4%_ 0% 3% 6% 0% 0% 5% .\n_._lQ%-._ i 10%_... 13% 8% 10% 1% _ o%_ __Q._0%.._ _4 __ 6 ___1___. 3 4 44 24 31 9 42 I __ __0%_ 1% 2% 15% 8% 11% _ 3% 25%_____11 55% 21 15% _ 4% 8% Pape 2 of.i__________________School__________ PARKVIEW ARTS/SCIENCE MAGNET PULASKI HEIGHTS MIDDLE SCHOOL Grade Total 12 _0_6__ 275 222 _ L 07 _1_ i64_ SOUTHWEST MIDDLE_SCHOOL LRSD Information Service Dept. [ J38 _ r 06 T 186 L_ O7__T_174 [ 08 T 163 ender M F M F M _F_ _ M F M F_ M F M Black. QZ 45 51 70 45 _77L 54_ 44 118 65 79 ___59 %Black 23% 20% 23% 27% 17% 31% _22% _ 47% ^4% _ 68% _ 37% 48% 36% White\n%Wliite Oth\\ 74 127 222 205 165 188 145 0 4 1 4 1 I 4- 27% 57% 100% 73%_ 63% 7Q% 58% 0% 2% 1% 2% i %Other 15 5%__ 0 . 18 8 3 8 5 0 5 I 0% ^%^ 0% _?_%_ 3% 1% 4% 3% 0% 4% 0 4% 0 _3% ,0Z/o 0% Page 3 of 3October, 2000 LOCATION/DATE BOOKER 2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 1 26 27 30 31 BALE BRADY____________ BADGETT__________ MCDERMOTT CARVER___________ BASELINE_________ FAIR PARK FOREST PARK FRANKLIN_________ GIBBS_____________ CHICOT___________ W. HILLS__________ JEFFERSON CLOVERDALE DODD_____________ MEADOWCLIFF MITCHELL________ KING______________ ROCKEFELLER G. SPRINGS PUL. HEIGHTS RIGHTSELL ROMINE__________ STEPHENS WASHINGTON WILLIAMS________ WILSON__________ WOODRUFF MABELVALE TERRY____________ FULBRIGHT OTTER CREEK WAKEFIELD WATSON_________ MANN____________ DUNBAR__________ FOR. HGTS. JR. PUL. HGTS. JR. SOUTHWEST HENDERSON A.L.C._____________ CLOVERDALE JR. MABELVALE JR. CENTRAL________ HALL_____________ METRO___________ PARKVIEW J. A. FAIR________ MCCLELLAN CHARTER________ 2 3 1 1 2 1 1 1 1 2 2 1 2 31 1 33 T 2 1 2 3 2 1 1 1 1 1 1 1 1 1 2 2J 1 1 2 1 1 3 2 3 6 5 1 1 12 7 1 2 1 2 3 2 Page 1 1 1 111 1 2 22 1 4 12 T 2 1 1 2 1 31 1 5 4 5 1 2 1 2 3 2 13722 3 6 89 2 13 1 2 2 1 2 4 1 2 22 31 4 1 11 13 43 1 1 6 11 1 2 T T 1 1 2 3 1 1 1 TOTALS 11 11 1 0623 021 91633 058 14 7 0133 12 05 2 022 0 51 79 17 24 6 0 18 26 27 7 3 4 11 84 Novermber. 2000 LOCATION/DATE BOOKER__________ BALE______________ BRADY____________ BADGETT_________ MCDERMOTT CARVER___________ BASELINE_________ FAIR PARK FOREST PARK FRANKLIN_________ GIBBS_____________ CHICOT___________ W. HILLS__________ JEFFERSON CLOVERDALE DODD_____________ MEADOWCLIFF MITCHELL_________ KING______________ ROCKEFELLER G. SPRINGS PUL. HEIGHTS RIGHTSELL ROMINE___________ STEPHENS WASHINGTON WILLIAMS________ WILSON__________ WOODRUFF MABELVALE TERRY___________ FULBRIGHT OTTER CREEK WAKEFIELD WATSON_________ MANN____________ DUNBAR_________ FOR. HGTS. JR. PUL. HGTS. JR. SOUTHWEST HENDERSON A.L.C._____________ CLOVERDALE JR. MABELVALE JR. CENTRAL________ HALL_____________ METRO___________ PARKVIEW J. A FAIR________ McClellan CHARTER _____ 1 1 1 4 1 2 1 2 22 2 1 1 2 44 3 3 2 32 2 4 2 3 3 6 7 1 1 1 1 1 1 3 2 22 1 2 3 2 1 2 21 2 1 1 2 2 4 2 32 2 1 2 3 1 2. 2 2 1 2 3 5 2 3 5 62 22 224 2. 2 9 10 1 13 14 15 1 3 1 1 1 1 1 2 1 2 21 2 3 1 22 222 2 22 16 21 1 17 20 21 1 27 28 29 30 2 1 2 1 1 2 2 i_ 2 24212 25 2 23 6 1 1 7 1 2 2 2 3 1 2^ 2 3 2 1 2 21 1 1 2 1 2 1 222 2 4 1 2 2 2| 3 2 2 1 1 1 22 11 1 13 1 3 1 1 111 3 2 2 32 1 4^ 1 32 2 1 1 1 3 3 1 2 1 3 1 2222 24 21 2 1 1 1 4 2 1 1 32 2 3 22 I. 1 4 4 1 1 2 1 2 14 1 2 14 12 3 2 3 1 1 2 31 1 2 2 2 5 2 2 1 1 1 1 2 21 1 1 1 1 1 2 24 422 222 21 2, 2 1 1 2 2 2 21 2 2 22 266 682 2 76 2 221 42 6 4 22 4 6 342 22 3 1 2 1 3 2 22 21 6 52 21 2 2 27 2 1 2 31 4 521 1 2 13 1 1 3 1 22 41 4 3 2 61 11 11 6 2 2221 42 4 '2 5 2 22 2 51 922 221 2 2 2 1 2 2 1 Page 1 1 1 1 2 8 2 1 2 3 4 2 1 2 1 1 7 1 1 '2 8 12 1 2 TOTALS 56 14 14 11 9 56 19 8 28 2 10 10 11 2 13 22 39 13 10 21 19 26 4 8 1 52 10 0 1 14 35 52 67 26 32 26 6 44 31 64 28 16 25 32 76 8 December, 2000 LOCATION/DATE BOOKER BALE BRADY 1 1 4111 5 6 7 8 11 12 TOTALS 1 2 2 1 BADGETT MCDERMOTT CARVER BASELINE FAIR PARK FOREST PARK FRANKLIN GIBBS CHICOT W. HILLS JEFFERSON CLOVERDALE DODD MEADOWCLIFF MITCHELL KING ROCKEFELLER G. SPRINGS PUL. HEIGHTS RIGHTSELL ROMINE STEPHENS WASHINGTON WILLIAMS WILSON WOODRUFF MABELVALE TERRY FULBRIGHT OTTER CREEK WAKEFIELD WATSON MANN 1 1 1 1 1 1 2 2 31 1 1 1 1 111 2 1 1 3 1 2 1 2 2 2 2 111 1 2 1 3 1 2 1 1 1 1 3 21 JI 3 11 1 2 3 3 Jj 1 3 1 4 1 3 2 1 1 3 3 2 31 1 3 4 21 2 1 2 1 1 2 2 11 1 2 31 1 1 1 111 1 2 1 1 2 DUNBAR FOR. HGTS. JR. PUL. HEIGHTS SOUTHWEST HENDERSON A.L.C. CLOVERDALE JR. MABELVALE JR. CENTRAL HALL METRO PARKVIEW J. A. FAIR McClellan CHARTER 26 5 6653135 11 1157 4 2 2 2 4 2 3 5 21 7 223 1 21 4 6 2 46 2 1 4 1 11 1 21 223 2 1 6 2 31 2 34 312 2 481 221 1 31 2 111 1 2 324 1 _4 4 5 1 Ji 4 4 1 1 2 116 11 261 1 3 1 2 7 ___ 2 36 5 2 5 2 10 3 3 81 0 8 3 22 3 78 2 11 15 1 6215 6114 19 17 22 14 13 19 3 14 23 37 11 5 14 26 48 4 Page 1 January. 2001 LOCATION/DATE BOOKER BALE BRADY BADGETT MCDERMOTT CARVER BASELINE FAIR PARK FOREST PARK FRANKLIN GIBBS CHICOT W. HILLS JEFFERSON CLOVERDALE DODD MEADOWCLIFF MITCHELL KING ROCKEFELLER G. SPRINGS PUL. HEIGHTS RIGHTSELL ROMINE STEPHENS WASHINGTON WILLIAMS WILSON WOODRUFF MABELVALE TERRY FULBRIGHT OTTER CREEK WAKEFIELD WATSON MANN DUNBAR FOR. HGTS. JR. PUL. HGTS. JR. SOUTHWEST HENDERSON A.L.C._____________ CLOVERDALE JR. MABELVALE JR. CENTRAL________ HALL_____________ METRO___________ PARKVIEW J. A. FAIR________ McClellan CHARTER 3 4 5 8 9 10 11 1 1 1 1 1 1 1 1 2 1 1 1 1 1 41 1 2 1 2 12 2 3 2 2 1 1 1 1 1 2 2 1 1 111 1 2 3 1 1 1 1 1 1 3 2 2 1 3 1 1 1 2 2 1 3 2 2 1 1 1 21 11 11 2 2 1 1 1 1 3 1 3 1 1 1 1 1 1 2 1 1 2 1 22 22 2 1 1 1 1 4 3 1 21 1 2 2 1 12 6 51 12 11 1 2 1 3 1 2 1 2 TOTALS 0 1 2 1 0 2 3 7 2 3 2 1 0 4 3 2 1 10 2 7 4 3 4 4 1 14 0 3 2 1 0 4 1 2 3 11 19 15 1 4 4 0 6 7 4 4 5 0 3 12 0 Page 1 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31, 2000 MONTH TOTAL SCHOOL: OCTOBER 13.50 NOVEMBER 12.00 DECEMBER 6 00 TOTAL TEACHER ABSENCES: 31.50 SCHOOL: ACCELERATED LEARNING PROGRAMS OCTOBER 1.00 TOTAL TEACHER ABSENCES: 1.00 SCHOOL: ADULT EDUCATION SEPTEMBER 3.50 OCTOBER 17.00 NOVEMBER 23.50 DECEMBER 2.50 TOTAL TEACHER ABSENCES: 46.50 SCHOOL: ALTERNATIVE AGENCIES AUGUST -5.00 SEPTEMBER -15.00 OCTOBER 5.00 NOVEMBER 3.00 TOTAL TEACHER ABSENCES: -12.00 SCHOOL: ALTERNATIVE LEARNING CENTER SEPTEMBER OCTOBER 4.00 17.00 NOVEMBER 20.50 DECEMBER 11.00 TOTAL TEACHER ABSENCES: 52.50 SCHOOL: ATHLETICS/QUIGLEY/SCOTT FIELD SEPTEMBER 5.00 TOTAL TEACHER ABSENCES: 5.00 Tuesday, January 30,2001 Page 1 of 13TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31, 2000 MONTH TOTAL SCHOOL: BADGETT SEPTEMBER 5.00 OCTOBER 8.00 NOVEMBER 16.00 DECEMBER 7.50 TOTAL TEACHER ABSENCES: 36.50 SCHOOL: BALE SEPTEMBER 6.50 OCTOBER 47.00 NOVEMBER 40.00 DECEMBER 20.50 TOTAL TEACHER ABSENCES: 114.00 SCHOOL: BASELINE SEPTEMBER 8.00 OCTOBER 63.50 NOVEMBER 64.00 DECEMBER 28.00 JANU/kRY 1.00 TOTAL TEACHER ABSENCES: 164.50 SCHOOL: BOOKER SEPTEMBER 14.00 OCTOBER 66.00 NOVEMBER 71.50 DECEMBER 30.50 TOTAL TEACHER ABSENCES: 182.00 SCHOOL: BRADY SEPTEMBER 4.50 OCTOBER 33.50 NOVEMBER 37.50 DECEMBER 16.00 TOTAL TEACHER ABSENCES: 91 50 Tuesday, January 30, 2001 Page 2 of 13TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31, 2000 MONTH TOTAL SCHOOL: CARVER SEPTEMBER 17.50 OCTOBER 129.00 NOVEMBER 74.00 DECEMBER 36.50 TOTAL TEACHER ABSENCES: 257.00 SCHOOL: CENTRAL SEPTEMBER 40.00 OCTOBER 141.00 NOVEMBER 124.00 DECEMBER 73.00 TOTAL TEACHER ABSENCES: 378.00 SCHOOL: CHARTER SCHOOLS OCTOBER NOVEMBER 5.00 7.00 TOTAL TEACHER ABSENCES: 12.00 SCHOOL: CHICOT SEPTEMBER 19.50 OCTOBER 133.50 NOVEMBER 91.00 DECEMBER 29.50 TOTAL TEACHER ABSENCES: 273.50 SCHOOL: CLOVERDALE ELEMENTARY SEPTEMBER 18.50 OCTOBER 57.50 NOVEMBER 67.00 DECEMBER 17.50 TOTAL TEACHER ABSENCES: 160.50 SCHOOL: CLOVERDALE JR HIGH SEPTEMBER Tuesday, January 30, 2001 32.50 Page 3 of 13TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31, 2000 MONTH TOTAL OCTOBER 108.00 NOVEMBER 83.00 DECEMBER 20.50 TOTAL TEACHER ABSENCES: 244.00 SCHOOL: DODD SEPTEMBER 7.50 OCTOBER 52.00 NOVEMBER 33.00 DECEMBER 4.50 TOTAL TEACHER ABSENCES: 97.00 SCHOOL: DUNBAR SEPTEMBER 33.50 OCTOBER 134.50 NOVEMBER 153.50 DECEMBER 65.50 TOTAL TEACHER ABSENCES: 387.00 SCHOOL: ENGLISH NOVEMBER 2.50 TOTAL TEACHER ABSENCES: 2.50 SCHOOL: FAIR SEPTEMBER 30.00 OCTOBER 115.00 NOVEMBER 109.00 DECEMBER 58.50 TOTAL TEACHER ABSENCES: 312.50 SCHOOL: FAIR PARK SEPTEMBER 13.50 OCTOBER 34.00 NOVEMBER 36.00 DECEMBER 18.50 Tuesday, January 30, 2001 Page 4 of 13 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31, 2000 MONTH TOTAL TOTAL TEACHER ABSENCES: 102 00 SCHOOL: FOREST HEIGHTS SEPTEMBER 37.00 OCTOBER 140.00 NOVEMBER 144.50 DECEMBER 64.00 TOTAL TEACHER ABSENCES: 385.50 SCHOOL\nFOREST PARK SEPTEMBER 850 OCTOBER 41.00 NOVEMBER 48.50 DECEMBER 13.00 TOTAL TEACHER ABSENCES: 111.00 SCHOOL: FRANKLIN SEPTEMBER 3.00 OCTOBER 60.50 NOVEMBER 44.50 DECEMBER 21.00 TOTAL TEACHER ABSENCES: 129.00 SCHOOL: FULBRIGHT SEPTEMBER 7.00 OCTOBER 30.50 NOVEMBER 39.00 DECEMBER 8.50 TOTAL TEACHER ABSENCES: 85.00 SCHOOL: GEYER SPRINGS SEPTEMBER 8.50 OCTOBER 40.00 NOVEMBER 32.00 DECEMBER 25.00 Tuesday, January 30,2001 Page 5 of 13TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31, 2000 MONTH TOTAL TOTAL TEACHER ABSENCES: 105.50 SCHOOL: GIBBS SEPTEMBER 2.00 OCTOBER 49.00 NOVEMBER 48.00 DECEMBER 15.00 TOTAL TEACHER ABSENCES: 114.00 SCHOOL: HALL SEPTEMBER 56.50 OCTOBER 142.50 NOVEMBER 125.00 DECEMBER 44.00 TOTAL TEACHER ABSENCES: 368.00 SCHOOL: HENDERSON SEPTEMBER 13.00 OCTOBER 90.00 NOVEMBER 129.00 DECEMBER 55.00 TOTAL TEACHER ABSENCES: 287.00 SCHOOL: INSTRUCTIONAL MATERIALS CENTER NOVEMBER 2.00 TOTAL TEACHER ABSENCES: 2.00 SCHOOL: IRC DECEMBER 1.00 TOTAL TEACHER ABSENCES: 1.00 SCHOOL: JEFFERSON SEPTEMBER 12.00 OCTOBER 37.00 NOVEMBER 44.50 Tuesday, January 30, 2001 Page 6 of 13 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31, 2000 MONTH TOTAL DECEMBER 13.50 TOTAL TEACHER ABSENCES: 107.00 SCHOOL: M.L. KING SEPTEMBER 8.00 OCTOBER 41.50 NOVEMBER 32.00 DECEMBER 9.50 TOTAL TEACHER ABSENCES: 91.00 SCHOOL: MABELVALE ELEMENTARY SEPTEMBER 10.50 OCTOBER 13.50 NOVEMBER 28.50 DECEMBER 12.00 TOTAL TEACHER ABSENCES: 64.50 SCHOOL: MABELVALE JR HIGH SEPTEMBER 29.50 OCTOBER 101.50 NOVEMBER 91.50 DECEMBER 42.00 TOTAL TEACHER ABSENCES: 264.50 SCHOOL: MANN SEPTEMBER 25.00 OCTOBER 135.00 NOVEMBER 115.00 DECEMBER 69.50 TOTAL TEACHER ABSENCES: 344.50 SCHOOL: MATH OCTOBER 3.00 NOVEMBER 0.50 DECEMBER 2.00 Tuesday, January 30, 2001 Page 7 of 13 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31, 2000 MONTH TOTAL TOTAL TEACHER ABSENCES: 5.50 SCHOOL: MCCLELLAN COMMUNITY HIGH SCH SEPTEMBER 29.50 OCTOBER 130.50 NOVEMBER 183.50 DECEMBER 82.50 TOTAL TEACHER ABSENCES: 426.00 SCHOOL: MCDERMOTT SEPTEMBER 12.00 OCTOBER 49.00 NOVEMBER 52.50 DECEMBER 20.50 TOTAL TEACHER ABSENCES: 134.00 SCHOOL: MEADOWCLIFF SEPTEMBER 7.00 OCTOBER 27.50 NOVEMBER 14.00 DECEMBER 9.00 TOTAL TEACHER ABSENCES: 57.50 SCHOOL: METROPOLITAN SEPTEMBER 2.00 OCTOBER 22.00 NOVEMBER 26.50 DECEMBER 17.00 TOTAL TEACHER ABSENCES: 01.50 SCHOOL: MITCHELL SEPTEMBER 10.00 OCTOBER NOVEMBER DECEMBER 15.00 36.50 5.50 Tuesday, January 30, 2001 Page 8 of 13 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31,2000 MONTH TOTAL TOTAL TEACHER ABSENCES: 6700 SCHOOL: OTTER CREEK SEPTEMBER 2.00 CX7TOBER 12.00 NOVEMBER 24.00 DECEMBER 11.00 TOTAL TEACHER ABSENCES: 49.00 SCHOOL: PARKVIEW SEPTEMBER 24.00 OCTOBER 135.50 NOVEMBER 115.50 DECEMBER 45.50 TOTAL TEACHER ABSENCES: 320.50 SCHOOL: PULASKI HEIGHTS INT AUGUST -5.00 SEPTEMBER 2.00 OCTOBER 22.00 NOVEMBER 22.50 DECEMBER 10.50 TOTAL TEACHER ABSENCES: 52.00 SCHOOL: PULASKI HEIGHTS JR HIGH SEPTEMBER 23.00 OCTOBER 19.50 NOVEMBER 79.50 DECEMBER 30.00 TOTAL TEACHER ABSENCES: 212.00 SCHOOL: PUPIL PERSONNEL OCTOBER 9.00 NOVEMBER 4.50 DECEMBER 3.00 Tuesday, January 30, 2001 Page 9 of 13 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31, 2000 MONTH TOTAL TOTAL TEACHER ABSENCES: 16.50 SCHOOL: READING SEPTEMBER 0.50 OCTOBER 8.50 NOVEMBER 3.00 DECEMBER 3.00 TOTAL TEACHER ABSENCES: 15.00 SCHOOL: RIGHTSELL SEPTEMBER 5.00 OCTOBER 32.50 NOVEMBER 30.00 DECEMBER 18.50 TOTAL TEACHER ABSENCES: 86.00 SCHOOL: ROCKEFELLER SEPTEMBER 16.00 OCTOBER 74.00 NOVEMBER 58.00 DECEMBER 25.00 TOTAL TEACHER ABSENCES: 173.00 SCHOOL: ROMINE SEPTEMBER 10.00 OCTOBER 48.00 NOVEMBER 34.00 DECEMBER 8.00 TOTAL TEACHER ABSENCES: 100.00 SCHOOL: SCIENCE/ENV ED SEPTEMBER 0.50 OCTOBER 5.50 NOVEMBER 1.00 TOTAL TEACHER ABSENCES: 7.00 Tuesday, January 30, 2001 Page 10 of 13TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31, 2000 MONTH SCHOOL: SOCIAL STUDIES NOVEMBER TOTAL 4.00 TOTAL TEACHER ABSENCES: 4.00 SCHOOL: SOUTHWEST SEPTEMBER 31.50 OCTOBER 82.50 NOVEMBER 80.50 DECEMBER 33.50 TOTAL TEACHER ABSENCES: 228.00 SCHOOL: SPECIAL EDUCATION SEPTEMBER 3.00 OCTOBER 30.50 NOVEMBER 20.00 DECEMBER 7.00 TOTAL TEACHER ABSENCES: 60.50 SCHOOL: STEPHENS SEPTEMBER 13.50 OCTOBER 17.50 NOVEMBER 27.00 DECEMBER 27.50 TOTAL TEACHER ABSENCES: 85.50 SCHOOL: TERRY SEPTEMBER 11.50 OCTOBER 38.50 NOVEMBER 37.50 DECEMBER 20.00 TOTAL TEACHER ABSENCES: 107.50 SCHOOL: VOCATIONAL EDUCATION SEPTEMBER 6.50 OCTOBER 25.50 Tuesday, January 30,2001 Page 11 of 13 TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1, 2000 THRU DECEMBER 31, 2000 MONTH TOTAL NOVEMBER 22.00 DECEMBER 13 00 TOTAL TEACHER ABSENCES: 67.00 SCHOOL: WAKEFIELD SEPTEMBER 10.00 OCTOBER 44.00 NOVEMBER 24.00 DECEMBER 9.50 TOTAL TEACHER ABSENCES: 87.50 SCHOOL: WASHINGTON SEPTEMBER 22.50 OCTOBER 98.00 NOVEMBER 74.50 DECEMBER 31.00 TOTAL TEACHER ABSENCES: 226.00 SCHOOL: WATSON SEPTEMBER 6.00 OCTOBER 45.50 NOVEMBER 36.00 DECEMBER 10.00 TOTAL TEACHER ABSENCES: 97.50 SCHOOL: WESTERN HILLS SEPTEMBER 6.50 OCTOBER 31.50 NOVEMBER 19.00 DECEMBER 9.50 TOTAL TEACHER ABSENCES: 66.50 SCHOOL: WILLIAMS SEPTEMBER 11.00 OCTOBER 57.50 NOVEMBER 41.50 DECEMBER 27.50 Tuesday, January 30, 2001 Page 12 of 13TEACHER LEAVE ACCOUNTABILITY REPORT BY SITE BY MONTH FROM OCTOBER 1,2000 THRU DECEMBER 31,2000 MONTH TOTAL TOTAL TEACHER ABSENCES: 137.50 SCHOOL: WILSON SEPTEMBER 5.00 OCTOBER 29.50 NOVEMBER 20.50 DECEMBER 18.50 TOTAL TEACHER ABSENCES: 73.50 SCHOOL: WOODRUFF SEPTEMBER 7.00 OCTOBER 15.50 NOVEMBER 27.50 DECEMBER 6.50 TOTAL TEACHER ABSENCES: 56.50 GRAND TOTAL TEACHER ABSENCES: 8,484.50 Tuesday, January 30,2001 Page 13 of 13 2ND QUARTER DROPOUT REPORT 2000 - 2001 [SCHOOLS ~i ACC leariF 9th Grade r 1 oth Grade 11th Grade ! I 12th Gradel enrollment 274 29 59 82 I 104 + CENTRAL 9th Grade 10th Grade 11th Grade 12th Grade T 2072 600 537 426 509 %\nFAIR \u0026gt; 9th Grade 10th Grade 11th Grade 12th Grade % HALL 9th Grade 10th Grade 11th Grade 12th Grade % jgi MCCLELLAN :\u0026lt; 9th Grade 10th Grade 11th Grade 12th Grade % 276 215 224 185 442 417 321 278 1149 366 296 282 205 PARKVIEW M62 ^4*' 9th Grade 10th Grade 11th Grade 12th Grade % TOTZU-S - % \u0026gt;7 305 294 287 276 wyois . ... ,iz BM 0 0 0 0 0 0 0 1 0 0 0.05% BF 0 0 0 0 0 0 0 0 1 0 t WM WF 000 0 i 0 ! 0 00 0 000 i 0 0 00 00 0100 0.07% '' '^5 0 00 00 0.05% I 0 T~o 00 0 0 01 0.05% I HM 0 0 0 0 0 0 .jOa 0 0 0 0 0 1 HF 0 0 0 0 0 0 0 000 0 0010 0.07% 0 0 00 I T I t OM 0 0 0 0 0 0 I 0001 0.05% 0 00 0 0 x' OF TOTAL DROPOUTS fs. 0 00 00 00000 iW 000 00 0 00 00 0'^ 00000 -'XOSn: 00 000\n0\ns^'SyO'\u0026lt;': / . \u0026lt;0- 0 0000 0.03%: 0 000 0 \u0026gt;0.03%^ 0 0000 SB 00000 0411^^ ~ r- 0 0 00 00 000 0 0 6 \u0026gt; 023 0 0.34% 0 0 2 0 0.14% 0 00 00 ayO-.^ 0 0 0 o 0 0.07% 0 00 00 00 00 00 i) 00 00 0 0 00 00 1 0 0 0 10 0.07% 0 0 0 00 00 00 00 0.04% 1 0 0 0 00 I % 0 0 0 0 0 0 00 00 4 . 01 12 0 00 0 ^'TO:\n03 70 0 00 60 .-a.\u0026gt;0:. 000 00 .0.01^ T 0 00 006 00 00 0\n\u0026lt; 0 Compiled by the Office of Dropout Prevention 1/25/01 0 00 0 \u0026gt; .x,0. 0 000 14 0.19% 0 0.19% 0.23% 0.39% 0 00 0 a 0.69% 0 0.72% 2.18% 0 0 \"o 0 0 0 1 0 00 0 ojn6 I Schools Enrollment BM BF WM WF HM HF OM OF Total Dropouts % ALC 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade % 63 1 8 12 20 13 6 3 3 0 0 0 0 1 1 1 4.76% CLOVERDALE i6th Grade 17th Grade 8th Grade % 760 300 238 222 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 b b 0 6th Grade 7th Grade 8th Grade % 279 228 240 eorestOO^SI 0 0 b 0 0 0 o' 0 0 0 0 o' 0 0 0 0 0 0 0 0 b 0 0 0 0 0 0 0 0 _0 0 0 0 0 0 \" 0 0 ' 0 0 0 0 0 0 0 o' _0 ' 0 0 0 0 0 b' 0 0 0 0 0 0 2 o' 0 0 0 b 0 0 Z 0 _ 'o' 0 0 0 0 0 0 0 0 0 0 0 0 0 b 0 0 0 0 0 0 0 0 0 0\n0 0 0 'b 0 3 0 0 0 0 1 1 1 0 0 0 0 \no. 3 r \u0026gt;rr ? . 6th Grade 7 th Grae 8^h Grade % 274 249 236 6th Grade 7th Grade 8 th Grade % 202 186 178 0 0 0 0 IM 0 0 0 0 6th Grade 7th Grade 8th Grade % 198 173 l\"46' 0 0 0 0 0____ 0 0 0 0__ b 0 0 0 0 0 0 0 o 0 0 0 0 0 0 0 0 0 0 0 0 0 b 0 0 0 0 0 0 0 0 0 0 0 0 0 0 b 0 0 0 0 0 '0 b b 0 0 0 0 0 0 o' 0 294 276 284 '749.\nMANN I 6th Grade 7th Grad PULASKI HTS^r 6th Grade__ 7th Grade_______ 8 th i^rad^_____ % SOUTHWEST\n^ 6th Grade_______ 7th Grade_______ 8 th Grade % 221 '269 253 529 181 182 166 TOTAL % ' 5544 DISTRICT TOTALS % ::?,.-t2559 4.76% 0 0 0 0 7.69% 16.67% 33.33% 0 0 0 0 0 b 0 0 o 0 0 0 0 0 0 0 o' 0 0 0 0 0 0 0 0 0 0 0 0 0 6 0 0 0 0 0 o 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 b\no'Z 0 0 0 0 0 O q___ 0 'T 0 0 0 0 0 0 b o 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 q 0 0 0 0 o' 0 0 0 b 0 0 0 0 3 0 J5% - 5 0 0 __0___ 0 :-.\n-0 r 0 0 0 b : o-?\"- 5 0 . 0 0 0 0 . Osfe^ 1 0J4%^ 0.2% 0 0.01% 0 0 0 0 \"ZbS- 0 0 0 0 0.04% 'CSmpilS3~T72S^ 0 0 0 0\n0\u0026gt; 0 o' 0 0 iQ 0 0 0 6 0 0 0 0 0 0 0 0 0 b o' 0 0^ 6 b 0 0 0 0 o' 3 ft M \"s.- o.\nvO.'' 0.02% 0 0 __q 0 0 0 0 0 ^~o7 0\n. 1-. 0 0 0 .o: 0 o' 0 0.01% 0 0 0 0 0 0 0 0 0 0 0 \" 0 0 0 0 0 3 0 0 0 I 0.05% i'z* 0.14%Memorandum Date: To: From: RE January 29,2001 Dr. Leslie Gamine, Superintendent Dr. Linda Watson, Assistant Superintendent Student Discipline First Semester and Second Quarter Disciplinary Management Reports The following data represents the First Semester and Second Quarter Disciplinary Management Reports for the 2000-01 school year. A comparative summary of the 1999-2000 and 2000-01 schra years is presented. The Discipline Sanctions by Reason Codes and Recidivism Reports for the 2000- 01 school year are also included. Attachments2000-2001 FIRST SEMESTER DISCIPLINARY MANAGEMENT REPORT2000 - 2001 First Semester Disciplinary Management Report Summary During the first semester of the 2000-2001 school year, the Little Rock School District experienced a marginal increase in the number of disciplinary sanctions, resulting in students receiving suspensions. However, the data indicates that the District had no expulsions during the first semester. The 2000-2001 First Semester Disciplinary Management Report indicates there was a 9% increase in the overall number of suspensions issued when compared to the first semester of the 1999-2000 school year. However, there was a decrease of 105 long-term suspensions/Alternative Learning Environment referrals representing a 57.7% decrease in students committing serious offenses. The data also indicates there was an increase of 287 suspensions at the high school level and a decrease of 66 suspensions at the middle school level. Forty-six middle level students served their suspensions in one of the Continuous Instruction Centers (CIC) that were established for middle school students through a federal grant obtained by the District. The data also indicates there was an increase of 35 suspensions at the elementary level. 1999-2000 2000-2001 Short-term suspensions 15S2 1843 Long-term suspension/ALE referrals 287 182 Expulsions 0 0 Totals 1839 2025 The Recidivism Report indicates the following: 1999-2000 2000-2001 Number of students committing offenses 1370(1839) 1447(2025) The October 1, 2000 student enrollment figures indicate that 25,525 students were enrolled in the Districts schools. Therefore the above data demonstrates that only 5.7% of the student population was involved in incidents that led to suspensions.Nama ACC LEARN AGENCIES CENTRAL FAIR HALL School EarolM 274 132 2072 900 1458 %Blk 76% 62% 55% Short Term Suspension BM I BF IFF Total ___\"L ._.i4 \u0026lt;4 0 4 15 [mcclella I [metro I parkview I Totals ALT LEARN CLOVR JR DUNBAR FORST HT HENDERSN MABEL JR MANN M/S PULHTJ 1149 _.4 0 1 .i2 31 LRSD Discipline Management Report 2000/2001 Semester 1 Long BM 0 1 OI-Fth-OI Term Suspension/ALE BF 0 0 IFM Total BM 1 0 Expulsion BF IFM IFF Total BM BF CIC 1 U'F ! Total Total ItSusp %Blk _11 1 0 0 0 0 -^1__?l___ 0 0 0 0 0 0 0 0 __i__?. O ___ u u oj____0 i 0 2 32 0% 84% _________m|_____11 7^ I 934 60% 91% 1 I wl 1162 7147 63 760 747 759 566 617 854 61% 68% 97% 86% 59% 65% n% L 53% 79 83 4 4 1 14 11 70 17 3 1 i. 21 0 4 11 121 356 257 6 2 0 _ o|_____8 0 32 16 6 4 .l i Mm 10 LjI 224 __3o|_ 2 107| 55 i?L 44| 44 22 __ 28[ 10 70 I 79% 100 0 _0 J 0 0 0 0 0 _ii _.21. o| 0 0 0 0 93% 129 0 i 0 ! 0 67% 399 0 __4 4 43 0 0 0 0 0 ji 94% i 211 0 L 0 0 0 1 3 0 20 0 0 0 92% __ I _91%___I 99% 11__4-_.i- I _ .oL._.il__?i 22 0 __4__^.4. 4 4 4 ^1 ._._4__4. 4 4 0 0 0{ 221 0 0 0 0 o I 2?. iL,4 0 0 0 L_4. _,-_4 4. 1 11 12 14 6 21 1 0 1 0 0 0 886 34 170 o[ _ n 158 76 _ o|____40 73 1 12 6 9 3 2 I inj \u0026lt;1 l| l__?. 14 1 1 1 95 2 13 3 3 1 0 4 4 4 4 4 4 r 4 4 14 6 3 2 J ___I_____749_| I_________1*1___________?[_. .1____11__________^21____i SOUTHWST 529 J. 92% 38 I 6| 4 id 6 3 Totals BALE BASEUNE BOOKER CARVER CHARTER CHICOT DODO 5544 338 311 545 511 89 510 222 69% 76% 83% 56% 53% 65% 67% 65% LBSD lafarmatloa Sarviees Dept 469 212 0 H ^*1 4__4 780 1 47 0 0 A 2 H__1 .....4. L 0 0 L iL 2 2 .._91......4. \u0026lt;1 1 .. ..ol.. 1!. \u0026lt;1 4 3 10 2 1 0 0 0 0 3 1 - _..,4._. _iL_ . .4 ... __.4__ __..4L- 0 0 0 0 0 0 0 0 0 983 0 0 0 0 0 0 t I _ ?l - -2. I i| t d__l 15 0 0 0 1 3 0 0 0 0 0 0 0 0 0 0 _?.L 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 36 97% 9 6 1 0 16 208 91% 2 2 2 0 6 93 81% S 0 3 0 __4 3 1 0 i 9 181 88% 1 1 1 t I__.4__1 0 0 0 I 0 I 1 83 68% ...5 L 0 I 4 1 .o.i....d 1 1..0 I. 2 47 26 91% 96% 68 I e5%_ I J 36 L 9% 1 ^4 4 4 4 4 4 72 0 2 ... l__.9 11__4. 11__sL 1 3 o|_ jI...... 11.4 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 I 1 0 i 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 24 15 0 0 46 876 89% 0 0 0 0 1 100% 0 0 0 ___0 j__ 0 4 100% 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 100% 0 i 0 4 75% 0 [_ 0 13 100% 0 0 2 100% __11. 75% J Page I of 2Namt FORST PK FRANKLIN GEYER SP GIBBS JEFFRSN MI KING I MABEL EL School SnrolM 306 464 337 300 404 597 346 %Blk 37% 97% Short Term Suspension BM 1 . 3. BF 0 0 87% 5| 1 53% 41% 54% 75% WM I WF Total 1 MCDERMOT | 366 53% MEADCLIF J. 264 73% -j\u0026gt;L 0 1 I... Ji .. 3 21__sL 7 LRSD Discipline Management Report 2000/2001 Semester I Long BM 0 0 0 0 OlFtb-OI Term Suspenslon/ALE BF 0 0 0 0 FM l__i. Total BM 0 _ _ 4 - _l__ __4._. 4. __o|__4 0 0 Expulsion WM WF Totat BM BF CIC WM T ratal 'F i Tow/ 1 #Susp %Blk 0 0 0 0 0 0 0 0 ! 0 1 100% o| 0 I __Oj 0 0 0 0 0 MITCHELL I RIGHTSEL 278 264 ROCKFELR 412 STEPHENS 327 TERRY 490 WAKEFIEL 344 WASHNGTN 491 WATSON 451 WEST HIL WILLIAMS WILSON Totals GTolal __91__ I : .1._ I 4 2 4 0 _sI__5L__1 A 3 0 0 o|__o[_ _ _o 4 4 0 0 0 0 0 0 0 .. 0 i 0 I 0 3 100% 0 12 50% 0 0 1__i 16 0 0 _l__4 0 0 0 0 0 0 i 0 7 57% ._4__L.__d. j__4 0 0 J_.4 0 L?*_1.. .L. d._I__l_..111-.-11 . 61% 94% 46% 81% 59% 96% 266 454 288 9979 22668 74% 52% 4 2 t ol 2I_0^ 0 5 0 0 o| d 4 t l i o| l _4 4 -._4Z o| o| 0 0 0 0 4 0 0 .J. I..._?.L _ 9. 4 4. 4 4 4 0 0 l_0l I 0 0 0 1 0 0 ___o| 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 I y t . 0 0 0 0 [ _ 0 0 0 1 3 18 2 0 1 I____ 0 6 100% 67% 94% 100% 100% L J. ol 0 0 0 0 0 0 0 I i 0 25 92% 0 0 0 I 0 2 100% 4 .4 4 4 4 0 0 0 2 0 ___4 69% 68% 68% LRSD Information Strrica Dept 2 _ oj_____o|____10 l ^1 4_4 8 2 .9l__- 0 0 0 0 0 ___L J 0 0 0 0 .4__4 0 _4 4 0 0 o[_ 0 0 0 0 0 0 0 0 0 0 L 0 5 100% 0 0 0 0 0 0 i 0 10 100% 0 0 _..4 msl 113b| 0 26 462 J__4 J__4 4__4 o| ol 4 l H.. 1 2 3 11 4 149 1797 0 0 0 0 1 0 9 129 0 0 33 *1__?!__A o| l \"I__4 J__4 J l 2^__i 0 0 1 0 18 182 __4 __.4 __4 __4 __4 __4 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 __4 __4 0 0 ___o| _ _0 4 o| 4 4 4 4 0 0 0 0 0 0 11 I _ 8 88% 0 0 0 0 0 0 0 0 0 i 0 i 0 0 0 0 2 7 100% 86% I .1. 0 2 100% .1... A 0 0 I 0 0 \\4b' 01 3 12 4 164 2025 100% 75% 100% 86% 69% Page 2 of 2Discipline Sanctions by Reason Code Year: 2001 Quarter: J to Quarter: 2 Ol-Feb-Ol Level_____ Senior High School_____ ACC LEARN LvI Coite Offense BM (FM OM BF fVF OF TOTAL 1 110 USE OF VERBAL ABUSE/FIGHTING WORDS/GES 0 0 1 0 0 0 1 2 020 BATTERY 0 1 0 0 0 0 1 Senior High AGENCIES 1 062 1 110 2 030 2 040 2 080 2 110 2 115 3 121 REFUSE TO OBEY RULES OR DIRECTIVES USE OF VERBAL ABUSE/FIGHTING WORDS/GES THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT VANDALISM (INTENTIONAL DESTRUCTION/PROP DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN USE OF A WEAPON 0 1 0 0 0 0 2 1 1 0 0 0 0 0 1 0 2 1 6 13 0 0 0 0 0 2 0 0 0 0 0 0 0 1 0 0 1 2 0 0 4 0 0 0 1 0 0 1 1 1 0 0 0 0 7 16 1 Senior High CENTRAL 1 131 1 132 1 133 Senior High FAIR 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 1 1 1 1 1 1 1 2 2 2 2 010 020 040 090 100 105 110 115 121 122 150 060 072 090 120 140 050 060 062 080 090 100 110 010 030 040 2 2 2 2 2 2 050 060 090 100 110 115 120 LRSD Information Services Dept. USE/POSS ALCOHOL USE/POSS. DRUGS REPEATED SCHOOUCLASS TARDIES ASSAULT BATTERY FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN REPEATED VIOLATION - CATEGORY II OFFENSE FALSIFYING SIGNATURE/INFORMATION POSSESSION OR USE OF ALCOHOL BURN OR ATTEMPT TO BURN SCHOOL PROPER VERBAL ABUSE OF STAFF POSSESSION OF WEAPON INCITING TO RIOT TERRORISTIC THREATENING LEFT SCHOOL/CLASS WITHOUT PERMISSION FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES FAILURE TO SERVE DETENTION REFUSED TO SERVE DETENTION USE OR POSSESSION OF TOBACCO USE OF VERBAL ABUSE/FIGHTING WORDS/GES ASSAULT THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT GAMBLING FALSE ALARM NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS 0 2 0 0 0 0 32 2 2 2 1 2 7 1 1 2 12 18 2 0 6 0 1 0 2 2 0 2 1 1 1 1 0 4 9 16 2 1 11 2 5 17 2 1 0 1 3 0 7 0 0 0 0 0 2 0 0 0 1 0 0 2 2 0 0 0 2 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 1 0 0 0 0 2 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 8 3 0 0 0 0 0 1 0 0 2 0 2 0 1 0 0 2 0 5 0 0 3 1 2 6 0 3 0 0 2 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 3 2 4 22 24 2 1 7 2 1 1 2 2 100 2 2 4 1 2 1 1 6 9 21 2 1 15 3 7 26 2 Page 1 of i Level Senior High School FAIR Lvl Code Offense___________________________________ 2 121 repeated VIOLATION - CATEGORY II OFFENSE 2 2 2 2 3 3 3 B,M W^T 'OM BF WF OF TOTAL Senior High HALL 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 Senior High MCCLELLA 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 LRSD Information Services Dept. 121 122 123 124 150 071 072 140 FALSIFYING SIGNATURE/INFORMATION POSSESSION OR USE/PAGING DEVICE MEMBERSHIP AND PROHIBITIVE GANG/ORGANI POSSESSION OR USE OF ALCOHOL PHYSICAL ASSAULT OF STAFF VERBAL ABUSE OF STAFF TERRORISTIC THREATENING 030 050 060 062 070 110 132 133 010 020 030 040 070 080 090 100 105 110 115 120 121 122 150 071 072 090 092 MINOR ALTERCATION LEFT SCHOOL/CLASS WITHOUT PERMISSION FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES REFUSE TO OBEY BUS RULES/REGULATIONS USE OF VERBAL ABUSE/FIGHTING WORDS/GES USE/POSS. DRUGS REPEATED SCHOOL/CLASS TARDIES ASSAULT BATTERY THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT LOITERING OR CRIMINAL TRESPASS VANDALISM (INTENTIONAL DESTRUCTION/PROP NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS REPEATED VIOLATION - CATEGORY II OFFENSE FALSIFYING SIGNATURE/INFORMATION POSSESSION OR USE OF ALCOHOL PHYSICAL ASSAULT OF STAFF VERBAL ABUSE OF STAFF POSSESSION OF WEAPON POSS./WEAP KNIFE/CLUB/FACSIM.BLADE LESS 140 TERRORISTIC THREATENING 040 050 060 062 070 100 110 131 133 010 020 040 050 070 080 BEHAVIOR THAT VIOLATES A PERSON'S RIGHTS LEFT SCHOOL/CLASS WITHOUT PERMISSION FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES REFUSE TO OBEY BUS RULES/REGULATIONS USE OR POSSESSION OF TOBACCO USE OF VERBAL ABUSE/FIGHTING WORDS/GES USE/POSS ALCOHOL REPEATED SCHOOL/CLASS TARDIES ASSAULT BATTERY FIGHTING/MUTUAL COMBAT GAMBLING LOITERING OR CRIMINAL TRESPASS VANDALISM (INTENTIONAL DESTRUCTION/PROP 5 0 0 1 6 1 2 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 1 0 2 1 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 2 9 2 1 1 0 0 6 1 15 3 1 25 1 84 29 51 2 3 6 5 0 12 1 1 0 2 26 12 10 1 1 1 1 14 4 5 16 1 13 2 0 0 0 0 0 0 0 0 0 0 0 6 0 1 2 0 4 4 10 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 1 0 1 3 1 0 0 1 0 0 1 0 0 2 3 3 0 3 1 1 0 1 2 0 0 14 0 0 9 0 28 7 9 0 0 0 0 1 1 0 0 2 0 0 0 0 0 0 0 0 0 0 0 1 0 2 1 0 1 0 1 0 0 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 2 2 0 0 0 1 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 10 1 3 0 0 0 0 2 0 1 19 0 14 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 1 2 1 8 2 2 1 W 4 3 2 12 3 2 1 1 2 6 1 39 3 4 38 1 118 43 72 2 3 11 6 1 15 1 1 4 399 2 38 15 13 1 1 2 2 16 4 e 36 1 26 t Page 2 of iLevel_____ Senior High School MCCLELLA Lvl Code Offense BM UM OM BF WF OF TOTAL 2 2 2 2 2 2 3 3 3 090 105 110 115 121 150 072 090 140 NON-THREATENING PROFANITY AT OR ABOUT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN REPEATED VIOLATION - CATEGORY II OFFENSE POSSESSION OR USE OF ALCOHOL VERBAL ABUSE OF STAFF POSSESSION OF WEAPON TERRORISTIC THREATENING 4 2 9 43 3 1 0 0 1 0 0 1 1 0 1 2 0 0 0 0 0 1 0 0 0 0 0 6 0 2 26 0 1 1 0 0 0 0 0 2 0 -0 0 0 0 0 0 0 0 0 0 0 1 0 Senior High METRO 1 1 1 1 1 1 2 3 3 3 030 040 050 060 062 133 110 000 072 090 MINOR ALTERCATION BEHAVIOR THAT VIOLATES A PERSONS RIGHTS LEFT SCHOOL/CLASS WITHOUT PERMISSION FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES REPEATED SCHOOL/CLASS TARDIES DISORDERLY CONDUCT USE OF RAP RINGS,CHEMICAL AGNTS OR FACS VERBAL ABUSE OF STAFF POSSESSION OF WEAPON 0 1 4 5 2 0 1 1 1 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 2 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Senior High PARKVIEW 2 2 2 2 2 2 3 3 030 040 090 110 115 150 072 092 THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOLIT DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN POSSESSION OR USE OF ALCOHOL VERBAL ABUSE OF STAFF POSS./WEAP KNIFE/CLUB/FACSIM.BLADE LESS 1 0 3 3 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 2 1 3 0 1 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 Senior High Middle School ALT LEARN 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 030 060 062 080 090 110 132 020 040 MINOR ALTERCATION FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES FAILURE TO SERVE DETENTION REFUSED TO SERVE DETENTION USE OF VERBAL ABUSE/FIGHTING WORDS/GES USE/POSS. DRUGS BATTERY FIGHTING/MUTUAL COMBAT 080 VANDALISM (INTENTIONAL DESTRUCTION/PROP 090 100 105 110 115 121 150 NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN REPEATED VIOLATION - CATEGORY II OFFENSE POSSESSION OR USE OF ALCOHOL 1 0 1 1 1 2 0 0 3 1 5 2 2 1 4 4 3 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Middle School CLOVR JR 1 1 1 1 030 040 050 060 MINOR ALTERCATION BEHAVIOR THAT VIOLATES A PERSON'S RIGHTS LEFT SCHOOL/CLASS WITHOUT PERMISSION FAILURE TO FOLLOW RULES OR DIRECTIVES 1 5 3 10 1 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 LRSD Information Services Dept. 10 2 13 74 3 2 2 1 1 277 1 1 6 5 4 1 1 1 1 1 22 3 2 5 6 3 1 1 1 22 983 1 1 1 1 1 2 1 1 1 31 1\nPage 3 of 8 Level_______ Middle School School CLOVR JR Lvt Code Offense BMAVAt OM BF HE OF TOTAL Middle School DUNBAR Middle School FORST HT LBSD Information Services Dept. 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 1 1 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 1 1 1 2 2 2 2 2 2 2 2 2 2 062 080 090 110 133 020 030 040 070 090 100 105 110 115 120 150 000 010 071 072 REFUSE TO OBEY RULES OR DIRECTIVES FAILURE TO SERVE DETENTION REFUSED TO SERVE DETENTION USE OF VERBAL ABUSE/FIGHTING WORDS/GES REPEATED SCHOOL/CLASS TARDIES BATTERY THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT LOITERING OR CRIMINAL TRESPASS NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS POSSESSION OR USE OF ALCOHOL USE OF RAP RINGS.CHEMICAL AGNTS OR FACS SALE OR DISTRIBUTION OF ALCOHOL PHYSICAL ASSAULT OF STAFF VERBAL ABUSE OF STAFF 140 TERRORISTIC THREATENING 030 050 010 020 030 040 080 090 100 105 110 115 120 122 071 092 140 040 060 062 020 030 18 6 1 4 1 6 3 22 0 5 1 2 2 28 1 1 1 1 2 1 3 0 0 0 0 0 0 0 3 0 1 0 0 0 0 0 0 0 0 0 0 0 2 0 0 1 0 0 0 2 0 0 0 1 0 0 0 0 0 0 1 0 0 9 0 0 7 1 0 0 28 1 0 0 0 0 0 p 0 1 0 0 0 0 0 0 0 0 4 6 0 1 0 0 0 0 29 6 1 12 2 6 3 60 1 13 1 2 1 4 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 3 32 1 1 1 1 3 2 3 208 MINOR ALTERCATION LEFT SCHOOL/CLASS WITHOUT PERMISSION ASSAULT BATTERY THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT VANDALISM (INTENTIONAL DESTRUCTION/PROP NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS FALSIFYING SIGNATURE/INFORMATION PHYSICAL ASSAULT OF STAFF POSS./WEAP KNIFE/CLUB/FACSIM.BLADE LESS TERRORISTIC THREATENING BEHAVIOR THAT VIOLATES A PERSON'S RIGHTS FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES BATTERY THEFT/THEFT BY RECEIVING 040 FIGHTING/MUTUAL COMBAT 080 090 100 105 110 115 120 VANDALISM (INTENTIONAL DESTRUCTION/PROP NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS 0 1 3 0 3 17 1 1 6 2 3 5 4 0 1 2 1 1 0 0 3 1 6 0 2 0 0 0 2 0 1 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 15 0 2 0 0 1 5 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 4 5 4 38 1 5 6 2 4 12 5 1 1 2 1 1 0 13 4 1 47 2 5 2 2 23 4 1 0 1 3 1 0 2 0 1 0 0 6 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 8 2 1 23 0 0 0 0 11 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 93 1 1 2^: f 7^ f 4: Page 4 of 8Level_______ Middle School School FORST HT LvI Code Offense 2 121 BM Hlff OM BF HF OF TOTAL 2 2 3 3 3 3 Middle School HENDERSN 1 2 2 2 2 2 2 3 Middle School MABEL JR 1 1 1 2 2 2 2 2 122 150 010 071 121 140 030 040 090 100 110 115 150 071 060 070 110 010 030 040 090 100 2 2 2 2 3 3 Middle School MANN M/S 1 1 2 2 2 2 2 3 3 3 Middle School PUL HT J 1 1 2 2 2 2 2 110 115 120 121 071 072 060 110 020 040 090 100 115 090 130 140 030 062 010 020 030 040 080 2 2 2 100 105 110 LRSD Information Services Dept. REPEATED VIOLATION - CATEGORY II OFFENSE FALSIFYING SIGNATURE/INFORMATION POSSESSION OR USE OF ALCOHOL SALE OR DISTRIBUTION OF ALCOHOL PHYSICAL ASSAULT OF STAFF USE OF A WEAPON TERRORISTIC THREATENING MINOR ALTERCATION FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN POSSESSION OR USE OF ALCOHOL PHYSICAL ASSAULT OF STAFF FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY BUS RULES/REGULATIONS USE OF VERBAL ABUSE/FIGHTING WORDS/GES ASSAULT THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS REPEATED VIOLATION - CATEGORY II OFFENSE PHYSICAL ASSAULT OF STAFF VERBAL ABUSE OF STAFF FAILURE TO FOLLOW RULES OR DIRECTIVES USE OF VERBAL ABUSE/FIGHTING WORDS/GES BATTERY FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REPEATED VIOLATIONS OF CATEGORY I OFFEN POSSESSION OF WEAPON VIOLENT TAKING BY FORCE OR THREAT TERRORISTIC THREATENING MINOR ALTERCATION REFUSE TO OBEY RULES OR DIRECTIVES ASSAULT BATTERY THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT VANDALISM (INTENTIONAL DESTRUCTION/PROP SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT 0 0 0 1 2 0 2 0 28 2 1 0 15 1 0 1 3 0 0 2 11 1 2 1 7 1 1 1 0 1 1 2 7 1 1 3 2 1 1 2 1 5 2 0 21 1 1 3 1 0 0 1 0 0 1 0 0 1 0 0 1 0 0 1 0 0 1 0 0 0 0 0 1 1 0 0 0 0 3 0 0 1 0 0 1 0 0 1 0 0 3 181 0 0 1 0 0 1 0 0 9 2 1 40 1 0 2 0 0 5 0 0 0 0 0 1 0 0 1 0 0 1 3 2 12 1 0 33 0 0 0 0 0 1 0 0 1 0 0 1 0 0 0 0 0 83 1 0 0 0 0 0 3 0 0 0 2 1 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 2 0 4 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 7 0 0 0 1 0 1 0 1 0 0 0 3 0 0 2 0 0 0 0 0 0 1 1 12 0 0 0 0 0 0 1 0 0 1 0 0 2 0 0 20 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 1 8 1 2 1 1 47 1 1 2 11 1 1 5 2 1 1 26 2 1 5 5 1 37 3 1 3 1 Page 5 of S Level_______ Middle School School PUL HT J Lvl Code Offense 2 115 REPEATED VIOLATIONS OF CATEGORY I OFFEN BM ff'M OM BF 3 1 0 1 WF 0 OF TOTAL 0 5 2 2 3 3 120 121 010 071 Middle School SOUTHWST 2 010 2 020 2 030 2 040 2 090 2 100 2 105 2 110 2 115 2 120 2 124 3 071 3 072 3 140 Elementary BALE 2 105 Elementary BASELINE 2 010 HARASSING COMMUNICATIONS REPEATED VIOLATION - CATEGORY II OFFENSE SALE OR DISTRIBUTION OF ALCOHOL PHYSICAL ASSAULT OF STAFF ASSAULT BATTERY THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS MEMBERSHIP AND PROHIBITIVE GANG/ORGANI PHYSICAL ASSAULT OF STAFF VERBAL ABUSE OF STAFF TERRORISTIC THREATENING REFUSING TO FOLLOW DIRECTIVES 0 0 0 1 1 4 3 36 5 3 3 4 19 1 1 0 0 2 1 0 0 1 0 0 1 0 0 1 0 0 1 1 0 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 1 68 0 0 0 0 1 1 1 0 0 6 0 0 0 0 3 2 0 0 1 0 0 0 0 0 0 0 0 20 4 1 65 1 0 0 6 0 0 0 3 1 0 0 5 5 0 0 10 8 0 0 2 2 1 0 0 27 0 0 1 0 0 1 0 0 0 0 0 0 Middle School 0 0 0 3 2 3 136 878 1 2 115 ASSAULT REPEATED VIOLATIONS OF CATEGORY I OFFEN 1 0 0 0 0 0 1 1 3 0 0 0 0 0 3 4 Elementary BOOKER 2 010 ASSAULT 1 0 0 0 0 0 1 2 040 FIGHTING/MUTUAL COMBAT 2 0 0 0 0 0 2 Elementary CARVER 1 030 1 070 MINOR ALTERCATION REFUSE TO OBEY BUS RULES/REGULATIONS 0 0 0 2 0 0 3 2 3 071 PHYSICAL ASSAULT OF STAFF 0 0 1 0 0 0 1 0 0 0 1 0 0 1 Elementary CHARTER 1 030 1 050 1 062 MINOR ALTERCATION LEFT SCHOOL/CLASS WITHOUT PERMISSION REFUSE TO OBEY RULES OR DIRECTIVES 0 0 1 2 040 2 105 FIGHTING/MUTUAL COMBAT REFUSING TO FOLLOW DIRECTIVES 1 1 2 110 3 071 DISORDERLY CONDUCT PHYSICAL ASSAULT OF STAFF 1 3 3 072 3 140 VERBAL ABUSE OF STAFF TERRORISTIC THREATENING 0 1 0 0 1 0 0 4 1 0 0 1 0 0 1 0 0 0 0 0 1 0 0 0 0 0 1 0 0 1 0 0 2 0 0 0 0 0 0 0 0 0 0 0 1 0 2 0 0 0 3 0 0 2 0 0 1 Elementary CHICOT 2 010 2 115 ASSAULT REPEATED VIOLATIONS OF CATEGORY I OFFEN 1 1 0 0 0 0 0 13 1 0 0 0 0 0 1 Elementary DODD 2 010 2 110 3 071 3 092 ASSAULT DISORDERLY CONDUCT PHYSICAL ASSAULT OF STAFF POSS./WEAP KNIFE/CLUB/FACSIM.BLADE LESS 1 0 0 0 0 0 2 1 0 1 0 0 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 Elementary FORST PK 1 040 BEHAVIOR THAT VIOLATES A PERSONS RIGHTS 1 0 0 0 0 0 4 1 LRSD Information Services Dept. Page 6 of i Level School Lvl Code Offense SM OM BF Of TOTAL Elementary FRANKLIN 2 2 040 115 FIGHTING/MUTUAL COMBAT REPEATED VIOLATIONS OF CATEGORY I OFFEN 1 2 0 0 0 0 0 0 0 0 0 0 1 1 2 Elementary GEYER SP 2 2 2 2 010 110 2 115 120 121 3 140 ASSAULT DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS REPEATED VIOLATION - CATEGORY II OFFENSE TERRORISTIC THREATENING 1 1 1 0 1 1 2 0 0 0 0 Elementary GIBBS 2 2 040 105 Elementary JEFFRSN Elementary M L KING Elementary MABEL EL Elementary MCDERMOT Elementary MEADCLIF Elementary MITCHELL 0 0 0 1 1 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 LKSD Information Services Dept. 3 3 2 2 1 2 2 2 2 3 3 1 1 2 1 1 1 1 2 2 2 2 3 2 2 2 2 1 1 1 1 2 2 2 2 2 2 2 3 3 3 110 115 071 FIGHTING/MUTUAL COMBAT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN PHYSICAL ASSAULT OF STAFF 140 TERRORISTIC THREATENING 060 110 030 030 040 060 062 010 030 110 115 071 100 110 040 105 040 060 062 110 010 030 040 090 100 105 110 000 072 091 1 1 1 1 0 0 0 0 0 0 1 1 FAILURE TO FOLLOW RULES OR DIRECTIVES USE OF VERBAL ABUSE/FIGHTING WORDS/GES THEFT/THEFT BY RECEIVING MINOR ALTERCATION BEHAVIOR THAT VIOLATES A PERSONS RIGHTS FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES ASSAULT THEFT/THEFT BY RECEIVING DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN PHYSICAL ASSAULT OF STAFF SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT DISORDERLY CONDUCT FIGHTING/MUTUAL COMBAT REFUSING TO FOLLOW DIRECTIVES BEHAVIOR THAT VIOLATES A PERSON'S RIGHTS FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES USE OF VERBAL ABUSE/FIGHTING WORDS/GES ASSAULT THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT USE OF RAP RINGS.CHEMICAL AGNTS OR FACS VERB/LL ABUSE OF STAFF POSSESSION OF WEAPON,KNIFE-BLADE 2 1/2 1 0 0 0 0 0 0 0 0 0 2 0 1 2 1 1 1 1 3 1 1 1 1 3 2 1 1 1 1 1 2 1 3 1 2 1 2 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 12 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 1 1 0 2 0 0 0 0 0 0 0 1 1 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 7 1 1 2 1 3 3 2 2 4 1 1 1 3 1 18 1 1 2 2 4 6 Page 7 of 8 Level Elementary School MITCHELL LvI Code Offense 3 120 INCITING TO RIOT BM tFM OM BF 1 1 0 0 Elementary RIGHTSEL 2 100 3 140 SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT TERRORISTIC THREATENING 1 0 0 0 0 0 0 1 Elementary ROCKFELR 1 030 1 110 MINOR ALTERCATION USE OF VERBAL ABUSE/FIGHTING WORDS/GES 2 0 0 2 1 0 0 0 WF OF TOTAL 0 0 2 0 0 25 1 0 0 0 0 0 0 1 2 4 1 Elementary STEPHENS 1 070 2 115 3 140 REFUSE TO OBEY BUS RULES/REGULATIONS REPEATED VIOLATIONS OF CATEGORY I OFFEN TERRORISTIC THREATENING 2 0 0 0 0 0 5 2 4 0 0 1 0 0 5 1 0 0 2 0 0 3 Elementary TERRY 1 060 1 140 2 040 2 115 3 071 3 091 3 140 FAILURE TO FOLLOW RULES OR DIRECTIVES FALSIFY INFO/RECORDS (ELEM) FIGHTING/MUTUAL COMBAT REPEATED VIOLATIONS OF CATEGORY I OFFEN PHYSICAL ASSAULT OF STAFF POSSESSION OF WEAPON.KNIFE-BLADE 2 1/2 TERRORISTIC THREATENING 0 0 0 0 1 0 10 1 1 2 1 1 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 0 1 0 0 1 Elementary WAKEFIEL 2 105 3 071 REFUSING TO FOLLOW DIRECTIVES PHYSICAL ASSAULT OF STAFF 1 1 0 0 0 0 0 8 1 0 0 0 0 0 1 Elementary WASHNGTN 2 010 ASSAULT 1 0 0 0 0 0 2 1 2 020 2 2 3 3 030 110 071 140 BATTERY THEFT/THEFT BY RECEIVING DISORDERLY CONDUCT PHYSICAL ASSAULT OF STAFF TERRORISTIC THREATENING 1 1 1 0 2 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 2 Elementary WATSON 3 140 TERRORISTIC THREATENING 0 0 0 2 0 0 7 2 Elementary WEST HIL 2 115 REPEATED VIOLATIONS OF CATEGORY I OFFEN 3 0 0 0 0 0 2 3 Elementary WILLIAMS 1 030 1 062 1 070 2 115 3 140 MINOR ALTERCATION REFUSE TO OBEY RULES OR DIRECTIVES REFUSE TO OBEY BUS RULES/REGULATIONS REPEATED VIOLATIONS OF CATEGORY I OFFEN TERRORISTIC THREATENING 2 0 0 0 5 0 0 0 1 2 0 0 0 0 3 2 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 1 1 7 Elementary WILSON 1 060 3 092 3 140 FAILURE TO FOLLOW RULES OR DIRECTIVES POSS./WEAP KNIFE/CLUB/FACSIM.BLADE LESS TERRORISTIC THREATENING 1 2 1 0 0 0 0 0 0 0 0 0 12 1 0 0 0 2 0 0 0 1 4 Elementary 164 Grand Total 2025 LRSD Information Services Dept. Page S of S Recidivism Report Counts each student once per total Year: 2001 Quarter: 1 to Quarter: 2 Ol-Feb-01 Level_____ Senior High School____ ACC LEARN Total 2 AGENCIES 19 CENTRAL 71 FAIR 92 HALL 247 MCCLELLA 172 METRO 18 PARKVIEW 19 Middle School ALT LEARN CLOVR JR DUNBAR FORST HT HENDERSN MABEL JR MANN M/S PULHT J SOUTHWST Elementary BALE BASELINE BOOKER CARVER CHARTER CHICOT DODD FORST PK FRANKLIN GEYER SP GIBBS M L KING MABEL EL MCDERMOT MEADCLIF MITCHELL RIGHTSEL ROCKFELR STEPHENS TERRY WAKEFIEL WASHNGTN WATSON WEST HIL WILLIAMS WILSON Senior High Middle School 640 20 126 69 118 62 74 21 85 100 675 1 4 2 4 13 2 4 1 3 8 6 3 10 2 5 17 2 5 6 7 1 6 2 2 12 4 Elementary 132 Grand Total 1447 LRSD Information Services Dept Page 1 of I 2000-2001 SECOND QUARTER DISCIPLINARY MANAGEMENT REPORT2000 - 2001 Second Quarter Disciplinary Management Report Summary During the second quarter of the 2000-2001 school year, the Little Rock School District experienced a decrease in the number of disciplinary sanctions, resulting in students receiving suspensions. The data indicates that the District had no expulsions during the second quarter. The 2000-2001 Second Quarter Disciplinary Management Report indicates there was a decrease of 135 suspensions, which represents a 12.5% decrease in the overall number of suspensions issued when compared to the second quarter of the 1999-2000 school year. There was also a decrease of eighty-three (83) long-term suspensions/Alternative Learning Environment referrals. 1999-2000 2000-2001 Short-term suspensions 1038 943 Long-term suspension/ALE referrals 179 96 Expulsions 0 0 Totals 1217 1082 The Recidivism Report indicates the following: 1999-2000 2000-2001 Number of students committing offenses 983(1217) 909(1082) The above data indicates there was a slight decrease in the number of students committing offenses during the second quarter of the 2000-2001 school year when compared to the 1999-2000 school year.School Short Term Suspension LRSD Discipline Management Report 2000/2001 Quarter 2 OlFeb-Ot Name A(^\u0026amp;^IES CENT^ FAIR HALL I MCCLELLA EnroUeti 132 2072 900 1456 I 1149 62% 55% 80% 91% BM 15 BF 2 ]_3 __1 Total Long BM METRO Totals ALLEAR^ DUNBAR FORST HT HENDERSN MABEL JR 1162 6673 63 760 141 566 517 I MANN _ I \u0026gt;58 I I PUL HT J 749 I SOUTHWST J____ Totals BASELINE BOOKER CARVER CHARTER CHICOT 0000 5544 _311 545 611 69 510 222 61% 67% 97% 66% 59% 65% 77% 79% 63% 56% _0^ 69% 56% 53% 85% 65% __21^___6 45I 16 \u0026gt;1 J I J k \u0026lt;1 1)4____si. 20 35 65 164 1 7 2 23 _ __________________12 I bI 3 I 2| o| n| i kild i 291 24 55 46 125 3Q 16 465 25 J_i 35 10 22 12 3 ....s!__jL \u0026gt;1 k ....8L....4_ 8| a| 96 42 76 0 0 45 1 7 43 I al l .1?1.2.1__L -i Ui 253[ 2 22 111 1 8| l 12 14 1 I \u0026lt;1 .jL-jd -.__4._o i i 0 2 .L_ol. 3 13 ...o|_.. 0 A U4 0 0 . .i. o| 0 0 0 0 405 2 3 3 6 1 \u0026gt;11__.d Tenw BF 0 2 0 2 1 Suspension/ALE Total BM 0 0! 0 2 0 0 A 1 10 2 ol_ 27 _________ta 4 i .pL i Expulsion BF 0 0 0 ff'M 0 IFF I i Total 0 J__I______? i o| o| _o| .oJ_....9-L1- o| o|___l l o| o| I. o| o| l li- 2 5 6 1 0 1 1 3 0 1 1 2 ._..i 53 2 3 ___o|____8 4 k l l 0 0 0 0 0 0 1__ 0 0 1 1 1 0 0 i i i oLilki 1 1 1 4 o| ____1 ____i I____ol ___0 4 23 _1 0 0 -P 0 3 6 0 . ol- oj. 81 ol l i 33 ......oL_._4.__1. _o_l__.i.. .?L 0 1 2 .. o| ol. ..2 oJ o|___o[ .?!_4._i 0 3 K -i o| o| 0 0 0 0 0 0 0 0 21 2I 0 0 0 0 0 0 0 0 0 0 0 0 0 Al I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ___0 0 0 __ o[ ___0 Al ,oL. 0 0 0 0 i i 0 0 0 0 1 i |fORCTPK j _.?06 I .?2%-.1 jL. .O.L ...ol . ol ._l__0I....0I. ol ol oj---o|----oJ I J 464 97% Ui 0 L d-?[ 2 0 I lL ol. 0 I ol _.aL. .. ol,. 0 0 0 0 i o| ol LRSD Information Services Dept. 0 2 _o 0 0 0 0 0 0 0 0 H BF 9 0 0 __0 0 0 0 C/C ff'M 0 0 0 0 0 0 Total ____.o|____ _i i 6 2 i i 1 1_-ol.-..-.?. 0 0 1_ 2 0 0 0 0 1 2L2 fFF Q I Total 9 I -0l.. .0. i. 0 0 _ 1 _ I LL 0 0 0 0 0 0 0 ttSusp 21 45 191 _167 11 %Blli 78% 86% 95% l 0 0 16 6 7 1 516 29 120 52 91 45 ___82*____I 88% I 90% 83% 60% 87% .0.1__* L_ .i._...o I____o| __13 1 92% _2 i_____.O__. _.7 j____25 I 76% 1 J 1 o| 2! 81 1 . 0 0 0 0 0 0 23 0 0 0 0 0 0 L \u0026lt; 0.1.o[ 14 0 0 0_ 0 0 0 0 0 0 0 0 0 0 0 .. o| 0 oL 0 0 0 0 0 0 i 0 ! 43 0 0 0 _ 0 0 o| -J I. 481 3 3 4 8 1 3 ai 69% 69% 100% 100% 75% 100% 100% 100^^ 100% 100% I of 2Name GEYER SP GIBBS M L KING MABEL EL School Enrollotl %Blk 337 300 597 346 87% 53% 54% 75% MCDERMOT Imeadcuf I I MITCHELL I 366 264 276 53% 73% 96% Short Term Suspension BM BF WM WF\\ Total 3j 1 3 ol 7 __4. __4 il jZi .l._.4 2 2 0 1 0 I STEPHENS _ 1___^ J I I I TERRY 490 46% 0 2 6 0 1 WASHNGTN WATSON WEST HIL WILLIAMS WILSON Totab GTotat 491 451 266 454 268 8213 20630 59% 96% ._.jL__1 1 12 0 0 0 ..L-J 0 4 L 3 LRSD Discipline Management Report 2000/2001 Quarter 2 BM 0 0 0 0 0 0 OI-Ftb-OI Term Suspension/ALE Expulsion CIC Total BF 0 0 0 0 WM Total BM BF WM WF Total BM BF I^F ! Total #Susp %Btk I__\u0026lt;L. ._4.. -4. __4__^4. _ 4 4 oj_i__i. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 57% oj_____0 0 0 0 0 0 0 I 0 6 0 0 Q 0 0 0 0 0 0 0 0 0 0 0 __?..l_ 0 0 3 12 67% 92% __il 0 0 0 0 0 0 0 0 1 100% ii 0 0 3 jI oL_ o| A__1 _____9L._lL_I__i 74% 52% 89% M% 68% LRSD luformatioa Saroiees Dept. 0 0 0 0 1 0 0 4 0 4 o| o| 0 0 0 0 0 0 0 0 0 .. 4. _1 3 B3| 0 14 250 4 2 0 0 j|__ 4__o|....?- 0 0 0 0 0 0 0 0 0_j___ o..,L_. 0 0 3 6 0 0 0 0 0 0 0 0 0 0 3 100% 83% 100% -4_. 4 ol I /L Bt) 33| 6 1 0 l l__ 4__4 _. 4 4..... 4 4 4 4 0 0 0 0 1 1 0 0 l l 0 0 0 0 0 0 0 0 0 0 3 67% 73 943 8 3 74 14 3 4_4 10 96 .__4_ _?L __4_ oL __gL 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4 0 _4. 4 4 0 0 0 0 0 0 0 0 0 0 I Q 0 0 3 1 100% 100% 0 I ...0.1.. i .. 0 i 0 0 0 0 0 I I 0 2 7 1 83 1082 100% 86% 100% 87% 89% Page 2 of 2Discipline Sanctions by Reason Code Year: 2001 Level Senior High Senior High Senior High Senior High Quarter: 2 to Quarter: 2 School AGENCIES CENTRAL FAIR HALL LRSD Information Services Dept. Lvt Code Offense 2 2 2 2 1 1 1 2 2 2 2 2 2 2 2 3 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 2 2 2 2 2 BM WM OM BF Ol-Feb-Ol WF OF TOTAL 040 080 110 115 131 132 133 040 090 100 105 110 115 121 150 060 FIGHTING/MUTUAL COMBAT VANDALISM (INTENTIONAL DESTRUCTION/PROP DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN USE/POSS ALCOHOL USE/POSS. DRUGS REPEATED SCHOOL/CLASS TARDIES FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN REPEATED VIOLATION - CATEGORY II OFFENSE POSSESSION OR USE OF ALCOHOL BURN OR ATTEMPT TO BURN SCHOOL PROPER 2 1 2 11 0 0 1 2 1 1 1 3 13 1 4 0 0 0 0 2 0 0 0 0 2 0 0 0 0 0 1 0 0 0 0 0 4 2 0 0 0 0 0 0 0 1 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 1 0 2 2 0 0 0 0 3 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 050 060 062 080 090 100 110 010 030 040 090 100 110 115 120 121 123 150 030 060 062 070 110 LEFT SCHOOL/CLASS WITHOUT PERMISSION FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES FAILURE TO SERVE DETENTION REFUSED TO SERVE DETENTION USE OR POSSESSION OF TOBACCO USE OF VERBAL ABUSE/FIGHTING WORDS/GES ASSAULT THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS REPEATED VIOLATION - CATEGORY II OFFENSE POSSESSION OR USE/PAGING DEVICE POSSESSION OR USE OF ALCOHOL MINOR ALTERCATION FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES REFUSE TO OBEY BUS RULES/REGULATIONS USE OF VERBAL ABUSE/FIGHTING WORDS/GES 132 USE/POSS. DRUGS 133 020 040 070 080 090 REPEATED SCHOOL/CLASS TARDIES BATTERY FIGHTING/MUTUAL COMBAT LOITERING OR CRIMINAL TRESPASS VANDALISM (INTENTIONAL DESTRUCTION/PROP NON-THREATENING PROFANITY AT OR ABOUT 0 2 1 1 1 1 0 1 2 10 4 2 4 9 2 3 0 4 1 1 5 1 1 1 0 2 5 1 0 15 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 2 0 2 0 1 0 0 0 0 3 2 1 0 2 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 3 13 21 2 3 1 5 1 2 2 5 17 1 4 2 \"as 2 2 4 1 2 1 1 1 i: 1- ( 6: 0 0 0 0 0 0 0 0 3 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 1 0 0 1 0 2 0 0 6 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 Page I of \u0026lt;Level Middle School School ALT LEARN Lvl Code Offense 1 BltT Hnr OM BF OF TOTAL 1 1 062 080 090 1 110 2 2 2 2 2 020 040 090 100 105 2 2 2 2 110 115 121 150 REFUSE TO OBEY RULES OR DIRECTIVES FAILURE TO SERVE DETENTION REFUSED TO SERVE DETENTION USE OF VERBAL ABUSE/FIGHTING WORDS/GES BATTERY FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN REPEATED VIOLATION - CATEGORY II OFFENSE POSSESSION OR USE OF ALCOHOL 1 1 1 2 0 1 4 2 2 1 3 4 2 0 0 0 0 0 0 0 0 0 0 0 0 Middle School CLOVR JR 1 1 030 040 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 2 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1 1 0 0 0 0 0 0 1 0 0 4 0 0 0 0 3 3 0 0 0 0 0 0 0 0 1 3 4 2 1 2 2 2 2 2 2 2 2 3 3 3 3 050 060 062 080 110 133 020 030 040 070 090 105 110 115 000 071 072 MINOR ALTERCATION BEHAVIOR THAT VIOLATES A PERSON'S RIGHTS LEFT SCHOOL/CLASS WITHOUT PERMISSION FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES FAILURE TO SERVE DETENTION USE OF VERBAL ABUSE/FIGHTING WORDS/GES REPEATED SCHOOL/CLASS TARDIES BATTERY THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT LOITERING OR CRIMINAL TRESPASS NON-THREATENING PROFANITY AT OR ABOUT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN USE OF RAP RINGS.CHEMICAL AGNTS OR FACS PHYSICAL ASSAULT OF STAFF VERBAL ABUSE OF STAFF 140 TERRORISTIC THREATENING 1 1 1 6 9 5 1 1 3 3 13 0 1 1 2 19 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 Middle School DUNBAR 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 030 010 020 030 040 090 100 105 110 115 120 122 071 092 140 MINOR ALTERCATION ASSAULT BATTERY THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS FALSIFYING SIGNATURE/INFORMATION PHYSICAL ASSAULT OF STAFF POSS./WEAP KNIFE/CLUB/FACSIM.BLADE LESS TERRORISTIC THREATENING 0 0 0 3 1 0 0 0 11 1 4 2 1 3 2 0 1 1 4 0 0 0 0 1 0 1 0 0 1 0 Middle School FORST HT 1 1 060 062 FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES 0 10 1 2 LRSD Information Services Dept. 0 0 0 0 0 0 0 0 2 8 0 0 0 0 0 0 0 0 0 0 29 1 1 1 8 17 0 0 0 6 0 0 0 0 5 7 0 0 0 0 0 0 1 0 0 0 1 0 1 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 1 4 1 1 2 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 1 3 3 31 1 1 3 3 21 1 12C 0 1 0 0 6 1 0 0 0 4 1 0 0 0 0 0 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 I 0 0 0 0 0 0 5 0 0 0 0 1 Page 3 of I Level_______ Middle School School FORST HT Lvl Code Offense 2 020 2 030 2 040 2 090 2 100 2 105 2 110 2 115 2 121 3 010 3 071 Middle School HENDERSN Middle School MABEL JR 3 1 2 2 2 2 3 2 2 2 2 2 2 2 2 3 140 030 040 090 100 115 071 030 040 090 100 110 115 120 121 071 Middle School MANN M/S 1 110 2 2 2 3 040 090 115 130 Middle School PULHT J 1 2 2 2 2 2 2 030 010 040 080 100 115 120 2 121 3 071 Middle School SOUTHWST 2 2 2 2 2 2 2 BM Wt^F OM BF WF OF TOTAL LRSD Information Services Dept. BATTERY THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN REPEATED VIOLATION - CATEGORY II OFFENSE SALE OR DISTRIBUTION OF ALCOHOL PHYSICAL ASSAULT OF STAFF TERRORISTIC THREATENING MINOR ALTERCATION FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REPEATED VIOLATIONS OF CATEGORY I OFFEN PHYSICAL ASSAULT OF STAFF THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS REPEATED VIOLATION - CATEGORY II OFFENSE PHYSICAL ASSAULT OF STAFF USE OF VERBAL ABUSE/FIGHTING WORDS/GES FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT REPEATED VIOLATIONS OF CATEGORY I OFFEN VIOLENT TAKING BY FORCE OR THREAT MINOR ALTERCATION ASSAULT FIGHTING/MUTUAL COMBAT VANDALISM (INTENTIONAL DESTRUCTION/PROP SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS REPEATED VIOLATION - CATEGORY II OFFENSE PHYSICAL ASSAULT OF STAFF 2 0 20 3 2 1 11 3 0 1 1 1 0 14 2 1 8 0 2 7 0 2 1 4 1 0 1 1 4 1 3 1 2 1 6 1 1 3 0 0 1 1 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 2 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 3 2 0 1 0 0 0 0 2 1 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 9 0 0 0 8 0 1 0 0 0 1 6 0 0 6 1 0 4 0 0 0 0 0 1 0 0 0 0 2 0 0 0 1 0 0 1 1 1 0 0 0 1 1 1 32 0 0 3 0 0 2 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 20 3 1 1 2 1 91 1 21 2 1 19 1 45 2 12 1 2 1 4 1 1 1 25 1 5 1 5 1 13 2 1 10 3 1 5 1 1 1 020 030 040 090 110 115 124 BATTERY THEFT/THEFT BY RECEIVING FIGHTING/MUTUAL COMBAT NON-THREATENING PROFANITY AT OR ABOUT DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN MEMBERSHIP AND PROHIBITIVE GANG/ORGANI 1 1 23 4 3 15 1 0 0 2 0 1 0 0 0 0 1 0 0 0 0 1 0 0 25 2 0 9 0 4 0 0 1 39 1 4 5 0 0 0 0 0 E 0 0 0 0 2C 1 Page t of 6Level_______ Middle School School SOUTHWST LvI Code Offense 3 071 PHYSICAL ASSAULT OF STAFF BM' WM 'OM BF 0 1 0 1 WF OF TOTAL 0 0 2 3 3 3 i 072 091 140 VERBAL ABUSE OF STAFF POSSESSION OF WEAPON,KNIFE-BLADE 2 1/2- TERRORISTIC THREATENING 0 0 0 1 0 0 1 1 1 0 0 0 0 0 1 0 0 0 0 0 1 81 Elementary Elementary Elementary Elementary Elementary Elementary Elementary Elementary Elementary Elementary Elementary Elementary BASELINE BOOKER CARVER CHARTER CHICOT DODD FORST PK FRANKLIN GEYER SP GIBBS M L KING MABEL EL LRSD Information Services Dept. 2 2 2 2 1 1 3 1 2 2 3 3 3 2 2 3 3 1 2 2 2 2 3 2 2 2 2 3 1 2 1 1 1 2 2 2 010 115 010 040 030 070 071 030 040 105 071 072 140 115 010 071 092 040 115 110 115 120 140 040 105 110 115 140 110 030 030 060 062 010 030 115 Middle School 481 ASSAULT REPEATED VIOLATIONS OF CATEGORY I OFFEN ASSAULT FIGHTING/MUTUAL COMBAT MINOR ALTERCATION REFUSE TO OBEY BUS RULES/REGULATIONS PHYSICAL ASSAULT OF STAFF MINOR ALTERCATION FIGHTING/MUTUAL COMBAT REFUSING TO FOLLOW DIRECTIVES PHYSICAL ASSAULT OF STAFF VERBAL ABUSE OF STAFF TERRORISTIC THREATENING REPEATED VIOLATIONS OF CATEGORY I OFFEN ASSAULT PHYSICAL ASSAULT OF STAFF POSS./WEAP KNIFE/CLUB/FACSIM.BLADE LESS BEHAVIOR THAT VIOLATES A PERSON'S RIGHTS REPEATED VIOLATIONS OF CATEGORY I OFFEN DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN HARASSING COMMUNICATIONS TERRORISTIC THREATENING FIGHTING/MUTUAL COMBAT REFUSING TO FOLLOW DIRECTIVES DISORDERLY CONDUCT REPEATED VIOLATIONS OF CATEGORY I OFFEN TERRORISTIC THREATENING USE OF VERBAL ABUSE/FIGHTING WORDS/GES THEFT/THEFT BY RECEIVING MINOR ALTERCATION FAILURE TO FOLLOW RULES OR DIRECTIVES REFUSE TO OBEY RULES OR DIRECTIVES ASSAULT THEFT/THEFT BY RECEIVING REPEATED VIOLATIONS OF CATEGORY I OFFEN 1 2 1 2 0 0 0 0 1 1 2 0 1 1 1 1 1 1 2 1 1 0 1 1 1 1 0 0 0 0 2 1 0 1 1 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 1 1 0 0 0 2 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 2 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 O 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 3 1 2 3 2 1 1 4 1 1 1 2 2 1 8 1 1 1 1 1 3 1 1 2 2 2 2 1 2 7 2 1 1 1 1 6 2 1 3 3 1 2 1 1 3 Page 5 of 6 Level Elementary School MABEL EL Lvl Code Offense 3 071 PHYSICAL ASSAULT OF STAFF BM WM' OM BF 1 0 0 0 HF or TOTAL 0 0 1 Elementary MCDERMOT 2 110 DISORDERLY CONDUCT 1 0 0 0 0 0 12 1 Elementary MEADCLIF 2 105 REFUSING TO FOLLOW DIRECTIVES 2 0 0 1 0 0 1 3 Elementary MITCHELL 1 110 2 030 2 100 3 091 3 120 USE OF VERBAL ABUSE/FIGHTING WORDS/GES THEFT/THEFT BY RECEIVING SEXUAL MISCONDUCT/BEHAVIOR OR INDECENT POSSESSION OF WEAPON.KNIFE-BLADE 2 1/2\" INCITING TO RIOT 1 1 1 1 1 0 0 0 0 0 3 1 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 1 1 0 0 0 0 2 Elementary STEPHENS 2 115 REPEATED VIOLATIONS OF CATEGORY I OFFEN 2 0 0 1 0 0 6 3 Elementary TERRY 1 060 2 115 3 140 FAILURE TO FOLLOW RULES OR DIRECTIVES REPEATED VIOLATIONS OF CATEGORY I OFFEN TERRORISTIC THREATENING 0 0 0 0 1 0 3 1 1 1 0 0 0 0 0 0 0 1 0 0 0 1 Elementary WASHNGTN 2 110 3 140 DISORDERLY CONDUCT TERRORISTIC THREATENING 1 0 0 0 0 0 3 1 2 0 0 0 0 0 2 Elementary WATSON 3 140 TERRORISTIC THREATENING 0 0 0 1 0 0 3 1 Elementary WEST HIL 2 115 REPEATED VIOLATIONS OF CATEGORY I OFFEN 2 0 0 0 0 0 1 2 Elementary WILLIAMS 1 1 030 062 1 3 070 140 MINOR ALTERCATION REFUSE TO OBEY RULES OR DIRECTIVES REFUSE TO OBEY BUS RULES/REGULATIONS TERRORISTIC THREATENING 2 0 0 0 0 0 2 2 Elementary WILSON 3 140 TERRORISTIC THREATENING LRSD Information Services Dept. 0 0 2 0 0 1 0 0 1 1 0 1 0 0 0 0 1 0 0 0 0 0 0 1 3 0 0 7 1 1 Elementary 83 Grand Total 1082 Page 6 of 6 Recidivism Report Counts each student once per total Year: 2001 Quarter: 2 to Quarter: 2 Ol-Feb-01 Level_____ Senior High School AGENCIES Total 15 CENTRAL 33 FAIR 54 HALL 152 MCCLELLA 124 Middle School Elementary METRO PARKVIEW ALT LEARN CLOVR JR DUNBAR FORST HT HENDERSN MABEL JR MANN M/S PULHTJ SOUTHWST BASELINE 11 15 Senior High Middle School 404 19 85 43 71 39 39 12 50 69 427 3 BOOKER 2 CARVER 4 CHARTER 8 CHICOT 1 DODD 3 FORST PK 1 FRANKLIN 2 GEYER SP 6 GIBBS 6 M L KING 3 MABEL EL 10 MCDERMOT 1 MEADCLIF 3 MITCHELL 6 STEPHENS 3 TERRY 3 WASHNGTN 3 WATSON 1 WEST HIL 1 WILLIAMS 7 WILSON 1 Elementary 78 Grand Total 909 LRSD Information Services Dept. Page t of 1LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Badgett Grade 5 Bale Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery \" No Students In this category I.Tfuett Set9_01 All Students Black Students White Students other Students 1996- 1997 PR 8 7 12 9 12 11 11 1996- 1997 PR 22 18 27 32 44 28 30 1997- 1998 PR 14 14 16 17 30 19 20 1998- 1999 PR 16 12 18 13 16 20 19 1999- 2000 PR 11 7 10 11 11 12 13 2000- 2001 PR 22 13 25 16 18 22 21 1996- 1997 PR 7 6 12 9 11 10 10 1997- 1998 PR 13 13 14 16 29 17 18 1998- 1999 PR 13 8 17 11 13 16 16 1999- 2000 PR 11 7 11 12 12 13 13 2000- 2001 PR 22 13 25 16 18 22 21 1996- 1997 PR 64 51 41 39 59 46 47 1997- 1998 PR 29 40 53 43 37 45 44 1998- 1999 PR 41 40 32 26 35 39 37 1999- 2000 PR 55332 86 2000- 2001 PR 1996- 1997 PR 1997- 1998 PR 1998- 1999 PR 1999- 2000 PR 2000- 2001 PR All Students 1997- 1998 PR 35 31 41 37 54 38 40 1998- 1999 PR 22 42 31 24 26 33 32 1999- 2000 PR 23 16 24 19 19 22 21 2000- 2001 PR 23 16 29 18 23 24 24 1996- 1997 PR 27 20 37 17 28 29 27 Black Students 1997- 1998 PR 29 27 34 30 48 32 33 1998- 1999 PR 20 42 32 21 23 32 30 1999- 2000 PR 19 14 19 16 15 19 18 2000- 2001 PR 20 13 29 16 20 21 21 1996- 1997 PR 95 83 76 84 85 84 84 White Students 1997- 1998 PR 47 43 53 49 64 51 53 1998- 1999 PR 29 45 30 36 39 40 39 1999- 2000 PR 76 24 76 42 60 53 53 2000- 2001 PR 35 26 30 23 29 34 34 1996- 1997 PR other Students 1997- 1998 PR 59 26 58 61 72 54 56 1998- 1999 PR 1999- 2000 PR 56 78 65 58 72 67 66 2000- 2001 PR 35 18 36 11 31 32 29 LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Base ine All Students Black Students White Students Other Students Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 30 22 39 19 30 31 30 1997- 1998 PR 15 16 18 16 23 17 18 1998- 1999 PR 24 14 26 23 30 25 26 1999- 2000 PR 18 13 24 23 20 19 20 2000- 2001 PR 27 22 31 26 34 27 28 1996- 1997 PR 27 20 37 17 28 29 27 1997- 1998 PR 14 16 18 14 22 16 16 1998- 1999 PR 23 13 26 19 29 24 25 1999- 2000 PR 16 13 21 20 19 18 18 2000- 2001 PR 23 19 27 23 29 22 23 1996- 1997 PR 95 83 76 84 85 84 84 1997- 1998 PR 31 16 14 24 29 26 26 1998- 1999 PR 31 22 28 60 41 30 34 1999- 2000 PR 35 23 57 47 41 38 39 2000- 2001 PR 50 40 51 41 57 52 52 1996- 1997 PR 1997- 1998 PR 18 22 41 39 25 26 27 1998- 1999 PR 1999- 2000 PR 21 8 18 39 21 14 17 2000- 2001 PR Booker Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 49 42 56 47 51 50 50 All Students Black Students 1997- 1998 PR 40 26 45 40 44 39 39 1998- 1999 PR 40 25 45 40 41 38 39 1999- 2000 PR 44 32 56 45 47 44 45 2000- 2001 PR 42 31 42 38 37 40 40 1996- 1997 PR 33 32 44 35 41 38 38 1997- 1998 PR 21 17 31 29 30 26 26 1998- 1999 PR 26 18 35 28 30 27 28 1999- 2000 PR 28 21 41 32 37 32 32 2000- 2001 PR 30 24 33 27 27 30 30 1996- 1997 PR 65 53 67 58 62 63 62 White Students Other Students 1997- 1998 PR 60 35 60 52 58 53 53 1998- 1999 PR 55 33 55 56 52 51 51 1999- 2000 PR 63' 45 70 61 59 59 60 2000- 2001 PR 56 37 50 50 45 50 51 1996- 1997 PR 52 46 62 63 42 55 55 1997- 1998 PR 56 48 55 48 53 53 53 1998- 1999 PR 81 32 73 45 63 66 65 1999- 2000 PR 55 37 81 32 53 51 49 2000- 2001 PR 58 48 61 54 65 61 61 ** No Students In this citegory I.Truetl SsS.OI LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Brady Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 48 32 52 40 49 46 46 All Students 1997- 1998 PR 25 16 24 22 27 25 25 1998- 1999 PR 29 25 30 27 20 31 29 1999- 2000 PR 21 16 24 19 18 22 21 2000- 2001 PR 35 27 35 29 33 34 33 1996- 1997 PR 27 18 43 24 32 32 31 Black Students 1997- 1998 PR 20 13 19 14 21 20 20 1998- 1999 PR 19 17 18 18 15 21 20 1999- 2000 PR 19 14 21 19 17 20 20 2000- 2001 PR 28 23 31 24 27 29 29 1996- 1997 PR 76 50 64 55 69 63 63 White Students 1997- 1998 PR 33 24 31 44 41 34 36 1998- 1999 PR 41 15 41 47 16 42 39 1999- 2000 PR 42 14 37 14 27 30 28 2000- 2001 PR 53 36 36 48 53 44 45 1996- 1997 PR 51 56 55 80 69 59 63 other Students 1997- 1998 PR 41 33 48 49 48 46 47 1998- 1999 PR 54 61 63 47 41 57 54 1999- 2000 PR 14 35 31 27 15 25 24 2000- 2001 PR 79 52 82 44 55 72 68 Carver Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 60 46 54 53 60 57 57 ** No Students in this category (.Truett Set9_01 All Students 1997- 1998 PR 52 47 56 54 55 52 53 1998- 1999 PR 54 50 50 49 53 52 52 1999- 2000 PR 52 41 47 54 50 48 49 2000- 2001 PR 57 50 46 44 47 52 51 1996- 1997 PR 37 27 40 31 42 39 39 Black Students 1997- 1998 PR 22 21 30 25 33 27 28 1998- 1999 PR 33 30 34 26 34 33 33 1999- 2000 PR 31 24 32 34 32 31 32 2000- 2001 PR 30 26 27 20 26 31 29 1996- 1997 PR 77 64 66 73 76 72 72 White Students 1997- 1998 PR 78 70 77 80 74 74 75 1998- 1999 PR 73 66 64 74 71 67 69 1999- 2000 PR 79 63 66 80 74 71 72 2000- 2001 PR 82 73 69 74 71 74 73 1996- 1997 PR 91 84 83 92 88 86 87 Other Students 1997- 1998 PR 84 91 82 66 81 84 82 1998- 1999 PR 84 93 86 72 80 85 83 1999- 2000 PR 51 47 48 47 52 49 49 2000- 2001 PR 93 92 74 71 79 87 85 LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Chicot Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery Cloverdale Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery \" No Students In this cstegory I.Tfuetl SstS.O, All Students Black Students White Students Other Students 1996- 1997 PR 22 17 29 23 29 25 25 1997- 1998 PR 16 13 21 19 22 21 21 1998- 1999 PR 19 16 25 20 23 22 22 1999- 2000 PR 16 13 20 13 17 18 17 All Students 2000- 2001 PR 21 14 23 16 21 21 20 1996- 1997 PR 18 14 24 20 24 21 21 1997- 1998 PR 11 10 16 13 16 15 15 1998- 1999 PR 17 14 22 17 19 19 19 1999- 2000 PR 13 12 19 12 18 16 16 Black Students 2000- 2001 PR 20 14 23 15 21 21 20 1996- 1997 PR 43 26 46 39 51 41 42 1997- 1998 PR 62 35 56 57 60 59 59 1998- 1999 PR 45 36 46 41 47 45 45 1999- 2000 PR 38 19 30 23 16 32 29 2000- 2001 PR 32 17 22 32 27 26 27 1996- 1997 PR 1997- 1998 PR 1998- 1999 PR 1 2 5 8 5 3 3 1999- 2000 PR 19 5 19 10 7 14 12 2000- 2001 PR 20 7 16 14 15 13 14 White Students Other Students 1996- 1997 PR 22 24 32 17 25 27 26 1997- 1998 PR 29 35 35 26 35 34 33 1998- 1999 PR 48 56 54 37 37 59 54 1999- 2000 PR 22 29 26 22 21 29 27 2000- 2001 PR 23 38 42 23 23 37 34 1996- 1997 PR 22 24 33 17 25 28 26 1997- 1998 PR 26 31 32 25 32 31 31 1998- 1999 PR 47 55 53 35 35 58 53 1999- 2000 PR 22 29 26 21 21 28 27 2000- 2001 PR 24 38 44 24 24 37 35 1996- 1997 PR 1997- 1998 PR 66 80 68 51 78 66 66 1998- 1999 PR 89 92 80 96 94 90 91 1999- 2000 PR 18 31 14 18 7 21 19 2000- 2001 PR 2 38 18 10 9 25 21 1996- 1997 PR 21 6 10 12 18 10 11 1997- 1998 PR 1998- 1999 PR 1999- 2000 PR 42 48 34 39 33 39 39 2000- 2001 PR 18 22 19 13 9 23 20 LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Dodd All Students Black Students White Students other Students Grade Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 27 19 29 22 26 26 25 1997- 1998 PR 26 22 34 23 29 30 29 1998- 1999 PR 35 25 44 39 33 34 35 1999- 2000 PR 30 28 36 23 28 32 32 2000- 2001 PR 42 33 55 31 32 40 39 1996- 1997 PR 24 16 30 24 29 27 27 1997- 1998 PR 13 12 27 14 19 18 18 1998- 1999 PR 26 21 35 29 29 27 27 1999- 2000 PR 30 27 39 21 24 33 31 2000- 2001 PR 38 31 55 29 32 37 36 1996- 1997 PR 41 27 33 23 24 28 27 1997- 1998 PR 50 40 45 40 48 50 49 1998- 1999 PR 59 33 62 56 43 52 53 1999- 2000 PR 30 29 28 32 42 31 32 2000- 2001 PR 63 29 52 32 21 58 59 1996- 1997 PR 4 17 6 256 5 1997- 1998 PR 1998- 1999 PR 37 48 38 84 41 37 43 1999- 2000 PR 2000- 2001 PR 72 86 69 68 72 65 66 Fair Park 5 All Students Black Students White Students Other Students Grade Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 24 23 26 19 28 26 26 1997- 1998 PR 17 12 18 23 20 19 20 1998- 1999 PR 34 19 42 34 29 34 34 1999- 2000 PR 28 15 29 29 27 26 26 2000- 2001 PR 25 15 31 15 15 24 22 1996- 1997 PR 20 21 21 14 24 23 22 1997- 1998 PR 10 7 11 16 15 13 13 1998- 1999 PR 30 18 45 32 32 33 34 1999- 2000 PR 21 11 24 23 23 21 21 2000- 2001 PR 26 17 31 16 19 25 24 1996- 1997 PR 66 40 73 75 68 60 63 1997- 1998 PR 58 49 60 55 50 55 55 1998- 1999 PR 56 30 45 43 31 47 45 1999- 2000 PR 86 74 78 79 59 75 74 2000- 2001 PR 24 11 32 13 10 22 19 1996- 1997 PR 1997- 1998 PR 72 7 18 7 12 12 1998- 1999 PR 3138 2 33 1999- 2000 PR 2000- 2001 PR 5 ** No Students In this catogofy ITruett Sats Ot LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Forest Park Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery Black Students White Students other Students 1996- 1997 PR 43 43 51 41 51 48 47 All Students 1997- 1998 PR 58 57 60 65 73 61 63 1998- 1999 PR 65 51 63 45 60 61 60 1999- 2000 PR 80 64 71 58 69 71 70 2000- 2001 PR 66 54 66 50 56 60 59 1996- 1997 PR 24 26 36 27 31 30 30 1997- 1998 PR 28 25 32 34 50 33 35 1998- 1999 PR 33 27 40 21 30 37 35 1999- 2000 PR 36 29 35 16 36 34 33 2000- 2001 PR 35 26 37 27 28 34 32 1996- 1997 PR 73 67 71 60 77 71 71 1997- 1998 PR 85 84 83 87 88 85 86 1998- 1999 PR 85 70 79 66 81 78 77 1999- 2000 PR 91 79 84 78 80 83 82 2000- 2001 PR 87 77 86 70 78 81 80 1996- 1997 PR 7 86 35 52 37 39 40 1997- 1998 PR 51 63 61 74 85 62 66 1998- 1999 PR 1999- 2000 PR 83 83 69 58 94 83 82 2000- 2001 PR Franklin All Students Black Students White Students Other Students Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 15 10 18 13 19 16 15 1997- 1998 PR 17 15 24 15 19 21 20 1998- 1999 PR 19 27 21 18 18 25 24 1999- 2000 PR 19 15 18 18 16 20 20 2000- 2001 PR 24 28 39 21 25 30 29 1996- 1997 PR 15 10 17 13 19 15 15 1997- 1998 PR 16 15 23 14 19 20 20 1998- 1999 PR 18 25 20 16 16 24 23 1999- 2000 PR 18 15 17 17 16 19 19 2000- 2001 PR 24 27 38 21 25 30 28 1996- 1997 PR 10 3 4 8 18 12 12 1997- 1998 PR 49 13 69 39 48 33 35 1998- 1999 PR 61 94 53 52 85 74 73 1999- 2000 PR 78 17 80 52 41 50 49 2000- 2001 PR 1996- 1997 PR 19 15 37 14 14 19 18 1997- 1998 PR 1998- 1999 PR 32 66 20 68 18 42 42 1999* 2000 PR 2000- 2001 PR 39 86 83 63 41 63 61 ** No Students In this cstsgory I.Truott SatS.OILITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Fulbright Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery Geyer Springs Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery ** No Students In this category I.Truefl Sat9_01 All Students Black Students White Students other Students 1996- 1997 PR 49 35 51 44 49 46 46 1997- 1998 PR 58 38 54 49 54 54 54 1998- 1999 PR 52 38 43 40 48 46 46 1999- 2000 PR 53 34 47 43 48 48 48 All Students 2000- 2001 PR 64 51 50 51 55 57 57 1996- 1997 PR 19 18 26 20 22 22 22 1997- 1998 PR 39 22 35 28 35 39 38 1998- 1999 PR 34 22 32 26 33 32 31 1999- 2000 PR 27 17 27 20 26 26 26 2000- 2001 PR 36 29 29 29 35 36 35 1996- 1997 PR 78 56 75 70 76 71 71 1997- 1998 PR 78 58 77 75 75 70 71 1998- 1999 PR 74 63 59 61 69 66 66 1999- 2000 PR 71 50 63 63 66 63 63 2000- 2001 PR 80 66 63 66 68 70 69 1996- 1997 PR 1997- 1998 PR 80 88 86 92 93 81 84 1998- 1999 PR 1999- 2000 PR NA 45 41 27 33 NA NA 2000- 2001 PR 96 89 90 92 91 91 91 Black Students White Students Other Students 1996- 1997 PR 32 27 33 23 29 32 30 1997- 1998 PR 26 17 28 20 22 25 24 1998- 1999 PR 30 33 45 25 29 36 34 1999- 2000 PR 20 28 26 26 26 27 27 2000- 2001 PR 24 17 25 19 19 22 22 1996- 1997 PR 21 23 24 19 22 23 23 1997- 1998 PR 26 15 28 19 22 24 23 1998- 1999 PR 30 33 50 26 31 36 35 1999- 2000 PR 22 28 26 25 25 27 27 2000- 2001 PR 23 17 26 17 18 22 21 1996- 1997 PR 49 30 47 31 40 42 41 1997- 1998 PR 35 26 22 25 27 32 31 1998- 1999 PR 29 26 18 15 15 29 26 1999- 2000 PR 20 36 30 37 34 32 33 2000- 2001 PR 40 24 22 34 31 28 31 1996- 1997 PR 61 62 78 31 61 62 59 1997- 1998 PR 12 51 41 23 14 29 26 1998- 1999 PR 75 86 88 68 81 77 77 1999- 2000 PR 12145 33 2000- 2001 PR LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Gibbs All Students Black Students White Students Other Students Grade Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 64 53 62 59 73 63 63 1997- 1998 PR 56 56 55 57 60 57 57 1998- 1999 PR 38 33 40 37 43 37 38 1999- 2000 PR 66 62 58 60 67 62 62 2000- 2001 PR 60 53 58 52 61 58 57 1996- 1997 PR 53 46 56 48 65 55 56 1997- 1998 PR 41 44 50 44 44 45 45 1998- 1999 PR 17 17 19 16 22 19 19 1999- 2000 PR 41 40 32 35 50 41 41 2000- 2001 PR 25 26 34 26 30 30 30 1996- 1997 PR 81 69 74 75 86 76 77 1997- 1998 PR 68 68 58 68 71 67 68 1998- 1999 PR 71 63 67 67 71 65 66 1999- 2000 PR 84 80 80 79 80 79 79 2000- 2001 PR 89 76 78 78 87 80 81 1996- 1997 PR 25 5 18 31 29 19 21 1997- 1998 PR 66 57 68 64 73 60 62 1998- 1999 PR 50 18 65 75 63 41 47 1999- 2000 PR 77 67 65 88 84 65 70 2000- 2001 PR 77 85 77 55 72 84 81 Jefferson 5 All Students Black Students White Students Other Students Grade Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 57 43 57 52 52 52 52 1997- 1998 PR 64 42 57 54 61 56 56 1998- 1999 PR 63 51 59 51 55 59 58 1999- 2000 PR 71 52 61 54 64 61 61 2000- 2001 PR 74 58 64 58 59 66 65 1996- 1997 PR 30 28 35 30 32 32 32 1997- 1998 PR 25 18 31 24 32 26 26 1998- 1999 PR 24 25 28 18 22 27 26 1999- 2000 PR 39 30 41 28 40 37 37 2000- 2001 PR 30 26 33 26 27 32 32 1996- 1997 PR 78 58 76 72 71 70 71 1997- 1998 PR 85 61 74 74 79 74 74 1998- 1999 PR 71 63 67 67 71 65 66 1999- 2000 PR 87 68 74 73 79 77 77 2000- 2001 PR 84 68 74 67 69 76 74 1996- 1997 PR 1997- 1998 PR 36 22 45 23 48 32 33 1998- 1999 PR 4 12 25 10 12 12 12 1999- 2000 PR 2000- 2001 PR 97 75 83 96 81 87 88 5 ** No Students In this cstegory ITruett Sit9_01 LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race King Grade Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 54 42 51 43 51 52 51 All Students 1997- 1998 PR 38 35 41 40 44 40 40 1998- 1999 PR 54 61 50 48 53 57 56 1999- 2000 PR 46 37 43 41 42 43 43 2000- 2001 PR 47 32 52 38 39 44 43 1996- 1997 PR 37 23 37 22 35 34 34 Black Students 1997- 1998 PR 23 21 29 26 32 26 27 1998- 1999 PR 38 50 39 34 41 44 43 1999- 2000 PR 27 21 27 25 27 26 26 2000- 2001 PR 36 21 43 28 25 34 33 1996- 1997 PR 66 57 62 61 63 64 64 White Students 1997- 1998 PR 58 53 56 61 63 57 58 1998- 1999 PR 68 74 63 63 67 70 69 1999- 2000 PR 68 57 63 63 62 65 64 2000- 2001 PR 61 48 64 54 57 55 55 1996- 1997 PR 64 73 72 63 77 68 69 Other Students 1997- 1998 PR 54 61 64 44 48 59 56 1998- 1999 PR 70 59 48 54 48 62 60 1999- 2000 PR 39 73 32 31 59 51 50 2000- 2001 PR 60 53 62 34 77 65 63 Mabelvale 5 All Students Black Students Grade Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 31 30 40 32 42 35 35 1997- 1998 PR 31 22 30 22 29 31 30 1998- 1999 PR 22 21 26 20 22 27 26 1999- 2000 PR 21 18 25 17 18 22 21 2000- 2001 PR 23 17 22 22 27 22 22 1996- 1997 PR 23 24 37 27 34 29 29 1997- 1998 PR 26 21 27 18 27 29 28 1998- 1999 PR 22 18 25 18 20 26 24 1999- 2000 PR 18 17 21 15 17 20 19 2000- 2001 PR 17 13 18 16 20 17 17 1996- 1997 PR 59 46 49 51 64 54 55 White Students OtherStudents 1997- 1998 PR 40 20 37 31 32 34 34 1998- 1999 PR 23 28 28 42 29 31 30 1999- 2000 PR 17 21 29 18 15 22 21 2000- 2001 PR 52 41 47 53 62 49 51 1996- 1997 PR 86 83 72 58 94 77 78 1997- 1998 PR 75 55 53 39 63 62 60 1998- 1999 PR 1999- 2000 PR 86 29 78 71 48 73 71 2000- 2001 PR 71 47 49 54 68 49 51 5 ** No Students kt this category t.Tnjott Slt9_0tLITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race McDermott All Students Black Students White Students Other Students Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 42 33 40 36 44 44 44 1997- 1998 PR 39 33 39 37 47 40 40 1998- 1999 PR 56 53 52 48 55 55 54 1999- 2000 PR 44 44 46 38 41 46 45 2000- 2001 PR 49 28 40 32 41 39 38 1996- 1997 PR 26 21 27 23 29 29 28 1997- 1998 PR 22 19 28 21 33 26 26 1998- 1999 PR 44 47 41 36 42 46 45 1999- 2000 PR 21 30 30 24 25 30 29 2000- 2001 PR 45 24 33 25 35 34 33 1996- 1997 PR 70 53 63 60 71 71 70 1997- 1998 PR 72 64 60 70 71 66 67 1998- 1999 PR 72 61 65 65 71 66 67 1999- 2000 PR 76 62 65 58 63 67 67 2000- 2001 PR 78 54 63 62 66 63 64 1996- 1997 PR 47 56 56 37 44 50 48 1997- 1998 PR 47 50 40 33 55 52 50 1998- 1999 PR 56 61 63 48 74 62 62 1999- 2000 PR 53 53 67 53 58 55 55 2000- 2001 PR 34 23 57 42 48 36 38 Meadowcliff All Students Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 32 22 38 27 30 31 31 1997- 1998 PR 37 29 34 35 30 34 34 1998- 1999 PR 21 12 22 15 16 20 19 1999- 2000 PR 27 25 28 19 19 28 26 2000- 2001 PR 47 34 40 33 33 40 39 1996- 1997 PR 28 20 34 25 28 27 27 Black Students White Students Other Students 1997- 1998 PR 33 28 34 31 27 33 32 1998- 1999 PR 14 8 17 10 13 14 13 1999- 2000 PR 28 25 27 17 19 28 26 2000- 2001 PR 35 30 34 29 27 33 32 1996- 1997 PR 45 29 50 37 39 45 44 1997- 1998 PR 56 37 38 42 43 46 46 1998- 1999 PR 61 45 51 47 30 55 52 1999- 2000 PR 12 15 31 34 25 23 24 2000- 2001 PR 76 47 55 43 50 62 61 1996- 1997 PR 1997- 1998 PR 25 11 18 58 41 18 23 1998- 1999 PR 25 13 21 22 25 25 25 1999- 2000 PR 46 40 57 39 14 56 50 2000- 2001 PR * No Student* in this category I.Truett Sets 01Mitchell Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 23 24 30 21 30 29 28 Otter Creek Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 43 38 48 34 51 45 45 * No Students In this category I.Truett Sat9_01 LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race All Students 1997- 1998 PR 21 17 19 23 21 24 24 1998- 1999 PR 23 23 25 19 20 29 28 1999- 2000 PR 21 16 24 18 20 22 22 All Students 1997- 1998 PR 51 45 44 37 50 49 48 1998- 1999 PR 54 59 63 36 46 57 53 1999- 2000 PR 40 30 35 24 32 36 34 Black Students White Students other Students 2000- 2001 PR 27 18 32 16 19 26 24 2000- 2001 PR 51 49 51 45 49 50 49 1996- 1997 PR 25 26 31 22 30 30 30 1996- 1997 PR 30 26 49 27 34 35 34 1997- 1998 PR 22 17 21 20 20 25 24 1998- 1999 PR 23 23 25 19 20 29 28 1999- 2000 PR 21 16 24 18 20 22 22 2000- 2001 PR 29 18 33 17 21 26 25 1996- 1997 PR 1 3 6 12 18 3 5 1997- 1998 PR 25 45 20 58 59 33 38 1998- 1999 PR 1999- 2000 PR 2000- 2001 PR 22 15 20 10 2 21 16 1996- 1997 PR 34 26 65 23 48 39 39 1997- 1998 PR 13 6 1 31 14 9 11 1998- 1999 PR 1999- 2000 PR 2000- 2001 PR 5 77258 7 Black Students 1997- 1998 PR 39 40 39 30 44 42 41 1998- 1999 PR 34 37 47 19 25 39 35 1999- 2000 PR 26 21 26 14 20 25 23 2000- 2001 PR 23 26 30 27 23 28 28 1996- 1997 PR 60 52 54 45 67 58 57 White Students 1997- 1998 PR 61 48 47 42 55 55 54 1998- 1999 PR 74 78 78 57 69 73 71 1999- 2000 PR 53 38 44 36 44 46 45 2000- 2001 PR 71 66 66 60 68 65 65 1996- 1997 PR 13 22 9 7 48 19 20 Other Students 1997- 1998 PR 61 75 69 68 72 66 67 1998- 1999 PR 59 78 45 52 59 59 58 1999- 2000 PR 2000- 2001 PR 51 43 51 27 67 50 49 Pulaski Heights Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery Rightsell Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery ** No Students In this category I.ThmU Sat9_01 LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race All Students Black Students White Students other Students 1996- 1997 PR 60 44 55 54 61 54 55 1996- 1997 PR 29 26 29 24 28 35 34 1997- 1998 PR 52 43 51 47 58 51 52 1998- 1999 PR 54 42 50 44 50 49 49 1999- 2000 PR 58 44 52 50 52 53 53 All Students 1997- 1998 PR 36 36 38 27 44 43 41 1998- 1999 PR 33 42 50 22 24 42 38 1999- 2000 PR 37 37 39 36 37 42 41 2000- 2001 PR 61 40 60 50 53 54 53 2000- 2001 PR 48 59 60 45 54 56 55 1996- 1997 PR 34 30 33 33 41 35 35 1997- 1998 PR 22 22 30 24 35 27 28 1998- 1999 PR 26 22 32 24 24 28 27 1999- 2000 PR 31 26 33 26 32 30 30 2000- 2001 PR 36 20 39 23 31 32 31 1996- 1997 PR 82 60 77 74 79 74 74 1997- 1998 PR 86 72 77 77 85 79 79 1998- 1999 PR 75 58 63 58 70 66 66 1999- 2000 PR 85 69 73 79 75 77 77 2000- 2001 PR 87 68 80 79 78 77 77 1996- 1997 PR 1997- 1998 PR 84 67 69 67 79 70 71 1998- 1999 PR 80 72 70 81 65 76 76 1999- 2000 PR 43 21 47 32 48 31 33 2000- 2001 PR 55 57 99 96 68 88 88 Black Students White Students Other Students 1996- 1997 PR 29 26 29 24 28 35 34 1997- 1998 PR 33 34 35 25 42 41 39 1998- 1999 PR 33 42 50 22 24 42 38 1999- 2000 PR 37 39 39 36 37 42 41 2000- 2001 PR 48 59 60 45 54 56 55 1996- 1997 PR 1997- 1998 PR 70 66 65 52 77 72 71 1998- 1999 PR 1999- 2000 PR 2000- 2001 PR 1996- 1997 PR 1997- 1998 PR 63 52 61 60 54 61 60 1998- 1999 PR 1999- 2000 PR 2000- 2001 PR LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test. Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School. Grade, Subtest, and Race Rockefeller Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 42 31 38 34 54 40 41 All Students 1997- 1998 PR 45 37 37 37 43 42 42 1998- 1999 PR 33 26 32 31 30 32 32 1999- 2000 PR 49 40 51 42 42 47 46 2000- 2001 PR 51 32 51 34 42 47 46 1996- 1997 PR 28 22 27 25 38 29 30 Black Students 1997- 1998 PR 26 23 25 21 28 27 27 1998- 1999 PR 19 16 24 19 21 21 21 1999- 2000 PR 43 36 53 34 37 43 42 2000- 2001 PR 42 24 44 26 34 39 38 1996- 1997 PR 60 43 52 45 72 54 55 White Students 1997- 1998 PR 79 68 65 77 80 71 72 1998- 1999 PR 65 53 50 65 56 56 57 1999- 2000 PR 57 45 49 54 48 51 51 2000- 2001 PR 61 44 62 48 53 57 56 1996- 1997 PR other Students 1997- 1998 PR 29 17 19 6 7 23 18 1998- 1999 PR 41 50 58 34 44 46 44 1999- 2000 PR 2000- 2001 PR 89 82 70 71 91 81 81 Romine Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 45 42 46 34 53 46 46 ** No Students In this catS9ory I.Truetl Sal9_at All Students 1997- 1998 PR 33 43 40 35 42 43 43 1998- 1999 PR 48 41 44 43 36 44 43 1999- 2000 PR 37 31 41 29 34 37 37 2000- 2001 PR 47 24 38 35 33 43 42 1996- 1997 PR 39 39 42 28 50 42 42 Black Students 1997- 1998 PR 48 39 45 39 37 45 43 1998- 1999 PR 48 39 45 39 37 45 43 1999- 2000 PR 26 23 34 21 23 29 28 2000- 2001 PR 44 22 34 29 32 39 39 1996- 1997 PR 69 55 61 63 62 61 61 White Students 1997- 1998 PR 42 46 42 46 57 53 54 1998- 1999 PR 50 50 48 64 35 44 44 1999- 2000 PR 65 57 60 51 72 57 59 2000- 2001 PR 55 25 47 54 24 50 47 1996- 1997 PR Other Students 1997- 1998 PR 1998- 1999 PR 42 38 37 32 35 41 39 1999- 2000 PR 60 49 55 48 47 61 59 2000- 2001 PR 56 60 72 68 89 63 67 LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Stephens/Garland All Students Black Students White Students other Students Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 12 15 17 15 23 18 18 1997- 1998 PR 14 12 18 17 21 17 17 1998- 1999 PR 20 27 25 19 24 24 23 1999- 2000 PR 19 22 24 16 18 25 24 2000- 2001 PR 21 18 28 19 23 24 24 1996- 1997 PR 12 15 17 15 23 18 18 1997- 1998 PR 14 12 17 18 22 17 17 1998- 1999 PR 19 26 25 18 23 23 23 1999- 2000 PR 19 20 22 15 17 25 24 2000- 2001 PR 21 18 28 19 23 24 24 1996- 1997 PR 1997- 1998 PR 1998- 1999 PR 1999- 2000 PR 2000- 2001 PR 1996- 1997 PR 1997- 1998 PR 11 15 32 13 17 18 17 1998- 1999 PR 29 60 32 58 41 38 40 1999- 2000 PR NA 78 76 39 55 NA NA 2000- 2001 PR Terry Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 51 43 54 48 60 52 52 ** No Students In this category I.Truett SlS.O, All Students 1997- 1998 PR 59 50 57 54 67 58 58 1998- 1999 PR 52 39 51 46 49 46 46 1999- 2000 PR 45 29 43 32 41 41 41 2000- 2001 PR 59 37 52 46 47 53 53 1996- 1997 PR 25 24 34 26 37 30 30 Black Students 1997- 1998 PR 31 21 31 24 39 30 30 1998- 1999 PR 23 20 29 22 31 24 25 1999- 2000 PR 23 15 29 19 25 25 25 2000- 2001 PR 44 22 37 26 31 38 37 1996- 1997 PR 78 61 74 74 79 73 74 White Students 1997- 1998 PR 78 71 74 76 82 76 77 1998- 1999 PR 79 62 72 72 69 69 70 1999- 2000 PR 74 51 61 55 64 63 62 2000- 2001 PR 66 50 59 58 58 61 62 1996- 1997 PR 65 82 69 52 87 74 73 Other Students 1997- 1998 PR 82 88 88 76 92 83 84 1998- 1999 PR 65 57 68 49 55 52 52 1999- 2000 PR 45 48 58 36 55 48 48 2000- 2001 PR 69 40 72 62 53 59 59 L LITTLE ROCK SCHOOL DISTRICT Planning. Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Wakefield other Students Grade 5 Subtest Total Reading Total Math______ Language______ Science________ Social Science Basic Battery Complete Battery 1996- 1997 PR 22 16 22 19 28 23 23 All Students Black Students 1997- 1998 PR 24 19 22 19 26 25 25 1998- 1999 PR 22 20 22 20 20 24 23 1999- 2000 PR 18 14 20 17 19 21 21 2000- 2001 PR 19 13 20 16 16 21 21 1996- 1997 PR 18 13 20 16 24 20 20 1997- 1998 PR 19 16 19 15 22 22 21 1998- 1999 PR 23 21 22 20 20 24 24 1999- 2000 PR 14 11 16 13 15 16 16 2000- 2001 PR 20 12 20 14 15 21 19 1996- 1997 PR 79 63 56 71 77 70 71 White Students 1997- 1998 PR 73 57 63 82 72 64 67 1998- 1999 PR 1999- 2000 PR 70 69 73 66 70 71 70 2000- 2001 PR 11 15 11 33 21 19 20 1996- 1997 PR 37 23 30 27 53 31 32 1997- 1998 PR 47 34 59 47 72 44 47 1998- 1999 PR 2 36 3 12 34 1999- 2000 PR 63 44 41 58 65 54 56 2000- 2001 PR 29 63 41 35 63 38 40 Washington All Students Black Students White Students other Students Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 47 45 50 42 53 50 50 1997- 1998 PR 43 39 46 41 51 45 46 1998- 1999 PR 39 47 37 40 38 41 41 1999- 2000 PR 27 28 33 25 27 28 28 2000- 2001 PR 28 19 30 26 26 26 27 1996- 1997 PR 21 24 28 22 27 27 27 1997- 1998 PR 19 22 22 18 33 24 24 1998- 1999 PR 24 32 22 19 20 28 26 1999- 2000 PR 16 18 24 15 20 18 18 2000- 2001 PR 19 14 26 20 20 20 20 1996- 1997 PR 67 63 66 60 72 67 67 1997- 1998 PR 67 55 68 63 68 66 67 1998- 1999 PR 60 66 54 65 64 59 60 1999- 2000 PR 52 55 51 57 43 48 48 2000- 2001 PR 66 40 49 53 46 50 50 1996- 1997 PR 85 78 81 65 80 81 80 1997- 1998 PR 51 47 57 54 52 50 51 1998- 1999 PR 22 47 42 44 32 33 33 1999- 2000 PR 55 47 54 47 41 53 53 2000- 2001 PR 54 36 32 30 59 54 54 ** Ne Students in this category ITruett SetS^Ot Watson Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery Western Hills Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery - No Students In this catoflory I.Truott Sst9_01 LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race All Students Black Students White Students other Students 1996- 1997 PR 21 19 29 22 30 24 25 1997- 1998 PR 30 28 34 33 38 33 34 1998- 1999 PR 27 28 31 21 27 30 29 1999- 2000 PR 22 17 23 19 23 23 23 All Students 2000- 2001 PR 33 21 31 22 23 30 29 1996- 1997 PR 24 21 33 23 32 27 27 1997- 1998 PR 29 26 33 30 35 31 32 1998- 1999 PR 27 28 31 21 26 30 28 1999- 2000 PR 23 18 24 20 24 24 24 2000- 2001 PR 33 19 32 20 20 30 28 1996- 1997 PR 9 9 14 18 19 12 13 1997- 1998 PR 41 60 58 69 68 55 58 1998- 1999 PR 26 31 40 19 40 32 31 1999- 2000 PR 7 23 20 15 18 22 21 2000- 2001 PR 1996- 1997 PR 1997- 1998 PR 1998- 1999 PR 1999- 2000 PR 18 8 8 6 11 7 6 2000- 2001 PR 3 4 3 6 5 5 5 Black Students White Students Other Students 1996- 1997 PR 46 32 50 41 47 46 46 1997- 1998 PR 44 33 45 36 45 45 44 1998- 1999 PR 37 29 44 34 34 36 36 1999- 2000 PR 36 29 35 30 32 35 34 2000- 2001 PR 43 37 52 39 42 44 44 1996- 1997 PR 25 20 36 26 30 31 30 1997- 1998 PR 28 21 36 27 37 32 32 1998- 1999 PR 34 30 41 29 30 34 33 1999- 2000 PR 24 20 29 20 25 26 26 2000- 2001 PR 37 35 49 35 37 40 39 1996- 1997 PR 77 51 69 65 72 67 68 1997- 1998 PR 77 64 64 59 62 73 72 1998- 1999 PR 52 30 57 60 52 46 48 1999- 2000 PR 67 57 51 61 53 58 58 2000- 2001 PR 66 43 65 52 59 60 60 1996- 1997 PR 1997- 1998 PR 1998- 1999 PR 14 3 14 10 14 11 12 1999- 2000 PR 2000- 2001 PRWilliams Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 72 63 66 62 73 68 68 Wilson Grade 5 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 36 31 36 32 41 37 37 ** No Students In this category I.Truott Sat9_01 LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race All Students 1997- 1998 PR 70 66 66 61 74 68 68 1998- 1999 PR 74 67 70 61 73 71 70 1999- 2000 PR 71 67 70 54 70 69 68 All Students 1997- 1998 PR 24 19 26 26 30 26 26 1998- 1999 PR 24 19 24 19 21 26 25 1999- 2000 PR 24 23 31 20 26 29 27 Black Students White Students other Students 2000- 2001 PR 69 50 59 51 58 59 58 2000- 2001 PR 28 22 29 18 26 28 27 1996- 1997 PR 62 51 60 55 66 58 59 1997- 1998 PR 58 59 61 51 67 60 59 1998- 1999 PR 57 52 59 45 63 58 58 1999- 2000 PR 58 57 62 41 60 59 58 Black Students 1996- 1997 PR 27 20 28 27 38 29 29 1997- 1998 PR 20 16 23 23 24 22 23 1998- 1999 PR 21 18 23 17 18 24 23 1999- 2000 PR 25 22 31 19 26 29 28 2000- 2001 PR 48 33 44 34 42 43 42 2000- 2001 PR 28 22 29 18 26 28 27 1996- 1997 PR 82 70 68 68 79 75 75 1996- 1997 PR 73 63 53 56 59 65 63 1997- 1998 PR 81 73 71 69 80 76 76 1998- 1999 PR 87 80 79 76 82 81 81 1999- 2000 PR 83 78 77 65 80 79 78 2000- 2001 PR 83 60 67 66 70 71 70 1996- 1997 PR 87 95 90 74 91 89 88 1997- 1998 PR 1998- 1999 PR 1999- 2000 PR 85 74 87 85 86 79 80 2000- 2001 PR 95 94 92 86 91 91 90 White Students 1997- 1998 PR 50 26 38 44 64 43 45 1998- 1999 PR 41 21 25 31 32 37 36 1999- 2000 PR 18 38 28 36 45 30 33 2000- 2001 PR other Students 1996- 1997 PR 54 84 85 27 31 72 64 1997- 1998 PR 29 78 53 18 41 53 47 1998- 1999 PR 1999- 2000 PR 11 19 36 15 17 20 19 2000- 2001 PR Woodruff Grade 5 Subtest Total Reading Total Math_____ Language______ Science________ Social Science Basic Battery Complete Battery ** No Studonts In this cstegwy I.Trustt SstS_01 LITTLE ROCK SCHOOL DISTRICT Planning. Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race All Students Black Students White Students other Students 1996- 1997 PR 46 43 46 51 52 47 48 1997- 1998 PR 42 34 32 27 41 38 37 1998- 1999 PR 19 25 30 14 18 25 23 1999- 2000 PR 20 14 21 11 13 20 18 2000- 2001 PR 42 26 44 26 30 39 37 1996- 1997 PR 18 35 33 34 35 29 30 1997- 1998 PR 33 29 30 22 35 33 32 1998- 1999 PR 18 24 29 13 17 24 22 1999- 2000 PR 16 11 16 8 10 16 14 2000- 2001 PR 37 24 41 22 27 36 34 1996- 1997 PR 79 53 59 69 71 68 68 1997- 1998 PR 67 49 39 43 57 53 52 1998- 1999 PR 42 45 57 39 33 48 45 1999- 2000 PR 47 38 53 30 40 46 44 2000- 2001 PR 85 51 68 63 61 64 61 1996- 1997 PR 93 57 88 89 77 86 86 1997- 1998 PR 1998- 1999 PR 1999- 2000 PR 36 26 57 20 37 41 38 2000- 2001 PRLITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Cloverdale Middle All Students Black Students White Students other Students Grade 7 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 24 22 23 24 29 28 28 1997- 1998 PR 19 24 26 26 29 29 29 1998- 1999 PR 22 21 24 22 22 26 26 1999- 2000 PR 21 21 21 23 21 25 25 2000- 2001 PR 22 17 25 26 24 26 26 1996- 1997 PR 24 21 23 23 27 28 27 1997- 1998 PR 17 23 24 24 26 27 27 1998- 1999 PR 22 21 23 22 22 27 26 1999- 2000 PR 20 20 21 23 21 25 24 2000- 2001 PR 22 17 24 26 24 26 26 1996- 1997 PR 27 31 27 39 48 36 37 1997- 1998 PR 54 44 51 55 59 57 58 1998- 1999 PR 35 30 33 27 33 29 29 1999- 2000 PR 37 35 32 34 35 43 42 2000- 2001 PR 28 32 33 35 33 40 40 1996- 1997 PR 22 21 25 23 34 29 29 1997- 1998 PR 33 26 66 43 46 38 39 1998- 1999 PR 34 45 44 58 59 42 46 1999- 2000 PR 16 26 17 22 14 23 22 2000- 2001 PR 18 12 24 21 25 18 19 Dunbar Middle All Students Black Students White Students Other Students Grade 7 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 43 44 43 47 53 49 49 1997- 1998 PR 44 41 46 46 50 47 47 1998- 1999 PR 37 34 38 40 41 40 40 1999- 2000 PR 49 50 44 51 52 51 51 2000- 2001 PR 41 34 39 40 44 42 42 1996- 1997 PR 25 28 29 29 35 33 34 1997- 1998 PR 26 24 32 28 33 32 32 1998- 1999 PR 23 21 25 25 24 27 27 1999- 2000 PR 27 24 23 24 26 29 28 2000- 2001 PR 23 19 23 23 27 26 26 1996- 1997 PR 73 68 65 74 76 71 72 1997- 1998 PR 72 68 67 74 77 69 71 1998- 1999 PR 62 60 60 68 70 63 64 1999- 2000 PR 79 83 75 83 83 79 80 2000- 2001 PR 73 64 69 72 75 69 70 1996- 1997 PR 64 69 64 68 77 65 67 1997- 1998 PR 73 77 76 78 78 73 76 1998- 1999 PR 83 85 88 78 86 87 87 1999- 2000 PR 58 76 58 75 73 66 67 2000- 2001 PR 70 81 66 70 80 76 76 * No Students tn thts category I Truett Set9_01 LForest Heights Middle Grade 7 Subtest Total Reading Total Math_____ Language______ Science________ Social Science Basic Battery Complete Battery 1996- 1997 PR 30 30 31 37 39 36 37 Henderson Middle Grade 7 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 35 34 37 40 39 41 41 ** No Student! In this category ITruett SatS.OI LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race All Students 1997- 1998 PR 38 35 42 42 45 43 43 1998- 1999 PR 47 38 45 49 44 47 47 1999- 2000 PR 43 41 37 44 43 45 45 2000- 2001 PR 43 35 42 46 45 43 44 1996- 1997 PR 22 23 24 29 29 29 29 Black Students 1997- 1998 PR 25 23 28 30 31 30 30 1998- 1999 PR 33 26 34 34 32 36 36 1999- 2000 PR 32 30 26 30 30 35 34 2000- 2001 PR 27 21 29 31 30 30 30 1996- 1997 PR 62 57 57 66 73 61 63 White Students 1997- 1998 PR 71 66 72 71 75 70 70 1998- 1999 PR 68 59 61 73 64 65 66 1999- 2000 PR 66 66 60 72 69 65 66 2000- 2001 PR 74 67 70 75 75 71 72 1996- 1997 PR 71 72 70 82 69 71 72 All Students 1997- 1998 PR 25 24 26 34 28 31 31 1998- 1999 PR 25 21 25 31 26 30 30 1999- 2000 PR 31 28 28 30 30 34 33 2000- 2001 PR 30 24 28 29 28 33 33 1996- 1997 PR 29 28 33 34 33 35 35 Black Students 1997- 1998 PR 23 21 25 31 26 28 29 1998- 1999 PR 22 17 23 25 23 27 27 1999- 2000 PR 27 24 26 28 26 31 30 2000- 2001 PR 28 20 25 25 27 31 30 1996- 1997 PR 69 65 62 74 67 67 68 White Students 1997- 1998 PR 43 47 39 56 46 46 47 1998- 1999 PR 52 44 42 72 48 51 53 1999- 2000 PR 44 41 39 39 41 45 44 2000- 2001 PR 40 45 41 57 36 43 44 1996- 1997 PR 50 51 51 49 52 53 52 other Students 1997- 1998 PR 32 38 50 42 50 42 43 1998- 1999 PR 66 66 69 65 65 67 67 1999- 2000 PR 40 51 44 48 54 51 51 other Students 1997- 1998 PR 28 50 33 52 27 41 40 1998- 1999 PR 24 34 27 55 38 30 34 1999- 2000 PR 27 28 24 30 32 30 30 2000- 2001 PR 36 32 25 31 28 35 34 2000- 2001 PR 42 55 48 34 24 49 45LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race Mabelvale Middle All Students Black Students White Students Other Students Grade 7 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 24 23 28 30 32 30 31 1997- 1998 PR 33 31 37 36 36 37 37 1998- 1999 PR 25 24 23 31 28 29 29 1999- 2000 PR 33 26 29 32 38 35 35 2000- 2001 PR 32 25 29 31 31 32 32 1996- 1997 PR 19 18 24 24 26 26 26 1997- 1998 PR 25 23 29 28 27 30 29 1998- 1999 PR 21 20 20 26 23 25 25 1999- 2000 PR 27 21 25 25 32 30 29 2000- 2001 PR 28 20 25 25 28 28 29 1996- 1997 PR 42 41 41 53 52 45 47 1997- 1998 PR 59 57 60 61 63 59 60 1998- 1999 PR 43 40 34 51 47 45 46 1999- 2000 PR 52 44 39 53 58 50 51 2000- 2001 PR 50 47 45 52 44 48 48 1996- 1997 PR 79 50 50 75 85 64 68 1997- 1998 PR 62 40 61 42 72 55 55 1998- 1999 PR 51 34 35 50 66 41 44 1999- 2000 PR 39 22 29 41 39 37 38 2000- 2001 PR 29 26 28 43 31 26 27 Mann Middle All Students Black Students White Students Other Students Grade 7 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 55 51 54 56 59 57 57 1997- 1998 PR 49 46 52 56 57 53 54 1998- 1999 PR 58 50 58 59 57 58 58 1999- 2000 PR 56 58 50 59 58 58 58 2000- 2001 PR 50 52 45 51 49 52 52 1996- 1997 PR 37 35 39 38 43 42 42 1997- 1998 PR 34 30 39 40 44 40 40 1998- 1999 PR 40 34 43 42 38 43 43 1999- 2000 PR 36 37 33 40 40 40 40 2000- 2001 PR 34 36 32 36 34 39 38 1996- 1997 PR 72 66 69 74 74 71 71 1997- 1998 PR 66 64 65 72 72 67 68 1998- 1999 PR 72 64 64 73 72 69 70 1999- 2000 PR 74 77 65 77 74 74 74 2000- 2001 PR 70 70 62 70 67 68 68 1996- 1997 PR 68 73 63 71 74 71 71 1997- 1998 PR 52 52 65 56 51 55 55 1998- 1999 PR 78 77 82 80 82 82 82 1999- 2000 PR 71 70 76 72 67 73 74 2000- 2001 PR 62 67 62 59 61 65 64 ** No Student! In this category I.Trwett Satfl_01Pulaski Heights Middle Grade 7 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 52 52 54 54 60 56 56 Southwest Middle Grade 7 Subtest Total Reading Total Math Language______ Science Social Science Basic Battery Complete Battery 1996- 1997 PR 26 26 31 33 33 33 33 * No Students In thb category I.Truett Sa_01 LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation Stanford Achievement Test, Ninth Edition Percentile Rank (PR) Five Year Comparative Data By School, Grade, Subtest, and Race All Students 1997- 1998 PR 53 54 58 59 59 57 58 1998- 1999 PR 47 35 48 46 47 47 47 1999- 2000 PR 48 48 43 46 49 49 49 All Students 1997- 1998 PR 25 20 27 25 28 31 30 1998- 1999 PR 23 15 20 22 18 23 23 1999- 2000 PR 26 24 23 26 26 30 29 Black Students White Students other Students 2000- 2001 PR 52 40 48 51 53 51 51 1996- 1997 PR 33 31 35 35 37 38 38 1997- 1998 PR 33 33 40 39 38 39 39 1998- 1999 PR 35 29 37 33 35 37 37 1999- 2000 PR 27 25 24 23 24 28 28 2000- 2001 PR 26 19 28 26 26 29 29 1996- 1997 PR 76 76 77 77 84 76 77 1997- 1998 PR 77 77 78 80 81 77 78 1998- 1999 PR 74 66 70 74 72 70 71 1999- 2000 PR 77 78 71 77 80 75 76 2000- 2001 PR 77 63 69 74 77 70 71 1996- 1997 PR 83 94 86 86 90 85 85 1997- 1998 PR 52 71 59 75 65 61 63 1998- 1999 PR 60 74 81 78 71 68 70 1999- 2000 PR 69 83 59 67 86 69 71 2000- 2001 PR 78 86 69 89 76 80 81 Black Students White Students Other Students 2000- 2001 PR 30 22 24 26 26 32 31 1996- 1997 PR 21 22 27 27 28 27 27 1997- 1998 PR 21 17 24 21 24 27 26 1998- 1999 PR 20 13 19 20 16 21 21 1999- 2000 PR 24 23 22 25 24 28 28 2000- 2001 PR 29 21 24 26 25 32 31 1996- 1997 PR 42 38 42 48 47 48 48 1997- 1998 PR 54 44 42 56 52 55 55 1998- 1999 PR 46 31 30 51\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_294","title":"Compliance hearing exhibits, 28","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":["1999/2000"],"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","Educational statistics"],"dcterms_title":["Compliance hearing exhibits, 28"],"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/294"],"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\nTEST Grade K 1 2 LRSD Observation Survey behavioral observation of literacy skitls______ LRSD Achievement Level Test (ALT) Reading, Language Arts, Math, A Science LRSD 1st Quarter CRT, October LRSD 2nd Quarter CRT, January LRSD 3rd Quarter CRT, March End of Module - Math End of Unit - Science End of Level Social Studies Test District Assessments\nThe Assessment Program for 2000-01 3 4 5 6 7 8 9 10 : 11 Sept. \u0026amp; April Sept. \u0026amp; April Sept. \u0026amp; April April Sept \u0026amp; April Sept \u0026amp; April Sept \u0026amp; April Sept \u0026amp; April Sept \u0026amp; April Sept \u0026amp; April Sept \u0026amp; April Algebra 1 \u0026amp; 2. Geometry. Trigonometry Sept \u0026amp; April Algebra 1 \u0026amp; 2. Geometry. Trigonometry Stale Benchmark: Math \u0026amp; Literacy End of Course Algebra I_______ End of Course Geometry End of Course Literacy SAT-9: Norm Referenced Test_________ PLAN _______________________ ___ EXPLORE_________________________ PSAT______________________________ NAEP (randomly selected schools) 7/18/00 Sept \u0026amp; April Algebra 1 \u0026amp; 2. Geometry. Trigonometry 12 Algebra 1 \u0026amp; 2 Geometry, Trigonometp Reading \u0026amp; Language Arts Reading \u0026amp; Language Arts As Modules are completed As Units are completed Reading \u0026amp; Language Arts Reading \u0026amp; Language /Vts As Modules are completed As Units are completed Reading \u0026amp; Language Arts Reading \u0026amp; Language Arts As Modules are completed As Units are completed Language Arts Language Arts As Modules are completed As Units are completed April April February September Revised DRAFT Language /Vts Language Arts As Modules are completed As Units are completed May September Language Arts Language Arts As Modules are completed Algebra 1 \u0026amp; 2, Geometry, Trigonometry Algebra 1 \u0026amp; 2, Geometry. Trigonometry Algebra 1 \u0026amp; 2, Geometry. Trigonometry /Mgebra 1 \u0026amp; 5 Geometry. Trigonometry May April May May May May May May May May Mav May May Oct - Feb February Septemoer Oct \u0026amp; Nov Oct (practice) .October February 1 INTRODUCTION The Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP), a comprehensive system encompassing high academic standards, professional development, student assessment, and accountability for schools and students, has the following purposes: To improve student learning and classroom instruction\n To provide public accountability by establishing expected achievement levels and reporting on student achievement\n To provide program evaluation data\nand To assist policymakers in decision-making. Based on principles of rigor, clarity, and fairness, ACTAAP makes student achievement of the academic standards the shared priority of all public schools, school districts, education service cooperatives, and the Arkansas Department of Education (ADE). It will result in improved teaching and learning. It will identify successful schools and programs and encourage replication of those successes. It will encourage individual schools and school districts to reflect on their practices, take corrective actions, and receive support from state agencies. Finally, it will fulfill the requirements of various Arkansas statutes, including Act 999 of 1999, which mandates that all students in the public schools of this state demonstrate grade-level academic proficiency through the application of knowledge and skills in the core academic subjects consistent with state curriculum frameworks, performance standards, and assessments. 1ACADEMIC STANDARDS The first component, a set of clear, challenging academic standards, defines what students should know and be able to do in the basic academic core. Arkansas academic standards are delineated in ten state curriculum framework documents. Written by Arkansas classroom teachers, the curriculum frameworks are revised on a State Board of Education adopted schedule to ensure that state learning expectations will prepare students to succeed in increasingly more demanding post secondary education and in an ever more competitive job market. As part of Smart Start and Smart Step, and as a support and supplement to the curriculum frameworks, K-8 Benchmark documents in Language Arts and Mathematics have been created. These documents are examples of how a school district might implement the curriculum frameworks by grade level. The K-8 Curriculum Model documents also contain suggested instructional strategies, classroom assessments, and a K-3 grade-level skills checklist. Other supportive curriculum documents built around the academic standards are under development. 1 2 1-- PROFESSIONAL DEVELOPMENT The second component, professional development, is a coordinated set of planned, research-based best practice, learning activities for teachers and administrators which are standards-based and continuous. It shall be tied with school improvement planning and with licensure renewal requirements. Thirty approved professional development hours annually will be required for each certified employee in the school district. Beginning in January 2002, thirty approved professional development hours armually over a five-year period shall be required to renew a teacher or administrator license. To be eligible, professional development activities must produce teaching and administrative knowledge and skills designed to improve students academic performance. Such activities may include approved conferences, workshops, institutes, individual learning, mentoring, peer coaching, study groups. National Board for Professional Teaching Standards Certification, distance learning, internships, and college/university coursework. Approved professional development activities shall relate to the twelve areas adopted by the State Board of Education: content (Grades K-12)\ninstructional strategies\nassessment\nadvocacy/leadership\nsystemic change process\nstandards, frameworks, and curriculum aligrunent\nsupervision\nmentoring/coaching\ninstructional technology\nprinciples of leaming/developmental stages\ncognitive research\nand building a collaborative learning community. All approved professional development activities, whether individual or school wide, shall be based on the improvement of student achievement on state- mandated criterion-referenced examinations and other related indicators as defined by ACTAAP. 3STUDENT ASSESSMENT The third component is a student assessment program, which includes both criterion- referenced and norm-referenced tests in the academic core. Criterion-referenced tests are customized around the academic standards in the Arkansas Curriculum Frameworks and are developed by committees of Arkansas teachers. These criterion-referenced tests are administered to establish the level of student achievement of the state academic standards and to compare the level of student achievement with the expected performance levels set by the State Board of Education. Norm-referenced tests provide information to compare the performance of Arkansas students against the performance of a sample of students from across the country (norming/standardization group). Because norm-referenced tests are not built exclusively around Arkansas academic standards and because their purpose is to group students based on their performance relative to the norming group, they can best be used for assisting in broad program evaluation and in individual student diagnosis. Norm-referenced test data will not be a primary state- mandated indicator within the accountability component, but will be reported annually on the School Performance Report. State-Mandated Assessments The results of all assessments should be used during the school improvement planning process to help the school focus on the Arkansas academic standards and the need to increase proficient student performance around those standards. State-mandated assessments shall be as follows\n___________Assessments Criterion-Referenced Primary Benchmark Intermediate Benchmark Middle Level Benchmark End-of-Course - Algebra I End-of-Course - Geometry End-of-Course - Literacy Norm-Referenced__________ Grade Level Grade 4 Grade 6 Grade 8 When Completed When Completed Grade 11 Grades 5,7, and 10 Month Administered April April April January/May January/May January/April September The Primary, Intermediate, and Middle Level Benchmark Exams, as well as the End-of- Course Exams, will be given late in the school year to allow maximum instructional time for covering the academic standards. Special provisions will be made for an alternate administration in January for those secondary students on a block scheduling system. The Literacy End-of-Course Exam will be given to students in Grade 11 to allow time for additional remediation, at the schools option, before graduation. These exams are tailored to Arkansas curriculum standards, and their performance levels are absolute and held constant over time. The results of the End-of-Course Exams shall become a part of each students transcript or permanent record. 4An academic improvement plan means a plan which details supplemental and/or intervention and ...-remedial instruction in deficient academic areas. One shall be developed for each student not performing at the proficient level in every portion of the criterion-referenced examinations. The norm-referenced tests will be given in early fall of the school year in order to provide teachers with immediate and initial performance assessment data on students currently enrolled or newly enrolled in classes and content areas. The performance of Arkansas students taking the norm-referenced tests in the fall will be compared to the performance of a norming group who took the same tests during the same period in the fall, thus ensuring the reliability, validity and fairness of comparison. Score reports will be returned early in the school year for classroom teachers to use the testing information to address the individual student learning needs, and to modify the instructional program, teaching strategies, and/or classroom assessments as needed. Instruction then can focus fully on the Arkansas academic standards throughout the year and on increasing proficient student performance around those standards. Schools may request a waiver from the fall to a spring testing date. Such waivers will only be granted after a written plan is presented to the ADE and the school agrees to the guidelines as established. The timing of such requests must also fall within the deadlines as established by the testing company. As another part of the student assessment program for Grades K-4, schools shall select performance assessments or screening/diagnostic tools to assess primary grade students. Any student in Grades K-4 failing to perform at the proficient level in reading and writing literacy or mathematics shall be evaluated as early as possible within each of the Grades K-4 academic years. Those students shall be evaluated by personnel with expertise in reading and writing literacy or mathematics who shall develop and implement an academic improvement plan, using ADE sanctioned early intervention strategies for Grades K-1 students and remediation strategies for Grades 2-4 students. These strategies should assist the students in achieving the expected standard. Schools serving Grades 5-12 shall establish a plan to assess whether children are performing at the proficient level in order to help assure eventual success on every portion of the Intermediate, Middle Level, and End-of-Course Benchmark Exams. For accountability purposes, no points will be assigned for the results of these perfomance assessments or screening/diagnostic tools. Act 855 of 1999 mandates that students in Grades K-3 not performing at grade level during the regular school year shall participate in an ADE approved remediation program or a summer school remediation program to be eligible for promotion to the next grade. Those schools electing not to offer a summer school program shall offer an ADE approved remediation program during the regular school year to students in Grades K-3 not performing at grade level. 5Optional Assessments There are other assessments which are optional for student and school participation. These include the National Assessment of Educational Progress (NAEP), college entrance examinations (e.g., ACT and SAT), Advanced Placement testing, PLAN, EXPLORE, and others. Some of these may be included as indicators on the School Performance Report or in the annual school report to the public. Note\nAlthough NAEP is optional for individual school districts, state participation is mandated by Act 999 of 1999. 6ACCOUNTABILITY FOR SCHOOLS AND STUDENTS Accountability is a comprehensive, focused process designed to improve student learning. It is a shared responsibility of the state, school, district, public officials, educators, parents, and students. The ACTAAP accountability model focuses on each individual school and is constructed around a three-tiered system that includes statewide indicators, individual school improvement indicators, and a locally-generated school accountability narrative. Once appropriate time has elapsed to evaluate trends and improvement expectations in a sufficient number of indicators and a statistically-defensible point assignment system can be developed, points for each of the statewide and individual school improvement indicators will be given. This point system will form the basis for rewards and sanctions. These three tiers allow for meaningful and appropriate state and local involvement to implement accountability within clearly articulated parameters. ACTAAP encourages proactive corrections by individual schools and their local districts through the development and application of strategies using the school improvement process as a planning instrument. Performance Levels The primary goal of the accountability system is to assure that all students achieve grade-level performance. In this system, grade-level performance is defined as performing at the proficient or advanced level on state-mandated criterion-referenced tests. Four performance levels have been established for these exams\nadvanced, proficient, basic and below basic. The only tests for which scaled scores defining these levels have been set are the Primary Benchmark and Middle Level Benchmark Exams. Similar scales will be established by the State Board of Education as additional tests are completed and data become available. Definitions of Performance Levels Advanced students demonstrate superior performance well beyond proficient grade-level performance. They can apply Arkansas established reading, writing, and mathematics skills to solve complex problems and complete demanding tasks on their own. They can make insightful connections between abstract and concrete ideas and provide well- supported explanations and arguments. Proficient students demonstrate solid academic performance for the grade tested and are well-prepared for the next level of schooling. They can use Arkansas established reading, writing, and mathematics skills and knowledge to solve problems and complete tasks on their own. Students can tie ideas together and explain tihe ways their ideas are connected. 7Basic students demonstrate a need for some additional assistance, commitment, or study to reach the proficient level. They show substantial skills in reading, writing, and mathematics\nhowever, they only partially demonstrate the abilities to apply these skills. Below Basic students fail to show sufficient mastering of skills in reading, writing, and mathematics to attain the basic level. Performance Levels for the Primary and Middle Level Benchmark Examinations Performance Level Advanced Proficient Basic______ Below Basic Scaled Score Ranges for Performance Levels for Mathematics Primary 250 and above 200-249 155-199 154 and below Middle Level 250 and above 200-249 149-199 148 and below Scaled Score Ranges for Performance Levels for Literacy Primary 250 and above 200-249 179-199 178 and below Middle Level 250 and above 200-249 164-199 163 and below {^Performance is subject to adjustment on a periodic basis due to statistical scaling and variability in the test.) I 8 Public Reporting Each public school in Arkansas will have a School Performance Report that will be created through the combined efforts of the local school, school district, and the ADE. The School Performance Report will provide parents and the public with data upon which to evaluate their schools and provide benchmarks for measuring school improvement. Although results from the schools performance on the three-tiered system will be the primary focus of the School Performance Report, other indicators may be included as determined by law or State Board of Education rules and regulations. Although the same standards of student performance will be expected from all students, assessment data will be analyzed and reported separately for three student classifications: special education, limited English proficient, and high mobility. The purposes for tracking performance of these student groups are to focus on narrowing any achievement gap between them and their peers and to ensure that the progress of all student populations is annually and systematically monitored. For purposes of this reporting, the following definitions apply: Disaggregated Reporting General population students are those participating in the mandatory criterion- referenced and norm-referenced assessments that are not classified as special education, limited English proficient, or highly mobile. Combined population students include all those participating in the mandatory criterion-referenced and norm-referenced assessments regardless of classification. Special education students are those determined to be eligible for special education services under the Individuals with Disabilities Education Act (IDEA) and who have an individualized education program (lEP). The students lEP must stipulate that the student may participate in the mandatory criterion- referenced and norm-referenced assessments either with or without accommodations. Beginning July 1, 2000, those unable to participate with or without accommodations will be assessed through the Alternate Assessment program. Beginning with the kindergarten class of 2000-2001, the scores of all students classified as special education students participating in the mandatory criterion-referenced and norm-referenced assessments with or without accommodations shall be aggregated (combined) with those of the general population students according to the following 2004-05 2005 - 06 2006 - 07 2007 - 08 2008 - 09 2008 - 09 2010-11 2011 - 12 calendar: Primary Benchmark Fifth Grade Norm-Referenced Intermediate Benchmark Seventh Grade Norm-Referenced Middle Level Benchmark End of Course (where applicable) Tenth Grade Norm-Referenced End of Course Literacy 9Limited,. English proficient students are those having a language background . other than English and whose proficiency in English is such that the probability of academic success in an English-only classroom is below that of native English language students. The districts Language Assessment Committee must have determined that the students may participate in the mandatory criterion-referenced and norm-referenced assessments either with or without accommodations. Beginning July 1, 2000, those unable to participate with or without accommodations will be assessed through the Alternate Assessment program. High mobility students are those who, at the time of spring testing, were not eiuolled in the current school district on October 1 of the current school year or who, at the time of fall testing, were not enrolled in the current school district on October 1 of the previous school year. Beginning with the 1999-2000 mandatory assessments, results will be reported separately for the following categories of students: General Population Special Education Students Limited English Proficient Students High Mobility Students Combined Population I Beginning with the 2000-01 mandatory assessments, the number of students not tested through either the mandatory criterion-referenced and norm-referenced assessments or Alternate Assessment program will be reported by school. Schools should make every effort to assure that all students are tested. Annual School Report to the Public: Each year, each school will prepare a report to the parents and community. This report will include a narrative description (such as prepared under Tier III indicators) that will highlight the schools improvement plan and indicate progress made in implementing the performance indicators within that plan. 1 Arkansas School Information Site (AS-IS): The ADE plans to make school accountability data available statewide through the Departments World Wide Web - as-is.org. This Web site will display school data based on student performance and other selected indicators. Annual ADE Report to the Legislature: The ADE shall report to the members of the House and Senate Interim Committees on Education on the progress of ACTAAP. The report shall be due on September 1, 1999 and annually thereafter. 10School Improvement Planning As part of the states accreditation process, each school is required to engage in the development and implementation of a school improvement plan based on priorities indicated by student assessment and other pertinent data. This plan is designed to ensure that all students demonstrate proficiency on all portions of the state-mandated criterion- referenced exams. The initial step in the plaiming model is a structured process that leads to disaggregation of student achievement and other student data. The study of this data helps schools identify areas within the curriculum where student performance does not meet expectation. Schools prioritize the needs areas, then develop performance-based benchmarks that can be tracked during the implementation phase of the plan. Schools then identify intervention and remediation strategies that, if effectively implemented, will move students toward meeting the established benchmarks. Finally, schools develop an action plan that assigns tasks, identifies resources (including the source of funds), and projects evaluation strategies that will signal movement toward meeting the performance standards. The process requires that the intervention and remediation be research-based and linked to proven practices. Rewards Rewards will be based on a system structured to recognize schools that demonstrate and maintain high performance over time and to recognize schools that demonstrate growth on both the state-mandated and school-selected indicators. Rewards also can be used to highlight individual schools so that their practices can be adapted in other schools and districts across the state. Each year the ADE will recognize individual schools that demonstrate exceptional performance in two categories: Performance Awards - Absolute levels of student achievement and other indicators. Growth Trend and Improvement Awards - Recognized growth trends and improvement in student achievement and other indicators. All award categories, which could include cash payments to individual schools, will be phased in over time and will be implemented as the indicator performance levels are established through the standard setting process. The focus of any cash awards must be to enhance the capability of the school to better serve its students. Awarded funds shall be used to expand programs, provide additional materials and supplies, support technology, provide bonuses to staff, or make possible other enhancements that serve the needs of the school or children. 11Sanctions Sanctions are applied for the purpose of improving teaching and learning, not for punishing schools or the people in them. Intervention from the state is not meant to be a permanent solution to unacceptable student achievement, but a way to help local schools improve student performance. It is expected that individual schools and districts will monitor their own progress and take corrective steps to improve student achievement prior to intervention from the state. To avoid sanctions, each school is expected to achieve annually a minimum percentage of its total possible points given for the accountability indicators described within the threetiered system. Failure to do so will result in the following designations: High Priority Status - first year. Alert Status - second year. Low Performing Status - third year. Academic Distress Phase I Status - fourth year. To be considered for removal from any sanctioned designation leading up to, but not including. Academic Distress Phase 1, a school must attain the minimum percentage of its total possible points for two consecutive years. Once classified as Academic Distress Phase I, a school must comply with rules and regulations to be promulgated by the ADE in order to be removed from this category. Failure to do So will result in the schools designation as Academic Distress Phase II and/or Academic Distress Phase III. The ADE reserves the right, for any school in any of the designations above, to mandate a specified intensive intervention plan which could include, but not be limited to, specific one-year goals in curriculum, instruction, assessment, and professional development. This plan could also include a mandated summer school program for students performing below grade level. Current rules and regulations governing schools in Academic Distress will remain in effect until the ACTAAP system described here is fully operational. 12Accountability Indicators Definitions of the non-academic (learning environment) indicators are provided later in this document. Tier I Indicators, all state-mandated, are based on performance goals and apply to every school in the state, where appropriate, by grade level configuration. They are as follows: Indicator Performance on State- Mandated Criterion- Referenced Tests ______________Goal (Definition)_____________ 100% of a schools students shall perform at or above the proficient level in reading and writing literacy. 100% of a schools students shall perform at or above the proficient level in mathematics. Grade Level(s) 4'\", 6'\", and 8'\" Performance on State- Mandated Criterion- Referenced Tests 100% of a schools secondary students shall perform at or above the proficient level in Algebra I. 100% of a schools secondary students shall perform at or above the proficient level in Geometry. Secondary School Drop Out Average Daily Attendance Classes Taught by an Appropriate! y Licensed Teacher Professional Development 100% of a schools secondary students shall perform at or above the proficient level in Literacy.__________________________________ At least 99% of secondary students will remain in school to complete the 12'*' grade.______________ Average daily attendance rate will be at least 95%. 100% of a schools classes will be taught by an appropriately licensed teacher. V'\" through 12* Kindergarten through 12\"' Kindergarten through 12'*' School Safety 100% of a schools certified staff will complete at least 30 hours of approved professional development annually.______________________ Schools will be free of drugs, weapons, and violent acts. Kindergarten through 12'*' Kindergarten through 12'*' Note: For purposes of assigning points for criterion-referenced tests under the Tier I accountability component, only the performance of general population students shall be measured. 13 1 I Tier II Indicators are based on trend and improvement goals on state-mandated criterion-referenced tests and on school-selected indicators. Any Other School Selected Indicators must have prior approval of the ADE. Trend goals will be established for different cohorts of students using cross-sectional data from the same indicator (e.g. Primary Benchmark Exam). Statistical techniques will be developed, by averaging multiple years of data, to minimize the inherent volatility associated with the natural variation in performance of these different groups. This means that if a school is continuing to improve, the trend will be a consistent indicator that fewer students are below proficient, with the effect of off-year or good-year performance minimized. Improvement goals will be established for the same cohort of students using a longitudinal database. As students progress from grade to grade, data will be maintained and constantly updated. ! Indicator Performance on State-Mandated Criterion- Referenced Tests Performance on State-Mandated Criterion- Referenced Tests _______Tier II - State-Mandated Indicators ____________Goal (Definition)____________ The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of secondary students performing at or above the proficient level in Algebra I will meet or exceed the trend goal each year. Grade Level(s) 4'\", 6, and 8'\" Secondary The percent of secondary students performing at or above the proficient level in Geometry will meet or exceed the trend goal each year. The percent of secondary students performing at or above the proficient level in Literacy will meet or exceed the trend goal each year. Note: For purposes of assigning points for state-mandated criterion-referenced tests under the Tier II accountability component, the performance of each of the student categories - general population, special education students, limited English proficient students, and high mobility students - shall be measured. 14Tier II - School-Selected Indicators (Schools select any 5) Indicator School Drop Out Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher_____ Professional Development _________________Goal_________________ Secondary schools will improve the percentage of students who stay in school to complete the 12* grade._____________________________ Schools will improve their average daily attendance rate.__________________________ Schools will improve the percent of classes taught by an appropriately licensed teacher. Grade Level(s) Secondary All Levels All Levels School Safety Other School Selected Indicators Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts._____________________________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. All Levels All Levels All Levels Trend and Improvement Goals on State-Mandated Criterion-Referenced Tests On average, each schools trend goal for annual rate of reduction in the number of students below proficient will be determined by dividing the total percent of students below the proficient level by 10. To help establish improvement goals, each cohort of students will be monitored, beginning with the 1999 Primary Benchmark Exam, and a longitudinal database developed. As students progress from grade to grade, data will be maintained and constantly updated. This information will allow for the assessment of performance changes relative to initial performance and will assist in the development of expected improvement models. Test analysis and methodical planning to reach these goals will be facilitated and guided by the state school evaluation process. Trend and Improvement Goals on School-Selected Indicators The school, with approval of the ADE, selects five additional indicators to complete Tier II. These additional indicators can be selected from among school drop out, average daily attendance, teacher licensure, school safety, or professional development as defined in Tier I\nOR, a school may identify trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas related to the criterion- 15referenced or norm-referenced tests. Guidelines will be developed for use in selecting minimum numbers of students for sub-population study in order to preclude identification . of individual students. In order to protect the integrity of the accountability system, the ADE must also approve the trend and improvement goals selected by the school. If a school elects to include results of its norm-referenced tests within its Tier II indicators, points will be assigned even though no points are given for these exams in Tier I. Note: The Professional Development indicator is set at a minimum level of 60 hours in order to encourage schools to offer more than the state-required minimum of 30 hours. Thus, schools will be rewarded for encouraging additional professional development opportunities for its teachers and administrators. Once selected, Tier II indicators will remain until they have been substantially attained or alternate indicators approved by the ADE. The following are examples of indicators based on sub-populations: / The gap between the scale score in mathematics on the Primary Benchmark Exam for African-American students and white students will be decreased by 10% each year. Title I eligible students will improve 5 percentile points in reading comprehension each year on the fifth grade norm-referenced test. Voluntary Reporting of Off-Grade Data The ADE strongly encourages, and will provide assistance toward, voluntary implementation by local schools of an expansion of the process of measuring improvement goals by utilizing data for a longitudinal study of students performance on off-grade tests. Participating schools may include results from off-grade testing as Tier II indicators, if so desired. Tier UI Indicators Tier III is a narrative developed by the staff of each school. This annual narrative of approximately 500 words generally describes data sources (e.g., criterion-referenced tests, norm-referenced tests, etc.) used to address state and local performance indicators. The nanative also describes progress that the school has made in formulating the plan and in successfully implementing the trend and performance indicators within the school improvement process. This narrative, which shall be sent to the ADE during the spring of each year, will be incorporated in the School Performance Report that will be disseminated to the public. No points will be assigned for the narrative. 16Sample School Narrative For the last three years, scores on the Primary Benchmark Exams reading test have exceeded the districts average. Each child from kindergarten through fifth grade receives an hour and a half of developmental reading instruction per day. Emphasis is also placed on the implementation of activities as outlined in the School Improvement Plan. Independent reading of books by primary and intermediate grade level students has been a priority - a goal was set for each student. This year 85% of the fourth grade students met or exceeded their goal compared to 70% last year. Students are being taught writing skills using many different approaches including computer word processing. The writing and scoring process is designed to help students improve writing scores on the Benchmark Exams. The computer-student ratio is 1:4. Children have access to the Internet and the school has a homepage on the Web. In mathematics over the past five years, fifth grade students scored below the district goal of 50% above the national average on the SAT-9. This year, a staff focus group supported by a Title I supplemental grant, recommended a teacher accountability math pacing chart. It included chapter test scores, a consistent five-day math homework policy, in-service for staff and parents, a student test awareness program, homework room and a Math Intervention Assistance program. All recommendations were implemented with the approval of the school council. In May, an in-service continued to provide staff with training on computer software and accessing the Internet for mathematical teaching materials and techniques. Parent involvement (via parent-teacher conferences) increased by 40% this year. Parents participated in developing instructional materials for use at home to reinforce skills, learning instructional uses of the computer, donated time to serve as individual tutors for students during the school day and assisted with holiday events for the students. Definitions of Non-Academic (Learning Environment) Indicators School Dropout means the percentage of students who leave school for any of the following reasons as defined in the Statewide Information System (SIS) database: incarcerated, failing grades, suspended or expelled, lack of interest, conflict with school, economic hardship, pregnancy/marriage, peer conflict, lack of attendance, alcohol/drugs, other. A code will be used for GED participation but will not count as a dropout for ACTAAP purposes. A student will be considered a dropout for the previous year if he/she has a Dropout/Withdrawal date between October 1 of the previous school year and October 1 of the current school year and has not re-entered. The percentage completing will be calculated by dividing the number not dropping out by the previous years October 1 enrollment. Average Daily Attendance means the total number of days attended by students divided by the number of days actually taught by the school. The number includes those students who attend school outside of the resident district on a tuition agreement between the two respective districts. 17 )i I I Appropriately Licensed Teacher means that a teacher has the appropriate license and/or approval to teach, the respective class. The teacher is teaching a class that would not _ cause the school to have a citation in the accreditation process. For the purpose of this calculation, the teacher would fill one of the job assignments as defined in the SIS database. (These are instructional positions, not administrative or supervisory job classifications.) The percentage of classes taught by an appropriately licensed teacher will be .determined by dividing the number of classes taught by appropriately licensed teachers by the total number of classes taught. Professional Development is as defined in the component definition earlier. 1 I School Safety means a percentage safety index determined by dividing the number of violent incidences involving students by the current year three-quarter average daily membership of the school and subtracting from 100%. A safety infraction committed by a student includes any of the following as defined in the SIS database: drugs, alcohol, student assault, staff assault, knife, handgun, rifle, shotgun, explosive, club, and gang. Schools reporting user-defined infractions should request confirmation from the ADE as to their inclusion in this indicator. Each reported incident will be factored into the calculation\ntherefore, there is no difference between one student being reported four times and four students being reported once. i I I i 18 iCiilentlai' for Data Collection and Point Assignment System Since the determination of rewards and sanctions will be based on points assigned to the Tier I and Tier II indicators, it is extremely important that such a system be fair and statistically and legally defensible. It is also necessary to allow appropriate time for sufficient data to be gathered that will permit an accurate measurement of trends and improvement expectations in a sufficient number of indicators. Once the assignment of points is initiated, the ADE, through a contract with the University of Arkansas Office of Research, Measurement and Evaluation (ORME), will be responsible for all calculations and rankings. The local school should not need additional personnel or resources to respond to the requirements of ACTAAP. The following calendar outlines the Baseline Year, or the first year in which official data for each Tier I indicator will be collected. 1998-99 1999-00 2000-01 2001 -02 Primary Benchmark Middle Level Benchmark School Dropout Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety None Intermediate Benchmark End-of-Course Algebra I End-of-Course Geometry End-of-Course Literacy The Baseline Year for trend goals with each Tier II indicator will be two years following that indicators introduction in Tier I. The Baseline Year for improvement goals will vary, depending on when the same cohort of students reaches the next appropriate, measurable indicator. Even though baseline data accumulation was begun with the 1998-99 year, actual points for rewards and sanctions will not be assigned until 2001-02, and then only for those Indicators for which sufficient data has been gathered. The complete accountability point system will become fully operational, with all indicators, in 2003-04. Note: In order to meet federal mandates, a temporary system will be developed to identify those schools designated for school improvement. Beginning in 2000-2001 and continuing until the ACTAAP accountability system is fully operational, a school will be designated in school improvement under the following condition: Seventy-five percent or more of the students perform below proficient on either the literacy (reading and writing) or the mathematics section of the Benchmark Exam for the designated grade or grades represented by the school. 19CMS DMMS DRA Kindergarten Results by Middle School Feeder Pattern Percent Readiness--LRSD Average: 72% FHMS HMS Mann MMS PHMS SMS Basel Chicot Clover Wakef Watson 51 56 56 47 56 King Mitch Right . Steph Wash Woodr 64: 91 92 41 . 