{"response":{"docs":[{"id":"vrc_pec_35878","title":"Levi Elementary School, Prince Edward County, Va., 1999","collection_id":"vrc_pec","collection_title":"Edward H. Peeples Prince Edward County (Va.) Public Schools","dcterms_contributor":["Peeples, Edward H. (Edward Harden), 1935-","James Branch Cabell Library. Special Collections and Archives","VCU Libraries"],"dcterms_spatial":["United States, Virginia, Prince Edward County, 37.2243, -78.44108"],"dcterms_creator":null,"dc_date":["1999"],"dcterms_description":["Levi Elementary School for African Americans on secondary road 662 in Prince Edward County, Va. Tom Hoynes taking a photo in right foreground. Front view of building from the road. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Literacy","School improvement programs"],"dcterms_title":["Literacy plan"],"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/525"],"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\nJune 2 9, 2 0 0 1 ! Literacy plan Literacy for LR pupils raises scores Reading assessment shows improvement BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE I Two years into a new literacy ' program. Little Rock School District officials said Thursday that student achievement appears to be improving as shown by results from a reading assessment given to pupils in kindergarten through second grades. I About three-fourths of last years kindergartners and second-graders and almost two- thirds of first-graders had the necessary skills and knowledge to succeed at the next grade level, according to the results from the Developmental Reading Assessment Im happy to report that the little children in our district are learning to read, Bonnie Lesley, associate superintendent for cim- riculum, told the School Board on Thursday. More than 80 percent of kindergartners scored at or above a satisfactory level this past spring, up 8.5 percentage points from spring 2000. Similarly, 75.4 percent of sec- ond-graders showed they are ready for the third grade, up from 67.5 percent in ^e preceding  Continued from Page 1B by each teacher in individual observation sessions with pupils, is one component of the districts literacy program. District officials revamped the literacy program in 1999 to better prepare ^1 pupils to read independently by the time they finish third grade. When the program was started, about 30 percent of children were reading at a proficient or better level. The state goal for reading proficiency at the end of fourth grade is 100 percent. The revised literacy program was designed to create more uniformity in the instruction given in the districts 36 elementary schools, A moratorium was placed on any new supplemental reading programs, and other programs were abandoned. Each school set aside a 2 172 hour daily block of time for language arts and reading. In addition, curriculum standards, teacher training, classroom instruction and student testing were more tightly aligned as a result of the new literacy program. Most primary-grade teachers went through at least one week of the states Early Literacy Learning in Arkansas training program, Lesley said. The district purchased more than $350,000 in readii^ supplies over two years, and Animated Literacy, a phonics awareness program, was expanded to all kindergartens and will be added to the first grades in coming years. Lesley said the reading results are preliminary. The true measure Little Rock School District Developmental Reading Assessment results Developmental Reading Assessment scores are reported as the percent of students by grade who scored at or above the readiness\" level. \"Readiness'is defined as the necessary knowledge and skills for success at the next grade level. SPRING SPRING 2000 2001 CHANGE of the reading skills will be when year. A total of 63.8 percent of I children who have gone through first-graders scored at the readi- ness level, up from 53.6 percent in spring 2000. \"file reading assessment, done See UTERACY, Page 4B the new program take the state- mandated Primary Benchmark Exam at the end of fourth grade. When last springs assessment scores are broken down by race, both black and white children showed gains, but the gains made by black pupils were greater, Lesley said. That means there was a reduction in the achievement disparity between black and white pupils. Kindergarten 72.2% 80.7% 8.5% Grade 2 67.5% 75.4% 7.9% SOURCE\nLittle Rock School District Arkansas Democrat-Gazette which is a long-standing goal of the district Black pupils averaged gains of 6 percentage points to 9 percentage points over results from 2000, while whites  who traditionally score higher on standardized exams  averaged gains of 4.1 percentage points to 6.1 percentage points. Stephens, McDermott, Badgett and Baseline elementaries were cited by Lesley and by School Board members for dramatic improvements. At some grades in some schools, results improved by more than 40 percentage points. In some schools, more than 90 percent of children scored at a proficient level The highest performing schools in kindergarten were McDermott, Baseline, Fulbright, Gibbs and Brady schools. The highest performing schools in first grade were Williams, Carver, McDermott, Booker and Forest Park. The highest performing schools in second grade were Carver, Williams, Western Hills, Otter Creek and McDermott 'The district has not prepared parent reports on their childrens assessment results. Lesley said parents can get the school and student results from their childs elementary school. THURSDAY, MAY 8, 2003  LR literacy coach is teacher of year ARKANSAS DEMOCRAT-GAZETTE hosted the Teacher of the Year Debbie Sabo, a literacy coach Recognition Banquet for five at Chicot Elementary School, was years. Staff at each of the dis- named Teacher of the Year for tricts SO schools nominate their the Little Rock School District at colleagues for school and dis- a Tuesday evening ceremony at trict awards. This year, 67 teach- Stephens Elementary School. ers were honored\none from each Sabo, who previously taught elementary school, two each kindergarten for 18 years, was from the middle schools and as presented with numerous gift many as certificates and prizes including schools, airline passes, a computer, print- er, tickets to an athletic event and an athletic club membership. The gifts were donated by companies doing business in Little Rock. The Little Rock district has four from the highKtCBBSa Little Rock School District June 2,1999 The main thing is to keep the main thing the main THING! Dear Colleagues: What a yeai! I hope all of you have the sense of accomplishment that I do! The positive opportunities for the school district continue to develop. We have had great individual and collective accomplishments, but the most exciting aspect of the year has been that the instructional indicators are pointing to very positive future results. A parent and a teacher asked me how that could be true. Hadnt I seen the newspaper story showing results of the 4* grade literacy and math exam? Yes, but when we looked at those we noticed the schools that were pilots of the ELLA program K-3 and math, all had strong gains. Staff development has not been universally accepted or appreciated, primarily because of the many failed promises of programs and quick fix elixirs of the past! But this time this very basic and focused approach appears to be just what the doctor ordered. Most educational reformers who have produced results over time have agreed it is a matter of focuSgetting everyone on the same page with a standard or basic program. All the efforts of parents, students and teachers, regardless of the specialty, are focused to produce progress on a limited set of goals. ELLA training and the focused math training will continue to produce results on basic reading and math achievement goals. And let us not forget district graduates really had no peers when it came to top student awards in a number of state and national academic categories. Student activities have been a very pleasant surprise. The numbers of students participating grew impressively, and I know this helped to produce an improved year in student behavior. Many of you remember when state winners were most often decided within the schools of Little Rock, and Im talking about a variety of co-curricular activities. The district again has asserted itself with impressive performances in music, art, drama speech, debate and athletics. With the implementation of the middle schools and neighborhood schools our students and programs will only become stronger. Without question, the academic reasoning for middle schools and 9-12 high schools will provide academic strength, and it will have a positive impact with increased student participation in career/technical programs and co-curricular activities. (continued) 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000A^eh'ti1 I t-ren LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 I I June 24. 1999 To\nBoard of Education From\nDr. Bonnie Lesley,, AAss!sociate Superintendent for Instruction Through\nSubject\nAttached Dr. Leslie V. Gamine, Superintendent of Schools Review of PreK-3 Literacy Program Plan for the Board's information is a copy of the final draft of the PreK-3 Literacy Program Plan. The draft presented earlier to the Board of Education has been extensively reviewed over a three-month period. Every elementary principal and PreK-3 teacher received his or her own copy, and there have been multiple opportunities for all to provide input, including during the June 2-3-4 inservice. In addition, the plan has been reviewed by representatives of ODM, UALR, ADE, and other education colleagues, as well as by parent representatives. As a result of all this feedback, we confidently present thi'final draft/ Responses have been nearly unanimously supportive. They applaud a well-designed, coherent District plan that is clearly aligned with the Arkansas literacy curriculum framework. Smart Start, and Title I regulations and that includes professional development and program evaluation components. All are supportive of doing whatever it takes to improve student achievement. Early implementors of the Early Literacy Learning in Arkansas (ELLA), the centerpiece of the K-2 design, and Effective Literacy, the program for grades 3-4, were Dodd Elementary and Gibbs Elementary. The results of the spring 1999 Grade 4 Literacy Benchmark Examination for these two schools are extremely encouraging and predict what we as a District can do if we implement well the components of our plan. In 1997-98 only 22 percent of Dodd grade 4 students scored at the Proficient or Advanced levels. This year, 1998-99, 35 percent scored at those levelsan improvement of 13 percentage points! Review of PreK-3 Literacy Program Plan - Memo June 24, 1999 Page Two Gibbs posted even greater gains. In 1997-98 they had 28 percent scoring at the Proficient or Advanced levels. Their score jumped to 49 percent in 1998-99an improvement of 21 percentage points! The PreK-3 Literacy Plan also allows for the continuation of Success for All, provided that those schools are posting improved performance. Romine Elementary has been a leader in Success for All implementation. Their performance jumped from 13 percent at Proficient or Advanced levels in 1997-98 to 48 percent in 1998-99an improvement of a very impressive 35 percentage points! 1 Notable also is that Dodd decreased the percentage of students performing at the Below Basic level from 50 percent in 1997-98 to 30 percent in 1998-99an improvement of 20 percentage points. Gibbs reduced their percentage of Below Basic\" performers from 52 percent in 1997-98 to 22 percent in 1998-99an improvement of 30 percentage points. And Romine reduced the percentage of students at the Below Basic level from 58 percent in 1997-98 to 32 percent in 1998-99an improvement of 26 percentage points. f I I t These very dramatic gains are indicators of the soundness of the LRSD PreK-3 Literacy Program Plan design. To achieve these kinds of results at the District level will require our commitment, focus, and determination, as well as an alignment of our energy and resources behind the implementation. i This final draft includes only a few changes from the earlier one reviewed by the Board of Education in March. The following are most significant: Update of section on Involvement and Communication to include March, April, May, and June activities (p. 11)\nUpdate of section on Arkansas Criterion-Referenced Tests to include spring 1999 results (p. 12)\nAddition of paragraph on schools identified for school improvement for Title I (P. 13)\nAddition of suggested performance indicators under Plan Goals (p. 26)\nAddition of section on Technology in PreK-3 in response to questions regarding role of computer labs in current use (p. 37)\nAddition of section on Effective Literacy for Grades 2-4 to show its place in the overall plan (p. 40)\nAddition of section on Role of the Library/Media Center to clarify expectations and involvement (p. 42)\nAddition of more specific information on plans for ELLA training (p. 44)\nAddition of a paragraph clarifying need for waiver to implement Direct Instruction (p. 47). I f j tReview of PreK-3 Literacy Program Plan - Memo June 24,1999 Page Three Remaining changes were those relating to format, editing, and clarifying the original language. Implementation of the PreK-3 Literacy Plan is already in progress and will continue intensely throughout the summer in preparation for next fall. BAL/adgi ^n Individual Approach to a World of Yjiowledge RECSVEd August 28, 2001 AUG 3 J 20Q1 DKEGflEGAT(0NM0N(T0fl/N6 Ms. Ann Marshall Office of Desegregation Monitoring One Union National Plaza 124 W. Capitol Avenue Little Rock, AR 72201 Dear Ann: Enclosed in this package are three draft copies of our PreK-2 Literacy Program Evaluation, which is scheduled to go to the Board of Education in October. ( At your convenience I would like to schedule a meeting with you, Gene Jones, and Melissa Guilden to discuss the report and to hear your feedback and suggestions. Thanks so much for assisting us with this work. Yours truly, Bonnie A. Lesley, Ed.D Associate Superintendent of Instruction BAL/adg cc: Dr. Kenneth James Chris Heller 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 ^4 7^ -J October 12, 2001 'iViS^ fb, A.n Individual Approach to a World of Knowledge\" Ms. Ann Marshall Office of Desegregation Monitoring One National Plaza 124 W. Capital, Ste. 1895 Little Rock, AR 72201 RECEIVED OCT 1 8 2901 OFFICE OF DESEGREGATION MONITORING Dear Ms. Marshall: You will find enclosed a copy of our program evaluation for K-2 literacy: Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District, 1999-2000 and 2000-2001. The report is on the Boards October 25 agenda. As you will recall, Melissa Guilden participated on the design team for the PreK-3 Literacy Program Plan, so we hope that you will share this study with her so that she can see some of the fruits of her labor. Also, Gene Jones read drafts in 1999-2000 of the early literacy program evaluation, so he will probably be interested in this product as well. Although we know that two years is not nearly enough to draw summative conclusions about the effectiveness of our literacy program in the early grades, we are certainly pleased with these early, very positive results. With the careful review that we have conducted not only of the results of the eight different assessments, but also of our program strengths and weaknesses, we feel that we have more direction now for program improvement in 2001-2002. Please let me or Ms. Pat Price know if you have questions. Yours truly, Bonnie A. Lesley, Ed.D Associate Superintendent for Instruction BAL/adg Enclosure cc: Patricia Price Dr. Kenneth James 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 F John W. Walker, pa. Attorket AiLiW 112Z Bsoadway Rook, akkansas 72206 Tp.T.FtpgnNE (501) 374-3758 FAX (501) 374-4187 JOHN W, WALSER SHAWN CHILDS OF COUNSEL donna J. MeHENK? 6210 HaffiiaaoN Hoad LMTiE Sock, Tboke: (BOI) rra-was  Fax (SOl) 37^8 October 31,2002 Dr. T. Kenneth James SuperinteodJt of Schods Little Rock School Kstrict 810 West Markham little Rode. AR. 72201 Dear Dr. James: I am renewing my request for the infcnnation in my letter dated October 29, ^02. If I ation that the District has not utilized any understand your response correctly, it is your po^on that the (during each of the past three ye^) \u0026lt; \" documents in existence wherry the Kstnct has co^ad and paid for such. your po^on, it seems contrary to your nqxjits to the Court. are no services. Ifthis is if you are not aware who has this information. of such documents, please forward my request to the proper person iiacerety, Joy C. Springer' JCS/ cc: Ms. Ann MarshallLittle Rock School District OFFICE OF THE SUPERINTENDENT November 1,2002 Ms. Joy Springer Walker Law Firm 1723 Broadway Little Rock, AR 72206 Dear Ms. Springer: In response to your most recent request, you did not understand our response. It is not our position that we have not utilized consultants. Hovi/ever, our response remains the same. We do not have a document or documents to provide in response to your FOIA request, and we are not required to compile information or create a record in response to a FOIA request. Sincerely, T. Kenneth James, Ed.D. Superintendent of Schools TKJ/bjg cc\nChris Heller Clay Fendley Ann Marshall 810 West Markham Street  Little Rock, Arkansas 72201  (501) 447-1002 0 : John W. Walker, PA. Attorney AT Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (601) 374-3758 FAX (501) 374-4187 I I JOHN W. WALkEB SHaWK CH-IlDS OF COUNSEL ROBERT McHenry, PA DONNA J. McHENRY 8210 HknuEBSON Road LmLe Rxxac, ASKANB-vs 72210 Prone: (SOI) 372-3425  Fax (501) 372-3428 T.X(An.-. mehc2ii7d^ewbeU.nt I Dr. T. Kenneth James Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Via Facsimile  447-1159 November 4,2002 I I I I I Dear Dr. James\nlet me know the names, addresses and telephone of all persons (from January 1, 1998 throng October 31,2002) that the District has consulted with respect to literacy training (in-service and staff devdopment). Also please let me have copies of their contracts and the pay invoices that they have submitted along evidence of payment to them. Sincerely, JCS/ cc\nMr. John W, Walker Ms. Ann Marshall Mr. ClayFendley Mr. Chris Heller I I e- JOHN w. Walker, p.a. Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 PAX (501) 3744187 JOHN W. WALKER SHAWN CHILDS Via Facsimile - 376-2147 November 6, 2002 OP COUNSEL ROBERT McHENRY, PA. DONNA J. McHENRY 8210 Henderson Road Little Rock, Arkansas 72210 PHONE\n(501) 372-3425  Fax (SOI) 372-3426 Email: mehcaiyd^vbclLnet Mr. ClayFendley Friday, Eldredge \u0026amp; Clark 2000 Redons Center 200 West Capitol Little Rock, AR 72201 RECEIVED NOV -6 2002 OFFICE OF DESEGREGATION MONITORING I . XOM Dear Clay: I am in receipt of your letter dated November 5,2002. My request for information relates directly to the LRSDs proposed compliance plan, item 4\nPrepare a comprehensive program evaluation of each academic program implemented pursuant to Revised Plan  2,7. It is my understanding that literacy programs are being utilized to improve African American academic achievement and that the District commits to evaluating these programs I would like to have a better understanding of the literacy programs being implemented including who provided the training, amount paid by the District and the substance of the training provided. I also intend to inquire regarding the other programs identified in  2.7 in the future. Thank you for your attention to this request. mcerely, Joy C. Spring! JCS/ cc: Mr. John W. Walker Dr. Ken James Ms. Ann MarshallI received JAN 1 3 2004 CREP OFFICE OF DESEGREGATION MONITORING Center for Research in Educational Policy \u0026gt; Little Rock School District Literacy Program Evaluation Steven M, Ross John Nunnery Lana Smith Aaron McDonald Allan Sterbinsky Center tor Research in Educational Policy University of Memphis 325 Browning Hail Memphis, TN 38152 Toll Free\n1-866-670-6147 November 2003Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P.A. BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL HI. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. JOSEPH B. HURST. JR. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN HI. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS, P.A. WILLIAM A. WADDELL. JR.. P.A. SCOTT J. LANCASTER, P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN, P.A. JAMES C. BAKER. JR., P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER, P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR. P.A. JONANN ELIZABETH CONIGLIO. P.A. R. CHRISTOPHER LAWSON. P.A. ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.ffidayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE. SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE \u0026lt;79-685-2011 FAX 479-685-2147 FRAN C. HICKMAN. P.A. BETTY J. DEMORY, P.A. LYNDA M. JOHNSON. P.A. JAMES W. SMITH. P.A. CLIFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON. P.A. MARVIN L. CHILDERS K. COLEMAN WESTBROOK. JR.. P.A. ALLISON J. CORNWELL ELLEN M. OWENS. P.A. JASON B. HENDREN BRUCE B. TIDWELL JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A. BOWMAN TIMOTHY C. EZELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON KRISTEN S. ROWLANDS ALAN G. BRYAN LINDSEY MITCHAM KHAYYAM M. EDDINGS JOHN F. PEISERICH AMANDA CAPPS ROSE BRANDON J. HARRISON STEVEN L. BROOKS H. WAYNE YOUNG. JR. JAMIE HUFFMAN JONES KIMBERLY A. DICKERSON OFCOUNSEL B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 870-762-2896 FAX 870.762-2918 CHRISTOPHER HELLER LITTLE ROCK TEL 501-370-1506 PAX 501-244-S344 hllrOfc.nt January 12, 2004 ONtHOllNO W N0li33a3aS3a dOlOHdO Mr. John Walker *1002 s I Nvr JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 aaABoaa Re: Little Rock School District Dear John: Two recent evaluations which were done in compliance with Judge Wilsons Order are enclosed. They are: Little Rock School District Literacy Program Evaluation, November 2003 and An Evaluation of Mathematics and Science Programs in the Little Rock School District from 1998 to December 2003. Please call me if you have any questions or concerns about these evaluations. Yours very truly, CJH/bk ist6pher Heller cc w/enc.: Ms. Ann Marshal Desegregation Monitor One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Dr. Morris Holmes* Position Paper PreK-3 Literacy Program-Draft Little Rock School District Division of Instruction March 1999 In short, literacy is key to success in school and beyond, for effective participation in the workforce, the community, and the body politic. This was true in the past- ven more true in the future, (p. 1, Building a Knowledge Base in Reading. NREL, 1998) ( t- Table of Contents Introduction 1 Background The Strategic Plan The Revised Desegregation and Education Plan The Campus Leadership Plan The Arkansas Smart Start Initiative Title I Other Special Populations Summary 1 1 2 4 4 5 5 6 Methodology Core Committee Members 6 8 Involvement and Communication 8 Needs Assessment Data Analysis (Effectiveness) Implications for Social Promotion Alignment and Coherence (Efficiency) Professional Community Support for Students Conclusions 8 8 10 11 16 16 17 Review of Research 17 Plan Goals 20 PreK-3 Literacy Program Design Organizational Changes HIPPY Title I Lower Student-to-Adult Ratios Minimized/Eliminated Pullouts No New Programs Program Abandonment Flexible Schedules for Some Teachers Waiver Application Requirements Curriculum and Instruction Alignment Daily Schedule Limited-English Proficient Students Special Education and 504 Students Gifted/Talented Students 21 22 22 22 23 24 24 24 24 24 25 25 25 27 27 28Frequent Assessment and Regrouping Phonemic Awareness Early Literacy Learning (ELLA) Thematic Instruction The Social Nature of Learning Role of the Library/Media Center Supplemental Reading Materials Assessment/Grading/Program Evaluation Frequent, Systematic Assessment New Elementary Report Card PreK-3 Literacy Program Evaluation Professional Development Effective Literacy Smart Start Professional Development School-Level Professional Development Principal Development Interventions Success for All Reading Recovery English-as-a-Second Language Reading Clinic Summer School Parent Education/Involvement Parent-School Compacts Parent Education Conclusions Timelines 28 28 29 29 29 30 30 30 30 31 31 31 32 32 32 33 33 33 33 34 34 34 34 34 35 35 37Position Paper PreK-3 Literacy ProgramDraft Little Rock School District March 1999 Introduction Beginning of PreK-3 Literacy Plan The proposed PreK-3 Literacy Plan outlined in this document is the culmination of extensive discussion and debate among district staff, interested parents, and concerned citizens. The discussion began with the launching of a major effort involving more than 500 community volunteers to plan strategically to make a significant difference in the learning lives of all Little Rock School District students. This 1996 undertaking became the first of an array of important planning efforts that, collectively, have charted for the District an exciting and ambitious journey into the 2L century. The Strategic Plan outlined a series of thoughtful actions that have already produced major new initiatives, while impacting almost every realm of current District practice, including the Districts desegregation efforts. One major issue confronting the strategic planners, as well as those involved in framing the subsequent initiatives, is literacy. Too many LRSD students enter school at risk of never learning to read and, alarmingly, the number of these students continues to increase. Illiteracy is a societal issue which has become an educational challenge that cannot be ignored or underestimated. The LRSD is committed to meeting this challenge and through research, analysis, hands-on involvement, professional development, and relentless tenacity, the District is developing an aggressive and very specific course of action, beginning with the PreK-3 Literacy Plan offered here. The plan draws on the work and scope of many initiatives, programs, and practices that are outlined below. Background The Strategic Plan The Little Rock School District Board of Education adopted in 1996 a new Strategic Plan, which was subsequently updated in 1998. Two of the eleven strategies directly address issues relating to student literacy. Strategy 2 of that plan is as follows\nIn partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. 1Draft The Action Plan designed to achieve Strategy 2 delineates the objectives and processes to define, develop, and adopt content standards, performance standards, and delivery standards and then to develop and implement professional development programs for district staff, along with strategies for parent understanding of the standards and assessments. Strategy 3 speaks to the importance of improved student achievement: We will develop and implement a broad range of alternatives and interventions for students scoring below the SO'** percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum. The Strategy 3 Action Plans call for implementation of action steps relating to literacy development in grades PreK-3:  a policy statement providing for intervention as an operative and vital part of elementary school instruction\n expansion of Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills\n the development of an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3\nand  promotion of school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. The Revised Desegregation and Education Plan In April 1998 the federal district court in Little Rock approved the Districts Revised Desegregation and Education Plan. Implementation of this plan is a requisite step toward the Districts attainment of Unitary Status, with the hearing on that petition anticipated in spring 2001. The Plan contains a series of commitments or obligations for the District. Sections 5.2.1 relates specifically to reading/language arts at the primary level: LRSD shall implement at least the following strategies to improve the academic achievement of students in kindergarten through the third grade: a. Establish as a goal that by the completion of the third grade all students will be reading independently and show understanding of words on a page\nb. Focus teaching efforts on reading/language arts instruction by teaching science and social studies content through reading/language arts and mathematics experiences\n2Draft c. d. e. f. g-  h. 1. J- k. 1. Promote thematic instruction\nIdentify clear objectives for student mastery of all three reading cueing systems (phonics, semantics, and syntax) and of knowing-how-to-leam skills\nMonitor the appropriateness of teaching/leaming materials to achieving curricular objectives and the availability of such materials in all classrooms\nEstablish uninterrupted blocks of time for feading/language arts and mathematics instruction\nMonitor student performance using appropriate assessment devices\nProvide parents/guardians with better information about their childs academic achievement in order to help facilitate the academic development of the students\nProvide pre-kindergarten, kindergarten, and first-grade learning readiness experiences for students who come to school without such experiences\nTrain teachers to manage successful learning for all students in diverse, mainstreamed classrooms\nUse the third and/or fourth grade as a transition year from focused reading/language arts and mathematics instruction to a more traditional school day\nand Provide opportunities for students to perform and display their academic training in a public setting. I Other relevant sections of the Revised Desegregation and Education Plan to the PreK-3 Literacy Plan are as follows: 2.7 LRSD shall implement programs, policies, and/or procedures designed to improve and remediate the academic achievement of African-American students. 2.7.1 LRSD shall assess the academic programs ... after each year in order to determine the effectiveness of the academic programs in improving Afncan-American achievement. If this assessment reveals that a program has not and likely will not improve Afiican- American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. 2.8 LRSD shall implement programs, policies, and/or procedures during each of the next three years designed to promote and encourage parental and community involvement and support in the operation of LRSD and the education of LRSD students. 32.12.2 LRSD shall implement policies and procedures for investigating the cause of racial disparities in programs and activities and developing remedies where appropriate. The Campus Leadership Plan The Board of Education adopted the Districts Campus Leadership Plan in July 1998, providing for decentralized, school-based decision-making in some cases and shared decision-making in others. That plan includes a Quality Index based in part on indicators of academic achievement for each level of school. The Quality Index will be the accountability (collective responsibility) system for the Little Rock School District, and it will include, but go beyond, the academic indicators established by the State of Arkansas. The Arkansas Smart Start Initiative In fall 1998 the Arkansas Department of Education launched a major new reform entitled Smart Start. The aim of the K-4 component of Smart Start is to improve reading and mathematics achievement for all students in grades K-4 so that all students meet or exceed grade level requirements by grade 4. The implementation of Smart Start necessitates the coordination of the following four areas: 1. 2. 3. 4. Standards - At grades K-4, they will serve as the basis for the expected levels of proficiency demanded in reading and mathematics. Staff Development - Focused on both teachers and administrators, all activities will promote the mission of Smart Start and emphasize topics related to subject matter content, curriculum alignment with the Frameworks, analysis of assessment results, and the utilization of technology and distance learning. Student Assessment - Will be clearly aligned with the Frameworks and classroom instruction. Accountabilit)' - After standards are clearly communicated, staff development activities have been made available and reliable, valid assessments have been developed and administered, schools will be held accountable for student achievement. Specific staff development programs will be conducted during 1998-99 to include training in the use of a balanced literacy approach, utilizing the states Early Literacy Learning in Arkansas (ELLA), Effective Literacy for Grades 2-4. and Multicultural Reading and Thinking (McRat). The Arkansas Academy for Leadership Training and School-Based Management will begin a series of training sessions for principals, emphasizing proper techniques for aligning their local curriculum to state frameworks and for analyzing student assessment results. 4Draft Grade 4 and Grade 8 Benchmark Exams will be continued during 1998-99 and all school districts have been advised to implement additional assessment components to check student progress prior to Grade 4. Title I Another source for this K-3 Literacy Plan is the Districts Title I program. This federally funded program allocates major resources to the Districts elementary and middle schools for the improvement of reading and mathematics achievement so that all students acquire the knowledge and skills contained in the challenging State content standards and meet the challenging State performance standards developed for all children. The federal Title I regulations include the following related purposes: a. b. c. d. e. f. g. h. Ensuring high standards for all children and aligning the efforts of States, local education agencies, and schools to help children served under this title to teach such standards\nProviding children an enriched and accelerated educational program, including, when appropriate, the use of the arts, through school-wide programs or through additional services that increase the amount and quality of instructional time so that children served under this title receive at least the classroom instruction that other children receive. Promoting school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content that includes intensive complex thinking and problem-solving experiences\nSignificantly upgrading the quality of instruction by providing staff in participating schools with substantial opportunities for professional development\nCoordinating services under all parts of this title with each other, with other educational services, and, to the extent feasible, with health and social service programs funded from other sources\nAffording parents meaningful opportunities to participate in the education of their children at home and at school\nImproving accountability, as well as teaching and learning, by using State assessment systems designed to measure how well children served under this title are achieving challenging State student performance standards expected of all children\nand Providing greater decision-making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance. Other Special Populations The needs of students from special populations (special education, 504, limited-English proficient, gifted/talented, and all categories of so-called at-risk students) also informed the design of this K-3 Literacy Plan. Quality early literacy programs can do much to prevent the referral and labeling of students of students for special programs and services. 5Draft Summary Sources, then, for the contents and components of the LRSD PreK-3 Literacy Plan include Strategy 2 and Strategy 3 of the LRSD Strategic Plan\nSection 5.2.1 and other relevant sections of the Revised Desegregation and Education Plan\nacademic indicators in the Quality Index of the Campus Leadership Plan\nSmart Start standards, assessments, professional development, and accountability\nTitle I regulations, especially those sections addressing the purposes of Title I\nand the needs of students from various special populations. The LRSD PreK-3 Literacy Plan is carefully aligned with and in compliance with all the local, state, and federal mandates, as well as the general philosophy of these planning documents, all of which emphasize the academic success of all children. Methodology In accordance with the goals and strategies of the Districts Strategic Plan, the subsequent recommendations of a Reading/Language Arts/Mathematics Work Team, and the court- approved Revised Desegregation and Education Plan, the Little Rock School District has established as a goal that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. District personnel recognize that to accomplish this goal an aggressive approach to quality and comprehensive early literacy education in grades PreK-3 is essential. This recognition of a need to focus on literacy as a central component of early childhood/primary level education is referenced in the LRSD 1998-99 Priorities within the following subsections of the specific work plan for the Division of Instruction: 11. Align school schedules, prek-12 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/coaching, and parent information/education with Strategic Plan, Revised Desegregation and Education Plan, and Smart Start. 18. Review Title I programs and services to align with the CCOE, Smart Start, Campus Leadership Plan, NSF, Strategic Plan, and Revised Desegregation and Education Plan. 21. Assess ESL program and services and develop program improvement plan with estimated budget. 22. Begin needs assessment and initial planning for implementation of Smart Start program from ADE. The apparent logical starting point for accomplishing the ambitious goal of providing, without exception, independent readers in every mainstreamed classroom by the end of 6Draft the third grade was to establish a committee to study District data and practices and to make specific recommendations for a new comprehensive, systemic reform of the prekindergarten through grade 3 language arts program. This committee has been engaged since September 1998 and has undertaken the tasks of reviewing current practices and programs, researching best practices within the reading education arena nation-wide, and recommending a broad course of actions that it believes will best facilitate the Division of Instruction Work Plan in the context of the District 1998-99 Priorities. To accomplish the tasks described above\nthe committee first identified and then completed the following action steps: 1. 2. 3. 4. 5. 6. 7. Reviewed current District curriculum and assessment practices and determined current level of implementation and overall appropriateness for achieving goal. Completed the development of the PreK-3 standards and benchmarks for reading/language arts and constructed a curriculum map to ensure alignment with the Arkansas curriculum frameworks and assessments. Reviewed the Arkansas State mandated Smart Start Initiative and identified possible gaps or discrepancies between the Initiative components and the District curricular focus. Identified all supplemental reading programs currently in use in the Districts primary-level classrooms and noted compatibility with the goal, the District curriculum, and the Smart Start Initiative\nalso determined whether supplemental efforts strengthened or hindered continuity of effort in relation to achievement of the goal. Compared District student performance to statewide student performance for the purpose of creating a context for District benchmarking. K-3 curriculum maps were reviewed to ensure close alignment of District curriculum and the Arkansas curriculum frameworks. Drew conclusions about effectiveness of current District efforts and summarized key components of best practice efforts in early reading education nationwide. Identified and mapped literacy components of all related initiatives, programs, and practices to ensure PreK-3 reading/language arts programming congruence and coherence. 7Draft 8. Recommended key programmatic components essential to timely realization of the initial goal that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. 9. Recommended key resources and necessary collaborations. Early Literacy Core Committee Members: Pat Price, Early Childhood Gene Parker, Reading Judy Milam, Reading Kris Huffman, Reading Judy Teeter, Reading Tish Henslee, Early Childhood - University of Arkansas at Little Rock Melissa Guldin, Office of Desegregation Monitoring Ann Freeman, Smart Start Patty Kohler, Division of Exceptional Children Involvement and Communication Significant levels of staff, parent, and community involvement have already occurred during the past three years on the issue of PreK-3 literacy. The development of the Strategic Plan, the Reading Summit involving about 150 people two years ago, and the involvement on the Work Team that wrote the initial recommendations for Section 5.2 in the Revised Desegregation and Education Plan all informed the design of this PreK-3 Literacy Plan. The public was kept informed of these planning initiatives through public information sessions and the cable television channel. Additional activities will occur to update everyone. Following administrative review of the committee recommendations and proposed budget, the committee shall begin a series of information sessions further to inform principals, teachers, other staff, parents, and community about the proposed changes and to solicit their input on the final design. Once the review and input process has been completed and the committee has had an opportunity to revise their original draft, then the full proposal will be presented to the Board of Education for their review and for approval of the proposed budget. Needs Assessment Data Analysis (Effectiveness) According to an analysis of data conducted by the Department of Planning, Research, and Evaluation, unacceptable percentages of students across the District are performing at the 8Draft Below Basic level on the Arkansas criterion-referenced tests, and far too few students are performing at the Proficient or Advanced levels. These data are one indication that current practices are not as effective as they must be to achieve District goals relating to student achievement. Arkansas Criterion-Referenced Tests Grade 4 Benchmark Examination Literacy Summary Report, Spring 1998 LRSD District 42% Below Basic 28% Basic 28% Proficient 2% Advanced Region 34% Below Basic 29% Basic 34% Proficient 2% Advanced State 33% Below Basic 30% Basic 35% Proficient 2% Advanced An area of concern is that 48 percent of grade 4 males performed at the Below Basic level, compared to 35 percent of females. Fifty-three percent of Aftican American grade 4 students performed at the Below Basic level, compared to 20 percent of white students. These gaps are, of course, unacceptable and are indicators that current practice is not effective. SAT9, Grade 3 Reading (Stanford Achievement Test) Data from the Fall 1998 administration of the grade 3 SAT9 confirm that too many students are not learning how to read well by grade 3. SAT9 reports student performance in four categories or levels:  Level 1 indicates little or no mastery of fundamental knowledge and skills (roughly equating to the Below Basic level on the state tests).  Level 2 denotes partial mastery of the knowledge and skills that are fundamental for satisfactory work (roughly equating to Basic level on the state tests).  Level 3 represents solid academic performance, indicating that students are prepared for the next grade (roughly equating to Proficient level on the state tests).  Level 4 signifies performance beyond grade level mastery (roughly equating to Advanced level on the state tests). LRSD posted the following percentages at each level of performance on the grade 3 reading subtest of the SAT9 in fall 1998: 9Draft Subtests Total Reading Word Study Skills_____ Reading Vocabulary Reading Comprehension Language Spelling Listening % in Level 1 23 19 20 31 22 15 13 % in Level 2 43 46 38 39 40 39 45 % in Level 3 28 22 31 23 30 28 il % in Level 4 7 13 11 7 8 18 10 The grade 3 Reading Comprehension subtest of SAT9 is most like the Arkansas reading test in terms of difficulty. In both cases only approximately 30 percent of LRSD students performed at the Proficient or Advanced levels, again indicating that far too few students are becoming good readers by grade 3. Implications for Social Promotion The issue of social promotion is a concern throughout the country and in Arkansas. Social promotion is the long-standing practice of administrative placement of overage students at the next grade level even though the student is most likely not academically prepared to be successful at that next grade level. Citizens all over the country are calling for an end to this practice, and LRSD must respond to that call. To do so, however, without changes in programs, practices, and opportunities to learn, the District would simply be punishing the under-prepared, overage student. In the early grades, failure to achieve grade-level expectations in reading is the primary reason for retention, (p. 267, Preventing Reading Difficulties in Young Children, National Research Council, 1998) This PreK-3 Literacy Plan, therefore, includes provisions for the following:  Changes in curriculum through the newly developed local academic content standards and grade-level benchmarks\n Changes in instruction through the adoption of research-based instructional strategies and professional development programs\n Changes in assessment through the addition of research-based assessment strategies af kindergarten and grade 1 designed to both diagnose reading difficulties and to assess progress at the student, school, and District levels\n Early interventions for students at risk of not learning to read through the HIPPY program changes, pre-kindergarten program, ESL program, and an emphasis on the reading clinic at grade 1, followed by summer school for K-1 students who are not performing at grade level.  Changes in the Districts promotion and retention policy that would end social promotion for LRSD students, starting with grade 1 in 1999-2000. 10Draft Alignment and Coherence (Efficiency) There are several quality management needs that are addressed in this plan. The first relates to what W. Edward Deming called constancy of purpose. For instance, it is difficult to describe or to assess the effectiveness of the current LRSD prek-3 curriculum since what is taught differs not only from school to school, but from teacher to teacher in the same school teaching the same grade level. Such fragmentation and lack of defined curriculum are especially harmful to low-performing, mobile children. Every time the family moves, the young child not only has to adjust to a new enviroiunent, a new school, a new teacher or teachers, and new peers, but also, in many cases, a totally different curriculum and approach to instruction. About the time he/she begins to be comfortable, the family may move again, and the confusion returns to the extent that the child may feel that school and confusion are one and the same. These events tend to de-motivate the student to learn and to lessen his/her sense of efficacy-belief that he/she can learn. The LRSD Board of Directors approved new Reading/Language Arts Standards for grades kindergarten through grade six in April 1998. Additional work has been done on these standards to ensure that they are precisely aligned with the revised Arkansas Curriculum Frameworks and with the intent of the new statewide Smart Start Initiative. Also, specific grade-level benchmarks have been developed in reading/language arts, mathematics, science, and social studies so that teachers, students, and parents may be as clear as possible about what it is that students are expected to know and be able to do. These grade level benchmarks will serve as the basis for designing quarterly criterion- referenced tests to be used to check individual student progress in relation to achievement of each grade level standard. Secondly, there is in several schools a proliferation of disparate programs, and both reviews of those lists and interviews with the principal and teachers of those schools reveal many times a lack of understanding of how the many programs fit together (lack of coherence) and/or what problems they are intended to solve (lack of alignment). The LRSD Title I plan filed with the Arkansas Department of Education, for example, reveals this problem of lack of constancy of purpose with its long list of Title I programs by school. Many different supplemental programs/philosophies are being used in the elementary schools. Three of these are technology programs: Jostens, New Century, and the Computer Curriculum Corporation Program. The remaining reading and/or language arts programs/methods include the following: Reading Recovery, ELLA, Success for All, Accelerated Reader, Open Court, Shurley Method, Metra Phonics Program, Carbo Reading Styles, McRat,, Writing to Read, Companion Reading, Writing to Write, SRA Labs, High Action Reading Program, Discovery Phonics, Junior Great Books, Reading Is Fundamental, DISTAR, and HOSTS. The duration of implementation of these programs varies from one semester to one to four years per school. 11Draft As many as eight supplemental reading/language arts programs have been implemented at the same time in some schools. For example, four elementary schools are implementing one program, ten schools are implementing two programs, ten schools are implementing three programs, three schools are implementing four programs, four schools are implementing five programs, three schools are implementing six programs, and one school is implementing eight. The program descriptions for the most popular programs are as follows: Jostens, New Century, and Computer Curriculum Corporation fCCC). These systems are computer-based instruction programs. All three are integrated learning systems that provide lessons, practice, and assessment in reading, language arts, and mathematics. A management system for each one provides individualized instruction for students along with a reporting system on student progress. Jostens and CCC include lessons for grades K-6. New Century is appropriate for grades 3-6. Reading Recovery. This intensive early-intervention literacy program features the following: 1. 2. 3. 4. 5. 