81 69 Bale Brady Fair P. F.Park Frank Fulb McDer Steph 59 11 56 68 64 95 95 41 Brady Dodd - McDer Rominc: Terry W.Hilis Wilson ? CMS DMMS Basel 30 Chicot 27 Clover 28 Wakef 22 Watson 25 Whg Mitch Right . Steph Wash 57-\n25:,, 3^ 24 36 Woodr \"84 my' 61-^ Gibbs Willia Booker Carver 89 89 81 81 Chico^ D^d~ Mabelv 7 Meado Otter 56 81 61\" 90 - Badgett F.Park Jeff King PH Rocke Wash Woodr 22 1 Bale T 68 Frank | 90 64 83 76 81 69 Geyer, Meado Steph Wakef -W.Hills\njWiIson 85 77 41 - ^47 75 61 DRA Grade 1 Results by Middle School Feeder Pattern Percent ReadinessLRSD Average: 54% FHMS HMS Mann MMS PHMS SMS Il Bale 67 Brady 35 Gibbs 66 Brady Fair P. F.Park Frank Fulb McDer Steph 35 63 70 58 61 80 24 McDer Romine Terry W.Uills Wilson 58 80 60. 81- 83 Willia Booker Carver 84 69 16 Chicot Dodd Mabelv Meado Otter 58 51 \"tF 68 Badgett F.Park Jeff King PH Rocke Wash Woodr 06 70 69 SI 50 76 36 84 Bale Frank Geyer - Meadov Steph W^k^ W.Hilis Wilson 67 58. 47 \" '70 24 22 81 * 83 CMS DMMS Basel 47 Chicot 39 King Mitch 81 49 Clover 58 Wakef 40 Watson 54 Right Steph , Wash Woodr DRA Grade 2 Results by Middle School Feeder Pattern Percent ReadinessLRSD Average: 68% FHMS HMS Mann MMS PHMS SMS Bale 72 Brady Fair P. 71 63 31 '.78 F.Park Frank Fulb McDer Steph 90 81 79 67 31 Brady Dodd = McDer.'\nRomine* Terr:^^^ WMills Wilson 71 52 67- B90 Gibbs Willia Booker Carver 81 90 80 82 Chicot Dodd Mabelv Meado Otter 39 73 58 Badgett F.Park Jeff King PH Rocke Wash Woodr 12 90 71 81 45 71 63 78 Bale Frank Geyer Meado- Wakeff w.iaiiis WiEon 72 81 73 58 31- ,40 90 60 6/15/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - Districtwide by Grade Districtwide Grade Kindergarten Race Gender Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.06 246 2.53 227 2.81 473 1.16 593 0.89 613 1.02 1206 1.90 68 2.00 52 1.94 120 1.73 907 1.37 892 1.55 1799 Spring Assessment 8.20 245 6.35 227 7.31 472 3.76 605 2.61 625 3.18 1230 5.93 70 5.77 52 5.86 122 5.11 920 3.73 904 4.43 1824 'Amount of Change +5.14 i +3.82 +4.51 +2.60 ' +1.72 +2.16 +4.03 +3:77 +3.92 +3.38 +2.36 +2.88 Developmental Reading Assessment Fall Assessment 7.52' 240 6.35 222 6.96 462 4.81 613 3.65 573 4.25 1186 5.94 49 6.12 50 6.03 99 5.59 902 4.50 845 5.07 1747 First Grade \"Spring Assessment 26.36 246 24.48 225 25.46 471 18.30 634 14.43 584 16.44 1218 16.67 57 22.78 51 19.56 108 20.31 937 17.56 860 18.99 1797 Amount of Change +18.84 +18.13 +18.50 +13.48 - +10.79 +12.20 , +10.73 ' +16\n66 +13.53 +14.72 +13.05 +13.93 Fall Assessment 25.79 231 24.57 231 25.18 462 19.68 601 16.05 604 17.86 1205 19.59 37 22.38 55 21.26 92 21.30 869 18.66 890 19.96 1759 Second Grade Spring Assessment 36.77 226 36.29 233 36.53 459 29.48 605 26.44 604 27.96 1209 29.49 45 29.68 62 29.60 107 31.36 876 29.22 899 30.27 1775 . Amount of 4 Change \"+10.98' *11.72 +11.35 +9.80 +10.39 +10.10 +9:89 +7.30 +8.34 - +10.06- +10.56\" +10\n31 An average level of 2 or more is considered proficient in kindergarten ** An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are highlighted in bold. An average level of 24 or more is considered proficient in second grade. OS2000-Camine.KJhru^2 1 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Districtwide Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.06 246 2.53 227 2.81 473 1.16 593 0.89 613 1.02 1206 1.90 68 2.00 52 1.94 120 1.73 907 1.37 892 1.55 1799 Spring Assessment 8.20 245 6.35 227 7.31 472 3.76 605 2.61 625 3.18 1230 5.93 70 5.77 52 5.86 122 5.11 920 3.73 904 4.43 1824 Developmental Reading Assessment First Grade Second Grade An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in hrst grade. An average level of 24 or more is considered prohcient in second grade. Amount of Change +5.14 . St\n'..-.+3.82 fewOs 10 +2. 16 ^4\nf)3i +3.77 r-^92\n*3^8 +2.36 +2/88 Fall Assessment 7.52 240 6.35 222 6.96 462 4,81 613 3.65 573 4.25 1186 5.94 49 6.12 50 6.03 99 5.59 902 4.50 845 5.07 1747 **(Spring Assessment 26.36 246 24.48 225 25.46 471 18.30 634 14.43 584 16.45 1218 16.67 57 22,78 51 19.56 108 20.31 957 17.56 860 19.00 1797 \nArfiduhtjof Changer r +'l8 84 +1813 +18 50 ' +13 48 +10 79 +12 20 +10.73 +16.66 +13.53 , +14 12 +13 05 +13 93 Fall Assessment 25.79 231 24.57 231 25.18 462 19.68 601 16.05 604 17.86 1205 19.59 37 22.38 55 21.26 92 21.30 869 18.66 890 19.96 1759 -A**!Spring Assessment 36.77 226 36.29 233 36.53 459 29.48 605 26.44 604 27.96 1209 29.49 45 29.68 62 29.60 107 31.36 876 29.22 899 30.27 1775 Arnount of li. Change +10 98 , +1'1 72 . +11.35,\n+9 SO'\" d0 39- +io.io ' '+9.89' +7.30 +8.34 +10:08 +10 56 , +10 31 Segments of the population not testing at a proficient level are highlighted in bold. Ella by sctibol 2Ot)OI3bles 6/19A)0 Race White Black other Total Badgett Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.00 3 3.00 3 0.38 16 0.43 14 0.40 30 0.79 19 0.43 14 0.64 33 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fail to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten Spring Assessment 3.33 3 .i^eKafige: ? 1 +0 33 fW as i'3\u0026gt;\" a First Grade Second Grade Fall Assessment 2.00 1 \"Spring Assessment Amount of Change 3.33 3 1.13 16 0.92 12 1.04 28 r ^+0'6-4 : Si 1.47 19 0.92 12 1.26 31 '^i hhmmi 8 SSS5S.?SgWS '-'+0.62X-' An average level of 2 or more Is considered proficient in kindergarten. An average level of 16 or more is considered proficient in 6rst grade. An average level of 24 or more is considered proficient in second grade. 2.00 1 1.56 18 1.00 9 1.37 27 6.93 15 5.22 9 6.29 24 ^\u0026gt;5 38\" ^\"+422\" +4 92 ?B /M-aI^ d-^'A 1.58 19 1.00 9 1.39 28 6.93 15 5.22 9 6.29 24 . '\u0026gt;'+4 2^1 ' .+4:901 Fall Assessment 8.00 1 1.00 1 4.50 2 1.44 9 1.95 19 1.79 28 \"Spring Assessment 40.00 1 1.00 1 20.50 2 3.00 8 10.55 20 8.39 28 Aynountof\n'Change +32.00 +16 00^^ ft' BO0IW \" +6 61 s?' 2.10 10 1.90 20 1.97 30 7.11 9 10.10 21 9.20 30 fBt 20 +7I3 y Segments of the populetion not testing st a proficient level are highlighted in bold. Ella by school 2000lables 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Bale Grade Gender Female Male Total Female Mate Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.50 2 0.00 2 0.25 4 2.19 21 0.13 15 1.33 36 0.80 5 0.00 1 0.67 6 1.82 28 0.11 18 1.15 46 Kindergarten Spring Assessment 3.50 2 1.00 2 2.25 4 5.77 22 0.60 15 3.68 37 4.20 5 2.00 1 3.83 6 5.34 29 0.72 18 3.57 47 ^Xhange^Zt- l \u0026lt; . -Y ~ : \u0026gt;ryo^-' '^j2.o. 0n0n*- \" V h\nj f ajLO CQ + -''5- f-: +3 40 U.~JfbaOLJ[ a- +^52 g\nSjaSgitySfesaC-a -v^r 4i* '\\2 42\u0026lt;.-: S''' 5Ki Developmental Reading Assessment Fall Assessment 8.40 5 4.00 2 7.14 7 9.13 15 9.25 12 9.19 27 1.50 2 6.75 4 5.00 6 8.27 22 8.11 18 8.20 40 First Grade **Spring Assessment 25.57 7 14.00 2 23.00 9 22.53 15 21.33 12 22.00 27 8.00 2 20.00 5 16.57 7 22.21 24 20.21 19 21.33 43 Amountof ' - ,Chahgeio -r1V7 - +10 00 +^5 86 '+13^40 +12 08 ^^2*81 \\ \\^6 50^- s+13 25 , +11157^ ^^13'94?^ V .+42?1Q: i-jSTasSgSS: ^\u0026lt;3.137 Second Grade * An average level of 2 or more is considered proficient in kindergarten. ** An average level of 16 or more is considered profcient in frst grade. * An average level of 24 or more Is considered proficient in second grade. Fall Assessment 18.50 4 20.00 2 19.00 6 15.69 16 14.93 15 15.32 31 Spring Assessment 33.50 4 44.00 2 37.00 6 25.53 17 28.00 17 26.76 34 jSrnouht'of^ .Change\nTfVoo r . +24'00 ' 1 f e * +18 00-^^1 '+9,84\nSJ5S535 /-.+13.'O7 - +11. 4 sWsaisOK 16.25 20 15.53 17 15.92 37 27.05 21 29.68 19 28.30 40 +14.4^^ f r- \" -1-3 g@8WR 1* Segments of the population not testing at a proficient level are highjighted in bold. Ella by school 2000tablas 6/19/00 Race White Black Other Total Baseline Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.00 2 0.50 2 0.75 4 0.37 19 0.13 16 0.26 35 0.43 21 0.17 18 0.31 39 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten Spring Assessment 3.00 2 3.00 2 3.00 4 1.89 19 1.43 14 1.70 33 SSmduntiSfS Change +2\noo +2\n5Q- +2.25 Si' - -+1.44:7.\nFirst Grade Second Grade Fall Assessment \"Spring Assessment Amount of Change 2.00 21 1.63 16 1.84 37 S'S15Z++: ' +1.53- ' * An average level of 2 or more /s considered proficient in kindergarten. \" An average level of 16 or more is considered proficient in first grade. An average level of 24 or more is considered proficient in second grade. 3.00 4 3.00 4 4.90 20 2.91 23 3.84 43 4.00 1 4.00 1 4.90 20 2.96 28 3.77 48 27.00 2 27.00 2 18.33 18 9.10 21 13.36 39 18.33 18 10.65 23 14.02 41 +24 OQ +24 00 +13 45 +6 18 +9 52 eft +13 43-, +7 69 +10 25 Fall Assessment 20.67 3 16.00 2 18.80 5 16.83 12 15.77 13 16.28 25 38.00 1 \"Spring Assessment 31.33 3 20.00 2 26.80 5 24.69 13 23.00 13 23.85 26 44.00 1 Afhdurit of ^Change. +10.67-.-''' +4:00.^\n. +8.00' ,,+7 86'', '-\u0026lt;l\n+7:23 +7,57 +6.00 38.00 1 18.88 16 15.80 15 17.39 31 44.00 1 27.00 17 22.60 15 24.94 32\nt6:(5o:^ ' 21. ' - +'6\n80v-' 0++7\n55 Segmenfs of the population not testing at a proficient level are highlighted in bold. Ella by school 2000lables 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Booker Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 2.12 17 1.42 12 1.83 29 1.58 19 1.76 21 1.68 40 4.00 3 0.00 2 2.40 5 2.00 39 1.54 35 1.78 74 Kindergarten Spring Assessment 6.06 17 2.83 12 4.72 29 3.95 19 4.10 21 4.03 40 11.67 3 1.00 2 7.40 5 5.46 39 3.49 35 4.53 74 .XCharige_'' ig\nta?S!aigeiSB iy +9 V? is'\n-j+5\n0QWffi as Developmental Reading Assessment Fall Assessment 6.61 23 4.92 12 6.03 35 3.71 21 2.43 23 3.05 44 2.75 4 First Grade \"Spring Assessment 24.83 23 23.25 12 24.29 35 19.05 21 16.38 21 17.71 42 21.00 4 Ambunt-pf , Change: +18r22 -^5. +18:33' . ,+182^ , 'i- .. +15'33' r r-\nX*'-?!' +13.95 1^ Second Grade Wi O 3' 'Sr\n'- 2.75 4 5.02 48 3.29 35 4.29 83 21.00 4 21.98 48 18.88 33 20.72 81 'VI8 25\nl+io'giB +15 59 +1\u0026amp;43 Fall Assessment 29.33 24 25.12 17 27.59 41 22.36 25 16.78 18 20.02 43 24.00 2 44.00 1 30.67 3 25.71 51 21.47 36 23.95 87 Spring Assessment 37.42 24 31.88 16 35.20 40 32.64 25 27.67 18 30.56 43 30.00 2 44.00 1 34.67 3 34.78 51 30.06 35 32.86 86 change--'. \nSSpssWii * An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered prohctent in 6rst grade. *** An average level of 24 or more is considered prescient in second grade. Si .+1O\n53 A ,\n- -ggai :^:4+\u0026lt;do^ .'MS: +8.58 iWW Segmenfs of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Brady Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.00 5 0.67 3 0.88 8 0.89 9 0.53 17 0.65 26 0.67 3 0.67 3 0.88 17 0.55 20 0.70 37 Kindergarten Spring Assessment 5.40 5 4.00 2 5.00 7 3.86 7 3.50 16 3.61 23 2.50 2 Armuri^of c Ctiah\u0026amp;e .v+3,33.^ Developmental Reading Assessment First Grade Second Grade +413 t - +2 95. T83S 5^ 2.50 2 4.21 14 3.56 18 3.84 32 , 1. +3 01 T - t3 W Fall Assessment 8.00 7 8.00 3 8.00 10 5.47 17 5.24 21 5.34 , 38 5.50 4 6.00 3 5.71 7 6.11 28 5.63 27 5.87 55 Spring Assessment 14.29 7 20.00 3 16.00 10 12.44 16 13.00 19 12.74 35 13.50 4 14.33 3 13.86 7 13.07 27 14.00 25 13.52 52 Amouhtiof Change^ *M*n T +6 29. -+'1Z00 +8 00 +6.97 X' I,_____________ * , +7 40 Z-1+8 00 \u0026gt;+833'\n''\"+6,97 ~ a., B D a /i* J- * An average level of 2 or more Is considered proficient in kindergarten. * /Vi average level of 16 or more is considered proficient in first grade. *** An average level of 24 or more is considered proficient in second grade. Fall Assessment 18.00 3 18.00 1 18.00 4 19.13 16 17.74 23 18.31 39 Spring Assessment 29.33 3 30.00 1 29.50 4 29.29 14 26.00 21 27.31 35 .-JaBHangesfe +1 T,33,*/i^ -ii'AVi: iSSaSSte 16.00 1__ 16.00 1 18.95 19 17.68 25 18.23 44 28.00 1 28.00 1 29.29 17 26.26 23 27.55 40 -ft\n^r , ,+9.32 y.., Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000lablas6/19/00 Race White Black Other Total Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Carver Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 8.38 13 8.00 18 8.16 31 4.05 19 1.50 20 2.74 39 2.00 1 9.25 4 7.80 5 5.70 33 5.02 42 5.32 75 Kindergarten Spring Assessment 11.46 13 11.83 18 11.68 31 5.95 19 3.20 20 4.54 39 4.00 1 12.50 4 10.80 5 8.06 33 7.79 42 7.91 75 * 'AiTfount of?' ^Change?i '7* '\\-t^,83 ',+\"1I'.-.-8O'r9i'A'\n-\n- - - .\"+1.'7O'-- ? _ i j'+O ^'i'O Ta-i \u0026gt;+r 3n 0n0n K'i Developmental Reading Assessment Fail Assessment 8.57 7 6.35 20 6.93 27 4.87 15 2.79 19 3.71 34 8.00 1 4.67 3 5.50 4 6.13 23 4.62 42 5.15 65 First Grade Second Grade Spring Assessment 28.00 7 26.10 20 26.59 27 20.87 15 16.95 19 18.68 34 30.00 1 31.33 3 31.00 4 23.43 23 22.33 42 22.72 65 Amounfof Changed +19 43 +19 75 +1S67,\u0026gt; +16-00... i:r^' - +14 16 +14j97 +22 00 +26 67 +25.50 +1730 +17171 +17 57 Fall Assessment 24.83 12 26.10 20 25.63 32 19.29 28 17.44 18 18.57 46 16.00 2 25.50 4 22.33 6 20.71 42 22.33 42 21.52 84 ***Spring Assessment 40.50 12 38.63 19 39.35 31 31.85 27 31.00 18 31.51 45 32.00 2 36.00 4 34.67 6 34.39 41 35.02 41 34.71 82 c ____ Ajnount of .'change +15 67 +12.53 +13 73 fin !\"+12 57 s' +13^56-- ^,5 '-+i^+' 2 95 +16 00\n\". *\"^10 so\"' - 33 i 'XS\" +13 68, +12 69 \" '+13-18.\n An average level of 2 or more Is considered proficient in kindergarten. An average level of 16 or more is considered pro6cienl in first grade. *** An average level of 24 or more is considered proficient in second grade. Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tables 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Chicot Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 4 4.29 7 215 11 0.64 25 0.41 22 0.53 47 0.57 7 0.00 7 0.29 14 0.56 36 1.08 36 0.82 72 Kindergarten Spring Assessment 1.75 4 4.29 7 3.36 11 2.35 26 1.39 23 1.90 49 1.57 7 0.86 7 1.21 14 2.14 37 1.84 37 1.99 74 ^aChangev '\n/s/1-75 - 4+-0n R6/l4 - rtWi^- las .+0.8. r-. +1-00,^ 4+0 86\" \\ \u0026gt;'0 75,7.^ : -iH-117 Developmental Reading Assessment Fall Assessment 1.75 4 1.00 5 1.33 9 1.88 24 1.75 20 1.82 44 2.00 3 1.00 4 1.43 7 1.87 31 1.52 29 1.70 60 First Grade \"Spring Assessment 16.75 4 10.17 6 12.80 10 14.52 23 7.91 22 11.29 45 13.11 9 2.60 5 9.36 14 14.42 36 7.52 33 11.12 69 ' Amount of :\n,Chaihge 1 \"AS? Bias?! SSsi +.12\n6S +64'6 3-9\u0026gt;47 B +11.11 ssisssafs .J-*7 93\n?.+Ji'2.55\n- +6\no'o- Si\u0026amp;Ss +942iJ Second Grade * An average level of 2 or more is considered proficient in kindergarten. \" An average level of 16 or more is considered proficient in first grade. *** average level of 24 or more is considered proficient in second grade. Fall Assessment 19.00 2 17.00 2 18.00 4 16.05 21 11.57 23 13.70 44 16.00 2 16.00 2 16.30 23 12.30 27 14.14 50 \"Spring Assessment 37.00 2 31.00 2 34.00 4 26.35 20 25.26 19 25.82 39 6.40 5 17.33 9 13.43 14 23.44 27 23.27 30 23.35 57 /^ount^of , ..'change-'\n1^0 1+16-00 '3. 340130?^* *sffi - +13^70 ^+^2^2: .fc1i33 SSiWBi =' +9:21 Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000labtes 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race Cloverdale Grade Gender Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.00 1 0.00 2 0.33 3 0.52 23 0.17 23 0.35 46 0.00 1 0.00 2 0.00 3 0.52 25 0.15 27 0.33 52 Kindergarten Spring Assessment 4.00 1 6.00 2 5.33 3 2.05 21 1.48 23 1.75 44 2.00 1 1.00 2 1.33 3 2.13 23 1.78 27 1.94 50 WmoujW^ WCfiangte^ *'-.^\u0026lt;+6.00 '\"S'\nDevelopmental Reading Assessment Fall Assessment First Grade Spring Assessment ^Snibuiit of change . Second Grade isss^wswiew\n-.4i:5'3 [U'S '+'2'00''' PPUxsfiS 4.00 1 4.00 1 7.00 29 4.83 29 5.91 58 3.00 1 6.50 4 5.80 5 6.87 30 5.00 34 5.88 64 8.00 1 8.00 1_ 13.68 28 10.10 30 11.83 58 6.00 1 20.25 4 17.40 5 13.41 29 11.20 35 12.20 64 +4,00- +4.0\u0026amp; +6 6^ - ^s:2.7z. +310'0'' -'- .3l 6\u0026amp;^ 5SSw?i?i5!r^SWWi , . +6:55' r Ss\u0026amp;SSg^fci w , '+6 20\n An average level of 2 or more Is considered proficient in kindergarten. An average level of 16 or more is considered proficient in nrst grade. An average level of 24 or more is considered proficient in second grade. Fall Assessment 29.00 2 3.00 1 20.33 3 27.52 27 26.75 24 27.16 51 44.00 1 44.00 1 27.62 29 26.50 26 27.09 55 Spring Assessment 20.00 1 4.00 1 12.00 2 31.30 23 25.68 19 28.76 42 T^puntsof ^Change\nw -9,00 +1 00 Is aS +3^79 j1'.Q7 5^\n*r'K' 44.00 1 44.00 1 30.83 24 25.52 21 28.36 45 ifi +3 21-\nijSS-ffisSSM\n^,j-0'i9ffM-. giiggE Segments of the population not testing at a proricient level are highlighted in bold. Ella by school 2000tables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Dodd Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.64 11 0.50 8 0.58 19 1.00 9 0.25 8 0.65 17 0.80 20 0.38 16 0.61 36 Kindergarten Spring Assessment 6.80 10 4.89 9 5.89 19 10.67 9 2.75 8 6.94 17 hSSf '^riSuntJofsl ri'.fetSrtUFTsCi'it'.ii'a-.t. S5\n32 4b: --,.=+9,675 - Developmental Reading Assessment First Grade Second Grade --7+2 50 Fall Assessment 1.33 3 11.00 4 6.86 1 2.14 7 3.00 7 2.57 14 18.00 1 Spring Assessment 16.67 3 23.00 4 20.29 7 19.29 1 19.43 7 19.36 14 30.00 1 Amount of Change -M+.ISrSOt +12 00 +13 43 +17 14 .+16'43\n+1679 +12 00 Fall Assessment \"Spring Assessment Afnount of -..Change, 8.63 19 3.88 17 6.39 36 sassSst T 18.00 1 3.36 11 5.91 11 4.64 22 30.00 1 19.55 11 20.73 11 20.14 22 +42'.00i +1618 +14 82 --4115 50\" I- .... -iV'^ ?\u0026gt;7 An average level of 2 or more is considered proficient in kindergarten. \" An average level of 16 or more is considered prondent in 6rst grade. * An average level of 24 or more Is considered profclent in second grade. 10.00 5 10.00 5 25.00 6 15.25 4 21.10 10 25.20 5 25.20 5 16.25 8 28.50 4 20.33 12 +15.20i +1520 -8 75, +13 25- -0 77' 4. 14.00 1 14.00 1 25.00 6 12.50 10 17.19 16 16.25 8 26.67 9 21.76 17 +14 17c^ ' +4'58 Segments of the population not testing at a proficient level are highlighted in bold Ella by school 2000tab!es6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Fair Park Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 2.12 17 1.42 12 1.83 29 1.58 19 1.76 21 1.68 40 4.00 3 0.00 2 2.40 5 2.00 39 1.54 35 1.78 74 Kindergarten Spring Assessment 6.06 17 2.83 12 4.72 29 3.95 19 4.10 21 4.03 40 11.67 3 1.00 2 7.40 5 5.46 39 3.49 35 4.53 74 Ghange a.. ' 'si\n.'T2\n'90.%, T \u0026lt; L-V -I i\nw' a^\u0026gt;+^f251o3f77A^-ieE L' iSi' r*'. \\50b-- 'Tfr t, i 2!2 9 '+2:74 \u0026lt; Developmental Reading Assessment Fall Assessment 6.61 23 4.92 12 6.03 35 3.71 21 2.43 23 3.05 44 2.75 4 2.75 4 5.02 48 3.29 35 4.29 83 First Grade **(Spring Assessment 24.83 23 23.25 12 24.29 35 19.05 21 16.38 21 17.71 42 21.00 4 21.00 4 21.98 48 18.88 33 20.72 81 Second Grade SjAmountiof: Ch^geat -- 418.33: , +15.33 +13.95 9^'8^5ft3 !3t Si +16^96: tW' STS: sl3\nFall Assessment 29.33 24 25.12 17 27.59 41 22.36 25 16.78 18 20.02 43 24.00 2 44.00 1 30.67 3 25.71 51 21.47 36 23.95 87 ***Spring Assessment 37.42 24 31.88 16 35.20 40 32.64 25 27.67 18 30.56 43 30.00 2 44.00 1 34.67 3 34.78 51 30.06 35 32.86 86 lounliof hange Sc\"* ' , A +6.76 +7 61 - ' +10 28* '\u0026gt;+J0 89-. - ~ +1053* +6 00 \\0-. gaitSigjaw S: +8'-58//-' S=WS? -p. -r ^+8 91 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. \"* An average level of 24 or more is considered proficient in second grade. Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000labl6S 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Forest Park Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 4.55 11 3.08 12 3.78 23 1.89 9 0.00 13 0.77 22 Spring '-JpSnoun^'oC . ''S! - Assessment ?.'/. i,\n-* Chh'Oa nn nge ? 8.82 11 7.25 12 8.00 23 3.22 9_ 0.50 12 1.67 21 ^.\u0026gt;\n/4:27 ' -+417 5. A ' +4.22 +l..33s' W asw^ +0.50a- r\"'- +V0b'-t8+9S?s-\n,-^' Developmental Reading Assessment Fall Assessment 8.75 20 13.80 15 10.91 35 6.00 5 4.20 10 4.80 15 First Grade \"Spring Assessment 27.70 20 31.13 15 29.17 35 21.60 5 15.60 10 17.60 15 jAffiouniW' CKarige +18:95 +17.33\n'i, 53! .+j.T.^0. KiSSSf+SSi\n5'' F\nSecond Grade 3.35 20 1.48 25 2.31 45 6.30 20 3.88 24 4.98 44 * An average level of 2 or more is considered proficient in kindergarten. \" An average level of 16 or more is considered proficient in krst grade. An average level of 24 or more is considered proficient in second grade. j.O*OR - - f\n8.20 25 9.96 25 9.08 . 50 26.48 25 24.92 25 25.70 50 8 8:28 ^1, li Fall Assessment 18.55 11 18.29 14 18.40 25 18.40 5 11.83 12 13.76 17 20.00 2 \"Spring Assessment 39.09 11 36.29 14 37.52 25 34.80 5 25.33 12 28.12 17 42.00 2 3i5i\u0026gt;unt\u0026lt;of? ^Chan'gfe\n-. +i9.i2' 5g!j4?i55I5 .+16.40 tefsjioi\ni-TIMS? sBi^ 20.00 2 18.67 18 15.31 26 16.68 44 42.00 2 38.22 18 31.23 26 34.09 44 ^2Z(}0 ' SSgsS^SWS Segments of the population not testing al a proficient level are highlighted in bold. Ella by school 2000lables L 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Franklin Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 2 1.00 1 0.33 3 0.43 23 0.15 41 0.25 64 1.50 2 1.50 2 0.48 27 0.17 42 0.29 69 Kindergarten Spring Assessment 2.00 2 3.00 1 2.33 3 2.65 23 2.05 41 2.27 64 3.50 2 Amount of Change +2 00 +2 00 +2 00 T +2 22 +1 90 +2 02 +2 00 Developmental Reading Assessment Fall Assessment 14.00 1 14.00 1 6.23 30 5.96 26 6.11 56 3.00 1 First Grade Spring Assessment 44.00 1 44.00 1 24.38 32 18.82 28 21.78 60 26.00 1 Second Grade L: Amount of -.Change.. ^:|+3o.^''' Fall Assessment \"Spring Assessment Amount of Change #3o\noa +18,14 +12:86 +15.68 +23.00 19.15 34 12.93 30 16.23 64 35.35 34 32.73 30 34.13 64 +16.21 +19 80 +17:89 3.50 2 2.67 27 2.07 42 2.30 69 '+2 00 +2119 - , +1.90: *2 01 J 3.00 1 6.38 32 5.96 26 6.19 58 26.00 1 25.00 34 18.82 28 22.21 62 +23 00' +18,63\n+16:02i s 19.15 34 12.93 30 16.23 64 35.35 34 32.73 30 34.13 64 +\"16 21 +19.80 ' ^''+17\n89 V * An average level of 2 or more is considered proficient in kindergarten. \"An average level of 16 or more is considered proficient in first grade. An average level of 24 or more is considered proficient in second grade. Segments of the population not testing al a proficient level are highlighted in bold. Ella by school 2000tables6/19/00 Race White Black Other Total Fulbright Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 5.33 12 2.70 23 3.60 35 2.25 4 5.31 13 4.59 17 3.00 1 3.00 1 4.56 16 3.62 37 3.91 53 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten Spring Assessment 18.67 12 6.91 22 11.06 34 5.40 5 7.62 13 7.00 18 ^5 +.13\"33'^J? g S: assfij . +7-46:Kj sW sM5!S^KSSaSEa! teMsSfS!?RSwat^ First Grade Second Grade 12.00 1 12.00 1 14.76 17 7.31 36 9.70 53 as ^^5 x^iiia-SiBiSSS +9-00 C' A?\nO0' t-'-r-fi io\n2di +3.68.. ^evn!MOSW-'j V+5.79 * An average level of 2 or more is considered proficient in kindergarten. * An average level of 16 or more is considered pro6cient in first grade. *\" An average level of 24 or more Is considered proficient in second grade. Fall Assessment 9.86 14 2.12 17 5.61 31 2.27 11 3.18 11 2.73 22 5.00 1 5.00 1 6.52 25 2.62 29 4.43 54 4*1Spring Assessment 25.43 14 25.27 15 25.34 29 15.40 10 17.64 11 16.57 21 Amount of Change + 15 57 , +23'. 15 SI 9^\n+13.43\nglW45 2^ 38.00 1__ 38.00 1 21.25 24 22.63 27 21.98 51 S33iOQ\nt33L0Q\n+20\n0l\n7:5\nFall Assessment 34.93 15 36.00 12 35.41 27 25.91 11 34.00 11 29.95 22 44.00 2 44.00 1 44.00 3 32.04 28 35.42 24 33.60 52 \"Spring Assessment 40.40 15 43.33 12 41.70 27 33.60 10 36.83 12 35.36 22 44.00 2 44.00 1 44.00 3 38.15 27 40.24 25 39.15 52 Amount of ^Changew Xi +5.47 tri SS?' Z +6-.30 :'\u0026gt; ?a55^ +769 +5.4V: 0., \"* ,0? :(i SK1?1 M2\nS5VS6\nSegments of the population not testing at a proficient level are highlighted tn bold. Ella by school 2000iablas 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Garland Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Kindergarten Developmental Reading Assessment First Grade Second Grade Fall Assessment Spring Assessment Amount .-^Ghangfe\" gfegS Fall Assessment \"Spring Assessment ' Arnountof's Ixa-Change Irl Fall Assessment \"Spring Assessment * /^ount of Change-i) 0.69 16 2.29 28 1.70 44 1.00 1 1.00 1 0.69 16 2.24 29 1.69 45 1.47 17 1.41 29 1.43 46 0.00 1 0.00 1 1.47 17 1.37 30 1.40 47 * An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. * /tn average level of 24 or more is considered proficient in second grade. SsSssi 5K5!aii O'\n87f'\ny aiftS h:^\n^0ii2fea !3We TOO SfcWs! -i U.UjiiS O\nB f5^ ?*^SW?87^M 2.53 17 2.27 11 2.43 28 3.00 1 2.33 3 2.50 4 2.56 18 2.29 14 2.44 32 11.47 17 9.92 12 10.83 29 12.00 1 10.00 3 10.50 4 11.50 18 9.93 15 10.79 33 \u0026gt;7'64 \u0026gt;8.'4o: '+7.67^ BWiBSK- i-?' +8:00 +7'65 - 13.18 22 12.70 20 12.95 42 13.18 22 12.70 20 12.95 42 2.00 1 2.00 1 17.64 22 20.37 19 18.90 41 17.64 22 19.45 20 18.50 42 +4-45 +5-95 S +675?^ Ts 55 Segments of the population not testing at a proficient level are highlighted in bold. Ella by school ZOOOtables 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Geyer Springs Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Developmental Reading Assessment First Grade Second Grade Mean N Mean N Mean N Mean N Mean N Mean ~~N~ Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.00 1 5.00 2 4.33 3 0.90 20 0.80 20 0.85 40 0.00 1 0.00 1 0.00 2 0.95 22 1.13 23 1.04 45 Spring Assessment 6.00 1 15.00 2 12.00 3 2.35 20 2.70 20 2.53 40 2.00 1 1.00 1 1.50 2 2.50 22 3.70 23 3.11 45 ,^.iiQaniam, ?! K5\u0026gt;WTi' .. ?A5 '*'--a'\n^.14.5 '+119Q ?:-^S5$.vK!35I .--r^1. ss .fe-fe^iiargteSai.'3i.. 1 t42.S7\n'^ * An average level of 2 or more is considered proficient in kindergarten. * An average level of 16 or more is considered proficient in first grade. *** An average level of 24 or more is considered proficient in second grade. Fall Assessment 5.80 5 0.75 4 3.56 9 2.60 20 2.36 14 . 2.50 34 \"Spring Assessment 30.40 5 17.00 4 24.44 9 20.15 20 14.08 13 17.76 33 \" AmtouhVof . '..Cha'ng^.j. i+24 60 . +16'-25i,\" +2089 .. +17 55 +11 72 +1526\n:g$^:gas. 1.25 4 1.25 4 3.24 25 1.86 22 2.60 47 11.75 4 11.75 4 22.20 25 14.19 21 18.54 46 1.10 50 \u0026lt;10'50^ '.\n\u0026gt;\n+18 96 +12\n^-\n,+15\n95 Fall Assessment 20.00 3 19.33 3 19.67 6 19.17 12 14.50 20 16.25 32 \"Spring Assessment 37.33 3 30.67 3 34.00 6 33.50 12 25.80 20 28.69 32 iGhanaei 11,133 +1^F33 I\n^?5- +14.33 7 +11,30\n:Wii WO ags 20.00 1 20.00 1 19.33 15 15.33 24 16.87 39 40.00 1 40.00 1 34.27 15 27.00 24 29.79 39 +20i\u0026amp;0Str , 126'00-/, 1?\n+Bii- 8i +1.1\u0026lt;67.?. LV^.- Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Gibbs Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 4 0.00 3 0.00 7 0.00 4 0.00 6 0.00 10 0.00 2 0.00 2 0.00 10 0.00 9 0.00 19 Kindergarten Spring Assessment 6.33 6 10.00 6 8.17 12 5.88 8 4.58 12 5.10 20 8.67 3 iAmountofi Change - '^'+6.33 +10 00 +8 17 *5.g8.~ 3+8.67 Developmental Reading Assessment Fall Assessment 11.25 4 6.89 9 8.23 13 3.50 6 2.75 8 3.07 14 4.00 1 First Grade Second Grade 8.67 3 6.53 17 6.39 18 6.46 35 t5nWglSf +'6.53: +6 39' +6 46 4.00 1 6.36 11 4.94 17 5.50 28 \"Spring Assessment 27.57 7 28.10 10 27.88 17 17.56 9 14.43 14 15.65 23 18.00 2 24.00 1 20.00 3 21.50 18 20.28 25 20.79 43 - Amount of , Change \u0026lt;7 +16 32 +21.21 +19 65 +14 06 +11 68 +12 58 +14 00 +16 00 -+15 34 ./+15.29\n* An average level of 2 or more is considered proficient in kindergarten. ** An average level of 16 or more is considered proficient in frst grade. *\" An average level of 24 or more is considered proficient in second grade. Fall Assessment 22.60 10 20.89 9 21.79 19 13.40 10 13.45 11 13.43 21 \"Spring Assessment 32.89 9 37.56 9 35.22 18 28.40 10 25.45 11 26.86 21 Amount of +10 29 +16 67 '+13 43 +15 00 +12 00 +13 43 18.00 1 18.00 1 18.00 20 16.86 21 17.41 41 30.00 1 30.00 1 30.53 19 30.86 21 30.70 40 +12 00 si\n+12O6\n-' Si\n+12 53 +14.00 '+13.29-.' Segments of the poputation not testing at a proficient level are highlighted in bold. Ella by school 2000lables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Jefferson Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 5.45 20 4.07 14 4.88 34 2.00 12 1.88 8 1.95 20 8.00 2 8.00 2 4.38 34 3.27 22 3.95 56 Kindergarten Spring Assessment 12.70 20 11.93 14 12.38 34 4.92 12 3.25 8 4.25 20 24.00 2 ^AmdyHVof,^ Clfange +7 86 n 50, ^tl 38 ^.1 ,\u0026gt;+2 30- J SSSBi Developmental Reading Assessment Fall Assessment 6.82 11 5.81 21 6J6 32 5.62 13 1.57 7 4.20 20 First Grade Spring Assessment 36.36 11 28.00 21 30.88 32 21.38 13 11.57 7 17.95 20 Amoimtof L . Change_ ^29 55 \" i ( -it \u0026gt;. , , +2249 +247,2 litat S S' Mjrjj i'+ISJ'-T \u0026gt; ---,+IOQO ' S +13:75 \"'-JI' Second Grade 24.00 2 10.62 34 8.77 22 9.89 56 13i16^0.tk iSQj 'fK6 2'4\\V 595 \u0026lt; 6.17 24 4.75 28 5.40 52 28.25 24 23.89 28 25.90 52 t. Tt ,+22 08' '\u0026gt;5^v +20\"50 * An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in 6rst grade. \"** An average level of 24 or more is considered proficient in second grade. Fall Assessment 32.67 24 30.38 21 31.60 45 22.57 14 22.50 12 22.54 26 'Spring Assessment 38.32 19 35.90 20 37.08 39 25.64 14 29.64 11 27.40 25 of Change 4-5\n52 ^a-ESjElS e58O siSa^'SSsaSiS' +7m s? 'asset's 27.00 2 27.00 2 28.95 38 27.49 35 28.25 73 20.00 1 20.00 1 32.94 33 33.25 32 33.09 65 8i \u0026amp; gashes :isa\u0026gt;tlvta5\n^Gi)sacs. SSSi . 8 r^' Segments of the population not testing al a proficient level are highlighted in bold. Ella by school 2000lables6/19/00 Race Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade White Black other Total King Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.71 17 0.36 14 1.10 31 0.76 25 0.55 20 0.67 45 1.50 4 0.00 3 0.86 7 1.17 46 0.43 37 0.84 83 Kindergarten Spring Assessment 5.71 17 3.38 13 4.70 30 4.19 26 2.29 21 3.34 47 3.67 6 5.00 3 4.11 9 4.65 49 2.89 37 3.90 86 sasfeg ^CnangeaK sfeafei \u0026gt;S?S03^ ,j:-,t3.6O ^+9+343 - ajaas'-\"\"- ri'! rjs?- Sii tiiJ ^2 !s i \"Vs 05 feaSii Sfl Developmental Reading Assessment Fall Assessment 7.24 25 6.67 12 ., 7.05 37 5.00 24 3.09 35 3.86 59 10.67 3 9.33 3 10.00 6 6.40 52 4.32 50 5.38 102 First Grade \"Spring Assessment 23.28 25 25.31 13 23.97 38 23.21 24 13.14 35 17.24 59 17.00 4 42.67 3 28.00 7 22.77 53 17.98 51 20.42 104 Second Grade * 4/7 average level of 2 or more is considered proficient in kindergarten. * An average level of 16 or more is considered proficient in first grade. *** An average level of 24 or more is considered proficient in second grade. ?Wnpin^K5 .'fiihange r\\+.t8s9T\\ .S - 1 iX/sTtilS'i- \"Spring Assessment 40.09 22 39.53 17 39.85 39 33.04 27 33.69 26 33.36 53 49.50 2 Fall Assessment 21.18 22 20.50 16 20.89 38 16.85 26 13.46 28 15.09 54 20.00 1 jjs^Byge- ^isJetL '+16.92' \u0026gt;18 -21 Siaa^ei^is :T.V 01313 ' -^'+16'fy1s9i r'' +^.23 W3333!19? -FlS.QOi y i:'T.1ft5l6 37r jigsaaaa 8 20.00 1 18.86 49 16.02 44 17.52 93 49.50 2 36.73 51 36.00 43 36.39 94 SWSQS ' '+17^87-''' asswSs 04 y.-r^ +99.98-Ms- +18 88- Segments of the population not testing al a proficient Ie vel are highlighted in bold. Ella by school 2000tables 6/19/00 Mabelvale Elem Grade Race White Black other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fail Assessment 1.50 8 2.29 7 1.87 15 0.82 17 0.50 20 0.65 37 0.00 1 0.00 1 1.00 26 0.96 27 0.98 53 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten Spring Assessment 6.13 8 4.14 7 5.20 15 2.47 17 2.05 20 2.24 37 3.00 1 /Amount of' ''t.^Change . .+4 63' e ''+T1 I (8J6U+ f IS. , +1 59 + +3'66 ,* First Grade Second Grade 3.00 1 3.62 26 2.59 27 3.09 53 '\u0026gt;''+3 00 I,.*..\n... '+2 62 I-.- 7-f+JJ -6153\u0026lt; jMf- ? * An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered prescient in 6rsl grade. * An average level of 24 or more is considered proficient in second grade. Fall Assessment 3.00 2 1.17 6 1.63 8 3.45 22 1.77 22 2.61 44 3.42 24 1.64 28 2.46 52 **lSpring Assessment 41.00 2 16.17 6 22.38 8 21.04 24 18.65 23 19.87 47 Amount of Change '+-38 00 +20 75^^ \\ te 45\n,+16,88^ +7 25 sss^siSJSJ^ Fall Assessment 11.14 7 11.00 5 11.08 12 8.23 13 8.30 20 8.27 33 15.00 2 Spring Assessment 24.86 7 39.00 7 31.93 14 22.15 13 19.60 20 20.61 33 41.00 2 Amount of - Change +28\n00: '\ni3 92\n- gs Xii^so- p =:+-aai\n'aa' +12133\nsr +26.00 r 22.58 26 18.14 29 20.24 55 7^\n+1916, X+16-50 15.00 2 9.77 22 8.84 25 9.28 47 41.00 2 24.73 22 24.63 27 24.67 49 +26.001-.\n-+15.40 Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tables 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race McDermott Grade Gender Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.07 14 0.62 13 0.85 27 0.00 9 0.00 9 0.00 18 0.50 6 1.00 4 0.70 10 0.62 29 0.46 26 0.55 55 Kindergarten Spring Assessment 9.29 14 4.15 13 6.81 27 4.67 9 2.56 9 3.61 18 5.17 6 10.50 4 7.30 10 7.00 29 4.58 26 5.85 55 ' Amo'unf of 'Change i\n, f -s+8-^' \" 3 +3.54 sfS?9 Developmental Reading Assessment First Grade Second Grade SOS Wfttt\n5QiS r +4\n12.- ^5 .ill- Fall Assessment 3.45 11 8.67 9 5.80 20 2.53 17 2.55 11 2.54 28 4.75 4 3.00 2 4.17 6 3.13 32 5.09 22 3.93 54 \"Spring Assessment 21.36 11 31.78 9 26.05 20 23.65 17 21.20 10 22.74 27 18.75 4 26.00 2 21.17 6 22.25 32 26.19 21 23.81 53 Amouhtof Change\n+17 91 --Tffti +2311 +20 25 +21 12 +18 65 +20 21 +14 00 +23 00 +17.00^\\ , Tig 13 +21 10 +19 89 Fall Assessment 27.00 10 26.00 17 26.37 27 18.94 32 16.06 17 17.94 49 12.00 2 3.33 3 6.80 5 20.45 44 19.59 37 20.06 81 Spring An average level of 2 or more is considered proficient in kindergarten. * An average level of 16 or more is considered proficient in first grade. *** An average level of 24 or more is considered proficient in second grade. Assessment 37.20 10 40.94 17 39.56 27 30.87 31 25.62 21 28.75 52 30.00 2 18.00 3 22.80 5 32.30 43 31.41 41 31.87 84 Afndunt of jehiange: ^10.20^ .^ir'Ss n'- +'13.19\n-+9.56\n18iO(T :t?14.67- +=M?8^ !!* = +1'182*-: +11.81'{ Segments of the population not testing al a proficient level are highlighted in bold. Ella by school 20Q0lables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Meadowcliff Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Tota! Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.00 3 0.00 5 0.38 8 2.23 13 0.11 9 1.36 22 Spring Assessment 4.00 3 1.75 4 2.71 7 6.57 14 2.22 9 4.87 23 Wou^ S+' ip\u0026gt;- si-aaSSia^ if fc Developmental Reading Assessment First Grade Second Grade *5 J 2.00 16 0.07 14 1.10 30 6.12 17 2.08 13 4.37 30 Be fe WSTK'Sf'\"'' * An average level of 2 or more is considered proficient in kindergarten. \"* An average level of 16 or more is considered proficient in 6rst grade. ** An average level of 24 or more is considered proficient in second grade. Fall Assessment 3.50 4 1.33 3 2.57 7 2.31 16 2.25 12 2.29 28 2.00 1 2.00 1 2.52 21 2.07 15 2.33 36 Spring Assessment 31.60 5 14.33 3 25.13 8 20.50 16 16.93 14 18.83 30 16.00 1 16.00 1 22.82 22 16.47 17 20.05 39 Arnouht of Change \u0026lt;+28-10 4-13.001 'W +22:55' !'X +1919^ ilW9 +14.00, -i ' -y-20-29 'Iff' is : 4^7772 l\"'- Fall Assessment 16.67 3 15.33 3 16.00 6 17.54 13 13.77 13 15.65 26 Spring Assessment 24.67 3 22.00 3 23.33 6 25.93 14 22.33 15 24.07 29 ^Change SI I^+SW\"^ +6.'67 sg\u0026lt; +8 39:?^' 'ifSa-S5 +8.56 +8\n42 2.00 1 2.00 1 17.38 16 13.35 17 15.30 33 10.00 1 10.00 1 25.71 17 21.63 19 23.56 36 +8'.00 \u0026lt;n1 isafis? ... -h8.254 Segments of the population not testing at a proficient level are highjighted in bold. Ella by scboot ZOOOtables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Mitchell Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.00 1 1.00 1 1.37 19 0.90 10 1.21 29 1.35 20 0.90 10 1.20 30 Kindergarten Spring Amount of. Assessment .'. Changa 3.00 1 3.00 1 3.53 19 3.00 10 3.34 29 3.50 20 3.00 10 3.33 30 * An average level of 2 or more Is considered proficient in kindergarten. ** An average level of 16 or more is considered pro6cient in first grade. ** An average level of 24 or more is considered proficient in second grade. . +200. , Id? -+2\"00 36 ,4+2'16 . +2-ID **3^wWV^S5i2Sn'a-\u0026lt;l%if-\u0026lt; fl- +2-13^ ,- Developmental Reading Assessment Fall Assessment 0.00 1 0.00 1 3.67 15 6.71 17 5.28 32 3.44 16 6.71 17 5.12 33 First Grade Spring Assessment 1.00 1 Change\nSecond Grade Fall Assessment Spring Assessment li^ourifof 'Change.. 1.00 1 12.36 14 13.19 16 12.80 30 11.60 15 13.19 16 12.42 31 'iiSati-kvfr:'-\n+1^ +8\n69: +648 4-. V6:48 K 19.60 15 19.82 17 19.72 32 40.00 1 22.00 2 28.00 3 20.88 16 20.05 19 20.43 35 23.14 14 24.82 17 24.06 31 44.00 1 25.00 2 31.33 3 24.53 15 24.84 19 24.71 34 +3 541.-\" 3g\nrS'.iSyi a }Jf^ ' +3\n33' , ' +4'79 f',\n.ii: -J i-428'\"^ - Segments of the population not testing at a proficient level are highlighted in bold. EHa by school 200CH3bles6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade otter Creek Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.52 21 2.27 11 1.78 32 1.53 19 1.00 15 1.29 34 1.00 1 1.25 4 1.20 5 1.51 41 1.50 30 1.51 71 Spring Assessment 6.00 21 5.18 11 5.72 32 5.16 19 3.13 15 4.26 34 4.00 1 1.75 4 2.20 5 5.56 41 3.70 30 4.77 71 * An average level of 2 or more is considered proricient in kindergarten. ** /\\n average level of 16 or more is considered proficient in first grade. ** An average level of 24 or more is considered proficient in second grade. Developmental Reading Assessment First Grade Second Grade ArfiduriVofi Change\n\"7^ +4.'4'8' Mi '5 63^ -{fi +-2,97 Fall Assessment 5.12 17 4.54 13 4.87 30 3.21 14 1.55 11 2.48 25 Spring Assessment 28.56 18 21.50 14 25.47 32 17.80 15 15.18 11 16.69 26 Amount of Change +23 44^ +16 96 +20 60- '-'+14\n59 +-13\n64--\n_ ' +14 21 Fall Assessment 26.36 11 32.00 5 28.13 16 26.00 6 11.88 8 17.93 14 ***Spring Assessment 31.82 11 42.00 1 35.78 18 35.43 7 25.56 9 29.88 16 Amount of 'Change +5 45 .+10 00 +7'.'65~.' \"-+.15^68! +11 95 a0\n5a +1.00: ........ 6.50 2 6.50 2 4.26 31 3.42 26 3.88 57 44.00 2 44.00 2 23.e.7 33 20.59 27 22.28 60 +37 50 +37 50 +19 41 +17 17 +18 41 3.00 1 3.00 1 26.24 17 18.43 14 22.71 31 28.00 1 28.00 1 33.22 18 32.47 17 32.86 35 +25 00 +25 00 - +6 99 - +14 04 +10 i5'\nC Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000lables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Pulaski Hgts Elem Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 5.00 12 3.60 5 4.59 17 0.67 15 2.71 7 1.32 22 Spring Assessment 11.75 12 6.20 5 10.12 17 2.29 14 6.14 7 3.57 21 Arhountpf Change _____uJiiig \"+675 1 ' -'J'\" \" +2 60 Z \"+5 53^ +162 , +2 25 r Developmental Reading Assessment Fall Assessment 15.13 8 8.56 16 10.75 24 3.00 10 1.58 12 2.23 22 6.00 1 First Grade **Spring Assessment 26.00 8 19.50 16 21.67 24 14.70 10 9.67 12 11.95 22 20.00 1 Change 5d0.88 Cyl +10.941 +10.92 I?' ' 1+11-70': t8.08\n+973 ij! Second Grade 1.00 1 1.00 1 2.59 27 2.92 13 2.70 40 3.00 1 3.00 1 6.65 26 5.92 13 6.41 39 * An average level of 2 or more is considered proficient in kindergarlen. An average level of 16 or more is considered proficient in first grade. *** An average level of 24 or more is considered proficient in second grade. +2 00 +2 00 ^44 06- +3 0Q(, TC ssSto 6.00 1 8.26 19 5.57 28 6.66 47 20.00 1 19.74 19 15.29 28 17.09 47 M4\n0O: +1147 5' .+9-71 Fall Assessment 18.73 11 26.86 7 21.89 18 14.25 8 14.00 7 14.13 15 ***Spring Assessment 27.40 10 36.00 7 30.94 17 24.29 7 19.00 8 21.47 15 j^ounf of 'change +8 67 ,\n+9\ni4 ? +9.05 ,+10 04 +5 00 * +7 33 18.00 1 18.00 1 16.84 19 20.27 15 18.35 34 40.00 1 40.00 1 26.12 17 27.75 16 26.91 33 +22 00 . +22 00 +9 2 L .+7 48'\n+856\nH Segments of the population not testing al a proficient level are highlighted in bold. Ella by school ZOOOIables\u0026amp;/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Rightsell Grade Gender Female Male Total Female Male Total Female Male Total Female Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean Fall Assessment 2.00 1 2.00 1 2.62 21 2.40 15 2.53 36 Male Total N Mean N Mean N 2.59 22 2.40 15 2.51 37 Kindergarten Spring Assessment 10.00 1 ^^^Ghange^\n:. Developmental Reading Assessment Fall Assessment First Grade \"Spring Assessment Amount of iChange Second Grade Fall Assessment \"Spring Assessment ii^ountjjf \u0026gt; Ghangle^ 10.00 1 5.05 21 4.40 15 4.78 36 sffiS2S\u0026amp;O +2,00 4 'J 5.27 22 4.40 15 4.92 37 -vv 7'^ *V An average level of 2 or more Is considered proficient in kindergarten. ** An average level of 16 or more is considered proficient in first grade. An average level of 24 or more is considered proficient in second grade. 7.35 23 5.81 16 6.72 39 6.00 2 6.00 2 7.24 25 5.81 16 6.68 41 14.70 23 12.93 15 14.00 38 14.70 23 12.93 15 14.00 38 - .2-4-135-.\n+7 12 +7 28 28.96 25 32.36 11 30.00 36 36.88 25 40.83 12 38.16 37 A j4i^ ,+7'32-^ . 28.96 25 32.36 11 30.00 36 36.88 25 40.83 12 38.16 37 sWs - +79? +8.47 +8 16 S- -+8'.47\u0026lt; r-'?# +'8 16 Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000table56/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Rockefeller Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.50 8 1.83 6 2.79 14 1.00 23 0.40 20 0.72 43 4.75 4 3.33 3 4.14 7 2.00 35 1.00 29 1.55 64 Spring yikmdunf of Assessment Change 10.50 8 3.67 6 7.57 14 3.30 23 1.90 20 2.65 43 7.25 4 8.67 3 7.86 7 5.40 35 2.97 29 4.30 64 4^7'OQ, , fl 83 -j: +1,50-.\"^ +^ 93 +2.50 +5 33. r*\u0026lt;/ ssa^Bssgsisa^ h3 40 ... 11 91 y s^WssS^ Developmental Reading Assessment Fall Assessment 5.63 16 4.83 6 5.41 22 6.05 21 3.50 14 5.03 35 4.00 1 4.00 1 5.82 38 3.90 20 5.16 58 First Grade Spring Assessment 26.50 16 27.14 7 26.70 23 20.30 20 17.29 14 19.06 34 18.00 1 18.00 1 22.92 37 20.57 21 22.07 58 Second Grade * An average level of 2 or more is considered proficient in kindergarten. An average level of IB or more is considered proficient in first grade. * An average level of 24 or more is considered proficient in second grade. Amount of 'Change +20 88 t22 31 1 +21 29 '\"'*^+1425' +13 79 +14 03 +14 00\n10 1'16^7' J JW\" ...,+16 91 Fall Assessment 44.00 6 26.75 8 34.14 14 18.55 20 18.06 18 18.32 38 Spring Assessment 44.00 6 31.75 8 37.00 14 24.15 20 26.56 18 25.29 38 ATnoiinfeof' Change.. ft- ---T-i,' -+5:po +8 50 ' +6 97- 39.00 2 39.00 2 24.42 26 22.04 28 23.19 54 44.00 2 44.00 2 28.73 26 29.29 28 29.02 54 +5 00.*^::\n---5-^0^\n\"'+4'31^1/ rj+7'26 - ^\n,+583-\\ Segments of the poputation not testing et e proficient levet ere highlighted in bold. Ella by school 2000tables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Romine Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.50 2 0.00 4 0.17 6 1.00 13 0.00 18 0.42 31 0.00 4 0.00 4 0.00 8 0.74 19 0.00 26 0.31 45 Kindergarten Spring Assessment 5.50 2 1.40 5 2.57 7 3.44 16 3.09 22 3.24 38 1.50 4 1.75 4 1.63 8 3.27 22 2.65 31 2.91 53 +5 00 5, -\u0026lt;-+2'4O . i+3'd9' w: \u0026gt;SS7 J'\u0026lt;,+2,82 W -THSBaS\nI x- +1 63' 42,s\u0026lt; :\u0026lt; .\\+2'.65'\n: Has ^+Z59'?. Developmental Reading Assessment Fail Assessment 11.25 4 11.25 4 11.43 23 7.36 11 10.12 34 5.25 4 6.67 3 5.86 7 10.52 21 8.11 18 9.56 45 First Grade Spring Assessment Amount of Charige\n Second Grade * An average level of 2 or more is considered proficient in kindergarten. ** An average level of 16 or more is considered proficient in first grade. *** An average level of 24 or more is considered proficient in second grade. 21.00 4 21.00 4 19.74 23 14.09 11 17.91 34 9.50 4 27.00 2 15.33 6 18.22 27 17.24 17 17.84 44 +9 75P +9.75^ - f8\n30 +6 73 %25 +20 33 * +9 48 gww ,+7 70 !: +9,12J +8 29 Fall Assessment 44.00 2 21.2,2, 2 40.00 5 31.20 15 23.75 24 26.62 39 23.71 7 27.09 11 25.78 18 30.08 24 25.79 38 27.45 62 Spring Assessment 44.00 2 44.00 2 44.00 4 37.88 16 30.78 23 33.69 39 31.71 7 36.00 10 34.24 17 36.64 25 33.03 35 34.53 60 WtriountToF igS'\u0026amp;iSSiS^s^ 'Change.^ :.*Ss a\n- Ir^tbo li ^+8:00^ :afS?Sy +8\n91 i ^8546\n\"I, +6.56 '\"\"'+7'08:'^ s Segmen/s of the population not testing at a proficient level are highlighted in bold. Ella by school 2000{ables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Terry Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.88 25 4.50 18 4.14 43 2.24 17 1.39 23 1.75 40 1.80 5 6.50 4 3.89 9 3.06 47 3.09 45 3.08 92 Kindergarten Spring Assessment 7.80 25 10.67 18 9.00 43 6.35 17 4.91 23 5.53 40 5.00 5 19.00 4 11.22 9 6.98 47 8.47 45 7.71 92 AmountSof\n^Charigei ^+3 92 - 's? il t3?5^: \\V+3 20\nV+ +12,50 +733 tB Developmental Reading Assessment First Grade Second Grade \"\"\"+3:91' Ci v:' +5 38 'P\n1:4.63 Fall Assessment 5.07 14 3.92 13 4.52 27 3.10 20 0.95 20 2.03 40 0.00 1 11.33 3 8.50 4 3.80 35 2.89 36 3.34 71 **\u0026lt; Spring Assessment 26.86 14 22.94 16 24.77 30 15.30 20 7,76 21 11.44 41 4.00 1 36.00 3 28.00 4 19.60 35 15.95 40 17.65 75 Amount of Change ' +21-79t c .r r.+'IS-OI \u0026gt; i +20 25 '.f+.12:20: +6 81 +9 41 +4 00 +24 67 , +.1950 +15 80 \u0026gt; +13 06' +14 32 Fall Assessment 20.63 8 20.81 16 20.75 24 24.15 13 16.12 17 19.60 30 15.50 4 22.50 4 19.00 8 21.64 25 18.84 37 19.97 62 \"Spring Assessment 37.64 11 30.82 17 33.50 28 37.20 20 28.45 22 32.62 42 38.40 5 29.43 7 33.17 12 37.50 36 29.48 46 33.00 82 Amountof. c, Change \" +17 01\n+.10.0.1,.^' jiyifX-iS\n+1275. tJi e--+-13705^ +12 34 +13 02 +22 90 +6 93* +1417 +15 86 +10 64 +13 03 .\u0026gt; * An average level of 2 or more is considered proficient in kindergarlen. * An average level of 16 or more is considered proficient in first grade. *** An average level of 24 or more is considered proficient in second grade. Segmenfs of the population not testing al a proficient level are highlighled in bold. Ella by school 2000iables6/10/00 Wakefield Grade Race Gender Fail Assessment Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N 0.00 2 0.00 2 0.33 21 0.09 22 0.21 43 0.00 4 0.00 3 0.00 7 0.28 25 0.07 27 0.17 52 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Kindergarten Spring Assessment Anriodf*t of ^Change Developmental Reading Assessment First Grade Second Grade 0.00 2 0.00 2 1.86 21 0.95 22 1.40 43 1.00 4 1.00 3 1.00 7 1.72 25 0.89 27 1.29 52 0 0\nI^B Kss #sas!ichinRSi\n5\nFail Assessment 0.00 1 1.00 1 0.50 2 1.59 17 1.29 17 1.44 34 0.75 4 **lSpring Assessment 10.00 1 2.00 1 6.00 2 12.91 34 9.74 23 11.63 57 10.83 6 Amount of Change - Fall Assessment Spring Assessment T^dupt.pf 7Change: rSS i'5x SBaS\n+0.8T aasates 0. 0.75 4 1.36 22 1.28 18 1.33 40 10.83 6 12.54 41 9.42 24 11.38 65 'S^^cgwOnoOiSsgSMss a^St5s50'.e-?, - 32 , +8 45 +10 19 .-'+10.08 ' +10 08 tt +11 17 +8 14 r\"~+1006/ 10.27 22 9.95 20 10.12 42 1.00 2 7.00 4 5.00 6 9.50 24 9.46 24 9.48 48 20.52 21 19.68 19 20.13 40 7.00 2 28.00 4 21.00 6 19.35 23 21.13 23 20.24 46 B ftaSKtoOHEQlS Tv 'H-- +10.01 sOQi pHSa M'gaw : t+'T LT\"*?*'' +11.67- - +10.7'6\", S' An average level of 2 or more is considered proficient in kindergarten. * An average level of 16 or more is considered proficient In first grade. An average level of 24 or more is considered pro6cienl in second grade. Segments of the population not testing at a proficient level are highjighted in bold. Ella by school 2000lab/es 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Washington Grade Kindergarten Race Gender Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.14 7 1.88 8 2.47 15 1.11 19 0.92 25 1.00 44 2.25 4 3.00 5 2.67 9 1.73 30 1.39 38 1.54 68 Spring Assessment 11.75 4 7.38 8 8.83 12 5.05 19 3.64 25 4.25 44 8.25 4 8.00 5 8.11 9 6.52 27 5.00 38 5.63 65 fffiuntBf\n^Gtia^eaii .550 ij-S-iP is at S ^^.-5\np0 , \u0026gt;5 44\nS isse W-' Developmental Reading Assessment Fall Assessment 6.67 3 5.33 6 5.78 9 5.11 18 2.21 19 3.62 37 8.38 8 4.14 7 6.40 15 6.17 29 3.22 32 4.62 61 First Grade \"Spring Assessment 21.33 3 26.00 6 24.44 9 14.89 18 10.61 18 12.75 36 23.75 8 22.29 7 23.07 15 18.00 29 16.23 31 17.08 60 Amount of Change 3a-t14'.67. ^.118 67 \"'/^.')\n9:785\\ as - r8 4b-. ^9 13 18 14 H6 67i m 83 '\"-r^H3qi Fall Assessment 30.33 6 21.17 6 25.75 12 20.85 20 13.70 27 16.74 47 12.40 5 23.11 9 19.29 14 21.32 31 16.79 42 18.71 73 Second Grade \"Spring Assessment 40.67 6 38.00 6 39.33 12 28.55 20 22.11 27 24.85 47 21.60 5 29.33 9 26.57 14 29.77 31 25.93 42 27.56 73 . Amount.of Change i +1033 SssSS -'\u0026gt;16,83 as US 58*\n^ -\u0026gt;7 70 ^8 41 +8t-1-1 i!! Ss +9 20 r6 22 h7 29 h8 45 v+9ri4.\u0026gt;,*'* iSaSGs^j +8 85-^/ * An average level of 2 or more is considered proficient in kindergarten. ** An average level of 16 or more is considered proficient in first grade. *** An average level of 24 or more is considered proficient in second grade. Segments of the population not testing at a proficient levet are highlighted in txild. Ella by school 2000l3bles6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Watson Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 1 0.00 1 0.41 37 1.09 35 0.74 72 0.39 38 1.09 35 0.73 73 Kindergarten Spring Assessment 0.00 1 0.00 1 2.37 38 2.29 38 2.33 76 2.31 39 2.29 38 2.30 77 * An average level of 2 or more is considered proficient in kindergarten. ** An average level of 16 or more is considered proricient in first grade. ** An average level of 24 or more is considered proficient in second grade. -Arnount?df tesGhangeg Developmental Reading Assessment Fall Assessment First Grade Spring Assessment S: Fall Assessment Second Grade Spring Assessment 'Ghartg^? 'S' M +1 96 it 5.00 1 5.00 1 5.88 24 3.20 35 4.29 59 17.03 29 8.67 36 12.40 65 Sgi SBS 'W 5^ Sjgiai 'A S\n\"' fl sS AigiWSft\n- 11-. / -+1,91-\u0026gt; sss'a^ \n?1.20i 5.88 24 3.25 36 4.30 60 17.03 29 8.67 36 12.40 65 :5. +~l1..1g +5.42 ^SS5S - J-+8.-10. .f\\. ^Vr 18.50 4 18.50 4 18.47 32 14.12 26 16.52 58 30.00 1 30.00 1 18.82 33 14.70 30 16.86 63 34.00 4 34.00 4 27.76 33 22.60 25 25.53 58 40.00 1 40.00 1 28.12 34 24.17 29 26.30 63 +15\n50 ,=,+15.50 \u0026gt;3? W^S'+c- aiW+9S3^W W +\nt9-QQ litWc )\n9\n47' +9W Segments of the population not testing at a prescient level are highlighled in bold. Ella by school 2000tables6/19/00 Western Hills Grade Race White Black other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.50 2 0.40 5 0.43 7 0.67 9 0.62 13 0.64 22 4.00 1 0.00 1 2.00 2 0.92 12 0.53 19 0.68 31 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten Spring Assessment 3.00 2 2.40 5 2.57 7 4.11 9 2.15 13 2.95 22 28.00 1 3.00 1 15.50 2 5.92 12 2.26 19 3.68 31 ^!^Wuntlo ^gghafaeaia V2 00 .6V First Grade Second Grade +i1.^ijSj +-?32' SS +3^00'^\niiJi ssjgsiJfeaafis's'S. * An average level of 2 or more is considered prescient in kindergarten. An average level of 16 or more is considered proficient in first grade. * An average level of 24 or more is considered proficient in second grade. Fall Assessment 6.50 6 2.67 3 5.22 9 4.29 17 3.60 15 3.97 32 Spring Assessment 28.86 7 16.67 3 25.20 10 22.24 17 20.47 15 21.41 32 :?ArriounUdf' Chanfigfa ______-fc \"r t.-- +i4\noo 1 /\nM6.87^ j- Fall Assessment 23.00 4 20.00 4 21.50 8 20.55 11 18.13 16 19.11 27 20.00 1 Spring Assessment , 44.00 4 42.50 4 43.25 8 39.40 10 36.25 16 37.46 26 44.00 1 Amount.'oT .. Change , +21 00 (5^? +22.50\"\n+21 75 +18 85 +18 13 +18 35+ +2400 14.00 1__ 14.00 1 4.87 23 4.00 19 4.48 42 28.00 1 28.00 1 24.17 24 20.26 19 22.44 43 '+,i4.oo\n^4:00: 7.^ *19:30\ng 44.00 +242)0'A 1 40.93 15 37.50 20 38.97 35 20.00 1 21.13 16 18.50 20 19.67 36\n4. L*'' +49 81 ^6:26i +179^ +19:00 +T9-30 + Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tabies 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Williams Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.88 8 1.50 12 2.45 20 1.56 18 0.50 8 1.23 26 5.83 6 5.83 6 2.94 32 1.10 20 2.23 52 Kindergarten Spring Assessment 8.13 8 5.00 12 6.25 20 5.11 18 3.00 8 4.46 26 11,50 6 SasBn\u0026amp;unfeoffi sfeChange^ J\u0026amp;o',anss^' EK Developmental Reading Assessment First Grade Second Grade 11.50 6 7.06 32 4.20 20 5.96 52 ssffi ^3 Fall Assessment 14,53 17 14.30 10 14.44 27 7.00 12 9.65 20 8.66 32 44.00 1 34.00 1 39.00 2 12.50 30 11.94 31 12.21 61 Spring Assessment 29.88 17 34.80 10 31.70 27 28.83 12 27.21 19 27.84 31 44.00 1 44.00 1 44.00 2 29.93 30 30.30 30 30.12 60 Change 9^ a S' +17-.56 +19 18 :0\n.+10.00 +5.00 ssfySiiSfS s -t17.90i\u0026lt; * /In average level of 2 or more is considered proficient in kindergarten. ** An average level of 16 or more is considered proficient in first grade. *** An average level of 24 or more is considered proficient in second grade. Fall Assessment 28.40 15 31.80 20 30.34 35 27.82 17 23.29 14 25.77 31 \"Spring Assessment 37.33 15 40.42 19 39.06 34 37.41 17 36.62 13 37.07 30 T^ount of Change +8 93:^' '+9 59 +13 33 +11 29 28.09 32 28.29 34 28.20 66 37.38 32 38.88 32 38.13 64 28 ', t1Q-58 +9.93 Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tabtes 6/19/00 Wilson Grade Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 2 1.00 2 0.50 4 0.75 16 1.07 29 0.96 45 0.00 1 2.00 1 1.00 2 0.63 19 1.09 32 0.92 51 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Kindergarten Spring Assessment 1.00 2 0.00 1 0.67 3 4.35 17 2.67 30 3.28 47 0.00 1 3.00 1 1.50 2 3.80 20 2.59 32 3.06 52 ain'S'unt-''QF ^thangeV .1 00 J-iS-sw\u0026amp; gs?\ni+1.60y- \u0026amp; '' ' '- O''-' +1 00 !3?Ss5sSsSfflS ^^ftOiSlJ^? SWRW /\u0026gt;+1.\n50: aasifeii *2.14^ Developmental Reading Assessment Fall Assessment 2.00 3 2.00 3 2.21 14 2.78 18 2.53 32 2.18 17 2.78 18 2.49 35 First Grade \"Spring Assessment 23.33 3 Amount of Change Second Grade * An average level of 2 or more Is considered proficient In kindergarten. ** An average level of 16 or more is considered proficient in first grade. *** An average level of 24 or more is considered proficient in second grade. Fall Assessment 25.00 2 \"Spring Assessment 42.00 2 Amount of: .Change' +ioo site 23.33 3 20.00 14 23.11 18 21.75 32 20.59 17 23.11 18 21.89 35 ?y'+21 33^ . +17 79 9- +20 33 +19.22\n25.00 2 17.13 15 15.17 24 15.92 39 a5 sjg\nrie\u0026gt; +18?41 42C^ 32.00 2 32.00 2 18.06 17 16.46 26 17.09 43 42.00 2 26.56 18 25.21 24 25.79 42 4.00 1 39.00 2 21.33 3 26.95 21 26.27 26 26.57 47 +17 00/ --?S J*. * +9 42 +10 04 +9 86 +7 00 -4 67 IO ?h8.89 \" +9 81 +9 48 i Segmenfs of Ihe population not testing al a proficient level are highlighted in bold. lla by school 2000tables 6/19/00 Race Woodruff Grade Gender Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 1 1.00 3 0.75 4 0.90 20 1.07 15 0.97 35 0.86 21 1.06 18 0.95 39 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Kindergarten Spring Assessment 1.00 1 3.00 3 2.50 4 2.05 20 2.07 15 2.06 35 gatCChhlaannggie \u0026gt;3^-+2.O9,^ BWOOs j' Developmental Reading Assessment Fall Assessment 19.00 4 4.00 1 16.00 5 8.14 22 7.10 10 7.81 32 First Grade Second Grade **('Spring Amount of: Assessment \u0026gt; Change 34.00 3 18.00 1 30.00 4 22.86 22 23.40 10 23.03 32 iSpieS-' iW\n+i5oo . '\"+1400 ' +^-}4'\n00 ! +147^ +1030 Fall Assessment 29.00 4 27.00 4 28.00 8 28.48 21 20.50 14 25.29 35 3.00 1 'Spring Assessment 31.50 4 36.00 4 33.75 8 37.10 20 27.43 14 33.12 34 6.00 1 T.w^- ountof' 'Change r\" +2.5O^*'^' +9 00 , \\+5 7^ +8 62 iis +6 gsf\"''\" +y83 +3 00 2.00 21 2.22 18 2.10 39 * An average level of 2 or more is considered proficient in kindergarten. ** An average level of 16 or more is considered prescient in first grade. *** An average level of 24 or more is considered pro6cient in second grade. 34.00 1 34.00 1 24.20 25 23.83 12 24.08 37 18.00 1 18.00 1 9.81 26 7.75 12 9.16 38 +16 00 Si fill 7r'- i3i\u0026gt;1 +16 00 +14 39 +16 08 +14 92 3.00 1 27.58 26 21.94 18 25.27 44 6.00 1 34.96 25 29.33 18 32.60 43 +3 00 +7 38 +7 39 +7 33 Segmenis of the population not testing al a proficient level are highlighted in bold. Ella by school SOOOtables BADGETT Grade* Subtest 1996- 1997 3 Total Reading Total Math 14 9 5 Total Language Complete Battery Total Reading Total Math 15 14 7 6 Black Students 19^ 1998 30 20 20 26 13 13 Precentile Diff. 11 12 6 White Students Number Tested BALE 1998^ 1999 17 16 18 18 18 13 1999- 2000 Diff. -13 -2 -8 11 1 Total Language Complete Battery 12 10 Grade* Subtest 1997 3 Total Reading Total Math 35 27 5 Total Language Complete Battery Total Reading 27 33 21 Total Math 15 14 18 2 8 20 21 Black Students wr 1998 27 17 21 24 29 27 Percentile Diff. -8 -10 -6 8 12 11 13 w 1999 2000 28 20 26 26 22 42 19 14 Total Language Complete Battery BASELINE Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery 23 34 11 31 19 27 33 0 32 18 Black Students Percentile 1996- 1997 18 19 13 20 27 20 37 27 1997- 1998 24 15 20 22 14 16 18 16 Diff. 6 -4 7 2 r13 -4\n-i9- 1998- 1999 26 29 31 29 22 14 26 26 1999- 2000 16 13 21 18 1996- 1997 27 32 31 29 Percentile 1998 86 45 61 64 Diff. 59 13 30: 35 \u0026lt;998^ 1999 15 1 6 12 1999- 2000 Diff.\u0026gt; -71: \"55: -52 1996-1997 1997-1998 1998-1999 1999-2000 7, iiL iSi 8 Diff. 1 3 5 ::2:: 3 28 Diff, 2 :\u0026gt;-i4- 11 7 6 64 51 41 47 w 1997 57 43 43 53 25 23 39 41 1996- 1997 32 28 28 32 95 83 76 84 29 40 53 44 TW:' 1998 16 29 23 25 47 43 53 53 1997- 1998 45 20 41 43 31 16 14 26 -35 -11 12 -3 41 40 32 37 White Students Percentile Diff. -41 \u0026gt;14: -20 -28 22 20 1'4 12 5 5 3 6 71 35: 29 31 21 23 23 21 14 14 16 20 17 18 17 16 Number Tested 199^- 1999 46 40 36 43 29 45 30 39 White Students Percentile Diff. '10: 8 13: 11 -64\n-67 r62 1999- 2000 Diff. 30 11 13 18 1996-1997 1997-1998 1998-1999 76 24 76 53 :47. 21: :46\n14 37 37 37 37 35 31 41 40 35 35 35 35 Number Tested 1998- 1999 59 35 61 46 31 22 28 34 1999- 2000 Diff. 14 45- 20 3 35 23 57 39 -1 t29 -5 1996-1997 1997-1998 1998-1999 14 15 13 12 1999-2000 23 16 24 21 1999-2000 25 25 25 25 15 16 18 18 16 19 19 16 31 31 31 31 BOOKER Black Students Grade* Subtest Percentile White Students Percentile Number Tested 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery BRADY Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery CARVER Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery 1996- 1997 26 23 34 30 33 32 44 38 1996- 1997 27 34 32 32 27 18 43 31 1996- 1997 43 37 40 41 37 27 40 39 1997- 1998 26 19 24 27 21 17 31 26 Diff. 0 -3 -12 -15 -12 1998- 1999- 1999 2000 Diff. 1996- 1997 1997- 1998 Diff\n1998- 1999 1999- 2000 Diff. 1996-1997 1997-1998 1998-1999 1999-2000 35 28 32 34 39 28 11 25 44 38 Black Students Percentile 21 41 32 3- e 50 41 52 49 65 53 67 62 58 44 57 57 60 35 60 53 3 8 '5 -18 .-7-' 43 44 36 43 55 33 55 51 White Students Percentile 63 45 70 60 -8 -12 -15 -9 91 91 91 91 40 26 45 39 87 90 90 87 Number Tested 1997- 1998 26 25 28 27 20 13 19 20 Diff. 5-\u0026lt; -7 5 24 1998- 1999 30 20 26 30 23 17 21 23 Black Students Percentile 1997- 1998 36 28 35 36 22 21 30 28 Diff. -15 6 1998- 1999 41 31 33 40 51 45 47 49 1999- 2000 Diff, 1996- 1997 60 65 65 63 19 14 21 20 1999- 2000 31 24 32 32 3 0 3 Diff. 20 -21 15 atz 76 50 64 63 1996- 1997 71 71 70 70 77 64 66 72 1997- 1998 Diff. 1998- 1999 1999- 2000 Diff. 1996-1997 1997-1998 1998-1999 35 51 41 45 33 24 31 36 1997- 1998 77 71 78 76 78 70 77 75 -25 24 43 -26 -33 \n'27: 56 47 48 55 41 15 41 39 White Students Percentile Diff. 8 6 4 6 1T 3 42 14 37 28 -4 -11 24 24 24 24 25 16 24 25 41 40 40 40 Number Tested 1998- 1999 69 60 64 67 73 66 64 69 1999- 2000 Diff. 1996-1997 1997-1998 1998-1999 79 63 66 72 6 -3 2 3 98 102 102 98 52 47 56 53 .85 86 86 85 78 78 i 77 1 77 1999-2000 37 39 39 37 1999-2000 77 77 n 77 CHICOT Grade* Subtest 1996- 1997 3 Total Reading 22 5 Total Math 14 Black Students Percentile 1997- 1998 24 17 Diff. 2 3 1998- 1999 23 18 1999- 2000 Diff. White Students Percentile Number Tested 1996- 1997 43 57 1997- 1998 35 26 Diff. -8 -31 1998- 1999 47 39 1999- 2000 Dift 1996-1997 1997-1998 1998-1999 1999-2000 Total Language Complete Battery Total Reading Total Math 18 21 18 14 28 23 11 10 IQ 2 -7 -4 23 23 20 17 13 12 -5 7 -5 37 47 43 26 42 35 62 35 5 19 9 40 50 45 36 38 19 Total Language Complete Battery CLOVERDALE Grade* Subtest 24 21 1996- 1997 3 Total Reading Total Math 47 62 5 Total Language Complete Battery Total Reading Total Math 52 60 22 24 16 15 -8 -6 26 23 Black Students Percentile 19 16 -7 46 42 56 59 DODD Total Language Complete Battery 33 26 Grade* Subtest 1996- 1997 3 Total Reading Total Math Total Language 5 Complete Battery Total Reading Total Math Total Language Complete Battery 25 29 30 30 24 16 30 27 io 17 46 30 16 45 White Students Percentile 29 -16 56 56 56 55 16 13 21 21 48 48 48 48 Number Tested 1997- 1998 28 27 26 29 26 31 31 31 Diff. -19 :35: -26 -31 4 7 -2 ^5 1998- 1999 55 78 67 72 48 56 54 54 Black Students Percentile 1997- 1998 34 40 21 35 13 12 27 18 Diff. 9 11 -9 ^11 -3 1998- 1999 39 18 28 33 35 25 44 34 1999- 2000 Diff. 27 51 43: 22 29 26 27 1999- 2000 30 27 39 31 -26 -27 -28 Diff. 5 -22 7 \u0026gt;2- -5 2 ^9^ 1996- 1997 60 70 55 61 1996- 1997 54 43 47 48 41 27 33 27 1997- 1998 Diff. 1998- 1999 52 94 35 73 66 80 68 66 1997- 1998 64 67 45 59 50 40 45 49 89 92 80 91 White Students Percentile Diff, IQ: 24 :'-2:: 9 12 1999- 2000 Diff. 1996-1997 1997-1998 1998-1999 18 31 14 19 -71 ^1 t66: -72 46 47 47 46 29 35 35 33 55 55 55 53 Number Tested 1998- 1999 37 24 39 35 59 33 62 53 1999- 2000 Diff. -27 -43 -24 30 29 28 32 1996-1997 1997-1998 1998-1999 -29 -4 -34 -21 24 24 24 23 26 22 34 29 28 '29 29 28 54 56 55 53 1999-2000 52 52 52 52 1999-2000 15 16 16 15 FAIR PARK Grade* Subtest 1996- 1997 3 Total Reading 30 5 Total Math Total Language Complete Battery Total Reading Total Math Total Language Complete Battery FOREST PARK Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery FRANKLIN Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery 31 28 34 20 21 21 22 Black Students Percentile 1997- 1998 17 11 14 19 10 7 11 Diff. ^3: -20 -14 ^15 :Tt4- -10 13 \u0026gt;9\n1996- 1997 48 52 55 53 24 26 36 3Q 1996- 1997 18 14 16 19 15 10 17 15 1998- 1999 18 8 10 16 37 21 45 37 Black Students Percentile 1999- 2000 21 11 24 21 1997- 1998 33 37 39 37 28 25 32 35 Diff. -15 -15\n-16 -16 4 -1 r4 5 1998- 1999 42 37 49 44 65 51 63 60 Black Students Percentile 1997- 1998 16 13 13 17 16 15 23 20 biff. 1998- 1999 2 :-3' 2 .1 5 6 5 25 23 25 26 18 26 21 24 1999- 2000 36 29 35 33 1999- 2000 18 15 17 19 White Students Percentile Diff. -4 -3 \u0026gt;16 -ip\nDiff. 9 0 10 -29 22 27 biff. Number Tested 1996- 1997 '407 742\n0\n: -11 4\": 35 42 28 42 66 40 73 63 1997- 1998 61 68 72 68 58 49 60 Diff. 25 .26\n44 26 -8 9 1 55 -8^ 1998- 1999 18 8 10 16 56 30 45 45 1999- 2000 Diff. -43 -62 86 74 78 74 White Students Percentile\n30\n44 33 29 1996-1997 1997-1998 1998-1999 1999-2000 1996- 1997 82 80 85 83 73 67 71 71 1996- 1997 83 79 71 77 10 3 4 12 1997- 1998 87 81 88 85 85 84 83 86 1997- 1998 17 4 4 16 49 13 69 35 Diff. 5 1 3: 2 12 17 12 15 1998- 1999 81 79 87 80 85 70 79 77 White Students Percentile Diff. 66. -75 -67 6t 39 10 65: 23 1998- 1999 61 94 53 73 1999- 2000 Diff. -6 -2 -1 -5 91 79 84 82 1999- 2000 78 17 80 49 6 9 5 5 Diff. 17: -77^ 27 ?-24-- 28 27 28 27 17 12 18 20 22 23 23 21 Number Tested 1996-1997 1997-1998 1998-1999 50 51 51 50 58 57 60 63 55 56 56 55 Number tested 1996-1997 1997-1998 1998-1999 17 18 17\n16 1999-2000 42 44 44 42 1999-2000 34 34 34 33 17 15 24 20 40 45 45 39 39 50 50 39 FULBRIGHT Grade* Subtest 1996- 1997 3 Total Reading Total Math 34 21 5 Total Language Complete Battery Total Reading Total Math 31 33 19 18 Black Students Percentile 1997- 1998 25 13 19 24 39 22 Dift -9 22 4 1998- 1999 34 24 32 36 51 37 1999- 2000 27 17 Total Language Complete Battery GARLAND Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery GEYER SPRINGS Grade* Subtest 3 Total Reading Total Math Total Language 5 Complete Battery Total Reading Total Math Total Language Complete Battery 26 22 35 38 2-22. 42 44 Black Students Percentile 27 26 1996- 1997 29 26 27 29 12 15 17 18 1996- 1997 23 14 23 24 21 23 24 23 1997- 1998 16 13 15 19 14 12 17 17 Diff. -12 0 1998- 1999 20 13 17 21 19 26 25 23 Black Students Percentile 1999- 2000 19 20 22 24 1997- 1998 29 32 32 30 26 15 28 2Z Diff. 6 : '16: '8 1998- 1999 37 47 34 40 30 32 44 ZZ 1999- 2000 22 28 26 21 Diff. 9 ii\n13 12 -24 :r20 -15 rl8 Diff. 2 2 0 -6 -3 -W Diff. 15 2 TO -^8? -4 ri 8: White Students Percentile Number Tested 1996- 1997 64 61 67 67 78 56 75 71 1996- 1997 1996- 1997 38 27 46 40 49 30 41 1997- 1998 71 59 70 69 78 58 77 71 1997- 1998 Diff. 7 -2. 3 2 0 2 2 1998- 1999 72 52 68 67 74 63 59 66 1999- 2000 Diff. 4 -7 -2 \u0026lt;2 1996-1997 1997-1998 19981999 71 50 63 63 White Students Percentile Diff. 1998- 1999 1999- 2000 White Students Percentile -3 -13 A 55 55 55 55 58 38 54 54 67 67 67 67 Number Tested Diff. 1996-1997 1997-1998 1997- 1998 46 65 59 51 35 26 22 31 Dift ?,8\u0026gt; 25 TO 1998- 1999 1999- 2000 Diff. 29 2Q 18 26 20 36 30 33 TO 12 7: 1998-1999 19992000 59 __ 62 . 62 59 1999-2000 30 33 33 30 14 12 18 17 35 18 35 35 Number Tested 19961997 1997-1998 1998-1999 32 35 35 32 26 17 28 24 44 45 45 44 22 28 28 22 1999-2000 41 41 41 41 GIBBS Grade* Subtest 1996- 1997 3 Total Reading 31 5 Total Math 25 Black Students Percentile White Students Percentile Number Tested 1997- 1998 37 35 Diff. 6 IQ 1998- 1999 33 23 1999- 2000 Diff. -12 1996- 1997 67 62 1997- 1998 67 78 Diff. 0 46' 1998- 1999 76 60 1999- 2000 Diff* 9 -18 1996-1997 1997-1998 1998-1999 1999-2000 Total Language Complete Battery Total Reading Total Math 32 34 2 35 1 64 70 6 81 11 29 53 46 36 41 44 7 -2 33 37 34 -3 66 70 4 73 3 41 40 4 6 81 69 68 38 -13 -31 71 63 84 80 13 17 Total Language Complete Battery JEFFERSON Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery 56 56 1996- 1997 23 21 17 22 30 28 35 32 50 45 37 32 -5 74 58 16 67 80 KING Grade* Subtest 1996- 1997 3 Total Reading Total Math 39 37 5 -11 37 Black Students Percentile 41 4 77 68 ^9: 66 White Students Percentile 79 13 34 34 34 34 56 56 55 57 48 48 48 48 Number Tested Total Language 43 1997- 1998 21 20 23 24 25 18 31 26 Diff. -2 -1 6 2 5 410 -4 76' 1998- 1999 32 20 28 30 64 52 59 59 Black Students Percentile 1999- 2000 Diff. 41: O 5 6 39 30 41 37 23 -22 -18 -22 1997- 1998 32 23 27 Diff. 1998- 1999 1999- 2000 Diff. -7 43 11 414i 26 38 :41- 1996- 1997 76 71 74 72 73 58 76 71 1996- 1997 56 61 53 1997- 1998 70 63 68 69 85 61 74 74 1997- 1998 56 54 61 Diff. -6 -3 7 3 -2 3 1998- 1999 67 57 67 67 86 71 79 79 White Students Percentile Diff. 0 -7 8 1999- 2000 Diff. -3 tI-: -2 S7 68 74 77 -3 ^5: -2 1996-1997 1997-1998 1998-1999 1998- 1999 54 50 59 1999- 2000 Diff. -2 .^4 -2 Complete Battery Total Reading Total Math 41 31 \"40 40 9 58 57 :S1' 54 -3 37 23 23 21 52 27 -25 66 58 :^8\n: 68 68 0 -2 62 21 441: 57 53 -4 74 57 7I7 Total Language Complete Battery 37 34 29 27 -8 :7' 50 27 23 62 56 -6 63 63 0 55 26 -29 64 58\nr6\n69 64 -5 65 64 65 64 64 42 57 56 53 55 55 53 Number Tested 1996-1997 1997-1998 1998-1999 38 38 38 38 1999-2000 52 52 52 51 1999-2000 44 45 45 44 38 35 41 40\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_298","title":"Compliance hearing exhibits, 29-32","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":["1999/2000"],"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"],"dcterms_title":["Compliance hearing exhibits, 29-32"],"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/298"],"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\nDUNBAR MAGNET MIDDLE SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72206 APRIL 26-27,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17, 1999 Ms. Debbie Berry, Principal Mr. Arthur Olds Steering Committee Chair and Ms. Joyce Underwood, Steering Committee Co-Chair Compiled by: Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to\nDr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 26-27,1999 DUNBAR MAGNET MIDDLE SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Bob Bethurem, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Mr. Bruce Bryant, Teacher Perryville High School 803 N. Ash Street Perryville, AR 72126 Dr. Valerie Colyard, Professor Univ, of Ark. at Pine Bluff 1200 North University Pine Bluff, AR 71611 Ms. Tracey Dennis, Teacher Northwood Junior High School 10200 Bamboo Lane No. Little Rock, AR 72120 Dr. Virginia Anderson, Assistant Principal Arkadelphia High School Highway 8 Arkadelphia, AR 71923 Ms. Sue Reeves, Principal Bryant Middle School 200 N. W. 4* Street Bryant, AR 72022 TARGET AREAS OF FOCUS School Climate Monitoring and Assessment of Student Achievement Parent \u0026amp; Community Involvement High ExpectationsFOREWORD On April 26-27, 1999, representatives of the Arkansas Department of Education visited Dunbar Magnet Middle School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Dunbar Magnet Middle School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The school is to be commended for its dedication to the ECOE school improvement process. This was evident by the involvement of the faculty and the release time allowed for the ECOE School Improvement Plan development. The mission statement is woven throughout this plan and should be strengthened by the changes to middle-level concepts for future planning. There is community involvement with the school that is commendable. The faculty and administration continue to provide an atmosphere to promote success for all students. The visiting team would like to take this opportunity to thank the Dunbar Magnet Middle School ECOE Steering Committee, staff, administration, students, board, and community representatives for a superb visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Dunbar Magnet Middle School.VISITING TEAM REPORT School Improvement Recommendations: 1. As the ACTAAP and Smart Start Initiative continue to unfold into upper grade levels, incorporate other test data, such as 4'*, 6', and 8* grade Benchmark Examinations (as well as SAT-9 data in order to better serve the needs of all your students. 2. Keep the steering committee intact to monitor progress of the School Improvement Plan. 3. Meet all committees on a regular basis to evaluate progress toward student achievement and to celebrate successes. 4. Continue to provide time for ECOE committees to meet and for staff development. 5. Continue to include technology in the classrooms in an administrative, as well as, instructional way to help meet the needs of the students. 6. Continue to provide opportunities for the alignment and mapping of the curriculum based upon the Arkansas Frameworks as you incorporate the middle-level concepts.SCHOOL CLIMATE Strengths: 1. The positive attitude of the faculty and staff proved to be a prevailing strength. Each interview was positive in nature and reflected pride and belonging to the family of Dunbar. 2. The history of the building generated a lot of pride in the faculty, administrators, staff, and parents. 3. Family and community partnerships were apparent\nthis is consistent with the mission statement of the district. 4. A challenging curriculum is offered for each student. All students are afforded the opportunity to participate as part of the cultures and languages mentioned as a passport to the future in the Dunbar mission statement. Students appeared to recognize this. 5. The faculty stated that the principal is consistent and fair and is perceived as having the best interest of the students and staff as priorities. 6. The Technology Committee and CLT are definite assets to the school. Recommendations: 1. Student achievement should be the focus of the School Improvement Plan. This is consistent with the objectives of the ECOE process and relates directly to the mission statements of the district and the school. Rely more on actions that can be accomplished by the staff and less on tasks required by those outside the teaching cadre. 2. Utilize a variety of data such as normative and criterion-referenced, perceptual, and archival to support target areas and to provide more concrete evaluation of successes and completed actions. This will assist in keeping the plan student-centered. 3. Each member of the committee should be assigned proportionate responsibilities for facilitating the School Improvement Plan. Make certain that each person on the committee is familiar with the plan and is an active, informed participant. 4. A gifted and talented magnet needs more hands-on opportunities for technology! By definition the international studies concept is better addressed with on-line terminals accessed by all students. A computer lab(s) should be added as a district priority. This would also allow the faculty to utilize computerized grading systems. This should increase both student and faculty morale and address the mission statement to a fuller degree. It would also provide another teaching and research method for teacher use.5. Cleanliness was mentioned as an area of needed improvement\nspecifically, restrooms. The school should explore the possibility of more site-based management of the custodial staff. The perception is that there are not enough custodians to keep the building clean. Check with the Arkansas State Department of Education for the number of personnel required to clean the area in the building. This is an administrative concern more than a student achievement concern. MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. 2. 3. 4. 5. The principal, assistant principals, and faculty seem very supportive of the change to the middle school. There seems to be a positive relationship and cohesiveness among the administration and faculty. The displaying of students work is good to boost their self-esteem. Good use if made of student achievement data to identify student needs by sub-groups. Moving to the adoption of block scheduling and teaming will be very positive in enhancing student performance. Recommendations: 1. 2. 3. 4. 5. Incorporating cooperative learning in classes will enhance student learning and boost their self-esteem. It is imperative that the entire faculty buy in to the middle school concept. Therefore, It is recommended that faculty development in the concept and philosophy of the middle school be provided to the faculty and administration. Attractive learning environments enhance student learning and can reinforce learning. Therefore, consider requiring your faculty to pay attention to improving the classroom appearance. Give consideration to providing faculty development in the areas of teaming and thematic curriculum planning. This will aid in providing success for students. Consider writing a grant to IBM or some other groups to secure computers for students to enable them to have access to the world-wide web in order to improve/expand their education.6. Good use was made of the data to identify the academic performance of sub-groups. This information needs to be used to provide academic support for such sub-groups in order to 7. improve their academic performance. Encouraging faculty to become members of the state and national middle school association is highly recommended. This membership provides members with additional materials, information, and experiences which are useful in teaching. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. Utilization of the Men of Dunbar and the Alumni Association as elements of the cornmumty has significantly improved the behavior and the motivation of students identified as at risk . 2. The identification of the need for a collaborative effort with Philander Smith College students as mentors and tutors developed into strategies that would renew past relationships. 3. The Partners in Education program has proved beneficial in providing needed funds for student involvement and enrichment. 4. The concept of grade-level orientation for in-coming students has prepared students and parents for the expectations of Dunbar Magnet Middle School. Recommendations: 1. Consideration should be given to expanding the program for at risk students. The expansion should utilize the Women of Dunbar and focus on those female students which are likewise at risk. 2. Consideration should be given to expanding the time frame of school-based events, (i.e.. Cultural Fair, Parent/Teacher Conference). Working parents may not be able to attend some of the functions under some of the proposed schedules seen by the team. a 3. Consideration should be given to creating a better relationship with statewide media in order to eliminate the bad press alluded to in the School Improvement Plan. Consider creating * liaison position in order to provide the news media with prompt information concerning good newsworthy items at Dunbar Magnet Middle School. 4. Consideration should be given to enhancing the Partnership in Education to include the display of student work or the utilization of student help at the partners places of business. Partners need to feel as if a partnership truly exists and that they are not just a source of financial help. This concept is mentioned in the School Improvement Plan, but is not developed into a stratedy.HIGH EXPECTATIONS Strengths: 1. A Dunbar Magnet Middle School strength is both the identification of underachieving students and the assignment of various mentoring/tutoring programs such as the Urban Leagues PARK and the Dunbar Alumnae Associations Men of Dunbar. 2. A Dunbar Magnet Middle School strength is the adoption of the block system to promote hands-on learning experience to provide and promote opportunities for underachieving students. The addition of classroom time will encourage more hands-on activities designed to address various learning styles and achievement levels. 3. A Dunbar Magnet Middle School strength is the promotion of journal writing in the schools math and science classes. This policy improves both teacher and student attitudes of creative writing by not limiting such writing to the language arts arena. 4. A Dunbar Magnet Middle School strength is its instructional mode to advance the use of higher-order thinking skills. Specifically, the seventh grade population experiences Culture Fair which combines English and social studies. The eighth grade population experiences science-based Earth Day with a focus on animal species. The future sixth grade population will experience English-based story telling. All of the grade-specific instructions have higher-order thinking skill components. 5. A Dunbar Magnet Middle School strength is its interdisciplinary teachings, which involve team teaching within the international studies electives. For example, there is Planet Earth for seventh and eighth graders. International Money for eighth and ninth graders, Leaders of the Twenty-first Century for ninth graders, and African studies for eighth and ninth graders. Recommendations: 1. The team recommends the reduction of language exploratory class student size to aid teachers in both achieving more positive student behavior and greater cuniculum participation. 2. The team recommends that all staff, via participation in curriculum teams, adopt a practice for alternative earning of points/grades to ensure that all learning styles are being net. This is specifically geared to the student population who has scored on or below 38 on the SAT Total Reading. 3. The team recommends that the schools English departments adopt an assessing tool such as the OBrien, to assess the entire school populations literacy growth rate. This is both an entrance and exit test, which is simple to administer and grade. Another bonus is that it is inexpensive. To be constructed so simply, it is a very accurate assessment tool for reading level growth throughout the year.4. The team recommends that the school adopts practices for classroom appearance in order to achieve uniformity. Many classrooms had posters, student work displayed, photos, pictures, catchy affirmatives, phrases, and slogans all to inspire students to achieve and reach their potential. Some classrooms were virtually void of such items. 5. The team recommends that the school adopts, via teacher teams or departments, a practice on standards for literacy which would include all classroom assignments and test questions be answered in complete sentences, all tests have a minimum of two essay questions, and all essay questions have a minimum of sentences, which would be grade-specific. Uniformity is needed in order for students to master literacy. 6. The team recommends that the school adopts practices which encougare more opportunities for written responses in both classroom work and tests, such as answering in complete sentences and answering in essay format.HENDERSON JUNIOR HIGH SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72204 APRIL 26-27,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17, 1999 Mr. Larry Buck, Principal Dr. Ward Bitely Steering Committee Chair Compiled by: Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 26-27,1999 HENDERSON JUNIOR HIGH SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Wes Whitley, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Mr. Richard Woods, Assistant Principal NLR High School - West Campus 101 W. 22\"^* Street No. Little Rock, AR 72114 Dr. Paul Root, Professor Ouachita Baptist University 410 Ouachita Street Arkadelphia, AR' 71998 Ms. Ora Stevens, Vocational Education Department of Workforce Education #3 State Capitol Mall, Luther Hardin Bldg. Little Rock, AR 72201-1083 Ms. Annette Barnes, Standards Assurance Arkansas Dept, of Education #4 State Capitol Mall, Room 305-B Little Rock, AR 72201 Mr. Paul Brewer, Assistant Superintendent Camden Fairview School District 625 Clifton Street Canden, AR 71701 TARGET AREAS OF FOCUS School Climate Monitoring and Assessment of Student Achievement Parent \u0026amp; Community Involvement TechnologyFOREWORD On April 26-27, 1999, representatives of the Arkansas Department of Education Henderson Health Sciences Magnet Junior High School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Henderson Health Sciences Magnet Junior High School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The visiting team wishes to express their gratitude for the courteous hospitality during the ECOE visit. The staff certainly helped make the visit a successful one by providing an atmosphere conducive to the needs of the team. The attitude of staff toward the school improvement process is a strong asset to the school and a testament to the level of professionalism and leadership displayed in the creation of this School Improvement Plan. The committees worked especially hard, as did the building chair, to address the most urgent needs of the school. As future school improvement efforts materialize, the plan will grow to include student performance issues and other curricular needs. The visiting team hopes that the records of the findings from the visit will help in the process.VISITING TEAM REPORT District Recommendations: 1. As the district continues to update its curriculum guides, it is advised that the Arkansas Curriculum Frameworks be consulted for correlation. 2. It is recommended that the Little Rock School District continues to provide technical support, leadership, and in-service to the schools engaged in the school improvement process. School Improvement Recommendations: 1, 2. 3. It is recommended that this school receive in-service training in the following areas: midlevel philosophy, evaluation/assessment techniques, data analysis, curriculum mapping, and the Arkansas Department of Education accountability initiative (ACTAAP). As a result of the reconfiguration of grade span grouping in the future of this school, it will be vitally important to continue the school improvement process. The use of co-chairs will help build on-going leadership among the staff. In-service on data analysis and curriculum issues will serve to direct the staff towards a more data-driven plan which addresses student pertbrmance in core areas. Release time will allow committees an opportunity to address performance data and facilitate a fluid and natural evolution of school improvement planning which will address the new middle school concept. As the school improvement evolves to include performance-related planning, it is recommended that the staff examines setting performance goals and actions which are measurable. This will be a valuable tool in measuring the success of the plan and modifying the plan as necessary.SCHOOL CLIMATE Strengths: 1. The staff should be complimented for its recognition of the importance of school climate and the actions that are to be implemented to ensure a positive transition that will be conducive to its reconfiguration as a middle school. 2. The foundational meetings between remaining staff and new staff will be an asset in accomplishing the goals of creating a climate designed to meet the needs of its new student population. 3. The installation of security cameras will foster a more realistic commitment to the goal of providing a safe and orderly institution of learning. Recommendations: 1. The committee should explore utilizing academic team structure to provide students with opportunities to demonstrate personal responsibility in maintaining the school climate and appearance of the school. For example, developing a student government structure within the social studies classes from each team with staff supervision of designated areas to encourage the participation of all students. 2. It is recommended that the committee revisit actions to make a more consistent flow of terminology to accurately communicate to all staff/students the intent of the actions of this improvement plan, (i.e., good behavior - appropriate behavior\nproblems of males - referrals of black males, etc.) 3. In order to accentuate the target areas of a positive school climate and a climate of high expectations, the staff must emulate these expectations to provide the encouragement necessary for the social and academic needs of the student population to be served. These expectations can be overtly demonstrated in dress, conduct, and behavior when passing through the halls and the rapport exhibited when dealing with student concerns. MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The plan addresses divergent learning styles as well as allowing teachers some discretion in teaching styles. 2. It is commendable that the plan addresses the creation of a locally-made criterion-referenced diagnostic tool to assess student performance. 3. The use of community resources and peer tutoring is a positive influence in the school improvement effort.Recommendations: 1. It is recommended that future committees dealing with issues involving assessment rely on the data to drive school improvement decisions. This will allow school improvement decisions dealing with specific academic needs. 2. It is recommended that the school secure staff development training in the areas of: test data, interpretation, mid-level concepts, dual reporting for student assessment, and the Arkansas Department of Education Accountability/Assessment initiatives (ACTAAP). PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. The staff is warm and friendly. 2. The facility is conducive to good behavior and instructions 3. The presence of on-campus security is a plus. Recommendations: 1. Because the strength of a school involves the relationship among three groups, students, parents, and faculty, the school should continue to provide opportunities for parental involvement, (i.e.. Parent Conference Week, PTA, Open House, written communication such as report cards and newsletters, etc.) 2. Consideration should be given to including parents on the ECOE Steering Committee. This appears to be an excellent opportunity to involve parents. TECHNOLOGY Strengths: 1. The leadership team exhibits a very positive tone. 2. The staff at Henderson is warm, congenial, and professional. 3. The district provides a full-time technology coordinator who is knowledgeable and knows the culture of the school. 4. Every classroom has at least one computer with appropriate software for managing logistical matters. 5. Each member of the staff has an assigned e-mail address.6. The district provides in-service training in the use of technology for all staff members. 1. Computers are upgraded to accommodate a wide variety of programs. Recommendations: 1. Expand the magnet concept from the school-within-school concept to a school-wide concept. 2. Provide curriculum-specific software for special needs students. 3. Consider making in-service activities more meaningful by providing release time rather than after-school sessions. 4. Infuse technology into all areas of the curriculum. 5. Provide specificity in assigning positions/persons responsible for activities/strategies. 6. Establish a yearly school-wide Technology Fair. 7. A more specific time line is needed for completion of activities and strategies.SOUTHWEST JUNIOR HIGH SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72204 APRIL 28-29,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to\nDr. Les Camine, Superintendent May 17, 1999 Mr. Jim Mosby, Principal Ms. Colleen Ferguson Steering Committee Chair Compiled by\nMr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 28-29,1999 SOUTHWEST JUNIOR HIGH SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Ms. Alice Simelton, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Ms. Beverly Slavens, Teacher Arkadelphia High School Highway 8 Arkadelphia, AR 71923 Mr. Bill Allen, Professor 205 Mockingbird Lane Hot Springs, AR 71913 Mr. Delton Kitchell, Principal Bryant Junior High School 200 N.W. 4 Street Bryant, AR 72022 Ms. Lillian Rutter, Teacher Robinson Junior High School 21001 Highway 10 Little Rock, AR 72212 Dr. Benny Gooden, Superintendent Fort Smith School District P. O. Box 1948 Fort Smith, AR 72902 TARGET AREAS OF FOCUS School Climate Monitoring and Assessment of Student Achievement Parent \u0026amp; Community Involvement High ExpectationsFOREWORD On April 28-29, 1999, representatives of the Arkansas Department of Education Southwest Junior High School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Southwest Junior High School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. Southwest Junior High School is to be commended for providing staff development opportunities such as the Paideia Program and Positive Classroom Discipline and Instruction. It is noteworthy that student work was displayed throughout the building on the various grade levels. The plan as outlined, that is designed for the success of all students, appears to be sound and will accomplish that end. The ECOE visiting team would like to take the opportunity to thank the Southwest Junior High ECOE Steering Committee, staff, administration, and students for a most congenial team visit. The staff and students were courteous and cooperative throughout the visit. The food and gifts that were provided were graciously accepted and appreciated. Thank you again for making the ECOE team visit a valuable and rewarding experience.VISITING TEAM REPORT School Improvement Recommendations: 1. Provide accessible telephones for each wing of the building. 2. Cover exposed wiring throughout the building and replace tiles throughout the building. 3. The portable buildings are in poor shape and in much need of repairs or replacement.MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The leadership provided at Southwest Jr. High School is an asset to the program with time allowed working as a team. 2. The procedures used to increase time in the classroom should reduce disciplinary problems and increase the academic skills of the students. 3. The tutoring program at Southwest Jr. High shows potential with tracking the students performances. Recommendations: 1. Consider requesting SAT-9 test samples from the testing center for each department to prepare the students for the SAT-9 tests. 2. It is recommended that the district increase opportunities for staff development for all of the staff. 3. Consider expanding the tutoring programs. (Southwest Jr. High,,U.A.L.R., Philander Smith College) STUDENT CLIMATE Strengths: 1. The decrease in enrollment enhances the size of classes at Southwest Jr. High School. The smaller classes can attribute to a more positive atmosphere and a closer relationship between the teachers and the students. 2. There is a more than adequate percentage of students who feel that the teachers and students have a sense of pride and work collaboratively. The percentages are also more than adequate for a conducive atmosphere to learning and the maintenance and management of the building and grounds. 3. Participation in incentive programs seems to be extremely positive. 4. Adequate monies are available for the purchase of classroom supplies.MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The leadership provided at Southwest Jr. High School is an asset to the program with time allowed working as a team. Ideas should be developed to address this need. 2. The procedures used to increase time in the classroom should reduce disciplinary problems and increase the academic skills of the students. New instruction strategies might be in order. 3. The tutoring program at Southwest Jr. High shows potential with tracking the students performances. Recommendations: 1. Consider requesting SAT-9 test samples from the testing center for each department to prepare the students for the SAT-9 tests. 2. It is recommended that the district increase opportunities for staff development for all of the staff. 3. Consider expanding the tutoring programs. (Southwest Jr. High, U.A.L.R., Philander Smith College) STUDENT CLIMATE Strengths: 1. The decrease in enrollment enhances the size of classes at Southwest Jr. High School. The smaller classes can attribute to a more positive atmosphere and a closer relationship between the teachers and the students. 2. There is a more than adequate percentage of students who feel that the teachers and students have a sense of pride and work collaboratively. The percentages are also more than adequate for a conducive atmosphere to learning and the maintenance and management of the building and grounds. 3. Participation in incentive programs seems to be extremely positive. 4. Adequate monies are available for the purchase of classroom supplies.MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The leadership provided at Southwest Jr. High School is an asset to the program with time allowed working as a team. 2. The procedures used to increase time in the classroom should reduce disciplinary problems and increase the academic skills of the students. 3. The tutoring program at Southwest Jr. High shows potential with tracking the students performances. Recommendations: 1. Consider requesting SAT-9 test samples from the testing center for each department to prepare the students for the SAT-9 tests. 2. It is recommended that the district increase opportunities for staff development for all of the staff. 3. Consider expanding the tutoring programs. (Southwest Jr. High, U.A.L.R., Philander Smith College) STUDENT CLIMATE Strengths: 1. The decrease in enrollment enhances the size of classes at Southwest Jr. High School. The smaller classes can attribute to a more positive atmosphere and a closer relationship between the teachers and the students. 2. There is a more than adequate percentage of students who feel that the teachers and students have a sense of pride and work collaboratively. The percentages are also more than adequate for a conducive atmosphere to learning and the maintenance and management of the building and grounds. 3. Participation in incentive programs seems to be extremely positive. 4. Adequate monies are available for the purchase of classroom supplies. Recommendations: 1. Despite the decrease in school enrollment, suspensions for 1998 increased. Ideas should be developed to address this need.2. 3. 4. Contrary to the decrease in class sizes and teacher-student ratio, the overall grade point average and Stanford-9 scores are extremely low. New instruction strategies might be in order. There are visible signs of peeling paint, exposed wiring, and loose tiles. Revamp drainage in the front of the building. In an effort to improve reading and language scores, consider implementing a remediation program on all levels. 5. All seventh graders who score below the 50* percentile on the SAT-9 should be required to take remedial reading. This will require at least one more full-time reading teacher. 6. Teachers in all disciplines should be encouraged to teach reading in their content area(s). 7. In an effort to encourage and continue learning after school hours, implement a Homework Policy. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. 2. 3. An aggressive program designed to encourage parent involvement, including the Parent Club, the use of VIPS, an office for PTA use, and increased PTSA enrollment is a strength. Effective team approach which provides: teacher planning time with opportunities for sharing ideas and methods\na sense of belonging for the students\nand convenient conference times for parents. An administrative team with high campus visibility, with commitment to students and a vision of the potential of SWMS\nand with appreciation for the faculty and staff and a desire to help them succeed, if they choose to do so. Teacher-student ratios enhance the potential for changing negative statistics. Recommendations: 1. Strengthen the School Improvement Plan by completing staff development and documentation areas of the outcomes by providing evaluation procedures for all outcomes, by eliminating ambiguity of outcome 1, by naming specific persons to oversee the actions, and by identifying, at least one time, acronyms and program labels. Southwest Jr. High is doing more than the report indicates. 2. Continue developing connections with colleges/universities and community organizations. Philander Smith College and U.A.L.R. provide opportunities which can be expanded particularly in areas like social workers, interns, extra-help sessions, etc. 3. Provide training and incentives for interested personnel in grant writing. The cost is minimal compared to benefits available through local, state, and federal agencies.HIGH EXPECTATIONS Strengths: 1. Classroom posters reflecting the need for a positive attitude with regard to learning were posted in most classrooms visited. This displays the emphasis that has been placed on a positive attitude toward learning. 2. There was a visible display of student work in most classrooms. Creating pride in a students work is a step toward helping develop the attitude needed to improve test scores. The planned action to purchase a marquee is a good one and should also help in this area. 3. The period allowed for team planning across the curriculum should be helpful with implementing the guidelines and suggestions of Smart Start with regard to teaching across the curriculum. 4. The availability of two security guards and two assistant principals for dealing with students lingering in the hallways (tardies) is a definite strength of this school. Recommendations: 1. Be specific as to who has the responsibility to see that each action is implemented. Place the name of the person on the list. As personnel changes, the name of the responsible person will change. 2. Purchase materials for math and reading teachers that help with test-taking procedures. Example: Test Best, PAM. Look at programs such as Accelerated Reader and/or Accelerated Math to influence students' attitude toward these subject areas and help them obtain the required skills to improve in these areas. 3. Implement a one-minute warning bell with a different tone to help with student tardies. Students who are visiting with their friends will then know it is time to head to class. 4. Consider a Differentiated Action Plan (DAP) for students below a 2.00 GPA. Every student in school (or place emphasis on Math and Reading) would be assigned to an advisor (teacher). The counselor would create a folder for each student and have grade information available for teachers at the time of every progress report or nine weeks. Grade information would be placed in the folder by the advisor when received. It would then be given a time to talk with the student (a different schedule could be run one day) and would be required to attempt to make contact with the parent by phone, in person (have the parent come to school) or be letter. A form would be kept in the counselors office for the advisor to document the number of attempts made. At least three are suggested. Parental contact can often be the difference in success and failure. Most parents will appreciate this personal touch.Il BADGETT ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72206 APRIL 26-27,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Gamine, Superintendent May 17, 1999 Ms. Mary Golston, Principal Ms. Betty Trimble Steering Committee Chair and Ms. Rejeana Albert Steering Committee Co-Chair Compiled by\nMr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr, Dave Westmoreland Education Curriculum SupervisorI' SCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authori2ed to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 26-27,1999 BADGETT ELEMENTARY SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Ms. Alice Simelton, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Ms. Debbie Morris, Teacher Joe T. Robinson Elementary School 21600 Highway 10 Little Rock, AR 72212 Dr. Kenneth Harris, Professor Henderson State Univejsity 1100 Henderson Street: Arkadelphia, AR 7199$ Ms. Terri Kief\u0026amp;er, ADE FSS Northwest Ark. Educ. Ser. Coop. 409 N. Thompson Springdale, AR 72764 Ms. Chris Dayer, Princijpal Mayflower Elementary School P. O. Box 127 Mayflower, AR 72106^ Mr. Bill Spicer, Principal Elmer H. Cook Elementary School 3517 Brooken Hill Drive Fort Smith, AR 72903 TARGET AREAS OF FOCUS School Climate Monitoring and Assessment of Student Achievement Parent \u0026amp; Community Involvement High ExpectationsV * FOREWORD On April 26-27,1999, representatives of the Arkansas Department of Education visited Badgett Elementary School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the ho^ of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Badgett Elementary School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. Badgett Elementary School is to be commended for the many staff development opportumties for the faculty, such as the Smart Start Initiative, School Wide, Title I, and Enhance Incentive programs. The students that were provided as escorts did an outstanding job\nthey were courteous and knowledgeable. They showed a great deal of pride in their school, the faculty, and the staff\nand, the Brag Boards in each classroom serve to reinforce that pride. It is evident that the community is an important part of the Badgett experience through the many programs provided such as the Volunteer Recognition Luncheon, after-school tutoring, Health Fair, parent involvement, and many others. The ECOE team would like to take this opportunity to thank the Badgett Elementary ECOE Steering Committee, staff, administration, and students for a very enjoyable visit. The staff was courteous and cooperative in providing information upon request and generally taking care of any need that was expressed by the visiting team. The food and gifts provided by the school partners were greatly appreciated. Thanks for making this ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all students at Badgett Elementary School,VISITING TEAM REPORT School Improvement Recommendations: 1. Repairing the server and computers in the school as soon as possible is necessary. 2, Repairing the tile flooring and tom carpets throughout the school is needed.SCHOOL CLIMATE Strengths: 1. The school is to be commended for providing numerous opportunities for students to develop leadership skills. 2. The staff members appear to have a genuine desire to provide students with opportunities to develop pride and respect for their school and its appearance. 3. The schools interior appearance is clean, pleasant, and conducive to learning. Reconunendations\n1. Those responsible for landscaping might contact the Cooperative Extension Service for suggestions and help with landscaping. 2. Work orders prioritizing areas in need of carpeting being replaced or repaired might be considered due to staff and student safety. MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. There is a strong sense of community among faculty and staff. 2. The physical atmosphere is neat, clean, and inviting. 3. The pupil-teacher ratio is noteworthy. Recommendations: 1. 2. 3. Consider investigating and implementing existing intervention and remediation programs, such as Direct Instruction, HOTS (Higher Order Thinking Skills), ELLA (Early Literacy Learning in Arkansas), Reading Recovery, etc. U.A.L.R. is an excellent resource to assist in providing the training in moat of these programs. Consider extending your after-school tutoring program for all students as opposed to just 3\"* graders. Grants might be sought to help with this issue. Consider a more systemic and aggressive professional development program aimed at enhancing the instructional delivery system of teachers and instructional aides.I' 4, Consider implementing Family Math Night on a periodic basis, thus, allowing for engagement of family and school in the students education . Contact the principal at Perritt Primary school in Arkadelphia for more information about this program if interested. 5. Teachers should focus on using more manipulatives, hands-on, thematic units as instructional tools. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. 2. 3. The school had a warm sense of community. This was evident from the office with a secretary who began as a grandparent volunteer and extended throughout the building. The schools plan reflects activities that seek to address needs in the community. Activities planned take into consideration difficulties that parents may have getting family members together and getting them to an activity. Leadership in the school placed an emphasis on parent and grandparent involvement which extended from the classroom throughout the building to the grounds. This was evident in the number of parents and grandparents who were present each day as volunteers and the landscaping and flowers inside and outside the building which was done with the help of volunteers. Recommendations: 1. It is recommended that the district make the repairs needed to reopen the computer lab and install wiring which would make it Internet accessible. The school could share this with members of the community who already come to the school frequently. 2. The school might explore capitalizing on the cooperation they already have with their cafeteria manager and try using one of their two programs they have every year as a dinner theater. The cafeteria with the stage lends itself to this event. 3. Consideration should be given by the district to encourage the strong sense of community exhibited by this school by allowing them to apply for grants on an individual basis rather than through the district. There are several grants they would have an excellent chance to receive due to the degree of parent involvement they have.I' HIGH EXPECTATIONS Strengths: 1. Students were well-behaved and polite. Staff was very warm and appeared to care about all students. 2. Class sizes are to be commended. A low teacher/student ratio certainly is a positive factor! 3. Great Business Partners! Webster University and the Little Rock Chamber of Commerce are to be commended for their dedication and support. Recommendations: I 1. The team recommends that the computer lab is repaired. The file server has been down for several months. The staff will not be able to fulfill their technology mission with thew computer lab being inaccessible. i 2. Consider including more grades than the third grade in the tutoring program. Since testing scores are so low, a school-wide after-school tutoring program is desperately needed. 3. Consider contacting Philander Smith College or U.A.L.R. and have a fraternity or other club adopt the mentoring program for their community service work, This would be a simple method for obtaining mentors. 4. So that students do not miss valuable instruction in the regular classroom when they pullet out for Title I activities, consider having the Title I instructors come in to the classrooms and work directly with the teachers and students. are. FROM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 09:0gAM P2 CHICOT ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT MABELVALE, ARKANSAS 72103 APRIL 26-27,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17, 1999 Ms. Jane Harkey, Principal Mr. John Burgin And Ms. Barbara Williams Steering Committee Co-Chairs Compiled by: Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum Supervisor. FROM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 0g:09AM P3 SCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chaiiperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. Tlie use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the need.s of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document..FROM : CHICOT ELEMENTARY PHONE ND. : 501 570 4194 Jul. 30 2001 09\n10PN P4 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 26-27,1999 CHICOT ELEMENTARY SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Ms. Deborah Bland, ADE FSS Great Rivers Cooperative P. O. Box 2837 West Helena, AR 72390 Ms- Becky Stanley, Counselor Pine Forest Elementary School 400 Pine Forest Drive Maumelle, AR 72113 Ms. Annette Holeyfield, Professor Arkansas Tech University Health \u0026amp; Phys. Ed. Dept.- Hull Bldg. Russellville, AR 72801 Ms. Renee Treadwell, G/T Coordinator Southeast Ark. Educ. Ser. Cooperative 1022 Scogin Drive Monticello, AR 71655 Ms. Gloria Reynolds, Assistant Principal Cato Elementary School 9906 Cato Road No. Little Rock, AR 72120 Mr. Austin Z. Hanner 403 Loop R Little Rock, AR 72120 TARGET AREAS OF FOCUS Discipline Curriculum Monitoring and Assessment of Student Achievement CommunicationFROM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 09:10AM P5 FOREWORD On April 26-27,1999, representatives of the Arkansas Department of Education visited CWcot Elementary School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Chicot Elementary School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of tlie visiting team, recommendations have been made to reinforce the school s conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. Peer helpers warmly greeted the visiting team to Chicot Elementary School. We were escorted to our work area and introduced to the principal, steering committee and target chairpersons. Chicot Elementary began the ECOE school improvement process in the fall of 1997. A new mission statement was adopted which focuses on the staffs responsibility to equip students with the tools to piusue lifelong learning while fostering academic achievement, citizenship, and emotional well-being. During the development of the School Improvement Plan, the Little Rock School District developed new curriculum standards, the Department of Education introduced the Smart Start Initiative, and Chicot Elementary was designated a model technology school. Although initially seen as challenging, these factors were embraced and incorporated into the School Improvement Plan. Monitoring and Assessment, Cuniculum, Discipline, and Communication were chosen as target areas after the staff completed an assessment of needs and collected archival, perceptual, and achievement data. The school chose to use the 1998 test scores (SAT-9, Benchmark) as baseline data that will be used to evaluate their progress from this point in time forward. The school is to be commended for converting the ECOE teams into permanent teams that will report progress of action implementation and goal attainment to the newly developed Campus Leadership Team. The Campus Leadership Team will also be responsible for updating the schools achievement database. Correlating Jostens software with the Little Rock School District Standards, expanding Accelerated Reader, increasing the use of math manipulatives, daily writing, and the use of assignment books are examples of actions that have been implemented and are proving to be successful. It is obvious that improving student achievement is the primary goal of the Chicot Elementary Staff. The visiting team would like to thank the faculty, administration, and students for wonderful two-day visit and for making our stay as pleasant as possible (in spite of the tornado drill). Thank you for the various meals, snacks, and other amenities. Please consider the following recommendations.FROM : CHICOT ELEMENTARY PHONE NO.\n501 570 4194 Jul. 30 2001 09:11AM PE VISITING TEAM REPORT 1. Consider revisiting the goals to ensure assessments have been assigned that will measure performance improvement. 2. Consider utilizing the Arkansas Department of Education Math Specialists to provide additional strategies that will enhance classroom instruction and increase math achievement. 3. Consider incorporating Smart Start staff development activities into the School Improvement Plan. 4. Consider setting benchmarks (desired levels of performance) for students driven by the schools achievement data. Benchmarks will facilitate the documentation of progress the school wishes to achieve by a specific date. 5. The team recommends revisiting the actions (where necessary) to ensure the articulation of specific steps that will result in implementing the actions and achieving the goals, (i.e., Action Three in the Communication Target Area states encourage the use of Telephone Voice Message System. How will this be done? How will you evaluate its effectiveness?)'FROM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 09: HAM P7 1 MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The technology program that is in place is strong, and it has the potential to contribute to student achievement. 2. The number of aides for this school per classroom involvement is a strength. 3. The commitment and enthusiasm of the staff to the ECOE school improvement process is noteworthy. Recommendations: 1. 2. 3. 4. The team recommends the development of an accessible and easy-to-use system so each teacher may determine academic deficiencies for each child and determine strategies to address the deficient areas, (for norm-referenced tests (NRT) and criterion-referenced tests (CRT) The visiting team recommends the addition of the counselor and assistant principal to the Monitoring and Assessment Committee. Utilizing their expertise will strengthen the interpretation and reporting of the test results to the students, parents, and teachers. Consider providing staff development for all teachers in the use and organization of portfolios. Consider student-led conferences with portfolios during teacher/parent conferences. CURRICULUM Strengths: 1. The utilization of science kits from the National Science Resource Center provides hands-on experiences and learning for all fifth grade students at Chicot. 2. The correlation of the Jostens Computer programs with the Little Rock School District Frameworks in an effort to prepare students to score average or above average on the CRT. Recommendations: 1. Consider utilizing the Title One Instructional Assistants to monitor students while on computers to ensure students are working on assigned skills and mastering those skills before moving on to other skills to improve outcomes for all students. 2. The team recommends that all staff members be in-serviced on the implementation of TURK, which is being used as a resource for increasing the use of manipulatives and integrating problem-solving with e language arts.FROM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 09:12AM P8 DISCIPLINE Strengths: 1. The faculty is aware of discipline problems and is eager and willing to initiate and adapt to changes that must be implemented in order for improvement to occur. Recommendations: 1. The team recommends revisiting the data regarding disciplinary actions. Identify the subpopulation of repeat offenders. Analyze characteristics which may then drive the selection of the new school-wide discipline plan. 2. 3. Implementation of a school uniform code has little chance of success without broad-based parental support\ntherefore, the team recommends continual research on this issue. Establish two-way communication with parents in venues other than the parent surveys to allow parents to be a part of the decision-making process. It is recommended that periodic evaluation of the assessment data be done to determine if tlie actions are improving student achievement by increasing appropriate behavior. Consider establishing short-term objectives and a time line to measure progress toward reaching the goal. (i.e. reduce out-of-school suspensions by 25% by year 2000) COMMUNICATION Strengths: 1. The staff appears to be dedicated to improving the educational opportunities for the students at Chicot Elementary School. 2. The staff has recognized several avenues that would improve the communication levels with parents. 3. The Title One parent workshops have proven to be a success as indicated by the number of parents in attendance. 4. The target area committees will become permanent committees to continuously reevaluate, revise, and refine the plan to meet the needs of this schools population. Recommendations: 1. Consider including parents as members of this committee. It may call for more flexible 2. scheduling to meet their time schedules. Consider including the VIPS personnel in this committee. They may have insight into some ideas that would be helpful.rPOM : CHICOT ELEMENTARY PHONE NO. : 501 570 4194 Jul. 30 2001 09:i2flM P9 3. Continue to define the actions so shape. that research and design and encourage take a more finite 4. In an effort to expand communication, consider including actions that would improve communication among the staff. 5. [ he team recommenus levlMihig the action of utilizing the website as a process to improve coXicSoar=^ The socio-eeonomic level of to coy m-gh. no. .nd,cate The team recommends revisiting this as a practical strategy.ROMINE ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72204 APRIL 28-29,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17, 1999 Ms. Sharon Davis, Principal Ms. Dana Duncan And Ms. Anna Louise Phillips Steering Committee Co-Chairs Compiled by\nMr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 28-29,1999 ROMINE ELEMENTARY SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Bob Paulovich, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Ms. Cathy Lay, Teacher Poplar Street Middle School 2300 Poplar Street No. Little Rock, AR 72114 Dr. Linda Joshua, Professor Univ, of Ark. at Pine Bluff 1200 North University Pine Bluff, AR 71611 Mr. Jeff Magie, Assistant Principal Perryville Elementary School 803 N. Ash Street Perryville, AR 72126 Mr. Mike Shue, Principal Monticello Intermediate School 114 Clyde Ross Drive Monticello, AR 71655 TARGET AREAS OF FOCUS School Climate Monitoring and Assessment of Student Achievement Parent \u0026amp; Community Involvement Opportunity to Learn/Time-on- TaskFOREWORD On April 28-29, 1999, representatives of the Arkansas Department of Education visited Romine Elementary School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Romine Elementary School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The visiting team commends the faculty and staff for all the time and effort expended during the past two years. The School Improvement Plan was developed with many measurable goals focusing on student achievement. The faculty and staff were involved in the plans development and reflect a true sense of ownership and pride. The visiting team would like to express its appreciation for a wonderful two-day visit. All staff members, students, and parents were very cordial, friendly, and helpful. We hope our input will enhance an already strong ECOE document.VISITING TEAM REPORT School Improvement Recommendations: 1. Efforts should to include and recognize parents and support staff in future school improvement endeavors.SCHOOL CLIMATE Strengths: 1. The willingness of teachers to work together in developing a strong, school-wide discipline plan should prove to be beneficial in improving student achievement. 2. The teachers use of polite language in dealing with students is an excellent example for young people. Recommendations: 1. Consideration should be given to implementing a school-wide reward program for those students who do not receive any tardy or behavior documents. One event each grading period could serve as an incentive for students. 2. Consideration should be given to implementing some type of writing assignment during detention. Subject matter could be school rules, responsibility, or organizational skills. MONITORNING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The administrative staff, teachers, students, and school support staff, which includes the parents, are knowledgeable of the schools target programs: Success for All reading program. Technical Educational Resource Center (TERC) mathematics program, and the Smart Start Initiative test bank materials. 2. In addition to the use of the target programs of Success for All and TERC, both teachers and students are using traditional time-proven teaching materials to supplement and/or enrich their target programs. Recommendations: 1. Standardize or develop a repertoire of alternative assessment strategies that parallel the critical thinking strategies of the target reading and math programs. 2. Institute Saturday school workshops, perhaps on a monthly basis, for parent training in school programs, student enrichment, and/or teacher and staff development.PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. All members of the staff are actively involved in the school improvement process. 2. The school has quality volunteers in place. 3. The building and grounds are conducive to a learning setting. Recommendations: 1. A marquee located on campus yet highly visible on Romine Street announcing dates and times would help keep parents informed. 2. A monthly calendar sent home would keep parents informed about events at the school. 3. Offer treats/rewards to children who return with signed papers announcing meetings, conferences, workshops, etc. 4. Each classroom should strive to obtain one volunteer. 5. Contact local businesses, particularly banks, to commit to volunteering on a regular basis. OPPORTUNITY TO LEARN/TIME-ON-TASK Strengths: 1. The success for all programs will prove to be beneficial in the improvement of writing across the cuniculum. 2. The schools classrooms and hallways are filled with opportunities to leam. (Posters, class work, teaching aids, etc.) Recommendations: 1. Consideration should be given to the idea of implementing writing strategies at a much quicker pace so that later years could be used for formal evaluations. 2. The school should look at the writing program of McRat which is being suggested by the Smart Start Initiative. Your Arkansas Department of Education Field Services Specialist may be contacted for this information.WILLIAMS MAGNET ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72207 APRIL 28-29,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17,1999 Ms. Mary Menking, Principal Ms. Anne Washington and Ms. Nancy Morton Steering Committee Co-Chairs Compiled by: Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 28-29, 1999 WILLIAMS MAGNET ELEMENTARY SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Wes Whitley, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Ms. Becky Huett, Assistant Principal Ringgold Elementary School 536 River Street Benton, AR 72015 Dr. Susan Peterson, Professor Univ, of Central Arkansas 201 Donaghey Avenue Conway, AR 72035-0001 Ms. Terri Kieffner, ADE FSS Northwest Ark. Educ. Ser. Cooperative 409 N. Thompson Springdale, AR 72764 Ms. Catricia Phillips, Teacher Poplar Street Middle School 2300 Poplar Street No. Little Rock, AR 72114 TARGET AREAS OF FOCUS Monitoring and Assessment of Student Achievement Quality of Education Equal Access Staff CharacteristicsFOREWORD On April 28-29, 1999, representatives of the Arkansas Department of Education visited Williams Magnet Elementary School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Williams Magnet Elementary School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The staff of Williams Magnet Elementary School is commended for their accomplishments in school improvement planning. The plan addresses the needs of the students, staff, and community and is certainly progressive in scope. The committees appeared to have worked well in the review of data and the subsequent identification of actions which address the schools targets. The visiting ECOE/NCA team wishes to express appreciation to the steering committee, staff, and administration for their hospitality during the peer team review. It was obvious a great deal of planning and preparation had been dedicated to making the visiting team members feel welcome. The accommodations and other amenities provided the team with a pleasant atmosphere in which to perform their assignment.VISITING TEAM REPORT District Recommendations: 1. The district is commended for the creation of a District Strategic Plan and is encouraged to continue similar efforts to ensure a coordinated School Improvement Plan among all schools in the district. School Improvement Recommendations: 1. It is recommended that the school continues the school improvement process by allowing committees the opportunity to continue to review performance data and modify the plan and the time line as necessary. It is also recommended that steering committees share information regarding findings from research as well as improvement strategies for improvement. 2. As the School Improvement Plan evolves in the future, it may be considered that the mission statement be revisited for the purpose of including a clearer reflection of the magnet school concept. 3. The staff, administration, and steering committee should dedicate some time in the future to establishing some core beliefs. This will facilitate the expansion of the plan and assist the process of school improvement by direct attention toward the future. 4. This is an academically successful school and may face some unique problems associated with success. It is recommended that the staff and administration continue to build on the present success in the school and not become stagnant or complacent. Strategies that have worked in the past may not work in the future. As a result, it is of the utmost importance that the School Improvement Plan be very progressive.MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. Williams Magnet School is commended for their dedication to preparing their students for the upcoming criterion-referenced tests with the implementation of the district-designed quarterly performance assessment tests. 2. Williams Magnet School is recognized for their commitment to increasing science performance with the existence and use of a school science laboratory. 3. The school demonstrates a strong academic program with excellent student achievement scores. Recommendations: 1. The visiting team recommends that the school continues with the utilization of the Smart Start Initiative techniques and works to align the district curriculiun with Smart Start goals and objectives congruent with the Arkansas Frameworks. QUALITY OF EDUCATION Strengths: 1. Field trips, identification of at risk students, ample teacher resources, and parent involvement have resulted in quality education for students as evidenced by standardized test scores and other assessments. Recommendations: 1. A pedagogical statement that reflects the purpose and uniqueness of the schools basic skills program should be incorporated into the mission statement. Staff development that focuses on philosophy and core beliefs may assist in developing such a statement. 2. Revisit the plan to ensure the actions, responsibilities, and resources are correlated and aligned.EQUAL ACCESS Strengths: 1. Williams Magnet faculty and staff recognizes the importance of providing the opportunity for all students to be involved in school activities and programs. 2. The Williams Magnet counselors program is very involved with students of all grade levels. The counselors of Williams Magnet have purchased many wonderful programs for the students. Recommendations: 1. The committee recommends that the faculty and staff of the school explore options for after-school transportation for the students involved. STAFF CHARACTERISTICS Strengths: 1. The staff is commended for recognizing that staff attendance is linked to student performance and is an important factor in school effectiveness. 2. The extended time given to teachers for planning, preparing, and collaboration in an obvious strength. Recommendations: 1. It is recommended that the committee extend the date to improve teacher attendance and explore more options to develop a long-term plan for this outcome. Suggestions include the administration attending the Leadership Academy, teacher book study groups, a relaxed Friday teacher uniform, and informal staff luncheons provided by the administration and/or Parent/Teacher Organizations. 2. The committee should consider involving high school students in a tutor/mentor program to help the elementary students while also increasing the high school students awareness of careers available in education. 3. The staff might explore ways to provide release time and scholarships for supervision aides to obtain college degrees in order to increase minority ratios.BOOKER T. WASHINGTON MAGNET ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72206 APRIL 28-29,1999 EXTENDED COMPREHENSIVE OUTCOMES EVALUATION REPORT OF THE SCHOOL IMPROVEMENT TEAM VISIT Submitted to: Dr. Les Camine, Superintendent May 17, 1999 Ms. Gwen Strong-Zeigler, Principal Ms. Cathy Schwartz and Ms. Beverly Smith Steering Committee Co-Chairs Compiled by: Mr. David Watts Arkansas Department of Education Field Services Specialist Copy to: Dr. Dave Westmoreland Education Curriculum SupervisorSCOPE OF THE ECOE DOCUMENT It is the official intent of the Arkansas Department of Education that this report on the evaluation of the school be submitted by the chairperson of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rest solely in the hands of those administrators. Neither the chairperson nor the other members of the evaluation team are authorized to release any of the information contained in this report without the approval of the administration of the school. The primary purpose of the evaluation team has been to examine the educational setting of the school, including courses of study, learning materials as well as student needs and interests. The evaluation team has attempted to assess the effectiveness of the total school improvement plan in meeting the educational objectives the school has established for itself. It has not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff persons professional competency would be in violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently invalid since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance. Additionally, it has not been the purpose of the visiting team to prescribe a specific companys instructional materials or programs. The team has attempted to evaluate the schools learning materials in light of the needs of the students being served and the relationship of the materials to the goals and objectives of the school. Any reference to specific instructional materials contained in the team report is merely for consideration by the school. The school staff exercises the responsibility of selecting learning materials appropriate for the learner. The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in this document. The team members are not to be held accountable for any injudicious or unauthorized use of this document.EXTENDED COMPREHENSIVE OUTCOMES EVALUATION SCHOOL IMPROVEMENT PEER TEAM VISIT APRIL 28-29, 1999 BOOKER T. WASHINGTON MAGNET ELEMENTARY SCHOOL ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Bob Bethurem, FSS Arkansas Dept, of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201 Ms. Paula Trafford, Teacher Perryville High School 803 No. Ash Street Perryville, AR 72126 Ms. Josephine Bell, Professor Univ, of Ark. at Pine Bluff 1200 North University Pine Bluff, AR 71611 Ms. Angie Coats, Teacher Arnold Drive Elementary School 4510 Arnold Drive Jacksonville, AR 72099 Mr. Mark Crowder, Principal Springhill Elementary School 200 N.W. 4* Street Bryant, AR 72022 TARGET AREAS OF FOCUS Monitoring and Assessment of Student Achievement Parent \u0026amp; Community Involvement School Climate Instructional LeadershipFOREWORD On April 28-29, 1999, representatives of the Arkansas Department of Education visited Booker T. Washington Magnet Elementary School. The comments of this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas Department of Education that the observations and recommendations included in this report will assist the faculty and administration of Booker T. Washington Magnet Elementary School as they proceed to the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the schools conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement teams conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The school is to be commended for its dedication to the ECOE process. This was evident by the involvement of the entire staff and parents. The mission statement is woven throughout the plan and is strengthened by such programs as Direct Instruction, Distance Learning with U.A.M.S., Partners In Education, the Young Astronauts (YAP) program, and the LINKS program. The school has made a strong commitment to the use of technology, both administratively as well as toward instruction. The faculty and administration are continuing to create an atmosphere to provide all students with success. The ties with community partnerships are also very commendable. The visiting team would like to take this opportunity to thank the Booker T. Washington Magnet Elementary School ECOE Steering Committee, staff, administration, students, board, and community representatives for a superb visit. The students and staff were most courteous, informative, and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Booker T. Washington Magnet Elementary School.VISITING TEAM REPORT School Improvement Recommendations: 1. Keep the steering committee intact and meet on a regular basis to monitor progress of the School Improvement Plan. 2. Continue to bring elements of the Smart Start Initiative such as curriculum alignment and mapping into the ECOE process in order to better focus directly on student achievement. 3. Continue to focus on technology, particularly in the area of teacher in-service/training, to better serve the needs of students. This should help teachers be more comfortable in using technology in the classroom, both administratively as well as for instruction. 4. Consider including community members and parents, in an advisory capacity, on the steering committees at appropriate times.MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The Booker T. Washington faculty and staff show great pride in their school as evidenced by individual and group enthusiasm and efforts put into several student recognition programs. 2. Classrooms and hallways display successful student work. Recommendations: 1. Clarify the day-to-day procedures used for identifying all grade-level at-risk students. 2. The analysis of student improvement would be enhanced with sequential administration of either the districts criterion-referenced tests or the SAT-9 at all grade levels. 3. Coordinate and communicate expected Smart Start activities at all grade levels, both horizontally and vertically, specifically, the curriculum mapping and curriculum alignment activities. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. Parents are involved in the VIPS program. 2. Parents are very responsive in support of students activities, programs, and field trips. 3. The weekly school newsletter is sent to parents for information about the school functions. 4. Parents work as tutors in the classrooms. 5. Partners In Education has been successful in support of programs. 6. The Extravaganza Fair works well for community involvement. Recommendations: 1. More school involvement of parents of at-risk students is recommended. 2. More inclusiveness of ESL students in the mainstream of programs and activities is recommended. 3. Consider using parents and relatives of students from other countries as resource persons for the Extravaganza Fair.SCHOOL CLIMATE Strengths: 1. The faculty and staff of Booker T. Washington Elementary are dedicated to the profession and put forth a warm and receptive atmosphere conducive for learning. 2. Booker T. Washington Elementary places great emphasis on a safe and secure environment which exhibits an atmosphere contributive toward the learning process. 