6. One to one tutoring program Individualized instruction Specially trained teachers. Literacy support groups Home/school reading connection Ongoing assessment. Early Literacy Learning in Arkansas (ELLA). This is a three-year staff development process designed to assist teachers in grades K-2 in implementing instructional techniques which support emergent learners. The content of the staff development consists of the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. A balanced literacy program Planning appropriate reading/writing instruction Reading process Writing development and instruction Writing/encoding Phonemic awareness Letter discrimination/recognition Letter/sound relationship Recognizing high frequency words 10. Decoding/word attack skills/word analysis 11. Vocabulary development 12. Comprehension strategies 13. Classroom management and organization 14. Parent involvement 15. Authentic assessment/standardized test. 12Draft Success for All. This program restructures elementary schools to make certain every child learns to read in the early grades. It provides specific curricula and instructional strategies for teaching reading. Primary features are as follows\n1. 2. 3. 4. 5. School-wide reading curriculum Cooperative learning Grouping by reading level (reviewed by assessment every 8 weeks) Tutoring for students in need of extra assistance Family support team Accelerated Reader. This individualized program allows each student to move at his or her own pace and level of ability. This programs strength is the development of fluency/automaticity and the improvement of comprehension skills. Parental involvement is crucial to the success of this program. Primary features are as follows: 1. 2. 3. 4. Students choice of books from a list of carefully selected books Individualized reading that allow students to move at his or her own pace Computerized tests that measures student comprehension Parental Involvement. Open Court. This phonics program centers on student drill, using a wall sound card chart. Shurlev Method. This program is a way of teaching grammar that gives students a chance to remember rules and definitions through jingles. Metra Phonics Program. This phonics program uses student drills and worksheets and reading exercises. Direct Instruction. This program includes teacher development and carefully organized reading sequences. Through teacher training and in- class coaching, teachers in the lower grades learn to present highly interactive lessons to small groups. Primary features are as follows: 1. Field-tested reading, language arts, and mathematics curricula 2. Highly scripted instructional strategies 3. Extensive training. 13Draft Carbo Reading Styles. This program is designed to increase literacy by matching reading instruction to the students preferred style of reading. Primary features include the following: 1. 2. 3. 4. Teachers diagnosing students strengths and accommodating them with a range of effective reading strategies Carbo Recorded - Book method Comfortable, relaxed settings Individual and small group work. HOSTS (Help One Student to Succeed). This structured mentoring program in language arts/reading, mathematics, and Spanish language arts ' is an instructional strategy that is tailored to a states, districts, and schools language arts/reading objectives and philosophies. Primary features are as follows: 1. 2. 3. Database and software programs aligned with the school and districts curriculum Students matched with trained parents, businesses, community volunteer mentors, who work to strengthen students reading, writing, vocabulary development, study skills, and higher- order thinking skills Mentors provide role models of successful people who motivate, support, and provide individual student attention. McRat. This two-year staff development process helps teachers infuse higher-order thinking, multicultural concepts, and performance-based assessment into the existing curriculum. The content of the staff development consists of the following: 1. 2. 3. 4. Instruction focused on four higher-order thinking skills analysis, comparison, inference, and evaluation that students can use in all academic subjects and transfer to practical life situations, Reading and writing skills and strategies that are taught through real reading and writing experiences. Assessment involving performance-based techniques with emphasis on pre- and post-writing assignments. Portfolios used as systematic organized collections of evidence to monitor student growth in skill development. 14Draft Effective Literacy for Grades 2-4. This program is an additional program/philosophy connected with Smart Start and is being pursued by some elementary schools. This program features a two-year staff development process designed to train teachers in instructional techniques which help students become fluent readers and writers. The content of the staff development consists of the following components: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. A balanced literacy program Planning appropriate reading/writing instruction based on assessment and evaluation Reading process Phonetic skills and strategies Recognizing high frequency words Decoding/word attack skills/word analysis Vocabulary development Comprehension skills and strategies Independent reading and writing Classroom management and organization Assessment Parental involvement. Thirdly, there is currently a lack of alignment in the design of the general education and Title I programs with each other or with the States curriculum frameworks and its new Smart Start initiative or with what is tested. In a curriculum mapping activity early in 1998-99, the staff found major gaps in what had previously been established as the Districts curriculum standards and what was actually being tested on the Stanford Achievement Test (SAT9) or the States criterion-referenced tests that are aligned with State academic standards. An obvious conclusion is that it is entirely possible that a major reason for some schools low performance is that they are not exposing the children to the curriculum on which tests are based. Past implementation of District curriculum, in summary, has been inconsistent from school to school due to a variety of factors. These include time allotted to reading/language arts instruction, pull-out programs, lack of comprehensive teacher training, lack of staff to monitor and assist all schools, incompatible supplemental programs, lack of consistent use of district-adopted reading program, lack of cohesive ongoing assessment, and lack of sufficient funding aimed at achieving continuity of effort from grade level to grade level within each school and from school to school within the district. Additional curriculum coordination is needed to ensure continuity of effort and appropriate transition from experiential learning to skill acquisition among pre-k, k, and primary level literacy education efforts across the District. 15Draft Professional Community Research on what works in school restructuring finds that successful and effective schools are those with several identifiable characteristics, including strong professional learning communities. Such schools have a staff who, due to their shared beliefs about student learning and their shared commitment to improvement, engage in ongoing professional development. Their learning is embedded in their work and is totally focused on improvement of every childs academic performance. It will take the form of team meetings where teachers collaboratively plan lessons and thematic units, where they learn and practice effective teaching strategies, and where they collaboratively write and administer assessments and then evaluate student work in the team, not privately. If observing a professional community, one would expect to see ongoing action research, data analysis, discussions of individual and group performance of students, inquiry, reflection, and rich dialogue. In speaking with LRSD principals and teachers, one would find inconsistent evidence of these activities. It is not surprising, therefore, to learn that at least some of the staff do not understand why the school has in place the programs that it has. There is in those schools a lack of opportunities for professional development, lack of research on what works, lack of a theory base, lack of data analysis and program evaluation, and lack of structures and organization that facilitate and make the time for teachers to engage in the very activities that would enhance student achievement. Support for Students Quality management principles insist that processes and procedures should be examined on an ongoing basis so that if students are failing to learn at an acceptable level, then adjustments and modifications must be made immediately to prevent as much failure at the end of the year as possible. End-of-year inspectionstest administrationsare too expensive and too late to modify the practices that led to the failure to start with, and so the cycle begins again with another group of children, many of whom will also fail. Although teachers currently assess on an ongoing basis as a part of their day-to-day work, these assessments do not necessarily lead to changes in school or teacher practices at all or in any change in what the student is experiencing. In other words, those frequent assessments are used more frequently to label students than they are to inform teacher practice, and then at the end of the school year, the school declares many students to be failures. The Arkansas criterion-referenced examinations are administered near the end of the year and only to grade 4 at the elementary level. If schools wait until grade 4 to identify a low-performing student, then the problem is almost beyond solution. SAT9 examinations are administered in the fall, but by the time teachers receive the data and have opportunities to conduct analyses, they are well into the school year and routines/ programs are already set. Students may have already failed one or two quarters, and the results at this point are not very helpful in diagnosing individual student needs. 16Draft At the end of the year there are cunently only three options for a failing K-3 student: to be retained in grade\nto attend summer school to earn promotion\nor to be promoted to the next grade without requisite knowledge and skills to be successful at that level. Only a few elementary schools are currently using their funds for extended day programs, and there does not appear even in some of these a well-designed or articulated program. Clearly, then, the District must put into place the structures and practices that predict student success and prevent failure to every extent possible. In addition, there must be processes in every school to identify as early as possible any learning difficulties, to make immediate adjustments and modifications in instruction, and to provide extended time to learn through pre-school programs and during the school year. Conclusions In terms of quality management, then, the District has reviewed its processes and identified several challenging needs:  improve student achievement and end the practice of social promotion  ensure curriculum/instruction alignment and coherence  provide research-based curriculum and instruction  provide professional development for administrators, teachers, and other staff and create professional learning communities in each school  improve assessment practices and the use of data  provide appropriate prevention and intervention programs to support student success  improve communication with and involvement of parents/guardians. Review of Research This plan reflects the very latest research available on early childhood education, emergent literacy, and the prevention of reading difficulties. Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someones reading skill at the end of grade 3. (p. 31, National Research Council, 1998) The following are common characteristics that make a practice a best practice (from Best Practice: New Standards for Teaching and Learning in Americas Schools by Steven Zemelman, Harvey Daniels, and Arthur Hyde, 1998, Heinemann). These are the underlying threads that tie together any successful effort in teaching reading and language arts, and the committee endeavored to ensure that each was included in the program design for the PreK-3 Literacy Program. 17Draft 1. 2. 3. 4. 5. 6. 7. 8. 9. Reading means getting meaning from print. Reading is a process. Hearing books read aloud is the beginning of learning to read. Beginning reading instruction should provide children with many opportunities to interact with print. Reading is the best practice for learning to read. An effective reading program exposes students to a wide and rich array of print and goes beyond the use of the basal. Choice is an integral part of literate behavior. Teachers should model reading. Effective teachers of reading help children actively use reading and writing as tools for learning. 10. Children learn reading best in a low-risk environment. 11. Young children should have well-structured instruction in phonics. However, phonics is not a subject in itself, but rather a tool. 12. Teachers should provide daily opportunities for children to share and discuss what they have been reading and writing. 13. In an effective reading program, students spend less time completing workbooks and skill sheets. 14. Writing experiences are provided at all grade levels. 15. Reading assessment should match classroom practice. 16. Schools that are effective in teaching reading have an ethos that supports readini g- .. .the performance of kindergartners on tests of phonological awareness is a strong predictor of their future reading achievement, (p. 54, Preventing Reading Difficulties in Young Children. National Research Council, 1998) ... the arguments for including spelling instruction as a major component of the reading program are strong. Learning about spelling reinforces childrens knowledge about common letter sequences. It also reinforces their knowledge about spelling-sound relationships and may help children become aware of word parts. Because of this, spelling practice enhances reading proficiency, (p. 103, Beginning to Read: Thinking and Learning About Print by Marilyn Jager Adams) 18Draft According to research and analysis of the 1994 National Assessment of Education Progress results on the grade 4 reading examination (Teaching for High Standards: What Policymakers Need to Know and Be Able To Do by Linda Darling Hammond and Deborah Loewenberg Ball, 1997, in Implementing Academic Standards, p. D-7), there are several teacher characteristics that are highly correlated with student success in reading: 1. 2. 3. 4. 5. Teachers having coursework in literature-based instruction Teachers having coursework in integrated approaches to teaching language arts and reading Teachers having coursework in phonics Teachers having coursework in study strategies Teachers having coursework in motivational strategies. Zemelman, Daniels, and Hyde also have synthesized the research on best practice in teaching writing. The exemplary writing activities are as follows: 1. 2. 3. 4. 5. 6. 7. 8. 9. All children can and should write. Teachers must help students find real purposes to write. Students need to take ownership and responsibility. Effective writing programs involve the complete writing process. Teachers can help students get started. Teachers help students draft and revise. Grammar and mechanics are best learned in the context of actual writing. Students need real audiences and a classroom context of shared learning. Writing should extend throughout the curriculum. 10. Effective teachers use evaluation constructively and efficiently. ... for young or uncertain readers, the potential contribution of writing to reading runs deeper than any concern of form or style. In particular, as children become authors, as they struggle to express, refine, and reach audiences through their own writing, they actively come to grips with the most important reading insights of all. (p. 104. Beginning to Read: Thinking and Learning About Print by Marilyn Jager Adams) 19Plan Goals Draft The Superintendent and the staff of the Little Rock School District propose this PreK-3 Literacy Plan to achieve the following goals: 1. 2. 3. 4. 5. 6. To end the practice of social promotion (administrative placement of students to the next grade) in the Little Rock School District. To put into place at grades prek-3 (and then to phase in at higher grades) the curriculum, instruction, and assessments, plus necessary supports for students so that increasing percentages of children meet the rigorous academic standards established by the State of Arkansas and the Little Rock School District. To ensure that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. To improve student achievement in reading, writing, speaking, listening, and thinking as measured by norm- and criterion-referenced tests determined by the State of Arkansas and the Little Rock School District. To prevent, to the extent possible, the need for special education and 504 referrals and services for reading disabilities. To improve communication with and the involvement of parents of PreK-3 children, including those who speak a language other than English. 1. To meet the obligations and commitments made to the community in the Districts Strategic Plan and Revised Desegregation and Education Plan and to align with the States Smart Start Initiative. 8. To improve, over time, the overall academic success and graduation rates of students in the Little Rock School District. Effective early reading instruction is crucial to all children. All children must learn to read so that they can read to learn. Since all future learning is predicated on the ability to read, every child requires the best possible foundation in reading, (p. 2, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) 20Draft PreK-3 Literacy Program Design Many of the ingredients for success are already in place at the District level. The new reading/language arts standards and benchmarks are based on the best thinking within the discipline and are aligned with state and national reading education entities. These standards call for rigorous learning experiences for all students that are focused, comprehensive, and designed to result in maximum reader competency by not limiting students to basic skills alone. The multicultural emphasis on learning district-wide affords all students with access to meaningful and relevant learning experiences that lead to learning mastery. Many LRSD schools, as well, have already pieces of a research-based PreK-3 literacy program in place. Others do not, so the pace of full implementation for all schools will differ. Another determiner of pace will be fundinghow quickly a school can align its School Improvement Plan and Title I budgets, for instance. The PreK-3 Literacy Committee believes, after reviewing current practices in the LRSD elementary schools and after identifying the many supplemental reading programs currently in usesome of which are used in place of the District curriculum, that the bold action necessary for improvement requires a thoughtful, deliberate elimination of too much stuff. Teachers and students in PreK-3 classrooms across the District have so much to do that the real focus for learning is in many instances lost entirely or, at best, obscured. The learning goals are clear, but the challenge remains how to clear the learning path of the debris that becomes a daily obstacle for teachers trying to teach and students trying to learn. I Allowing schools to choose how to address district learning goals and district curriculum is difficult. To successfully allow such autonomy requires clear guidelines and thoughtful district/school partnerships, as well as clear understanding and singular vision about desired results. In a district the size of the LRSD, the choice made by one school can and does dramatically impact the entire district. Continuity is essential as students and staff move from school to school. Patrons across the District expect and deserve the same focus and the same quality, regardless of which school their children attend. This committee has studied the final report submitted by the Curriculum Work Group to the District on August 4, 1997, which provided direction for writing the Revised Desegregation and Education Plan. We concur with the sixteen recommendations made by that group for K-3 reading education. The following summary of key components of those recommendations conveys what we believe is most critical in PreK through grade 3 reading education to achieving the goal that by completion of grade three all students will be reading independently. An outline of program design components, including those reflected in the Curriculum Work Groups report, follows: 21Draft Organizational Changes HIPPY. The HIPPY program shall change its focus of service from four- and five-year olds to three- and four-year olds, given that almost all five- year-olds now attend kindergarten. The HIPPY program staff shall report to the Coordinator of Early Childhood Education under this plan, effective fall 1999. HIPPY is a home-based program in which parents serve as the childs first teacher. The program provides children with school readiness skills and makes reading one of many activities parents and children do together, (p. 144, Preventing Reading Difficulties in Young Children, National Research Council, 1998) Title I. The District shall restructure its Title I program and budgets in conformance with federal and state regulations to support the implementation of the PreK-3 literacy program and all childrens success in achieving the academic standards and benchmarks. Components of the restructuring shall include the following: 1. 2. 3. 4. 5. Alignment of Title I programs and services with general education and Smart Start in order to support student success in achieving the rigorous academic standards and benchmarks established by the State and LRSD. Decentralization of decision-making relating to Title I plans and budgets to principals and their Campus Leadership Teams. Embedding the Title I accountability requirements in the LRSD Quality Index. Provision for PreK-3 literacy/mathematics program evaluation under the leadership of the department of Planning, Research, and Evaluation. Establishing the following priorities for school-level Title I funding: a. b. c. d. e. f. Professional development^building the capacity of existing staff to ensure that all students learn to read by grade 3 Technology to support student success Supplemental instructional materials and supplies, especially for those at risk of failure to learn to read Extended-day interventions to support students at risk of failure Parent education and involvement Focus of programs and services on grades PreK-3 at the elementary level. 22Draft Schools are expressly discouraged from continuing to use the vast majority of their Title I funding simply to employ extra staffunless such staff are absolutely necessary for the implementation of this program, e.g., Reading Recovery, Success for All, or Direct Instruction teachers\nteachers for extended day Reading Clinics\netc. Principals wishing to transfer current Title I employees to the regular budget and programs must collaborate with the department of Human Resources to ensure compliance with the PN agreement. Montview Elementary eliminated remedial reading teachers as part of its schoolwide Title I program, directing its resources instead to professional learning.. .. Montviews results are noteworthy.. .. As a result of the schools hard work, its language arts scores exceeded those in the districts more prosperous, stable schools, (from Meeting the Reading Challenge in Low-Income Schools by Dennis Sparks, Education Week, Nov. 11, 1998) Schools are further discouraged from including travel to conferences in their Title I budgets since the District will have already provided awareness-level training in all the components of this design. Travel will be approved only for visits to exemplary schools implementing a similar design or for in-depth training and development not available in Little Rock or somewhere within the State. Lower Adult-to-Student Ratios for Reading/Language Arts Instruction. Each school is encouraged to lower adult-student ratio to a maximum of 1:15 through the use of all certified personnel in the school during reading instruction. Further, each school is encouraged to explore and identify effective ways to strengthen teacher-student and teacher-parent relationships and to ensure instructional continuity through such strategies as looping, multiage classrooms, etc. The abilities and opportunities of teachers to closely observe and facilitate the literacy learning of diverse groups of children are certainly influenced by the numbers of children they deal with, (p, 229. Preventing Reading Difficulties in Young Children. National Research Council, 1998) 23Draft Closeness in the teacher-child relationship was associated with better readiness performance. Closeness is an index of warmth and open communication in the teacher-child relationship, (p. 130, Preventing Reading Difficulties in Young Children. National Research Council. 1998) Minimized/Eliminated Pullouts. Schools must minimize or eliminate entirely pullouts from the classroom during instruction in language arts and mathematics, especially, in PreK-3. No New Programs. The District declares a moratorium on additional new  supplemental reading/language arts programs at the PreK-3 levels for at least three years or until the implementation of these changes can be both formatively and summatively evaluated to determine their effectiveness with the diversity of students in the Little Rock School District. Program Abandonment. In order for the District and each school to be successful in the implementation of these program components, many former programs and practices must be abandoned. The mobility of our students requires us to be consistent in our curriculum and instruction. The importance of coherence requires us to have a common research and theory base for the program components. Also, limitations on teacher time and energy require us to abandon some old programs and practices to make room for the new. Finally, in order to fund these new program components, both District budgets and Title I budgets must be reallocated to fund the teacher development, new teaching materials, and interventions now required. Flexible Schedules for Some Teachers. Schools are encouraged to schedule supplemental teachers differently from the traditional school day in order to fund some of the extended-day interventions that will be critical to success. For instance, instead of a Title I teacher working during regular school hours, she/he could come in at 10:00 a.m. and then work two hours at the end of the day with identified students who require extra time to learn. Waiver Application Requirements. The District provides the opportunity for schools to apply for a waiver from State and District policies, regulations, and programs, if they can demonstrate that their plan has the potential to be more effective with the students in their school. Waivers will continue as a possibility for prek-3 literacy programs. Schools must, however, address the student mobility factor in their application since a powerful reason for consistency across all the schools in the district is the importance of this consistency for mobile students. 24Draft Supplemental reading/language arts programs initiated at the school level must meet the criteria of universally accepted characteristics of best practice in reading. Curriculum and Instruction Alignment. The prek-3 LRSD language arts curriculum at each school shall be tightly aligned with the Arkansas and LRSD curriculum frameworks and the LRSD grade-level benchmarks. By combining aspects of phonics and whole language instruction, teachers can explicitly teach students the relationship between letters and sounds while increasing their comprehension skills and enthusiasm for reading by exposing them to interesting stories and real literature. In so doing, educators can actively address the major obstacles to effective readingdifficulty with the alphabetic principle, failure to acquire and use comprehension skills, and lack of motivation, (p. 5, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Daily Schedule. All schools shall schedule and keep sacred a minimum of two and one-half hours daily for uninterrupted instruction in reading/ language arts. The following time allocations are not rigid. Rather, they are guidelines for teachers to use in planning how students should spend their timeboth to ensure that all the critical components are included and to ensure adequate time for student engagement in the activities. Twenty minutes - The teacher reads good literature aloud. The single most important activity for building the knowledge and skills eventually required for reading appears to be reading aloud to children regularly and interactively, (p. 124, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Twenty minutes - Students are engaged in phonemic awareness, phonics, vocabulary-building, and word study (word sorts, word walls, word families, spelling patterns) Letter recognition skills are strong predictors of reading success, (p. 124. Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) 25Draft Twenty minutes - Students are engaged in shared reading (teacher-guided discussions of reading, including language experience stories, big books, other literature) Children learn a great deal about both the nature and function of print through thoughtful interactions with adults, (p. 124, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Thirty minutes - Students are engaged in independent reading at childs fluency level (wordless books, picture books, chapter books) Children should be given as much opportunity and encouragement as possible to practice their reading. Beyond the basics, childrens reading facility, as well as their vocabulary and conceptual growth, depends strongly on the amount of text they read. (p. 127, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Twenty minutes - Students are engaged in writing (journal keeping, stories, responding to literature\nusing age-appropriate developmental spelling and drawing) Independent writing activities are a means of developing childrens deeper appreciation of the nature of text and its comprehension, (p. 126, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Forty minutes - Students are engaged in guided reading instruction (small group in which teacher provides support for development of reading strategies within students zone of proximal development). The instructional level is the highest level at which the child can do satisfactory reading provided that he or she receives preparation and supervision from a teacher: errors in word recognition are not frequent, and comprehension and recall are satisfactory, (p. 213, Preventing Reading Difficulties in Young Children, National Research Council, 1998) 26Draft To nudge the children toward new understandings about reading, we want to provide assistance so that children can rehearse the text at a level that is just above where they function on their own. (p. 29, Emerging Readers and Writers by Martha Combs, in Vygotsky in the Classroom, 1996) Throughout the day, everydayStudents are engaged in activities designed to develop and to provide practice in enhancing their communication and social skills in the classroom, in the cafeteria, in before- and after-school activities, and on the playground. Additional time in language arts is also provided in the other content areas. For example, students should read and write within the context of a thematic unit at other times during the day. ... it is not only the time allocated for reading that is important. How that time is spent is also important. Low achievers generally are given less classroom time to read text than their higher achieving peers. When low achievers are asked to read, the reading tends to be oral, round-robin style, with the consequence that they read far fewer words, stories and books, (p. 118, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Limited-English Proficient Students. The District shall restructure its programs and services for limited-English proficient students in grades PreK-3 to align with this program design and to address the recommendations of the Office of Civil Rights as a result of their compliance review in April 1999. Many studies support the notion of a balanced literacy program as appropriate for students whose first language is not English, that is, programs that provide a balance of explicit instruction and student- directed activities that incorporate aspects of both traditional and meaning-based curricula, (p. 25. Building a Knowledge Base in Reading by Jane Braunger and Jan Lewis, 1998) Special Education and 504 Students. The diverse needs of special education and Section 504 children are included in this design, and the successful implementation of this plan is expected to reduce the numbers and percentages of children referred for special education or 504 programs and services relating to reading disabilities. 27Draft Early Literacy Learning (ELLA). The centerpiece of the K-2 literacy program shall be Early Literacy Learning in Arkansas (ELLA), which includes a balanced literacy program, the reading process, writin\nstrategies, assessment, spelling/phonics deyelopment, classroom management strategies, and word building. g The instruction of the most effectiye teachers included attention to explicit teaching of skills, an emphasis on literature, and much reading and writing. The National Research Council synthesis also confirms that the best method for teaching children to read is coherent instruction that combines a yariety of approaches, (p. 5, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Thematic Instruction. Thematic instruction is promoted and encouraged. Schools should proyide for professional deyelopment, materials and supplies, and collaboratiye planning time for teachers to deyelop thematic units and to design assessments. The Social Nature of Learning. Giyen that learning is a social act, each teacher must acquire the skills to facilitate cooperatiye learning and other small group strategies so that student learning is mediated not only by the teacher, but also by peers. Additionally, the school must foster social interactions between and among children and between and among children and adults at eyery reasonable opportunityin classrooms, on the playground, in the cafeteria, and in before- and after-school programs. In this light, the practice of maintaining silent cafeterias is inappropriate. ... the fact that you learn to talk by talking implies that children should simply be allowed to talk far more than they currently do in school. The school norm of silent classrooms must be abolished\nironically, when teachers enforce the standard of silence, they are in a yery real sense making learning illegal, (p. 14, Best Practice: New Standards for Teaching and Learning in Americas Schools by Steyen Zemelman, Harvey Daniels, and Arthur Hyde) 29Draft Gifted/Talented Students. The needs of gifted/talented students are also included in this design. The ongoing assessment of student performance and the regrouping of students for instruction shall enable advanced students to continue their own growth in all areas of the language arts. Each school is expected not only to decrease the percent of students performing at the lower levels, but also dramatically to increase the percent of students performing at the \"Proficient and Advanced levels. Frequent Assessment and Regrouping for Instruction. Each school is encouraged to create a schedule to facilitate necessary changes and to design a grouping/re-grouping strategy, such as the regrouping strategies employed in Success for All or the modified Joplin plan to customize/ personalize guided reading activities. Tracking of students is unacceptable practice in the Little Rock School District, but short-term, flexible grouping based on individual student needs is a research-based, effective instructional strategy. Heterogeneous cooperative learning groups are strongly encouraged in all subject areas. Some research has found that long-term grouping of students by achievement or ability level is less effective than more flexible grouping based on specific, current skills of students. Such flexible grouping arrangements require that problem readers be monitored frequently on critical reading indicators, so that groups and instruction can be adjusted to their current needs, (p. 5, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Phonemic Awareness. All kindergarten teachers shall receive professional development to teach Animated Literacy, an effective, research-based phonemic awareness component that is compatible with the planned overall reading/language arts program. Training for teachers and the necessary instructional materials for this intervention may be funded through the schools Title I budget. As schools acquire technology, there are a number of software systems that would also achieve this goal that the Campus Leadership Team may wish to consider. There are basic skills all students must acquire to read effectively. These skills include phonemic awareness, decoding strategies, vocabulary development, and comprehension strategies, (p. 2, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) 28Draft Young children should engage in reading and writing experiences that integrate language and action in a social context. It is in the social context of literacy activity that children are able to interpret their literacy experiences and internalize knowledge about reading and writing, (p. 26, Emerging Readers and Writers by Martha Combs in Vygotskv in the Classroom. 1996) Role of the Librarv/Media Center. Each school shall ensure students easy and frequent access (no fewer than one to two visits weekly) to the library/media center, and all students shall be encouraged through schoolwide strategies to read as many books as possible for pleasure. Summer, winter-break, and spring break reading lists will be distributed to all LRSD children, beginning summer 1999. Supplementary Reading Materials. Each school shall conduct an inventory of its PreK-3 classroom reading materials. Regular budgets and Title I funds may be used to acquire additional support materials, such as classroom literature sets and other sets of books to help teachers help students meet the curriculum standards and benchmarks in ways that address the needs of individual students, particularly those students functioning below the proficiency level. Comprehensive beginning reading programs are supported by adequate resources, (p. 3, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series. 1998) Assessment/Grading/Program Evaluation Frequent, Systematic Assessment. The District, in collaboration with the schools, shall create a systematic assessment system for grades PreK-3 so that student progress can be frequently monitored and aligned with LRSD benchmarks and Arkansas criterion-referenced tests and appropriate modifications made to the instructional program. The assessment components shall include a minimum of the following: 1. 2. 3. 4. 5. Running Records, etc., grades K-1 (diagnostic/prescriptive) LRSD Phonemic Awareness Assessment - K- 1 (readiness profile) LRSD CRT - Criterion Reference Test - grades 2-3 Individual Reading Inventory, grades K - 3 (as needed basis) Student portfolios to examine growth over time, grades K-3. 30Draft Adequate progress in learning to read beyond the initial level depends on\nhaving a working understanding of how sounds are represented alphabetically\ngetting sufficient practice in reading to achieve fluency with different kinds of text\nhaving sufficient background knowledge and vocabulary to render written texts meaningful and interesting\nacquiring control over strategies for monitoring comprehension and repairing misunderstandings\nand maintaining interest and motivation to read for a variety of purposes, (p. 4, Beginning Reading Instruction: Research and Practice. The ERS Informed Educator Series, 1998) New Elementary Report Card. The District shall form a representative committee of staff and parents no later than June 1999 to redesign the elementary report card so that it reflects the standards-based approach to teaching and learning and so that it provides more accurate and specific information to parents regarding their childs progress in meeting the academic content standards of LRSD. PreK-3 Literacy Program Evaluation. In keeping with the obligations in the Revised Desegregation and Education Plan, the District shall employ with Title I funding a program evaluator, who shall annually report on the level of effectiveness of the innovations in this PreK-3 Literacy Plan. Professional Development I Teachers who teach reading must receive better training and engage in ongoing professional development in reading instruction, (p. 4, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) 31Draft Effective Literacy. Effective Literacy for grades 2-4 features a two-year staff development process designed to train teachers in instructional techniques which help students become fluent readers and writers, building on the skills developed in K-2. The content of the staff development consists of the following components: 1. 2. 3. 4. 5. 6. 7. 8. 9. A balanced literacy program Planning appropriate reading/writing instruction based on assessment and evaluation The reading process Phonetic skills and strategies Recognizing high frequency words Decoding/word attack skills/word analysis Vocabulary development Comprehension skills and strategies Independent reading and writing 10. Classroom management and organization 11. Assessment 12. Parent involvement Smart Start Professional Development. The District and each school should leverage as much as possible the professional development opportunities provided by ADE for Smart Start implementation, since the LRSD literacy plan is tightly aligned with Smart Start, which also promotes ELLA and Effective Literacy as recommended language arts programs. School-Level Professional Development. The District and each school shall create a professional development plan that reflects the standards for elementary school professional development (from the National Council for Staff Development) and which reflects the priorities in the School Improvement Plan (including the schools Title I plan), especially the implementation of ELLA. Each schools Campus Leadership Team is charged with the responsibility to create collaborative cultures to support change through activities associated with a professional learning community: (1) collegial plarming/teaming and assessment of student work\n(2) collective responsibility for results\n(3) ongoing, job-embedded learning\n(4) action research and inquiry\n(5) continuous improvement\n(6) empowerment through the activities of the Campus Leadership program. 32Draft A report published by the Consortium on Reading Excellence advocates that inservice professional development should:  include current theory and research  provide training in assessment and instruction for phonemic awareness  convey dynamic methods to teach phonics and make use of connected texts  demonstrate effective ways to teach spelling that will reinforce reading  include a diagnostic tool kit that will enable teachers to teach what children need  include whole language strategies and powerful uses of literature  provide practice with children in a clinical setting with ample opportunity for feedback and support\nand  assist teachers to effectively implement balanced literacy programs, (p. 6, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Principal Development. The District shall design and implement a professional development program for elementary principals and other administrators that is aligned with the PreK-3 Literacy Plan components. Interventions Success for All. Schools currently implementing Success for All may continue, provided that the curriculum includes the Arkansas and LRSD academic standards and benchmarks. Student performance data should be thoroughly analyzed to determine the success of current practices, and then, if necessary, the program should be modified for improved results or abandoned. Reading Recovery. Schools implementing Reading Recovery may continue to do so with their Title I funding. Other schools may choose to redirect their Title I funding to this grade 1 intervention if the Campus Leadership Team makes this decision. 33Draft English-as-a-Second Language (ESL). English-as-a-Second Language programs and services will be provided in the four Newcomer Centers for students who are limited-English proficient. These students need similar instruction as that required for other children to learn reading/language arts, but they will also require some extended time to become proficient in English. Reading Clinic Intervention. Each school shall include in its Title I budget the funding for an after-school Reading Clinic or another researchbased intervention to prevent reading failures before the end of the school year. Although volunteer tutors can provide very valuable practice and motivational support for children learning to read, the research does not show that they are effective in providing primary reading instruction or in helping children with serious learning difficulties, (p. 4, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Summer School. The District shall prioritize its elementary funding of summer school programs around the needs of grades k-1 students. The District shall design an intensive summer reading program patterned after the Reading Clinic approach. Early identification and intervention are vital. Some children have more difficulty learning to read than others. Therefore, effective methods for preventing and addressing these difficulties must be included in any comprehensive instructional plan. (p. 4, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Parent Education/Involvement Parent-School Compacts. Each school is encouraged to identify strategies to embed the Title I mandated parent-school compact in the culture of the school and to use this vehicle as a means of improving school-to-parent communication and parent understanding of the LRSD academic standards and benchmarks and ways they can support their childs success. 34Draft Parent Education. The District shall align its parent education\n' involvement programs, including those involving Title I parents, at the PreK-3 levels with the components of this PreK-3 Literacy Plan and with the PreK-3 provisions for mathematics and science in the National Science Foundation project. Also, this component will include the Strategy 2 Action Plan activities recently approved as amendments to the Strategic Plan. Hess and Holloway (1984) identified five broad areas of family functioning that may influence reading development. They are: 1. Value placed on literacy: by reading themselves and encouraging children to read, parents can demonstrate that they value reading. 2. Press for achievement: by expressing their expectations for achievement by their children, providing reading instruction, and responding to the childrens reading initiations and interest, parents can create a press for achievement. 3. 4. 5. Availability and instrumental use of reading materials: literacy experiences are more likely to occur in homes that contain childrens books and other reading and writing materials. Reading with children: parents can read to preschoolers at bedtime or other times and can listen to schoolchildrens oral reading, providing assistance as needed. Opportunities for verbal interaction: a lower quality of verbal interaction constitutes a risk factor primarily in that it relates closely to lowered child vocabulary scores, (p. 121-122, Preventing Reading Difficulties in Young Children, National Research Council, 1998) Conclusions These recommendations are the result of extensive study, collaboration, and thoughtful deliberation over more than two years and intensively during the last seven months. They convey a practical, meaningful, and doable framework for action that can and will, if properly sanctioned, lead to realization of the goal that all LRSD students will read independently by the end of the third grade. The committee recognizes that recommendations made by well-meaning people often become unrealized hopes or dreams. We are committed to acting on these recommendations and, therefore, ask for immediate approval to begin their implementation. 35Draft We have agreed to continue to work together as a committee to oversee implementation of the recommendations. We will meet monthly to review progress and to ensure the cohesiveness of each action component. To help manage the tasks that lie ahead, we have developed a timeline which we believe should be immediately incorporated into the Division of Instructions work plan for the remainder of the school year. The timeline is attached for review, along with the proposed budget. In conclusion, to set as a goal that the District will ensure that all students are reading independently by the end of the third grade is ambitious, at the very least. Such a goal, however, is one that must be achieved, if all students are to have equitable access to an education that prepares them for productive adult lives in the twenty-first century. It is, therefore, imperative that the District provide unwavering support for the clearly focused, best-practice based, district-wide PreK-3 reading/language arts curriculum and program we believe our recommendations will provide. Such support requires dedication of all necessary resources to the effort, whether the resources are school-based or district based, district-fimded or Title I supplemental. Campus-based decision making must be based on clear district guidelines and, if necessary, policy so that all schools in the LRSD exemplify best practice in the delivery of this critically important program. 365 Timelines Activities_________________________________________ 1. Plan summer school curriculum, instructional focus, and professional development for summer 1999\nalso complete student selection process._____ 2. Identify timeline for delivery of training modules\nschedule dates, sites.