3. As stated within the Booker T. Washington Elementary School Improvement Plan, the pride of the school is displayed throughout the halls and classrooms. Acknowledgment of students and their work creates an incentive for all to strive for excellence and achievement. Recommendations: 1. According to the School Climate time line, Booker T. Washington Elementary has in place the Buddy System for new teachers. A review of this system is to take place by August, 1999. It seems to be implemented within the lower grades but has weakened in practice by the upper grades. An effort to strengthen this system should be made. 2. Creative measures, such as aids on grouping strategies, might be used to strengthen the classroom management within rooms which contain larger numbers of students. INSTRUCTIONAL LEADERSHIP Strengths: 1. Washington Magnet Elementary places great importance on training and supporting new teachers, therefore developing and reinforcing instructional leadership. 2. A majority of teachers involved with the Direct Instruction program seem enthusiastic, well-trained, and dedicated to the program. 3. The Washington Magnet Elementary School staff is open-minded concerning new and innovative programs to improve test scores. 4. Washington Magnet Elementary has a significant amount of enrichment programs, such as YAP, a computer lab with a significant amount of computers, computers in each room. Art, Music, P.E., Math and Science Labs, etc. to enrich instruction. 5. Washington Magnet Elementary is exploring the consistency of grading, developing rubrics for grading, and team teaching to promote instructional excellence.Recommendations: 1. Washington Magnet Elementary may want to investigate plans for mapping Smart Start procedures and curriculum objectives presently taught, as well as incorporating the Arkansas Frameworks and SAT-9 objectives. 2. Washington Magnet Elementary needs to continue to encourage teachers to research students deficiencies on the SAT-9 and/or criterion-referenced tests and teach those objectives to individual students.1 I ! BALE ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, AR 72204 ECOE/ACSIP Report School Improvement Team Visit April 25, 2000 Submitted to: Dr. Les Camine, Superintendent Compiled by: Mr. David Watts, School Improvement Supervisor Arkansas Department of Education Copies to: Ms. Barbara Anderson, Principal Ms. Judith Courtney, Steering Committee Chair Dr. Dave Westmoreland, M/SIP Unit Leader7 2 SCOPE OF THE SCHOOL IMPROVEMENT PLANNING DOCUMENT It is the official intent of the Arkansas Department of Education that this report should be submitted by the chairperson of the Visiting Team directly to the administrators of the school. The subsequent distribution of the report and its availability for public consideration will be at the discretion of those administrators. Neither the chairperson nor the other members of the Visiting Team are authorized to release any information contained in this report without the approval of the school administrators. Information maintained by the Arkansas Department of Education is subject to the laws, policies, and regulations of the State of Arkansas and the United States. Moreover, the team members are not to be held accountable for any injudicious or unauthorized use of this document. School Improvement Visiting Teams ascertain information and provide comments regarding the following: involvement of the school staff and patrons in the school improvement planning process\nthe connection between the schools mission statement and the goals and activities of the plan\nthe specific areas of emphasis in the plan\nthe appropriateness of the plan\nand evidence of continual plan review. The purpose of these teams is to support the development of useful school improvement plans and to advise school planners on the implementation of proposed intervention strategies. Additionally, the Visiting Team will not evaluate individual student performances and will not prescribe a specific companys instructional materials or programs. Any reference to specific instructional materials contained in a Team Report is merely for consideration by the school.V 3 ECOE/ACSIP VISITING TEAM MEMBERS BALE ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT APRIL 25, 2000 Mr. David Watts, General Chairperson Mr. Wes Whitley, School Improvement Supervisor Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201-1071 Dr. Susan Peterson, Professor University of Central Arkansas 150 Mashburn Building Conway, AR 72035 Mr. Sam Nelson, Principal Mattison Elementary School 2001 Florence Mattison Conway, AR 72032 Ms. Gwen Fullen, Teacher Peake Elementary School 1609 Pine Street Arkadelphia, AR 71923 Ms. Brenda Melton, NCA Representative Watson Chapel School District 4100 Camden Road Pine Bluff, AR 716034 Bale Elementary School is a part of the greater Littler Rock School District. The school serves approximately three hundred twelve students in Kindergarten through grade five. Seventy-four percent of the student body is of African-American descent. Twenty-four percent are white. Four percent is Hispanic with the remaining one percent being Asian. The school is located relatively close to the heart of the city of Little Rock. The neighborhood where the school is located is in the proximity of one of the states major colleges as well as a portion of the citys busiest commercial zones. It is clearly evident that the staff at Bale Elementary has a good grasp of the process of school improvement. Their review of data and the resulting action plan that appears within the written school improvement document is a testament to this fact. The Visiting Team is completely satisfied that the school has taken the appropriate steps to address the areas of student performance, curriculum, and assessment which the scores indicate deficiencies have existed. Several district initiatives have been implemented recently which will almost certainly have an impact on student performance. First, the Campus Leadership Teams have been created to decentralize some decision-making down to the school level. Teachers should feel a greater sense of ownership in the process of school improvement as a result of this shared responsibility in making decisions. Secondly, a comprehensive testing program has begun to test students academic progress on criterion-referenced material on a regular and systematic basis. This data, along with the many other sources of student performance data available, should prove to be a valuable asset in planning for the needs of both the school and the students. The Visiting Team wishes to express appreciation to the staff and administration of Bale Elementary for the courtesy and hospitality extended to the team during the visit. The Visiting . Teams needs were given every consideration during the day. Such sensitivity to the teams needs made for a very enjoyable and rewarding day for everyone involved. It is clear that all those participating in the visit had given much thought and preparation to making the day a successful one. During the visit the Visiting Team made many noteworthy observations. The following is a list of the strengths and recommendations found at Bale Elementary during the peer team review of the School Improvement Plan: Strengths 1. 2. 3. Mrs. Johnsons four-year-old program delivered a remarkable opening program for the Visiting Team and is commended for their efforts. The school improvement document is well organized, easy to read, and quite comprehensive. The student artwork in the plan was especially attractive and appreciated. The Visiting Team was very gratified to see a combination of the school creed, mission statement, and core belief statements.5 4. 5. 6. 7. 1. 2. 3. The staff is commended for the collaborative effort, which went into the creation of the plan. It is clear that communication among this staff is a strong asset. Bale Elementary has a marvelous atmosphere for children to learn. Expectations for all children and staff alike are high, and programs are well coordinated to maximize time and space. The Share America program is a wonderful source of additional resources for the staff and students. The benefits provided by this program are invaluable, and the Visiting Team wishes more opportunities of this sort were available. The planning time afforded to grade-level teachers is a wonderful tool which aids communication and planning about curriculum issues. The weekend retreat in which the staff participated serves as another example of the commitment the staff has to communicating needs with one another. Recommendations It is clear that the school makes every effort to involve and communicate with parents. It is unclear from the written School Improvement Plan the extent to which parents were involved in the planning of school improvement activities. In the future, it is recommended that the parents play an increased role in the actual planning of school improvement initiatives. A great deal of student performance data is available for review by the staff. The districts new grade-level testing program will add even more. It may be suggested that staff development in the uses and disaggregation of this data would benefit the staff in their efforts to spot trends in the performance of students scores. It is crucial to future school improvement planning that sufficient time be given the staff to have conversations about issues regarding curriculum, assessment, data review, staff development, and plan modification. It is clear that this staff at Bale Elementary possesses the necessary knowledge and skills for sound school improvement practices. Only lack of time will impede the process for this staff to continue to exercise these principals. While it is true that student performance at Bale does have some room for improvement, the Visiting Team has little doubt that the future will hold many successes.BOOKER ARTS MAGNET SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, AR 72206 ECOE/ACSIP Report School Improvement Team Visit April 25, 2000 Submitted to: Dr. Les Gamine, Superintendent Compiled by: Mr. David Watts, School Improvement Supervisor Arkansas Department of Education Copies to: Dr. Cheryl Carson, Principal Ms. Amy Hallum, Steering Committee Chair Dr. Dave Westmoreland, M/SIP Unit Leader2 SCOPE OF THE SCHOOL IMPROVEMENT PLANNING DOCUMENT It is the official intent of the Arkansas Department of Education that this report should be submitted by the chairperson of the Visiting Team directly to the administrators of the school. The subsequent distribution of the report and its availability for public consideration will be at the discretion of those administrators. Neither the chairperson nor the other members of the Visiting Team are authorized to release any information contained in this report without the approval of the school administrators. Information maintained by the Arkansas Department of Education is subject to the laws, policies, and regulations of the State of Arkansas and the United States. Moreover, the team members are not to be held accountable for any injudicious or unauthorized use of this document. School Improvement Visiting Teams ascertain information and provide comments regarding the following: involvement of the school staff and patrons in the school improvement planning process\nthe connection between the schools mission statement and the goals and activities of the plan\nthe specific areas of emphasis in the plan\nthe appropriateness of the plan\nand evidence of continual plan review. The purpose of these teams is to support the development of useful school improvement plans and to advise school planners on the implementation of proposed intervention strategies. Additionally, the Visiting Team will not evaluate individual student performances and will not prescribe a specific companys instructional materials or programs. Any reference to specific instructional materials contained in a Team Report is merely for consideration by the school.3 ECOE/ACSIP VISITING TEAM MEMBERS BOOKER ARTS MAGNET SCHOOL LITTLE ROCK SCHOOL DISTRICT APRIL 25, 2000 Mr. David Watts, General Chairperson Mr. Ed Jones, School Improvement Supervisor Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201-1071 Dr. Kenneth Harris, Professor Henderson State University 1100 Henderson Street Arkadelphia, AR 71999 Mr. Phillip Bell, Superintendent Mayflower School District POBox 127 Mayflower, AR 72106 Ms. Joy Shadid, Teacher Poplar Street Middle School 2300 Poplar Street North Little Rock, AR 72114 Ms. Peggy Woosley, NCA Representative Stuttgart School District PO Box 928 Stutthgart, AR 721604 Booker Arts Magnet School is one of 35 elementary schools serving Little Rock School District. The school is located in the eastern section of downtown Little Rock, Arkansas, and serves 544 students in kindergarten through fifth grade. Students are accepted from all three Pulaski County school districts (Little Rock, North Little Rock, and Pulaski County). The school maintains, through this selection process, a racial make up of 50% African-American, 44% European-American, and 6% other ethnic groups. This also allows the school to maintain an approximate 50/50-gender population. Booker Arts Magnet is one of the older buildings in the Little Rock School District, but it is clean and well maintained. The hallways are cheerful with displays of student artwork, writings, and awards. The district is in the process of voting on a millage increase that will allow renovation of the building that will include making the rooms and halls brighter, thus more cheerful. Booker Arts Magnet School is fortunate to be located in an area of Little Rock that supports its focus. In the area are the Arkansas Arts Center, Decorative Arts Museum, the Little Rock Zoo, University of Arkansas at Little Rocks Art Gallery, the Little Rock Library, the Robinson Auditorium that produces numerous cultural events and plays, and the University of Arkansas at Little Rock Theatre. Booker began its school improvement process in January, 1999. They began by selecting a building steering committee that included personnel from all grade levels as well as administration personnel. The steering committee met at regular intervals and developed belief statements, a current mission statement that incorporated these beliefs, and collected and analyzed data that identified the target areas of the School Improvement Plan. The steering committee then divided the staff into target area committees to address the concerns identified by the achievement, archival, and perceptual data. These committees are Reading and Writing Improvement, Mathematics Improvement, Character Education Program, and Improving Student Attendance. By selecting these areas of improvement, the school succeeded in keeping the schools mission statement as the major focus of the School Improvement Plan. Booker Arts Magnet School has excellent parent/community involvement. The Parent/Teacher Association is very involved in the school through programs that fund awards assemblies, scholarships to students in financial need, resources for indoor recess activities, and teaching materials for the classroom. Parents were an active component of the school improvement process. The steering committee did an excellent job and is to be commended for including numerous parents on all the target committees. The Visiting Team had a very productive day. The students were extremely polite, helpful, and informative. The complete staff was involved with the improvement process and was aware of the role they played and are to play in the future. The interviews of the target chairs and co-chairs were informative and assisted the team in understanding the plans development. The school should be proud of the School Improvement Plan and continue to evaluate and update the process.5 With the annual update of the School Improvement Plan in mind, the team offers the following strengths and recommendations for your consideration. Strengths 1. Narratives were very well written and informative. 2. The collected test scores and other data support actions. 3. There was total participation of parents, teachers, and administration in developing the School Improvement Plan. 4. The plan specified professional development and teacher in-services needed to achieve the strategies. 5. Two full-time math specialists are assigned to Booker to enhance, model, and reinforce instmction provided by the regular classroom teachers. 6. Curriculum specialists are provided to the school to provide assistance to the regular teachers in planning, implementing, and evaluating instruction. 7. Selected priorities and actions are aligned to focus on improvement for all students. 8. A Jostens Computer Lab is available for students in grades 2-5 to augment instruction and to further accommodate learning styles of students. 9. The school and district are dedicated to improving Character Education in the building. Allowing teachers to visit schools with Character-Centerd Teaching programs was an excellent move. 10. The atmosphere of the building is extremely warm, inviting, and friendly. 11. The display of students work, especially the artwork, allowed the team to realize the building was student-centered. 12. The incentive programs developed by Booker Arts Magnet School and its Parent/Teacher Association will be beneficial in meeting the goals of improving attendance.6 Recommendations 1. 2. 3. 4. 5. 6. The writing components of the School Improvement Plan should have specific actions so that this section of the goal can be evaluated. Develop a consistent evaluation tool to follow students through grades K-5, thus evaluating the same students as they progress through the grades. As data becomes available through the Intermediate 6 Benchmark, include this data as an evaluation tool of the goals. Consider implementing an academic incentive program that would provide additional motivation for students to excel in math\ni.e., honor roll, lunch with the principal for making all As, coupons from businesses for freebies, etc. Continue to investigate and facilitate teachers awareness of best practices in mathematics instruction. Professional development should be researched to improve student and classroom behaviors. Some methods to assist new teachers are Classroom Management Training for all teachers, Teacher Expectations Student Achievement (TESA), and Conflict Resolution. Teacher mentor programs should include training for all new teachers on the existing school programs and also the new School Improvement Plan. 7. The Character Education Committee should research the Great Expectations program as a character program. Dr. Marie Parker at the University of Arkansas would be a possible resource in developing the program.BRADY ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, AR 72205 ECOE/ACSIP Report School Improvement Team Visit April 25,2000 Submitted to: Dr. Les Camine, Superintendent Compiled by: Mr. David Watts, School Improvement Supervisor Arkansas Department of Education Copies to: Ms. Ada Keown, Principal Ms Becky Dugan, Steering Committee Chair Ms. Cheri Washbum, Steering Committee Chair Dr. Dave Westmoreland, M/SIP Unit Leader2 SCOPE OF THE SCHOOL IMPROVEMENT PLANNING DOCUMENT It is the official intent of the Arkansas Department of Education that this report should be submitted by the chairperson of the Visiting Team directly to the administrators of the school. The subsequent distribution of the report and its availability for public consideration will be at the discretion of those administrators. Neither the chairperson nor the other members of the Visiting Team are authorized to release any information contained in this report without the approval of the school administrators. Information maintained by the Arkansas Department of Education is subject to the laws, policies, and regulations of the State of Arkansas and the United States. Moreover, the team members are not to be held accountable for any injudicious or unauthorized use of this document. School Improvement Visiting Teams ascertain information and provide comments regarding the following: involvement of the school staff and patrons in the school improvement planning process\nthe connection between the schools mission statement and the goals and activities of the plan\nthe specific areas of emphasis in the plan\nthe appropriateness of the plan\nand evidence of continual plan review. The purpose of these teams is to support the development of useful school improvement plans and to advise school planners on the implementation of proposed intervention strategies. Additionally, the Visiting Team will not evaluate individual student performances and will not prescribe a specific companys instructional materials or programs. Any reference to specific instructional materials contained in a Team Report is merely for consideration by the school.3 ECOE/ACSIP VISITING TEAM MEMBERS BRADY ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT APRIL 25, 2000 Mr. David Watts, General Chairperson Mr. Bob Paulovich, School Improvement Supervisor Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201-1071 Dr. Viola Ellison, Professor 2111 Monticello Court Pine Bluff, AR 72603 Mr. Nick Lasker, Assistant Principal Chaffin Jr. High School 3025 Massard Road Fort Smith, AR 72903-5297 Ms. Mary Ann Harrington, Teacher Perryville Elementary School 803 North Ash Street Perryville, AR 72126 Mr. Ed Love, NCA Representative 815 Bishop Street Little Rock, AR 722024 The Visiting Team would like to express its appreciation to the faculty and staff of Brady Elementary for their hard work during the last two years. All members of the faculty were involved in developing the School Improvement Plan. The Campus Leadership Team was instrumental in coordinating the ACSIP efforts. The Partners in Education, Kroger, Holiday Inn Select, and local businesses were valuable contributors to the School Improvement Plan. It is obvious to the Visiting Team that Brady Elementary approached the school improvement process with a true regard for student success at all grade levels. The Visiting Team is impressed with the student-to-teacher and student-to-student interaction occurring in all classrooms. The importance of the students self-esteem and daily successes is reflected in the quantity of student work displayed throughout the school. The Visiting Team would like to thank all those involved for the hospitality, food, and tokens of appreciation. Also, the Visiting Team commends the students for their courteous behavior. The faculty and staff should know that their hard work and efforts made for a pleasant visit. STRENGTHS 1. 2. 3. 4. 1. 2. 3. The faculty and staff did a superb job of test data collection and analysis, which is directly reflected in the School Improvement Plan. Various members of the school community were active participants in the development and implementation of the School Improvement Plan There are numerous and varied creative strategies thought the School Improvement Plan. The mission statement is positive, concise, and is visible throughout the school. RECOMMENDATIONS It is suggested that the actions be prioritized be category\ni.e., staff development, parental involvement, etc. Revisit the time line and consider action implementation over a longer period of time instead of one year. There is a need for further action development that would be directly related to specific skills that need improvement\ni.e. fractions.CARVER ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, AR 72202 ECOE/ACSIP Report School Improvement Team Visit April 17, 2000 Submitted to: Dr. Les Gamine, Superintendent Compiled by: Mr. David Watts, School Improvement Supervisor Arkansas Department of Education Copies to: Ms. Mary Barksdale, Principal Ms. Diane Runyan, Steering Committee Chair Dr. Dave Westmoreland, M/SIP Unit LeaderI 2 SCOPE OF THE SCHOOL IMPROVEMENT PLANNING DOCUMENT It is the official intent of the Arkansas Department of Education that this report should be submitted by the chairperson of the Visiting Team directly to the administrators of the school. The subsequent distribution of the report and its availability for public consideration will be at the discretion of those administrators. Neither the chairperson nor the other members of the Visiting Team are authorized to release any information contained in this report without the approval of the school administrators. Information maintained by the Arkansas Department of Education is subject to the laws, policies, and regulations of the State of Arkansas and the United States. Moreover, the team members are not to be held accountable for any injudicious or unauthorized use of this document. School Improvement Visiting Teams ascertain information and provide comments regarding the following: involvement of the school staff and patrons in the school improvement planning process\nthe connection between the schools mission statement and the goals and activities of the plan\nthe specific areas of emphasis in the plan\nthe appropriateness of the plan\nand evidence of continual plan review. The purpose of these teams is to support the development of useful school improvement plans and to advise school planners on the implementation of proposed intervention strategies. Additionally, the Visiting Team will not evaluate individual student performances and will not prescribe a specific companys instructional materials or programs. Any reference to specific instructional materials contained in a Team Report is merely for consideration by the school. 3 ECOE/ACSIP VISITING TEAM MEMBERS CARVER ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT APRIL 17, 2001 Mr. David Watts, General Chairperson Mr. Ed Jones, School Improvement Supervisor Arkansas Dept of Education #4 State Capitol Mall, Room 301-B Little Rock, AR 72201-1071 Ms. Chris Dayer, Principal Mayflower Elementary School PO Box 127 Mayflower, AR 72106 Mr. Larry Scaife, Minority Recruiter Conway School District 2220 Prince Street Conway, AR 72032 Mr. Karl Barnes, Teacher Benton Jr. High School 411 Border Street Benton, AR 72015 Dr. Keith Williams, NCA Representative Beebe School District 1201 W. Center Street Beebe. AR 720124 The Arkansas Department of Education conducted an Arkansas Consolidated School Improvement Plan (ACSIP)/E.C.O.E. team visit on April 17, 2001, at Carver Math-Science Magnet Elementary School in Little Rock, Arkansas. The Visiting Team consisted of administrators, teachers. North Central Association, and Arkansas Department of Education personnel from various areas of the state. The Visiting Team reviewed the collected archival and achievement data, visited classrooms, and conducted interviews with teachers, administrators, students, and the steering committee chairs. It is from these observations, classroom visits, and interviews that the following report was compiled. Carver Magnet School began their school improvement process by sending a team to the Arkansas Leadership Academy. The focus of the team was to review and update the existing mission statement so that it would meet the wants and needs of the students and staff. The committee followed the leadership format by setting core beliefs and from these beliefs rewrote the schools mission statement. The statement was presented to the complete staff for input and consensus. Then the mission was presented to community members and parents through the use of the Parent/Teacher Association Board meeting. The new statement is concise and can be found in prominent areas of the school and classrooms. Carver Magnet School did an excellent job keeping the community and parents involved and informed of the school improvement process. Community members and parents have served on the steering and priority committees from the onset. Parents and community members have assisted the school, not only in the improvement process, but in the everyday school process by having an active PTA, chaperoning trips, fundraising, assisting in classrooms, and tutoring students that have been identified at-risk. The community has also responded to the needs of student by beginning an after-school tutoring program at the Miles C.M.E. Church. The tutoring program will focus on academic areas, as did the School Improvement Plan, with special emphasis on the State Benchmark Released Items. Carver Magnet School also did an excellent job in collecting and analyzing achievement, archival, and perceptual data to determine what academic and archival priorities were in need of improvement. Benchmark Test scores, Stanford (SAT-9) results, teacher records, attendance, behavior. Free and Reduced Lunch counts, and parent participation were some of the data researched in deciding to improve the areas of Literacy, Mathematics, Attendance, and Character Education. In addition to the entire staff, parents and community members were involved on the school improvement committees. Committee areas were decided by the areas of expertise and from special areas of interest of the members. The Visiting Team noted many academic programs in place to improve the areas of Literacy and Mathematics. These include, but are not limited to. Curriculum Alignment in all curriculum areas. Family Math and Science Nights for Primary and Intermediate Grades, Math Labs to support classroom Math Centers, Writing In All Curriculum with special emphasis in the Mathematics Curriculum, Character Education in the taught curriculum, writing prompts and rubrics, flexible grouping of students giving them extra math and reading times, parent and community tutoring programs, and an active and supportive administration that believes in professional development.5 The Visiting Team wishes to thank Carver Elementary School for a wonderful visit. The Student Ambassadors that greeted and escorted us were very helpful and extremely informative. We thank the PTA for the great lunch and the staff for their courtesy. It became obvious to the Visiting Team that all staff members were involved in the improvement process and that they recognize how it can assist the students and them in achieving the selected academic goals of the school. In the spirit of school improvement, the team offers the following suggestions for consideration: 1. 2. 3. 4. 5. It became obvious to the Visiting Team through observations and interviews that more academic programs were available to the students of Carver Magnet School than are indicated in the School Improvement Plan. The team suggests the committees reconvene and include the programs in the plan. This will not only allow the opportunity to see the complete academic picture of the school, but will also allow the opportunity to evaluate existing programs and decide to continue, expand, redesign, or even delete programs that are not achieving the desired academic results. Research methods of released time or waiver days to conduct professional development and to update the School Improvement Plan. Continue activities in data analysis (both of norm-referenced and criteria-referenced data), professional development, curriculum alignment, and other activities in keeping with the guidelines of the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP). Continue researching best practices and programs available for reaching the academic goals. The Arkansas Department of Education and local universities are good resources available to the school. To further enhance and expand leadership abilities of the staff, consideration should be given to participation in the Arkansas Leadership Academy and the Arkansas Teachers Institute.CLOVERDALE ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, AR 72202 ECOE/ACSIP Report School Improvement Team Visit April 18, 2000 Submitted to: Dr. Les Camine, Superintendent Compiled by: Mr. David Watts, School Improvement Supervisor Arkansas Department of Education Copies to: Mr. Frederick Fields, Smith, Principal Dr. Dave Westmoreland, M/SIP Unit Leader2 SCOPE OF THE SCHOOL IMPROVEMENT PLANNING DOCUMENT It is the official intent of the Arkansas Department of Education that this report should be submitted by the chairperson of the Visiting Team directly to the administrators of the school. The subsequent distribution of the report and its availability for public consideration will be at the discretion of those administrators. Neither the chairperson nor the other members of the Visiting Team are authorized to release any information contained in this report without the approval of the school administrators. Information maintained by the Arkansas Department of Education is subject to the laws, policies, and regulations of the State of Arkansas and the United States. Moreover, the team members are not to be held accountable for any injudicious or unauthorized use of this document. School Improvement Visiting Teams ascertain information and provide comments regarding the following: involvement of the school staff and patrons in the school improvement planning process\nthe connection bet\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_336","title":"Compliance hearing exhibits, 37-38","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":["1999/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","Educational statistics","Little Rock (Ark.)--History--21st Century"],"dcterms_title":["Compliance hearing exhibits, 37-38"],"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/336"],"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\nCampus Leadership Institute Summer 1999 I f\u0026gt; 8:00 a.m.-8:30 a.m. 8:30-8:50 a.m. 8:50-9:30 a.m. 9:30-9:50 a.m. 9:50 -10:00 a.m. 10:00- 10:15 a.m. 10:15- 11:15a.m. 11:15- 12:00 p.m. 12:00- 12:45 p.m. 12:45-1:45 p.m. 1:45-2:45 p.m. 2:45 - 3:00 p.m. 3:00-4:00 p.m. 4:00-4:15 p.m. 4:15 4:15 - 4:30 p.m. I Campus Leadership Institute] Living the Vision Session I Monday, July 26, 1999 Welcome \u0026amp; Introductions Team Building Activity Overview Team Norms Typical - Aligned Organization Change Process and Tools Campus Leadership Handbook Systems Change Model Decision Making Model A. B. C. D. Resolving Conflicts In Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Decision Making Model A. Resolving Conflicts In Teanis B. C. D. Team Building and Maintenance Team Problem Solving Site Based Decision Making CLOSURE BROKER FACILITATOR MEETING REGISTRATION Sadie Mitchell Les Carnine Superintendent of Schools Linda Watson Bonnie Lesley BREAK Victor Anderson Linda Austin Gayle Bradford Frances Cawthon Marian Lacey LUNCH Gene Parker Marion Woods Kathy Lease Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow BREAK Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow Sadie Mitchell ADJOURN Sadie Mitchell Kathy Lease 1 8:0 0 - 8:30 a.m. 8\n30 - 8:45 a.m. 8:45 - 9:45 a.m. 9:45 - 10:00 a.m. Session I Tuesday, July 27, 1999 Review \u0026amp; Reflections The Railroad Track Announcements Decision Making Model A. Resolving Conflicts In Teams B. Team Building and Maintenance C. Team Problem Solving D. Site Based Decision Making REGISTRATION Sadie Mitchell Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow BREAK 10:00-11:00 a.m. Decision-Making Model A. Resolving Conflicts In Teams B. Team Building and Maintenance C. Team Problem Solving D. Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 11:00- 12:10 a.m. Core Beliefs Brady Gadberry Linda Watson 12:10- 1:00 p.m. LUNCH 1:00-2:00 p.m. Goal Setting and Planning Marie McNeal Pat Price 2:00-2:15p.m. BREAK 2:1 5-4:00 p.m. All the Parts Action Planning Kathy Lease 4:00 - 4:15 p.m. CLOSURE The Railroad Track Sadie Mitchell 4:15 p.m. ADJOURN 4:15 - 4:30 p.m. Broker/Facilitator Meeting Sadie Mitchell Kathy Lease 2 1 Session I Wednesday, July 28, 1999** 8:00 - 8:30 a.m. REGISTRA^TION 8:30 - 8:45 a.m. Review \u0026amp; Reflections Sadie Mitchell 8:45-10:45 a.m. Action Planning Campus Leadership Teams 10:45-11:00 a.m. BREAK 11:00- 11:45 a.m. Team Reports 11:45 a.m. Closure Key Learnings Institute Evaluations Kathy Lease 12:00 p.m. ADJOURN * Broker Facilitator Debriefing Meeting for all Brokers Monday, August 2,1999, 1:30, Board Room i 312:30- 1:00 p.m. 1:00 -1:20 p.m. 1:20-2:00 p.m. 2:00-2:20 p.m. 2:20-2:30 p.m. 2:30 - 2:45 p.m. 2:45 - 3:45 p.m. 3:45 - 4:30 p.m. 4:30 - 4:45 p.m. 4:45 p.m. 4:45 - 5:00 p.m. Session II Wednesday, July 28,1999 Welcome \u0026amp; Introductions Team Building Activity Overview Team Norms Typical - Aligned Organization Change Process and Tools Campus Leadership Handbook Closure Broker/Facilitator Meeting REGISTRATION Sadie Mitchell Les Carnine Superintendent of Schools Linda Watson Bonnie Lesley BREAK Victor Anderson Linda Austin Gayle Bradford Frances Cawthon Marian Lacey Sadie Mitchell ADJOURN Sadie Mitchell Kathy Lease 4Session II Thursday, July 29,1999 8:00 - 8:30 a.m. REGISTRATION 8:30 - 8:45 a.m. Review and Reflection The Railroad Track Evaluations Sadie Mitchell 8:45-9:45 a.m. Systems Change Model Gene Parker Marian Woods 9:45-10:45 a.m. Decision Making Models Kathy Lease A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 10:45 - 11:00 a.m. BREAK 11:00-12:00 p.m. Decision Making Models A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 12:00-12:45 p.m. LUNCH 12:45-1:45 p.m. Decision-Making Models A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 1:45 - 2:00 p.m. BREAK 2:00 - 3:00 p.m. Decision-Making Models A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 3:00-4:00 p.m. Core Beliefs Brady Gadberry Linda Watson 4:00-4:15 p.m. CLOSURE The Railroad Track Sadie Mitchell 4:15 p.m. ADJOURN 4:15 - 4:30 p.m. Broker/Facilitator Meeting 5 Session II Friday, July 30,1999** 8:00 - 8:30 a.m. REGISTRATION 8:30 - 8:45 a.m. Review \u0026amp; Reflections Sadie Mitchell 8:45 - 9:45 a.m. Goal Setting \u0026amp; Planning Marie McNeal Pat Price 9:45 - 10:00 BREAK 10:00-11:30 a.m. All the Parts Action Planning Kathy Lease 11:30- 12:15 p.m. LUNCH 12:15-2:15p.m. Action Planning Campus Leadership Teams 2:15-2:30 p.m. BREAK 2:30-3:30 p.m. Team Presentations Campus Leadership Teams 3:30 - 3:45 p.m. CLOSURE Key Learnings Institute Evaluations Kathy Lease 3:45 ADJOURN Broker Facilitator Debriefing Meeting for all Brokers Monday, August 2, 1999, 1:30, Board Room 6Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments, etc. Marian pp- i - 7 Basic foundation of Campus Leadership based on LRSD Vision and Mission entire system how teams established policies regulating the CLT concepts pp. 55 - 60 Forms for CLT to use Nomination to be appointed Team Nomination Form Application for Local or State Waiver Bonnie pp. 8-10 Cluster Coordinating Committee Membership Administrative Policy pp. 16 - 54 Collective Responsibility for Student Achievement Frances pp. 11-12 Campus Leadership Team Calendar pp. 65 - 68 School Improvement Plan Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments. Kathy pp. 13 - 15 CLT Evaluation Planning and Decision Making Process pp. 61 - 64 Climate Survey Gayle pp. 69 - end handbook is not static, be used, make notes, timelines in it, they will receive comprehensive training in small groups on \u0026gt;-sing this handbook - don't put it o\" the shelf and forget it. Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to gat into school operations - cleaning out the refrigerator, parking place assignments, etc. I ISite - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments, etc. Marian pp- i - 7 Basic foundation of Campus Leadership based on LRSD Vision and Mission entire system how teams established policies regulating the CLT concepts pp. 55 - 60 Forms for CLT to use Nomination to be appointed Team Nomination Form Application for Local or State Waiver Bonnie pp. 8-10 Cluster Coordinating Committee Membership Administrative Policy pp. 16 - 54 Collective Responsibility for Student Achievement Frances pp. 11-12 Campus Leadership Team Calendar pp. 65 - 68 School Improvement Plan Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments. Kathy pp. 13 - 15 CLT Evaluation Planning and Decision Making Process pp. 61 - 64 Climate Survey Gayle pp. 69 - end handbook is not static, be used, make notes, timelines in it, they will receive comprehensive training in small groups on using this handbook - don't put it on the shelf and forget it. Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments, etc.Its to DRAFT classroomdn Consider the fo 46 Millioq 1. 2. 3. 1. Introduction 4. 5. 6. 7. 8. 9. 6.2 Millioi 6.2 Millioi with 2 Mil 2 Million s 2 Million i 1 Million j 'A Million i 'A Million 14 Millior a. Pride in who you are b. We have a the top confidence levelAmerican Public I. Myths My remarks are not pollyarmaish. Public education has serious problems in the rm we can not ignore that. But a. Teachers teach only nine months so why do they bellyache about sala Studies show that teachers time in 9 'A months is equal to a 40 hour \\ months of work. And todays st educators. H.^ b. IV. Morale Bt a. b. c. d. I I J c. J The higher a n Fight backC 1. Never let i stroke for teacl 2. Establishe 3. Create a ci false informati d. Where have wi e. Use Data Ovei A. B. C. D. E. F. b g n I / G. a H. I I. ( Where are we See I We have students graduating from public schools who cant even reai diploma? You bet! They are among the nearly six million special education yc most wont real very well but they are getting their chance based on gifts they bring to school. Its the best umeported story in America. Public educators are afraid of competition. Thats why they oppose c and vouchers? Only most uninformed would favor vouchers, which take funds from system. Voucher is another spelling of segregationthis time along Depending on the Charter lawone must be careful about the financ: Private schools do a better job with less money? The average in 1997 was $3200 compares with $5800 but that where comparison ends. Public schools by law must offer vocational educt education, counseling, dropout prevention, alternative education, att( contact, bilingual education, compensatory education, health service\nservices, food service, security, violence prevention, student transpoi attempt to provide a living wage and retirement programs. Public education students need to make more rigorous courses to pre] college? The report entitled The Condition of Education 1995 revealed stun ment in public education between 1985-95 in percentage of high sch taking upper level core courses47% increase and the numbers con increase. Secondly, the graduation rate has continued to improve an major improvement since the 1990. III. Whom to Believe? Why are public schools in the crosshairs when 90% of them are as good a world? One reason is that major news media outlets are in the cities with the majo schools. Network news is almost always negative. Too may viewers with no first knowledge extrapolate those conditions to all public schools. Add to this a heavy religious right fever, cash strapped parochial schools, and nonstop right-wing slam Stir in 60% of adults with no connection with schools today in an environment of i and political cohesion, and you have a recipe for disaster. IV. Who will Answer the Bell?Table of Contents I. Introduction II. The Change Process III. Systems Change Model IV. Resolving Conflicts in Teams V. Team Building and Maintenance VI. Team Problem Solving VII. Site-Based Decision Making VIII. Goal Setting and Planning IX. ResourcesArkansas Leadership Academy for Brainstorming No Criticisms No Evaluation Get Ideas Out...Do Not Discuss Them Record All Ideas Expect Wild Ideas Be Spontaneous Suspend Judgements Quantity of Ideas, Not Quality Counts Build on Each Others Ideas I ?! sFacilitator Recorder Reporter COMMITTEE ROLES Guides discussion so everyone participates\nkeeps talk focused upon the question Writes down main points\nwrites down the summary and/or list of beliefs\nasks questions for clarification Explains teams beliefs to large group Timekeeper Gives time checks for group focusTEAM-DEVELOPMENT WHEEL INSTRUCTIONS: Place a mark on the circumference of the wheel to represent the present status of your team. STAGE FOUR 11 9 10 MATURE CLOSENESS Resourceful Flexible Open Effective Close and Supportive 0 -f 1 STAGE ONE TESTING Polite Impersonal Watchful Guarded 2 -- 3 GETTING ORGANIZED Developing Skills Establishing Procedures Giving Feedback Confronting Issues 8 INFIGHTING Controlling Conflicts Confronting People Opting Out Experiencing Difficulties Feeling Stuck 4 7 5 STAGE THREE 6 STAGE TWORULES FOR BRAINSTORMING NO CRITICISMS o c r (7. [MC f N 1 I I I I I ! NO EVALUATIONS GET IDEAS OUT... DO NOT DISCUSS THEM RECORD ALL IDEAS EXPECT WILD IDEAS BE SPONTANEOUS SUSPEND JUDGMENTS QUANTITY OF IDEAS, NOT QUALITY, COUNTS BUILD ON EACH OTHER'S IDEAS I pu-r I vvjiS-START FRCGR AMS I I Radio HEcT THE UCAi. OFFICERS GO OIR=CT!_Y T: THc _/ Team Norms, Roles and Practices ? Decision making rules, including joint agenda building, keeping and posting public records, and debriefing team meetings. Productive participation, including facilitation, recording, timekeeping, process observing, and encouraging. Communication norms, including active listening, criticizing ideas, not people, and speaking briefly. Problem solving, consensusbuilding, and valuing diversity. Feedback, reflection, and critique.Meeting Guidelines General Punctual attendance Start on time Right people are present Purpose is well understood Roles are assigned (facilitator, timekeeper, scribe) Agenda Communicate and agree (adjust if appropriate Visible, with time frames for each item Desired outcome for each item (info sharing, info processing, decision required) Monitor time, agree to adjust if necessary ) Group Behavior Active listening and participation Help to summarize and test for understanding Be open and encourage ideas Look for facts Strive for closure and consensus Provide secondary facilitation Limit war stories Avoid side conversations Leave only at the scheduled break Wrap Up Review action items agreed to and decisions made Discuss next meeting and tentative agenda Conduct a process checkPlan and Process Alignment for Improved Student Achievement Little Rock School District Process Data Analysis Campus Plan Process Interventions Professional Development Standards Assessment Accountability Parent Involvement SP X X X X RDEP X X X X OCR X )( X X Title I X X X )( ACSIP X X X X X X ACTAAP X UPDI NSF X X X X CLP X X X X X X X X X X X X X X X X X X X X X i X X X X X X X X X SP RDEP OCR Title I ACSIP ACTAAP UPDI NSF CLP strategic Plan Revised Desergregation and Education Plan Office of Civil Rights Resolution Agreement Title I Arkansas Comprehensive School Improvement Planning Arkansas Comprehensive Testing, Assessment, and Accountability Program Urban Professional Development Initiative National Science Foundation Campus Leadership PlanRAILROAD MODEL OF GROUP DEVELOPMENT SHARED VISION * * Task Tool Ties That Bind Ineffective working relationships Negative attention Individual difference separate * * * * People support what they help create. Local people solve local problems best. Everyone is responsible for pulling his own happiness wagon Change takes place faster in groups. /Arkansas / eaJe-rship /^caJemy LEVELS OF TEAMWORK BELIEF LEVEL Interdependence recognized. Individual strengths cover other's weak areas. Deep understanding/trust in beliefs and actions of others. Win/win always. Frequent negotiation and collaboration. Commitment to care for others is clear. TRUST LEVEL Predictable positive behavior. Strong faith that others will perform as expected in (mostly) useful ways. Occasional confronts and sincere efforts to resolve differences/problems. Similar goals. OPEN LEVEL . Individual efforts to establish positive teamwork relationships. Search for shared values and non-judgmental acceptance. Lots of \"if only\" and \"yes, but.\" i CLOSED LEVEL Frequently seen as easier to work alone than spend effort and time trying to build relationships. Occasional outbursts of anger and/or shows of frustration.^ 2 Modified by Sharon Williams, North Little Rock School DistrictCHANGE is =\u0026gt;PROCESS, not an event :^made by INDIVIDUALS first, then institutions/systems =\u0026gt;highly PERSONAL experience ^DEVELOPMENTAL growth in feelings and skills INTER VENTIONS must be related to =\u0026gt;the people first =\u0026gt;the innovations secondSeven Propositions for Success 1. Change is learning, loaded with uncertainty. 2. Change is a journey, not a blueprint. 3. Problems are our friends. 4. Change is resource-hungry. 5. Change requires the power to manage it. 6. Change is systemic. 7. All large-scale change is implemented locally. Southwest Educational Development Laboratory 211 E. Seventh Street Austin, Texas 78701 Tp II.8The Change Process OUS, Incremental Change. The 196Cys theory that improvement will be continu-regular, and incremental. \"Everyday, in every way, we get better and better.\" 'Notes: Implementation Dip. Fullan (1992) notes that substantial change causes _ initial disruption and confusion, causing performance to deteriorate for a while. \"Old habits, no matter how bad they are, that are properly mastered produce more regular results than better habits over which you have little control.\" The Schlechty Circle. Schlechty (1993) notes that individuals whose performance, is deteriorating because of the Implementation Dip often return to their, originali performance, rather than continue with the change iniative. \"When people find fiiat they are down to the point of being worse than they used to be, they decide it's better to be as bad as they used to be because that s better than they are now.\" Source\nDr. Phillip Schlechty The Centex fox Leaoexshif in School Refoxm I Arkansas Leadership Academy 3 Phases of Transition Through Change External/ Environment Transition Grid Denial Commitment Past* Future Resistance / Exploration Internal/ Self The Transition Grid is pan of the Chanse Prosrams offered by Flora/Elkind Associates, in Cynthia D. Scott,. and Dennis T. Jaffe, Managing Altos, CA\nCrisp Publications, 1989), Ornani:a!ional Change: A Practical Guide for Managers (Los o 5Arkansas Leadership Academy Managing Complex Change^ Vision Skills Incentives \u0026gt; Resources 1 \u0026gt; Action Plan Clinnge Skills Incentives \u0026gt; Resources ----\u0026gt; Action Plan \u0026gt; Confusion Vision Incentives \u0026gt; Resources Action Plan Anxiety Vision Skills Resources \u0026gt; Action Plan \u0026gt; Gradual Change Vision Skills Incentives \u0026gt; Action Plan \u0026gt; Frustration Vision \u0026gt; Skills Incentives Resources \u0026gt; False Start.s ' Bnteipiisc Management Ltd., 1987. .3 Concerns and the Facilitation of Change Stage 0 - Awareness Concerns Stage 1 - Informationarcqncerns Is\n Stage 2 - Personal Concerns I Stage 3 - Management Con^ferns Stage 4 - Consequence Concerns Stage 5 - Collaborative Concerns Stage 6 - Refocusing ConcernsConcerns and the Facilitation of Change A first step in using concerns to guide interventions is to know what concerns the individuals have, especially their most intense concerns. The second step is to deliver interventions that might respond to those concerns. Unfortunately, there is no absolute set of universal prescriptions, but the following suggestions offer examples of interventions that might be useful. Stage 0 - Awareness Concerns a. If possible, involve teachers in discussions and decisions about the innovation and its implementation. b. Share enough information to arouse interest, but not so much that it over- c. whelms. Acknowledge that a lack of awareness is expected and reasonable, and that no questions about the innovation are foolish. d. Encourage unaware persons to talk with colleagues who know about the innova- e. tion. Take steps to minimize gossip and inaccurate sharing of information about the innovation. Stage 1 Informational Concerns a. Provide clear and accurate information about the innovation. b. Use a variety of ways to share information verbally, in writing, and through any available media. Communicate with individuals and with small and large groups. c. Have persons who have used the innovation in other settings visit with your teachers. Visits to user schools could also be arranged. d. Help teachers see how the innovation relates to their current practices, in regard to both similarities and differences. e. Be enthusiastic and enhance the visibility of others who are excited. Stage 2 - Personal Concerns a. Legitimize the existence and expression of personal concerns. Knowing that these concerns are common and that others share them can be comforting. b. Use personal notes and conversations to provide encouragement and reinforce personal adequacy. c. Connect these teachers with others whose personal concerns have diminished and who will be supportive. d. Show how the innovation can be implemented sequentially rather than in one e. big leap. It is important to establish expectations that are attainable. Do not push innovation use, but encourage and support it while maintaining expectations. From: Hord, S. M., Rutherford, W. L., Huling-Austin. L., \u0026amp; Hall, G. E. Taking Charge of Change. Alexandria, VA: Association for Supervision and Curriculum Development. Southwest Educational Development Laboratory 211 E. Seventh Street Austin, Texas 78701 Ho.X.4aStage 3 - Management Concerns a. Clarify the steps and components of the innovation. Information from innovation configurations will be helpful here. b. Provide answers that address the small, specific \"how-to\" issues that are so often c. the cause of management concerns. Demonstrate exact and practical solutions to the logistical problems that contribute to these concerns. d. Help teachers sequence specific activities and set timelines for their accomplishments. e. Attend to the immediate demands of the innovation, not what will be or could be in the future. Stage 4 - Consequence Concerns a. Provide these individuals with opportunities to visit other settings where the innovation is in use and to attend conferences on the topic. b. Don't overlook these individuals. Give them positive feedback and needed support. c. Find opportunities for these persons to share their skills with others. d. Share with these persons information pertaining to the innovation. Stage 5 Collaborative Concerns a. b. c. d. e. Provide these individuals with opportunities to develop those skills necessary for working collaboratively. Bring together those persons, both within and outside the school, who are interested in collaboration. Help the collaborators establish reasonable expectations and guidelines for the collaborative effort. Use these persons to provide technical assistance to others who need assistance. Encourage the collaborators, but don't attempt to force collaboration on those who are not interested. Stage 6 - Refocusing Concerns a. b. c. d. e. Respect and encourage the interest these persons have for finding a better way. Help these individuals channel their ideas and energies in ways that will be productive rather than counterproductive. Encourage these individuals to act on their concerns for program inprovement. Help these persons access the resources they may need to refine their ideas and put them into practice. Be aware of and willing to accept the fact that these persons may replace or significantly modify the existing innovations. Individuals do have concerns about change, and these concerns will have a powerful influence on the implementation of change. The CBAM offers several easy ways to identify these concerns. It is up to those who guide change to identify concerns, inter- pret them, and then act on them. Southwest Educational Development Laboratory 211 E. Seventh Street Austin, Texas 78701 Ho X 4bi Arkansas Leadership Academy 9 Reasons for Resistance to Change 1. When the purpose of the change is not made clear. t. 2. When persons affected by the change are not involved. 3. When an appeal for change is based on personal reasons. 4. 5. When the habit patterns of the individual are ignored When there is poor communication regarding the change. 6. When there is fear of failure. 7. When excessive pressure is involved. 8. When the cost is too high, or the reward inadequate. 9, When anxiety over personal security is not allowed. 10. When there is a lack of respect and trust in the initiator. 11. When there is satisfaction with the status quo. \\ I Gordon Lippin. A Handbook for Visual Problem Solvin\nA Resource Guide for Creoting Change Models (Bethesda. MD: Development Publications. 1983). 9 15 9Arkansas Leadership Academy Why People Dont Do What We Want Them To*^ 1. Dont know what to do (knowledge/expectations) 2. Dont know how to do it (ability/skill) 3. Dont know why they should do it (importance) 4. Dont want to (lack of will) 5, Arent well suited or matched to the task (selection) K * Douglas S. Flemins and Ann Kilcher, Orsani-.in^ end Managing School Change Workshop^EA National Center for Innovation National Conference, Colorado Springs. CO, November 8, 1991. I 8Arkansas Leadership Academy Enablers of Change^ 1. There is a sense of openness, both individually and organizationally. 2. Individuals feel they have control of their own fate with the change. Individuals are empowered. 3. The change will have an influence or impact on some outcome. The change will make a difference. 4. The change will foster understanding. 5. The change will clarify roles. 6. The change provides an opportunity to pursue deeply held beliefs and values. 7. The change brings status. 1 8. TheJ change brings opportunity for more affiliative relationships. / 9. The change relieves boredom and routine. 10. The change provides individuals with some options and alternatives. 11. The change brings power to influence or control others. 12. The change brings material ($) rewards. 13. The change is required to respond to punishment. a threat and/or avoid 14. Individuals see they are needed in the change process. 15. Change facilitator is honest about limitations of the 'O innovation. II Paul Berman and Milbrey McLaughlin, \"Supponing Change\" in The Rand Report iSanta Monica, CA\n1975), 14\\ Arkansas Leadership Academy Creating Tools to Communicate Change^\" 1. The Master Plan: A Flow Chart Symbolic representation of the stages, steps, or major events in a complex process. Enables participants to see the big -picture. 2. Mission Statement In five hundred words or less, captures the central purpose of the school or program. Describes succinctly who is served, what they will learn, and how staff are prepared to work with them to achieve the desired outcomes. 3. Core Beliefs A statement of the commonly held beliefs, attitudes, and convictions of the school or program. One set of core beliefs may relate to learners, learning, and schools as learning places. Another may relate to beliefs about how adults best work together. 4. Annual Goals Five or ten general statements relating to the overall mission of the school or program. District goals are framed broadly. Building level goals are targeted to the grade levels served. 5. Action Plans An outline or framework depicting the sequence of activities, events, or products needed to achieve goals. Action plans generally follow a hierarchy of objectives, strategies, and tactics. Most identify who is accountable for completing the work, the resources needed\nthe steps necessary, and a tentative completion date. 6. Monthly Planning Wheel A tool for identifying strategic initiatives in each of the key result areas a program instructional teams. Frequently used by serves. Douglas S. Fleming and Ann Kilcher. Organizing and Managing School Change Workshop. NEA- National Center for Innovation National Conference, Colorado Springs, CO, November 8, 1991. 15Arkansas Leadership Academy Managing the Process of Change in Schools Understand the Nature of the Change Itself Define and illustrate the change in terms of what teachers. administrators and students will say or do when the change is implemented. Outline how a set of different but interrelated actions fit together in a strategic way to achieve the desired outcomes. Know what it is Know what it is not Design (or adopt) a coherent framework for school change * 14 Turning Points Recommendations 1) 2) 3) 4) 5) Create small communities of learning Teach a core academic program Ensure success for all students Empower teachers and administrators Suff middle grades schools with teachers who are expert at ^eachin: adolescents 6) improve academic performance through better health and fitness 7) Re-engage families in the education of young adolescents 8) Connect schools with communities O o I Dou alas S. Fleming and Ann Kilcher, Organizing and Managing School Change Workshop NEA National Center for Innovation National Conference, Colorado Springs. CO. November 8, 19 . Carnegie Foundation. 1989. 16( Arkansas Leadership Academy Managing the Process of Change in Schools (confd)_____________________ Acknowledge how the Change May be Viewed by Individuals Successful change efforts recognize the diversity of the adult population in terms of their life stages. interests, and concerns. Address the complexity of adult learning. Provide multiple and flexible entry- and exit points for participation. Emphasize beliefs and behaviors - the why as well as the how. Characteristics of Adults as Learners 15 1)^ Self directed rather than dependent on direction form others 2) Have life experiences and accumulated wisdom to share 3) Readiness to leam stems from real needs and problems at the time 4) Motivated by curiosity and internal incentives 5) Leam best from mutual diagnosis of needs, goal setting and monitoring Address the Needs of People as Well as the Needs of the Change Individuals and organizations adapt to innovations and People acknowledge change, change developmentally. accept it, and integrate it at different understand its meaning, rates. Legitimize individual concerns. Provide support for innovators and early adopters. Move with a critical mass of support. 15 Malcolm Knowles, 1978. 17Arkansas Leadership Academy Managing the Process of Change in Schools (contd) Understand how Change May be Viewed Within the Organization Every school has a unique culture, with its own history, traditions, and ways of doing business. Consequently, there is no single formula for school improvement. Change occurs within the context of distinct organizational filters,.including: Local structures and policies present. Human resources available. Politics of the school and community. Symbolic meaning innovation. associated with a particular strategy or Use Consensus Management Getting everyone on board and heading in the same general direction doesnt mean that everyone accepts every detail regarding the change. It does mean that they are willing to give the change strategy a fair shot at succeeding within a reasonable trial period. ( Provide flexibility, choice, and genuine options within a . broad framework to enable each unit to determine its own way of changing the way it does business. Employ a unifying language. Avoid divisive terminology, and trigger words that may have negative connotations. 18Arkansas Leadership Academy Managing the Process of Change in Schools (contd) .................................... ............... Provide Ongoing Professional Development In improving schools, professional development shifts from a simple training model to a more comprehensive \"learning model. Emphasize teacher learning and provide the time, resources. and supports necessary. Reduce dependence on workshops and outside consultants through activities such as curriculum development, peer coaching, teacher research programs, problem-solving groups, and collegial support teams. An Action Research Framework* 1) Where are we now? 2) Where do we want to be? 3) How do we get there? 4) How are we doing? 5) What do we need to look at next?. Demonstrate and Cultivate Leadership Leadership is essential to change, banner, someone waves the flag. Someone carries the School leaders champion ideas, provide support, maintain focus and, mitiate movement from where we are to where we want to be. Enable the emergence and development of leadership at all levels in the school and community. Whether this occurs through community-wide strategic plannin, programs, site'-based decision making councils, teacher- -- ------------ teamed occurs 'g or planned staff development programs, instruction groups, new roles for teachers, parents, administrators and community members are created and experienced. Change norms of isolation, fragmentation, and competition to norms of collegiality, connectedness, and collaboration. Holly and South worth, 1990. 19Arkansas Leadership Academy Demonstrate and Cultivate Leadership (contd) Managing the Process of Change in Schools (contd) 17 Building Systems for Professional Growth 1) 2) 3) 4) 5) 6) 7) 8) Foster collegiality and collaboration Promote experimentation and risk-taking Use available knowledge bases Ensure participant involvement Provide time to meet and plan Secure top level support and commitment Develop appropriate incentives and rewards Apply knowledge about adult learning and change 9)~ Integrate individual, school, and district goals 10) Promote linkage of staff development with school philosophy and structure Recognize that Change is a Long-term Process Some researchers suggest that it takes from three to five years to fully integrate a new idea or practice. / Change is a process, not an event. ' Change takes time. ig Change cannot be imposed from above without enrollin! the commitment of those who must make it happen and providing them with the skills and tools to do the job. People need time to meet and plan, to reflect on current practice, to try out something new, and to evaluate their efforts. Arbuckle and Baker, 1989. 20Preparing for Change Small-Group Discussion: Think about the trailblazers, pioneers, settlers, stay-at-homes, and saboteurs who are involved with your school. How will you prepare/manage change in your school for each of these roles, and what resources (time, people, space, knowledge, and technology) are needed to accomplish your task? Complete columns 1,2,3, 4, and 5 on the chart that follows brainstorming methods of preparing for change for each of those roles. Trailblazers. Those who take the first steps in creating/sustaining change in your school. Pioneers. Those who are willing to take considerable risks but need assurance that their ventures are worthwhile. Settlers. Those who need to be persuaded that the undertaking is worthwhile. Stay-at-Homes. Those who do not particularly want to change and are not likely to be encouraged to change but are not necessarily opposed to those involved in restructuring your school. Saboteurs. Those who are actively committed to stopping change in your school.PREPARING FOR CHANGE TRAILBLAZERS, PIONEERS, SETTLERS, STAY-AT-HOMES, AND SABOTEURS 1 Trailblazers 2 Pioneers Adopted from: The Center for Leadership in Schooi Reform 1993 3 Settlers 4 Stay-at-Homes 5 SaboteursvO wi\nTheLRSD 5 Campus Based Leadership Initiative A Change Process Model Based on Systems Thinking aS 15dJ rceyjo^yg Essential Questions About Systems Thinking / What defines the systems 9 work? What drives the systems work? 0 How is the systems work achieved?X' Essential Questions About Systems Thinking What defines the systems work? LRSD Campus Based Leadership Parameters 9 \nWhat drives the systems work? LRSD Campus Based Leadership Principles How is the systems work achieved? LRSD CBL Total Quality Work PlansWa The Three Ps of Systems Thinking Parameters Principles Plansf/j Why The 3 Ps? Parameters provide context Principles establish ethic Plans provide results 'OWw ft.\n.,.51.^1?\nvsw \\ \u0026gt;* sjl LRSD Campus Based Leadership Principles The quest for deep knowledge about teaching and learning is clear and abiding Total quality management skills are used to lead and facilitate change process Collaborative leadership is modeled The accountability system is sustained The vision is lived i T-i+sv LRSD CBL Total Qu\u0026amp;lity Work Plan Standards STANDARD ONE: Create and sustain customer involvement and support climate BENCHMARKS Seek Diversity Nurture Stakeholders KEY SKILLS KEY SKILLS Identify, access and recruit diverse customers and support Ensure diverse customer participation in goal setting, planning and shared decision making Include diverse customers and support representation to produce quality work Use effective communication skills to build, nurture, and sustain diverse and democratic customer and support base Use conflict resolution skills to strengthen and maintain diverse and democratic customer and support base Ates'*w W* W 'J LRSD CBL Total QuTility Work Plan Standards STANDARD TWO: Create and sustain accountability system___________________________________ BENCHMARKS Set Goals \u0026amp; Plans Align Curriculum Instruction \u0026amp; Assessment Share Decision Making KEY SKILLS KEY SKILLS KEY SKILLS Establish priorities and benchmarks Analyze and disaggregate student achievement data Use Quality Management Tools Identify and select Research Based Practices Monitor Customer Service for Satisfaction Design CCOE School Improvement Plan to Align work of district/state initiatives Identify the standards, instructional strategies, and appropriate assessments to insure student success throughout all of the Districts Initiatives Use total quality problem solving processes Use total quality consensus building and decision making Focus priorities for decisions to leverage change in student achievement results Use multiple deicision making tools Provide equal access to information and data r.f-Yr ' Kt S'a i LRSD CBL TOTAL QUALITY WORK PLAN ACTION CONTINUUM PLAN------ SkBb Create and sustain customer involvement and support climate Improved Student Achievement Create and sustain an accountability system ACT DO CHECK Isos- Ji- .w f- : ','^#08 ' -.'-Ks? \u0026gt;,0S\n: M' \u0026lt;i-'-^\u0026gt;Ir w iS' Description Key Learning Arkansas Leadership Academy Resolving Conflict in Teams All teams will experience conflict if they are exploring new ways of learning and working together, o co Conflicts will arise for different reasons. When different stakeholders serve on teams, conflicts may arise just because of differences in the language used to communicate about issues or the content of filters used to talk about the issues. Regardless of when, why or how a conflict is generated, successful teams acknowledge their conflicts and have strategies for dealing with their differences. Participants will identify their conflict style and those of others and learn tactics for resolving differences, which produce a more cohesive and productive team. At the conclusion of this session you will be able to: Identify the processes, tools, and tips for resolving conflict. Understand that conflicts may arise from differences in facts, methods, goals, and values. See conflict as an opportunity to identify our emotional baggage so that we can heal it. Utilize the think/feel/act process. Be aware of the need for teams to attain consensus on acceptable norms of behavior in order to reduce conflict. Identify personal conflict management strategies including stress reduction. 1Arkansas Leadership Academy Conflict Resolution Definition Conflict situations are those in which the concerns of two people appear to be incompatible. Conflict is a process that begins when one of the panics in the interaction perceives that another has frustrated, or is about to frustrate, one of his or her needs or concerns. Conflicts may arise from differences in interests, desires, values, or from scarcity of some resources such as time, space, and position\nor they may reflect a rivalry in which one person tries to outdo or undo the other. Differences that Create Conflict FACTS: Same Facts - Different Viewpoints METHODS: Disagree on How to GOALS: Different VALUES: Values Differ 2Arkansas Leadership Academy Tips for Resolving Conflicts while Maintaining Relationships Be unconditionally constructive. Pursue relationships and substantive goals independently. Beware of partisan perceptions: dont forget how differently people see things. Balance emotions and reason. You need both. Too much emotion can cloud judgement. Too little emotion impairs motivation and understanding. Explore the other persons thinking. Always assume a need to leam more. Avoid at all costs: * * * Assuming there is no need to talk. Believing you are communicating when you are telling. Sending mixed messages. Always consult before deciding. Work to increase your own reliability. Examine your trustworthiness and improve your conduct. Ask people to give you feedback on your reliability. Help them to be more reliable. Describe their behavior and the consequences of their actions. Trust them when they deserve it. 3Arkansas Leadership Academy Tips for Resolving Conflicts while Maintaining Relationships Avoid using coercive tactics: * * * Attacking the individual vs. attacking the problem. Winning a contest vs. solving a problem. Commit early vs. remain open. Focus on positions vs. explore interests. Either/or vs. multiple options. Break their will vs. persuade for whats fair. Worsen their walk away alternative vs. improve ours. Deal seriously with those whom we differ. Create congruence. Periodically stop to evaluate the state of the relationship and work to bring behaviors more in line with your beliefs.' Watch for heavy tactics. (Psychological warfare) I * * * * * * * Phony facts Ambiguous details Personal attacks Threats The good-guy/bad-guy routine Escalating demands Lock in tactics Remember, it is not a question of winning and losing. You are trying to achieve a better process for dealing with your differences.\" * R. Fisher and S. Brown, Getting Together: Building Relationships As V/e Negotiate (The Harvard Negotiation Project), (Penguin Books, 1988). R. Fisher and W. Ury, Getting To Yes: Negotiating Agreements Without Giving In (Penauin Books, 1981). 4Arkansas Leadership Academy Interpersonal Confrontation Strategies 1. Self- Judgement You ask the person to look in the mirror and evaluate whether or not their behavior is helping them get what they want. Ask them: What do you want? Is your behavior helping you get...? Is their any way your behavior is hurting you getting...? 2. State the Impact on You Give the person direct feedback about the impact of their behavior on you. In essence, you look in the mirror and describe the effects. You connect their behavior with how you feel and think, as well as answer the questions why. Say: When you because I (think, feel) 3. Compare Pictures Ask the person to describe what they see happening between you. (What are the issues? Problems?) You then describe how you see the situation. My understanding Your understanding Ask for Solutions/Strategies Establishes the discrepancy between your perceptions Confronts them clarification with problem identification and Moves them to solution finding vs. problem beating 5Arkansas Leadership Academy Conflict Management Tips Arguing over positions produces unwise agreements. Every conflict negotiation has two kinds of interest: in substance (details) and in the relationship. Discuss each others perceptions, how they see or understand the issues. Recognize and understand emotions, theirs and yours. Acknowledge them as legitimate. Listen attentively and acknowledge what is being said. Speak about yourself, not about them. Face the problem, not the people. Behind opposed positions lie shared and compatible interests, as well as conflicting ones. Work to identify interests by asking Why? and Why not? Talk about your interests while looking forward, not back. Avoid the assumption of a fixed pie. Brainstorm ideas to invent options for mutual gain. Separate inventing from deciding. O' Identify shared interests. Insist on using objective criteria. Develop fair standards and fair procedures. If they are more powerful, develop your BATNA (Best Alternative To A Negotiated Agreement) What if they wont participate? * * * * * Dont attack their positions, look behind it. Dont defend your ideas, invite criticism and advice. Redirect an attack on you as an attack on the problem. Ask questions, talk less. Discuss the principle behind their action. Stress fairness and really work to understand their issues. There is a reason for their behavior. 6 IArkansas Leadership Academy Conflict Problem-Solving Worksheet 1. Definition of the Problem What is happening here? My List Your List Whose problem is it? (Clear up differences in perception here.) I say You say How would I (we) like things to be? My list Your list Why do I (we) have to take action? What would happen if I (we) did nothing? I say You say 7Arkansas Leadership Academy Conflict Problem-Solving Worksheet 2. OfUcial Statement What is my (our) clearest statement of what I (we) want? (Check statements to see if they reflect mutual understanding of the conflict problem.) My statement Your statement 3. Possible Solutions (Work these out individually without talking\nthen share and prioritize them together.) What are all the possible solutions to the problem (in priority order)? 1. 2. 3. 4. 5. 4. Reality Test Reality test each solution against these questions. Start with the highest priority and work down: v Is there common understanding of the idea? Do we have 'o the same perception of what it means? Is it realistically possible to accomplish? Do we have the necessary desire and commitment to make it work? What are all the possible things that could go wrong with the idea? What will happen if we try it and it does not work? 8Arkansas Leadership Academy Conflict Problem-Solving Worksheet 5. Action Plan 6. Action Agree on a plan of action. (Identify a contingency plan. Agree on how to renegotiate.) Carry out your best (highest priority) solution in small, agreed- on, realistic steps to enhance possibilities for success. Build in an agreement to reevaluate within a reasonable time and to plan again if necessary. M. Roberts, Managing Conflict: From the Inside Out. (Austin. TX: Learning Concepts, 1982). 9Arkansas Leadership Academy Roadblocks to Communications Blockinn Action Example Effect ORDERING, DIRECTING, COMMANDING You must, you have to Resistance, rebellion WARNING, ADMONISHING You had better, if you dont Obey only out of fear, resentment MORALIZING, OBLIGING You should, it is your duty, it is your responsibility Makes one feel guilty, should 1... LOGIC, ARGUING Here is why you are wrong, the facts are Defensiveness, counter arguments, you always think youre right ADVISING, RECOMMENDING It would be best for you Feel inadequate, inferior, duck responsibility, dependent EVALUATING, DISAPPROVING, NAMECALLING Youre not thinking straight, youre confused o Feel inferior, incompetent, guilty I PRAISING, JUDGING, APPROVING Thats good, thats nice Threatening, often feel manipulated, embarrassed SUPPORTING, REASSURING, EXCUSING Dont worry, youll feel better, thats too bad I cant accept such feelings, may disbelieve you DIAGNOSING, PSYCHOANALYZING, INTERPRETING What you need is, you dont really mean that If the analysis is wrong, person resists\nif it is right, person may feel exposed, trapped 5 10Arkansas Leadership Academy Roadblocks to Communications (contd) Blocking Action Example Effect QUESTIONING, PROBING, CROSS-EXAMINING Why? Who? Where? What? Conveys lack of trust, on the witness stand DIVERTING. AVOIDING, SHIFTING Lets think about that later, not now Feel rejected, lack of respect KIDDING, TEASING, USING SARCASM Got up on the wrong side of the bed?! Cuts off communication, not interested, stems from hostility, provokes counter hostility 11Arkansas Leadership Academy Conflict Approaches Questionnaire Directions: Consider situations in which you find that your wishes differ from the wishes of another person. How do you usually respond to such situations? On the following pages are several pairs of statements describing possible behavioral responses. For each pair, please circle the A\" or B statement depending on which is most characteristic of your own behavior. That is, please indicate which of these two responses is more typical of your behavior in situations where you find that your wishes differ from someone elses wishes. many cases, neither the A nor the B statement may be very typical of your behavior: but please select the response which you would be more likely to use. 1. a. b. I push hard to achieve my goals. I try to consider the other persons concerns and goals, as well as my own. ! 2. a. b. I try to see things from the other persons point of view. I try to strike a balance of wins and losses with the other person. 3. a. b. I try hard not to hurt the other persons feelings. I try to understand all the other persons concerns and goals. 4. a. b. I try to propose a compromise solution that both of us can agree to. I put off dealing with the conflict until Ive had a chance to think about it. 5. a. b. 1 try hard to influence others to accept my position. I try to find the middle ground, where the other person and I can agree. 6. a. b. 1 try to deal with all of the other persons concerns and goals as well as my own. I try to avoid situations in which there is anger and hostility. 12Arkansas Leadership Academy Conflict Approaches Questionnaire 7. a. b. I try to persuade the other person to see the positive side of things. 1 try to find a middle ground where the other person and I can agree. 8. a. b. I often acquiesce in order to maintain a good relationship with the other person. I am firm in pursuing my goals and ideas. 9. a. b. I do what ever I can to demonstrate the advantages of my position. I try not to get involved in controversies with others. 10. a. b. I believe it is important to maintain good relations with the other person in resolving our differences. I give in rather than hurt the other persons feelings. 11. a. b. I try to get the other person to see the things on which we agree. I try not to get involved in controversies with others. 12. a. b. I let others deal with the difficult and controversial issues. I try hard to maintain positive relations with the other person. 13. a. b. Winning my position is more important than maintaining positive relations with others. Consensus or agreement is more important than winning my own position. 14. a. b. I am willing to give on some points if the other person does too. I do whatever I can to demonstrate the advantages of my position. 15. a. b. I stay away from situations in which there is anger and hostility. I try to achieve my goals regardless of the others feelings. 13Arkansas Leadership Academy Conflict Approaches Questionnaire'* 16. a. b. I avoid topics that provoke disagreement and controversy. I try to see things from the other persons point of view. 17. a. b. I am willing to reveal all of my concerns and ideas in order to come to agreement with the other person. 1 push hard to achieve my goals. 18. a. b. I try to find the middle ground where we can both agree. I am willing to reveal all my concerns and ideas in order to come to agreement with the other person. 19. a. b. I put off dealing with conflict until Ive had a chance to think about it. I try to strike a balance of wins and losses with the other person. 20. a. b. I believe it is better to reach a compromise than to let the conflict go on. I usually concede if the other person feels more strongly about the issue. 4 Carleen OConnell, Western Organizational Consultants, Box 5769, Vancouver, WA 98668-5769. 14Arkansas Leadership Academy Scoring the Questionnaire Instructions: Working from your answers in the questionnaire, circle the answer (a or b) in the chart below. Add the circled items from each column to get your scores. Pair No. 1. I. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. B A B A B A B A B A B A B A A B A B A B A B B B A A B B A A A B A B B A B A A B ] Forcing (Competing) Accommodating Negotiating (Smoothing) Collaborating (Compromising) (Problem- Solving) Avoiding (Withdrawing) 15Arkansas Leadership Academy Graphing Your Approaches to Conflict Instructions: Your scores for your approach to conflict will probably be mixed. Some will be high and some low. In order to develop a profile, circle your score for each category in the chart below, then draw a line between each of the circles. Forcing (Competing) Accommodating (Smoothing) Negotiating (Compromising) Collaborating (Problem- Solving) Avoiding (Withdrawing) High Mid Low 8 7 6 5 4 3 2 1 0 8 7 6 5 4 3 2 1 0 8 7 6 5 4 3 1. 1 0 8 7 6 5 4 3 2 1 0 8 7 6 5 4 3 2 1 0 16 'OInterpreting Your Approach to Conflict Styles___________________ Forcing: Aimed at accomplishing one.s preferred decision or source of action. Use of power, rank, or persuasion. Winning ones position over oppo.sition. Taking a position and pushing for it. Accommodating: Aimed at maintaining good relationships with others. Sensitivity to others feelings. Trying to meet the other persons demands. Smoothing over differences. Yielding ones own position to others. Negotiating: Aimed at achieving a compromise or middle ground. Use of bargaining of gains and losses. Involves give and take on the issues. Is intermediate between forcing, harmonizing, integrating, and dividing. Advantages When quick decisions are required, i.e.. crisis situation.s When unpopular decisions are required, or unpopular rules need to be enforced When a more harmoniou.s approach may be exploited by others When issue is far more important to the other person There is a danger of losing your position. You are interested in trade offs* from the other person in the future. When it is not the lime for controversy. When opponents are of equal strength, and committed to different goals. An expedient and temporary solution is needed. When other styles fail to solve the problem. Disadvantages__________ May strain relationships with others, causing tension, hurt feelings. May lead to win/lose outcomes. May lower ownership in decisions, lead to a _____lack of support. When a decision is necessary. You will have trouble living up to the solution. When yielding your position will cause you to feel badly. When you know youre right. Solutions are temporary. Each party achieves only part of its goals. Each party must give up some of its goals. To think about High ScoreZUse__________ Low Score/Use Do others agree too much with me'? Am I gelling all of the ideas and feelings of others'? Are my decisions supported? What about morale? Do I get my way often enough? Am 1 too concerned with others* feelings. Am 1 aware of the power that 1 have? Am I yielding so much that my ideas arent getting enough attention? So we spend too much time paying attention to feelings and good relations? Are our procedures too loose to be effective? When I am wrong, do 1 have trouble changing my position? Do others see me as difficult and unreasonable? Are others reluctant to share their ideas and feelings? Do I get so entangled in the technicalities of bargaining that I lose sight of my goals? Am I prepared to renegotiate the solution in the future? Is it hard for me to trade .some of my positions in order to gain others? Do 1 take the negotiations personally, rather than as a way of doing business? Requires good faith to be effective._____ Collaborating: Aimed at finding a solution that meets the needs and goals of both parties. Incorporates both goals/task and human relations considerations. Full examination of all concerns, ideas and feelings. Requires openness and candid communications._ Avoiding: Aimed at staying out of the conflict situation. Low involvemenl in either task or relationship concerns. May involve withdrawing, changing subject, postponing the issue, or sidestepping the problem. When there is a readiness to grow and change. When a unified approach is needed. When maintenance of working relationships is important When likely to be more harm than good resulting from the conflict When the conflict is a *no-win* situation. When other business is really more important. To postpone the conflict until a bener time. When a quick solution is needed. When parties are not willing to change. When one party is likely to take advantage of the others efforts. Avoiding issues that might make the organization less effective. Without full participation of all members, the staff may make decisions without knowing all ideas and feelings. 17 Do I spend too much time examining the issues and feelings? Is an integrating approach really needed in all cases? Are there issues the staff cannot address without my participation? Are we making some decisions by default, because of avoidance? Does the community or other groups expect the issues to be resolved? Is there a lack of direction because of avoidance of issues? Do other members, staff and community lack commitment to your decisions and pobcies? Are you overwhelmed by the number of problems and issues? Are there some problems that are better left to others to deal with? Am 1 seen as loo conftonung in my approach? Arkansas Leadership Academy Conflict Resolution Competing Power oriented mode Pursuing your concerns at the others expense Uses arguments, rank, sanction Accommodating Person neglects his own concerns to satisfy the concerns of others Selfless generosity or charity Obey - when you dont want to Avoiding You are not looking at your concern or the other persons Sidestep, postpone, withdraw Collaborating You attempt to work through the conflict with the other person to a solution that satisfies both Compromising Trying to find an expedient solution Partial satisfaction Mutually acceptable 18Arkansas Leadership Academy Conflict Management Tips for Groups Take time to get to know one another. Set norms of operation. Conduct formal or informal needs assessment to determine: * * Group and individual strengths and areas of expertise Process skills needed by the group Information needed by the group Make time for training in identified areas of need. Review group norms often. Establish a process for checking groups temperature. Celebrate successes. 19Description Key Learning Arkansas Leadership Academy Team Building and Maintenance Individuals working together need a variety of tools to ensure the effectiveness of the work of the team. The effectiveness of teams develops over time as members learn to use' each others knowledge, skills, and experience. Participants will learn different tools and techniques to assess the effectiveness of the group process and understand group roles that promote and hinder group work. At the conclusion of this session you will: Understand that people support what they help create. Know that effective teams are clear about: goal (both team and individual) roles, procedures and norms for relationships. Have experienced a variety of team building activities and processed them for learning. Understand the relationship between team building and effective team maintenance. Understand that team building is an ongoing process of growth and development. 1Arkansas Leadership Academy STAGE FOUR 12 STAGE ONE 9 11 Mature Closeness 10 Resourceful Flexible Open Effective Close and Supportive 2 Form Storm Perform Norm 3 Getting Organized Infighting 8 Developing Skills Establishing Procedures Giving Feedback Confronting Issues Controlling Conflicts Confronting People Opting Out Experiencing Difficulties Feeling Stuck 4 7 5 STAGE THREE 6 STAGE TWO 2 3 Arkansas Leadership Academy Teamwork: A Personal Action Plan 1 Think over the material you have read. Review the selfassessment questionnaires. Reflect on the conversations you have had. What have you learned about team building? What did you learn about yourself? How can you apply what you learned? Make a commitment to yourself to become a better team member and a more effective team contributor by designing a personal action plan to help you accomplish this goal. The following guide may help you clarify your goals and outline actions required to achieve your goals. 1. My current team skills are effective in the following areas: 2. I need to improve my team skills in the following areas: i 3. My goals for improving my team skills are as follows: 4. Following are my action steps, along with a time-table to accomplish each goal: Action Evidence Due Date a) b) c) ' Adapted from Robert B. Maddux, Team Building (Los Altos, CA: Crisp Publications. 1992). 4Arkansas Leadership Academy Team Action Plan What we want to share Who we want to involve How we will go about doing it Persons Responsible Resources Needed Due Date 5Arkansas Leadership Academy The Conflict Curve Most relationships and most groups that become intimate or learn to work closely together go through the following stages. / A V / / Z Z I I / Z I y I I 7 / z z / I I I I I Getting Acquainted People are polite while strangers. To work well they need to build trust and get to know each other. Norm Development People get serious. Conflicts over power and norms. Need to learn to negotiate conflicts. Effective Work Phase If norms have developed well, group should handle conflicts well. If major conflicts develop, norms may need to be renegotiated. Termination People are sad as group prepares to end. a Legend Effectiveness of group at working together _ . Level of conflict in the group. 6Arkansas Leadership Academy Receiving Criticism 1. Listen carefully. Give the speaker your full attention. Watch your non-verbal responses. 2. Hear the other person out. Dont interrupt or raise objections. 3. Be objective. Separate the words from the speaker. They may be critical of your work, your actions, or your ideas, but that does not mean that they do not like you! 4. Summarize the speakers main points. That lets them know their message has been received and understood, even if you dont a^ree with it. 5. Ask questions to clarify items. 6. If you are feeling hostile, defensive, or overwhelmed, request some time to think it over before responding, distance between yourself and the other person. Put some 7. Use the opportunity to leam from the feedback. Are the criticisms valid? Could a misunderstanding be avoided? What would it take to make things right? Where do you go from here? 8. Separate your work from yourself - dont take it personally. If you have been wrong, admit it and move on. To be sorry is to behave differently. It is not to wallow in guilt, shame, or embarrassment. Live life in the present tense. 7Arkansas Leadership Academy Description of Affective/Community-Building Activities 1. Birthday line-up 2. Forced- Choice Questions and Responses 3. Family Group Introductions 4. Knots This is a common icebreaker that takes little time and is fun. Participants line up according to their birth dates, day and month, starting from January through December. The mle is they can not talk as they figure out where to get in the line. When we process this we talk about communication and how we rely on verbal communications. Participants respond to a number of questions by going to the area of the room where their appropriate response is designated. Example: I ask them: When you have free time, if you prefer to go to the beach, go to that comer (I point), to go shopping, go to that comer (point-different comer), to take a nap, go to that comer (point again), or to read a good book, go to that comer (last comer). The questions range from preference in music to whether you are an only child, have 1-2 siblings, have 3-5 siblings, or have 6 or more\nto responses as to whether you prefer to lead or follow, etc. this activity gives them a chance to see the various things they have in common with one another and how the groups change depending on the questions. Once they are place in their Family group for the day they are to choose a partner and interview them for one minute. They are to find out as much about that person as they can, including one accomplishment that their partner is particularly proud of. Then each takes a turn introducing their partners to the rest of the group, being sure to tell the thing that their partner was proud of. Everyone applauds each introduction. The participants stand in a circle facing inwards. Each person puts their right hand in and clasps the hand of someone across the circle from them. Then being careful not to cross their own arms in the process they do the same with the left hands, not clasping the same persons hand as before. The object then is to untangle without breaking hand-clasps. 8Arkansas Leadership Academy Description of Affective/Community-Building Activities (contd) 5. Lean-in 6. Lifelines 7. Muscle Testing 8. Positive I Ams This is a trust activity done in dyads. Partners face one another with about three feet of space between them. With feet a shoulders width apart, they extend their hands in front of themselves, palms forward and then push off, trying to return themselves and partners to upright positions. Each time they take a small step backwards and lengthen the space between them and repeat the process. I have included the description of this one. This activity involves a volunteer who comes up in front of the group with me. He extends his strongest arm out to the side and resists as I try to push it down. We do this several times while he is doing various types of positive and negative thinking. Questions such as thinking about someone he really dislikes as I push down and then doing it while he thinks of someone he really likes. The results are usually surprising to people. A writing activity they have a sheet with ten I Arns and lines after each one. I ask them to take five minutes to complete the ten I Arns with positive statements that they believe to be true about themselves. Then they circle the three that they think are most important in their lives. After they have completed this one, I ask them to think of one I am that they wish they could say, but is not yet true about them\nsomething they would like to be able to say about themselves. They then choose a partner and share these ten statements with their partners, identifying the three and telling why they are most important. When this is done, I give each group a small mirror and the instructions that they are to focus on the mirror where all they can see is their own eyes, each participant says that affirmation aloud and the group says the persons name and repeats it back to them (I am a great organizer. - Davis, you are a great organizer). Each participant repeats it five to ten times (depending on time) with the group responding to each one. 9Arkansas Leadership Academy Description of Affective/Community-Building Activities (contd) 9, Wind in the Willows 10. Conducting This is an old but good one. The group stands in a circle facing inward, shoulder to shoulder and bracing with their strongest leg. Each participant takes a turn in the center of the circle, arms across chest, closes her eyes and keeping knees straight, leans back and lets the group pass her gently around. Using imaginations, the group spaces out around the room standing up with plenty of arm space. After having them close their eyes, I play a tape with the sounds of an audience in a concert hall, the orchestra is warming up and finally the Stars Forever as they are lead to conduct the orchestra silliness and emphasizes the need to play, laugh, and to not take ourselves too seriously. 11. Acid River Description included. 12. Labels I am including a description of this one too. I dont know if I would use it with elementary kids or not. It would depend on the group and I would certainly edit labels. 13. Affirming Circles Participants are told at the beginning of the day to be watching the members of their Family Group and note their positive characteristics. This activity lets each member take a seat in the center of the circle while the others each share something positive they know or have observed about that person. Activities compiled (but not created) by Davis and Cheryl Hendricks. The sources of activities should get credit but have been lost to the ages. Another source of good team-building activities is: Belonging: A Guide for Group facilitators Jayne Devencenzi and SusanPendergast 2960 Hawk Hill Lane San Luis Obispo, CA 93405 (805) 544-5359 10Description Materials Time Arkansas Leadership Academy Lifeline Exercise This activity is designed to give students a non-threatening opportunity to share personal history with one or more partners in a whole brain approach. In the early stages of developing a sense of community in the classroom, it is important for students to have opportunities to leam about each other in ways that leave them in control of how much information they are sharin\ng- This activity has been effective in beginning the process of bonding within a group. White paper or newsprint for each student, colored pencils or crayons. 45-60 minutes Process Give each student a piece of paper and pencils or crayons and ask them to take about ten to fifteen minutes to reflect on their lives from birth to the present. After a few minutes of reflection they are to construct lifelines that represent the major event,s that have happened in their lives that they feel have made a difference. Tell them that the form of their lifeline is up to them but give them the suggestion to use as many graphic symbols as possible to represent these significant events. Also suggest symbols as possible to represent these significant events. Also suggest that corresponding dates along the line would help give the events some degree of chronology and history. Tell them that when they are done with their line they should find a partner that is also finished, preferably someone they do not know very well. Each partner should take about five minutes to share their lifeline, explaining symbols and their meaning and how these events have affected their lives. Let them know that it is appropriate to ask questions of one another for clarification. When students have completed their sharing, debrief each dyad as to what they learned about each other that they did not already know. Check for commonalties and interesting connections between partners. Note: If time allows, or on another day, have students switch partners and share again. This can be repeated as many times as time allows. The timelines can also be personalized and posted in a special place in the classroom so students can examine the lives of those whom they did not get to share. 11Arkansas Leadership Academy Acid River (An experiential activity in teambuilding and problem-solving.) Objective To develop leadership, team-building skills and group problemsolving skills. o Materials Four to five one-by-four boards or poster board sections cut 18 in length per team, ten to twelve scarves, or handkerchiefs to be used as blindfolds, masking tape. Site A gym or activity room, or area outdoors not less than fifty feet, depending on size of teams (four to eight members is best). Use tape to mark off a lane of action for each team. Construct the river width so that teams cannot lay the boards end-to-end and walk across the river (For example: Using five boards that are four feet long means that the river must be at least 28 to 30 feet long.) Description Your team is on a relief mission to bring a vital serum to a village that is rapidly dying of a rare disease. In your trek across the dangerous uncharted terrain you encounter a huge standing pool of acid that is too wide to walk around. You must get across to get the serum to the village, which is only about a mile further, but time is running out! Your problem is to devise a way to get your team across the acid without losing anyone in the process. Your only tools are four one-by-four boards that are impervious to the acid. As long as you stay on the boards, you are safe. Any contact with the acid results in the loss of whatever touches it. To fall in is instant death. You can not throw the boards across or slide them along the top of the acid. Be prepared for unexpected developments that challenge your efforts. 12Arkansas Leadership Academy Acid River (An experiential activity in teambuilding and problem-solving.) (contd) Description (contd) Teams should be told to devise a plan and then begin executing their plan. The exercise can be set up for as long as you choose, depending on the size of the room and the number of members of each team. Point out to the team that the acid pool is slowly eating away their side of the shore and that leaving members on the shore will result in eventual death, so everyone must be gotten across unless they choose to abandon part of the team. Tell them that fate occasionally steps in and either simplifies their task or sometimes makes it more challenging. (You are Fate.) From time to time you may remove a board if a team is moving rapidly through the exercise or you may add a board. The room size would dictate less boards but no less than three. You may also blindfold a person who is in the middle of the river, explaining that sometimes things happen in life that seem quite unfair. Use your own judgement but be somewhat balanced in your doling out fate. Let them know how long they have and remind them periodically how much time is left. 13Arkansas Leadership Academy Acid River (An experiential activity in teambuilding and problem-solving.) (contd) Processing this activity is the most important part of it. While groups tend to have a good time doing it, it is important to talk about the dynamics of solving the problem as well as how team members responded to challenges. Pose some of the following questions in processing the activity. 1. What was your plan and how did it work? Was it necessary to modify it? Why was it necessary and how did your modification work? 2. Who were the take charge people and how did the group respond to their leadership? 3. What unexpected challenges came up for your group and how did you respond to them? 4. Did anyone play a sacrificing role and volunteer to stay behind or risk themselves in the effort? How did the group respond to them? 5. What role did you play in both the planning stage and the actual attempt at crossing the river? 6. Was your group competing with the other groups? If so, why? 7. How is this activity like life? What did you learn about yourself and your group? If you have time, it is valuable to have a spokesperson from each team respond to several of the above questions to see how different teams respond differently to the challenge of ACID RIVER. 14Rationale Materials Target Age Group Description Arkansas Leadership Academy Stereotyping (Labels) This activity addresses the premise that much of the prejudice and stereotyping that goes on in our lives can be reduced through actual experience with those whom we stereotype. Before we can begin to attempt to reduce labeling and prejudice, we must first be aware of our own personal biases and perceived differences. The purpose of this activity is to give the participants an opportunity to confront their personal prejudices and to open up discussion about the concept of prejudice and stereotypes and how they limit or otherwise affect our lives. Adhesive backed file folder labels (one per participant), background music (optional). Fourth grade (depending on level of maturity) and up. Prior to doing the activity, participants are to have brainstormed as many stereotypic labels as possible that they have either used or heard used in describing people. These may be either negative or positive in connotation. Examples would be: dumb, retard. nerd, prude, skater, cowboy, princess, etc. These are then transferred by marker one per label prior to the activity so that there is a label for each participant. Select labels based on the maturity level of your group. Some labels are disgusting to some of us and may be too emotionally challenging for some participants. If you use racial labels or labels referring to sexual orientation, make sure your group knows that these are not meant to demean anyone but rather are included to be authentic. Also, be sure not to label someone appropriately. That is, if you know that someone has been stereotyped as poor or if they truly are poor, do not label them that way. (If your group is not mature enough to understand this, or is too volatile to be able to handle strong labels, eliminate any that could be a problem.) 15Arkansas Leadership Academy Stereotyping (Labels) (contd) Description (contd) Have everyone form a large circle facing outwards and tell them that this activity requires that they be as quiet as possible with no verbal communication after this point. Tell them that they not talk to anyone or reveal anything about their labels. Then begin placing a label on each persons forehead, reminding them all the while not to tell each other what their labels are. (There will probably be some degree of giggling and laughing when they see each others labels. Keep reminding them that it is a silent activity but tolerate the giggling until everyone i.s labeled. Most of us find this to be a difficult and uncomfortable activity and giggling is a way to release some of the stress.) When everyone is labeled, tell the group to begin walking around the room looking at the people and labels they encounter and thinking about how they feel as they attach the label to the person they pass and how they feel as they observe how others regard them. (At this point begin playing the background music - something quiet and instrumental - meditative.) After a minute of walking, tell them to stop and stand opposite someone and look at their label then into their eyes as you ask two or more of the following questions. 1. What are you feeling as you look at this person and his/her label? Is it acceptance, fear guilt, pity, friendliness, trust, anger... 2. How is this person looking at you with feelings of acceptance or rejection, fear, anger, pity,...what do you think they are thinking about you and how does it feel? 3. Would you invite this person into your home for dinner? 4. Would you extend your hand to this person in friendship? 5. Would you trust this person? 6. Could you have a serious relationship with this person? 7. Would you support your son or daughter if they wanted to have a serious relationship with this person? 16Arkansas Leadership Academy Stereotyping (Labels) (contd) Description (contd) Then tell them to move on and keep walking around in circles until you stop them and tell them to find another partner and repeat the above process. Keep emphasizing that this is an inner activity without any verbal interaction and they are to be considering their own feelings and how they feel about the way others received them. Repeat the process so that they stop with a partner a minimum of six times. At the end of the activity they can take off their labels and know what they were. Once the activity is completed it is important to process it and allow participants time to share their feelings and insights about stereotyping and prejudice. This can be more effectively accomplished by putting participants in small groups of four to six (depending on the size of the overall group) and giving them the following questions to discuss and share. Processing Questions 1. What were you feeling as you regarded how others were reacting to you and your label? 2. Define stereotypes and prejudices. Are they the same thing or are they different? 3. What are the sources of stereotypes and prejudices in our lives? 4. How do stereotypes and prejudices limit' us in our capacity to understand those who are different form us? How do they limit us in other ways? 5. Share a personal experience with how stereotypes and prejudices have affected you positively or negatively in your life? 6. Are there any instances in which prejudices or stereotypes are desirable. 1. What can we do individually to decrease the influence of prejudices or stereotypes in our lives? 8. What can we do as a society to decrease destructive prejudices and stereotypes? 17Arkansas Leadership Academy Stereotyping (Labels) (contd) This activity needs plenty of processing time for groups to work through some of the complexities of this topic. Allow groups to discuss for at least 20-30 minutes before asking a spokesperson from each group to respond to one of the eight questions. As debriefer, go around the room posing a question or asking each group to pick a question and letting their spokesperson share the groups thoughts about it. Since this activity is somewhat challenging and can sometimes leave groups in an emotional valley, we have followed it up with a positive activity such as an Affirmation Circle or Circle of Strength Bombardment in which each person sits in the center while each of the others takes a turn making one sincere affirmative statement about the person in the center. (This activity was developed by Eric Smoyer at the age of 17.) ) 18Arkansas Leadership Academy Site-based Decision Making Description Site-based decision making is a way of empowering stakeholders to implement and sustain systemic change and improvement. Key Learning At the conclusion of this session you will be able to: Verbalize an operational/functional definition of site-based decision making. Assess the degree of implementation of site-based decision making at present work site. Identify steps for implementation of site-based decision making. Utilize at least one tool for site-based decision making. 1Arkansas Leadership Academy The Ten Most Widely Used Aids to Decision Making 1. Straw Voting 2. Negative Voting 3. Ranking Alternatives 4. Weighting Alternatives 5. Pro/Con Technique 6. Criteria Matrix 7. Going Around the Group Participants are asked to vote to give a general impression of reactions, not to make a decision. If there are several alternatives, each participant gets three votes to get a broader picture of reactions. Participants are asked to identify alternatives they favor the least or could not accept Participants are asked to rank order the most favorable is assigned a 1 and the total of the number of the alternatives is the least favorable. The totals or average ranks are presented to the group for further work. Similar to rank ordering but participants are given five or ten weights to assign to the various alternatives. The weight can be assigned in any one way from all on one item to equal distribution. Participants make up two lists on a flip chart, one showing all the favorable factors of a specific issue or plan. This clarifies all the reasons the proposal may not work and surfaces the fears restraining a decision. Criteria for evaluating the proposals are listed before the proposals are generated. After the proposals are summarized and reduced to a working number, they are assessed or scored according to the predetermined criteria and the results compared. The facilitator goes around the group asking each person in turn what he or she thinks about a specific issue. A polarized discussion that gets bogged down may be freed up by hearing from the silent majority. 2Arkansas Leadership Academy The Ten Most Widely Used Aids to Decision Making 1 8. Active- Listening Discussion Each member is asked to summarize the last speakers point of view - and to check the summary with that person - before he or she can express an opinion. When sensitive issues become polarized, listening often ceases as participants spend the time while others are talking preparing their next comment. 9. Trials-With- Experience Reports When two to four alternatives seem equally useful, they are tried out on an experimenul basis for a specific period of time and then reported back on to give the group more dau on possibilities. It may turn out that there is more than one successful way of handling the situation. 10. Confidential Listing of Opinions Opinions or votes on a critical issue are collected and presented anonymously\nthis often diffuses much of the emotion and confrontation of a verbal discussion. The Delphi Technique and Nominal Group Technique use this strategy by asking members to give opinions in writing and then summarizing the responses for further work. ' Hedley G. Dimock. Inler\\ention and Collaboration: Helping Organizations to Change (San Diego, CA: Pfieffer \u0026amp; Company, 1993). 3Arkansas Leadership Academy Hierarchy of Problem-Solving Involvement' High Involvement Ownership Team is directly responsible for all aspects of problem solving g and implementation of solutions (i.e., identification, and recommendations of alternative solutions and responsibility for assuring that the problem is designed out\" of the process). The team addresses problem.s relating to the performance of their work as well as competitive, organizational, and customer-related issues. Resolution Team is directly responsible for identifying and implementing solutions to the problems they encounter in their work area. ig JU Recommendations Group makes recommendations to management for possible solutions relating to problems they encounter in their work area. Identification Group is asked to identify problems in their work area. Any solutions that are developed or any actions taken are solely the responsibility of management. Low Involvement Steven R. Rayner. Recreating the Workplace: The Pathway to High Performance Work Systems. (Essex Junction, VT\nOliver Wright Publications, 1993). 4Definition What are School-Based Planning Teams Asked to Do? 3 Arkansas Leadership Academy Site-Based Decision Making^ A process in which members of a school community collaborate in identifying problems, defining goals, formulating buildinglevel policy, shaping direction, and ensuring widespread implementation of practices aimed at raising levels of achievement for all students. The persons who are responsible for implementation of a decision at the building level are actively and legitimately involved in making decisions. 1. Find out what needs to be done to improve student performance at the school. 2. Write a plan to meet those needs. 3. Present the plan to the school community. 4. See that the plan is carried out. 5. Evaluate and report to the school community the results of the plans activities. Adams Twelve Five Star Schools, 11285 Highline Drive, Northglenn, Colorado 80233. 5Arkansas Leadership Academy Site-Based Decision Making Building Level Decisions Budget allocations Recruitment/hiring Curriculum design/implementation Instructional strategies Assessment techniques Schedule Staff development Community relations Extracurricular activities Student outcomes Improvements to learning environments 6Arkansas Leadership Academy Site-Based Decision Making Steps in the Process 1. Develop awareness 2. Determine readiness 3. Organize for action 4. Assess building needs 5. Establish improvement priorities 6. Draft plans for action 7. Get additional input 8. Provide support to the team 9. Involve others in putting plans to work 10. Make adjustments as you go 7CONSENSUS DECISIONSArkansas Leadership Academy Consensus Decisions Description Consensus requires that all group members share the final decision and agree to take responsibility for implementing it. So, how do you get teams to this point? Learn and practice several different techniques that assist teams in reaching consensus. Discussion will focus on the general types of group decisions and differences between voting and consensus decision making. Key Learning At the conclusion of this session you will: Discuss the differences between compromise and consensus checks and consensus decisions. Provide tools to test for consensus decision making: weighted voting, criteria matrix. Learn why consensus can be a longer process than compromise or a voting process. Practice four tools for seeking or checking for consensus. Know the essential elements for reaching consensus. Understand why decisions reached by consensus are the most powerful decision that teams make. 1Arkansas Leadership Academy Consensus Decisions Overview The goal of consensus is a decision that is consented to by all group members. Of course, full consent does not mean that everyone must be completely satisfied with the final outcome - in fact, total satisfaction is rare. The decision must be acceptable enough, however, that all will agree to support it. Consensus Means... All group members contribute. Everyones opinions are heard and encouraged. Differences are viewed as helpful. Everyone can paraphrase the issue. Those who disagree indicate a willingness to experiment for a certain period of time. All members-have the final decision. All members agree to take responsibility for implementing the final decision. Consensus Does Not Mean... A unanimous vote. The result is everyones first choice. Everyone agrees. (There may only be enough suppon for the decision to be carried out for a trial period.) Conflict or resistance will be overcome immediately.Arkansas Leadership Academy A Decision Making Continuum One person decides A few people (the The decision is in group) choose made by a majority vote The team discusses the problem and comes to a consensus The team comes to a unanimous conclusion 3' David W. Johnson and Frank Johnson, Learning Together and Alone: Cooperation, Competition, and Individuaiization (Enslewood Cliffs. NJ\nPrentice-Hall. 1975). 4 Arkansas Leadership Academy Comparing Decision Making Processes\" Voting vs. Consensus 1. Considers two points 1. Considers many points 2. Discussion divides group 2. Discussion solidifies group 3. Polarizes majority and minority 3. All sides feel heard and accepted 4. Faster, but implementation is slower 4, Slower, but implementation is faster Adams Twelve Five Star Schools, 11285 Highline Drive. Northglenn. CO 80233. 5Arkansas Leadership Academy Consensus: A Step-by-step Process Preparing for Group Discussion A. An agenda is set at the beginning of the meeting so members know and agree on what they will talk about in w'hat order. B. The facilitator introduces an item from the agenda (or calls someone else to introduce the item). The introduction should include\n1. A clear definition of the area being discussed. 2. A clear statement of what has to be decided. Exactly what needs must be filled or what problem must be solved by the decision? This statement should be precise enough to have a limiting effect\nmembers should know what they are NOT talking about. Example: Vague-. closings. We want to solve the problem of school (This may include discussion of city government policies, citizens attitudes about property taxes, emigration of young families to the suburbs, etc.) Specific: Today we have to think of a way to raise funds to keep Albion Middle School open next year. C. Background information is provided by the person who introduced the topic or by other group members who have information. As the discussion progresses, other relevant information is added whenever needed. Group Discussion: Building United Judgement A. An individual introduces an idea for discussion. This idea may be an opinion, a definition of the problem, a suggestion for an approach to the problem, or a proposal for a decision. 6Arkansas Leadership Academy Consensus: A Step-by-step Process (contd) Group Discussion: Building United Judgement (contd) B. Another individual responds to that idea. The second speakers statement is a combination of her or his own opinion and that of the previous speaker. It includes a response to the first speakers idea and her or his own thoughts as they have been influenced by the previous statement. C. A third person develops the ideas further. Her or his contribution is different than it would have been if the two previous speakers had not spoken. D.Other people begin responding to earlier statements and offering their views on the subject. Each contribution builds on previous statements yet is unique as different individuals express themselves. The effect of such a discussion is that the comments taken as a whole are greater than the sum of c' them individually: group members respond to each other so each statement i.s the unique contribution of an individual and at the same time is influenced by previous speakers E. During the discussion, the facilitator and other members are responsible for: 1. Keeping the discussion on topic. (If it is necessary to redefine the topic, the shift should be made explicit and all group members should understand the change.) 2. Providing the clarification and rephrasing of complicated or confusing discussion. 3. Summarizing underlying agreement and differences in viewpoint. 4. Identifying the new issues as they arise. 5. Ensuring that all viewpoints are heard and understood by the group as a whole. 6. Identifying problems with the groups process and attempting to remedy them. All group members share responsibility for the groups process and may perform any of the above functions. 7Arkansas Leadership Academy Consensus: A Step-by-step Process (contd) Group Discussion: Building United Judgement (contd) F. When it is apparent that all viewpoints have been expressed, all new information has been given, and/or some part of the discussion begins to be repeated, the facilitator or someone else states the conclusion toward which the group appears to be moving. Example: It seem.s the group is leaning towards writing a grant to the Mott Foundation to fund the school as an experimental center for community education. Does anyone object to this proposal? When Testing for consensus.\" ask whether anyone has anything else important to say. Central to consensus is gathering. all relevant information, opinions and feelings about the subject, so it is essential not to move forward until these views have been expressed. Making the Decision A. The group responds by agreement or disagreemeuc. Special care is taken to make sure that any objectives are heard. The facilitator may ask if there are objections, or if consensus has been reached. In addition to raising specific concerns, it is legitimate for someone to say, I have no specific objections, but I dont feel settled on the subject yet. B. Concerns are discussed and the process of developing agreement, or building united judgement, continues until a decision is endorsed by the meeting of the whole. The decision that is reached may not completely satisfy everyone in the group, but it must be one that all group members are willing to live with. If serious objections still exist, then a decision is not made. 8Arkansas Leadership Academy Consensus: A Step-by-step Process (contd)^ C. If a decision implies that an action be taken, responsibilities are clarified to ensure that the action is carried out. If a phone call must be made, or a letter written, make sure that someone volunteers to do it. In addition, some method should be chosen to follow up on the decision. This may require reporting back to the group when the task is completed, writing down the outcome and posting it, or putting the matter on the agenda for discussion at the next meeting. Record your decision and implementation plan in the minutes for future reference. D. If the group can not agree: 1. It is possible that the group does not have enough information to make a good decision. Sometimes a decision must be defened until more facts are gathered, more discussion takes place, or members have more time to think about it. Fuller understanding by each participant will increase the possibility of reaching consensus. 2. The group as a whole may decide that it is more important to reach a decision at this particular time than to make a decision that meets the groups usual levels of acceptability. Some members may feel that this is a special circumstance where reaching an immediate decision is so important that they will go along with a decision they would not otherwise support. (This kind of concession is sometimes make by individuals for the sake of the group, but a group should never pressure someone into doing so, or the result will not represent a true consensus decision. ' .Michael Avery, et al.. Building United Judgement: A Handbook for Consensus Decision Making (Madison, Wl: The Center for Conflict Resolution, 1981). 9Arkansas Leadership Academy Criteria Matrix What is it? A Criteria Matrix produces a grid of cells or boxes formed by the intersection of rows and columns. The rows contain descriptions of items under consideration\nthe columns contain descriptions of desirable attributes or important features used to rate the times in the rows. The cells contain space for recording a numerical ranking indicating urgency, perceived importance. or extent to column. which the item in the row meets the criteria in the When is it best used? A Criteria Matrix may be used by a problem-solving group to select among possible items for discussion. It may also be used to evaluate potential solutions generated in response to a problem selected for discussion. How is it done? 1. Agree on a restatement of the problem or question under consideration. 2. Use brainstorming to generate ideas for suggested solutions. List these ideas in the solutions column of the Criteria Matrix. 3. Develop criteria for judging the selected solutions under consideration. Criteria might include cost, training required, resources already available, or other factors. Limit the criteria to five. Record these in the criteria columns of the matrix. 10Arkansas Leadership Academy Criteria Matrix (contd) 4 4. Large groups may find it easier to work in smaller groups, with each group generating their own solutions and criteria. There should be only one matrix worksheet per group. 5. Rank each solution according to the degree you feel it meets the criteria you have chosen. Lise one of the following scales: 3 = To a great extent 2 = To some extent 1 = To a slight extent 5 = Best idea 4 = Very good idea 3 = O.K. 2 = Less attractive 1 = Least valuable to me 6. Write all criteria as positive statements. For example, write easy to use rather than doesnt require much effort. 7. Reading across each row. add the total number of pints for that particular solution and record it in the total column. 8. Identify the item that received the highest number of points, give it a priority rating of 1 and record that in the priority column. Continue ranking all of the solutions. The solution with the fewest number of points receives the lowest priority. ' Ann Kilcher, and Lawrence Ryan, The Paideia Consulting Group, Box 9615, Halifax, Nova Scotia B3K5S4 (902) 477-0909, IIArkansas Leadership Academy I. 2. 3. 4. 5. 6. 7. 8. Objcctive/Strategy Possible Solutions 12 Criteria Matrix Criteria I () r A L P K I () K I r YArkansas Leadership Academy Fist-Five What is it? Fist-Five is a consensus building technique in which a proposal is tested by having members of a problem-solving group show how they feel about the proposed solution by holding up a certain number of fingers. When is it best used? Use Fist-Five when the problem situation has been thoroughly discussed and a solution has been proposed to address the agreed- upon problem. This will determine whether or not more discussion is needed. Fist-Five is a test for consensus, not a binding agreement or vote to continue with implementation of the plan. How is it done? 1. Define and discuss the problem situation. 2. Solicit proposals to resolve the problem situation. 3. Clarify and discuss the proposal. 4. See if the person who has stated the proposal will agree to accept modification based on input and discussion. 5. Ask the person who has stated the proposal to restate the proposal, as is or amended. James Bellanca and Robin Fogarty. Blueprints for Thinking in the Cooperative Classroom (Palatine, IL: Skylight Publishing, lnc 1990), 13Arkansas Leadership Academy Fist-Five (contd) How is it done? (contd) 6. Test for consensus by asking members to raise their finders according to the chart. 5 Fingers 4 Fingers 3 Fingers 2 Fingers 1 Finger Fist Five All for it\na top priority for me. Yes: high on my list. Its O.K. Ill go along. I think the proposal has serious limitations as explained. Lets talk some more. This is a really bad idea but I will trust the group and give thi.s proposal a fair trial for the limited period we agreed on. 0 Fingers (Fist)No way! A better idea would be to... 7. If you have a two point spread, you may want to see what can be done to raise the lower vote to the next higher rung on the ladder. Again, this is just a test for consensus. Use Fist-Five to let you discover where the resistance will occur, and engage the group in removing obstacles to their participation and commitment. 8. You may need to repeat the consensus building process several times before getting the cohesiveness you need to proceed confidently with the group plan. 14Arkansas Leadership Academy ,6 Weighted Voting' \u0026amp; What is it? Weighted Voting is a way to quantify the positions and preferences of group members. When is it best used? Weighted Voting is most useful for \"taking the temperature\" of a group a.s it is working toward consensus. The approach can be used to identify the group's positions and priorities when fewer than 8 or 10 options are under consideration. How is it done? 1. Following some discussion of the problem or situation, the group generate!? a number of options for next step action or resolution. 2. The facilitator constructs a grid with the different options identified (or referred to by letter)listed at the top of the column heading. The name.s of each group member are recorded in separate rows. The bottom row is used to record the total of values assigned to each option. '' Problem-Solving User's Manual (Stanford. CT\nXerox Corporation. 1991). 15Arkansas Leadership Academy Weighted Voting (contd) How is it done? (contd) 3, The facilitator then explains the rules for assigning weighted voting. Tips: a) Encourage people to distribute their points to represent their feeling,s about the options. Rather than lumping votes into one option is better to distribute votes across all of them in order to indicate relative preferences. b) The total number of votes each person will have to distribute should be about 1.5 times the number of options. c) Ask each person to write their votes down on a piece of scrap paper before collecting information for the public record. d) Have members of the group show their votes all at on^e by raising fingers to signal their response to each option e) Call for votes by option, not by person. f) Record all votes so that the group can see where the agreements and disagreements lie. Weighted Voting does not necessarily mean a binding agreement to proceed with the item getting the highest value in the totals row. It merely gives the group more information about where individual members stand, and how strongly. This information makes it easier to surface and deal with opposing viewpoints. Example: A team facilitator constructed a matrix which contained five columns - one for each option generated by the team, and six rows - one for each team member. The facilitator then asked each person to assign (on paper) six points across the five options (five options x 1,5 = 7,5\nthe facilitator might have just as easily asked members to assign 7 or even 8 points across options). 16A Member 1 Member 2 Member 3 Member 4 Totals Member 1 Member 2 Member 3 Member 4 Totals Arkansas Leadership Academy Weighted Voting B B C D E Weighted Voting C D E 17Arkansas Leadership Academy Helping Teams Reach Consensus 1. Establish and use evaluative criteria 7 2. 3. 4. 5. 6. 7. 8. 