___________________________ 3. Develop criteria matrix for supplemental reading programs._____________________________________ 4. Conduct awareness sessions with elementary principals and teachers on the PreK-3 Literacy Plan. 5. Write guidelines/regulations for schools to follow when scheduling at grades PreK-3._______________ 6. Write guidelines/teacher manual for two and one- half hour language arts block (make grade specific\ninclude how to/what to do/why do it/troubleshooting sections)._____________________________________ 1. Design classroom profile rubrics (make grade specific\nformat status quo to most desirable matrix). 8. Design teacher practice rubrics.________________ 9. Design criteria for materials selection (identify required materials\ndevelopment guidelines for additional materials). ______________________ 10. Complete PreK-3 standards, benchmarks, curriculum maps\npublish for teachers and parents. 11. Develop guidelines for thematic instruction. 12. Develop assessment plan.____________________ 13. Develop training modules for each component part of plan.___________________________________ 14. Write guidelines for school implementation of After-School Reading Clinics.____________________ 15. Begin module-based teacher training. 16. Order and distribute ELLA materials.________ 17. Reorganize HIPPY programs and services to be appropriate for age three and four students.________ 18. Provide to principals their projected Title I budgets, planning requirements, and other information related to the restructuring of Title I programs. Draft Date February 1999 February April April April April May May May May May May April and ongoing May June and ongoing June and July June April 37! I Draft Activities __________________________________ 19. Establish criteria for approval of Title I plans and communicate to principals and Campus Leadership Teams._______________________________________ 20. Compile lists of recommended reading for PreK- 3 students for summer\npost in businesses and libraries around the community and provide to parents._____________________ 21. Review and approve Title I plans._____________ 22. Plan and implement staff development for principals on the administration of the new plan. 23. Design, produce, and publish for fall distribution a parent brochure on the PreK-3 plan, including all components (such as Title I, Smart Start, etc.).______ 24. Redesign the PreK-3 report cards so that communication with parents is improved.__________ 25. Design the program evaluation study and set up data-collection procedures. Date May May June June June July July 381 Ji LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 July 7, 1999 TO: Melissa Guldin, ODM Monitor FROM: Pat Price, Coordinator of Early Childhood Education SUBJECT: Revised PreK-3 Literacy Plan Enclosed please find a copy of the revised PreK-3 Literacy Plan, being printed at the print shop now for distribution to the schools. if you have any questions, please do not hesitate to call. PP/adg Enclosure received Jill 1999 OfHCEOf deskresaw,MOM,TOffiXS These arePosition Paper PreK-3 Literacy Program Plan Little Rock School District June 1999 Introduction Origins for the PreK-3 Literacy Plan The proposed PreK-3 Literacy Plan outlined in this document is the culmination of extensive discussion and debate among district staff. interested parents, consulting colleagues, and concerned citizens. The discussion began with the launching of a major effort involving more than 500 community volunteers to plan strategically to make a significant difference in the learning lives of all Little Rock School district students. array of important planning This 1996 undertaking became the first of an efforts that, collectively, have charted for the District an exciting and ambitious journey into the 21^^ century. The Strategic Plan outlined a series of thoughtful actions that have already produced major new initiatives, while impacting almost every realm of current District practice, including the Districts desegregation efforts. One major issue confronting the strategic planners, as well as those involved in framing the subsequent initiatives, was literacy. Too many LRSD students enter school at risk of never learning to read and, alarmingly, the number of these students continues to increase. Illiteracy is a societal issue that has become an educational challenge that cannot be ignored or underestimated. The LRSb is committed to meeting this challenge and through research, analysis, hands-on involvement. professional development, and relentless tenacity, the District is developing an aggressive and very specific course of action, beginning with the PreK-3 Literacy Plan offered here. The plan draws on the work and scope of many initiatives, programs, and practices that are outlined below. 1Background The Strategic Plan The Little Rock School District Board of Education adopted in 1996 a new Strategic Plan, which was subsequently updated in 1998. Two of the eleven strategies directly address issues relating to student literacy. \"Strategy 2\" of that plan is as follows\nIn partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. The Action Plan designed to achieve \"Strategy 2\" delineates the objectives and processes to define, develop, and adopt content standards, performance standards, and delivery standards and then to develop and implement professional development programs for district staff, along with strategies for parent understanding of the standards and assessments. Strategy 3\" speaks to the importance of improved student achievement: We will develop and implement a broad range of alternatives and interventions for students scoring below the percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum. The \"Strategy 3\" Action Plans call for implementation of action steps relating to literacy development in grades PreK-3\na policy statement providing for intervention as an operative and vital part of elementary school instruction\nexpansion of Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills\n2the development of an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3\nand promotion of school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. The Revised Desegregation and Education Plan In April 1998 the federal district court in Little Rock approved the District's Revised Desegregation and Education Plan. Implementation of this plan is a requisite step toward the District's attainment of Unitary Status, with the hearing on that petition anticipated in spring 2001. The Plan contains a series of commitments or obligations for the District. Section 5.2.1 relates specifically to reading/language arts at the primary level: LRSD shall implement at least the following strategies to improve the academic achievement of students in kindergarten through the third grade: a. Establish as a goal that by the completion of the third grade all students will be reading independently and show understanding of words on a page\nb. Focus teaching efforts on reading/language arts instruction by teaching science and social studies content through reading/language arts and mathematics experiences\nc. Promote thematic instruction\nd. Identify clear objectives for student mastery of all three reading cueing systems (phonics, semantics, and syntax) and of knowing-how-to-learn skills\n3e. Monitor the appropriateness of teaching/learning materials to achieving curricular objectives and the availability of such materials in all classrooms\nf. Establish uninterrupted blocks of time for reading/language arts and mathematics instruction\ng. Monitor student performance using appropriate assessment devices\nh. Provide parents/guardians with better information about their child's academic achievement in order to help facilitate the academic development of the students\ni. Provide pre-kindergarten, kindergarten, and first-grade learning readiness experiences for students who come to school without such experiences\nj. Train teachers to manage successful learning for all students in diverse, mainstreamed classrooms\nk. Use the third and/or fourth grade as a transition year from focused reading/language arts and mathematics instruction to a more traditional school day\nand I. Provide opportunities for students to perform and display their academic training in a public setting. Other relevant sections of the Revised desegregation and Education Plan to the PreK-3 Literacy Plan are as follows: 2.7 LRSd shall implement programs, policies, and/or procedures designed to improve and remediate the academic achievement of African-American students. 42.7.1 LRSD shall assess the academic programs . . . after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. 2.8 LRSD shall implement programs, policies, and/or procedures during each of the next three years designed to promote and encourage parental and community involvement and support in the operation of LRSD and the education of LRSD students. 2.12.2 LRSD shall implement policies and procedures for investigating the cause of racial disparities in programs and activities and developing remedies where appropriate. The Campus Leadership Plan The Board of Education adopted the District's Campus Leadership Plan in July 1998, providing for decentralized, school-based decision-making in some cases and shared decision-making in others. That plan includes a Quality Index based in part on indicators of academic achievement for each level of school. The Quality Index will be the accountability (collective responsibility) system for the Little Rock School District, and it will include, but go beyond, the academic indicators established by the State of Arkansas. The Arkansas Smart Start Initiative In fall 1998 the Arkansas Department of Education launched a major new reform entitled Smart Start. The aim of the K-4 component of Smart Start is to improve reading and mathematics achievement for all students in grades K-4 so that all students meet or exceed grade level requirements by grade 4. The implementation of Smart Start necessitates the coordination of the following four areas\n51. Standards - At grades K-4, they will serve as the basis for the expected levels of proficiency demanded in reading and mathematics. 2, staff Development - Focused on both teachers and administrators, all activities will promote the mission of Smart Start and emphasize topics related to subject matter content, curriculum alignment with the Frameworks, analysis of assessment results, and the utilization of technology and distance learning. 3. Student Assessment - Will be clearly aligned with the Frameworks and classroom instruction. 4. Accountability - After standards are clearly communicated, staff development activities have been made available and reliable, valid assessments have been developed and administered, schools will be held accountable for student achievement. Specific staff development programs conducted during 1998-99 included training in the use of a balanced literacy approach, utilizing the state's Early Literacy Learning in Arkansas (ELLA), Effective Literacy for Grades 2-4, and Multicultural Reading and Thinking (McRat). The Arkansas Academy for Leadership Training and School-Based AAanagement will begin a series of training sessions for principals, emphasizing proper techniques for aligning their local curriculum to state frameworks and for analyzing student assessment results. Grade 4 and Grade 8 Benchmark Exams were continued during 1998-99 and all school districts have been advised to implement additional assessment components to check student progress prior to Grade 4. Title I Another source for this K-3 Literacy Plan is the District s Title I program. This federally funded program allocates major resources to the District's elementary and middle schools for the improvement of reading and mathematics achievement so that all students \"acquire the knowledge and skills contained in the challenging State content standards and meet the 6challenging State performance standards developed for all children, federal Title I regulations include the following related purposes: The Q, Ensuring high standards for all children and aligning the efforts of States, local education agencies, and schools to help children served under this title to teach such standards, b. Providing children on enriched end accelerated educational program, including, when appropriate, the use of the arts, through school-wide programs or through additional services that increase the amount and quality of instructional time so that children c. served under this title receive at least the classroom instruction that other children receive. Promoting school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content that includes intensive complex thinking and problem-solving experiences\nd. Significantly upgrading the quality of instruction by providing staff in participating schools with substantial opportunities for professional development\ne, Coordinating services under all parts of this title with each other. with other educational services, and, to the extent feasible, with health and social service programs funded from other sources, f. Affording parents meaningful opportunities to participate in the education of their children at home and at school\ng- Improving accountability, as well as teaching and learning, by using State assessment systems designed to measure how well children served under this title are achieving challenging State student performance standards expected of all children, and h. Providing greater decision-making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance. Other Special Populations The needs of students from special populations (special education, 504, limited-English proficient, gifted/talented, and all categories of so-called at-risk\" students) also informed the design of this K-3 Literacy Plan. Quality early literacy programs can do much to prevent the referral and labeling of students for special programs and services. 7Summary Sources, then, for the contents and components of the LRSd PreK-3 Literacy Plan include Strategy 2 and Strategy 3 of the LRSd Strategic Plan\nSection 5.2.1 and other relevant sections of the Revised desegregation and Education Plan\nacademic indicators in the Quality Index of the Campus Leadership Plan\nSmart Start standards, assessments, professional development, and accountability\nTitle I regulations, especially those sections addressing the purposes of Title I\nand the needs of students from various special populations. The LRSd PreK-3 Literacy Plan is carefully aligned with and in compliance with all the local, state, and federal mandates, as well as the general philosophy of these planning documents, all of which emphasize the academic success of all children. Methodology In accordance with the goals and strategies of the district s Strategic Plan, the subsequent recommendations of a Reading/Language Arts/Mathematics Work Team, and the court-approved Revised desegregation and Education Plan, the Little Rock School district has established as a goal that \"by the completion of the third grade all students will be reading independently and will show understanding of words on a page.\" district personnel recognize that to accomplish this goal an aggressive approach to quality and comprehensive early literacy education in grades PreK-3 is essential. This recognition of a need to focus on literacy as a central component of early childhood/primary level education is referenced in the LRSd 1998-99 Priorities within the following subsections of the specific work plan for the division of Instruction: 11. Align school schedules, prek-12 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/coaching, and parent information/education with Strategic Plan, Revised desegregation and Education Plan, and Smart Start. 18. Review Title I programs and services to align with the CCOE, Smart Start, Campus Leadership Plan, NSF, Strategic Plan, and Revised desegregation and Education Plan. 821, Assess ESL program and services and develop program improvement plan with estimated budget. 22, Begin needs assessment and initial planning for implementation of Smart Start program from ADE. The apparent logical starting point for accomplishing the ambitious goal of providing, without exception, independent readers in every mainstreamed classroom by the end of the third grade was to establish a committee to study District data and practices and to make specific recommendations for a new comprehensive, systemic reform of the pre-kindergarten through grade 3 language arts program. This committee has been engaged since September 1998 and has undertaken the tasks of reviewing current practices and programs, researching best practices\" within the reading education arena nation-wide, and recommending a broad course of actions that it believes will best facilitate the Division of Instruction Work Plan in the context of the District 1998-99 Priorities. To accomplish the tasks described above\nthe committee first identified and then completed the following action steps\n1. Reviewed current District curriculum and assessment practices and determined current level of implementation and overall appropriateness for achieving goal. 2. Completed the development of the PreK-3 standards and benchmarks for reading/language arts and constructed a curriculum map to ensure alignment with the Arkansas curriculum frameworks and assessments. 3. Reviewed the Arkansas State mandated Smart Start Initiative and identified possible gaps or discrepancies between the Initiative components and the District curricular focus. 94. Identified all \"supplemental\" reading programs currently in use in the district's primary-level classrooms and noted compatibility with the goal, the district curriculum, and the Smart Start Initiative\nalso determined whether supplemental efforts strengthened or hindered continuity of effort in relation to achievement of the goal. 5. Compared {District student performance to statewide student performance for the purpose of creating a context for district benchmarking. K-3 curriculum maps were reviewed to ensure close alignment of district curriculum and the Arkansas curriculum frameworks. 6. drew conclusions about effectiveness of current district efforts and summarized key components of best practice efforts in early reading education nationwide. 7. Identified and mapped literacy components of all related initiatives, programs, and practices to ensure PreK-3 reading/language arts programming congruence and coherence. 8. Recommended key programmatic components essential to timely realization of the initial goal that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. 9. Recommended key resources and necessary collaborations. 10Early Literacy Core Committee Members'. Pat Price, Earl'y Childhood Gene Parker, Reading Judy Milam, Reading Kris Huffman, Reading Judy Teeter, Reading Tish Henslee, Early Childhood - University of Arkansas at Little Rock Melissa Guldin, Office of Desegregation Monitoring Ann Freeman, Smart Start Patty Kohler, Division of Exceptional Children Involvement and Communication Significant levels of staff, parent, and community involvement had already occurred during the past three years on the issue of PreK-3 literacy before the work of this specific plan. The development of the Strategic Plan, the Reading Summit involving about 150 people two years ago, and the involvement on the Work Team that wrote the initial recommendations for Section 5.2 in the Revised Desegregation and Education Plan all informed the design of this PreK-3 Literacy Plan. The public was kept informed of these planning initiatives through public information sessions and the cable television channel. Additional activities occurred during March, April, May, and early June 1999 to update everyone. Following administrative review of the committee recommendations and proposed budget, the committee began a series of information sessions further to inform principals, teachers, other staff, parents, and community about the proposed changes and to solicit their input on the final design. Copies of the draft plan were sent to every elementary principal and every PreK-3 teacher in the Little Rock School District for their review and discussion, and numerous presentations were made to various groups. The June 2-3-4 inservice focused in large part on discussions of the plan. Once the review and input process was completed and the committee had had an opportunity to revise their original draft, then the full proposal was presented to the Board of Education for their review in June 1999. 11Needs Assessment data Analysis (Effectiveness) According to an analysis of data conducted by the department of Planning, Research, and Evaluation, unacceptable percentages of students across the district are performing at the \"Below Basic\" level on the Arkansas\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_1068","title":"Little Rock School District Board","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. 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C..II C D. CD .::s. Ill    SECTION J: STUDENTS Section J of the Little Rock School District contains policies, regulations, and exhibits on students - admissions, attendance, rights and responsibilities, conduct, discipline, health and welfare, and school-related activities. JE JFABB JFABB-R JJ JJ-R JJIB JJIB-R1 JJIB-R2 JLDBD JMA JMA-R JRAA Student Attendance Foreign Exchange Students Foreign Exchange Students Student Co-curricular/Extracurricular Activities Student Co-curricular/Extracurricular Activities Interscholastic Athletics/Cheerleading/Drill Team High School Interscholastic Athletics/Cheerleading/Drill Team/Pep Club Middle School Interscholastic Athletics/Cheerleading/Drill Team/Pep Club Sex and Child Offender Notification Scholarships Scholarship Program Regulation Student Discipline Records APR 5 2000    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JE STUDENT ATTENDANCE The Board of Education believes that the instructional program is the vital part of formal education and that students realize greater benefits when they attend regularly. When students are absent, they are missing an integral part of instruction that usually can not be made up outside the classroom. Thus, regular attendance will be necessary to accomplish preparation for maximum levels of achievement or full course credit. All students are required to maintain a level of attendance which will enable them to discharge their responsibility as learners and will enable the school to meet its obligations to the students. According to state law, any child five years (5) of age through seventeen years (17), on or before September 15 of the particular school year, who has not been officially excluded from school, must be in attendance at school or enrolled in a home schooling program . Adopted: September 23, 1999 Legal Reference: AC.A. ACT 570, 1999 ED T 4 1999 ufFICEOf DESEGREGATION MONITOftWQ    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JFABB FOREIGN EXCHANGE STUDENTS The Little Rock School District supports the enrollment of foreign exchange students in the District schools. The District is part of a global society and students in the District will benefit from learning about the culture and traditions of students from other countries. As the District participates in such exchanges, students in the Little Rock School District will gain a broad exposure to ideas that promote appreciation for cultural diversity, tolerance for others, and understanding of our similarities and differences. It is the policy of the Board of Education to accept the enrollment in the Little Rock School District of qualified foreign exchange students . Adopted: July 23, 1998 Cross Reference: Administrative Policy JFABB-R  APR 5 2000 LITTLE ROCK SCHOOL DISTRICT I ltlCE OF NEPN CODE: JFABB-R DESEGREG JION MO~ITORI FOREIGN EXCHANGE STUDENTS The Little Rock School District will enroll foreign exchange students subject to the following procedures: 1. The Little Rock School District will enroll foreign exchange students who petition the District through a program that is recognized by the advisory list published by the Council on Standards for International Educational Travel, supported by the National Association of Secondary School Principals. 2. Enrollment will occur only when all local, state, and national rules and regulations relative to foreign students' participation in educational exchanges have been followed. 3. The Student Assignment Office may limit the number of foreign exchange students entering a school. 4. Foreign exchange students must possess sufficient skills in English to participate fully  in the educational program of a school.  5. Foreign exchange students must be represented by a local coordinator and must have a host family at the time of registration with the Student Assignment Office. 6. No more than two (2) foreign exchange students may reside with a local coordinator of a program placing students in the District. 7. The Little Rock School District will accept the enrollment of foreign exchange students from other school districts, as long as enrollment conforms to established transfer procedures. 8. Foreign exchange students will state their intent to either receive a diploma or not at the time of enrollment in the District. Should a diploma be desired, foreign exchange students must meet all Little Rock School District graduation requirements. 9. Foreign exchange students will receive school assignments from the Student Assignment Office in accordance with established assignment policies. 10. Foreign exchange students must be registered with the Student Assignment Office no later than July 15 of the year of enrollment. Early spring enrollment is recommended so to give the school time to develop a schedule for the student and to ensure that the student has opportunities to select appropriate courses . Date: July 23, 1998 Cross Reference: Board of Education Policy JFABB    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JJIB INTERSCHOLASTIC ATHLETICS/CHEERLEADING/DRILL TEAM The Little Rock School District will provide interscholastic athletics for female and male students. Interscholastic athletics will include team and individual sports, cheerleading, drill team and pep club activities. Students electing to participate in interscholastic athletics will meet State Department of Education, Arkansas Activities Association, and District eligibility requirements . Adopted: November 18, 1999 Cross References: Revised Desegregation and Education Plan APR 5 2000 OFFICE OF DESEGREGATIO~J MONITORING Official Handbook of the Arkansas Activities Association National Federation Official High School Spirit Rule Book LRSD Senior High School Student Handbook LRSD Middle School Student Handbook    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JLDBD SEX AND CHILD OFFENDER NOTIFICATION Act 989 of 1997, Megan's Law, establishes a system of registration for convicted sex and child offenders and for community notification. After receiving information regarding a convicted offender from a local law enforcement official, the District will notify school personnel, students and their families according to State Board of Education guidelines. It is the policy of the Board of Education to notify appropriate school personnel, students and their families when information from a local law enforcement agency is provided to the District that a convicted sex or child offender has established residence in the school district. Procedures governing the notification required by Act 989 of 1997 are found in the regulations . Adopted: December 3, 1998 Legal References: Act 989 of 1997 Cross References: Administrative Regulation    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JMA SCHOLARSHIPS The Board of Education is committed to the establishment of a college scholarship program for students who graduate from District high schools after having attended a racially identifiable elementary school. The program will be maintained at least until graduation of the class that begins kindergarten during the 2000-2001 school year. The Board directs the administration to develop and implement a scholarship program consistent with the intent of the Revised Desegregation and Education Plan . Adopted: April 22, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JRAA STUDENT DISCIPLINE RECORDS It is the policy of the Board of Education to purge student discipline records after the fifth {5th ) and eighth (8th ) grade of all offenses except weapons offenses, arson and robbery unless the District determines that to do so would not be in the best interest of the student.  Adopted: June 24, 1999    SECTION K: SCHOOL-COMMUNITY-HOME RELATIONS Section K of the Little Rock School District policy manual contains policies, regulations, and exhibits on parent and community involvement in schools. Except for policies concerning education agencies, statements on public sector relations with the school district are located in this section, too. KDA KDD KDE KF KF-R KFC KH KH-R Kl KL KLE KLG' KLG-R Public Information/School Communications Program News Media Relations Crisis Management Community Use of Facilities Community Use of Facilities Community Use of Outdoor Facilities Solicitations in Schools Solicitations in Schools Visitors to Schools elations with Governmental Authorities Relations with Youth Serving Agencies Relations with Law Enforcement Authorities Relations with Law Enforcement Authorities IVED APR 5 2000 uFflCEOF DESEGREGATION MONITORING    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KDA PUBLIC INFORMATION/SCHOOL COMMUNICATIONS PROGRAM The operation of a public school system is of public interest and concern. The Board believes that effective communications with the public is a significant element of effective district operation. The Board also believes that great benefit to students and to the total community can be achieved by supporting the public's right to be informed as fully and accurately as possible through the dissemination of information regarding the school system. Therefore, the Board has established the Communications Department as a convenient, accessible, accurate information source for the community, the media, the schools, the staff, and the public at large. The general responsibilities of the Communications Department, under the supervision of the Superintendent, in the area of public information include:  Coordinate and facilitate news media relations\n Serve as the District's respondent to media inquiries\n Publish press releases, newsletters, district calendar and other official district information\n Assist schools and other departments with public information needs\nand  Respond to information requests from parents and other community residents. Additionally, schools should communicate on a regular basis with their patrons through newsletters and other forms of communication. All publications should be appropriate for patrons in terms of editorial content and format. Adopted: February 3, 2000 ECE PR 5 200D u ICEO QESEGREGATION MONITOR! a   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KDD NEWS MEDIA RELATIONS School staff members, working with the Communications Department, will help assure a flow of information to the community. Every principal will select a school public relations coordinator who will work with the staff in the school to gather school event information and other newsworthy items. The school public relations coordinator will provide information to the Communications Department throughout the school year in order to build public understanding and support of our schools. Staff members also must consider the privacy rights of individuals and legitimate confidentiality requirements upon the school district. The Board encourages media outlets to broadcast public meetings of the Board, provided that such arrangements do not interfere with the conduct of the meeting . RECEIV R 5 2000 ufFlCE OF DESEGREGATION MONITORING  Adopted: February 3, 2000   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KDE CRISIS MANAGEMENT A school crisis, resulting from many different causes, may occur at any time. The Board believes that it is essential that a Crisis Communications Plan be prepared and updated prior to such an occurrence in order for school and district officials to respond more effectively to a crisis. The Communications Department will update the Crisis Communications Plan annually. The Director of Communications will act as spokesperson during a crisis situation. The Director will maintain a list of media contacts and fact sheets about the District and schools for use in the event of a crisis. Local response agencies shall be contacted immediately after a crisis occurs. A list of key groups requiring immediate contact should be maintained in the Crisis Communications Plan. Information should be provided to the public as soon as verified facts are available. At all times the District should consider the public's right to be informed and to ensure accurate information is disseminated. RECE IE APR 5 2000 OFFICE OF DESEGREGATION MONITORING  Adopted: February 3, 2000   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KF COMMUNITY USE OF FACILITIES The Board of Education acknowledges that its properties are provided with public funds and allows use of its facilities by groups who are committed to providing services to the community. Individuals, organizations, and associations may receive permission to use school facilities for educational, recreational, social, civic, cultural, and philanthropic purposes as long as the use does not interfere with the regular program and activities of the schools. Adopted: August 26, 1999 ECEIVE SEP 3 1999 OFFICE OF DESEGREGATION MONITORING  Cross Reference: Administrative Regulation KF-R   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KFC COMMUNITY USE OF OUTDOOR FACILITIES The Board of Education acknowledges that its properties and adjacent grounds are provided with public funds and allows the use of its outdoor facilities by organizations that promote health, fitness, and recreation for the youth of the community. Individuals, organizations, and associations may receive permission to use outdoor facilities for educational, recreational, social, civic, cultural, and philanthropic purposes as long as the use does not interfere with the regular program and activities of the schools . SEP 3 1999 Adopted: August 26, 1999  Cross Reference: Administrative Regulation KF - R   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KH SOLICITATIONS IN SCHOOLS It is the policy of the Board of Education to prohibit any solicitation or advertisement that exploits student and staff members, whether by advertising or otherwise promoting products or services, soliciting funds or information, distributing political materials, or securing participation in non-school related activities and functions. At the same time, schools should inform and assist students to learn about programs, activities or information that may be of help or service to them. To attempt a fair balance, guidelines regarding solicitations in the schools are provided in the administrative regulation, KH-R. IV SEP 3 1999 OFFICE Of DESEGREGATION MONITORING  Adopted: August 26, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KH-R SOLICITATIONS IN THE SCHOOLS The following guidelines will serve as the regulations for the implementation of Board policy KH, solicitations in the schools. Permission to post bulletins will be approved by the principals if they announce a program or service for youth by a nonprofit local agency. All others will require the specific annual approval of the superintendent or a designee. With the exception of United Way, fund-raising activities in schools will not be sanctioned. This does not include PTA or school organizations' activities for fund raising. Direct sales by outside vendors to students and staff members in schools are prohibited. School offices may provide lists of vendors carrying certain items (e.g., P. E. suits) or the school may charge for miscellaneous items (e.g., pens, pencils, school Tshirts) or permit student organizations to sell products on a controlled basis . No employee of the district is permitted to use his/her position to solicit students or parents for projects, which involve expenditure of money for goods, or services for which the employee receives remuneration. Time at school must not be jeopardized by propaganda or advertising contest, by ticket sales or items not connected with the school program. SEP 3 1999 ufflCt Ot DESEGREGATION MONITOR/NG  Date: August 26, 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: Kl VISITORS TO SCHOOLS The Board of Education encourages visits to schools by parents and community members. In consideration of safety issues, visitors are required to register at the school office. Parents or citizens who wish to observe a classroom while school is in session are urged to arrange such visits in advance with the teacher so that class disruptions may be kept to a minimum. Principals have the authority to refuse entry onto to school grounds or buildings to persons who do not have legitimate business at the school and to require any unauthorized person or persons engaging in unacceptable conduct to leave the school premises . Adopted: August 26, 1999 Cross Reference: Administrative Regulation KI-R Board Policy IKACA D SEP 3 1999 OFFICE OF DESEGREGATION MONITORING   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KL RELATIONS WITH GOVERNMENTAL AUTHORITIES The Board of Education is committed to a productive, harmonious working relationship with other elected officials of local, state, and national governments. The Board will meet regularly with the Mayor and the Board of Directors of the City of Little Rock to coordinate services to the citizens of Little Rock and to plan collaboratively for solutions to issues facing both Boards. The Board will work cooperatively with the Governor and members of the Arkansas Legislature to discuss issues and recommend or support legislation that will improve educational quality and the quality of life for the students and families of the Little Rock School District. The Board will communicate with Arkansas' congressional delegation and their staffs to share concerns and suggest remedies to national educational issues affecting the students and families of the Little Rock School District. Adopted: August 26, 1999 E SEP 3 1999 utflCE OF QESEGREGATION MONITORING  Cross Reference: Board Policy BJ   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KLE RELATIONS WITH YOUTH SERVING AGENCIES Cooperation with state and local youth serving agencies is necessary to ensure that provisions are made for the planning and coordination of health care issues, custodial care of students, and the reporting/referral of suspected abuse and neglect of children served by the Little Rock School District. Relationships between health care agencies and the District will center on the provision of health information, referral, and follow-up to ensure that all students' physical and emotional health needs are being met. Relationships with youth serving agencies will focus on the appropriate sharing of information and referral so that the responsibility of district personnel designated as a \"mandated reporter\" under the law is fully discharged . IV D SEP 3 1999 . ufFICE OF uE SEGREGATION MONITORING Adopted: August 26, 1999 Legal Reference: Act 1208 of 1991  Cross Reference: Policy JHG   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KLG RELATIONS WITH LAW ENFORCEMENT AUTHORITIES The Board of Education believes that cooperation with law enforcement agencies is essential for the protection of students, for maintaining a safe environment in the District schools and for safeguarding school property. Relationships between the schools and officials of law enforcement agencies in investigative matters concerning pupils will take into consideration the respective roles of the schools and law enforcement agencies in assisting and protecting the interests of the community and ensuring the rights of all concerned. The Board also recognizes the potential enrichment that law enforcement agencies can make in the educational program and believes that through cooperative programs with the schools, students may develop healthy attitudes towards law enforcement agencies and personnel. Adopted: August 26, 1999 SEP 3 1999 OlflCEOF DESEGREGATION MONITORING  Cross Reference: Board Policy JLDBD DATE: TO: FROM: PREPARED BY: RE: Background LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 July 25, 2002 Board of Education Dr. T. Kenneth James, Superintendent Dr. Bonnie Lesley, Associate Superintendent for Instruction Linda Austin, Director of Planning and Development Danny Fletcher, Director of Fine Arts U.S. Department of Education Proposal: Professional Development for Music Educators Program The U. S. Department of Education released a request for proposals for the Professional Development for Music Educators Program. The purpose of the program is to fund the implementation of high-quality professional development programs designed for music teachers that focus on the development, enhancement, or expansion of standards-based music education programs. Grant awards assist local educational agencies, in partnership with entities that have extensive content expertise, to develop, document, evaluate, and disseminate innovative, cohesive models of professional development. The District's application will include the 17 eligible elementary schools: Mitchell, Stephens, Baseline, Franklin, Watson, Chicot, Wilson, Rightsell, Wakefield, Cloverdale, Woodruff, Mabelvale, Fair Park, Geyer Springs, Brady, Meadowcliff and Bale. Only schools where 75 percent or more of the children served are from low-income families may receive services under this program. The District has partnered with the University of Arkansas at Little Rock Department of Music, the American Orff-Schulwerk Association, and Music Workshops, Ltd. - World Music Drumming. The deadline for submission is July 19, 2002. Fiscal Impact The total three-year award request will be $1 ,200,000. The requested funds are primarily targeted for the implementation of the intensive ongoing professional development plan. Funds have been requested to enable the District to establish partnerships with outside organizations with the expertise needed to support program implementation. Local match is not required. Recommendation The staff requests approval for the submission of this grant. TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools PREPARED BY: ~onnie A. Lesley, Associate Superintendent for Instruction DATE: July 25, 2002 SUBJECT: Proposed Revision of ID-R: School Schedules Background The current regulations for Policy ID on the school day only address high school issues. Although several instructional time requirements are in practice, they are not currently written down in policy, regulations, or administrative directives. These proposed additions (the sections that are underlined) to the regulations in ID-R formalize those requirements and can, then, be more easily accessed by staff, students, and parents as questions arise. Fiscal Impact None. No new requirements are proposed-just a formalization of current practice. Recommendation That the Board of Education review and provide feedback to the staff on proposed revisions to I D-R. BAL/adg Attachment I LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ID-R STUDENT SCHEDULES Grades 9-12 Students in grades 9-12 must be enrolled for four units ( eight courses) each semester in a school with an A/B block schedule or three and one-half units (seven courses) in a school with a seven-period daily schedule. One unit may be placement in a study hall or enrollment as a student assistant/monitor. The principal is authorized to modify this requirement if there are extenuating circumstances. Extenuating circumstances include the following: 1. The student is enrolled in a concurrent program at a college or university. 2. The student is enrolled in a school-sponsored work program. 3. The student has an illness that precludes full-time enrollment. 4. The student demonstrates a hardship of needing to support self and/or family. 5. The student demonstrates other reasons acceptable to the district inclusive of legal matters. Students in grade 9 are required under Act 1748 to participate in at least one hour of physical training each week (see IMP-R). Enrollment in the required one semester of Physical Education IA as a freshman will satisfy one-half of that requirement. The other semester may be satisfied by enrollment in another semester of physical education (Physical Education IB) or through participation in approved alternative activities and a signed waiver (again, see IMP-R). Dropping/Adding Courses, Grades 9-12 According to Arkansas Accreditation Standards, a student must be enrolled in a course for at least 60 clock hours in order to receive one-half unit of credit. Students, therefore, are not permitted to change their class schedules after the tenth class day of each semester to ensure that the school is in compliance. The following exceptions to the ten-day rule ~e permitted, but only with the high school principal's permission: l. The student is changing from one teacher's class to another teaching the same course. 2. The student is changing from one level of a course to another, such as from the regular level to the Pre-AP level or from Pre-AP to the regular level. 3. The student is exiting an ESL adapted course in order to move into a mainstreamed equivalent course. 4. The student is dropping a course in order to enroll in a study hall or other noncredit period (only one such period is allowed in any one semester). Grades 6-8 Students must take all courses, including a double period of the Reading/Writing Workshop at each grade level, 6-8, approved by the Board of Education for the required middle school required curriculum. Courses not required by the State of Arkansas may be waived through the waiver process. (See Policy IBA, IBA-R, and IBA-R Exhibit.) Additionally, all grades 6-8 students must participate in at least one hour per week of physical tra_ining, _inc luding at least three sessions of 20 minutes each. (See IMP-R.) , _ _ Middle schools may schedule classes seven periods a day, or they may elect to use the A/B block schedule, enabling students to take eight courses every two days. Grades 3-5 All students in grades 3-5 must have instruction in all the areas specified in the Arkansas Accreditation Standards. LRSD time requirements are as follows: English Language Arts/Reading 2  hours daily at grade 3\nMathematics Science Social Studies Music or Visual Art Physical Education At least 2 hours daily at grades 4-5 At least one hour daily Daily instruction\nmay be interdisciplinary Daily instruction\nmay be interdisciplinary At least one hour per week At least one hour per week, including no less than 20 minutes three times per week Tirlie teguiremmtSi!that-go beyond the Arkansas Accreditation Standards must be observed unless the school applies for and receives a waiver. (See IBA, IBA-R, and IBA-R Exhibit.) Grades PreK-2 All students in grades PreK-2 must have instruction in all the areas specified in the Arkansas Accreditation Standards. LRSD time requirements are as follows: English Language Arts/Reading 2  hours daily Mathematics At least one hour daily , Science Social Studies Music or Visual Art Instruction may be interdisciplinary\nat least every other day, if not every day Instruction may be interdisciplinary\nat least every other day, if not every day At least one hour per week Physical Education At least one hour per week, including no . less than 20 minutes three times per week Time requirements that go beyond the Arkansas Accreditation Standards must be observed unless the school applies for and receives a waiver. (See IBA, IBA-R, and IBA-R Exhibit.) A sample pre-kindergarten daily schedule is attached that meets all licensing and LRSD requirements. Sample Pre-K Schedule IMP-Exhibit 2 Time Monday Tuesday Wednesday Thursday Friday 7:30- Arrival/Centers Arrival/Centers Arrival/Centers Arrival/Centers Arrival/Centers 8:00 Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Including Math, Including Math, Including Math, Including Math, Including Math, Science Social Studies, Science Social Science Social Science Social Science Social Art Studies, Art Studies, Art Studies, Art Studies, Art 8:00- Circle Time Circle Time Circle Time Circle Time Circle Time 8:15 Explanation and Explanation and Explanation and Explanation and Explanation and Directions for today's Directions for today's Directions for today's Directions for today's Directions for today's activities activities activities activities activities 8: 15- P.E Music Library/Guidance P.E Music 8:45 8:45- Snack Time Snack Time Snack Time Snack Time Snack Time 9:30 Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Literacy/Language Arts Literacy/Language Literacy/Language Literacy/Language Literacy/Language Choice of Centers Arts Arts Arts Arts Math, Science Social Choice of Centers Choice of Centers Choice of Centers Choice of Centers Studies, Art Math, Science Social Math, Science Social Math, Science Social Math, Science Social Studies, Art Studies, Art Studies, Art Studies, Art 9:30- Outside Play: Including Outside Play: Outside Play: Outside Play: Outside Play: 10:00 Gross Motor, Art, and Including Including Including Including Dramatic Play Gross Motor, Art, and Gross Motor, Art, and Gross Motor, Art, and Gross Motor, Art, and Activities Dramatic Play Dramatic Play Dramatic Play Dramatic Play Activities Activities Activities Activities 10:00- Circle Time Circle Time Circle Time Circle Time Circle Time 10:45 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Transition Activities Transition Activities Transition Activities Transition Activities Transition Activities Bathroom/Wash Hands Bathroom/Wash Bathroom/Wash Bathroom/Wash Bathroom/Wash Hands Hands Hands Hands 10:45- Lunch Lunch Lunch Lunch Lunch 11:15 Social Skills Social Skills Social Skills Social Skills Social Skills Language Development Language Language Language Language Development Development Development Development I I :15- Outside Play Outside Play Outside Play Outside Play Outside Play 11:45 Gross Motor Gross Motor Gross Motor Gross Motor Gross Motor Art Art Art Art Art Dramatic Play Dramatic Play Dramatic Play Dramatic Play Dramatic Play 11:45- Language Arts/ Language Arts/ Language Arts/ Language Arts/ Language Arts/ 12:15 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Transition Activities Transition Activities Transition Activities Transition Activities Transition Activities Bathroom/Wash Hands Bathroom/Wash Bathroom/Wash Bathroom/Wash Bathroom/Wash Hands Hands Hands Hands 12: 15- Story Time/Rest Period Story Time/Rest Story Time/Rest Story Time/Rest Story Time/Rest I: 15 Period Period Period Period 1: 15- Snack Time Snack Time Snack Time Snack Time Snack Time 2:15 Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Literacy/Language Arts Literacy/Language Literacy/Language Literacy/Language Literacy/Language Choice of Centers: Arts Arts Arts Arts Including Math, Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Science, Social Studies, Including Math, Including Math, Including Math, Including Math, and Art Science, Social Science, Social Science, Social Science, Social Studies, and Art Studies, and Art Studies, and Art Studies, and Art 2:15- Circle Time Circle Time Circle Time Circle Time Circle Time 2:35 Story Story Story Story Story Review of Review of Review of Review of Review of Activities/Closure Activities/Closure Activities/Closure Activities/Closure Activities/Closure Dismissal Dismissal Dismissal Dismissal Dismissal IMP-Exhibit 1 Request for Waiver of School Day Scheduling Requirements Administrative Regulations ID-R Little Rock School District Name of Student- -------------ID Number- ---- Classification I request a waiver from the scheduling requirements in Administrative Regulations ID-R. I understand that in order to be eligible for such a waiver, I must provide proof of one or more of the following extenuating circumstances:  need to take fewer courses due to poor health (verification by a licensed physician is required)\n need to take fewer courses in order to go to work\n need to take fewer courses due to responsibilities to care for a child or other family member\n need to take fewer courses in order to free a period for remedial instruction or for study hall (verification required by an assistant principal, a counselor, and/or a teacher)\n need to take fewer courses in order to enroll in a post-secondary course (verification required of application to enroll and admission). Therefore, I request that during the next semester/school year (circle one) I be permitted to enroll in only ___ courses rather than the four units of credit required each semester or eight units of credit required for the year. My proof of extenuating circumstances is either attached through signed statements or follows below: Signature of Student Signature of Parent/Guardian Date Approved/Disapproved ( circle one) Signature of Principal Date TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY~\\onnie A. Lesley, Associate Superintendent for Instruction DATE: July 25, 2002 SUBJECT: Purchase of License for Use of \"Responding to Reading Through Writing\" Background Information Annie Ross, a teacher at Jefferson Elementary School, developed during the 2000-01 and 2001-02 school years a series of writing prompts to use with her fourth-grade students in preparation for the Grade 4 Literacy Benchmark Examination. Because Jefferson had 95 percent of their students score at or above the \"Proficient\" level on the 2000-01 examination, District staff asked Ms. Ross not only to consider selling to the District the right to reproduce her grade 4 writing prompts, but also to create similar prompts for grades 3 and 5. She agreed to do so. Since Ms. Ross wishes to be able to sell her product to other Arkansas districts, considerable time was required during 2001-2002 to negotiate an agreement that was in compliance with state legislation and with the District's policy. That agreement is now ready. Act 1599 that became law in 2001 requires that such contracts or agreements be approved by the Board of Education through resolution and then be approved by the state. The proposed resolution and a copy of Ms. Ross' disclosure form are attached, as is a copy of the \"License Agreement.\" All these documents have been reviewed by LRSD attorneys. If the Board of Education approves the attached resolution, the next steps are as follows: 1. Secure approval of the State Board of Education, as required in recent legislation, Act 1599\n2. Reproduce the materials for all grades 3-5 teachers\nBoard of Education July 25, 2002 Page Two 3. Set up and conduct the necessary professional development for principals and teachers on how to use the materials\n4. Implement the use of the materials in all grades 3-5 classrooms (2002-03 school year). Fiscal Impact The cost of the License Agreement is $11,452.50. That cost, plus whatever cost is incurred in reproducing the materials and in providing professional development, will come from the Elementary Literacy budget for 2002-03. No additional funds are requested. Recommendation That the Board of Education approve the District's participation in the proposed License Agreement with Ms. Annie Ross, pending approval of the State Board of Education. BAL/adg Attachments RESOLUTION ACT 1599 F A. Whereas the Little Rock School District Board of Directors met in a regular, open, and properly-called board w-eeting on July 25, 2002, in the Board Room, 810 W. Markham, Little Rock, AR 72201. Whereas seven members were present, a quorum was declared by the chair. Whereas the Board of Directors received a recommendation to adopt a resolution to enter into a contract with Annie H.. Ross, a teacher in the Little Rock School District Full disclosure of all relationships and interest as required by Act 1599 that are relevant to proposed contract: Annie H. Ross is a teacher in the Little Rock School District, and she is the sole owner of the classroom teaching tool, \"Responding to Reading through Writing,\" which the Little Rock School District proposes to use in grades 3-5 through a \"License Agreement\" (see attached). Specific facts and reasons for justifying the contract were: Annie H. Ross developed this unique product on her own time, used it in her own grade 4 classroom at Jefferson Elementary School and found it to be highly successful in preparing her students for the grade 4 Benchmark literacv examination. She is willing to share it with other LRSD grades 3-5 teachers through the attached \"License Agreement.\" The unusual circumstances necessitating the contract were: Normally, the District would have paid this teacher for her time in developing a product for districtwide use. In that case the District would have assumed ownership of the product. In this case, the teacher, nnie H. Ross wished to maintain her ownershi of the roduct and her ri ht to sell it to other school stricts-necessitatin the attached \"License A List of relevant data enclosed: A copy of the \"License Agreement\" is attached. Whereas __ board member(s) having declared an interest in the proposed contract left the meeting prior to the discussion of the contract and did not return to the meeting room until the voting on the contract had been concluded. Whereas the Board, after serious consideration, moved to approve the contract with Annie H. Ross Whereas the contract was approved with the following restrictions and/or limitations: No restrictions and/or limitations beyond those stated in the ''License Agreement\" Whereas the period of the contract shall be perpetual, as per the terms of the \"License Agreement.\". Ther efore , due to the specific reasons cited above, it is hereby declared to be the intent of the Little Rock School District Board of Directors to award this contract to Annie H .. Ross. As is required by Act 1599, 2001, the contract is contingent upon approval by the Director of the Arkansas Department of Education, if required. If approval is denied, this contract approved by the Board would be null and void. -Superintendent Board President Date Date E CONTRACT DISCLOSURE FORM Name of Public Educational Entity: Little Rock School District Name of Person Disclosing Transaction: Annie H. Ross Note: Fully complete this form and return to the administration office. NO TRANSACTION OR SERVICE MAY BE RENDERED UNTIL THIS FORM HAS BEEN COMPLETED AND APPROVED. Act 1599 of 2001 requires FULL and COMPLETE DISCLOSURE of transactions with public educational entities. KNOWINGLY FAILING to FULLY DISCLOSE pertinent information relating to a transaction could result in criminal felony charges. I am a (an)  C Board Member  Administrator X D Employee of the public educational entity. 6412 Hawthorne Little Rock AR 72207 Mailing Address City State Zip Home Telephone: 501 /664-5863 Work Telephone: 501 /671-6281 - ature of transaction subject to disclosure and approval: See attached \"License Agreement.\" Estimated dollar amount of transactions with public educational entity for ENTIRE school year: $11,452.50 Check ONE: X I have a financial interest in the transaction with the public educational entity. c:\nA family member has a financial interest in the transaction with the public educational entity. r::: BOTH a family member and I have a financial interest in the transaction with the public educational entity. Nature of financial interest: (State how you and/or family members are financially interested in the transaction): I, Annie H. Ross, a teacher in the Little Rock School District, am proposing to license the Little Rock School District for a one-time fee of an educational classroom teaching took, \"Responding to Reading through Writing,\" which I developed on my own time. (See attached \"License Agreement.\") Justification for Approval (State reason why you believe the transactions are in the best interest of the public educational entity: state the unusual circumstances involved.) erhe product which I developed is unique\nnothing similar can be purchased elsewhere. It is totally aligned both with the textbooks adopted by the Little Rock School District and the Arkansas and District curriculum standards. Further, the writing prompts are modeled after the released items of the grade 4 Benchmark 1 assessment in literacy. These materials will assist grades 3-5 teachers in the Little Rock School District in preparing their students for the state literacy examinations. er am proposing this \"License Agreement\" as a method of making the product available to the Little Rock School District, yet maintaining my rights to sell the product to other school districts.  Check here if Emergency Transaction as defined by Section 9 of Act 1599 of 2001 PLEASE ATTACH ANY OTHER ADDITIONAL INFORMATION OR DOCUMENTS YOU BELIEVE ARE NECESSARY FOR A FULL, COMPLETE, AND ACCURATE DISCLOSURE OF THE FACTS AND CIRCUMSTANCES OF THE TRANSACTIONS. SIGNATURE: __(_ h_u_'L -(. \u0026lt;2,_. _._,,__....~.. .. ..- ---\u0026lt; '.'..__ ____D ATE: ---'6_-~\n....,,7'---0\"\"---:1_. _ CONTRACT DISCLOSURE FORM FOR OFFICE USE ONLY: Date completed form received by district: July 1, 2002 9 School Official's Signature Local Board Action: 501 /447-1002 501/447-1159 Telephone Number FAX Number D APPROVED D DISAPPROVED Date PRESENTED to Board: July 25, 2002 Board President's Signature: _______ _ Required to be presented to the Director of the Department of Education for written approval: X DYES D NO Written Adopted Resolution Attached: X:o YES ONO Required Additional Documentation: Copy of signed \"License Agreement\" attached. Date Certified to ADE: ___________ _ Date Director's Written Approval received by district: Effective Date: - Please return by certified mail to: Mr. Raymond Simon, Director Arkansas Dept. of Education #4 Capitol Mall, Room 304A Little Rock, AR 72201 2 LICENSE AGREEME T THIS LICENSE AGREEMENT (\"Agreement\") is entered into this 25th day of July, 2002, by and between ANNIE ROSS (\"Licensor\") and the LITTLE ROCK SCHOOL DISTRICT (\"Licensee\" or \"LRSD\"). WHEREAS, Licensor has expended time, energy, and effort to create an educational classroom teaching tool entitled \"Responding to Reading Through Writing\" (the \"Product\") that may utilized by teachers in connection with the 1999 edition of Harcourt Brace's reading textbook series entitled \"Signatures\" (the \"Series\")\nand\nWHEREAS, Licensee desires to enable Licensee's teachers to utilize the Product in Licensee's classrooms, NOW, THEREFORE, in consideration of the mutual obligations and covenants contained herein and for other good and valuable consideration, the receipt and sufficiency of which is hereby acknowledged, the Licensor and Licensee agree as follows: 1. Grant of License. Licensor hereby grants to Licensee the non-exclusive right to use the Product for the Term (defined in Section 2 of this Agreement) in the Little Rock School District. Licensor understands and agrees that Licensee may make as many copies of the Product as may be reasonably necessary to distribute the Product to the teachers and students in the third, fourth, and fifth grades maintained by Licensee. Licensee understands and acknowledges, and as evidenced by its execution of this Agreement agrees, that Licensor retains ownership of the Product and specifically the right to license the use of the Product to other school districts. 2. Term. The non-exclusive license granted hereby shall be perpetual and continue until the earlier of (i) Licensor's election to terminate the Agreement following an Event of Default by Licensee or (ii) the discontinuation of the use of the Series by Licensee. 3. License Fee. In consideration for the grant of the license hereby, Licensee hereby promises to pay a one-time license fee to Licensor in the amount of $11,452.50 (the \"License Fee\"), payable in cash or other immediately available funds upon the later of (i) delivery of the Product or (ii) five (5) business days after the Licensee's receipt of all necessary approvals required in connection with the execution and delivery of this Agreement. 4. Updates and Modifications. During the Term, Licensor shall provide to Licensee, at no additional cost to Licensee, copies of all updates, modifications, successor or replacement versions of the Product, if any, created by Licensor during the Term\nprovided, however, Licensor shall have no duty or obligation to create any such update or modification. Additionally, Licensor shall provide Licencee with assistance with the implementation of the Product in the Little Rock School District at no additional cost during the first year of this Agreement. Such assistance shall include meeting with the LRSD's reading staff to discuss implementation of the Product, initial teacher training with fourth grade teachers (subject to such training not affecting Licensor's status or pay as a teacher with the LRSD), refining the Product for up to three daily meetings per year (with typing done by LRSD staff members), meeting with the LRSD reading staff once per nine (9) week quarter during the school year during the Term. Any additional assistance or support after the initial implementation of the Product shall be on terms agreed to by the parties from time to time. 5. Events of Default. This Agreement may be terminated by Licensor upon the occurrence of any one of the following events: a. Licensee fails to pay the License Fee as and when due\nor 1 C:IMY DOCUMENTSILRSD LICENSE AGREEMENTV3.WPD b. Licensee exercises or attempts to exercise any aspect or right of ownership of the Product that impairs, attempts to impair, or might impair Licensor's ownership of the product, which may include, without limitation, making unauthorized copies of the Product, selling or attempting to sell the Product, or taking any other action which if completed would indicate to a reasonable person that Licensee owned the Product. 6. Licensor's Warranty of Ownership. Licensor warrants and represents to Licensee as follows: (i) Licensor is the sole owner of the Product, free and clear of any claims or restrictions on the licensing or use thereof, (ii) Licensor has the authority and right to grant the license covered by this Agreement\nand (iii) that Licensor's ownership, licensing and use of the Product by Licensee does not (and will not) infringement on any copyright, patent, trade secret or intellectual property right any third party. Licensor's breach of any of the foregoing shall be immediate grounds for the termination of this Agreement and Licensor's obligation to refund all license fees paid by Licensee (which refund shall be in addition to Licensor's obligations for indemnification set forth m Paragraph 7 below).  7. Copyright Protection and Infringement Indemnification. Licensor shall, at Licensor's cost and expense, take all commercially reasonable action necessary to obtain, maintain, sustain, reissue, extend, defend and enforce the copyright on the Product and to keep same free from infringement by third parties. Licensor shall defend or settle, at Licensor's expense, any cause of action, claim or proceeding brought against Licensee which is based on a claim that the use of the Product infringes on any copyright, patent, trade secret or intellectual property right of any third party. Licensor further agrees to indemnify and hold Licensee harmless from any liability, claim, loss or damages arising out of the foregoing (including attorneys fees and costs incurred in defending against the same). If a claim is made that the use of the Product does infringe on the copyright, patent, trade secret or intellectual property right of any third party, Licensor shall either procure for Licensee the right to continue the use of the Product, modify it to make it not infringing or replace the Product with non-infringing product, if available. Licensee shall give Licensor written notice of any alleged infringement of the Product on the rights of a third party within three business days of the receipt of the same from party alleging such infringement. 8. Authorization. Licensee warrants and represents to Licensor that Licensee has, by due and appropriate action of the governing board of Licensee, authorized the entering into this Agreement and the payment of the Licensee Fee to Licensor by Licensee, and that the person executing this Agreement on behalf of Licensee has the power and authority to bind Licensee. Furthermore, Licensee warrants and represents that Licensee has complied with all laws, rules, and regulations necessary for Licensee to enter into this Agreement and pay to Licensor the License Fee. 9. Merger. Licensor and Licensee each warrant and represent and agree to and with one another that this Agreement contains the entire agreement between Licensor and Licensee, and that this Agreement may only be amended or modified by a writing signed by both parties. 10. Governing Law. This Agreement shall be subject to and governed by the laws of the State of Arkansas. 11. Validity. This Agreement has been duly executed and delivered by the each party, constitutes the legal, valid and binding obligation of such party, enforceable against it in accordance with its terms, except to the extent that such enforceability may be limited by applicable bankruptcy, insolvency, reorganization, moratorium, or other similar laws affecting the enforcement of credirors' rights, or by general principles of equity. 2 CIMY DOCUME TSILRSD LICENSE AGREEME TV3.WPD \u0026gt;  12. Assignment. Neither this Agreement, nor any of the rights, obligations and duties hereunder, may be assigned or otherwise transferred by Licensee without the prior written consent of the Licensor. 13. Binding Effect and Benefit. This Agreement shall be binding upon and inure to the benefit of the parties hereto, and their respective successors and permitted assigns. Otherwise, this Agreement is not intended to create any rights for the benefit of any third party . EXECUTED THIS 25th day of July, 2002. LI~R: ~ ~d---{~ Annie Ross LICENSEE: LITT-LE- ROCK SC OOL RICT - By: /. ~ . -~~-\"~ ~ Title: Superi tendent of Scho ls, Little Rock School Dis rict 3 C: \\MY DOCUMENTS\\LRSD LICENSE AGREEMENTV3.WPD TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools PREPARED BY: 1b1onnie A. Lesley, Associate Superintendent for Instruction DATE: August 22, 2002 SUBJECT: Reports on Grades 4, 6, and 8 Benchmarks If the test results arrive in time for the staff to analyze them before the Board meeting, there will be an oral report on the Grades 4, 6, and 8 Benchmark examinations in mathematics and literacy. BAUadg DATE: August 22, 2002 TO: Board of Education Little Rock School District 810 West Markham Little Rock, AR 72201 FROM: Dr. T. Kenneth James, Superintendent PREPARED BY: Dr. Bonnie Lesley, Associate Superintendent for Instruction Linda Austin, Director of Planning and Development Jane Harkey, Principal, Chicot Elementary Paula Kerr, Kindergarten Teacher, Chicot Elementary RE: Grant Proposal - Even Start Family Literacy Program Background The Arkansas Department of Education released a request for proposals for the William F. Goodling Even Start Family Literacy Program. The purpose of this program is to help break the cycle of poverty and illiteracy by improving the opportunities of Arkansas' low-income families. This will be accomplished by providing early childhood education, adult basic education and parenting education and incorporating them into a unified family literacy program. The grant awards will allow local educational entities to implement programs that build on existing community resources, promote achievement of State student performance standards and provide families with the necessary skills to achieve their full potential as learners. Chicot Elementary, along with 12 partnering agencies, will participate in developing the Chicot A-Chief-ers Even Start program. By promoting a family-centered education program through adult education, childhood education, parenUchild interactions and parenting education, this partnership will work to increase parent involvement, family literacy, and student achievement. The grant will be submitted on August 15, 2002. Fiscal Impact The total one-year award request will be $130,016. If awarded the grant may be renewed for an additional 4-year period for a total of $520,064. The requested funds are targeted for program implementation. Local in-kind match of 10% is required. Sources for in-kind match will be provided through Title I and LRSD Adult Education. Additional new financial resources have been secured through business partnerships with J.A. Riggs, Dollar General Corporation and Wal-Mart. Recommendation The staff requests approval for the submission of this grant. TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~nnie A. Lesley, Associate Superintendent for Instruction ~d Williams, Statistician, PRE DATE: September 26, 2002 SUBJECT: Revisions to the LRSD Assessment Plan Background When the Achievement Level Tests were adopted for use, effective fall 1999, the District did not have in place any criterion-referenced tests that were aligned with the standards and benchmarks. The AL Ts were recommended by the Superintendent and PRE not only to serve that need, but also the Superintendent wanted a test that would measure student growth across grade levels to be used for local accountability. The Board of Education approved in August 1999 the addition of the AL Ts to the District's Assessment Plan, and the first administration was in spring 2000. In August 2001 the Board approved a staff recommendation to eliminate the fall administration of the AL Ts and all the high school tests except grade 9 reading and language usage. These recommendations were made because (1) the fall tests were not yielding useful information\n(2) we wanted to reduce the amount of instructional time being required for testing\n(3) and we wanted to eliminate tests that were not tightly aligned with the standards and benchmarks. In the meantime, other changes compel the staff to request further modifications to the Assessment Plan, as follows: 1. Eliminate the ALT from all grade levels\n2. Select another \"objective\" test for grade 2 in English language arts and mathematics to be used for gifted/talented screening and which can also be used to measure student performance against the standards\n3. Move the SAT9 for grades 5, 7, and 10 to the spring, as per changes at the state level\nRevisions to the LRSD Assessment Plan Page Two September 26, 2002 4. Re-allocate the money saved from the ALT license, minus what will be required to purchase a new grade 2 test, to English language arts and mathematics departments to fund additional teacher training on the development, use, scoring, and application of the results of standards-aligned classroom assessments on an ongoing basis Due to the District's and each school's accountability under both the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) and No Child Left Behind (NCLB) systems, the LRSD teachers must be able to focus on the State Benchmarks. It has been very difficult for them to align their instruction behind competing assessments at the same grade level (e.g., the AL Ts and the Benchmarks at grade 4 ). The result of too many assessments is a lack of concentrated alignment with the curriculum content standards and with the one test that matters under both ACT AAP and NCLB-the state Benchmarks. A second reason to make a change is that under NCLB, the states must now test at every grade 3-8 and at least once in grades 10-12. The ALTs would, then, be redundant since one reason we adopted them initially was to have annual testing. It is true that it will be at least two years before tests are available for grades 3, 5, and 7 from the state, but the ALT data in those two years would not be particularly helpful to teachers anyway. ADE may phase out the use of the SAT9 over the next two years since those grade levels will begin administering the Benchmarks. Saving instructional time is a third reason for this change. The AL Ts not only require lots of classroom time to administer, but also to prepare students for, to plan for the administration of, to analyze, and to produce reports. Those staff and student hours can be spent more productively. Teachers will likely save additional instructional time at grades 5, 7, and 10 since the SAT9 has been moved to the spring. In the past, many of the teachers felt they had to spend the first six weeks of each school year reviewing the students in preparation for the test. With the spring administration, the review/teaching process can be taken care of through regular instruction. A fourth reason is that in the past three years English language arts and mathematics teachers have experienced training in the design of their own tests to measure student progress against the standards. They have also learned how to write rubrics for the scoring of this work. Such teacher-made tests are much more like the items on the Benchmarks than the AL Ts (which are multiple choice only), and they give teachers more valid and more immediate information about where their students are than the AL Ts. Revisions to the LRSD Assessment Plan Page Three September 26, 2002 Finally, money is short. The annual $30,000 license fee will be better spent helping teachers become even more proficient in designing their own assessments and in learning how to collaborate in the assessment of student work against the standards. Such processes are critical if schools are going to be able to meet their \"adequate yearly progress\" requirements. Fiscal Impact None. In fact, the savings in staff hours are important in this decision. Recommendation That the Board of Education approve the four proposed modifications to the LRSD Assessment Plan. BAL/adg TO: LITTLE ROCK SCHOOL DISTRICT DIVISION OF EXCEPTIONAL CHILDREN 100 SOUTH ARCH STREET LITTLE ROCK, AR 72201 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~?. Gary Smith, Director, Division of Exceptional Children J-Dr. Bonnie Lesley, Associate Superintendent DATE: SUBJECT: September 26, 2002 2002-2003 Consolidation Application for Special Education and Related Services Background Information/Fiscal Impact - The consolidated VI-B Budget for this year is $3,204,930.85. FY 2003 Base Distribution $1,335,443.34\nFY 2003 Census Allocation and FY 2003 Poverty Allocation $1,869,487.51. The total allocation is $3,204,930.85, but this does not include Cash-on-Hand as of June 30, 2002, in the amount of $76,445.52. Recommendation - We recommend your approval of this 2002-2003 proposal for submission to the Arkansas Department of Education. GSS:jej Attachment .. ---\n.. PROJECT ABSTRACT Total Project Period: July 1, 2002 - June 30, 2003 Requested Funding for Project Period: $3,204,930.85 Primary Target Population and Number Served: The Project will serve students with disabilities that meet the eligibility criteria set forth by the State standards. Paragraph Description: The District will provide a free appropriate education to students with disabilities enrolled in our school district. Major Objectives: Child Find: The District will make every effort to locate and identify all children who may be disabled. Appropriate Services: A full continuum of educational services for disabled students will be provided. Implementation: To the maximum extent appropriate, disabled students shall be educated with students that are not disabled. Evaluation Strategy: The Individual Education Program {IEP) will be used to determine the appropriateness of each student's Program. TO: Board of Education LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: DATE: T. Kenneth James, Superintendent of Schools September 26, 2002 SUBJECT: First reading of CHCA: Handbooks, Manuals and Directives Background Information The District has numerous operational handbooks, manuals and directives that assist in the implementation of laws, Board policy, and administrative regulations. It is important that the contents of all handbooks/manuals and directives be developed in alignment with relevant Board policy. This policy provides guidance in the development of directives, handbooks and manuals. Fiscal Impact None Recommendation That the Board of Education approve on first reading the proposed Policy CHCA: Handbooks, Manuals and Directives.  TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~onnie Lesley, Associate Superintendent for Instruction DATE: September 26, 2002 SUBJECT: Revision of IHBDA-R2: Student Academic Improvement Plan (SAIP) Background Information If the Board of Education approves the elimination of the Achievement Level Tests for 2002- 03, then these regulations require revision. ALT results were formerly used to define gradelevel performance for students' in grades 3-4. Fiscal Impact 9 None. Other tests already in use will be used at these grade levels until the state implements new Benchmarks at the end of grades 3, 5, and 7. Recommendation That the Board review and provide feedback on the proposed revisions to IHBDA-R2. BAUadg LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHBDA-R2 STUDENT ACADEMIC IMPROVEMENT PLAN (SAIP) In compliance with Act 999 of 1999, elementary classroom teachers and both middle and high school teachers of English language arts and mathematics will develop a Student Academic Improvement Plan (SAIP) for each student who  is not performing on grade level (K-4)\n is not \"proficient\" on any part of the state's Benchmark examinations-primary (grade 4), intermediate (grade 6), middle (grade 8)\nand  is not scoring \"proficient\" on End-of-Course examinations in literacy, geometry, and/or algebra. Grade-level performance in grades K-2 shall be defined as performing at or above the readiness level on the Developmental Reading Assessment. Grade-level performance in grades 3 4 shall be defiaed as perfoHHiag at or abo,,,e the aatioaal median oa the Aehie,,,emeat Le1,\u0026lt;el Tests (ALTs) ia readiag, language, and mathematics shall be defined as performing at or above the national mean on the grade 2 standardized test. Grade-level performance at grade 4 shall be determined through teacher-made criterion-referenced tests until the state implements Benchmarks at grade 3. Schools and individual teachers are encouraged to develop plans for additional students who, in their judgment, require remediation or intervention. The Student Academic Improvement Plan (SAIP) will document a student's achievement through District-adopted assessment tools, consideration of personalized education services (special education, English-as-a-Second Language, Title I, gifted programs, etc.), identification of areas of need, specific skills to improve, strategies that will be implemented (see IHBDA-R), and progress. The Student Academic Improvement Plan (SAIP) and the student's progress toward grade-level or \"proficient\" performance must be shared with parents/guardians at the parent-teacher conferences that are regularly scheduled. If parents do not attend the scheduled parent-teacher conferences, alternate conference times may be scheduled or the form may be mailed. The principal must review and sign all SAIPs. The SAIP will be used to document parent-teacher conferences. Student Academic Improvement Plans are to be filed in the students' permanent record folders at the end of each school year or when the student withdraws from the school. TO: FROM: PREPARED BY: THROUGH: DATE: SUBJECT: Board of Education T. Kenneth James, Superintendent of Schools Gary S. Smit~\u0026amp;tor, DEC ~onnie A. Lesley, Associate Superintendent for Instruction September 26, 2002 LEA Capacity Building and Improvement Activities Grant ...................................................................................... Background Information: The Arkansas Community Health and Education Foundation makes available grant dollars for non-profit agencies, including public school systems, annually. The DEC requests permission to submit the attached application for monies to be used to enhance the learning environment of 12 self-contained classrooms and to purchase software for use by all students in receiving services under IDEA. Fiscal Impact: If approved by the grant committee, the District would receive $10,000 for enhancing the learning environment of 12 elementary self-contained classes and an additional $20,000 for the purchase of software for use by all students receiving services under IDEA. No additional match dollars would need to be expended. Recommendation: It is recommended that the Board of Directors approve submission of the grant proposal. Application for Grant AR.KANSAS COMMUNITY HEALTH AND EDUCATION FOUNDATION - DATE: September 28, 2002 Name of Organization: Division of Exceptional Children, Little Rock School District Address: 810 West Markham City/State/Zip: Little Rock, AR 72201 Name and Title of Contact Person: Dr. G. S. Smith, Director, Division of Exceptional Children Telephone: 501-447-7420 FAX: 501-447-7421 Has your organization ever received a grant form the Arkansas Community Health and Education Foundation? NO Amount of Current Request: Project A \u0026amp; B $30,000 Are there any matching funds? YES Answer the following questions in the space provided. 1. State the specific use of the grant funds Total Project Cost: Project A\u0026amp;B - $180,200 The Division of Exceptional Children of the Little Rock School District receives federal funding for materials and services to serve students with disabilities at the rate of just over $500 per student annually under the Individuals with Disabilities Education Act (IDEA). Although lawmakers committed to fund programs under IDEA at the rate of 40% in 1972 at the first passage of the law, current funding is at about 10% of the actual cost to implement IDEA. The Little Rock School District commits local and state A dollars to assure required services, equipment, and materials are provided. However, the current level of W federal, state and local funding prevents the purchase of materials and equipment that may not necessarily be required to implement a student's Individual Education Plan but certainly would enhance the learning climate and reinforcement of skills through technology. The request for Grant Funds is for two inter linked projects that together will enhance the learning environment and academic progress of students who receive services under the Individuals with Disabilities Education Act. Project A - The Little Rock School District expends an average of $2100 to furnish a typical elementary classroom. The 26 special education classrooms that serve elementary students with disabilities in a selfcontained setting receive this same average expenditure but often attempt to augment the learning environment with furnishings and materials purchased personally by the teacher. An audit of these classrooms identified 12 classes as being especially at need in this area. Many of these items include audio equipment, activity centers, interactive electronic screens, small refrigerators for snacks, etc. At this time funds are not available for the purchase of these materials. Purchasing them would help enhance the learning environment and climate of these classes. The Division of Exceptional Children of the Little Rock School District requests consideration of grant funds totaling $10,000 to purchase teacher requested materials to enhance these classrooms. Project B - The Little Rock School District has committed to provide, at minimum, one computer for each of the 125 special education classrooms at the average cost of $1000 per computer for a total cost of $125,000. Student access to the computers will allow reinforcement of academic skills to the students. However, due to the individual needs of all of the students who receive special education, currently approved software is not always appropriate for the reinforcement of skills for many of the students. There is additional software available that would reinforce skills taught by the special education staff A members. At this time, however, the funds are not available within the budget to purchase this software. W The Division of Exceptional Children of the Little Rock School District requests consideration of grant funds to allow a $20,000 purchase of software and hardware selected by a committee of special education staff members for use in the classrooms. 2. Describe the program or project? Project A- The Division of Exceptional Children will allow 12 teachers of self-contained elementary classrooms to purchase materials and equipment from local vendors in Pulaski County. Request for purchases will require approval from their direct Special Education Supervisor and the Director of the Division of Exceptional Children. Approval will be based on the teachers' rationale of how the purchases will enhance the learning environment and climate of their classroom. All requests approved will follow established District procedures regarding purchases from local vendors and inventory of items. Any purchase made through this grant will become the property of the Division of Exceptional Children, Little Rock School District. Project B - The Division of Exceptional Children, Little Rock School District will establish a committee of special education teachers and special education supervisors to review educational software to be used in any of the 125 special education classrooms. Emphasis will be placed on selecting software that will reinforce academic, social, and functional skills to the students who receive services under IDEA. All requests for software will follow established procedures for assuring compatibility with the District's computer systems. Any software purchase made through this grant will become the property of the Division of Exceptional Children, Little Rock School District. 3. Who will benefit from this program or project? How many will be served? Project A- The 12 elementary self-contained classrooms serve an average of eight to ten students per class for a total of approximately l 00-120 students. It is anticipated that equipment and materials purchased will have multiple years of usage resulting in many more students benefiting as students enter/ move through the educational system. Project B - The Division of Exceptional Children serves over 2500 students who are identified as needing services under IDEA per year. The software purchase is anticipated to benefit at least 80% of these students per year. It is anticipated that the software will have several years of usage resulting in countless other students who enter the District in years to come to benefit. 4. Expected date this program or project will be implemented and concluded? Project initiation date is anticipated to be January 2003 and conclude by October 31, 2003. 5. Please attach the following _ Organizations current operating budget _ Program or project budget _ JRS 501 ( c )(3) nonprofit determination letter for application organization _ List of officers and directors of the organization 6. By accepting, grant recipient must submit by the following December 1 a written report setting forth the implementation of the funds and results achieved. Signature of Board President Signature of Executive Director/Superintendent - H. Baker Kurrus Dr. T. Kenneth James Typed name of Board President Typed name of Executive Director/Superintendent Application for Grant ARKANSAS COMMUNITY HEALTH AND EDUCATION FOUNDATION - DATE: September 28, 2002 Name of Organization: Division of Exceptional Children, Little Rock School District Address: 810 West Markham City/State/Zip: Little Rock, AR 72201 Name and Title of Contact Person: Dr. G. S. Smith, Director, Division of Exceptional Children Telephone: 501-447-7420 Activity Equip 12 self-contained classrooms with standard furniture and materials at an a cost of $2100 per room Enhance learning environment with supplemental equipment and materials Equip all special education classes with a minimum of 1 computer Purchase software equipment for use in classrooms that serve students under IDEA TOTAL FAX: 501-447-7421 BUDGET PAGE Grant dollars District Match $0 $25,200 $10,000 $0 $0 $125,000 $20,000 $0 $30,000 $150,200 Timeline Already equipped October 1, 2003 October 31, 2002 October 1, 2003 TOT AL FOR GRANT $180,200 Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS October 24, 2002 Board of Directors T. Kenneth James, Ed.D. Superintendent of Schools Second Reading: CHCA - Handbooks, Manuals and Directives Background Information: The District has numerous operational handbooks, manuals and directives that assist in the implementation of laws, Board policies, and administrative regulations. It is important that the contents of all handbooks, manuals and directives be developed in alignment with relevant Board policy. This policy provides guidance in the development of directives, handbooks and manuals. Fiscal Impact: None Recommendations: That the Board of Education approve the proposed Policy CHCA - Handbooks, Manuals and Directives, on second reading. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CHCA .HANDBOOKS, .MANUALS AND .DIRECTIVES Handbooks and Manuals The Board of Education recognizes the value of operational handbooks/manuals that assist in the implementation of laws, Board policy, and administrative regulations. It is essential that the contents of all handbooks/manuals conform to Board policies and regulations. It is also important that all handbooks/manuals bearing the name of the District or one of its schools be of a quality that reflects credit on the District. All handbooks/manuals will be developed in alignment with relevant Board policies and administrative regulations and will be approved by the Board/Superintendent prior to distribution. Handbooks/manuals approved by the Board of Education are official Board policy. The curriculum catalogue, personnel handbook and student handbook(s) will be approved annually by the Board. The Superintendent will decide if other handbooks/manuals need Board approval.  A copy of each handbook/manual will be filed in the Office of Planning and Development. Directives On rare occasions directives may be necessary to clarify a Board policy or administrative regulation. All directives must be approved by the appropriate associate superintendent then submitted to the Superintendent for approval. The Office of Planning and Development will distribute directives for inclusion in every Policy Book. The directive will be filed behind the related policy and regulation. Adopted: Cross Reference: CHCA-R LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CHCA-R HANDBOOKS, MANUALS AND DIRECTIVES Procedures for handbook/manual development: 1) Obtain approval for handbook/manual development from the Superintendent or appropriate Associate Superintendent. 2) Reference all Board policies and administrative regulations for which the handbook/manual is developed. 3) Ensure alignment of handbook/manual contents with Board policies and administrative regulations. 4) Specify process for dissemination and plan for professional development on handbook/manual use. 5) Submit draft copy to Office of Planni.ng and Development for review. 6) Submit final draft copy to the appropriate Associate Superintendent for approval. 7) Submit final copy to the Superintendent for approval. 8) Upon final approval, implement dissemination plans and conduct professional development activities. Date: Cross Reference: Board of Education Policy CHCA TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools PREPARED BY: J Linda Watson, Assistant Superintendent ~f'Bonnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Approval of the Charter School Program Evaluation Background Information Dr. Linda Watson and Ms. Krishna Young, former director of the LRSD Charter School, presented to the Board of Education in June 2001 the program evaluation for the Charter School. That report was presented as information, but the Section 2.7.1 Compliance Plan requires that the Board formally approve each of the program evaluations listed on page 148 of the Final Compliance Report. The Charter School Program Evaluation was prepared by Dr. Larry McNeal, Professor at the University of Arkansas at Little Rock. Serving on the team with him were Dr. Linda Watson, Ms. Krishna Young, and Dr. Ed Williams, members of the LRSD staff. All of the Charter School teachers, grades 3-5, participated in administering the assessments: the Achievement Level Tests at grades 3-5, the SA T9 at grade 5, and the State Literacy and Mathematics Benchmark examinations at grade 4, and the Success for All quarterly assessments in reading. The program evaluation included not only student achievement data, but also demographic data, student attendance rates, records of suspensions, student grades, and financial costs for the program. Performance data for the program evaluation were not disaggregated by race. The student body, however, was 87 percent African American. Due primarily to budget constraints, the District eliminated funding for the Charter School in summer 2002 after two years of operation, so this program has now been abandoned. Recommendation That the Board of Education accept and approve the LRSD Charter School Program Evaluation for 2000-2001. BAL/adg Attachment TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: /taonnie A. Lesley, Associate Superintendent for Instruction Pat Price, Director of Early Childhood and Elementary Literacy DATE: October 24, 2002 SUBJECT: Early Literacy Program Evaluations Background The Board of Education approved in its 1999-2000 program evaluation agenda the Early Literacy program, which began implementation in fall 1999. During July and August 2000 the Assistant Superintendent of PRE presented to the Board drafts of this evaluation, which the Board tabled in August 2000 pending completion. That early draft was never completed and was not again submitted to the Board of Education for review and approval. During summer 2001 Dr. Bonnie Lesley, on behalf of the Early Literacy Program Evaluation team (Pat Price, Pat Busbea, Ann Freeman, Ed Williams, Ken Savage, Anita Gilliam, and Sharon Kiilsgaard) presented a completed 204-page program evaluation: Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District {1999-2000 and 2000-2001 ). This report was presented for information, but our Section 2. 7 .1 Compliance Plan now requires that all program evaluations be presented for Board acceptance and approval. Dr. Steve Ross of the University of Memphis had served as an external consultant to the team. He read both a near-complete draft and made several suggestions for its improvement, which were incorporated into the final draft. He also read the final draft and responded. All grades K-2 teachers administered the assessments, both fall and spring, in all three years, 1999-2000, 2000-2001, 2001-2002. All elementary principals supervised both the fall and spring administrations of the Developmental Reading Assessment and the Observation Surveys and the Achievement Level Tests at grade 2. Central office Elementary Literacy staff conducted the training for the assessments, collected the answer documents, and participated in the analysis of data: Patricia Price, Pat Busbea, Judy Milam, Judy Teeter, Kris Huffman, and Ann Freeman. Both Dr. Ed Williams and Board of Education - Memo October 24, 2002 Page Two Ken Savage assisted in the production and analysis of score reports. Anita Gilliam and Sharon Kiilsgaard assisted in checking the data tables for accuracy and in preparing the final reports. Copies of this program evaluation were provided to Mr. John Walker, to Ms. Ann Marshall at ODM, and to all elementary principals and elementary literacy staff. Executive summaries, including the program evaluation recommendations, were sent to all K-2 teachers with a cover memorandum congratulating them on their successes. The program evaluation was comprehensive, including the following:  an introduction\n a chapter on the literacy program design and its relationship to the District's Strategic Plan and the Revised Desegregation and Education Plan\n a description of all of the K-2 assessments used to measure student progress\n a chapter aligning the program with national research studies on effective early literacy programs\n numerous tables displaying the data in several different ways, disaggregated by grade level and race\n an analysis of the results (based on student performance data)\n an analysis of additional data relating to achievement gap among schools and the impact of professional development on student achievement\n a chapter on findings-answers to the six research questions originally posed\n a bibliography\nand  tables of school-level data on each assessment for the two-year period. An important chapter of the program evaluation relating to Section 2.7.1 of the Revised Desegregation and Education Plan was the one on findings. Research Question 2 was as follows: Is the new program effective in improving and remediating the academic achievement of African American students? The discussion filled pages 81-96. The following paragraph includes the criteria that were used to determine \"effectiveness.