9. Provide adequate time to work through the issue. Accept conflict as part of the process of reaching consensus. Encourage negotiation and collaboration between team members. Emphasize fact over opinion. Use structured decision-making tools. Remember that giving in on a point is not losing\ngaining on an issue is not winning. Dont give in just to avoid conflict. Flipping coins and voting are not viable alternatives to sharing information, debating points, providing data' and exploring other alternatives. 10. Encourage members to develop alternatives and work toward a compromise solution if the team is unable to reach consensus on the proposal. Donald Hackett and Charles L. Martin, Facilitation Skills for Team Leaders (Los Altos, CA\nCrisp Publications, 1993), 181 1 Arkansas Leadership Academy I i Beliefs, Vision, Mission, and Goals^ Statement of Core Beliefs A list of 15-24 statements that capture widely shared beliefs about the organizations customers, how those customers should be served and treated, and how the organization should be structured, operated, and connected to its surroundings in meeting customers needs. Approximately 1-2 pages. 1 I I I I Vision Statement A description of the ideal state that serves to inspire and guide the work of the organization. In a paragraph or two, the vision statement presents images of preferred conditions that the organization strives toward. o' A vision statement portrays standards of excellence, value to the customer, and how the company is unique. Less than one page. I ! Mission Statement Goals A clear, concise statement that indicates who the customer is, what the ultimate outcomes are, what products, services, or relationships the organization provides, and how members of the organization work toward achieving the desired results. Less than 50 words is ideal. Four to five urgent and important targets or performance areas which must be acted upon if the organization is to accomplish its mission and be true to its beliefs. I s School Strategies \u0026amp; Options. P.O. Box 1705. Lunnenburg, MA 01462 (508) 582-4217. 2Arkansas Leadership Acader Core Beliefs (Example) Beliefs about People 1. 2. Leadership is a function, not a position. The talents and expertise of different persons at different times can and should be employed in order to get.the job done. People are resources, not instruments. They should be stretched and supported in making, contributions to the organization. 3. All of us are better than just a few of us. Collective and collaborative methods of working sharing ideas, 4. responsibilities, and decisions - result in balanced perspectives and better choices. Continual development and openness to ideas is vital to renewal and productivity in individuals and organizations. 5. Frequent feedback, both to and from others, facilitates growth and development. 6. People discover their own potential through work that provides autonomy and responsibility coupled with coaching, support, and the freedom to take risks and make mistakes. 7. Use of accurate information and objective data helps to promote better decisions and reduce feelings of isolation and helplessness. 8. Mutual trust and respect between role groups is necessary for school based improvement to occur. Competition for resources and control is counterproductive in shared leadership and decision making, practices. 9. Clear goals and steps to reach them must be widely known and accepted. Everyone involved must share a common vision and purpose. 3Arkansas Leadership Academ^rkansas Leadership Academy Core Beliefs (contd)(Example)* i i I Beliefs about Schools 1. The individual school is the fundamental unit of change and improvement. 2. All students can learn. This requires high expectations from teachers and administrators, and active involvement by the learner. 3. Our schools must constantly be examined and refined to make them responsive to the needs of the student populations they serve. 4. A school improvement strategy that does not enhance studentteacher interactions, specify student outcomes, or build the capacity of the organization to address future problems is not likely to achieve much. 5. Parent and community involvement in schools results in better communication and more connectedness between the world of schools and the worlds of family and work. 6. Student outcomes can be defined and measured in alternative ways. Standardized tests are but one way of measuring student outcomes. 9 School Strategies \u0026amp; Options. P.O. Box 1705, Lunnenburg, MA 01462 (508) 582-4217. 4We Believe Core Beliefs (cont'd)(Example) 1. Every student can learn, and every student will learn, if presented with the right opportunity to do so. It is the purpose of school to invent learning opportunities for each student each day. 2. Learning, opportunities are determined by the nature of the schoolwork (knowledge work) students are assigned or encouraged to undertake. It is the responsibility of teachers and aHministrators to assure that students are provided with those forms of schoolwork at which they experience success and from which the leam those thin-s of most value to them, y to the community, and to the society at large. 3. All school activity should be focused on the creation and delivery of schoolwork at which students are successful and from which they gain skills and develop understanding that will equip them to an information-based, knowledge-work participate fully in society. 4. Property conceived schools are knowledge-work organizations. Students are central to the operation of schools for they are the 5. 6. 7. primary recipients of what the school has to offer - the opportunity to work on and with knowledge and knowledge- related products. Teachers are leaders just as executives are leaders\nprincipals are leaders of instructors or leaders of leaders. The curriculum is the raw material upon which students work, and all parts of the school system are to be organized in whatever fashion produces the greatest likelihood that students will be successfully en-aged in working, on and with-knowledge. The primary role of the superintendent is to educate the community about education, to promote the articulation and persistent pursuit of a compelling vision, and to ensure that results, rather than program, dominate the attention of all. Teachers and principals are accountable for results, and the results expected are that all students will be provided schoolwork at which they experience success and from which the students gain knowledge and skills that are socially and culturally valued. 5Arkansas Leadership Academy Core Beliefs (contd)(Example) We Believe (cont'd) 8. It is the obligation of the superintendent, the board of education, and all members of the community to provide teachers, principals, and students with those conditions and forms of support that assure optimal conditions for performance, continuing growth and development. 9. As a responsible and ethical employer, the school system has an obligation to assure working conditions that confirm the professional status of all educators and the importance of the tasks assigned to all who work in and around schools. 10. Continuous improvement, persistence iimovation, and a commitment to continuing growth should be expected of all people and all programs supported by school district resources, and school district resources should be committed to assure that these expectations can be met. '(Phillip Schlecty, Schools for the 21\" Centurw (1990). 6Arkansas Leadership Academy Tools for Developing a Vision Every organization or workgroup needs a vision - a clear and exciting, picture of what it seeks to become. Many individuals within schools can greatly stimulate their own performance and well-being if they develop their own personal vision. In creating a vision, the goal is to summarize your ideal picture of t the future in a concise, colorful statement. It can be very short: Founder Ray Kroc's vision for McDonald's was: \"Quality, Service, Cleanliness, Value.\" He summarized the organization's goal in a formula that was impossible to misunderstand and hard to forget. To create a vision for a school: 1. Create a group to work on vision. 2. Use the tools in this section to help you think about vision. 3. Create a draft vision as a group. 4. Have all members of the group talk io others inside and outside of the school to get feedback. 5. Redraft. 6. Repeat steps 4 and 5 if necessary. 7. Promote the final vision throughout your school and community. 7Arkansas Leadership Academy Tools for Developing a Vision (contd) Here~are \"six took useful in thinking about a vision for a district, school, or classroom. You may not need to use all of them, but try at least two or three. They'll help you start to envision what you can be. 1. Imaginary journalism - Imagine that you are a journalist writii^ an article for your favorite business publication. Create a story vividly describing the successes you and your school will have achieved at a future time - two, five, or even ten years from now. 2. Your values - Think about what you and your school values most. Then, list five ways of completing the phrase, \"In my school, we really care most about... 3. Customer wants - Complete a paragraph that begins, \"If I tl were a student in my school, I would want... 4. A picture - Take a pencil or crayon and, on a blank sheet of paper draw a picture of how you want your school to look in the future, 5. Analogies - Try shaping your vision with analogies. The leader of the team said: \"I think of this school as a sports car - polished, tuned up, and ready to race.\" Listed here are the categories that will prompt you to describe your school with an analogy. For each category, write the image that comes to mind when you say, \"If I were to describe my school as a (fill in category), I would say it is...\" Categories to consider are: Color - Season - Sport - Geographic location - Song or other music - movie - Machine - Emotion - Food or beverage - 8Arkansas Leadership Academy Tools for Developing a Vision (contd) 6. The Five Whys - use a Five-Whys worksheet like this: Five Whys Worksheet Think of a school issue that is very important to you. Then, use the Five Whys to discover key values associated with that issue. Example: The computer network is not reliable. 1. 2. 3. 4. 5. Why is that important? The students get frustrated when the network isn't working. Why is that important? 1 need to take time out to solve the problem Why is that important? Projects dont get finished on time. Why is that important? We can't deliver what we promised to our students. Why is that important? Student accomplishment is our top priority. II Richard C. Whiteley, The Customer Driven Company: Moving from Talk to Action (Reading, MA\nAddison-Wesley, 1992), 226-228. 9A Personal Vision A personal vision statement portrays what you want the organization to stand for\nwhat the primary mission of the school is\nwhat basic, core values you represent\na sense of how all the parts fit together\nand, above all, how the vision maker fits into the grand plan. 1. When I leave this school I would like to be remembered for... 2. I want my school to become a place where... 3. The kind of school I would like my own children to attend would... 4. The kind of school I would like to teach in would... 5. In order to accomplish this, we need to: i 1012 Arkansas Leadership Academy Vision Statement and Belief (Example)^\" We Believe That: 1. All students can succeed academically when given the opportunity to leam through active participation. 2. All students should receive the highest levels of academic education. 3. All middle level students need to develop high standards of appropriate behavior. 4. Relevant fine and practical arts education enhances academic learning for the middle level student. 5. Middle level students need to leam their role as citizens in a s \u0026amp;\nlobal society. 6. Schools are responsible for providing the highest levels of curriculum in a variety of ways to learners. 7. Students leam best in cooperative relationships. 8. School is a place that should be sensitive to the needs of both children and adults. 9. Successful, responsible students become successful, responsible adults. 10. School is an extension of the childs family and community. 11. School personnel should address the academic, social, physical, and psychological needs of students. 12. Schools should provide state-of-the-art technology to enhance learning for students. 13. Students should participate in cross-curricular studies. 14. Parents, teachers, and community agencies should share in the educational decision making process. 15. School should be structured to extend learning experiences beyond the school site and day. 16. The school environment must nurture the teacher as learner and researcher. O'Fan-ell Community School (A Magnet School for Academic Studies), San Diego, CA. 11Arkansas Leadership Academy Vision (Example) 13 \"Dream with me if you will... Can you see a school that children want to go to, that teachers want to go to, that parents want to go to, where teachers work- closely together to provide the best education possible for ALL kids, where students succeed academically, where adults and children work closely together, where people smile, where the feeling is warm and the environment is safe, where decisions made about children are shared decisions, where responsibility is shared, where creativity is high, where gender and race are just part of your uniqueness and not a barrier to your learning, where there is an extended family of teacher, family, community, agency, where classrooms are exciting places to be, where teachers are turned on to teaching, where students are the number one concern...? Mission Statement (Example)^'* The O'Farrell Community School will promote excellence by providing all middle level students a sin-le, academically enriched curriculum within a multiethnic, student-centered environment. The mission of the school is to attend to the social, intellectual, psychological, and physical needs of middle level youth so they will become responsible, literate, thinking, and contributing citizens. 13 Robert Stein, Team O'Farrell Chief Educational Officer, O'Farrell Community School, San Diego, CA. 14 O'Farrell Community School, San Diego, CA. 12Arkansas Leadership Academy Mission Statements Value of Mission Statements 1. Empowers everyone in the school community to assume responsibility for the ultimate direction of the school. 2. Represents a commitment, a promise, a guide against which actions can be decided. 3. Represents a set of criteria against which progress toward purposes can be measured. 4. Sets the agenda for leadership in the building. Schools that lack a clear sense of mission are characterized by aimlessness and high levels of disagreement. There is little harmony among staff members or between staff members and students. Discipline problems are more likely to occur because staff members lack a common set of expectations, and students have a poor sense of what the purpose of school really is. Nature of Mission Statements 1. Shared vision about the ultimate purpose of schools. 2. Shared by teachers, administrators, students, and the community. 3. Generally short and easily remembered. 4. Not long and detailed outlines of goals and objectives. Examples of Mission Statements 1. Park Middle School is committed to cultivating a respect for the individual and encouraging students to make sound personal choices and decisions. 2. Washington Middle School is committed to preparing young adolescent students with the understandings and skills necessary to cope with their own changes from childhood to adolescence and with the academic skills and knowledge essential for continued school success and life-long learning. 3. The students, staff, and administrators of East Middle School are committed to building respect for and cultivating cultural pluralism in the schools and community. 13Arkansas Leadership Academy Mission Statements (contd) Examples of Mission Statements (contd) 4. The faculty, staff, students, and community of Parkside Junior High School are devoted to academic excellence and the cultivation of individual strengths and talents in a supportive environment where individual differences and respect for the rights of others guide school and community behavior. 5. The mission of Northside High School is to support the personal growth of the students in their development of attitudes, knowledge, and skills. The most important skills to be taught are how to think and how to learn. 6. The mission of Detroit Public Schools is to educate and empower children, youth, and adults for full participation in a rapidly changing society and to build, sustain, and extend learning community which improves the quality of life. a Common Elements 1. 2. 3. 4. A statement of purpose. An indication of uniqueness. An explicit statement of commitment. A clear value position. Guidelines for Developing a Mission Statement 1. 2. 3. 4. 5. 6. 7. 8. Identify the schools major stakeholder groups. Formulate a plan or structure that includes them in the process of developing a mission statement. Use a process that permits the group actually charged with drafting the statement to check with constituents to be sure they are not drifting. Focus on areas of agreement, not areas of disagreement. Draft a statement that is simple, direct, and easy to remember. Once the mission statement is ratified or accepted, refer to it frequently and acknowledge its use in making decisions about policies, programs, and practices. Review the mission statement periodically to be sure it is still appropriate for the population served by the school, changes in school programs, or new community expectations. Distribute the mission statement widely in the school, district, and community. 141 I. II. III. IV. V. VI. VIL Sample Annual Goal Statements (District) We will develop and implement individualized outcomes-based education. We win redefine student achievement to be congruent with our school district mission statement We will involve parents in aH aspects of the student learning experience. We will integrate state-of-the-art technology into all aspects of the learning system. We will develop a national recruiting program to attract and retain the highest quality staff. We will develop a program for the development and appraisal of staff based on student achievement We will obtain funding from public and private sources to help us accomplish our mission. Organizing and Managing School Change Workshop, Douglas S. Fleming and Ann Kilcher, NEA-National Center for Innovation National Conference, Colorado Springs, Colorado, November 8,1991. 15Arkansas Leadership Academy Performance Goals (Baseline Figures plus a school-by-school negotiated % of increase per year.) District/ School Goals Performance Measures Key Action Areas 1. Continuous Improvement In All of Our Students Percent of pupils passing local or state measures of academic achievement Percent of students well above passing local or state measures of academic achievement Percent of students passing rigorous academic courses Percent of staff involved in a program of staff development Establish annual school progress reports Accelerate school improvement Improve districtwide instruction Create a safe and productive enviromnent Decrease in the percent of student population suspended 2. Build Greater Community Support For Schools And Students Number of community partnerships Number of business partnerships Number of students participating in a pre-school experience Percent of students who participate in parent/student or teacher/student non-academic acti\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_293","title":"Compliance hearing exhibits, 39-45","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":["1999"],"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 improvement programs"],"dcterms_title":["Compliance hearing exhibits, 39-45"],"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/293"],"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\nHANDBOOK FOR CAMPUS LEADERSHIP TEAM July 1999I HAIVDBOOK FOR CAMPUS LEADERSHIP TEAM Table of Contents I Letter from the Superintendent Vision and Mission Statement Campus Leadership System Summary of Campus Leadership Plan Components Campus LeadershipBoard of Education Policy Campus Leadership Team^Administrative Policy Cluster Coordinating Committee^Administrative Policy ! Campus Leadership Team Tasks - Administrative Policy Cluster Coordinating Committee Tasks - Administrative Policy Leadership Team Expectations Campus Leadership Team - Administrative Policy \u0026amp; Team Matrix Cluster Coordinating Committee Membership Administrative Policy Board of Education Policy Waivers Campus Leadership Team Organizational Components Campus Leadership Team Calendar Campus Leadership Team Evaluation Planning \u0026amp; Decision Making Process Collective Responsibility for Student Achievement Reporting Responsibilities District Annual Performance Report School Performance Reports PAGE I ii 1 2 3 4 4 4 5 5 6 8 8 9 11 13 14 16 16 16 16Accreditation and Accountability Status PAGE 17 I iI Program Evaluations 17 I School Improvement Plans State Quality Indicators School Selected Indicators Additional District Selected Indicators and Value-Added Goals or Improvement Goals Indicators by School Level Rewards for Schools Rewards for Staff/Students Sanctions 17 18-19 20 20-23 23-45 46 47 Technical Assistance and Support for Schools Identified for Improvement Sanctions for Central Office School Role When Identified for Sanctions Definitions 48-52 52 53 53-54 Forms: Addendum a. Nomination Form - Recommendation for Individuals to be Appointed 55 j i b. Campus Leadership Team Nomination Form 56 c. Waiver Form 57 d. Customer Service/Learning Climate Surveys i 1. Parent 2. Teacher 3. Student 4. Administrator 61 62 63 64 i e. Functional Vocabulary 65 f. School Improvement Planner and Implementation Timeline 66 g- Arkansas Comprehensive Testing, Assessment and Accountability Program 69OFFICE OF THE SUPERINTENDENT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 (501) 324-2012 I July 1999 ! Dear Campus Leadership Colleagues: The Campus Leadership Program at the Little Rock School District uses an organization structure known as site-based decision-making which involves principals, teachers, auxiliary staff, parents, business leaders and community members. The purpose of the Campus Leadership Teams is to establish instructional goals and strategies to further promote the education of all children. Involvement and total commitment are paramount to reaching the ultimate in performance. Involvement is the key component of the Campus Leadership Program. ! The Campus Leadership Plan is a commitment by each unique school campus and allows that unit to develop programs and strategies that best meet the needs of children served at that school. The District has made a renewed commitment to the neighborhood schools and will continue to maintain an outstanding group of magnet schools. The Little Rock School District also pledges to maintain and further develop a quality education program. The Campus Leadership Program is the participatory vehicle which will ensure that a quality education program is available at all District campuses. The School Board and Administration believe this process fosters the best opportunity for the school children of Little Rock. Sincerely, Lesli\\V. Gamine Superintendent of Schools i 1 I Vision Statement The Campus Leadership program in the Little Rock School District will work to ensure that all Little Rock School District students will graduate from high school. The diploma that graduates receive will represent: Mastery of all basic skills\nInternalization of a liberal arts education\nUnderstanding of the need to preserve the democratic way of life, including respect for the nations cultural diversity\nExpertise in accessing and applying knowledge\nand Confidence and competency in making career choices. LRSD Mission Statement I The mission of the LRSD is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously and face the future as productive, contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. ii Campus Leadership System The campus based leadership system is intended to drive fundamental changes in classroom teaching by helping the campuses and District focus on improved student achievement. The six basic components of campus-based leadership are: 1. 2. 3. 4. 5. 6. Commitment to improved student achievement for all students. 1 i ! Improved student achievement will be based on established local goals for student performance. A system of incentives for student performance will be established, which will include multiple and alternative performance measures. Collaborative structure and process Policies and procedures guide the establishment of District and campus leadership to ensure representative collaboration of principals, teachers, other staff, parents, business partners, and community members. Decentralization Parameters The specific areas for implementation with respect to goal setting, classroom instruction, and campus organization are included. Deregulation avenues are provided to waive local policies and state regulations if they inhibit improved student performance. Statement of Purpose of Campus Leadership I I i The uniqueness of each campus related to its needs, and its decision making capacity to address those needs, are acknowledged in District policy and demonstrated through actual practice. Adequate time, ongoing staff development and technical support. Sufficient time is allotted to allow for the development of skills and attitudes that will ensure effective campus leadership. Procedures for planning and evaluating student achievement goals and decision making process. 1I Organizational and management procedures are established to guide the progress of campus leadership in the District and on the individual campus. An evaluation process is developed and used to assess locally established performance goals and the effectiveness of committee and campus leadership and further the impact of decision making on student performance. We acknowledge that planning and implementing these components of campus leadership will require a re-conceptualization of the roles and responsibilities of board members, central office administrators, campus principals, teachers, support staff, parents, business partners, and community representatives. This strategy for school and instructional improvement with a strong incentive initiative will only succeed if it is carefully planned with relevant input from the stakeholders. The campus leadership system is based on the concept of continuous improvement. Every campus can improve. Every campus is expected to show academic growth. Every school will benefit by reaching achievable standards. SUMMARY OF CAMPUS LEADERSHIP PLAN COMPONENTS The plan components are: 1. 2. 3. 4. Board and administrative policy, which support a system of campus leadership at the campus and District level. Identification of quality indicators and an incentive plan, which promotes increases in student performance. Staff development plans and technical assistance, which will support the implementation of the campus leadership system. The assistance will support the planning and technical support for continuous improvement at the campus and District level. Clear guidelines for campus leadership. The parameters for decision making give guidance to the level and type of decision which is made at Federal/State/District levels, those which are better made at the campus/classroom level, and finally those which are collaborative. 2LITTLE ROCK SCHOOL DISTRICT NEPN: CFD CAMPUS LEADERSHIP The Board of Education of the Little Rock School District believes that a fundamental responsibility of the school system is to support the sustained improvement of the schools. Site-based decision making provides each school with a framework to attain the Districts mission. Shared decision-making allows representation of administration, staff, students, parents, and patrons to provide more efficient use of time and energy. This facilitates a quality environment for students, a productive working environment for staff members, and increased opportunity for community involvement in our schools. To effect this belief, it is the policy of the Board of Education of the LRSD, that each school shall establish a campus leadership team to improve performance of all student populations. This team will assist in the development and evaluation of campus goals and objectives through planning, budgeting, curriculum development, staff development, and staffing needs. Through consensus based decisions, the campus teams will support the Districts commitment of the sustained improvement of schools. 1 t Adopted: 07-09-98 Cross-Reference: Administrative Regulation CFD-R 3Campus Leadership Team - Administrative Policy Each school year the principal of each school campus, with the assistance of the campus leadership team, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all students with respect to the Quality Index Indicators and any other appropriate performance measures for special needs populations. Cluster Coordinating Committee - Administrative Policy i The Cluster Coordinating Committee will meet on a regular basis with times and dates to be determined by the Superintendent. The purpose of the committee to advise the superintendent on policy and implementation of the campus leadership decision making model. The committee may from time to time address additional empowerment strategies and provide a communication link with each campus of the Little Rock School District. Campus Leadership Team Tasks - Administrative Policy The campus leadership team shall advise the principal in the following areas: development of the campus plan evaluation of the campus plan campus budget campus program and curriculum staffing patterns staff development* school organization at least one public meeting per year to discuss/review campus performance objectives. * The staff development plan must be approved by the campus leadership team and is coordinated with the campus plan. 4Cluster Coordinating Committee Tasks - Administrative Policy The following are identified tasks of the Cluster Coordinating Committee: advise the superintendent on implementation of the campus leadership plan assist in the areas of analyzing and updating the participatory decision making matrix assist with the assessment the development of Total Quality Schools model i assist with the assessment of the Customer Service and Learning Climate components of the TQS model design strategies for improving and maintaining initiatives for Customer Service and appropriate Learning Climate assist with the development and maintenance of marketing the Little Rock School District LEADERSHIP TEAM EXPECTATIONS Leadership team members are expected to: make a commitment to improve outcomes for all students make team goals a higher priority than personal goals share information, perceptions, and feedback openly directly confront important issues make objective judgements based on facts display leadership in ways which contribute to the teams success respond constructively to feedback from other team members collaborate effectively with other team members demonstrate a unified commitment to team goals and strategies understand consensus building identify and communicate statement of purpose for campus leadership identify and implement strategies to attain goals identify needs for adequate time, ongoing development and support staff development communicate team goals and strategies to staff, students, administration, school board, parents and community. 5Campus Leadership Team Administrative Policy Student achievement is the primary focus of the Little Rock School District. Each campus accepts the responsibility and challenge to provide equitable educational opportunities that ensure every student is successful. Therefore, each Little Rock School District campus is committed to establishing a campus leadership team that will work collaboratively with the principal in the decision-making process to enhance student achievement. Membership: The membership for each campus team shall consist of: CAMPUS TEAM MATRIX RECOMMENDED NUMBER OF POSITIONS 1 5-10 1 2 1 1 1 1 Principal Certified Teachers Central Office (Brokers) Parent Business ______Community______ Non-certified School Staff Student POSITION TITLE Chairman Elected Invited/Appointed Appointed Appointed Appointed Elected or appointed Elected or appointed MEMBERSHIP Required Required Required Required Required Required Optional Optional Note: Classroom teachers must be at least 60% of the faculty/staff/central office component. Nomination: The principal shall publish procedures to be utilized for the nomination and election of representatives to the campus team. The principal shall post the election procedure regulations and policy a minimum of ten days prior to the called election. The prescribed form must be used with elected representatives to the campus team. The form indicates their willingness to serve and shall be kept on file in the principals office. Election: The consent of each nominee shall be obtained before the persons name may appear on the secret ballot. Election of the campus team shall be completed by November 1. Election Procedures: The election of representatives to the campus team will be made by secret ballot. On the date of the election, ballots will be distributed to all eligible voters. The ballot will contain the names of all nominees according to their respective grouping and instructions on how each nominee may be chosen by voters. The principal and designated staff members will tabulate completed ballots. I Term: Elected representatives shall serve staggered two-year terms. In the first election, 50% of the elected membership will serve a one-year term. Elected representatives may serve two consecutive terms. Appointed representatives are not subject to term limitations, but rotation of appointed representatives is encouraged unless there are no other volunteers willing to participate. 6Vacancy: If a vacancy occurs among the elected representatives, nominations shall be solicited and an election held for the vacant position in the same manner as the annual election. If a vacancy occurs within 5 months of the end of a term, the principal may, but is not required to, fill the vacancy - elected or appointed. Appointed Members: The principal has discretionary privilege to appoint the parents, business leaders, community members, non-certified staff, and students. Appointed members have all the rights and responsibilities as elected members. Thirty days prior to the appointments in November, the principal shall communicate the process of receiving nominations or recommendations. If a vacancy occurs among the appointed representatives, another person will be selected to fill the vacant position. Definitions: For the purposes of establishing the composition of campus teams: 1. 2. 3. A person who stands in parental relation to a student is considered a parent. A parent who is an employee of the District is not considered a representative of community members on the committee. Community members must reside in the District and must be at least 18 years of age. Meetings: The principal shall serve as chairman of the campus leadership team, set its agenda, and shall schedule at least four (4) meetings per year. The agenda and minutes of the meetings will be posted and filed. i On an annual basis, each principal with the assistance of the campus leadership team shall review and revise the campus improvement plan (COE) for the purpose of improving student performance. i The Board shall also ensure that an administrative policy is provided to clearly define the respective roles and responsibilities of the superintendent, central office staff, principals, teachers, and campus team members in the areas of: I I a. b. c. d. e. f. planning budgeting curriculum staffing patterns staff development school organization i 7Cluster Coordinating Committee Membership Administrative Policy A Campus Leadership Team member and the campus principal will constitute the campus representatives. Board of Education Policy Waivers The Board of Education of the Little Rock School District believes that the District or a campus leadership team should have the option of applying for a waiver of a requirement or prohibition imposed by law or rule. It is the policy of the Board of Education of the LRSD to support the waiver process for local schools to seek relief from requirements or prohibition imposed by law or rule. The waiver must be in written form following the procedures outlined below. Identification of the statutory requirements for which a waiver is requested. Description of why the waiver is needed and the goals that would be achieved if granted. I Descriptions of the measurement process that will be used if the waiver is granted and program is implemented. Description of how the interested parties were notified of the waiver request. Descriptions of federal, state, and District requirements to be waived. Restrictions: The District or campus team may not receive an exemption or waiver from requirements imposed by federal law or rule such as Goals 2000, Educate America Act, Elementary Secondary Education Act (ESEA), School to Work Opportunities Act, or from a requirement or prohibition imposed by state law. Waiver Application: A waiver request application form may be obtained by the principal from the Associate Superintendent of Instruction. The principal is to enlist the review of the campus team and obtain consensus before the waiver is processed. The completed waiver must be submitted to the superintendent for review and processing. Requirements for a waiver by the state must follow regulations as described in the Submission and Approval section. A waiver application to be acted upon for the next academic year must be submitted to the District by March 1. 8Submission and Approval: The application shall be submitted to the superintendent no later than March 1 of the year before the campus intends to take action. The superintendent will inform the principal of the action taken within thirty days. A waiver requiring the Arkansas Department of Education or Arkansas State Board of Education action must be acted upon by the District Board before fonwarding to the Arkansas Department of Education. District Board action should be consistent with state and federal guidelines. Campus Leadership Team Organization Components This is an example of one way you could organize the team to fulfill the mission of the Campus Team. The basic components of the Student Success Model follow, and each becomes a subcommittee organizationally. Teachers, parents and community representatives work together to develop goals and objectives to enhance their school for the benefit of students. Development of strategies and crossdiscipline support are maximized by the membership of the committees. Members of the campus leadership team are the chairs, and encourage a broad range of talent to serve on the working committees that support the individual classroom teacher. 1. Skills and Knowledge Continuum a. b. c. d. e. f. g- Curriculum / objectives Materials / equipment to support curriculum Cross integration of curriculum to support core focus Example: Campus develops strategy for Math to support vocabulary building\nmusic with similar strategies with reading supporting math/ science/social studies... th is is an example but there is strategy of support - a comprehensive curriculum. 2. Personalized Education Programs There are a number of individual initiatives, which the campus develops and supports to meet the individual needs of students. Examples of personalized education programs are: i a. Special Education b. Gifted and Talented Education c. Drop Out Reduction Programs d. Accelerated Learning LaboratoryRemedial and Academic Acceleration e. Students with children f. English as a Second Language (ESL) 9I 3. staff Development a. Focus on Campus Goals b. Teacher generated c. Inclusive 4. Community Support a. VIPS \u0026amp; PIE b. c. d. e. f. PTA Neighborhoods Senior Citizens Business State and local officials 5. Assessment 1 a. b. c. d. e. f. Individual and diagnostic program data analysis for focused instruction - SAT9, ACTAP, CRT alternative coordinated with core academic standards prescriptive 6. Communication a. b. c. Coordinated to allow all stakeholders to understand the mission \u0026amp; goals of the campus Creates a network beyond the campus of support for campus strategies Creates a network of support for individuals in support student achievement initiatives 10Campus Leadership Team Calendar The calendar is approximate of the activities that you consider as you work together to create a more effective school. The asterisk (*) denotes where a form or additional information exists to accomplish the task or confirm the activity. January Campus Leadership Team has initial meeting L* February March I i I April Ma a. b. c. d. Introduction to the process orientation activities for new members team expectations planning process reviewed Review and interim evaluation of campus plan activities. Consideration of modification to current year campus plan and submit to designated individual for review. Discuss plans for update of needs assessment. Campus Leadership Teams work with developing skills in problem solving and consensus building, conflict resolution and communication. Request specific type of technical assistance. Monitor and adjust campus plan* Draft action plan due to Assistant Superintendent Begin process of working with the campus community to address perceived needs of campus for following year Discuss and start evaluation of Campus Leadership Teams problem solving process and team effectiveness. Start Evaluation of current year campus plan and establish timelines for completion of evaluation and communication with stakeholders. Create strategy and set in motion the collection of published research and data collection requirements for discussion and analysis by Campus Leadership Team in preparation for next years campus plan. Evaluate assessment results Campus Leadership develops and communicates draft of focus areas based on assessment results. 11I June I Submit evaluation of campus plan (There is a recognition that current year results of ACT / SAT would not be available or certain other current year results. The incentive plan will indicate those particular areas and that the previous years results will be utilized in those cases.) July District-wide Campus Leadership Team Meetings Campus Leadership Team refines initial draft of campus goals and further starts development of action plans on determined focus areas. District wide Campus Leadership Team Meetings by Cluster August Opening of School Campus Leadership Team meetings with faculty on Campus. Share recommend goals for current year and draft of action plans. Confirm goals. Designate problem solving and action teams for accomplishment of goals September I I Communication with all stakeholders the goals of the campus*. Prepare final action plans and submit to Superintendent and Board for final approval. Acceptance or modification required goals and action plans. Hold public meeting and share results of previous years campus goals and action plans 1 October Inform public and staff of opportunities to serve on the Campus Leadership Teamshare Leadership Team membership expectations. Receive nominations for membership on the Campus Leadership Team for each membership category*. November Current Leadership Team checks on implementation of action plans. Problem solving teams Election of Leadership Team members* December Collection of data to ascertain effectiveness of action plans and problem solving teams Initiate mid year report of progress * Appointment of members to the Leadership Team ,* 12Campus Leadership Team Evaluation I i Officially the participatory decision-making model was implemented in the LRSD in the fall of 1998. It has been, in various ways, part of the school-based leadership design at several of the campuses prior to that time. This survey is to be utilized as a self-evaluation for the campus leadership team during the initial year of operation. In subsequent years, it is to be utilized with all campus faculty, parents, and a sampling of business and community members. Considerations: 1. 2. 3. 4. 5. 6. 7. While I obviously cant have a vote on every decision that is made in this school, I do feel that there are mechanisms that allow me to have input into the decision making process. (Note: There are evaluation instruments appropriate to the customer, staff, parent and community member. In many cases, the only change to the question would be a word change...directed to appropriate group of individuals.) The Campus Leadership Team has an established system of communication, both verbal and written, that ensures that all staff members are informed about Campus Leadership team decisions and plans. The school involves the total faculty in collecting, analyzing, distributing, and soliciting feedback on data related goals and objectives using a total quality school program. The organization and operation of the Campus Leadership Team, as it is currently designed, is becoming an effective process. The Campus Leadership Team develops and coordinates staff development plans consistent with the campus goals. The Campus Leadership Team is an advisory body to the principal in the areas of planning, budgeting, curriculum, staffing, and school organization. In your opinion, has the function of the Campus Leadership Team, as described, played a part in increasing student achievement. I i The Campus Leadership Teams parents, community members and business representatives are involved in contributing to the schools quality improvement goals. (School Climate, etc.) 138. Customer satisfaction has improved with use of home visits, parent surveys, parent conference days, Parent-Teacher Associations, Campus Leadership Team, written communiques, school newsletters and other communication and involvement activities. (Customize for customer group) I i 9. The entire faculty is involved in identifying specific strategies for measuring progress toward achieving quality goals. 10. The District Leadership is continuously involved in supporting Campus initiatives for improved student performance. Ratings could be Almost Never to Almost Always or similar format. PLANNING AND DECISION MAKING PROCESS I Decision Making: In accordance with Board policy the campus team shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development and school organization, and serve in an advisory capacity to the principal. Procedures: Each campus shall maintain current policies and procedures to ensure that effective planning and site-based decision making occur at each campus to direct and support the improvement of student performance for all students. i Process: The Board shall establish a procedure under which meetings are held regularly by campus teams that include representative professional staff, parents of students enrolled in the District, and community members. Campus teams shall include business representatives, without regard to whether a business representative resides in the District or whether the business the person represents is located in the District. I Plan: Each school year, the principal of each school campus, with the assistance of the campus team, shall develop, review and revise the campus improvement plan for the purpose of improving student performance for all student populations with respect to the academic quality indicators and any other appropriate performance measures for special populations. The plan shall be prepared and submitted to the Superintendent by October 1 for transmittal to the Board. Staff Development: The campus team must approve the portions of the campus plan addressing campus staff development needs. 14I Consultation by Principal: The principal shall regularly consult the campus team in the planning operation, supervision and evaluation of the campus education program. Public Meeting: The campus team shall hold at least one public meeting per year. The required meeting shall be held after receipt of the campus evaluation to discuss the performance on the performance objectives. District policy and campus procedures must be established to ensure that systematic communications measures are in place to periodically obtain broad-based community, parent, and staffing input, and to provide information to those persons regarding the recommendations of the campus team. Campus Level Plan: Each Campus Improvement Plan (ACSIP) must: 1. 2. 3. 4. 5. 6. 7. 8. 9. Assess the academic achievement for each student in the school using the academic quality system. Set the campus goals based on the academic quality indicator system, including objectives for special needs populations. Identify how the campus goals will be met for each student. Campuses may select up to five goals for the Campus Improvement Plan. Determine the resources needed to implement the plan. Identify the staff needed to implement the plan. Set time lines for reaching the goals. Measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic achievement. Include an annual report with results to be shared with the team, staff, parents and the appropriate assistant superintendent. 15Collective Responsibility for Student Achievement Definition of Collective Responsibility Collective Responsibility means that all the adults in the District and at each school hold themselves accountable for ail the students meeting the challenging behavior and academic content standards and benchmarks and other outcomes established by the Board of Education, by the state for accreditation, by federally funded programs, and by external funders of reform initiatives approved by the Board of Education. District-level staff share with school-level staffs in the collective responsibility for school improvement. This critically important attitude is developed and nurtured through professional learning communities established by the District and each school. In addition, the Superintendent shall ensure that all job descriptions of appropriate District-level and building-level staff\nannual work plans\nDistrict-level processes and school-level parameters for decision-making\npersonnel hiring, assignment, promotion, and evaluation systems\nand the professional development programs are results-based and aligned with the improvement indicators established in the Quality Index. Reporting Responsibilities I The Superintendent shall report to the Board of Education annually on progress related to the implementation of the Strategic Plan and the Revised Desegregation and Education Plan. In addition, so that the community is also informed on the Districts progress in meeting expected improvement goals, the following reports must be submitted to the Board of Education in open sessions. District Annual Performance Report The Annual Performance Report is to be submitted to the Board of Education no later than August 30 annually. It shall include data relating to each of the Quality Indicators, including the baseline year data so that progress can be identified. The Annual Performance Report shall also include the accreditation status and accountability status for each school, as determined by the Arkansas Department of Education. School Performance Reports The state-mandated School Performance Reports shall be published and distributed to parents and other interested patrons annually. These report cards shall include the data mandated by the Arkansas Department of Education, but also school data relating to the Districts Quality Indicators. 16School principals shall disseminate these reports to all the staff members and parents in their school community and make them available to interested patrons. At least one parent meeting shall be conducted annually by the Campus Leadership Team and the principal to discuss the performance of the school and planned short- and long-range improvements. The District may disseminate school-level supplements to the School Performance Reports to include data relating to District-selected Quality Indicators. Accreditation and Accountability Status If a school has been identified for school improvement, as per Title I regulations and/or if the school is conditionally accredited or non-accredited, then the designation and an explanation of its implications, as well as the accountability status of the school as defined by the State shall be included in the School Performance Report. I Program Evaluations The results of any internal program evaluation studies or evaluations of grant- funded projects are to be provided to the Board of Education within a month of their submission to the Superintendent and/or to the funding organization. School Improvement Plans Although there are multiple state and local indicators, Campus Leadership Teams should select, based on their data analysis, three to five priority improvement goals as a focus for the School Improvement Plan. (See the Arkansas Comprehensive School Improvement Planning process.) I 17state Quality IndicatorsTier I The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) establishes the following indicators based on performance goals for Tier I: I 1 I =M^State?lndicatoi^^\nl Performance on State- Mandated Criterion- Referenced Tests Performance on State- Mandated Criterion- Referenced Tests School Drop Out Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety \u0026gt;-^l-^rade*Leyel(sj5 100% of a schools students shall perform at or above the proficient level in reading and writing literacy. 100% of a schools students shall perform at or above the proficient level in mathematics. 100% of a schools secondary students shall perform at or above the proficient level in Algebra 1. 100% of a schools secondary students shall perform at or above the proficient level in Geometry. 100% of a schools secondary students shall perform at or above the proficient level in Literacy. At least 99% of secondary students will remain in school to complete the 12' grade. Average daily attendance rate will be at least 95%. 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts. .'J. Grades 4, 6, 8 Secondary Grades 7-12 Grades K-12 Grades K-12 Grades K-12 Grades K-12 18 tfejGoal^f Definition)state Quality IndicatorsTier II The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) establishes the following indicators for Tier II. Tier II indicators are based on trend and improvement goals. Trend goals will be established for different cohorts of students, and improvement goals will be established for the same cohort of students over time. I i State Indicator Goal (Definition) Grade Level(s) Performance on State- Mandated Criterion- Referenced Tests The percent of students performing at or above the proficient\" level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. Grades 4, 6, and 8 Performance on State- Mandated Criterion- Referenced Tests The percent of secondary students performing at or above the proficient level in Algebra I will meet or exceed the trend goal each year. The percent of secondary students performing at or above the proficient level in Geometry will meet or exceed the trend goal each year. The percent of secondary students performing at or above the proficienf level in Literacy will meet or exceed the trend goal each year. Secondary 19Tier HSchool Selected Indicators (Schools Select Any 5) State Indicator Goal (Definition) Grade l-evel(s) Drop-outs Secondary schools will improve the percentage of students who stay in school to complete the 12* grade. Secondary Average Daily Attendance Schools will improve their average daily attendance rate. All levels Classes Taught by an Appropriately Licensed Teacher Schools will improve the percent of classes taught by an appropriately licensed teacher. All levels Professional Development Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. All levels School Safety Schools will be free of drugs, weapons, and violent acts. All levels Other School Selected Indicators Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. All levels Additional District-Selected Indicators The following additional academic indicators (based also on both performance and trend/improvement) have been established by the Little Rock School District. Value-Added Goals or Improvement Goals I The District-adopted criterion-referenced tests for grades K-11 will be administered to provide pre- and post-test scores so that gains of individual students may be measured each semester. Only those scores of students who were in the school the previous test administration will be used in calculating value-added gains (or improvement). The purpose of this measure is to be able to determine the extent to which a school adds value through individual students gains. In other words, regardless of whether students attain the proficient level at any given grade, the District is interested in whether the students progressed toward proficiency during that year. Both trend and improvement data will be tracked as well. 20LRSD Indicator Goal (Definition) Grade Level(s) I I Performance on District- Adopted Kindergarten Literacy Test 90% of a schools students shall perform at or above the proficient level in literacy. The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the trend goal each year. Kindergarten Performance on District- Adopted Grade 1 Literacy Test 90% of a schools students shall perform at or above the proficient level in literacy. The percent of grade 1 students demonstrating gains from the pre-test to the post-test will meet or exceed the trend and improvement goals each year. Grade 1 Performance on SAT9, a Norm-Referenced Test 65% of a schools students in every sub-group of race and gender shall perform at or above the percentile in reading. The percent of students in every sub-group or race and gender performing at or above the 50 percentile in reading will meet or exceed the trend and improvement goals each year. 65% of a schools students in every sub-group of race and gender shall perform at or above the 50*' percentile in mathematics. The percent of students in every sub-group of race and gender performing at or above the 50*' percentile in mathematics will meet or exceed the trend and improvement goals each year. 30% of a schools students will perform at the highest quartile in reading. The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. 30% of a schools students will perform at the highest quartile in mathematics. The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. __________________ Grades 5, 7, 10 21I LRSD Indicator Goal (Definition) Grade Level(s) i i I Performance on SAT9, a Norm-Referenced Test At least 90% of a schools students will perform above the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a schools students will perform above the lowest quartile in mathematics. The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. Grades 5, 7. 10 Performance on District-Adopted Criterion- Referenced Tests Enrollment in Pre-AP and/or AP Courses Enrollment in Algebra I by grade 8 Honors Seal on High School Diploma 90% of a schools students shall perform at or above the proficient level in mathematics each semester. The percent of students performing at or above the proficient level in mathematics each quarter will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the improvement goal each year. 65% of middle and high school students will be enrolled in at least one Pre-AP or AP course each year. The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. 90% of a middle schools students will be enrolled in Algebra I by grade 8. The percent of students enrolled in Algebra 1 by grade 8 will meet or exceed the trend goal each year. 65% of a high schools students will complete the requirements to earn the Honors Seal on their diplomas. The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. Grades 2-11 Grades 6-12 Grade 8 Grades 9-12 22{ t 1 LRSD Indicator Taking the ACT Performance on the ACT Taking Advanced Placement Examinations Performance on Advanced Placement Examinations Completion of Graduation Requirements GdaiHDefinitibn)\n Gr^\u0026amp;lWel(s)? 65% of a high schools students will take the ACT. The percent of students taking the ACT will meet or exceed the trend goal each year. 90% of a high schools students who take the ACT will earn a score of at least 19. The percent of students earning a score of 19 or above will meet or exceed the trend goal each year. 65% of a high schools graduates will have taken at least one AP examination. The percent of students taking at least one AP examination will meet or exceed the trend goal each year. 90% of a high school's students taking AP examinations will score a 3 or above. The percent of students earning a score of 3 or above on AP examinations will meet or exceed the trend goal each year. 100% of a high schools seniors will complete all the graduation requirements prior to participation in the graduation ceremony, The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the trend goal each year. Grades 11-12 Grades 11-12 Grades 11-12 Grades 11-12 Grade 12 A schools performance on these District-selected indicators may be reflected in a local supplement to the state-mandated School Performance Report or as a part of the narrative in the Tier III report that becomes a part of the states School Performance Report. Indicators by School Level On the following pages are lists of the state and district indicators by school level. These indicators include the priorities established in the LRSD Strategic Plan, the Revised Desegregation and Education Plan, the National Science Foundation Project, Title I, ACTAAP, and ACSIP. Also included in the tables are the columns of data that will be used to determine a schools status. 23Quality Indicators for Elementary Schools Baseline. Year r '^r^* Level State Indicators Tier I 1998-99 4 Performance on State Mandated Criterion- Referenced Grade 4 Literacy Test_______ 1998-99 4 Performance on State Mandated Criterion- Referenced Grade 4 Mathematics Test___ 1999-00 K-5 Average Daily Attendance 1999-00 K-5 Classes Taught by an Appropriately Licensed Teacher ____ 1999-00 K-5 Professional Development 1990-00 K-5 School Safety ^-^Goal(D^ition)r\u0026lt;:\n^.\u0026gt;fc Your 1- -s Results -Growth? ^Your i jGrowttf -Your Score 100% of a schools students shall perform at or above the proficient level in reading and writing literacy. 100% of a schools students shall perform at or above the proficienf level in mathematics. Average daily attendance rate will be at least 95%. ______________________ 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts. ____________________ 1998-99 4 Performance on State- Mandated Criterion Referenced Grade 4 Literacy Test The percent of students performing at or above the proficienf level in reading and writing literacy on the criterion-referenced test will meet or exceed the trend and improvement goals each year._________ 24Quality Indicators for Elementary Schools (continued) Baseline Year 1998-99 Baseline Year 1999-00 1999-00 1999-00 1999-00 1999-00 Grade Levels 4 Grade i Levels K-5 K-5 K-5 K-5 K-5 State Indicators Tier I Performance on State- Mandated Criterion- Referenced Grade 4 Mathematics Test School-Selected Indicators Tier II (Select five) Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety Other School Selected Indicators Goal (Definition) The percent of students performing at or above the proficient level in mathematics on the criterion-referenced test will meet or exceed the trend and improvement goals each year. Goal (Definition) Schools will improve their average daily attendance rate. ________________ Schools will improve the percent of classes taught by an appropriately licensed teacher. Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually._____ Schools will be free of drugs, weapons, and violent acts. _______________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. Your Results Your Results Growth Goal 14 Growth Goal Your Growth\nYour Growth Your Score Your Score 25LRSD Elementary School Quality Indicators Baseline Year Grade Levels LRSD Indicators 7 Goal(Deflnition) 1999-00 K Performance on District- Adopted Kindergarten Literacy Test 1999-00 K Performance on District- Adopted Kindergarten Literacy Test 1999-00 1 Performance on District- Adopted Grade 1 Literacy Test _________ 1999-00 1 Performance on District- Adopted Grade 1 Literacy Test 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test __________ 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test Your Score Your Growth Growth: Goal ' * 90% of a schools kindergarten students shall perform at or above the proficient level in literacy. The percent of kindergarten students demonstrating gains from the pre-test to the post-test will meet or exceed the trend goal each year.__________________________ 90% of a schools grade 1 students shall perform at or above the proficient level in literacy.___________________________ The percent of grade 1 students demonstrating gains from the pre-test to the post-test will meet or exceed the trend and improvement goals each year.___________ 65% of a schools students in every subgroup of race and gender will perform at or above the 50**' percentile in reading._____ The percent of a schools students in every sub-group of race and gender performing at or above the 50**' percentile will meet or exceed the trend and improvement goals each year.__________________________ 26LRSD Elementary School Quality Indicators (continued) Baseline Year Grade Levels LRSD Indicators ~ i Goal (Definition)' Your Results Growth Goal Your Growth Your Score 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test At least 30% of a schools students will perform at the highest quartile in reading. 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year.__________ 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test At least 90% of a schools students will perform above the lowest quartile in reading. 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year._________ 1998-99 5 Performance on SAT9, the Norm-Referenced Mathematics Test 65% of a schools students shall perform at or above the 50 percentile in grade 5 mathematics. _____________ 1998-99 5 Performance on SAT9, the Norm-Referenced Mathematics Test The percent of students performing at or above the 50' percentile in grade 5 mathematics will meet or exceed the trend and improvement goals each year.______ 1998-99 5 Performance on SAT9, the Norm-Referenced Mathematics Test At least 30% of a schools students will perform at the highest quartile in mathematics. 27 LRSD Elementary School Quality Indicators (continued) Baseline S Year 1998-99 1998-99 1998-99 1999-00 1999-00 1999-00 Grade Levels LRSD Indicators 2. * - Goal (peflnition) - \u0026gt;5 C' V, . Your Results Growth ? Your Goal Growth^ Your Score 5 5 5 2-5 2-5 2-5 Performance on SAT9, the Norm-Referenced Mathematics Test Performance on SAT9, the Norm-Referenced Mathematics Test______ Performance on SAT9, the Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year.______ At least 90% of a schools students will perform above the lowest quartile in mathematics. The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year.