\" To determine the effectiveness of the new program in \"improving and remediating the academic achievement of African American students,\" the District used the performance results of the Observation Survey and the Developmental Reading Assessment. The basic criterion established in determining program effectiveness for black students was that black student achievement would have to improve and then that growth over the two-year period of the program's implementation would need to be equal to, but preferably greater than, the growth of non-black students. (p. 81) Board of Education - Memo October 24, 2002 Page Three The report included a detailed analysis of all available data: The following findings based on Observation Survey, Developmental Reading Assessment, and Achievement Level Test results make it possible to conclude that the new early literacy program has so far been effective in improving and remediating the reading achievement of African American students, as well as all students. It is unusual in any District to find gains by both blacks and non-blacks over a two-year period on eight different measurements, as this study finds. Again, however, experts on program implementation advise that it takes approximately five years to determine program effectiveness, so this year 2 study at best establishes baseline and early trend data for comparisons in future years. (pp. 82-83) In this section's conclusions, the program evaluation included not only a summary of findings as they relate to the achievement gap, but also how they compare to the findings in recent national research on reading achievement among African American and white students: The results of two years of changes in the LRSD policies, programs, and procedures in grades PreK-2 indicate that both black and non-black children in the Little Rock School District are learning to read independently by grade 3 (see Section 5.2.1 of the Revised Desegregation and Education Plan). The findings and analyses in this report indicate trends in the opposite direction of the national research findings cited above and of scores of other similar studies. Instead of black students growing at slower rates than non-blacks, in most of the measurements the LRSD results indicate higher rates of growth of black students than non-blacks. Instead of the gap widening between grades 1 and 2 as it does in national studies, it narrows significantly in the LRSD by every one of the eight measures (five sub-tests of the Observation Survey, the Developmental Reading Assessment, and two sub-tests of the Achievement Level Test). (p. 94) Pages 107-113 included recommendations for improvement in instruction, parent involvement, interventions, and professional development. Five schools were identified for improvement since they were the lowest performing schools in at least two of the three grades tested. Recommendations for the next program evaluation were also included. These recommendations were all considered by the program staff and by school-level staff and many were immediately implemented, as well as others identified in formative evaluations during year 3. The major recommendations made to principals for program improvement included (1) ensuring that all teachers are fully trained and are implementing the District program\nand (2) adding Reading Recovery and literacy coaches wherever possible, since both of these actions in some schools had resulted in higher achievement. Board of Education - Memo October 24, 2002 Page Four At the end of 2001-02 the staff decided that another comprehensive study was not necessary so early in the program's implementation (year 3). They, therefore, presented to the Board of Education in June 2002 an update that included all the 2001- 02 scores on the Observation Surveys and Developmental Reading Assessment, along with a summary of analysis of performance, especially comparisons of African American student achievement with other students. Those findings not only confirmed the findings of the 1999-2001 study, but the results were even stronger in year 3. At the end of year 3, African American students' scores were at least 90 percent of other student scores on all five measures of the Observation Survey by the end of grade 2. In other words, the achievement gap was either closed on these measurements or almost closed, given the standard of 90 percent as an acceptable ratio. On the Developmental Reading Assessment, the most difficult of the measurements, the black to non-black ratio grew from 35 percent at the beginning of kindergarten in fall 1999 to 82 percent at the end of grade 2 in 2002. Deeper analysis also revealed that although many African American children from poverty were not learning to read in grade 1, they did successfully learn to read in grade 2, so they will most likely reach the goal of independent reading by grade 3, even though they began far behind their peers. Interestingly, the growth of other students generally exceeded African American student growth on the ORA in grade 1, but African American growth exceeded other student growth in grade 2. Copies of the program evaluation and the update are attached for Board members' review. Recommendation That the Board of Education accept and approve, as submitted, the following:  Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District, 1999-2000 and 2000-2001  Update on the Implementation of the PreK-2 Literacy Program, Little Rock School District, 1999-2000, 2000-01, and 2001-02 BAL/adg Attachments ' - TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~onnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Program Evaluation Agenda, 2002-03 Background Section 2.7.1 of the Revised Desegregation and Education Plan included the following obligation: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. In response to Section 2.7.1 of the Revised Desegregation and Education Plan, the District implemented in 1999-2000 a new student assessment plan and proposed to the Board of Education a program evaluation agenda to include the most critical programs implemented pursuant to Section 2.7 and detailed in Section 5: elementary, middle, and/or high school English language arts and mathematics programs. Each year the agenda has also included the evaluation of one or more additional programs-such as the ESL program mandated by the Office for Civil Rights. Judge Wilson's \"Compliance Remedy\" A summary of the Compliance Team's interpretation of Judge Wilson's order of September 13, 2002, pertaining to the 2002-2003 programs to be evaluated is a follows: Continue to assess the programs implemented under 2.7 to improve the academic achievement of African-American students for 2002-03 and through the first semester of 2003-04. Since the District has now eliminated all fall testing, except for certain diagnostic tests that teachers administer without 1 Board of Education - Memo October 24, 2002 Page Two reporting to the district the results, this obligation to assess students ends at the end of the 2002-03 school year. The judge stated that he expected the District to \"use all of that available data and information in assessing the effectiveness of those programs and in deciding whether any of those programs should be modified or eliminated.\" Therefore, the program evaluations that will be completed as per the 2002-2003 program evaluation agenda will include all available data, including scores from previously administered fall tests, and they will all be completed by the end of the first semester of 2003-04. Each one will answer several research questions, including the one most critical to compliance, \"Was this program effective in improving and remediating the achievement of African American students?\" The Revised Desegregation and Education Plan obligated the District in Section 5 to assess students in the following programs, as follows: 5.2.1 Primary Reading/Language Arts. g. Monitor student performance using appropriate assessment devices. 5.2.2 Intermediate Reading/Language Arts e. Monitor student performance using appropriate assessment devices. 5.2.3 Secondary Schools Reading/Language Arts f. Monitor student progress and achievement using appropriate assessment devices. 5.3.2 Mathematics Develop appropriate assessment devices for measuring individual student achievement and the success of the revised curriculum. The 2002-03 Program Evaluation Agenda outlined in this proposal includes these required components. Status of the Requirements of the 2001-02 Program Evaluation Agenda The Board's program evaluation agenda for 2001-02 was as follows:     Primary Reading/Language Arts Middle and High School Literacy K-12 Mathematics and Science (CPMSA) English as a Second Language 2 Board of Education - Memo October 24, 2002 Page Three None of the four program evaluations for 2001-02 has been completed as yet due to the tardiness of our receipt of the State's Benchmark scores for literacy and mathematics in grades 4, 6, and 8. The scores arrived on Thursday, October 3, 2002. The Board received an update on the Early Literacy program evaluation in June 2002 based on the Observation Surveys and the Developmental Reading Assessment data. That update confirmed the findings of the 2000-01 report and also documented even higher achievement. The previous evaluation, along with the update, are on the Board's agenda for approval on October 24, 2002. Staff have planned to produce a brief report with data and analysis as a beginning program evaluation of the grades 3-5, 6-8, and 9-12 literacy programs with a more thorough evaluation report to come at the end of 2002-03. However, without the Benchmark scores, that report has not yet been drafted. The Board has received annual reports on assessment results for each of these programs. Comprehensive program evaluations of the grades K-5 and 6-12 literacy programs will be produced at the end of the 2002-03 school year for Board approval. The CPMSA (NSF-funded project) program evaluation (the fourth annual) will be presented at the December meeting and then will be submitted to the National Science Foundation for their review and feedback. At that time, the staff will bundle each of the previous three annual reports produced thus far, along with the NSF feedback, for the Board's formal approval of these program evaluations. The ESL report was originally scheduled for an October presentation, but we have had to reschedule since we do not yet have the Benchmark data. We anticipate being able to present that study in November. The Office for Civil Rights in Dallas has been very complimentary of our 2000-01 ESL program evaluation and has asked us to assist them in providing technical assistance to other districts on how to conduct this study. When the 2001-02 report is presented, the staff will bundle the reports for 1999-2000 and 2000-01, along with the 2001-02 report for the Board's formal approval. 2002-03 Proposed Program Evaluation Agenda The District will provide for the evaluation of the following programs for 2002-03. 1. Elementary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the elementary literacy program (grades K-5) at the end of 2002-03. This study will include findings for the following four literacy programs being implemented in LRSD: Balanced Literacy (Early Literacy Learning in Arkansas or ELLA at grades K-2 and Effective Literacy at grades 3 Board of Education - Memo October 24, 2002 Page Four 3-5), Balanced Literacy with Reading Recovery, Success for All, and Direct Instruction. This report will be completed and presented to the Board for approval prior to the winter break in 2003. 2. Secondary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the secondary literacy program (grades 6-12) at the end of 2002-03. This study will include findings for the Reading/Writing Workshop implemented at grades 6-8 and the English I Workshop implemented in three schools at grade 9. All available data will be used in determining the effectiveness of the overall program. 2. CPMSA (K-12 Mathematics and Science) Staff will issue a final report on and evaluation of the five-year NSF-funded project for grades K-12 mathematics and science, and it will be presented to the Board for approval prior to the winter break in 2003. When NSF (external experts) provides its feedback, that report will be added to the documents submitted to the court. Fiscal Impact The District will be able to complete all the program evaluation requirements outlined in the 2002-03 program evaluation agenda through funds already budgeted, except for the cost of the external experts who will serve on each team. The costs for external consultants to complete the 2002-03 program evaluations are not yet known since the District has not yet had the opportunity to identify who they might be and to negotiate contracts. Recommendations That the Board of Education approve the 2002-03 program evaluation agenda as outlined. BAL/adg 4 TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools ! PREPARED BY: bt-Bonnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Proposed Revision of Administrative Regulations IKE-R: Promotion, Acceleration, Retention, and Administrative Placement of Students, PreK-12 Background Information Current regulations IKE-R require revision for several reasons: 1. A new regulation on retention in grades PreK-1 is included based upon study of retention data and on an analysis of ORA and OS data in grades K-2, which show that even though a student may be below grade level in reading during grade 1, a high percentage do learn to read in grade 2, making grade 1 retention unnecessary. 2. References to elementary summer school need to be eliminated since that program is not available at all schools any more. In its place are interventions throughout the school year or, for EYE schools, through inter-sessions. 3. References to credit-by-examination at the middle school need to be eliminated since that option is no longer available at middle school. 4. More elaboration was needed on acceleration to guide school-based decisions. 5. References to performance on the State Benchmarks need to be added due to the increasing importance of this measurement. 6. Changes in the number of credits required for promotion at the high school level are necessary due to enhanced graduation requirements. Fiscal Impact None Recommendation That the Board review and provide feedback to the staff on the proposed revisions to IKE-R. BAUadg Attachment LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKE-R STUDENT PROMOTlOH A~ID RETENTIO~t, PreK 12 PROMOTION, ACCELERATION, RETENTION, AND ADMINISTRATIVE PLACEMENT OF STUDENTS, PreK-12 Purpose The purpose of the following regulations is to provide guidelines for teachers and campus-level administrators to use in making decisions relating to promotion, acceleration, tffil retention, and administrative placement of students from one grade to the next. Elementary School, PreK-1 Students in grades PreK-1 are not to be retained except under extenuating circumstances where the best interests of the child would clearly be served, according to multiple criteria and in consultation with the parent(s)/guardian(s). Extenuating circumstances include, but are not limited to, excessive absences, lack of participation in prekindergarten, fetal alcohol syndrome, fetal drug addiction, and developmental delays. Elementarv School, PreK 5 Grades 2-5 1. Promotion of a student from one elementary grade to the next shall be determined by the degree to which the student has achieved the District's curriculum standards identified in the Core Curriculum at each grade level as evidenced by multiple criteria (e.g., criterion-referenced tests, state examinations in literacy and mathematics, normreferenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc.). (e.g., nefffi referenced tests, state and leeal eriterien referenced tests, grades, teaeher/emmseler predietiens ef sueeess at the nmct le'\u0026gt;'el, eKteRuating eireumstanees, ete.). Achievement in reading/language arts and mathematics are of primary importance. 2. The decision to accelerate (double-promote) a student shall be made, again based on multiple criteria, and in consultation with the parent(s)/guardian(s), classroom teacher(s), principal(s), counselor, staff from the gifted/talented office, and other appropriate curriculum and assessment staff. administratiYe perserarnl. Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generallv candidates for acceleration. A four-year-old is not permitted to skip pre-kindergarten and be \"double-promoted\" to kindergarten since he/she would not be old enough to enter kindergarten under state law. 3. The decision to retain a student in a grade shall be made based on multiple criteria (see #1 above) and in consultation with the parent(s)/guardian(s), classroom teacher(s), and principal. Achievement in English language arts and mathematics are of primary importance, and for that reason, students performing at the Below Basic level on state assessments. if substantiated by other criteria. may be considered for retention. even though scores mav be reported during the summer after the end of the school year. A. Prior to a decision to retain, the child's Student Academic Improvement Plan (SAIP) must be implemented fully by the teacher. and Progress Reports must be sent home each quarter of failing work so that parents are alerted. In addition, substfilltial contact (at least two attempts) with parents must be documented (such as the Parent-Teacher Conference Form and/or the parent-teacher conference relating to the SAIP) to show efforts made to prevent student failure or retention through intervention and remediation. B. Parents/guardians must be notified by the end of the third nine weeks grading period and given reasons for the probable retention of the student. This notification (or attempts to encourage the parent's participation) must include a good-faith effort to include the parent(s)/guardian(s) in a parent-teacher conference and must be documented in writing (or attempts to eneoumge the parent's partieipatioa). Parents/guardians must be advised of all available programs and services provided by the District to support the child's remediation. The documentation must include the date, persons involved, and results of the conference, and it must be placed on file. C. The parents of a retained student must be ad,ised that the stl:ldent ml:lst attend summer school 11:Rd make progi:ess or be retained. 4. If a student will reach age eleven ( 11) before June 1 of his/her HHhe third grade year. he/she may be administratively assigned from grade 2 to grade 4. If a student will reach 0f age thirteen (13) by June 1 of his/her HHhe fifth grade year, he/she may be administratively assigned from grade 4 to grade 6. to the neJct gi:ade. Middle School. 6-8 The following regulations are established to guide decision-making at grades 6-8. Any exceptions to these regulations shall be the result of a collaborative decision involving the classroom teacher(s). the counselor. the principal, parent(s)/guardian(s). and other appropriate staff. Such an exception must be based on multiple criteria. including criterion-referenced tests. grades. teacher/counselor predictions of success at the next level. extenuating circumstances. etc. An exception can be made for those students who can successfully earn credit for a failed course through a District-approved correspondence or distance-learning program or through summer school. 1. To be promoted from the sixth grade to the seventh grade, from the seventh grade to the eighth grade, or from the eighth grade to the ninth grade, a student must earn a passing grade (D) or~ above in both English (reading/writing workshop) and mathematics and in either science or social studies. Grades shall reflect the degree to which the student has achieved the core curriculum standards appropriate for the grade level. 2. Although a student may be accelerated (double-promoted) from grade 4 to grade 6, acceleration is rarely an option in middle school and should only be considered under very extenuating circumstances. Any decision to accelerate shall be based on multiple criteria (e.g .. criterion-referenced tests. examinations in literacy and mathematics. norm-referenced tests. grades. teacher/counselor predictions of success at the next level, extenuating circumstances. etc.) Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generally candidates for acceleration. 3. The parent(s)/guardian(s) of any student likely to be retained or reqHiree to aHene stunrner seh.ool for prom.otioH must be notified through teacher-parent conferences relating to the Student Academic Improvement Plan (SAIP) and quarterly Progress Reports of the student's low performance. (Schools are encouraged to develop a contract with students and their parents to improve academic achievement as a part of this process.) In addition. parent(s)/guardian(s) must be notified in writing bv the end of the third nine-weeks grading period of the likelihood ofretention and the need to attend summer school to make up failing grades. srneeHt's stB:ttis Ho later th.fill the eHe of the th.ire HiBe 1Neelcs _gi'aeiHg perioe. A. A student who fails either English (reading/writing workshop) or mathematics and one other core curriculum course may be promoted to the next grade level if he/she earns a passing grade or above in summer school in either the English or mathematics course that was failed. Another option for earning ereeit for a feilee eotirse is through. the ereeit by e~camiHatioH pro_gi'am (effeeti1v1e, seh.ool year 1999 2000). At the discretion of school officials, the student may be required to retake the other failed course or enroll in an extra remedial course during the next school year instead of allowing an elective course. B. A student who fails both English (Reading/Writing Workshop) and mathematics must attend the full-day summer school program and earn passing grades in both subjects in order to be promoted. or h.e/sh.e m.Hst eern oHe ereeit through. th.e ereeit b1 examiHatioH pro_gi'am. (Creeit by e~camiHatioH a1,\u0026lt;ailable iH 1999 2000.) C. A student who fails both English (Reading/Writing Workshop) and mathematics and either science or social studies must attend the full-day summer school program and earn passing grades in both English and mathematics in order to be promoted. D. A student who fails either English (Reading/Writing Workshop) or mathematics and both science and social studies must attend the full-dav summer school program and earn passing grades in English/mathematics and in science/ social studies-two of the three failed courses. 1111- ... . D. A student who fails three core curriculwn courses is eligible for promotion only if he/she attends the full da\n summer sehool program fil1Q is able successfully to earn one course credit through the credit b\n' e,camination program. (Credit by e,mmination aailable in 1999 2000.) D. A student who fails all four core curriculum areas is not eligible for promotion and must be retained. E. A student 1,1,rho does not earn promotion the seeond\n'ear at a grade le1,rel in grades 6 and 7 rnay be adrninistratiYely placed at the neJct grade leYel. F. A student who performs at the Below Basic level on the most recent criterionreferenced assessments or state Benchmarks in both literacy and mathematics may be retained if other student performance data verifv the low performance and if scores are received bv the school before the beginning of the next school year. 4. A student who does not earn promotion the second year at a grade level in grades 6 or 7 maybe administratively assigned at the next grade level. A student who will be age sixteen (16) during grade 8 before June l of his/her eighth-grade year and who has not successfully completed the requirements for grade 8 may be administratively assigned to an alternative education program if program eligibility and placement criteria are met. 7. Any e,ceeption to these regulations shall be the result of a eollaboratiYe decision ino1Ying the counselor, classroom teacher(s), prineipal, parent(s)/ guardian(s), and the appropriate curriculum and adrninistratiYe personRel. Such Elil exception must be based on rnultiple criteria, including the student's norrn reference test scores, local and state criterion referenced test scores, grades, age, eJctenuating eircumstaHces, aHd the student's probable success at the nc,ct lc1,rel. An exception CElil be rnade for those students v,rho can successfully earn credit fer a failed course through the credit ay examination program. High School, 9-12 1. Effective for the classes of 2001-02 and 2002-03 fall 1999, a high school student must earn a minimum of six (6) units of credit each year in order to be classified at the next grade level, as follows: Sophomore (grade 10) 6 units Junior (grade 11) 12 units Senior (grade 12) 18 units. Effective for the classes of 2003-04 and beyond, a high school student must earn a minimum of 6  units of credit each year in order to be promoted to the next grade level, as follows: Sophomore (grade 10) 6  units Junior (grade 11) Senior (grade 12) 13 units 19  units 2. Over-age and credit-deficient students may be refeffed to administratively assigned to an alternative education program if program eligibility and placement criteria are met. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKE-R PROMOTION, ACCELERATION, RETENTION, AND ADMINISTRATIVE PLACEMENT OF STUDENTS, PreK-12 Purpose The purpose of the following regulations is to provide guidelines for teachers and campus-level administrators to use in making decisions relating to promotion, acceleration, retention, and administrative placement of students from one grade to the next. Elementary School, PreK-1 Students in grades PreK-1 are not to be retained except under extenuating circumstances where the best interests of the child would clearly be served, according to multiple criteria and in consultation with the parent(s)/guardian(s). Extenuating circumstances include, but are not limited to, excessive absences, lack of participation in prekindergarten, fetal alcohol syndrome, fetal drug addiction, and developmental delays. Elementary School, Grades 2-5 1. Promotion of a student from one elementary grade to the next shall be determined by the degree to which the student has achieved the District's curriculum standards identified in the Core Curriculum at each grade level as evidenced by multiple criteria (e.g., criterion-referenced tests, state examinations in literacy and mathematics, normreferenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc.). Achievement in reading/language arts and mathematics are of primary importance. 2. The decision to accelerate (double-promote) a student shall be made, again based on multiple criteria, and in consultation with the parent(s)/guardian(s), classroom teacher(s), principal(s), counselor, staff from the gifted/talented office, and other appropriate curriculum and assessment staff. Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generally candidates for acceleration. A four-year-old is not permitted to skip pre-kindergarten and be \"double-promoted\" to kindergarten since he/she would not be old enough to enter kindergarten under state law. 3. The decision to retain a student in a grade shall be made based on multiple criteria (see #1 above) and in consultation with the parent(s)/guardian(s), classroom teacher(s), and principal. Achievement in English language arts and mathematics are of primary importance, and for that reason, students performing at the Below Basic level on state assessments, if substantiated by other criteria, may be considered for retention, even though scores may be reported during the summer after the end of the school year. A. Prior to a decision to retain, the child's Student Academic Improvement Plan (SAIP) must be implemented fully by the teacher, and Progress Reports must be sent home each quarter of failing work so that parents are alerted. In addition, contact (at least two attempts) with parents must be documented (such as the Parent-Teacher Conference Form and/or the parent-teacher conference relating to the SAIP) to show efforts made to prevent student failure or retention through intervention and remediation. B. Parents/guardians must be notified by the end of the third nine weeks grading period and given reasons for the probable retention of the student. This notification (or attempts to encourage the parent's participation) must include a good-faith effort to include the parent(s)/guardian(s) in a parent-teacher conference and must be documented in writing. Parents/guardians must be advised of all available programs and services provided by the District to support the child's remediation. The documentation must include the date, persons involved, and results of the conference, and it must be placed on file. 4. If a student will reach age eleven (11) before June 1 of his/her third grade year, he/she may be administratively assigned from grade 2 to grade 4. If a student will reach 0f age thirteen (13) by June 1 of his/her fifth grade year, he/she may be administratively assigned from grade 4 to grade 6. Middle School, Grades 6-8 The following regulations are established to guide decision-making at grades 6-8. Any exceptions to these regulations shall be the result of a collaborative decision involving the classroom teacher(s), the counselor, the principal, parent(s)/guardian(s), and other appropriate staff. Such an exception must be based on multiple criteria, including criterion-referenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc. An exception can be made for those students who can successfully earn credit for a failed course through a District-approved correspondence or distance-learning program or through summer school. 1. To be promoted from the sixth grade to the seventh grade, from the seventh grade to the eighth grade, or from the eighth grade to the ninth grade, a student must earn a passing grade (D) or above in both English (reading/writing workshop) and mathematics and in either science or social studies. Grades shall reflect the degree to which the student has achieved the core curriculum standards appropriate for the grade level. 2. Although a student may be accelerated ( double-promoted) from grade 4 to grade 6, acceleration is rarely an option in middle school and should only be considered under very extenuating circumstances. Any decision to accelerate shall be based on multiple criteria (e.g., criterion-referenced tests, examinations in literacy and mathematics, norm-referenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc.) Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generally candidates for acceleration. 3. The parent(s)/guardian(s) of any student likely to be retained must be notified through teacher-parent conferences relating to the Student Academic Improvement Plan (SAIP) and quarterly Progress Reports of the student's low performance. (Schools are encouraged to develop a contract with students and their parents to improve academic achievement as a part of this process.) In addition, parent(s)/guardian(s) must be notified in writing by the end of the third nine-weeks grading period of the likelihood of retention and the need to attend summer school to make up failing grades. A. A student who fails either English (reading/writing workshop) or mathematics and one other core curriculum course may be promoted to the next grade level if he/she earns a passing grade or above in summer school in either the English or mathematics course that was failed. At the discretion of school officials, the student may be required to retake the other failed course or enroll in an extra remedial course_during the next school year instead of allowing an elective course. B. A student who fails both English (Reading/Writing Workshop) and mathematics must attend the full-day summer school program and earn passing grades in both subjects in order to be promoted. C. A student who fails both English (Reading/Writing Workshop) and mathematics and either science or social studies must attend the full-day summer school program and earn passing grades in both English and mathematics in order to be promoted. D. A student who fails either English (Reading/Writing Workshop) or mathematics and both science and social studies must attend the full-day summer school program and earn passing grades in English/mathematics and in science/ social studies-two of the three failed courses. E. A student who fails all four core curriculum areas is not eligible for promotion and must be retained. F. A student who performs at the Below Basic level on the most recent criterionreferenced assessments or state Benchmarks in both literacy and mathematics may be retained if other student performance data verify the low performance and if scores are received by the school before the beginning of the next school year. 4. A student who does not earn promotion the second year at a grade level in grades 6 or 7 maybe administratively assigned at the next grade level. A student who will be age sixteen (16) before June 1 of his/her eighth-grade year and who has not successfully completed the requirements for grade 8 may be administratively assigned to an alternative education program if program eligibility and placement criteria are met. High School, 9-12 1. Effective for the classes of2001-02 and 2002-03, a high school student must earn a minimum of six (6) units of credit each year in order to be classified at the next grade level, as follows: Sophomore (grade 10) Junior (grade 11) Senior (grade 12) 6 units 12 units 18 units. Effective for the classes of 2003-04 and beyond, a high school student must earn a minimum of 6  units of credit each year in order to be promoted to the next grade level, as follows: Sophomore (grade 10) Junior (grade 11) Senior (grade 12) 6  units 13 units 19  units 2. Over-age and credit-deficient students may be administratively assigned to an alternative education program if program eligibility and placement criteria are met. 7\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_1221","title":"Little Rock School District Board","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["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 (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Educational planning","School boards","School board members","School management and organization","School superintendents"],"dcterms_title":["Little Rock School District Board"],"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/1221"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n   1. Amendments to Board of Education Policies and Regulations June 22, 2000 DES Off/CE C. RiRE6A110N MOA:f i'OR/NQ Remove Section D content page and insert new Section D content pages 1 and 2. 2. Insert policies DFB and DFC behind policy DEA/ 3. 4. 5. 6. 7. 8. 9 . Insert policies DFE and OFF behind regulation DFD-R2. Insert policy OGE behind policy DGA. / Insert policy DID behind policy DIC. ,./ Insert policy DIE behind regulation DID-R. ./ Insert policies DJD and DJGA behind regulation DJC-R. ./ Insert policy DLA behind regulation DKC-R. Insert policy ON and regulation DN-R behind policy OM.  ?    1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11 . 12. Policy Amendments As of May 25, 2000 ece,ve J .N 1 6 2000 OFFICE OF DESEGREGA110N MONITORING Remove Section D contents page and insert new Section D contents page.  Insert policy DCA and regulation DCA-R behind policy DC.  Insert policy DFD, regulations DFD-R1 and DFD-R2 behind policy DEA. / Insert policy DKC and regulation DKC-R behind policy DK. / Remove Section F contents page and insert new Section F contents page. / Insert policies FBC and FCC behind contents page. / Remove Section I contents page and insert new Section I contents page. / Remove regulation ID-Rand insert revised regulation ID-R dated May 25, 2000. / Remove regulation IKC-R and insert revised regulation IKC-R dated May 25, 2000.  Insert regulation IKFA-R behind policy IKFA. / Remove Section J contents page and insert new Section J contents page. Insert policies JB and JBA, regulation JBA-R, and policies JC and JCA behind contents page. 13. Insert policy JEC behind policy JE. 14. Insert policy JI behind regulation JFABB-R. 15. Insert policy JJIA behind regulation JJ-R. 16. Insert regulation JJIB-R3 behind regulation JJIB-R2. 17. Insert regulation JRAA-R behind policy JRAA.  1. 2. 3. 4. 5. 6. 7. 8. 9 .   t PR 5 znco Policy Amendments OFFICE OF As of April 3' 2000 DESEGREGATION MONITORl~G Remove policy BEDS and insert revised policy BEDS dated February 3, 2000. / Insert Section D behind tab D. }) ' ~cc 'V-1 Remove regulatio IKEC-R3 nd insert revised regulation IKEC-R3 dated February 10, 2000. v\"' \"'' I v.L-Remove regulation F-R2 nd insert revised regulation IKF-R2 dated February 10, 2000. Remove Section J contents page and insert new Section J contents page. Insert regulation JFABB-R behind policy JFABB. Insert policy JJIB in front of regulation JJIB-R1. Remove Section K contents page and insert new Section K contents page. Insert policies KDA, KOO and KDE directly behind Section K contents page.    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDS AGENDA An agenda for each regular meeting of the Little Rock School District Board of Education shall 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 a 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 shall be as follows: 1. Call to Order 2. Roll Call 3. Minutes 4. Presentations 5. Remarks from Citizens 6. Consent Items 7. Action Items 8. Reports from superintendent 9. Hearings 10. Adjournment Board members will receive a copy of the official agenda at least forty-eight (48) hours prior to the regular Board meeting. Copies of the agenda for the public will be available at the superintendent's office. Adopted: January 28, 1999 Cross References: Board Policies BE, BEA, BED, BEDD, BEDDB, BEDG, BEDH    SECTION J: STUDENTS Section J of the Little Rock School District contains policies, regulations, and exhibits on students - admissions, attendance, rights and responsibilities, conduct, discipline, health and welfare, and school-related activities. JE JFABB JLDBD JMA JRAA Student Attendance Foreign Exchange Students Sex and Child Offender Notification Scholarships Student Discipline Records OCT 4 1999 DE\n\" Of ESfflaN MONITORING    SECTION K: SCHOOL-COMMUNITY-HOME RELATIONS Section K of the Little Rock School District policy manual contains policies, regulations, and exhibits on parent and community involvement in schools. Except for policies concerning education agencies, statements on public sector relations with the school district are located in this section, too. KF KFC Community Use of Facilities Community Use of Outdoor Facilities KH Solicitations in Schools Kl KL KLE KLG Visitors to Schools Relations with Governmental Authorities Relations with Youth Serving Agencies Relations with Law Enforcement Authorities RECEIVED SEP 3 1999 OfP40f IRESIBlmJf DTORfN'G LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 November 17, 1999 TO: Dr. Steve Ross Dr. Terrence Roberts Ann Brown John Walker Clementine Kelly, CTA NOV 3 0 1999 OFFICE Of DESEGREGATION MONITORINQ FROM: 'tor. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Proposed New Policy and Regulations for Title I I am attaching for your review and feedback copies of early drafts of a proposed new policy and regulations to govern our Title I programs. We already have similar documents in place for special education, gifted/talented education, and ESL. If you have questions or suggestions for improvement, please get those to me by Tuesday, December 7. BAL/rem Cc: Les Carnine Junious Babbs Sadie Mitchell Brady Gadberry Victor Anderson LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHAR TITLE I PROGRAMS The Little Rock School District is committed to the effective use of Title I funds to assist in ensuring that all students meet the rigorous curriculum standards and benchmarks established by the state and the District. Title I programs are to be administered in accordance with all federal, state, and local regulations, and they are to be tightly aligned with the LRSD Strategic Plan, the Revised Desegregation and Education Plan, both state and District accountability systems, and the Campus Leadership Plan. Regular education, special education, and English-as-a-Second Language program staff at both the District and school levels share collective responsibility for design, planning, implementation, monitoring, and evaluating results of the program interventions funded through Title I. Representative parents of Title I students must also be included. Interventions funded through Title I are to be included in the School Improvement Plans that Campus Leadership Teams submit annually so that planning processes are integrated and coherent. The District's Title I Plan must be approved by the Board of Education annually prior to its submission to the Arkansas Department of Education. The Director of Federal Programs shall include for the Board's approval the following: 1. Amount of the District's allocation\n2. Amount of carry-over from previous year\n3. Mandated amount to be allocated to private and parochial schools located within District boundaries\n4. Total amount reserved for administrative costs and program support at the District level\n5. Amount available for allocations to schools\n6. Amount of per student allocation to individual schools\n7. Description of interventions to be funded at each school\n8. Evidence of mandated parent participation in the design of the District plan\n9. Evidence of use ofresearch and results of Title I program evaluation findings in the design of the District and school-level plans. LITTLE ROCK SCHOOL DISTRICT NEP CODE: IHAR-R TITLE I PROGRAMS Purpose The Little Rock School District is committed to the effective implementation of federal and state regulations regarding the design and administration of the District's Title I program. The purpose of these regulations is to establish, within federal and state parameters, the procedures for the design and implementation of the LRSD Title I (district- and school-level) plan so that it is aligned and coherent with the regular education program and so that it supports all students ' achievement of the rigorous curriculum standards established by Arkansas and the LRSD. Title I programs must also be carefully aligned with the LRSD Strategic Plan, the Revised Desegregation and Education Plan, Smart Start, Arkansas Consolidated School Improvement Planning (ACSIP), Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP), the National Science Foundation (NSF) project, and the Campus Leadership Plan. Collective Responsibilitv for the Success of Title I Pro!ITarns Central office staff share with school-level staff the responsibility for the success of the Title I programs. All members of the Division of Instruction, regardless of funding source, are expected to be knowledgeable about Title I federal, state, and local regulations\nabout the LRSD schools' improvement plans (which include Title I funded interventions)\nand about their role in supporting the success of those schools in ensuring that all students achieve the Arkansas and LRSD curriculum standards/benchmarks. The School Improvement Team and the Teaching and Learning Team are charged with special responsibility to provide professional development, technical assistance, research, data analysis, monitoring, and other support to principals and Campus Leadership Teams. The Plannin2: Process The District shall observe the following steps in the design of the District Title I Plan. 1. Assemble analysis of current expenditures, current student achievement data, list of schools identified for sanctions or corrective actions, free/reduced lunch data, and other critical information to determine priority needs for the following year. Who: Director of Federal Programs Manager of Financial Services Testing and Program Evaluation Staff Associate Superintendent for Instruction When: February 1 annually 2. Notify schools when cuts will have to be made in staffing. Inform principals that such decisions must be communicated to the Director of Human Resources by March 1. Who: Director of Federal Programs Director of Human Resources When: February 15 annually. 3. Convene a series of meetings of Cabinet members and representative members of the District Title I Parent Advisory Committee to review available data, as well as possible scenarios for allocating funds to schools during the following year. Make decisions regarding school levels to be served and per-student allocations. Who: Director of Federal Programs Associate Superintendent for Instruction When: February I-February 15 annually 4. Assemble Title I Plan Review Committee: Director of Federal Programs or his/her designee\nDirector of Mathematics/Science or his/her designee\nDirector of Early Childhood and Elementary Literacy or his/her designee\na middle school specialist\nDirector of Planning and Development or his/her designee\none or more members of the School Improvement Team\nand a representative from School Operations. Meet to construct/review agreed-upon criteria for approval of school plans. Who: Director of Federal Programs Associate Superintendent for School Services Associate Superintendent for Instruction When: February 15 annually 5. Conduct meetings with principals of eligible Title I schools. Provide them with the following information: (a) status of school in accountability system\n(b) copies of any changes in federal, state, or local regulations relating to governance of Title I\n(c) projected budget allocations for the following year\n(d) forms (supplemental to those required for the School Improvement Plan) for their Title I plans and budgets\n(e) instructions for completing the forms\n(f) information on how to become a school-wide project or, if not eligible, how to apply for a waiver\n(g) menus of recommended interventions (reading, writing, mathematics, school change models, etc.) appropriate for Title I funding\n(h) reminders of mandates for parental involvement in the design of the school-level plan\n(i) criteria that will be used to evaluate and approve school-level Title I plans\n(j) other information to facilitate the completion of the Title I plan and budget. Who: Director of Federal Programs Associate Superintendent for Instruction When: February 15-28 annually 6. otify Director of Human Resources of any proposed involuntary transfers of Title I funded staff for the following year. V.lho: Principals with support of Campus Leadership Teams When: March 1 annually 7. Design the school's Title I Plan and Budget, in collaboration with representative Title I parents. Who: Principals and Campus Leadership Teams When: February-March 15 annually 8. Collect school-level Title I plans and budgets. Who: Assistant/Associate Superintendent for School Services When: March 15 annually 9. Conduct series of meetings of Title I Plan Review Committee to review and approve plans. If a plan is not approved by this committee, then the committee shall provide immediate technical assistance to the principal and the Campus Leadership Team for the revision of the plan in a manner that will lead to its approval. Who: Title I Plan Review Committee When: March 15-April 1 annually 10. Submit approved Title I Plans to Associate Superintendent for School Services and Associate Superintendent for Instruction for their review and final approval. If improvements are required before final approval, the principal and the Campus Leadership Team must be provided with immediate technical assistance. Who: Director of Federal Programs When: April 1-15 annually 11. Complete the design of the District Title I Plan and budgets for submission to the Associate Superintendent for Instruction, the Associate Superintendent for School Services, and the Manager of Financial Services for their approval. Who: Director of Federal Programs When: May 1 12. Make necessary revisions to the budgets when the District receives officia1 notification of its allocation from the Department of Education. Who: Director of Federal Programs, with the approval of the Associate Superintendent of Instruction, the Associate Superintendent for School Services, and the Manager of Financial Services When: June 1 13. Provide Title I principals with information about their final allocations for the year, about how to do a budget amendment, the deadline for budget amendments, forms for budget amendments, and expenditure cut-off deadlines. Who: Director of Federal Programs When: August 15 annually 14. Submit the final draft of the District Title I Plan and Budget to the Board of Education for their approval. Who: Director of Federal Programs Associate Superintendent of Instruction When: July 15. Submit the completed and approved District Title I Plan and Budget to the Arkansas Department of Education for their approval. Who: Director of Federal Programs When: August 1 annually 16. Provide a summary of each school's plan to members of the Division of School Services and th~ Division of Instruction so that appropriate monitoring and technical assistance can be provided schools. Who: Director of Federal Programs When: August 15 annually 17. Communicate the School Improvement Plan, including its Title I components, to the school community so that everyone understands. Who: Principals and Campus Leadership Teams When: March-September annually Appeal of the Decisions of the Title I Plan Review Committee If a school's Title I plan is not approved by the Review Committee, the Campus Leadership Team may appeal that decision immediately to the Associate Superintendent for School Services and the Associate Superintendent for Instruction. The appeal must be made within five school days of the notification that the plan is not approved\nit must include a summary ofresearch, with citations, that supports the plan's implementation\nand it must be sent to both the Associate Superintendents in writing, signed by the principal and the members of the Campus Leadership Team. The hvo Associate Superintendents shall review the school plan and the appeal within five school days and issue one of the following decisions: 1. Uphold the appeal and approve the plan as written for implementation. 