______ 90% of a schools students shall perform at or above the proficienf level in grades 2-5 reading each semester._____________ The percent of students performing at or above the proficient level in grades 2-5 reading will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the grades 2-5 reading pre-test to the post-test will meet or exceed the improvement goal each year. 28LRSD Elementary School Quality Indicators (continued) Baseline Year 1999-00 1999-00 1999-00 Grade^. Lwels LRSD indicators\nYour : ResuHs Growth Gbah^ 'ypur,^ -Growth Your Score 2-5 2-5 2-5 Performance on District- Adopted Criterion- Referenced Mathematics Test ______ Performance on District- Adopted Criterion- Referenced Mathematics Test ______ Performance on District- Adopted Criterion- Referenced Mathematics Test 90% of a schools students shall perform at or above the proficient level in grades 2-5 mathematics each semester. The percent of students performing at or above the proficient level in grades 2-5 mathematics will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the grades 2-5 mathematics pre-test to the post-test will meet or exceed the improvement goal each year. _________ 29( Quality Indicators for Middle Schools Baseline\nYear\nGrade\nLevels State Indicators Tier r--\n- - tZ'c Goal (Definition) 'ri Your Results Growth Goal Your Growth Your Score 2001-02 6 Performance on State- Mandated Criterion- Referenced Literacy Test 100% of a schools students shall perform at or above the proficient level in grade 6 reading and writing literacy. ___________ 1999-00 8 Performance on State- Mandated Criterion- Referenced Literacy Test 100% of a schools students shall perform at or above the proficient level in grade 8 reading and writing literacy. ________ 2001-02 6 Performance on State- Mandated Criterion- Referenced Mathematics Test ________ 100% of a schools students shall perform at or above the proficient\" level in grade 6 mathematics. 1999-00 8 Performance on State- Mandated Criterion- Referenced Mathematics Test _________ 100% of a schools students shall perform at or above the proficient level in grade 8 mathematics. 2001-02 7 (Dunbar) or 8 Performance on State- Mandated Criterion- Referenced Mathematics Test __________ 100% of a schools grade 7 or 8 students who complete Algebra I shall perform at or above the proficient level. 2001-02 8 (Dunbar) Performance on State- Mandated Criterion- Referenced Mathematics Test _________ 100% of a schools grade 8 students who complete Geometry shall perform at or above the proficienf level. 1999-00 7-8 School Dropout At least 99% of secondary students will remain in school to complete the 12** grade. i 30Quality Indicators for Middle Schools (continued) Baseline Year 1999-00 1999-00 1999-00 1999-00 Baseline Year 2001-02 1999-00 Grade Levels . 6-8 6-8 6-8 6-8 Grade\nLevels 6 8 State Indicators- Tier i d Jr Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher ____ Professional Development School Safety State-Mandated Indicators Tier 11 Performance on State- Mandated Criterion- Referenced Literacy Test. Performance on State- Mandated Criterion- Referenced Literacy Test. - V Goal (Definition) Average daily attendance rate will be at least 95%. ________________________-___ 100% of a school's classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development.__________ Schools will be free of drugs, weapons, and violent acts^_________________________ Goal (Definition) The percent of students performing at or above the proficienf level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year._________ The percent of students performing at or above the proficienf level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. Your Results Your Results i Growth Goal Growth Goal Your Growth Your Growth Your Score Your Score 31Quality Indicators for Middle Schools (continued) Baseline - Year Grade Levels State-Mandated Indicators Tier II M Goal (Definitjon) 2001-02 6 Performance on State- Mandated Criterion- Referenced Mathematics Test. The percent of students performing at or above the proficient level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. _______________________ 1999-00 8 Performance on State- Mandated Criterion- Referenced Mathematics Test. The percent of students performing at or above the proficient\" level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year.___________ 2001-02 7 (Dunbar) or 8 Performance on State- Mandated Criterion- Referenced Mathematics Test. _____ The percent of students completing Algebra 1 performing at or above the proficient level will meet or exceed the trend goal each year. 2001-02 8 (Dunbar) Performance on State- Mandated Criterion- Referenced Mathematics Test. ___ The percent of students completing Geometry performing at or above the proficient level will meet or exceed the trend goal each year. Your Results Growth Goal Your ^Growth Your Score 32f Quality Indicators for Middle Schools (continued) , Baseline Year Grade Levels School-Selected Indicators 1999-00 6-8 1999-00 6-8 1999-00 6-8 1999-00 6-8 1999-00 6-8 6-8 Tier II (Select five) Drop-outs Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety Other School Selected Indicators s Secondary schools will improve the percentage of students who stay in school to complete the 12* grade. Schools will improve their average daily attendance rate. _____________ Schools will improve the percent of classes taught by an appropriately licensed teacher. Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually._________________________ Schools will be free of drugs, weapons, and violent acts. __________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. Your Results Growth , . Goar^ Your Growth Your Score 33LRSD Middle School Quality Indicators Baseline-\n^ -M aGradOisfti ^ALRSPIndic^brsS '^1 ajS6a\n|(Peflnition) / Your Results Growth Goal.' Your Growth Your Score 1998-99 7 Performance on SAT9, a Norm-Referenced Reading Test_________ 65% of a schools students in every subgroup of race and gender shall perform at or above the 50** percentile in reading._______ 1998-99 7 Performance on SAT9, a Norm-Referenced Reading Test The percent of students in every sub-group of race and gender performing at or above the 50* percentile in reading will meet or exceed the trend and improvement goals each year.__________________ 1998-99 1 Performance on SAT9, a Norm-Referenced Reading Test_________ At least 30% of a schools students will perform at the highest quartile in reading. 1998-99 7 Performance on SAT9. a Norm-Referenced Reading Test The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year.__________ 1998-99 7 Performance on SAT9, a Norm-Referenced Reading Test_________ At least 90% of a schools students will perform above the lowest quartile in reading. 1998-99 7 Performance on SATO, a Norm-Referenced Reading Test The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 34LRSD Middle School Quality Indicators (continued) Baseline Grade Year Levels LRSD Indicators Goal (Definition). Si Yours Growth Results Goal Your Growth Your Score 1998-99 1 Performance on SAT9, a Norm-Referenced Mathematics Test 65% of a schools students in every subgroup of race and gender shall perform at or above the 50** percentile in mathematics. 1998-99 7 Performance on SATO, a Norm-Referenced Mathematics Test The percent of students in every sub-group of race and gender performing at or above the 50* percentile in mathematics will meet or exceed the trend and improvement goals each year.________________________ 1998-99 7 Performance on SAT9, a Norm-Referenced Mathematics Test At least 30% of a schools students will perform at the highest quartile in mathematics. 1998-99 1 Performance on SAT9, a Norm-Referenced Mathematics Test The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. 1998-99 1 Performance on SAT9, a Norm-Referenced Mathematics Test At least 90% of a schools students will perform above the lowest quartile in mathematics. 1998-99 7 Performance on SAT9, a Norm-Referenced Mathematics Test The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. 1999-00 6-8 Performance on District- Adopted Criterion Referenced Reading Test 90% of a schools students shall perform at or above the proficient level in reading each semester. 35LRSD Middle School Quality Indicators (continued) Grade | LRSD indicators Year Levels Baseline 1999-00 6-8 Performance on District- Adopted Criterion Referenced Reading Test 1999-00 6-8 Performance on District- Adopted Criterion Referenced Reading Test 1999-00 6-8 Performance on District- Adopted Criterion- Referenced Mathematics Test 1999-00 6-8 Performance on District- Adopted Criterion- Referenced Mathematics Test 1999-00 6-8 Performance on District- Adopted Criterion- Referenced Mathematics Test 1998-99 6-8 Enrollment in Pre-AP Courses 1998-99 6-8 Enrollment in Pre-AP Courses The percent of students performing at or above the proficienf level in reading will meet or exceed the trend and improvement goals each semester. ________________ The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year. 90% of a schools students shall perform at or above the proficienf level in mathematics each semester. The percent of students performing at or above the proficienf level in mathematics will meet or exceed the trend and improvement goals each semester.______ The percent of students demonstrating gains from the mathematics pre-test to the posttest will meet or exceed the improvement goal each year._______________________ 65% of a middle school's students will be enrolled in at least one Pre-AP course each year._______________________________ The percent of students enrolled in at least one Pre-AP course will meet or exceed the trend and improvement goals each year. Jour Growth. . Goal Your - \"Growth wYour* jScoHi- 36LRSD Middle School Quality Indicators (continued) Baseline Year 1998-99 1998-99 Grade Levels 6-8 6-8 LRSD Indicators (Definition) II* Your Results Growth Goal Your Growth\nYour Score Enrollment in Algebra I by Grade 8 Enrollment in Algebra I by Grade 8 90% of a middle schools students will be enrolled in Algebra I by grade 8. The percent of students enrolled in Algebra I by grade 8 will meet or exceed the trend goal each year. 37 Quality Indicators for High Schools Baseline Year 2001-02 2001-02 2001-02 1999-00 1999-00 1999-00 1999-00 1999-00 Grade Levels^ 9-12 9-12 11 9-12 9-12 9-12 9-12 9-12 State Indicators Tierl Performance on State- Mandated Criterion- Referenced Algebra I Test Performance on State- Mandated Criterion- Referenced Geometry Test Performance on State- Mandated Criterion- Referenced Algebra I Test School Drop Out Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety Goal (Definition) \"t. t 100% of a high schools students shall perform at or above the proficient level in Algebra I. 100% of a high schools students shall perform at or above the proficient level in Geometry. 100% of a high schools students shall perform at or above the proficient level in Reading and Writing Literacy. At least 99% of secondary students will remain in school to complete the 12* grade. Average daily attendance rate will be at least 95%. __ 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually. Schools will be free of drugs, weapons, and I violent acts.___________ Your Results Growth\nYour - Goal, Growth -Your Score 38Quality Indicators for High Schools (continued) Baseline Year Grade Levels State-Mandated Indicators Tier II \"ik. Your Results Growth Goal Your Growth 2001-02 9-12 Performance on State- Mandated Criterion- Referenced Algebra I Test The percent of students performing at or above the proficienf level in Algebra I will meet or exceed the trend goal each year. 2001-02 9-12 Performance on State- Mandated Criterion- Referenced Geometry Test The percent of students performing at or above the proficienf level in Geometry will meet or exceed the trend goal each year. 2001-02 11 Performance on State- Mandated Criterion- Referenced Literacy Test The percent of students performing at or above the proficienf level in Literacy will meet or exceed the trend goal each year. Your Score Baseline Year Grade Levels School-Selected Indicators 2001-02 9-12 2001-02 9-12 2001-02 9-12 i Tier II (Select five.)\u0026gt; Drop-outs Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher iltloi V' High schools will improve the percentage of students who stay in school to complete the 12*^ grade. Schools will improve their average daily attendance rate. Schools will improve the percent of classes taught by an appropriately licensed teacher. Your Results Growth Goal Your Growth Your Score 39 Quality Indicators for High Schools (continued) Baseline Year Grades#*?^ School-Selected Levels Indicators Tier II (Select five.) Goal (Definition) 't* ft riss* Your Results Growth Goal Your Growth 2001-02 9-12 Professional Development Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. 2001-02 9-12 School Safety Schools will be free of drugs, weapons, and violent acts. ____________ 9-12 Other School Selected Indicators Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. IL Your Score 40Baseline Yeari 2 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 10 10 10 10 10 10 10 ^-r9S? -LRSD Indicators LRSD High School Quality Indicators Your Results Growth Goal ? Your Growth - t - - Your Score Performance on SAT9, a Norm-Referenced Reading Test Performance on SATO, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Mathematics Test 65% of a schools students in every subgroup of race and gender shall perform at or above the 50 percentile in reading. The percent of students performing at or above the 50* percentile in reading will meet or exceed the trend and improvement goals each year. At least 30% of a schools students will perform at the highest quartile in reading. The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a schools students will perform above the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 65% of a schools students in every subgroup of race and gender shall perform at or above the 50' percentile in mathematics. 41 LRSD High School Quality Indicators (continued) Baseline Year v 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00\nGrade Levels- 10 10 10 10 10 9-11 LRSD Indicators Your Results Growth Goal Your Growth Your Score Performance on SATO, a Norm-Referenced Mathematics Test Performance on SATO, a Norm-Referenced Mathematics Test Performance on SATO, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SATO, a Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Reading Test The percent of students performing at or above the 50* percentile in mathematics will meet or exceed the trend and improvement goals each year. At least 30% of a schools students will perform at the highest quartile in mathematics. ______ The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year.______ At least 90% of a schools students will perform above the lowest quartile in mathematics. The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year.______ 90% of a schools students shall perform at or above the proficienf level in reading each semester. 42 LRSD High School Quality Indicators (continued) Baseline Year 1999-00 1999-00 1999-00 1999-00 1999-00 1998-99 1998-99 , Grade Levels 9-11 9-11 9-11 9-11 9-11 9-12 9-12 LRSD indicators Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Enrollment in Pre-AP and/or AP Courses Enrollment in Pre-AP and/or AP Courses * . ? Goal (Definition) The percent of students performing at or above the proficienf level in reading will meet or exceed the trend and improvement goals each semester. --3 The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year. 90% of a school's students shall perform at or above the proficienf level in mathematics each semester. The percent of students performing at or above the proficient level in mathematics will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the mathematics pre-test to the posttest will meet or exceed the improvement goal each year. 65% of a high school's students will be enrolled in at least one Pre-AP or AP course each year. The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. Your Results Growth Goal\nYour Growth Your Score 43 f LRSD High School Quality Indicators (continued) Baseline Year 2002-03 2002-03 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 12 12 11-12 11-12 11-12 11-12 11-12 11-12 11-12 i LRSD Indicat .5^ Honors Seal on High School Diploma Honors Seal on High School Diploma Taking the ACT Taking the ACT .. '' .Goal (Definition) \u0026lt;- - 65% of a high schools students will complete the requirements to earn the Honors Seal on their diplomas. The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. 65% of a high schools students will take the ACT. The percent of students taking the ACT will meet or exceed the trend goal each year. Performance on the ACT Performance on the ACT Taking Advanced Placement Examinations Taking Advanced Placement Examinations Performance on Advanced Placement Examinations 90% of a high schools students who take the ACT will earn a score of at least 19. The percent of students earning a score of 19 or above on the ACT will meet or exceed the trend goal each year. 65% of a high schools graduates will take at least one AP examination. The percent of students taking at least one AP examination will meet or exceed the trend goal each year. 90% of a high schools students taking AP examinations will score a 3 or above. Your Results Growth Goal Your Growth Your Score 445 i i I LRSD High School Quality Indicators (continued) Baseline\nYear 1998-99 1998-99 1998-99 Grade Levels 11-12 12 12 LRSD Indicators Performance on Advanced Placement Examinations Completion of Graduation Requirements Completion of Graduation Requirements The percent of a high schools students earning a score of 3 or above on AP examinations will meet or exceed the trend goal each year. 100% of a high schools seniors will complete all the graduation requirements prior to participation in the graduation ceremony. The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the trend goal each year.___________________ ^Reslilts Growth Goal Your Growth Your Score 45Rewards for Schools The District shall develop a system to reward (a) Quality Schools - schools absolutely meeting all the performance indicators established by the Arkansas Department of Education and (b) Improving Schools - schools demonstrating improvement, meeting a preponderance of the trend and/or improvement goals established by the Arkansas Department of Education and LRSD. The following points are established for each indicator. They will be added to determine a schools total score. 0 1 2 3 Declined in performance from previous year or semester Maintained last years performance and/or improved but did not meet trend/improvement goal Met trend/improvement goal Exceeded trend/improvement goal A definition of preponderance and the number of minimum points required for rewards will be established. Quality Schools and Improving Schools Quality Schools and Improving Schools may be recognized and rewarded in the following ways, as determined by the Superintendent: I a. b. c. d. e. f. A presentation will be made to the Board of Education on the schools achievements involving both staff and parents, a press release commending the schools performance will be issued, and schools will be featured in District publications, on cable television, and on the web page. The school may be designated as a mentor school and granted resources to provide technical assistance and support to another school in the District identified for improvement. I As appropriate, the District will support a schools application for state and national recognition in the national Blue Ribbon School program. The District will collaborate with the community to identify other possible recognitions of the schools progress and achievement. Schools will receive a grant to encourage and facilitate further improvement. The amount of the grant will be determined by annual budget appropriations. Awarded funds will be used for innovative programs, to provide additional materials and supplies, to support technology enhancements, to improve meaningful parent involvement, and/or for professional development of the staff. Each school will receive a banner/flag that celebrates its success.Rewards for Staff and Students Each Quality and each Improving School is encouraged to design, in collaboration with parents and the community, celebrations of success and recognition for contributing teachers, teacher teams, other staff, and parent/community volunteers, as well as students who meet the performance goals. Sanctions According to ADE and the State Board of Education, sanctions in the ACTAAP system are applied for the purpose of improving teaching and learning, not for punishing schools or the people in them. The LRSD supports this view. I Each Arkansas school is expected to achieve annually a minimum percentage of its total possible points assigned for the performance indicators in the ACTAAP system for accountability. Failure to do so will result in the following designations, as determined by the Arkansas Department of Education: First year: Second year: Third year: Fourth year: Fifth year: Sixth year: High Priority Status Alert Status Low Performing Status Academic Distress Phase I Status Academic Distress Phase II Status Academic Distress Phase III Status To be eligible for removal of any sanction designation, leading up to, but not including. Academic Distress Phase I, a school must attain the minimum percentage of its total possible points for two consecutive years. Once classified as Academic Distress Phase I, a school must comply with the rules and regulations to be promulgated by the ADE in order to be removed from this category. Failure to do so will result in the designation of Academic Distress Phase II, and so forth. The District will not identify schools for sanctions. Rather, the District will ensure the following levels of technical assistance and/or corrective actions for schools identified for improvement by the Arkansas Department of Education. In other words, the District will form a partnership with each school in need of improvement and will assist and support that school in its improvement efforts. To that end, the District has reorganized staff in the Division of Instruction to form a multidisciplinary School Improvement department. A common mission for all Division of Instruction teams will be to help schools help students achieve the challenging standards established by the Arkansas Department of Education and the LRSD and as measured by the various performance, trend, and improvement indicators. The assignment of a Broker for each school is another level of support. 47I I The following technical assistance and support services are established for schools requiring improvements\nTechnical Assistance and Support for Schools Identified for Improvement I i I (f I Year/Stetus/iv Definition ' YEAR ONE: WARNED The first year that an LRSD school fails to meet its performance, trend, and/or improvement goals. LRSD Assistance/Support \u0026gt; J?/'\n,., The Superintendent will ensure that staff are designated to: 1. 2. 3. 4. 5. 6. Ji Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waivers of any policies or regulations that impede the ability of the school to education its students. Conduct a School Improvement Audit to determine the extent to which the Campus Leadership Plan is being implemented at the school. Require the recommendations from the School Improvement Audit to be addressed in the following years School Improvement Plan, if not possible to do so immediately. Monitor regularly and conduct formative evaluations of the implementation of the School Improvement Plan, reviewing with the principal and the Campus Leadership Team formative data and making suggestions for modifications and adjustments to the implementation plan. Provide the principal, the broker, members of the Campus Leadership Team, and other appropriate staff opportunities to participate in professional development activities that should lead to school improvement. . Assiigrted Responsibility Testing and Program Evaluation Team Technical Assistance Team\nCurriculum/ Instruction Team Technical Assistance Team Associate Superintendent for School Services Associate Superintendent for School Services Professional Development Team\nCurriculum/ Instruction Team\nAssociate Superintendent for School Services 481 Year/Status/ Definition LRSD Assistance/Support Assigned ' Responsibility YEAR TWO: HIGH PRIORITY STATUS The Superintendent will ensure that staff are designated to: I I I i i I A school identified by ADE that for two consecutive years fails to meet the performance, trend, and/or improvement goals. 1. 2. 3. 4. 5. Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waives of any policies or regulations that impede the ability of the school to educate its students. Conduct a comprehensive Curriculum Audit to determine the extent to which the school is implementing the District curriculum and the quality of its interventions for students not meeting the standards. Require that the recommendations from the Curriculum Audit be addressed in the following years School Improvement Plan, if impossible to do so immediately. Possibly mandate the implementation of specific actions, professional development, or programs to address needs identified in the Curriculum Audit and/or the analysis of disaggregated student performance data. The District shall take corrective action during the High Priority Status Year through one or more of the following: (a) (b) (c) (d) Decrease the decision-making authority of the Campus Leadership Team. (b) Require participation in remedial training or professional development, and then implementating the necessary changes. Reflect the schools low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school. Replace the school principal. Testing and Program Evaluation Team Technical Assistance Team\nCurriculum/ Instruction Team Curriculum/ Instruction Team\nPlanning and Development Team Associate Superintendent for School Services Associate Superintendent for School Services 49! Year/Status/ Definition LRSD Assistance/Support \\ Assigned Responsibility 1 Year Three: Alert Status The Superintendent will ensure that staff are designated to: I i A school identified by ADE that for three consecutive years fails to meet the performance, trend, and/or improvement goals. 1. 2. 3. 4. 5. i Inform the principal, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation and its implications. Conduct follow-up or monitoring of implementation of School Improvement and Curriculum Audit recommendations. Mandate appropriate specific actions, professional development, and/or programs to address student needs. Continue to provide appropriate technical assistance as the school develops and implements its School Improvement Plan. The District shall take corrective action during the Alert Status Year through one or more of the following\n(a) (b) (c) (d) Decrease the decision-making authority of the Campus Leadership Team\nRequire participation in remedial training or professional development and then implementing the necessary changes\n(Reflect the schools low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Testing and Program Evaluation Team Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services 50 . X^Yeai/Status/ a ^^^Definition LRSD Assistance/Support 'W Assigned Responsibility i Year Four: Low Performing Status The Superintendent will ensure that staff are designated to apply one or more of the following sanctions: A school identified by ADE that for four consecutive years fails to meet its performance, trend, and/or improvement goals. 1. 2. 3. 4. 5. Revoke the authority of the school to design its School Improvement Plan. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Associate Superintendent for School Services Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services 51YearZStatus/ Definition LRSD Assistance/Support ILL Assigned Responsibility YEAR FIVE\nACADEMIC DISTRESS PHASE I STATUS The Superintendent will ensure that staff are designated to apply one or more of the following sanctions: A school identified by ADE that for five consecutive years fails to meet its performance, trend, and/or improvement goals. 1. 2. 3. 4. 5. Revoke the authority of the school to design its School Improvement Plan. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Sanctions for Central Office Associate Superintendent for School Services Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services Effective Year Two, upon the Superintendents recommendation, the performance evaluations of central office staff designated to provide leadership in human resources, teaching and learning, school improvement, school services, administrative services, and technology, including members of the Superintendents Cabinet, shall also reflect the schools low performance if it can be determined that they shared responsibility, through their decisions or actions, or lack thereof, for the low achievement of schools identified for sanctions. Sanctions for the Superintendent will be determined by the Board of Education. 52School Role When Identified for Sanctions Each school identified for sanctions shall: a. In consultation with central staff and the Campus Leadership Team develop or revise a School Improvement Plan in ways that have the greatest likelihood of improving the performance of all children in meeting the expected improvement b. c. d. e. f. goals outlined in ACTAAP and the Quality Index. Align all the schools systems and resources behind the effective implementation of the plan. Submit the plan in a timely manner to school and District-level staff for review, feedback, and approval. Implement the plan, conducting self-monitoring on a frequent basis to determine success and then making appropriate adjustments. Consult frequently with District-level staff assigned to support the school and to provide technical assistance. Improve the skills of its staff by providing effective professional development activities. At least ten percent of the Title I funds (if received) shall be committed over a two-year period to professional development\nor the school must otherwise demonstrate that it is effectively carrying out professional development activities from other funding sources. Decisions about how to use the professional development funds shall be made by teachers, principals, and other school staff in that school during the first year a school is identified for sanctions. Definitions ! School Improvement AuditThis audit will include a review of the meeting minutes of the Campus Leadership Team, the participation level of CLT members, quality of the School Improvement Plan, use of disaggregated data for decision-making, action research projects underway, sense of collective responsibility, quality of professional development, etc. If the school receives Title I funds, the audit will include determinations of the extent to which the school is in compliance with federal regulations and expectations. The audit team will be composed of staff from both the central office and campus levels. A written report will be compiled by the audit team and then approved by the Assistant Superintendent for School Improvement and the Associate Superintendent for School Services. It shall be provided orally and in writing to the Assistant Superintendent for School Services, the principal, the broker, and the Campus Leadership Team. Copies will be provided to the Superintendent, the Cabinet, and other appropriate central office staff who need to be involved in the schools improvement efforts. 53Curriculum Audit^The comprehensive curriculum audit will include a review of the schools master schedule, its curriculum maps, its ACSIP plans and processes, observations of classrooms, the extent to which the District curriculum is being implemented, the professional development experiences of the staff, the quality and use of instructional materials, learning climate, academic guidance, etc. The audit will include interviews with most staff and representative numbers of students and parents. The curriculum audit team will be composed of both central office and campus-level staff. A written report will be compiled by the audit team, approved by the Associate Superintendent for Teaching and Learning and provided orally and in writing to the Associate Superintendent for School Services, the Assistant Superintendent for School Services, the principal, the broker, and the Campus Leadership Team. Copies will be provided to the Superintendent, the Cabinet, and other appropriate central office staff who need to be involved in the schools improvement efforts. 54! Nomination Form Recommendation for Individuals to be Appointed ! i I I Year Name Phone (Home) (Work) Mailing Address ! Representative Group on Campus Leadership Team Parent __Student Representative (Optional) (Optional) __Community Representative __Auxiliary Staff Representative __Business Representative __District Representative If applicable, name of person nominating or recommending\nAppointee Acceptance: I hereby voluntarily accept the appointment to the Campus Leadership Team. I have read and understand the Leadership Team expectations and agree to work in the best interest of the campus and school district. Date Signature of Appointee 551 t Campus Leadership Team Nomination Form Year Name of Nominee Phone Campus Assignment I Representative Grouping on Campus Leadership Team __Classroom Teacher __Staff Member (Specify job title) I hereby voluntarily accept this nomination and will serve if elected to serve on the Campus Leadership Team. I have read and understand the Leadership Team Membership expectations and agree to work in the best interest of the campus and school district. Date Signature of Nominee Please return to the principal five working days prior to the election. I i j 56Little Rock School District Application for Local or State Waiver Name of school:________________________ Date of approval by Campus Leadership Team Principals Signature______________________ Date Waiver proposals are required if a school wishes to deviate in any way from federal or State regulations or from LRSD board policies and administrative regulations, including teacher contract or Board-approved curriculum for elementary, middle, or high school. Examples. To Title I schoolwide project without the required percentage of free/reduced lunch counts. To waive a state requirement relating to accreditation. To add a special needs/interests class, to waive a required course yet deliver it differently\nto waive prerequisites or established credit or length of time taught\nto combine courses into a new interdisciplinary course\netc.) Proposal Information: 1. What is the program/course for which a waiver is requested? (Example: To add a remedial reading program for grade 6 students) 2. Describe the specific student needs that this proposed program/course or proposed deviation from the approved curriculum will meet that are not being met. (Example. To provide phonemic awareness and decoding instruction for students who cannot yet decode fluently and to provide adequate on-level reading practice to develop automaticity and a significantly expanded vocabulary across the curriculum) i i 613. Explain how the proposed waiver will enable your school to improve student performance to meet the districts performance goals in the Strategic Plan, to address performance indicators in the Quality Index, to meet Title I performance expectations, and/or to address COE and Smart Start requirements. (Example: Thirty-seven of our incoming sixth graders are currently performing at the below-basic level on ACTAP and in the bottom quartile on the SAT9 in reading. By dividing these students into two or three smaller classes and providing targeted instruction to meet their needs, the Campus Leadership Team believes that the schools average performance will improve and the school will have fewer students performing at the lowest levels. I 1 I i 4. Briefly summarize the specific research findings upon which your proposal is based. (Example: The findings of Finnell, Lyons, DeFord, Bryk, and Seltzer in their 1994 study support the implementation of such programs as Reading Recovery, in large part due to the programs one-to-one tutoring and assistance. Etc. Or: Robert E. Slavin and Olatokunbo Fashola in their 1998 publication. Show Me the Evidence! identified four sets of conditions that are present in effective programs from a review of hundreds of research articles: (1) Effective programs have clear goals, emphasize methods and materials linked to those goals, and constantly assess students progress toward the goals. (2) Effective and replicable programs have well-specified components, materials, and professional development procedures. (3) Effective programs provide extensive professional development. (4) Effective programs are disseminated by organizations that focus on the quality of implementation. ) Ii 3 ! I I 1 5 How, specifically, will you evaluate your success, both formatively and summatively? (Example: Formative Evaluation: We will monitor student performance in this new program on a weekly basis with teacher-designed assessments and the use of informal reading inventories. We will track these thirty-seven students grades in all their classes and intervene as necessary. Each student will keep a log of books read so that increasing levels of difficulty can be monitored. At least one parent conference will be conducted monthly to determine parents observations and to seek their assistance. Summative Evaluation: Students quarterly grades in all their classes, student performance on the SAT9 and ACTAP.) Formative: Summative: 6. Describe, if appropriate, the following: professional development plan\ninstructional . ____________________________AlzxnmAnt* materials to be used\ncurriculum planning and writing\nassessment development\nand/or other projected activities and/or costs that the proposal will entail. (Attach pages as necessary.) I !7. How will this proposed program be funded? (Example: Reallocated Title I dollars, grant revenue\netc.) Note- If this Waiver Application is approved, it is approved for one year only and must be renewed the following year. At the end of the second year, the renewed approval will be granted for a third year only if the results of the program evaluation are positive in improving student achievement outcomes. The following signatures signify approval of this Waiver Application by the principal and members of the Campus Leadership Team. Principal Central Office Use: I ___Approved ___Disapproved ___Approved ___Disapproved Asst. Supt. Assoc. Supt. Date Date ___Approved ___Disapproved Assoc. Supt.. Date ___Approved ___Disapproved Superintendent Date 60Ur School Climate Survey for Parents *SA= Strongly Agree A= Agree D= Disagree SD= Strongly Disagree DK= Dont Know *SA A D SD DK I 1. Teachers do whatever it takes to help students be successful. 2. Teachers grade fairly. 3. lam familiar with the goals of the school. 4. Teachers share their enthusiasm for learning with their students. 5. Parents and students feel safe while at school. 6. Students feel safe riding the bus to and from school. 7. The school campus is clean and welcoming. 8. School personnel ask my input concerning school goals. 9. I feel comfortable talking to school administrators. lO.Adequate help and guidance are readily available. 11 .Students sense a feeling of commimity and belonging within the school family. 12.1 support the school by attending meetings and events. 13.1 have been informed about the role of the Campus Leadership Team._____________________________________________ 14.The school reaches out to involve parents and community in school improvement efforts through the Campus Leadership Team. 15.The primary focus of the school is on student learning. 16.Students needing academic support or tutoring receive it. 17.Homework is reasonable and meaningful.__________________ 18.A wide variety of extracurricular activities are available to students.___________________________________________ 19.Transportation problems are resolved promptly. 20.Offrce personnel are courteous, friendly, and helpful. 21.All visitors are made to feel welcome by the school staff. 22.My students school offers me a variety of opportunities to be involved school improvement efforts.__________________ 23.Our school has extensive parent and commimity involvement. I 61 *SA= Strongly Agree A= Agree I\u0026gt;= Disagree SD= Strongly Disagree DK= Dont Know School Climate Survey for Teachers 1 *SA A D SD DK 1. The primary focus of the school is on teaching and learning.______________ 2. Adults and students feel safe while at school._________________________ 3. School buildings are generally well maintained._______________________ 4. Administrators encourage frequent and open communication with students, teachers, parents, and community._________ 5. Administrators clearly communicate the importance of high expectetions. 6. Administrators value the diversity of our school. ____________________ 7. Students know where to go for help with personal problems. 8. School personnel respond sensitively to the ethnic and cultural differences among the students in this school.___________________________ ____ 9. Students demonstrate concern and respect for each other._______________ 10. Students behave appropriately in the classroom setting.__________________ 11 I was asked for my input on school goals.____________________________ 12. Building administrators provide the support I need with student behavior problems.__ ______________________________________ _________ 13 A11 students have the opportunity to participate in extracurricular activities. 14. Office personnel are courteous, friendly, and helpful.___________________ 15. Resources needed for effective teaching are adequate. ________________ 16. Adequate personnel are available to meet the educational goals of the school. _______ ______________________________________ __ 17. Technology is used to meet the instructional goals of the school.__________ 181 feel comfortable sharing my concerns with building administrators. ~ 19. The district and my school provide adequate opportunities for professional growth in instructional strategies.__________________________________ 20. Professional development sessions are aligned with district and school goals for improved student achievement.___.______ 21. Teachers in this school know and apply effective teaching strategies.______ 22.1 understand the role and purpose of the Campus Leadership Team._______ 23.1 have sufficient autonomy to perform my job.________________________ 24.1 am kept informed about what is going on in the school._______________ 25. Communication between students and teachers is excellent._____________ 26. It is clear who is responsible for what in the school. ________________ 27. Discipline is fair and adequate in the school._____ ____________________ 28. Communication between teachers and administration is excellent. 29.1 engage in honest, respectful communication with students._____________ 30. Students in this school receive equal treatment regardless of race.________ 31. The curriculum is designed so that objectives, instruction, and assessment are aligned._________ __ ____________________________________ 32.1 am involved in developing school-wide strategies to reduce the incidences of drugs, weapons, and violent acts in my school.__________________ 62- School Climate Survey for Students *SA= Strongly Agree A= Agree 1\u0026gt;= Disagree SD= Strongly Disagree DK= Dont Know *SA A D SD DK i I 1. Teachers do whatever it takes to help me be successful._______ 2. Teachers grade fairly.___________________________________ 3. Teachers give frequent, positive feedback to motivate me. 4. Teachers expect everyone to participate in class.____________ 5. Learning is exciting at my school._________________________ 6. I feel safe at school,__________________________________ __ 7. I feel safe riding the bus to and from school.________________ 8. School buildings are well maintained and clean._____________ 9. The school grounds are clean and attractive._______________ 10. I receive help in goal setting and career planning.___________ 11. Help and guidance are available for all students in this school. 12. Concern is shown for ethnic and cultural differences in my school. _____________________________ 13. Students show concern and respect for each other. 14. I feel accepted in my school._________________________ 15. We make new students feel welcome in our school._________ 16. Students who need extra learning time or tutoring receive it. 17. Homework is reasonable and meaningful.________ 18. Extracurricular activities are available to the students at my school. __________ ___________ _________________ 19. Teachers encourage participation in extracurricular programs. 20. I am satisfied with my progress in school. ______________ 21. Computers are available for student use. *SA= Strongly Agree A= Agree I\u0026gt;= Disagree SI\u0026gt;= Strongly Disagree DK= Dont Know School Climate Survey for Administrators SA A D so DK 1. Teachers do whatever it takes to help students be successful. 2. Faculty and staff feel safe working in the building before and after school. 3. Students feel safe riding the bus to and from school. 4. I encourage frequent and open communication. 5. I have the necessary training to resolve conflict. 6. I encourage the valuing of diversity at my school. 7. Students receive adequate help in educational goal setting and career planning from teachers and counselors. 8. My staff and I have been successful in reducing the incidences of drugs, weapons, and violent acts in our school. _______________________ 9. My school has extensive parent and community support. 10. Community organizations actively recognize students achievement in both academics and extracurricular activities. 11. I have a plan to reach out and engage parents and community in school improvement efforts. 12. The primary focus of the school is on teaching and learning. 13. The vast majority of classroom time is devoted to instruction based on the school curriculum. 14. Interruptions to learning are kept to a minimum. 15. All staff participates in professional development that focuses on improved student achievement. 16. Students are encouraged to participate in a wide variety of extra curricular activities. 17. All students have the opportunity to participate in extra curricular activities. 18. Transportation problems are resolved promptly. 19. Office personnel are courteous, friendly, and helpful. 20. Technology is used to meet the instructional goals of the school. 21.1 have the training necessary to evaluate teachers who are working with new curriculum. 22. The district provides adequate professional development to help me be an effective instructional leader. 23. Students are treated in ways which encourage success rather than focusing on failure. 24. Teachers have the same expectations for academic achievement for students of all races. 25. Teachers use textbooks, materials, and different ways of teaching which are fair to students of all races and lifestyles. ________________ ___ ______________________ 26. Teachers are well trained and current in the subjects they teach. 1. Action Plan 2. Baseline 3. Benchmark 4. Brainstorming 5. Competitive Benchmark 6. Consensus 7. Consensus Decision FUNCTIONAL VOCABULARY Specific method or process to achieve results called for by one or more objectives. An objective assessment of an organizations true operational level. A measurable/performance-based statement. An idea-generating technique that uses group interaction to generate many ideas in a short period of time in a non-judgmental manner. Measuring products, services and processes against the toughest competitors. A state where everyone in the group supports an action or decision, even if they dont agree. A decision made after all aspects of an issue have been reviewed to the extent that everyone has participated in the decision. 8. Customer The person, group, or organization that uses the product, services or information you provide. 9. Improvement Plan 10. Indicators t I 11. Intervention A plan to determine what advice, assistance, training, materials or other resources you may need. They guide the team in determining schedules and identifying benchmarks. Measures of how well you are meeting customers needs and reasonable expectations. They are measures of the degree of conformance to valid requirements. A significant event or process to solve the problem. 12. Mission A statement of what an organization does and why. The actions for carrying out the vision of the organization. 13. Priority The highest need as indicated by supporting data. 14. Process A set of work activities that are characterized by a set of specific inputs and value added tasks that produce specific outputs.Updated Elementary School School Improvement Planner Date Mission StatementSchool School Improvement Planner Date Priority 1\nSupporting Data\nGoal: Benchmark\nIntervention: Actions Person(s) Responsible Timeline (Startirig- Ending dates) Resources Source of Funds (enter amount) District TiUe I APIG i JI Annual School Improvement Plan Implementation Timelines Dates Activity 1. Each school will follow the State NCA/ COE Evaluation Planning Process Varies depending on cycle - but once every five years Person Responsible School Improvement Planning Team 2. Deletions to specific actions on 5-year plan 3. Additions to specific actions on 5-year plan 4. Draft plan with revisions submitted 5. Final copy yearly School Improvement Plan submitted 6. Brief narrative for revisions January 1 January 1 March 15 September 15 September 15 March 15 March 15 Campus Leadership Planning Team Campus Leadership Planning Team Principal Principal Principal *Additional Title I information may be required for the State Report.ARKANSAS COMPREHENSIVE TESTING, ASSESSMENT AND ACCOUNTABILITY PROGRAM Arkansas Department of Education Raymond Simon, Director June, 1999 1I FOREWORD I The following document outlines the provisions of the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) that encompasses both Smart Start and Grades 5-12. It represents the culmination of twelve months of planning, discussion, and interaction with hundreds of administrators, teachers, and school patrons, as well as members of the State Board of Education, governors office, and legislature. The authority to implement ACTAAP is firmly established in legislation by Act 999 of 1999. These revisions to ACTAAP continue to build upon the progress made by the enactment of Arkansas Code Amiotated 6-15-401 through 6-15-407 (Supp. 1997) and 6- 15-1001 through 6-15-1006 (Supp. 1997) from previous legislative sessions. Act 999 of 1999 amends various sections of those statutes to put in place an expanded program. In addition, ACTAAP incorporates the findings of the Excellence in Arkansas Public Education Task Force as reported in October 1998 as well as Arkansas Code Annotated 6-20-1601 through 6-20-1610 (Supp. 1997) which provides for sanctions for school districts which fail to perform at the established achievement levels. Written comments should be directed to Dr. Charles D. Watson, Program Manager in the office of Public Relations and Special Projects, or sent via e-mail to: actaap@arkedu.kl 2.ar.us I 2 IINTRODUCTION The Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP), a comprehensive system encompassing high academic standards, professional development, student assessment, and accountability for schools and students, has the following purposes: To improve student learning and classroom instruction\n To provide public accountability by establishing expected achievement levels and reporting on student achievement\n To provide program evaluation data\nand To assist policymakers in decision-making. Based on principles of rigor, clarity, and fairness, ACTAAP makes student achievement of the academic standards the shared priority of all public schools, school districts, education service cooperatives, and the Arkansas Department of Education (ADE). It will result in improved teaching and learning. It will identify successful schools and programs and encourage replication of those successes. It will encourage individual schools and school districts to reflect on their practices, take corrective actions, and receive support from state agencies. Finally, it will fulfill the requirements of various Arkansas statutes, including Act 999 of 1999, which mandates that all students in the public schools of this state demonstrate grade-level academic proficiency through the application of knowledge and skills in the core academic subjects consistent with state curriculum frameworks, performance standards, and assessments. 3 i iACADEMIC STANDARDS ) I The first component, a set of clear, challenging academic standards, defines what students should know and be able to do in the basic academic core. Arkansas academic standards are delineated in ten state curriculum framework documents. Written by Arkansas classroom teachers, the curriculum frameworks are revised on a five-year schedule to ensure that state learning expectations will prepare students to succeed in increasingly more demanding post secondary education and in an ever more competitive job market. As part of Smart Start and as a support and supplement to the curriculum frameworks, K-4 Benchmark documents in Language Arts and Mathematics have been created. These documents are examples of how a school district might implement the curriculum frameworks by grade level. The K-4 Benchmark documents also contain suggested instructional strategies, classroom assessments, and a grade-level skills checklist. Other supportive curriculum documents built around the academic standards are under development. I 4PROFESSIONAL DEVELOPMENT The second component, professional development, is a coordinated set of planned, research-based best practice, learning activities for teachers and administrators which are standards-based and continuous. It shall be tied with school improvement planning and with licensure renewal requirements. Thirty approved professional development hours annually will be require^foreach jellified employee in thcTscHool district. Bcginning in January 2002, thirty approved professional development hours annually over a five-year period shall be required to renew a teacher or administrator license. To be eligible, professional development activities must produce teaching and administrative knowledge and skills designed to improve students academic performance. Such activities may include approved conferences^ workshops, institutes,, individual learning, mentoring, peer coaching, study groups. National Board for Professional Teaching Standards Certification, distance i learning, internships, and college/university coursework. Approved professional development activities shalTfelate to the twelve areas adopted by the State Board of I A Education: content (Grades K-12)\ninstructional strategies\nassessment\nadvocacy/leadership\nsystemic change process\nstandards, frameworks, and curriculum aligiunent\nsupervision\nmentoring/coaching\ninstructional technology\nprinciples of leaming/developmental stages\ncognitive research\nand building a collaborative learning community. All approved professional development activities, whether individual or school wide, shall be based on the improvement of student achievement on state- mandated criterion-referenced examinations and other related indicators as defined by ACTAAP. i i 5 I j 1STUDENT ASSESSMENT The third component is a student assessment program, which includes both criterion- referenced and norm-referenced tests in the academic core. Criterion-referenced tests are customized around the academic standards in the Arkansas Curriculum Frameworks and are developed by committees of Arkansas teachers. These criterion-referenced tests are administered to establish the level of student achievement of the state academic standards and to compare the level of student achievement with the expected performance levels set by the State Board of Education. Norm-referenced tests provide information to compare the performance of Arkansas students against the performance of a sample of students from across the country (norming/standardization group). Because norm-referenced tests are not built exclusively around Arkansas academic standards and because their purpose is to group students based on their performance relative to the norming group, they can best be used for assisting in broad program evaluation and in individual student diagnosis. Norm- referenced test data will not be a primary state-mandated indicator within the accountability component, but will be reported annually on the School Performance Report. State-Mandated Assessments The results of all assessinents should be used during the school improvement planning process to help the school focus on the Arkansas academic standards and the need to increase proficient student performance around those standards. State-mandated assessments shall be as follows: __________Assessments Criterion-Referenced Primary Benchmark Intermediate Benchmark Middle Level Benchmark End-of-Course - Algebra I End-of-Course - Geometry End-of-Course - Literacy Norm-Referenced Grade Level Grade 4 Grade 6 Grade 8 When Completed When Completed Grade 11 Grades 5,7, and 10 Month Administered April April April January/May January/May January/April September The Primary, Intermediate, and Middle Level Benchmark Exams, as well as the End-of- Course Exams, will be given late in the school year to allow maximum instructional time for covering the academic standards. Special provisions will be made for an alternate administration in January for those secondary students on a block scheduling system. The Literacy End-of-Course Exam will be given to students in Grade 11 to allow time for additional remediation, at the schools option, before graduation. These exams are tailored to Arkansas curriculum standards, and their performance levels are absolute and held constant over time. The results of the End-of-Course Exams shall become a part of each students transcript or permanent record. 6An academic improvement plan means a plan which details supplemental and/or intervention an ^remedial instruction in deficient academic areas. One_shall_be developed for eachj^dent not performing at the proficient level in every portion of the criterion-referenced examinations. I I i I I i The norm-referenced tests will be given in early fall of the school year in order to provide teachers with immediate and initial performance assessment data on students currently enrolled or newly enrolled in classes and content areas. The performance of Arkansas students taking the norm-referenced tests in the fall will be compared to the performance of a norming group who took the same tests during the same period in the fall, thus ensuring the reliability, validity and fairness of comparison. Score reports will be returned early in the school year for classroom teachers to use the testing information to address the individual student learning needs, and to modify the instructional program, teaching strategies, and/or classroom assessments as needed. Instruction then can focus fully on the Arkansas academic standards throughout the year and on increasing proficient student performance around those standards. Schools may request a waiver from the fall to a spring testing date. Such waivers will only be granted after a written plan is presented to the ADE and the schooT^gfees to the guidelines as established. The timifig'of sucKrequests must also fall wthin the deadlines as established by the testing company. As another part of the student assessment program for Grades K-4, schools shall select performance assessments or screening/diagnostic tools to assess primary grade students. Any student in Grades K-4 failing to perform at the proficient level in reading and writing literacy or mathematics shall be evaluated as early as possible within each of the Grades K-4 academic years. Those students shall be evaluated by personnel with expertise in reading and writing literacy or mathematics who shall develop and implement an academic improvement plan, using ADE sanctioned early intervention strategies for Grades K-1 students~and remediation ^ategies for Grades 2-4 students. These strategies should assist the students in achieving the expected standard. i Schools serving Grades 5-12 shall establish a plan to assess whether children are performing at the proficient level in order to help assure eventual success on every portion of the Intermediate, Middle Level, and End-of-Course Benchmark Exams. For accountability purposes, no points will be assigned for the results of these performance assessments or screening/diagnostic tools. 1 i Act 855 of 1999 mandates that students in Grades K-3 not performing at grade level during the regular school year shall participate in an ADE approved remediation program or a summer school remediation program to be eligible for promotion to the next grade. Those schools electing not to offer a summer school program shall offer an ADE approved remediation Crogram during the regular school year to students in Grades K-3 not performing at grade level. 7Optional Assessments I ! There are other assessments which are optional for student and school participation. These include the National Assessment of Educational Progress (NAEP), college entrance examinations (e.g., ACT and SAT), Advanced Placement testing, PLAN, EXPLORE, and others. Some of these may be included as indicators on the School Performance Report or in the aimual school report to the public. Note: Although NAEP is optional for individual school districts, state participation is mandated by Act 999 of 1999. I t 1 8i 1 ACCOUNTABILITY FOR SCHOOLS AND STUDENTS Accountability is a comprehensive, focused process designed to improve student learning. It is a shared responsibility of the state, school, district, public officials, educators, parents, and students. I The ACTAAP accountability model focuses on each individual school and is constructed around a three-tiered system that includes statewide indicators, individual school improvement indicators, and a locally-generated school accountability narrative. Once 1 appropriate time has elapsed to evaluate trends and improvement expectations in a sufficient number of indicators and a statistically defensible point assignment system can be developed, points for each of the'statewide and individual school improvement indicators will be given. This point system will form the basis for rewards and sanctions. I 1 These three tiers allow for meaningful and appropriate state and local involvement to implement accountability within clearly articulated parameters. ACTAAP encourages proactive corrections by individual schools and their local districts through the development and application of strategies using the school improvement process as a planning instrument. Performance Levels The primary goal of the accountability system is to assure that all students achieve grade-level performance. In this system, grade-level performance is defined as performing at the proficient or advanced level on state-mandated criterion-referenced tests. Four performance levels have been established for these exams: advanced, proficient, basic and below basic. The only test for which scaled scores defining these levels have been set is the Primary Benchmark Exam. Similar scales will be established by the State Board of Education as additional tests are completed and data become available. Performance Levels for the Primary Benchmark Examination i I Performance Level Advanced Proficient Basic______ Below Basic Scaled Score Ranges for Performance Levels for ______Mathematics____ 250 and above_________ 200-249______________ 155-199_______________ 154 and below Scaled Score Ranges for Performance Levels for Literacy 250 and above 200-249 179-199 178 and below (*Performance is subject to adjustment on a periodic basis due to statistical scaling and variability in the test.) 9Public Reportine 1 Each public school in Arkansas will have a School Performance Report that will be created through the combined efforts of the local school, school district, and the ADE. The School Performance Report will provide parents and the public data upon which to evaluate their schools and provide benchmarks for measuring school improvement. Although results from the schools performance on the three-tiered system will be the primary focus of the School Performance Report, other indicators may be included as determined by law or State Board of Education rules and regulations. I Although the same standards of student performance will be expected from all students, assessment data will be analyzed and reported separately for three student classifications: special education, limited English proficiency, and high mobility. The purpose of tracking performance of these student groups is to focus on narrowing the achievement gap between them and their normally higher performing peers. For purposes of this reporting, the following definitions apply: I I i Special education students are those determined to be eligible for special education services under the Individuals with Disabilities Education Act (IDEA) and who have an individualized education plan (lEP). The students lEP must stipulate that the student may participate in the mandatory assessments either with or without accommodations. Those unable to participate with or without accommodations will be referred to the Alternative Assessment program. Limited English proficiency students are those having a language background other than English and whose proficiency in English is such that the probability of academic success in an English-only classroom is below that of native English language students. The districts Language Assessment Committee must have determined that the students may participate in thFmandatory assessments either with or without accommodations. Those unable to participate with or without accommodations will be referred to the Alternative Assessment program. High mobility students are those who, at the time of spring testing, were not enrolled in the current school district on October 1 of the current school year or who, at the time of fall testing, were not enrolled in the current school district on October 1 of the previous school year. i Annual School Report to the Public\nEach year, each school will prepare a report to the parents and community. This report will include a narrative description (such as prepared under Tier III indicators) that will highlight the schools improvement plan and indicate progress made in implementing the performance indicators within that plan. Arkansas School Information Site (AS-IS): The ADE plans to make school accountability data available statewide through the Departments World Wide Web - as-is.org. This Web site will display school data based on student performance and other selected indicators. 10Annual ADE Report to the Legislature: The ADE shall report to the members of the House and Senate Interim Committees on Education on the progress of ACTAAP. The report shall be due on September 1, 1999 and annually thereafter. School Improvement Planning As part of the states accreditation process, each school is required to engage in the development and implementation of a school improvement plan based on priorities indicated by student assessment and other pertinent data. This plan is designed to ensure that all students demonstrate proficiency on all portions of\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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