2. Uphold the appeal with conditions that are delineated for the Campus Leadership Team. 3. Deny the appeal and refer the CLT back to the Review Committee for technical assistance. Parameters for School-Level Plans The following parameters shall be observed in the development and implementation of school-level Title I plans. These parameters ensure alignment with the implementation of the District's Strategic Plan, the Revised Desegregation and Education Plan, Smart Start, the Campus Leadership Plan, ACSIP, ACTAAP, the NSF project, and the School Improvement Plan. 1. The design of the school's Title I plan must be approved by the school's Campus Leadership Team (CLT). The school's Title I Parent Advisory Committee shall advise the Campus Leadership T earn in the design of the plan, and at least two representatives of Title I parents must participate in the approval of the Title I plan in targeted assistance schools. (All parents are Title I parents in schoolwide projects.) 2. Accountability for Title I is focused on reading/language arts and mathematics, with an emphasis on grades K-3 at the elementary level. Title I plans, therefore, to be approved, must reflect these areas of focus and emphasis. A priority relating to parental involvement is also recommended. The District's PreK-3 Literacy Plan, Effective Literacy for grades 4-5, and the SF Plan for K-5 mathematics are the basic, regular education programs for elementary schools. The grades 6-8 Reading and Writing Workshop and the new grades 6-8 mathematics curriculum are the regular program at the middle school level. The school's Title I plan must be designed to improve the percentage of children attaining the \"Proficient\" level or above on the Arkansas criterion-referenced examinations in the areas tested. 3. Schools may choose to implement Reading Recovery or Success for All to supplement the district's PreK-3 Literacy Program. The district also recommends at the elementary and middle school levels an extended-day Reading Clinic strategy to support students at the \"Basic\" and \"Below Basic\" levels of performance. Proposals to implement other supplemental language arts programs must be approved through the waiver process, and the school must sho\\v their alignment with the District curriculum, as well as the research base that would predict children's success on state examinations if the program is implemented. 4. Schools are encouraged to invest in the staff through an emphasis on professional development that is carefully aligned with the school improvement plan and district priorities. Schools that are on \"school improvement\" status must. at a minimum, invest at least ten (10) percent of their allocation in professional development. Little Rock School District elementary and middle school language arts teachers are strongly encouraged to pursue advanced courses in the teaching of reading and rhetoric/composition, and/or to participate in the National Writing Project that is conducted at the University of Arkansas at Little Rock. Kindergarten teachers must participate in training to implement Animated Literacy. Elementary teachers are also strongly encouraged to participate in ELLA (Early Literacy Learning in Arkansas) and/or Effective Literacy training. The Reading/Writing Workshop teachers in grades 6-8 are expected to participate in the district's training for that course. Middle school content-area and related arts teachers are strongly encouraged to participate in training on reading in the content areas and/or in writing across the curriculum. Training for elementary and middle school mathematics teachers may be provided through the NSF grant, but schools wishing to supplement what the district provides are encouraged to do so. Additionally, all staff must receive extensive training in the adaptation of instruction, pacing, materials, and assessment for special education, 504, and limited-English proficient students. These populations are increasing in every school, and it is imperative that all schools become skilled in ensuring that special populations also achieve the curriculum standards/benchmarks established by the state and LRSD. 5. Schools wishing to eliminate current Title I staff and ask that they be reassigned in regular education may do so, but the plan must be approved by the Campus Leadership Team and the Director of Human Resources. Generally speaking, such decisions must be communicated to Human Resources no later than March 1 of each year. 6. The focus for the mandated parent involvement component for Title I is the school. The district, therefore, will begin to phase out some of its district-level activities and will, instead, concentrate on developing the capacity of Campus Leadership Teams to involve parents at the school level. Schools should ensure that parent involvement costs are included in their Title I plans and budgets. Schools with students of limited-English-proficiency should include funds to translate critical school documents and invitations to parents whose home language is other than English. Family Math and Family Reading programs are encouraged, as well as any activities necessary to embed the Parent-School Compact in the culture of the school (see the PreK-3 Literacy Plan). The District will continue its District-level Parent Advisory Comrninee. as well as the individual school Parent Advisory Committees. 7. Within certain federal and state parameters schools may purchase technology to support their Title I instructional programs. Campus Leadership Teams must carefully consider how the proposed software (and hardware) will contribute to the improved performance of students relating to Arkansas and LRSD curriculum standards/benchmarks. Also, instructional technology programs are considered to be supplemental to the district program, not a replacement for it. Schools are cautioned not to over-commit their future Title I allocations in purchasing technology. Iflease/purchase contracts exceed the school's allocation, then the school may lose its Title I staff or other programs for the duration of the lease/purchase contract. 8. The district discourages the use of Title I funds for travel to most conferences. Exceptions include visiting exemplary schools that use a program under consideration or implementation by the school or for in-depth training (as opposed to awareness level only) in a priority area for school improvement or the improvement of student outcomes. Rather than spend Title I funds on out-ofdistrict trips, the school is encouraged to bring top-notch consultants to Little Rock to work with all teachers, not just the one or two who might go to the conference. I 9. Schools are encouraged to collaborate with each other and to leverage their Title I funds to every extent possible. Cabinet-level and curriculum staff, including the federal programs staff, should facilitate such collaboration and networking. particularly in the areas of professional development, parent involvement. summer programs, and extended-day programs. Both principals and teachers are encouraged to visit other schools in the Linle Rock School District and in the immediate area that are meeting their improvement goals for information on school improvement and on specific teaching/learning strategies. 10. Title I schools, especially those on \"school improvement\" status, may budget funds for planning retreats of the Campus Leadership Team. Title I Exoenditures Once a school's plan and budget are finally approved, then the expenditures are assumed to be approved, as long as they conform to the plan. The Office of Federal Programs is to expedite and facilitate as quickly as possible the approval of all purchase requisitions. Principals should expect that purchase requests \\vill be approved by the Director of Federal Programs within 48 hours ofreceipt and forwarded to Procurement. Title I Pro2Tam Start-Up The Director of Federal Programs is expected to submit all required information to the Arkansas Department of Education on a timely basis and to secure approval of the District Title I plan at the earliest possible date. The schools' Title I programs should be fully operational no later than October 1 of each year for maximum impact on student achievement. District Title I Parent Advisorv Committee The Director of Federal Programs, the Parent/Community Team, and the Associate Superintendent for Instruction shall ensure that the District Title I Parent Advisory Committee is organized annually and that federal regulations are observed regarding the rights of parents to participate in Title I planning. Regular meetings shall be conducted to keep the members of the Parent Advisory Committee well informed about District programs and services and to listen to their feedback and input.    AUG 2 11999 utflGE Of DESEGREGATION MONITORING m Ill~ Ill  n- o\"II n C 0 ::s 3 C. Ill 3 :!: ::\n0 3 ::s CD Ill ~ l!O Ill    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 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 AD Little Rock School District Mission Statement ADA Little Rock School District Objectives ADB Drug-Free Schools ADC Tobacco-Free Schools ADD Safe Schools AE Commitment to Accomplishment    LITTLE 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 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 in determining policies, making decisions, and approving procedures for carrying out the responsibility. The Board therefore affirms and declares its intent to: 1. 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. 2. 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. 3. 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.  Adopted: September 24, 1998   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 shall 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, 197 4 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\nACB\nACC\nACD\nACE\nACF  Cross References: Administrative Policies    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACA NONDISCRIMINATION ON THE BASIS 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 shall, 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: Cross References: Cross References: See Code AC Board of Education Policy AC Administrative Policies   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 shall 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 References: Board of Education Policy AC  Cross References: Administrative Policies    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    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, ACB, ACBB   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 shall 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 References: Board of Education Policy AC  Cross References: Administrative Policies   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACD NONDISCRIMINATION ON THE 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 shall 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 shall, 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 References: Board of Education Policy AC  Cross References: Administrative Policies   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACE 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 shall 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 References: Board of Education Policy AC  Cross References: Administrative Policies   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACF INTERPERSONAUHUMAN 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 References: Board of Education Policy AC  Cross References: Administrative Policies    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 shall implement a compliance program that shall include the following components: 1. Compliance standards and procedures reasonably capable of reducing the prospect of noncompliance\n2. Oversight of compliance with such standards and procedures by the Superintendent and the responsible officials\n3. Communication of compliance standards and procedures to all employees\n4. Utilization of monitoring and auditing systems reasonably designed to detect noncompliance\n5. Utilization of a reporting system whereby students, patrons, and employees can report complaints or noncompliance without fear of retribution\n6. Enforcement 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, 7. 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    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 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 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 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 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: 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 Policies  Cross References: Administrative Policies GBEC, JACH   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 References: Board of Education Policies  Cross References: Administrative Policies GBED, JAICG    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADD SAFE SCHOOLS The Little Rock School District shall 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 shall be reported to the proper law enforcement authority, and school district staff shall cooperate with any subsequent criminal prosecution . Adopted: September 24, 1998 Legal References: Arkansas General Laws Federal Gun-Free Schools Act Cross References: Board of Education Policies JI Cross References: Administrative Policies Elementary Student Rights and Responsibilities Handbook Secondary Student Rights and Responsibilities Handbook Professional Negotiations Agreement   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    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 BEDF BEDG BEDH BEE BF BG BGD BGE BH BHA BIB BID BJ BK   Suspension of Rules of Order Voting Method Minutes Public Participation at Board Meetings Policy on Appeal Hearings to the Little Rock School District Board of Education School Board Work Sessions and Retreats School Board Policy Review of Regulations Policy Communication School Board Communications School District Logo Board Member Development Board Member Compensation School Board Legislative Program School Board Memberships in Professional Associations Section B - Page 2 of 2   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: 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 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: BB SCHOOL BOARD 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. 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 Policy AA   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: 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: AC.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 QUALIFICATIONS 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: 8888 BOARD MEMBERSHIP OATH OF OFFICE Each Director shall, 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, shall immediately commission the director and the director shall enter at once upon his or her duties . Adopted: January 28, 1999  Legal Reference: AC.A. 6-13-617   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBD BOARD MEMBER REMOVAL FROM OFFICE Board members shall be removed from office for the following reasons: Conviction of a felony: A vacancy shall exist on the Board of Education from the date of the final judgment of conviction. The prosecuting attorney who prosecutes a Board member shall 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 director shall immediately tender a letter of resignation. Temporary vacancy due to service in the armed forces: A successor shall be appointed to fill the temporary vacancy. Upon return to civilian activities the elected member may resume the duties of director 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 director 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 director 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 director's attending physician. The director 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 shall 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 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 shall be filled by a majority vote of the remaining directors 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 shall be filled by appointment by the Pulaski County Board of Education. Appointed directors shall 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 References: A.C.A. 6-13-611 Cross References: Board 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 shall 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 shall 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 shall be applied prospectively and shall 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 shall 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 shall 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: A.C.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 Policies BBBD, BBBE, BEDC, BEDD, BEDF   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOA 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: January 28, 1999 Legal Reference: Arkansas School Law 80-506  Cross References: Board 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 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 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 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 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 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  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOD 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 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 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 bylaw. 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 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: 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 shall 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 shall 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 shall be open to the public and shall be governed by the Arkansas Freedom of Information Act. Newspapers, television and radio stations shall 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 shall 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 shall include an opportunity for citizens to address the Board. Notification of Board meetings shall 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 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 shall 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 shall be open to the public. All Board members shall be given reasonable notification of the special meeting. The news media shall 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 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: AC.A. 25-19-106 Cross Reference: Board 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. The superintendent or a designated administrator will be available    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BED (continued) 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 tape recorded . Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619 Cross References: Board Policies BE, BEA, BEDB, BEDC, BEDD, BEDDB, BEDF, BEDH,BEE 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: SEDA 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: AC.A. 25-19-106 (2) Cross References: Board Policies BE, BEA, BEB    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: 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 will be acted upon in a 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. Call to Order 2. Roll Call 3. Minutes 4 . Presentations RECEIVED 5. Citizens Committees 6. Remarks from Board Members APR 5 2000 7. Remarks from Citizens 8. Consent Items 9. Action Items 10. Reports from Superintendent 11. Announcements 12. Hearings 13. Adjournment 14. Individuals or Groups Board members will receive a copy of the official agenda at least forty-eight (48) hours prior to the regular Board meeting. Copies of the agenda for the public will be available at the superintendent's office. Revised: February 3, 2000 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 shall 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 shall 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 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 shall be required for the passage of any motion or resolution.  Any member who abstains from voting shall 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 shall 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 on 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 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 should 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 shall be filed in a permanent record at the Little Rock School District Administration Building. This record shall 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 shall 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: AC.A. 6-13-619, 25-19-105 Cross References: Board 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 Policies BED, BEA, BED, BEDB,BEDG    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEE POLICY ON APPEAL HEARINGS TO THE LITTLE ROCK SCHOOL DISTRICT BOARD OF EDUCATION 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 shall 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 shall receive a fair and impartial hearing. In order to ensure that these objectives are met, Board members shall 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, shall 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 shall 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 shall 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 shall 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: A.C.A. 25-19-106 Cross References: Board 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 consider 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 shall 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 (NSBNNEPN) . Adopted: March 25, 1999 Cross References: Board 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 communication 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 communication. 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 patrons 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 communication 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 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 References: Administrative Regulation DKC-R Board 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    SECTION C: GENERAL SCHOOL ADMINISTRATION Section C of the Little Rock School District 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 shall 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 shall 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: CSA 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 reelection 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  Administrative Services org chart 04-23-98 Discipline Alternative Education Student Assignment Pupil Services Human Resources  BOARD OF DIRECTORS I SUPERINTENDENT OF SCHOOLS Special Assistant I r Labor Relations I I - Communications I I Technology I --. - School Services Instruction Elementary Assistant Reading/Language Arts Planning/Research/Evaluation Secondary Assistant Mathematics/Science Exceptional Children Accelerated Leaming Social Studies Grants Writer Athletics Staff Development New Futures HIPPY Federal Programs Career \u0026amp; Technical Parent Involvement Adult Education VIPS Early Childhood  Operations Financial Services Internal Auditor Procurement Plant Services Safety/Security Child Nutrition Transportation    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 responsible 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 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 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 District's commitment to the sustained improvement of schools . Adopted: July 9, 1998  Cross Reference: Administrative Regulation CFD-R    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 would be out of the district for over 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    ' MEMORANDUM To: Ms. Judy Ma~ From: Paul Blum Date: December , 998 WPAULBLUME ATI'ORNEY A.T LA.W 808 MARTIN LUTHER. KING DRIVE IlTn:E ROCK,AR.KA..'I\\ISAS 72202 (501) 375-7922  FAX: (501) 375-2454 Re: LRSD Policy Manual, Sections B and C You have provided me with a copy of LRSD Manual Revisions, Section B (School Board Governance) and $ection C (General School Administration). The following comments are made with a view toward determining any p\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1081","title":"Little Rock School District Board","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 (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Educational planning","School management and organization","School boards","School superintendents","School board members"],"dcterms_title":["Little Rock School District Board"],"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/1081"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nF. Facilities Development       LITTLE ROCK SCHOOL DISTRICT NEPN CODE: FF NAMING FACILITIES The Board of Education shall approve the official names of all school buildings. In selecting names for new buildings, recommendations will be considered from the Superintendent of Schools, interested citizens, students, or staff. Proposed names may be submitted by the Superintendent to the school staff, students, and interested citizen groups for reaction. The final recommendation shall be forwarded by the superintendent to the Board of Education for approval. The following guidelines shall govern the naming of facilities: 1. Schools shall be named for persons identified with public education or who have rendered some other distinguished public service locally, nationally, or internationally. 2. When possible, the group making the nomination should agree to provide appropriate recognition for that school in the fonn of a plaque, portrait, marker or in some other way . 3. The nomination shall be presented in a brief three paragraph statement which shall contain: a. Appropriate biographical data about the person b. The significant contribution made by the person c. A statement of why the school should be named after the person The attached form shall be used by persons nominating names for facilities. Also, the Board at its discretion may name portions of a building, such as the library or auditorium. Guidelines listed above shall apply in such cases. In all cases, care should be taken to avoid similarities with the names of existing schools. Once a person's name has been proposed, written authorization shall be secured by the superintendent from the individual, if living, or the closest relative to the third degree of the descendant before any official action is taken by the Board. Following the adoption of the official naming (or renaming) of a new school building or program housed within the building, the administrative officers of the Board will be authorized to give public notice of such action and to modify existing records and other legal documents as may be necessary.    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: FF ( continued) The official names of all schools will be approved or altered only by action of the Board. Request for renaming facilities will follow the format listed below: 1. State the proposed name 2. Identify the facility location or building location 3. Provide biographical or historical data supporting request 4. Describe significant contributions of the individual for which the namin- is considered 5. Offer a rationale for naming or renaming school Renaming Facilities In situations deemed unusual or appropriate, the Board may take steps to rename school facilities, or portions thereof. Schools named for a person will retain that person's name as long as the facility is used for instructional purposes by the District. Exceptions to this may be made by the Board. In renaming the facility, or portions thereof, the provisions set forth above shall be followed. Recommendations for new names or name chances shall be received anytime during the year, and shall be-referred to the administration for obtaining comments and input from the school community involved. A school building name, other than the name of a person, may be considered in naming new school buildings. Names may be recommended using the following guidelines: 1. A school name may be recommended considering its geographical location. 2. A school name may be recommended considering its function. A distinction may be made between the building name and the official name of the program(s) housed in the building. Buildings will retain the names they were given at the time of the dedication by the Board of Education, such as, hypothetically, \"Instructional Resource Center at lsh School\". The superintendent shall use the same procedure as outlined for naming schools after persons in securing reactions to other suggested names . 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: FF ( continued) Public Dedication New school buildings and major additions to existing facilities shall be dedicated in a public and formal ceremony. There shall be a program or open house to which the Board, citizens, parents, and students are invited. All plans for the public or formal opening of any school shall be made in cooperation with the school's principal. Detailed procedures for dedication ceremonies shall be furnished by the principal to the superintendent. Adopted: May 27, 1999 3    NAMING AND RENAMING FACILITIES I propose that the (Designation of building and/or location) (Address) be named for I. Biographical Data: II. The Nominee's significant contribution is: Ill. I believe the facility should be named for this person because: (Signature) (Date) This form should be submitted by persons nominating names for new facilities to the LRSD Board of Education for consideration. 4    SECTION G: PERSONNEL POLICIES Section G of the Little Rock School District policy manual contains all of the applicable personnel policies. This section has three (3) main subdivisions. Subsection GA/GB is for general policies pertaining to all employees. Subsection GC is for policies that pertain to Certified personnel who are required by the Arkansas State Department of Education to hold a certification to serve in their position. Section GD is for policies pertaining to support, or noncertified, personnel. GA Personnel Goals GB GBA GBAA GBAA-R GBE GBEA GBEAA GBEB GBEBC GBEBD GBEC GBEC-R GBGA GBGB GBGB-R GBGD GBH GBI GBJ GBK GBK-R GC GCA GCA-R GCB GCBB GCBC GCBD GCC GCCA GCCB GCE GCF General Personnel Policies Open Hiring/Equal Employment Opportunity and Affirmative Action Sexual Harassment Sexual Harassment Staff Rights and Responsibilities Staff Ethics/Conflict of Interest Staff Participation in Judging School Events Staff Conduct Staff Gifts and Solicitations Advertising of Products or Services by District Employees Drug Free Workplace Drug Free Schools and Campuses Staff Health Staff Personal Security and Safety Staff Personal Security and Safety Workers' Compensation Staff Participation in Community Activities Staff Participation in Political Activities Personnel Records Staff Concerns/Complaints/Grievance Staff Concerns/Complaints Professional Staff Personnel Policies for Administrators Administrator Employment \u0026amp; Salary Placement Certified Personnel Contracts Salaries Special Duties Fringe Benefits for Certified Staff Professional Staff Personnel Leaves and Absences Public Service Leave Policy Professional Staff Sick Leave Professional Staff Recruiting Professional Staff Hiring Section G - Page 1 of 2    GCFB-R GCFC GCFCA GCG GCGC GCID GCK GCKC GCL GCMD GCN GCOA GCOC GCP GCPB GCQ GCQ-R GCQC GCQF GCR GCRD GCS GCU GD GOA GOB GDBC GDBD GDC GDCA GOE GDFB GDI GDJ GDK GDM GOO GDP GDQ GDQ-R GDQA GDQB GDQD Hiring of School Principals Professional Staff Certification and Credentialing Requirements Certified Staff Change of Address Part-Time and Substitute Professional Staff Employment Job Sharing in Professional Staff Positions Professional Staff Training, Workshops, and Conferences Professional Staff Assignments and Transfers Displaced Staff Transfers Professional Staff Schedules and Calendars Instructional Staff Extra Duty Supervision of Professional Staff Evaluation of Instructional Staff Evaluation of Administrative Staff Professional Staff Promotions and Reclassifications Salary Grade Establishment or Reclassification Professional Staff Termination of Employment Certified Staff Non-Renewals and Terminations Resignation of Instructional Staff Discipline, Suspension, and Dismissal of Professional Staff Nonschool Employment of Professional Staff Tutoring for Pay Professional Research and Publishing Professional Staff Membership in Professional Organizations Support/Classified Staff Support Staff Positions Compensation for Support Staff Support Staff Supplementary Pay/Overtime Fringe Benefits for Support Staff Support Staff Leaves and Absences Support Staff Sick Leave Support Staff Recruiting and Hiring Support Staff Selection Process Support Staff Probation and Tenure Support Staff Assignments and Transfers Support Staff Schedules and Calendars Support Staff Career Development Evaluation of Support Staff Support Staff Promotions and Reclassification Support Staff Non-Renewals and Termination of Employment Certified Staff Non-Renewals and Terminations Support Staff Reduction in Force Support Staff Resignation Discipline, Suspension, and Dismissal of Support Staff Section G- Page 2 of 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GA PERSONNEL GOALS The Board of Education recognizes that a dynamic and efficient staff dedicated to a strong integrated educational program is necessary to maintain a constantly improving program of education. The Board is interested in its personnel as individuals, and it recognizes its responsibility for promoting the general welfare of the staff. It is the policy of the Board to establish educational environments that will attract and maintain the best-qualified employees. The Board commits itself to the following specific goals: 1. To recruit, select, and employ the best qualified personnel to staff the school system. 2. To provide staff compensation and benefits sufficient to attract and retain qualified employees . 3. To provide staff with opportunities to pursue educational endeavors that will promote high educational standards within the District. 4. To implement an evaluation process which accurately assesses employee performance ~nd serves as a tool for professional growth. 5. To administer negotiations efforts. 6. To develop the quality of human relationships necessary to obtain maximum staff performance and a high level of job satisfaction . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GB GENERAL PERSONNEL POLICIES The Board believes that excellence in education and fairness for all, equity, are both compatible and inseparable. The personnel policies of the District will be based on these beliefs. It is the policy of the Board of Education to establish personnel practices that will enable all employees to make optimal contributions to the mission and objectives of the District. The District will implement programs and procedures that assure equitable employment practices in recruiting, hiring, assigning, promoting and evaluating employees . Adopted: Legal References: See Policy AC, AC.A. 6-17-1901 Cross References: Board of Education Policies AC, ACA, ACB, ACC, ACD, ACE, ACF    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBA OPEN HIRING/EQUAL EMPLOYMENT OPPORTUNITY AND AFFIRMATIVE ACTION Equal opportunities will be extended to all employees and to applicants for employment who meet the qualifications established for the classification or position for which application is made. It is the policy of the Board of Education that there shall be no discrimination because of race, color, religion, sex, age, national origin, sexual orientation or handicap/disability in the recruitment, employment, assignment, training or promotion of personnel. Adopted: Cross Reference: Board of Education Policy AC    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBAA SEXUAL HARASSMENT It is the policy of the Board of Education that all employees have the right to work in an environment free from any type of unlawful discrimination. This includes the right to work in an environment free from sexual harassment. The District shall not tolerate sexual harassment of employees in any form. Any such conduct shall result in disciplinary actions up to and including dismissal. No supervisor shall threaten, suggest or imply that an employee's refusal to submit to sexual advances will adversely affect the employee's employment, evaluation, wages, advancement, assigned duties, shifts, or any other condition of employment or career development. Nor shall any supervisor suggest or imply that an employee's acquiescence to sexual advances may favorably affect the employee's condition of employment or career development. Other sexually harassing conduct in the workplace, whether committed by supervisory or non-supervisory personnel, is also prohibited. This includes, but is not limited to, offensive sexual flirtations, advances, propositions, verbal abuse of a sexual nature\ngraphic verbal commentaries about an individual's body\nsexually degrading words used to describe an individual\nand any offensive display in the workplace of sexually suggestive objects or pictures. Adopted: Legal References: See Policy AC Cross References: Board of Education Policies AC, ACA Administrative Regulation GBAA-R    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBAA-R SEXUAL HARASSMENT I. Purpose To set forth procedures for the implementation of the sexual harassment policy. II. Definition of Terms Sexual harassment is any repeated or unwanted verbal or sexual advance, sexually explicit derogatory remarks, or statements made by someone in the work place which are offensive or objectionable to the recipient, or which cause the recipient discomfort or humiliation, or which interfere with job performance, and which can be reasonably determined to constitute unlawful behavior as follows: A. Submission to the conduct is either an explicit or implicit term or condition of employment. B. Submission to or rejection of the conduct is used as a basis for employment decisions affecting the recipient. C. The conduct has the purpose or effect of substantially interfering with work performance, or creating an intimidating, hostile or offensive work environment. Ill. Procedures A. The Employee 1. The employee should be certain beyond a reasonable doubt that harassment exists and that it is directed toward him or her. 2. The employee should advise the offending individual that the conduct in question is offensive and request that it be discontinued immediately. 3. If the offending conduct continues or recurs, the employee should report the conduct to his or her immediate supervisor. 4. In the event the supervisor is the offending party, the conduct should be reported to the next higher person in the organizational chart .   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBAA-R (continued) B. The Supervisor 1. The supervisor will take immediate action to investigate any and all complaints which are registered. 2. After the investigation and determination of the merits of the complaint, the supervisor will meet with the offended employee to discuss the results of the investigation. 3. If it is determined that an employee has engaged in harassment the supervisor will take appropriate disciplinary action. The nature of the action will depend on the severity of the harassing behavior. The action may range from a warning to dismissal. 4. If the accused employee denies the harassment and there are no witnesses to the alleged harassment, the supervisor will restate District policy to both parties and emphasize the District's expectation of proper work behavior. The supervisor will document the complaint, the findings and the conferences held. C. The District 1. The District will make every reasonable effort to insure that no retaliation occurs against any employee who has registered a complaint or who has assisted in the investigation of a complaint. 2. The District will take appropriate disciplinary action including possible discharge against any employee who engages in retaliation.  Date: March 1999 2  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBE STAFF RIGHTS AND RESPONSIBILITIES All staff members have a responsibility to make themselves familiar with, and abide by, the laws of the state as these affect their work, the policies of the Board, and the regulations designed to implement them. All staff members shall be expected to carry out their assigned responsibilities with conscientious concern. The first responsibility of the instructional staff is the education of the student. Also essential to the success of ongoing school operations and the instructional program are the following specific responsibilities, which shall be required of all personnel: 1. Faithfulness and promptness in attendance and work. 2. Support and enforcement of policies of the Board and regulations of the school  administration in regard to students.  3. Diligence in submitting required reports promptly at the times specified. 4. Care and protection of school property. 5. Concern and attention toward their own and the Board's legal responsibility for the safety and welfare of students, including the need to ensure that students are under supervision at all times. In their association with students all school employees will set examples that are an important part of the educational process. Their manner, dress, courteousness, work ethic and attitudes establish models that affect the development of young people. The Board expects its staff members to be exemplary models, as well as provide exemplary instruction . Adopted:   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEA STAFF ETHICS/CONFLICT OF INTEREST Employees of the Board will not engage in any activity that conflicts, or raises a reasonable question of conflict, with their responsibilities in the District. More specifically, employees will not: * * * * * * Use institutional privileges for private gain. Solicit or receive compensation, other than that allowed by law, for performance of his/her duties. This precludes, among other things, acceptance of any gratuities, gifts, or favors that might impair or appear to impair professional judgement\nand any personal dealings with any individual or entity with whom he/she, on behalf of the Board, has any direct or indirect contact for purposes of obtaining from such individual or entity, noncompetitive contracts, services, or materials. Knowingly authorize or employ the authority or influence of his/her office to secure authorization of any public contract in which he/she, a member of his/her family, or any of his/her business associates has an interest. Offer any favor, service, or thing of value to obtain special advantage. Permit commercial exploitation of his/her professional position. Engage in selling any of the following merchandise or services for personal profit to students or parents in the attendance area served by the schools in which they work: instructional supplies and equipment\nreference books\neducational tours. Furnish lists of students or parents to anyone selling such materials or services. Employees will use time granted for leave, planning and workshops for the purpose for which it is intended. Nepotism In order that there is no conflict of interest in the supervision and evaluation of employees, at no time may any administrator directly be responsible for the supervision and/or evaluation of any employee directly related to him or her.  Adopted: Cross Reference: Board of Education Policy BCB    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEAA STAFF PARTICIPATION IN JUDGING SCHOOL EVENTS The Board of Education is committed to providing equitable opportunities for all students to participate in extracurricular activities and to encourage broad participation in school clubs, activities, programs, and events. In some activities, especially student tryouts for cheerleader positions and participation in school beauty pageants, competition is often intense. In order to avoid any appearance of a conflict of inter-est in determining the outcome of these competitions, District employees are prohibited from serving as a judge in cheerleader tryouts, beauty pageants, or other similar competitions . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEB STAFF CONDUCT The Board reaffirms one of the oldest beliefs in education: One of the best methods of instruction is that of setting a good example. The Board expects that the staff of the District will strive to set the kind of example for students that will serve them well in their own conduct and behavior which will contribute toward an appropriate school atmosphere. To that end, in dress, conduct, and interpersonal relationships, all staff should recognize that students are continuously observing them and that their actions and demeanor will be reflected in the conduct of the students. The personal life of an employee will be the concern, and warrant the attention of, the Board only as it may directly prevent the employee from effectively performing assigned functions during duty hours, or as it violates local, state, or national law or contractual agreements . No employee will commit or attempt to induce students or others to commit an act or acts of immoral conduct, which may be harmful to others or bring discredit to the district. If it appears the law may have been violated, the district will cooperate with the law enforcement agencies. Employees of the District, while on duty and in the presence of students, should not use profanity, should not use tobacco in any form, and will not consume or be under the influence of intoxicating beverages. They will not be involved in drug abuse or drug traffic. Violations of this policy by employees may be grounds for immediate suspension and possible termination of employment. In such cases, an employee will be informed of his or her rights to a hearing. Arrest of an Employee Specific authority to take appropriate employment action with regard to an employee who has been arrested is delegated to the superintendent or designee with subsequent approval by the Board. * Employees arrested for a misdemeanor offense that would indicate no danger or appearance of danger to students, employees, or the District will normally not be subject to any employment action.    * * * * LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEB (continued) Employees arrested for a misdemeanor offense which would indicate a possible danger or appearance of danger to the District, co-employees, or to students will normally be suspended with pay pending adjudication. Employees arrested for a misdemeanor offense which would indicate a possible danger or appearance of danger to students but not to the District or coemployees will normally be reassigned to a different responsibility away from students within the District pending adjudication. Employees arrested for a felony offense will normally be suspended with pay pending adjudication. In certain circumstances, other employment action may be taken. Adopted: 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEBC STAFF GIFTS AND SOLICITATIONS No employee of the Little Rock School District or member of the Board of Education shall accept any gratuity or favor from any supplier, contractor, or person performing personal services for the Little Rock School District. Further, the same policy will apply to any person, partnership, company or any other entity which may reasonably be expected to perform such services, or offer bids or prices for any supplies, construction, or maintenance work to be performed for the Little Rock School District. An employee will not have a personal financial interest, a business interest, or any other obligation that in any way creates a substantial conflict with the proper discharge of assigned duties and responsibilities or that creates a conflict with the best interest of the district An employee who believes he or she has or may have a conflict of interest will disclose the interest to the superintendent or designee, who will take whatever action is necessary, if any, to ensure that the District's best interests are protected. Endorsements Employees will not recommend, endorse, or require students to purchase any product, material, or service in which they have a financial interest or that is sold by a company that employs the district employee during nonschool hours. Professional employees will not recommend or require students to purchase a specific brand of school supplies if there are other brands that are equal and suitable for the intended instructional purpose. Sales Employees will not use their positions with the District to gain entrance to a home within the district or to obtain an audience with any District resident for the purpose of attempting to sell products or services. Adopted: Cross Reference: Board of Education Policy GBEA    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEBD ADVERTISING OF PRODUCTS OR SERVICES BY DISTRICT EMPLOYEES No employee of the Little Rock School District shall use District facilities, school time, or the school or District name for any form of private advertising for products or services . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEC DRUG FREE WORKPLACE It is the policy of the Board of Education to provide a drug-free workplace and to work toward a drug-free society. It is the goal of the District to prevent the illicit use of controlled substances and. alcohol. The unlawful manufacture, or the distribution, dispensing, use, possession, or being under the influence of controlled substances and/or alcohol by any employee during the work day, at any school activity or while in the performance of their employment by the District, wherever located, is absolutely prohibited. In appropriate circumstances disciplinary action may include completion of an approved rehabilitation program at the employee's expense, however, any applicable insurance benefits will be applied. For purposes of this policy, controlled substances include, but are not limited to, narcotics, drugs, hallucinogenic or mind-altering drugs or substance, amphetamines, barbiturates, stimulants, depressants, marijuana, anabolic steroids, and any other controlled substance as defined in law, or any prescription, medicine, or other chemical substances not taken in accordance with a physician's prescription. This definition also includes substances presented to be any such controlied substance or which an employee believes to be such a substance. The term \"drug abuse education and prevention\" means prevention, early intervention, rehabilitation referral, and educational programs related to the use and abuse of alcohol and the use and abuse of controlled, illegal, addictive, or harmful substances, including anabolic steroids . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEC-R DRUG FREE SCHOOLS AND CAMPUSES I. Purpose To set forth procedures for regulating and monitoring the implementation of the Drug Free Schools and Campuses policy. II. Definition of Terms Ill. The term \"controlled substance\" means any drug listed in 11 U.S.C. Section 812 and other federal regulations. Generally, these are drugs that have a high potential for abuse. Such drugs include, but are not limited to, Heroin, Marijuana, Cocaine, \"Crack,\" PCP and \"Ice.\" They also include \"legal drugs\" which are prescribed by a licensed physician and are illegally distributed, dispensed or sold on school premises or at school-related activities. Procedures 1. The District will not differentiate between drug users and drug pushers or sellers. Any employee who is guilty of possession, use or distribution of a controlled substance and/or alcohol on school premises or as a part of any school-related activity will be subject to discipline up to and including termination of employment and referral for prosecution. 2. The building principal or other administrative head shall notify the superintendent or his/her designee of any employee guilty of a drug related violation occurring on District property or at school-related activities, and impose sanctions on the guilty employee. Alternatively, the school district may give the employee the option, at the employee's expense, to successfully complete a drug/alcohol abuse program sponsored by an accredited and approved private or governmental institution. 3. Each employee is required to inform the District within five (5) days after he or she is convicted for violation of any federal or state criminal drug statute where such violation occurred on the district's premises or during districtsponsored activities. A conviction means a finding of guilt (including a plea of nolo contendre) or the imposition of a sentence by a judge or jury in any federal court, state court or other court of competent jurisdiction . 4. If any employee is convicted of violating any criminal drug statute while in the workplace, he or she will be subject to discipline up to and including   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEC-R ( continued) 5. termination. Alternatively, the school district may give the employee the option, at the employee's expense, to successfully complete a drug/alcohol abuse program sponsored by an accredited and approved private or governmental institution. 6. By virtue of District participation in federally funded programs, the law requires all employees of the District to abide by these regulations as a condition of employment in the Little Rock School District. 7. Each unit administrator shall he responsible for compliance with the reporting and certification procedures outlined in this policy and shall maintain, at the building site, appropriate documentation to demonstrate compliance. 8. All employees are to be made cognizant of this policy and regulations and are required to sign an acknowledgment form and return it to the unit administrator .  Dated: March 1999 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBGA STAFF HEALTH The Board promotes an attitude of assistance and support towards solving human personal problems encountered by employees, e.g. alcohol or other drug misuse, physical or mental problems or other concerns that may affect job performance. The Board encourages staff to take advantage of the resources available on a voluntary basis. However, the Board's first commitment is to the education of the students. Therefore, when performance is adversely affected mandatory referral would be the alternative to dismissal. The Board reserves the right to require a medical examination in the event a medical condition adversely affects an employee's job performance. If the results of the examination confirm an adverse medical condition, appropriate administrative action will be taken. Such action will be based upon the nature of the impairment and the nature of the employee's assignment. All District employees upon initial employment, and those who have been separated from public school employment more than one school year, including superintendents, supervisors, principals, teachers, and any other employees in the public schools of the state, will with their application provide a certificate that said person does not have tuberculosis in the communicable form . Adopted:   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBGB STAFF PERSONAL SECURITY AND SAFETY It is the policy of the Board of Education to assist employees if a job-related assault should occur on school grounds or off . Adopted: Legal References: AC.A. 6-17-113, AC.A. 6-17-1209, AC.A. 6-17-1308  Cross Reference: Administrative Regulation GBGB-R    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBGB-R STAFF PERSONAL SECURITY AND SAFETY Job-related assault will be defined as any physical assault or battery upon an employee that takes place at any time during an employee's performance of work-related duties, either on school grounds or off. Self-Protection. Employees may take reasonable and necessary action to protect themselves from immediate impending assault, but the employee must also use appropriate measures to avoid assault. Reporting the Assault. The employee will report the assault or see that the assault is reported to his/her supervisor as soon as possible after the event. The supervisor will assist in: (1) seeing that appropriate medical attention is given and/or arranged for, (2) seeing that the assault is reported and/or filed with the appropriate administrators, (3) reporting the incident to the police . The superintendent or a designee will report the incident to the District Safety and Security Department. Days Missed as a Result of Assault. Days absent from duty, whether for injury, doctor's direction, hospitalization, attorney consultation, or court proceeding directly relating to the assault, will not be charged against any leave days, but the absence(s) must be consistent with workmen's compensation guidelines. Limitations: The District reserves the right of approval of the choice of doctors. The doctor must release the employee for return to work. Upon the doctor's release, the employee must return to work. If the employee chooses to be absent after the doctor's release and if the absence is or is claimed to be a result of the assault, the absence(s) will be subtracted from the employee's accumulated sick leave. The district reserves the right to be in consultation with the attending doctor before and/ or after the release of the employee. Salary of the Employee. The District will pay the difference between what workmen's compensation pays and the employee's regular daily salary for as long as the employee is absent from work as a direct result of the assault.   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBGB-R ( continued) Termination of Assault Benefits. The benefits described will terminate when: (a) the doctor has released the employee to go back to work\n(b) the employee is found to be the aggressor in the incident\nor (c) the employee resigns. Findings of Fault. In the event a court of law finds that the employee was the aggressor in the assault incident, all payments of benefits will cease and the District will have a cause of action against the employee for repayment of benefits .  Date: March 1999 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBGD WORKERS' COMPENSATION The District employees are covered for occupational injuries and illnesses in accordance with the provisions of Arkansas Worker's Compensation law. When an employee suffers an occupational injury or illness and/or is unable to work as a result of the injury or illness, he/she must complete the necessary forms to obtain coverage. The applicable law will cover all claims for benefits . Adopted: Legal Reference: AC.A. 6-17-1411    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBH STAFF PARTICIPATION IN COMMUNITY ACTIVITIES The Board encourages employees of the District to participate in civic, service club and professional organizations which provide an opportunity for community or professional service which reflects, in a positive manner, upon the individual employee and the school district. However, neither an individual nor the school as a whole shall be permitted to use school time in working on a community sponsored project unless such an undertaking is contributing to the educational program . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBI STAFF PARTICIPATION IN POLITICAL ACTIVITIES School-sponsored functions involving duly qualified candidates for any office will not be structured in such a manner as to provide any candidate acting on behalf of their candidacy an advantage over other candidates. The use of school materials, or school personnel in their capacity as employees of the school system, on behalf of any or all candidates, as expressly forbidden.  Employees and elected officials are expected to take every reasonable step to differentiate between their activities as individuals and their official positions as employees or elected officials, including the solicitation of funds of support from subordinate employees or persons or groups of persons or firms doing business with the Little Rock School District. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBJ PERSONNEL RECORDS The superintendent is authorized and directed to develop and implement a comprehensive and efficient system of personnel records under the following guidelines: 1 A personnel folder for each employee, certified and classified, shall be accurately maintained in the District administrative office. 2. In addition to the application for employment, such folders shall contain records and information relative to compensation, changes of address, employment contracts, evaluations, and such other information as may be considered pertinent. 3. All personnel records of individual employees shall be considered confidential and therefore shall not be open for public inspection, with the exception of the information covered under the Freedom of Information Act. 4. Each employee shall have the right, upon request, to review the contents of his/her own personnel file, with the exception of references and recommendations provided to the District on a confidential basis by universities, colleges, or persons not connected with the District. 5. The employee may submit for inclusion in the file written information in response to any of the material contained therein. 6. The superintendent and his/her designees shall take the necessary steps to safeguard against the unauthorized use of all confidential material. Adopted: Legal Reference: A.C.A. 6-17-1505   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBK STAFF CONCERNS/COMPLAINTS/GRIEVANCE A procedure to address questions concerning staff relationships will result in encouraging employees to express themselves on subjects concerning conditions of employment, in fostering a better understanding of policies, and ensuring all employees that their questions and concerns are considered fairly, rapidly, and without reprisals. It is the policy of the Board of Education to have written grievance procedures which provide an orderly method of resolving concerns raised by an employee. \"Grievance\" shall mean any concern related to personnel policies or salary raised by an employee. \"Employee\" shall mean a person employed by the District under a written contract. Adopted: Legal Reference: A.C.A. 6-17-208  Cross Reference: Administrative Regulation GBK-R    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBK-R STAFF CONCERNS/COMPLAINTS Purpose: Most employees are covered by grievance procedures defined in their respective negotiated agreement. For those employees not covered by a negotiated agreement, there shall be a resolution process. The resolution of questions concerning staff relationships with the employer can be resolved promptly and fairly by the application of well-defined procedures known to all staff members. Communication and discussion between the employee and staff member can resolve the majority of questions and problems that cause difficulties. When resolution is not reached rapidly, the employer and the staff member may proceed to effect resolution in writing as defined in this procedure. The purpose of the resolution procedures is to secure, at the lowest possible level, equitable solutions consistent with the legal standards of \"due process\" to obtain better understanding of policies, to encourage employees to express themselves more effectively on subjects concerning conditions of employment, and to ensure to all employees that their questions and problems are considered fairly, rapidly and without reprisals. Procedure: All documents, communications and records dealing with the processing of a grievance will be filed separately from the personnel files of the participants and will be destroyed three years after the last official entry. All parties will hold the resolution proceedings in confidentiality at all levels. Normally, the resolution process should be conducted at times that do not interfere with assigned duties. A grievance should be processed as rapidly as feasible. The parties should act in good faith to expedite the process. If at any level of the grievance procedure, an appeal is not filed within a reasonable time, the grievance will be considered resolved. Process: The employee will schedule a meeting with the appropriate supervisor to discuss the complaint and resolutions sought. If the problem is not resolved, and the employee indicates a desire to pursue further, a written request for a review by the Director of Human Resources should be submitted to the Department of Human Resources. The written request will include a statement setting forth the issue(s) to be reviewed. The Director of Human Resources will submit the grievance to the superintendent or his/her designee. Date: March 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GC PROFESSIONAL STAFF The term \"certified personnel\" will be used for those employees who must possess teaching or administrative certificates issued by state education authorities in order to hold their positions. The following definitions will apply to certified personnel:  Full-time Personnel: Employees whose regular assignment requires them to work not less than five days per week for not less than five hours per day during the period of the employee's work year, excluding vacation, sick leave, and holidays.  Part-Time Personnel: Employees whose regular assignment requires them to work less than four hours per day.  Temporary Personnel: Employees who accept assignments(s) for a predetermined period of time. The length of service for an assignment may be based on: a. Time needed to complete a specific task\nb. A specific date set for the termination of an assignment\nc. The return of a full-time or part-time employee from an absence.  Extended Temporary Personnel: Temporary employees who may receive an assignment that continues for 20 consecutive working days or longer.  Intern Personnel: Teachers who receive an assignment after the first student contact day of the school year that continues until the end of the school year. The position is declared vacant at the end of the school year . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA PERSONNEL POLICIES FOR ADMINISTRATORS The Board of Education recognizes that policies and regulations for all certified employee groups cannot be identical because of negotiated agreements, job performance responsibilities, and the interests of the Little Rock School District. For the purposes of this policy, administrators and managers shall be defined as any personnel paid on an administrative salary schedule. Salary placement, benefits, and other related conditions for administrators are defined in the attached regulations . Adopted:  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R ADMINISTRATOR EMPLOYMENT \u0026amp; SALARY PLACEMENT Salary Schedules Administrative positions have been assigned to an appropriate level (range) on the salary schedules based on job classification and performance responsibilities. Each level (range) has 20 steps which recognize credit for administrative experience. Salaries for each range and step have been prorated into separate salary schedules consistent with the length (number of workdays) of the contract. In addition to the scheduled salary, employees placed on the administrative salary schedules receive additional stipends for educational training as follows: 1. $1500 for MA+30\n2. $2000 for MA+60 or Specialist\n3. $3000 for Doctorate.  Note: These stipends will not apply to grades 7 and 8 administrators.  Initial Placement Credit for previous experience will be granted at the rate of one year of credit for each three years of teaching or other non-administrative experience. Credit for previous acceptable administrative experience will be granted at the rate of one year of credit for each year of experience. Any current administrator whose daily rate of pay is less than this regulation allows because of initial placement under any previous regulation shall have his/her pay increased by adding one additional incremental step each year until the placement is consistent with this regulation. At no time should an administrator be given a promotional increase of more than _% of his/her annual salary. Advancement All employees on administrative salary schedules are normally advanced one step per year from their initial step placement. Administrators must be employed for at least one full semester after initial placement to qualify for a step increase for the following school year.    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R (continued) EVALUATION Each administrator will be evaluated annually in writing. The evaluation process will be consistent with procedures and expectations which are presented to the administrator prior to the initiation of the process. ADMINISTRATOR DISMISSAL All administrators are expected to conform to reasonable standards of conduct and performance. Any action taken against an administrator will be appropriate for the behavior which precipitated the action. Non-renewal or termination of administrators will be handled in accordance with the \"Arkansas Teacher Fair Dismissal Act\" or the \"Public School Employee Fair Hearing Act.\" There are occasions when employees, because of the nature of their misconduct, must be suspended and recommended for immediate termination. The suspension of any administrator may be without pay\nthe superintendent will weigh the circumstances leading to the suspension and will determine whether or not pay during the suspension is appropriate. GRIEVANCES Any administrator may grieve any disciplinary action that results in the administrator being placed on probation. The grievant must appeal within 10 days to the immediate supervisor of the person who placed the administrator on probation. If the grievant is not satisfied with the decision at this level, within 10 days of receipt of the decision he/she may appeal directly to the superintendent or his/her designee. SICK LEAVE At the beginning of each school year each full-time administrator will be credited with sick leave without loss of pay. The number of days credited will be based on contract length as indicated below: 1. 185-209 contract days - 10 sick leave days 2. 210-229 contract days - 11 sick leave days 3. 230-240 contract days - 12 sick leave days 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R ( continued) Sick leave days may accumulate from year to year to a maximum which is equal to the length of the employment contract. Administrators coming to the District from other Arkansas public school districts will be granted credit for unused sick leave accumulated in Arkansas public school districts up to a maximum of 90 days. An administrator may use sick leave only for reasons of personal illness or death, illness, or medical care of a member of his/her immediate family. With the recommendation of the Director of Human Resources and approval of the superintendent or his/her designee, additional sick leave may be advanced to the administrator. PERSONAL LEAVE At the beginning of each school year, all administrators will be credited with two days of personal leave without loss of pay. If these days are not used within the school year, they will be credited to accumulated sick leave. Personal leave may be taken on any contract day with the approval of the administrator's immediate supervisor. Except in cases of emergency, request for approval of personal leave must be made at least 24 hours prior to taking the leave. EXTENDED LEAVE Medical Any administrator who has an illness or disability may request an extended leave of absence for the remainder of the semester in which the illness or disability occurs. The administrator may be required to verify the illness or disability at the time the extended leave begins and again at the beginning of each semester for which the leave is extended. Extended leave may be continued for up to three semesters after the semester in which the illness or disability occurs. Any administrator may remain on payroll until all accumulated sick leave has been exhausted\notherwise, all extended leave will be without pay and without increment. Prior to returning from the extended leave, the employee may be required to present a doctor's certificate verifying that he/she is physically capable of returning to work . 3    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R ( continued) Educational Any administrator who has five (5) or more years of experience with the District may apply for a leave of absence, subject to the superintendent's approval, for one year to engage in educational administration advanced study in an accredited college or university. The employee must present a comprehensive statement setting forth the benefit the District should expect to derive from granting such leave. The extended leave will be without pay and without increment. If the administrator does not engage in the course of study described in his/her request for leave, he/she shall forfeit the right to return to the District. Other Any administrator who is in good standing and separates service from the District for 2 years or less, for reasons other than those defined above, will be given preference in the hiring process when vacancies occur . SABBATICAL LEAVE When an administrator has rendered a minimum of five (5) consecutive full years of uninterrupted service to the District, he/she is eligible to make application for sabbatical leave according to the following conditions: 1. The application form will require the normal personal and professional data. In addition to this, the applicant will prepare a comprehensive statement setting forth his/her plans for advanced study and his/her evaluation of the benefits the schools program may expect to derive from his/her additional training. 2. Applicant must hold the standard master's degree or thirty-six (36) approved hours above the bachelor's degree and his/her sabbatical leave for advanced study must lead to the doctorate. 3. Sabbatical leave will be granted upon recommendation by the superintendent and approval by the Board of Education. Evidence of admissibility to a standard doctoral program in an acceptable institution of higher learning must be presented . 4    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R ( continued) 4. Leave will be granted for a period of not less than four and one-half (4 1/2) school months nor more than twelve (12) calendar months (including nine months in the same year). 5. Applications will be received in the office of the superintendent prior to February 1 preceding the school year for which the leave is requested. Acceptance by the institution that the applicant has applied for must be finalized by March 1. The superintendent's office shall notify the applicant as to whether he/she has been approved for leave immediately after the regular March Board meeting. 6. One (1) sabbatical leave may be granted annually. If no leave is approved in a given year, two (2) such leaves may be granted during the succeeding year. 7. For sabbatical leave, the grantee will receive a stipend equal to fifty (50) percent of the actual salary to which the grantee is entitled during the year in which the leave is taken, or one hundred percent of the eligible salary the grantee would be entitled to receive if he/she were a classroom teacher nine and one-four (9 1/4) months, whichever is higher. 8. Personnel on sabbatical leave should be allowed to return to their vacated positions, if possible. If this is not possible, they shall be placed in at least a comparable position. 9. Grantee will sign a non-interest bearing promissory note in favor of the District for the amount of the stipend\nsaid note to be canceled and of no effect at the conclusion of the third year of service rendered to the District following the leave year. The total amount of the note shall become due and payable if the grantee fails to render a minimum of one (1) year of service following the leave\ntwo-thirds (2/3), if the grantee fails to render a minimum of two (2) years of service\none-third (1/3), if the grantee fails to render a minimum of three (3) years of service. This regulation assumes that three (3) successive contracts will be offered grantee. Failure on the part of the school system to offer a contract any year (except as stipulated under the \"Arkansas Fair Dismissal Act\" or the \"Public School Employee Hearing Act\") following the year of leave renders the note invalid . 5    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R ( continued) VACATION All twelve month administrators are contracted to work 250 days annually. Paid vacation days are based on years of administrative experience in the LRSD (and PCSSD if hired during the annexation). Administrators with 0-7 years receive 15 days, 8-14 years receive 20 days, and 15 or more years receive 25 days. Vacation days which are not used during the school year may be accumulated from school year to school year to a maximum of 45 days. Any administrator who separates employment from the District will be paid for up to 45 unused accumulated vacation days at the employee's daily rate of pay. Administrators are encouraged to take vacation days during June, July and/or Christmas and spring breaks. Vacations may be taken at other times only with the approval of the administrator's immediate supervisor . Date: March 1999 6    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCB CERTIFIED PERSONNEL CONTRACTS Under policy, the Board may voluntarily enter into a Professional Negotiated (PN) agreement with the teaching staff that establishes the salary schedule, benefits, and working conditions for all teachers in the District. The agreement remains in effect only under the conditions of Board policy. Each year, employment of administrators, supervisors, and regular teaching staff is evidenced by written contracts that are binding on both employer and employee. The Board grants to the superintendent or designee the authority to offer contracts for employment subject to final approval by the Board. Contracts are approved by the Board upon the recommendation of the superintendent. These contracts will include the terms of employment and any special conditions of employment. It is the responsibility of the employee to provide all information necessary for proper certification or licensing and credit for prior work experience to the appropriate division of the state department of education. If the employee fails to maintain the required certification and endorsements, the contract of the employee shall be considered null and void. Assistance in processing necessary information will be offered by the district personnel office Adopted: Cross Reference: Board Policy HD    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCBB SALARIES Salaries for teachers shall be in accordance with the District Personnel Salary Schedule and the applicable negotiated agreements between the Board of Education and the representatives of the teacher unit. Because it is the desire of the Board to promote from within when possible, teachers who become administrators will not be placed on a salary schedule which pays less on a per day basis . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCBC SPECIAL DUTIES When special duties are assigned to a teacher and when such duties are not regular teaching duties or extracurricular duties of a nature considered a normal part of a teacher's work, the teacher shall be paid additional compensation for such duties and the amount shall be added as an addendum to the annual contract. Coaches will be paid stipends that are commensurate with the demand of their specific coaching assignments . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCBD FRINGE BENEFITS FOR CERTIFIED STAFF A comprehensive fringe benefit package is provided personnel. A detailed outline of benefits is made available to employees by the Director of Human Resources. All employee benefits, other than those established by collective bargaining agreements approved by the Board, will be subject to Board policy. The superintendent will provide for the interpretation and application of the Board's policies and decisions regarding benefits . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCC PROFESSIONAL STAFF PERSONNEL LEAVES AND ABSENCES Employees' continuous presence promotes excellence in the instructional program by ensuring the uninterrupted continuity of education, greater teacher-student contact time, consistent classroom discipline, and reduced cost. Accordingly, employees are expected to come to work every day. The Board recognizes, however, that certain absences are unavoidable. Leave of absence, without pay, may be granted by the Board of Education to a certified employee upon recommendation of the superintendent in accordance with this policy or the negotiated agreement. A. Purposes: A leave of absence may be granted for the following purposes: 1. For advanced study in the employee's major field. 2. For personal illness if it can be shown that rest and recuperation will contribute to the welfare of the employee. 3. For service required by an agency of government consistent with applicable law. 4. To care for a member of the employee's immediate family. B. Conditions Failure to notify the superintendent of intention to resume work prior to the expiration of a leave of absence, or failure to report for duty at the expiration of a leave of absence or extension granted, or failure to ask for, and be granted, a leave of absence in case of protracted absence shall be considered a resignation. PROLONGED ABSENCE FROM SCHOOL Whenever a teacher is absent from duty for a period of time which, in the judgment of the superintendent, would be detrimental to the progress of the students in the teacher's classroom, the superintendent is directed to recommend to the Board a leave of absence for such teacher following the District procedures and/or applicable negotiated agreement. Adopted: Legal Reference: A.C.A. 6-17-306   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCCA PUBLIC SERVICE LEAVE POLICY District personnel may be granted an unpaid leave of absence for the purpose of serving in an elective or appointive governmental office. Such leave shall be for the duration of the term of office, term of the legislative session, or position held. After deciding to pursue the position or having received the appointment, written application for public service leave should be made to the building principal and superintendent. Upon return to work all rights and benefits at the local level shall be fully restored to the staff member as though such leave had never been taken. An effort should be made to see that such leave does not adversely affect the program of the District. Adopted:  Legal Reference: AC.A. 6-17-116    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCCB PROFESSIONAL STAFF SICK LEAVE Sick leave will be awarded and accrued in accordance with appropriate state law and/or the appropriate professional negotiations agreements. Leaves of Absence will also be granted in accordance with the Family Medical and Leave Act (FMLA) of 1993 . Adopted: Legal References: Family Medical and Leave Act (FMLA) of 1993 A.C.A. 6-17-1201 through 6-17-1209 Cross Reference: Board of Education Policy GCC    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCE PROFESSIONAL STAFF RECRUITING The quality of the educational program in any school system is dependent upon the employment and retention of high caliber certified personnel. It will be the policy of the District that the procedure for employing the best-qualified teachers and administrators will include:   An effective recruitment program  An initiative that results in prompt action when vacancies occur or new positions are created  A set of consistent hiring practices in dealing with applicants for teaching or administrative positions Discrimination against any applicant for reasons of race, color, religion, disability, natio_nal origin, sex, age or socioeconomic status will be prohibited in the District. Special efforts will be taken in the recruitment and in all phases of the employment process to guarantee that there is no such discrimination and that there be an equitable distribution of teachers by race and experience throughout the District's schools. Particular attention will be made to the active recruitment of African-Americans in the categories of media specialist, guidance counselor, early childhood education, primary grades, and secondary core areas. Job applicants must fill out an \"Application for Employment\" form. References and transcripts will be required and checked. False information given knowingly by the applicant may result in immediate dismissal at any time it is discovered. All applicants for teaching positions will be handled by the Human Resources Department. All applications will be made available to all principals when vacancies occur. It is the responsibility of the Human Resources Department to secure information about each applicant's certification rating, professional history and teaching experience. This information will be kept on file. Adopted: Cross References: Board of Education Policies AC, ACA, ACB, ACC, ACD, ACE Revised Desegregation and Education Plan of 1998    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCF PROFESSIONAL STAFF HIRING The Board of Education will select the best-qualified applicant for each position regardless of race, color, religion, sex, age, national origin, or handicap/disability. All employees of the Board, except the superintendent shall be recommended by the superintendent and approved by the Board. Should a person nominated by the superintendent be rejected by the Board it shall be the duty of the superintendent to make another nomination. Teachers and other instructional professional personnel will be required to hold or be qualified to hold a certificate in compliance with the provision of the law or in accordance with the regulations of the State Board of Education. Obtaining and maintaining certificate status and providing a valid record thereof in the Human Resources Department are the responsibilities of the applicant or employee, not of the school system or of any of its employees. Failure to obtain or maintain a valid certificate shall be cause for the contract to be void. A recommendation to hire a teacher or administrator will be made to the Board after a personal interview with the candidate has been conducted and one or more references have been personally contacted by the principal and/or the Human Resources Department. The principals of the District who have vacancies will interview applicants and make recommendations for employment to the Director of Human Resources. The Director of Human Resources and the superintendent will in turn recommend employment to the Board of Education. Contracts for employment will be issued pursuant to approval by the Board. All personnel selected for employment must be recommended by the superintendent and approved by the Board of Education. Some applicants may report prior to their election by the Board\nhowever, no applicant will be considered a permanent employee until the Board has voted its approval. The timing of the election of certified employees shall be on a schedule in accordance with state law. Adopted: Cross References: Board Policy AC, ACA, ACB, ACC, ACD, ACE Revised Desegregation and Education Plan of 1998    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCFB-R HIRING OF SCHOOL PRINCIPALS 1. Persons desiring employment as a school principal shall file an application in writing (resume, letter of intent, or vitae are acceptable for the initial contact.) District application forms will then be provided for applicants not currently employed with the Little Rock School District. 2. District administration officials will screen the applicants for acceptability. Taken into consideration are certification, experience, education, performance reviews, and references. 3. The associate superintendent and/or the assistant superintendent(s) will prepare a list of interview questions, which may include suggestions from parents and committee members, to be used in the interview process. 4. The Human Resources Director will review the questions for appropriateness regarding legal issues (i.e. E.E.O., Affirmative Action, Americans with Disability Act, etc.) 5. An interview committee will be selected/appointed, as follows: Three Two Three (3) Parents/Patrons (2) Teachers (3) Administration Representatives Note a Note b Note c a. The Parent/Patrons representatives will be selected by a process designated by the PTA president of the affected school in consultation with the campus leadership team .. b. The teacher(s) representatives shall be from the affected school and appointed by the administration of the school in consultation with the campus leadership team. c. The associate superintendent (in consultation with appropriate staff - assistant superintendents, supervisors, and principals) may designate the administrative representatives. *NOTE: The committee's composition shall be balanced, as nearly as possible, by race and gender .    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCFB-R ( continued) 6. The interview committee shall meet to interview and recommend candidates. The interview committee will be provided folders containing the following : a. An interview schedule b. The approved interview questions c. An approved candidate rating form d. The candidates' application materials 7. The interview committee shall interview the applicants and complete the ratings sheet. The committee, through consensus, will agree upon and submit a recommendation of the top three (3) candidates to the superintendent. NOTE: Although the applicants are rated, the ratings are only for use in reaching consensus and need not be the sole basis for selecting the recommended candidates.) 8. The superintendent shall review the recommendations of the interview committee and select the applicant to be submitted for Board approval. The superintendent may at his/her option, reject each of the three (3) applicants and require that the committee reconvene to determine new recommendations. 9. Once the superintendent has selected an acceptable applicant, he/she will submit that individual's name to the Board of Education for approval. If the applicant is currently serving as a principal, the superintendent may reassign the principal and advise the Board of the lateral transfer. 10. When approved, the candidate shall receive a contract that details his /her salary, pay grade, and other pertinent information . Date: March 1999 2  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCFC PROFESSIONAL STAFF CERTIFICATION AND CREDENTIALING REQUIREMENTS 1. All professional personnel shall, before employment, submit to the Department of Human Resources the following : a. An official transcript of all college credit b. A valid Arkansas teaching certificate c. An official birth certificate d. A copy of his/her National Teacher Examination scores e. A TB skin test 2. A withholding tax form shall be executed at the time of employment.  3. Personnel who are identified by the Pulaski County Health Department as needing additional TB skin tests must submit_th e results of such tests as required by the Health Department. 4. A criminal background check will be done for all applicants. Adopted:  Legal References: AC.A. 6-17-101, A.C.A. 6-17-401, AC.A. 6-17-411    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCFCA CERTIFIED STAFF CHANGE OF ADDRESS Any change of address or telephone number must be reported to the principal or department head and the office of the Director of Human Resources. Forms for this purpose are available in the school office or from the Human Resources department. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCG PART-TIME AND SUBSTITUTE PROFESSIONAL STAFF EMPLOYMENT The Board of Education believes that the role of the substitute teacher is highly important for maintaining continuity in teaching and learning. The Department of Human Resources, under the direction of the superintendent, will establish an effective program for selecting and assigning all substitute teachers and for evaluating their performance. Whenever possible, a substitute teacher will be a person who is employed in the absence of the regular teacher and who possesses knowledge in the area of assignment and demonstrated successes in teaching. A substitute employed twenty (20) or more consecutive work days in the same position will be classified as a long-term substitute. The designation will be in effect on the twenty-first consecutive day and thereafter in the same position. The substitute teachers list will be maintained in the Human Resources Department. Substitute teachers will not participate in the health and welfare plans or other fringe benefits of the school system . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCGC JOB SHARING IN PROFESSIONAL STAFF POSITIONS The District will consider job-sharing proposals from teachers who desire such an opportunity. Only the teachers involved may initiate such a proposal. Job-sharing means that two teachers share one full-time teaching position, and decide for themselves how much time that each teacher will devote to the job. Both teachers might be on the job at the same time, or one teacher might be there at one time and the other at another. Each teacher receives one-half the base salary. Benefits and credit for teaching experience will be the same as for half-time teachers. Decisions concerning supplemental positions, if any, will be made on an individual basis. Teachers who want to share a job will submit a proposal to their principals. Submitted proposals must include precise statements concerning:  The prior relationship of the partners  The division of tasks between the partners  Time scheduling  Provisions for communication between the partners  Provisions for communication between the partners and the rest of the staff  Benefits to pupils  Benefits to the partners  Benefits to the school system The principals will evaluate and forward the proposal to the Associate Superintendent of School Services for approval. The Associate Superintendent of School Services will evaluate and forward the proposal to the Director of Human Resources for final disposition. Proposals will be evaluated based upon the following criteria:  Advantages and disadvantages to pupils  Advantages and disadvantages to the teachers involved  Advantages and disadvantages to the school system  Estimated probability of success  Other administrative concerns    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCGC (continued) The job-sharing plan specified above is to be considered an experimental project. Great flexibility will be maintained in the type of proposals approved and in the individual conditions attached to such approval. Every effort will be made to assure that all teachers involved are accorded equitable treatment. Adopted: 2   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCID PROFESSIONAL STAFF TRAINING, WORKSHOPS, AND CONFERENCES In order to improve the quality of instruction available to students in the District, opportunities shall be extended to all employees to improve their individual competence. Professional employees shall be encouraged to participate in activities that will contribute to their professional instructional ability whenever such participation is possible without interference with regular duties or the educational program. Participation in professional conferences, meetings or activities is encouraged in areas such as: 1. Attendance at educational seminars, conferences, conventions and similar professional meetings at the local and regional levels 2. Visitation to classes in other schools 3. Participation in educational conferences and meetings at the state and national levels 4. Continuation of professional study in institutions of higher education  Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCK PROFESSIONAL STAFF ASSIGNMENTS AND TRANSFERS The assignment and transfer of staff members to schools will be made by the superintendent or his/her designee. In units that are covered by a negotiated agreement, transfers will be made in accord with the applicable agreement. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCKC DISPLACED STAFF TRANSFERS It is the desire and intent of the Board of Education that all employees in good standing who are displaced because of actions over which they have no control will be transferred to a comparable vacant position at a comparable salary, contract term, and working conditions. When that is not appropriate, however, it may be necessary for an employee to move to a vacant position that carries a different salary, contract term, and/or working condition. In the event an employee, through no fault of his/her own, is moved to a position that carries a lower salary, contract term, or working condition, the following will be the policy of the Board of Education: A. If the Board of Education makes a decision prior to the statutory deadlines for making changes in public school employee contracts for the following year, the affected employee will be notified in a timely manner and any subsequent change in position, salary, or working condition will adhere to the standard established for the new position. B. If the Board of Education makes a decision after the statutory deadlines for making changes in public school employee contracts for the following year, the affected employee will retain his/her salary for the remainder of the current contract year. The employee will be notified in a timely manner that the terms of his/her contract will be changed to conform to the terms established for the position. Adopted: The exception to this provision is in the case of a displaced employee accepting a new position that is covered by a labor agreement, in which case the salary and other terms of the labor agreement will be effective immediately upon assuming the new position .    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCL PROFESSIONAL STAFF SCHEDULES AND CALENDARS Work Year The working year for the teaching staff will be set forth on the school calendar adopted by the Board. The number of teaching days will conform to state requirements for the number of instructional days. Additional staff days are a matter of instructional program needs as well as a condition of employment. Therefore, the determination to and by certified personnel for an extended year will be a responsibility of the Board acting on the recommendation of the superintendent. Although most staff members are expected to be on official duty only for the teacheremployment year, the Board anticipates that they will work such additional contract days as are necessary before or after the school year to carry out the responsibilities of their positions. The yearly schedules of all personnel will be published as work day calendars based upon the length of their employment contracts. Working Hours Teachers will arrive at their posts sufficiently in advance of students and will remain after the school day to meet with individual students, parents, and faculty committees, and to carry out other professional responsibilities. Administrators and supervisory personnel are expected to observe a daily schedule consistent with the hours that the central office is open, extending this by the time required to discharge the responsibilities of their positions. Schedules during the summer may be shortened or changed as deemed appropriate by the superintendent of schools . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCMD INSTRUCTIONAL STAFF EXTRA DUTY All student activities which are sponsored by the schools and carried on in school buildings or on school grounds are considered a part of the educational program. Supervision of such activities by teachers shall be in accordance with the appropriate negotiated agreement. Extracurricular duties are considered a normal part of a teacher's work. The allocation and assignment of such duties in each school is a responsibility of the principal. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCN SUPERVISION OF PROFESSIONAL STAFF The school principal is the instructional leader of the school. As such, he/she is responsible for the supervision of instruction and instructional personnel. The purpose of supervision is to improve the educational program and the effectiveness of instruction. Thus the school principal is responsible for aiding teachers in implementing the approved objectives and reviewing teacher plans, observing actual instruction, offering suggestions for the improvement of teaching, and helping teachers correct deficiencies. The principal may require a teacher to change methods and lesson plans when these conflict with the approved curriculum or Board policy. A teacher who willfully ignores such a directive may be subject to a charge of insubordination. The principal will be particularly attentive to the needs of new teachers, of those who are undertaking new instructional programs, and of those whose classes, for no apparent reason other than daily instruction, have not achieved as well as comparable classes on standardized tests and other appropriate manners. Supervision and Evaluation of Spouse, Housemate, or Family Member District employees who are spouses, family members to any of those individuals outlined in the District nepotism policy, or share housing, will not be in a position to supervise or evaluate one another. If necessary, the District will involuntarily transfer employees in order to avoid such supervisory relationships. Adopted: Cross Reference: Board of Education Policies BCB, GCOA    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCOA EVALUATION OF INSTRUCTIONAL STAFF The Board believes that quality teaching is of critical importance to a sound educational program and that thorough and regular evaluation of teaching, supervisory, and administrative performance is crucial to improving the total educational process. A continuous program of performance evaluation of all professional personnel will be established and maintained. The purpose of performance evaluation is to ensure a high quality of teaching, supervisory, and administrative performance primarily to advance the instructional program for students. Another purpose of the evaluation system is to provide information to management and leadership personnel to assist them in making personnel decisions. Annual performance evaluations of professional employees will be based upon identified performance standards and criteria. Observations and evaluations will be initiated and coordinated by the principal. Principals may designate persons to assist in the process. The annual evaluation will be placed in the employee's permanent file in the Human Resources Department. Adopted: Legal Reference: A.C.A. 6-17-1504    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCOC EVALUATION OF ADMINISTRATIVE STAFF The purpose of appraising the performance and effectiveness of administrators is to promote improvement in the administrative function, to recognize exceptional professional performance, and ultimately to bring continued improvement in the teaching-learning process in District schools. Each administrator's performance and effectiveness will be assessed within the scope of that person's area of responsibility, systemwide goals and objectives and individual performance objectives. Major areas of responsibilities on which individuals may be appraised are established in their job descriptions. Such areas include: curriculum and instruction, staff relations, student relations, fiscal management, building management, program management, school-community relations, supportive services, professional growth plans, and other systemwide responsibilities . Systemwide goals and objectives are developed annually by the administrative team for the improvement of the school system. When feasible, individual performance objectives will be agreed to by the appraiser and appraised, and may relate to systemwide goals and objectives, area of responsibility and/or personal growth. Throughout the evaluation process, all administrators will share in the responsibility of maintaining and enhancing the self-image and self-respect of participants . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCP PROFESSIONAL STAFF PROMOTIONS AND RECLASSIFICATIONS When school system positions are to be filled, consideration will be given to all applicants. Preference will be given to persons within the school system when their qualifications are essentially equal to the qualifications of other applicants. Selection for promotion will be made without regard to sex, race, religion, national origin, age or handicap. Training, certification, experience, professional competence and suitability for the position will be considered in the selection of persons for school system positions. The processing of applications, evaluative screening, interviewing and final selection of persons to be recommended for school system positions will follow the general procedures used in the selection of new employees. The superintendent reserves the right to recommend promotion without regard to the screening processes when it is in the best interest of the school system. If the superintendent exercises this right, the Board will be informed. Adopted: Cross Reference: Board Policy AC    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCPB SALARY GRADE ESTABLISHMENT OR RECLASSIFICATION Whenever there is deemed a need to establish or change a salary schedule or salary schedule placement, the request must be made in writing. The request shall state the nature and basis for the request. The Human Resources Salary Committee will review the request for confirmation or denial. In the event the requester wishes to appeal the decision of the committee, the superintendent or his/her designee will rule on the appeal. That decision will be final. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCQ PROFESSIONAL STAFF TERMINATION OF EMPLOYMENT Resignations Professional employees who for any reason intend to resign or who intend to retire are encouraged to indicate their plans in writing at as early a date in the school year as plans may become firm and the decision to leave the district is made. Letters of resignation will be submitted to the Director of Human Resources. Resignations become effective on the date specified in the body of the resignation letter. While unusual circumstances may dictate otherwise, usually a resignation letter will occur at least thirty days before the effective date of the resignation. Anytime an employee leaves the employment of the District without providing proper notification the notation \"Left without Notice\" will be placed in their personnel file. Terminations Procedures for the dismissal of certified employees are governed by state law and all actions of the District and the Board, as well as the rights and privileges of employees, shall be in accordance with the Arkansas Teacher Fair Dismissal Act. Adopted: Legal References: \"Teacher Fair Dismissal Act\" -AC.A 6-17-1501 through 6-17-1510  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCQ-R CERTIFIED STAFF NON-RENEWALS AND TERMINATIONS NON RENEWALS Each year, each employee's immediate supervisor shall evaluate the employee's job performance and make a recommendation for continued employment, dismissal, or reassignment of the employee. Permanent employees may be discharged for inefficiency, repeated absence from the job, for conduct unbecoming an employee of the District, or other reasons believed to be detrimental to the best interests of the District. Discharge may be recommended by the employee's immediate supervisor on specific charges. Employees may be laid off due to a lack of work or financial circumstance of the District. TERMINATIONS There are occasions when persons, because of the nature of their misconduct, must be  suspended and recommended for immediate termination.  Examples of offenses for which an employee will be recommended for immediate termination are listed below. These offenses may include, but are not limited to: a. Conviction at a trial court level of any felony or misdemeanor that is manifestly inconsistent with the safe and efficient operation of the school or department. b. Fighting, threatening or attempting to do bodily injury causing physical pain, illness, or any impairment of physical condition. c. Carrying weapons. A weapon is any object that could cause injury to another person and is not required to be in possession of that employee in the normal course of their job. d. Stealing or misappropriation of property of employees or the District. e. Malicious mischief, the abuse, misuse, or deliberate destruction or damaging of property, tools, or equipment of other employees or of the District. f. Altering or tampering with time cards, \"sign in/out\" rosters or other reporting documents relative to attendance, promptness or departures . g. Drinking alcoholic beverages on the job or during working hours, or the possession of, or introduction of any alcoholic beverage on District property at any time. This also includes reporting to work while under the influence of alcohol.    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCQ-R ( continued) h. Use of narcotics, and/or the use, possession, or transmitting on school premises drugs or substances capable of modifying mood and/or behavior. i. Insubordination, including refusal or failure to perform work assigned and/or refusal to obey orders of supervisors. j. Disorderly, disruptive, or immoral conduct on school premises. k. The making of or publishing of false, vicious, or malicious statements concerning any employee or supervisor of the District. I. Falsification of personnel or other official school or insurance records, or making false statements when applying for employment. m. Falsifying or refusing to give testimony concerning accidents involving school vehicles, or other accidents and/or incidents which are being investigated . n. Failure to observe or purposefully disregard school district and departmental policy and procedure. o. Use of District facilities, personnel, or equipment for non-district purposes. WRITTEN NOTICE Written notice must be given to any suspended employee with a recommendation for nonrenewal. Notices must comply with the standards set in the \"Public School Employee Fair Hearing Act.\" HEARINGS Hearings will be conducted in accordance with the standards set in the \"Public School Employee Fair Hearing Act.\" Additionally, any employee entitled to a hearing before the Board of Education may schedule a hearing before the superintendent or his/her designee to review the charges and evidence prior to the time the superintendent makes his/her recommendation to the Board of Education. This hearing should be requested within ten (10) days of receipt of the written notice and does not affect the time limit required for requesting a hearing before the Board . Date: March 1999 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCQC RESIGNATION OF INSTRUCTIONAL STAFF When so stated in the contract of employment, a certified employee has the privilege of resigning from the school system upon thirty days written notice. When certified personnel resign from the school system before the close of the year, the immediate supervisor will be responsible for seeing that all records and other property are turned in, the same as is required of all other personnel at the end of the school year. All student progress records, grades, etc. shall be complete. The employee's paycheck will be held until the immediate supervisor has certified that the employee's work has been satisfactorily completed . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCQF DISCIPLINE, SUSPENSION, AND DISMISSAL OF PROFESSIONAL STAFF The superintendent will follow all state laws pertaining to the suspension and dismissal of certified employees. Notice of intention not to renew a probationary or continuing teacher's contract for the next school year will be served to the teacher as required by law. The notification will state the reasons for not renewing the contract. Compulsory leave of absence If any certified teacher is charged by criminal complaint, or indictment with any criminal offense that would be deemed cause for dismissal, the Board may immediately place the teacher on compulsory leave of absence for a period of time not exceeding 10 days after the date of the judgement in the proceedings . Any teacher placed on compulsory leave of absence will continue to be paid regular salary during the period of compulsory leave of absence. Suspension prior to dismissal If there is a determination to suspend a teacher with a recommendation for termination, the notice of suspension will be in writing and be served to the teacher personally or by registered mail addressed to the teacher at the place of residence as recorded in school district records. A teacher who is suspended will continue to be paid regular salary during the period of suspension. Adopted: Legal Reference: A.C.A. 6-17-1501 through 6-17-1510    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCR NONSCHOOL EMPLOYMENT OF PROFESSIONAL STAFF No employee shall engage in any outside employment which would require the performance of duties at times that fall within the regularly scheduled work day of the employee. Outside employment at other times is permitted provided such employment does not interfere with the employee's job performance and district operations in normal and/or emergency situations. At no time will any employee utilize District equipment or other resources for purposes except those in the performance of assigned job duties. No employee shall act as a salesperson for any type of school supplies or books which are used in a school or by the students at any school while in the employ of the Little Rock School District. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCRD TUTORING FOR PAY Tutoring for pay by teachers under contract to the District is subject to the following: 1. A teacher's first allegiance is to the District and its programs. Tutors should be ethical in their relations with parents and students. 2. Tutors should contact the school in which the child is enrolled and consult his/her teacher before tutoring is begun. 3. Tutoring should be limited to students who can profit from it. 4. Teachers in the District should not tutor boys and/or girls attending school in buildings where they teach. 5. Any teacher who tutors or desires to tutor should file his/her name and teaching field with the Educational Programs Division and the list of approved tutors will be made available to school personnel and upon request. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCS PROFESSIONAL RESEARCH AND PUBLISHING The Board recognizes the value of educational research conducted by staff members. However, all research studies carried out within the school system, using District or school data of any kind, or staff or students as subject, must be approved in advance by the superintendent or a designee. Only those studies that have value to the District will be approved. It is the purpose of this policy to establish (a) the respective rights and obligations of the District personnel related to the development of copyrightable materials and (b) administrative procedures for carrying out this policy. Publication Rights, Inventions, and Patents  Materials or devices created as part of the officially assigned educator responsibility will be the property of the Board .  The Board will patent or copyright all such materials or devices in the District's name\nhowever, such items will bear the name(s) of the creator(s).  The publisher or agent will return all profits from the production of this material or device to the District.  In order to stimulate these creations fifty percent of the profits will be distributed and returned to the innovator(s) and producer(s) of the material or devices. The remaining fifty percent will be placed in the general funds by the Board. Computers, Computer programs, and Computer usage Personnel employed by the District may have occasion to develop computer programs, routines, procedures, and documents useful for computer-based learning (hereinafter, materials). These activities may involve use of District owned or leased computer mainframes, mini-computers, microcomputers, associated equipment, software, or documentation and may be supported completely or in part by District resources or funds provided by outside sponsors.  Materials or devices created as part of the officially assigned educator responsibility will be the property of the Board .    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCS ( continued)  The Board will patent or copyright all such materials or devices in the District's name\nhowever, such items will bear the name(s) of the creator(s).  The publisher or agent will return all profits from the production of this material or device to the District.  In order to stimulate these creations fifty percent of the profits will be distributed and returned to the innovator(s) and producer(s) of the material or devices. The remaining fifty percent will be placed in the general funds by the Board . Adopted: 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCU PROFESSIONAL STAFF MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS The Board recognizes growth opportunities as a result of membership and participation in professional organizations and encourages the staff to benefit from these\nhowever, membership in any professional organizations is not a requirement for employment in the District. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GD SUPPORT/CLASSIFIED STAFF Persons employed in positions not requiring teaching or administrative certification will be known as \"classified employees.\" The following definitions will apply:  A full-time classified employee is a person who works at least twenty-five (25) hours per week and is on contract until the end of the school year or sixty (60) days, whichever is longer.  A part-time classified employee is a person who works less than least twenty-five (25) hours per week and is on contract until the end of the school year or sixty (60) days, whichever is longer.  A probationary employee is a person who is employed to fill a full or part time position for a trial period of one (1) year.  A substitute is an employee who is employed to fill in for an absent employee or on a per diem basis . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GOA SUPPORT STAFF POSITIONS The Board recognizes that the employment and retention of classified personnel is essential to the success of the educational system. The superintendent is authorized by the Board to establish necessary classified positions within the limits of the local budget. Each position will be controlled by a job description and associated performance evaluation system. The job descriptions outline the primary duties and responsibilities of all classified employees thereby communicating job expectations. These job expectations will be used as a basis for performance evaluation and assignment to the appropriate pay level in accordance with salary grades and ranges adopted by the Board. In this context, the term \"classified\" will encompass any and all employees of the Board whose positions do not require certification by the State Department of Education . Adopted:  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GOB COMPENSATION FOR SUPPORT STAFF Each classified employee shall have a written annual contract. The District shall have a Board approved salary schedule for support staff .   Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN Code: GDBC SUPPORT STAFF SUPPLEMENTARY PAY/OVERTIME Overtime at the rate of time and one-half will be earned by any classified employee required to work more than forty (40) hours during the work week. All overtime must have prior approval of the direct supervisor. The above provisions do not apply to supervisory or managerial personnel or to employees who voluntarily accept assignments to serve community groups using school facilities. Classified employees whose attendance is required at meetings beyond forty (40) hours will be paid at the time and one-half rate for the time required . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDBD FRINGE BENEFITS FOR SUPPORT STAFF A comprehensive fringe benefit package is provided the support staff personnel. A detailed outline of benefits may be found in the \"Little Rock School District Personnel Benefit Handbook.\" Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDC SUPPORT STAFF LEAVES AND ABSENCES 1. Leave of absence, without pay, may be granted by the Board of Education of the Little Rock School District to support staff personnel upon recommendation of the superintendent under the terms stated below. a. For personal Illness, if it can be shown that rest and recuperation will contribute to the welfare of the employee. b. For accident in the line of duty. Such Absence shall be charged against accumulated sick leave until such leave has expired or the employee becomes eligible for Worker's Compensation. Each absence of this type shall be judged on its merits. c. An employee required by an agency of the government (such as the United States Armed Forces, the federal or state judiciary etc.) to perform duties which prevent the accomplishment of regularly assigned responsibilities shall be entitled to a temporary leave of absence. The employee will not take such leave during his/her contract period unless required to do so by the governmental agency involved. d. Request for leave of absence must be submitted by the employee to the supervisor or department head at least two weeks prior to the beginning of the leave. e. Being absent without approved leave or failure to notify the supervisor or department head of intention to resume work, or failure to report for duty at the expiration of a leave of absence or extension granted, or failure to ask for additional leave of absence in case of protracted absence shall be considered a resignation. 2. Military leave will be granted, without loss of status, but with no pay, according to the provisions of the Veterans' Readjustment Act of 1974. Adopted: Legal Reference: Veterans' Readjustment Act of 197 4 A.C.A. 17-1301 through 6-17-1308, A.C.A. 6-17-306  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDCA SUPPORT STAFF SICK LEAVE Sick leave will be granted in accordance with appropriate state law .   Adopted: Legal Reference: A.C.A. 6-17-1301    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GOE SUPPORT STAFF RECRUITING AND HIRING The Board will establish, and budget for, support staff positions in the school system on the basis of need. The recruitment and selection of candidates for such positions in the schools will be the responsibility of principals. Recruitment and selection for district-wide positions will be the responsibility of the appropriate central office administrator or supervisor. The central office will maintain a list of vacancies in support staff positions and will assist school administrators in filling them. All job openings will be posted in the central office and in appropriate locations in school and other buildings. The Board will officially vote on all employees upon the superintendent's recommendation. However, tentative appointments may be made by the superintendent or designee(s) prior to Board action. The Board may accept or reject a nomination. In the case of rejection, it is the duty of the superintendent to make another nomination . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDFB SUPPORT STAFF SELECTION PROCESS 1. Persons desiring employment shall file written application. 2. The Human Resources department will maintain all applications on file in a central location. 3. The supervisor or department head will select applicants to recommend for employment. This determination may be based on a personal interview or other method that the supervisor or department head may choose. 4. The appropriate director/assistant superintendent and the Director of Human Resources will review recommendations for hire for approval. The Revised Desegregation and Education Plan will be a guide for assuring that compliance is achieved. 5. Each appointee shall receive a contract showing his/her salary, department, and other pertinent information . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDI SUPPORT STAFF PROBATION AND TENURE Conditions of Employment 1. For the first year of continuous employment in the District, employees shall be probationary employees and may be discharged at any time they are not needed or when their work is unsatisfactory. 2. After employees have worked for the District for one year and are contracted for the second year, they shall become permanent employees . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDJ SUPPORT STAFF ASSIGNMENTS AND TRANSFERS I. Vacated or newly established positions shall be filled, to the fullest extent consistent with efficient operations, by the promotion of qualified employees. The Director of Human Resources will be notified of all vacancies as they occur. 2. Employees shall be transferred within the organization as is practical to utilize their highest skills. 3. Transfers may be at the initiative of the superintendent or other administrative officer for any purpose which, in the judgment of either the superintendent or a designee, is for the welfare of the employee or the schools. An administrative transfer or reassignment will be made only after a conference between the employee involved and the superintendent or respective administrator, at which time the employee will be notified of the reason for the transfer. When transfers of employees are necessitated by organizational changes, effort shall be made to avoid reductions in pay . 4. An employee shall be subject to demotion under the following conditions: a) If the employee has been found unsuited for his/her present position but may have skills and ability sufficient to give satisfactory performance in a lower paying position. b) If the employee's position has been abolished or reallocated to a lower pay scale and the employee cannot be transferred to a position of equal pay. Under such circumstances, it shall be clearly indicated on all documents related to the demotion that the transaction in no way reflects on the employee's performance or ability . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDK SUPPORT STAFF SCHEDULES AND CALENDARS The superintendent or his/her designee, in consultation with appropriate administrators, will establish work calendar schedules for the classified staff in keeping with the standard workday and workweek and in conformance with such time schedules for various classifications of employees as approved by the Board. The workyear for the various classifications of employees will be set forth in the current calendars. Hours of work shall be determined by the immediate supervisor or department head and shall be designed to facilitate the most efficient operation of the department/school. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDM SUPPORT STAFF CAREER DEVELOPMENT Classified employees are an integral part of the District's total staff. Their training and development are essential to the efficient and economical operation of the schools. Therefore, all classified employees will be encouraged to grow in job skills and to take additional training that will improve their skills on the job. It will be the responsibility of all building principals and department managers to assist to the maximum degree in the training of custodians, clerks, and other classified employees assigned to their buildings and departments. Absences to attend meetings, conventions, conferences, or workshops of local, state, or national associations which serve to advance the welfare of the District through the upgrading and strengthening of the classified service may be granted by the superintendent or designee without loss of pay to the employee . Adopted:   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GOO EVALUATION OF SUPPORT STAFF The development of a strong, competent classified staff of employees and the maintenance of high morale among this staff are major objectives of the Board. The finding of the right employees to fill vacancies, the determination of assignments and equitable work loads, the establishment of wage and salary policies which encourage employees to put forth their best efforts, the evaluation of employee achievements and the provision of a good atmosphere in which to work are some of the major duties of the Board. A program of continuous evaluation is necessary in fulfilling these duties. The evaluation will cover the major areas of the employee's responsibilities and will include the following:  specific work assignment  attitude toward children  attitude toward public education  attitude toward supervisors, teachers, fellow employees  and work habits The employee's supervisor has the responsibility for informing each employee in advance of the criteria to be used in evaluation. Each employee will be given an explanation of his or her duties and responsibilities and guidance in performing them satisfactorily by his or her immediate supervisor.  Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDP SUPPORT STAFF PROMOTIONS AND RECLASSIFICATION When classified staff vacancies are to be filled, preference will be given to qualified applicants from within the school system, provided their qualifications (proven and potential ability, training, experience, and personal characteristics) are equal to those of other applicants. However, the best qualified person from among all who apply within and without the school system will be selected . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQ SUPPORT STAFF NON-RENEWALS AND TERMINATION OF EMPLOYMENT In order to maintain a good working environment, all employees are expected to conform to reasonable standards of performance and conduct. When an employee demonstrates an inability or unwillingness to maintain these standards, the supervisor will take necessary corrective action. This action, in all cases, is directed toward resolving personal and work-related problems that interfere with the employee's effectiveness. When all reasonable efforts to correct employee deficiencies are exhausted, it will become necessary that the employment contracts of these persons be terminated ornon-renewed . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQ-R CERTIFIED STAFF NON-RENEWALS AND TERMINATIONS DEFINITIONS CLASSIFIED EMPLOYEE: Any person employed by the District under a written annual contract who is not required to have a teaching certificate issued by the Arkansas Department of Education as a condition of employment. PROBATIONARY EMPLOYEE: An employee who has not completed one (1) year of employment with the District. The Board may extend the probationary period of any employee by one (1) year provided the extension is voted at least thirty (30) days prior to the completion of the employee's probationary period . NONRENEWALS Each year, each employee's immediate supervisor shall rate the employee's job performance and make a recommendation for continued employment, dismissal, or reassignment of the employee. Permanent employees may be discharged for inefficiency, repeated absence from the job, conduct unbecoming an employee of the District, or other reasons believed to be detrimental to the best interests of the District. Discharge may be recommended by the employee's immediate supervisor on specific charges. Employees may be laid off due to a lack of work or financial circumstance of the District. TERMINATIONS There are occasions when persons, because of the nature of their misconduct, must be suspended and recommended for immediate termination. Examples of offenses for which an employee will be recommended for immediate termination are listed below. These offenses may include, but are not limited to: a. Conviction at a trial court level of any felony or misdemeanor that is manifestly inconsistent with the safe and efficient operation of the school or department. b. Fighting, threatening or attempting to do bodily injury .    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQ-R (continued) c. Carrying weapons. A weapon is any object that could cause injury to another person and is not required to be in possession of that employee in the normal course of his/her job. d. Stealing or misappropriation of property of employees of the District. e. Malicious mischief, the abuse, misuse, or deliberate destruction or damaging of property, tools, or equipment of other employees or of the District. f. Altering or tampering with time cards, \"sign in/out\" rosters or other reporting documents relative to attendance, promptness or departures. g. Drinking alcoholic beverages on the job or during working hours, or the possession of, or introduction of any alcoholic beverage on District property at any time. This also includes reporting to work while under the influence of alcohol. h. i. j. k. I. Use of narcotics, and/or the use, possession, or transmitting on school premises drugs or substances capable of modifying mood and/or behavior. Insubordination, including refusal or failure to perform work assigned and/or refusal to obey orders of supervisors. Disorderly, disruptive, or immoral conduct on school premises. The making of or publishing of false, vicious, or malicious statements concerning any employee or supervisor of the District. Falsification of personnel or other official school or insurance records, or making false statements when applying for employment. m. Falsifying or refusing to give testimony concerning accidents involving school vehicles, or other accidents and/or incidents which are being investigated. n. Failure to observe or purposefully disregard school district and departmental policy and procedure. o. Use of District facilities, personnel, or equipment for non-district purposes .    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQ-R (continued) WRITTEN NOTICE Written notice must be given to any employee suspended with a recommendation for nonrenewal. Notices must comply with the standards set in the \"Public School Employee Fair Hearing Act.\" HEARINGS Hearings will be conducted in accordance with the standards set in the \"Public School Employee Fair Hearing Act.\" Additionally, any employee entitled to a hearing before the Board of Education may schedule a hearing before the superintendent or his/her designee to review the charges and evidence prior to the time the superintendent makes his/her recommendation to the Board. This hearing should be requested within ten (10) days of receipt of the written notice and does not affect the time limit required for requesting a hearing before the Board . Date: March 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQA SUPPORT STAFF REDUCTION IN FORCE The superintendent will determine when a reduction in support staff is necessary, the number of individuals whose employment must be interrupted, and the areas of work in which the reduction will occur. Before recommendations for employment interruption are made, all options for transfer and reassignment of affected support staff will have been used . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQB SUPPORT STAFF RESIGNATION An employee desiring to terminate his/her employment is requested to submit a written resignation at least two weeks in advance, setting forth his /her reason for resigning. Failure to give proper notification will cause the District to place a memorandum in the employee's permanent file that the employee \"quit without providing proper notification.\" Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQD DISCIPLINE, SUSPENSION, AND DISMISSAL OF SUPPORT STAFF Each year each employee's immediate supervisor shall rate the employee's job performance and make a recommendation for continued employment, dismissal, or reassignment of the employee. Permanent employees may be discharged for inefficiency, repeated absence from the job, for conduct unbecoming an employee of the District, or other reasons believed to be detrimental to the best interests of the District. Discharge may be recommended by the employee's immediate supervisor on specific charges. A written copy of the charges shall be furnished the employee upon request. Permanent employees may be laid off due to a lack of work or financial circumstances of the District. Corrective discipline in the form of oral warning or oral reprimand, written warning or written reprimand, suspension with pay and suspension without salary may be used, sequentially, in any combination, or singularly at the administrative level prior to a recommendation for termination of employment. This policy is intended to offer options for corrective discipline and the full application of this policy, or the application of any part therein, will not be a precondition to the district's right to terminate or suspend an employee. The District reserves the right to apply or institute whatever disciplinary sanction it deems appropriate at any time or in any sequence. Discipline of classified employees will not be caused or affected by the employee's religious beliefs, racial of ethnic background, sex, age or exercise of constitutionally protected rights . Adopted:    SECTION H: NEGOTIATIONS Section H of the Little Rock School District policy manual contains policies, regulations, and exhibits on the process of negotiating with bargaining units recognized by the school board and authorized under state law. HD Negotiation Practices and Process HGA Recognition of Staff Meet and Confer Organizations    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD NEGOTIATION PRACTICES AND PROCESS The Little Rock School District Board of Education wishes to establish a working relationship with all employees which will result in a working environment which will be as productive, efficient, and creative as possible. The Board of Education is willing to allow groups of employees to establish the type of relationship they would like to have with the Board of Education, including the communication process between the Board and the employees. Staff members will have the opportunity to work with their supervisors to determine their working conditions, to use the process of \"Meet and Confer,\" or to select the process of negotiations. RECOGNITION OF NEGOTIATING PRACTICES While there is no legal obligation on the part of the Board of Education to negotiate with employee groups, the Little Rock School District Board of Education will voluntarily enter into negotiated agreements with certain classifications of nonmanagement employees. It is the desire of the Board to extend negotiating rights on economic conditions of employment, e.g., salaries and fringe benefits, to these classifications of employees, as long as this arrangement is beneficial to the employees and to the District as determined by the Board of Education. Recognition of the right to negotiate shall be granted under the following conditions: A. That such recognition of the rights to negotiate be deemed by the Board of Education to be in the best interest of the employees and the District. B. That such negotiating practice shall be a voluntary practice of the individual groups of employees. C. That the Board of Education shall recognize the official representatives of those individual groups. D. That in the opinion of the Board of Education, the employees to be represented have a community of interests, including but not limited to, the following: 1. Similarity of duties, skills, interests, and working conditions of employees. 2. Similar placement in the Little Rock School District organizational structure. For the purpose of this policy, the Board identifies the following    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD (continued) groups to have differing community of interests: security officers\nbus drivers\nmaintenance workers\ncustodians\nfood service workers\nclerical personnel\nparaprofessionals\nnurses\nand teachers. If it can be shown that a different community of interest does exist, the Board of Education will be willing to combine those groups into a community for the purpose of negotiations, and reserves the right to do so. (Upon the decision of the Board of Education to alter the defined groups, this policy will be edited to reflect the change.) 3. The following positions will be excluded from the above groups because of their direct relationship with management: executive assistants and the staff assistant in the superintendent's office. Any employee who has access to information subject to use by the Board of Education in the negotiations or meet and confer process also will be excluded from the groups .  E. While the Board is willing to negotiate with employee groups under the above conditions, it also recognizes the necessity to reserve for the Board and the Administration, certain management rights, including, but not limited to establishment of policy\nto determine qualifications, hire, direct, assign, suspend, demote, promote all employees\nand to establish the work year. In this vein, the Board directs that an acceptable management rights clause be part of every negotiated agreement. PERSONNEL SERVICE OBLIGATIONS F. Any employee organization shall not cause or permit its members to cause, nor will any member of the organization take part in any curtailment of work or restriction of services or interference with the operations of the District in any manner in those areas affecting work responsibility. The organization will not support the action of any employee taken in violation of this article nor will it directly or indirectly take reprisals of any kind against an employee who continues the full, faithful, and proper performance of his/her contractual duties, obligations, or refuses to participate in any strike or curtailment of work or restriction of services activity. Violation of this policy or Arkansas law by an organization shall cause the Board of Education to remove recognition of the organization and terminate 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD (continued) any contract. Violation of this policy or Arkansas law by any employee shall cause the Board of Education to terminate the employee. The Board agrees that as long as recognition is granted, and a valid contract remains in force, the Board will not participate in a lockout. PROCESS A. Initial Recognition For a group to be initially recognized, or to challenge the recognition of the present representative, the following procedure shall be followed: A valid petition calling for a representative election shall be presented to the Board of Education. For a petition to be valid it must (1) contain at least a majority of the signatures of the employee group, or be accompanied with a statement from a certified public accountant, mutually agreed to, that a majority of the employees of the group are bona fide dues paying members of an organization representing the group, and (2) be presented to the Board prior to December 1 of the school year. Petitions may be circulated only in the month of November. The Board may ask the Human Resources Office to verify the signatures of the employees. If the petition is valid, the Board will schedule an election to select or decertify an official representative. B. Continued Recognition Once an organization has been recognized as the official representative of an employee group, the following procedures shall be followed: The organization must present certified verification that it represents at least a majority of the employees of the employee group. To determine whether or not an organization represents a majority of the employees in the group, the Human Resources Office will provide the organization a list of all of the persons employed in the group on December 1. The organization shall present a statement from a certified public accountant, mutually agreed to, verifying that a majority of the employees on the list were bona fide dues paying members of the organization on December 1. Such verification shall be presented to the Board by January 15. 3 t' -    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD (continued) If the organization fails to provide such verification by January 15, the Board shall withdraw its recognition of the group. The Board will schedule an election to determine the desire of the employees concerning representation. C. Elections 1. The ballot used for representation elections shall be approved by the Board and will include an option to the issue being considered. 2. The election will be conducted by the Human Resources Office and will be by secret ballot. 3. In order for an employee representative to be recognized, it must receive in the election at least a majority of the votes of the total number of employees in the employee group . 4. Campaigning on District property will not be allowed. 5. The cost of the petition and the cost of the election shall be paid by the organization petitioning the Board. D. Harassment Harassment or coercion of employees concerning joining or not joining or voting or not voting for an employee group will not be allowed. Such conduct is grounds for invalidating the results of an election or withdrawing continued recognition of a representative. E. Non-compliance Non-compliance with any of these regulations shall be grounds for the Board to revoke the recognition or the privilege to negotiate with the Board. Continued recognition of any employee group bargaining representative will be contingent upon both of the following: 1. Continued belief on the part of the Board of Education that such recognition is in the best interest of the employees and the School District\nand 4    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD ( continued) 2. Continued desire on the part of the employees of that particular group that continued recognition is desirable . Adopted: 5    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HGA RECOGNITION OF STAFF MEET AND CONFER ORGANIZATIONS While there is no legal obligation on the part of the Board of Education to meet and confer with employee groups, the Little Rock School Board of Education may voluntarily meet and confer with certain classifications of employees. This voluntary arrangement can be beneficial to the Little Rock School District and to the employee groups affected. It is the desire of the Board to extend the opportunity to meet and confer to classifications of employees and to recognize the representatives of those employees. Such recognition shall be granted under the following conditions: 1. That such recognition be deemed, by the Board of Education and a majority of the employees, to be in the best interest of the employees and-the School District. 2. That, in the opinion of the Board of Education, the employees to be represented have a community of interests including, but not limited to, the following: (a) similarity of duties, skills, interests, and working conditions of employees\n(b) similar placement in the Little Rock School District organizational structure. 3. That a majority of the employees, in the classification seeking to be recognized for meet and confer purposes, elect by secret ballot the members of the team from within that employee group that will represent them. Continued recognition of any meet and confer team will be contingent upon the following: 1. Continued belief, on the part of the Board of Education and the majority of the employees, that such recognition is in the best interest of the employees and the School District. 2. That the team conduct the employee's business in a manner consistent with the State Laws relating to public sector employee groups. This policy is not intended to apply to employees covered by a collective bargaining agreement with the Board . Adopted:    SECTION I: INSTRUCTION Section I o the Little Rock School District policy manual contains poli es, regulations, and exhibits n the instructional program: basic curricular subjects\npecial programs, instructional r sources, and academic achievement. IA IB IC ICA ID School Day IG Curriculum Develo ment, Adoptio , and Review IGA Curriculum Prog m Alignme and Coherence 1GB Educational Rese ch IGBA Grant-Funded P IGC Pilot Programs IGE Curriculum Guides Religion in th OCT 4 1999  , fl OF lm'MONITOR/NG IHAL IHBA IHBB IHBDA IHBH IHCA IHCC Special Edu ith Disabilities IHCD IHCDA IHD 11B IJ IJOA IJOC IJOCA IKA IKACA IKB IKC Gifted and Remedial nstruction Alternative ducation Program\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_575","title":"Little Rock Schools: Wilson Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["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","Wilson Elementary School (Little Rock, Ark.)","School management and organization","Civic leaders","School administrators"],"dcterms_title":["Little Rock Schools: Wilson Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/575"],"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\nArkansas Democrat i^FRIDAY, FEBRUARY 5^1999 Ex-principal suing LR district Suit contends he was illegally fired after harassment charge BY SETH BLOMELEY ARKANSAS DE.MOCRAT-GAZETTE The lawyer for a former Little Rock school principal contends his client was fired for sexual-harassment complaints only after desegregation lawyer John Walker was out of the picture. Walker previously represented Franklin Davis, former principal at Wilson Elementary School, fired after several teachers complained in 1997 that he had sexually harassed them. teachers told school district officials that Davis had sexually harassed them. The suit claims these teachers were disgruntled em- ployees who received low evaluations from Davis. These are not teachers that tration. Suellen Vann, spokesman for the school district, said she hasn't seen the suit and cant comment. Walker represents the class of all black students in the 16-year- , old Pulaski County school desegre- went to the school district and said gation lawsuit. hes doing this to us, Hicks said. This district went to the teachers and said, Is he doing this? which is not the process to be followed. Walker was out of town Thursday and unavailable for comment. The suit demands that Davis be Nineteen days after I inherited the case, they terminated  . - , . .  . , \" [Davis] pay, said attorney Rickey School assistant principal. He Hicks. The minute Mr. Walker T  , , ,. . paid until the arbitration is con- In December 1997 the district eluded. It also seeks back pay and suspended Davis with pay and re- compensation for financial hard- assigned him as Central High ship and emotional distress. terminated Dec. 1,1998. was Hicks said he did not name the was out of the picture, they terminated his pay. . ___________ Filed late Thursday in Pulaski nine said that our investigation to County Circuit Court, the lawsuit ^nte has developed considerable accuses the district of illegally evidence in support of the allega- terminating Davis, an employee tions. since 1989, without a hearing. F ' __________________ The suit alleges that Davis harassment allegation in the suit.  transfer and suspension resulted According to the suit, Davis and from Davis refusing the sexual ad- the School Board agreed to bind- vannae af a fa la arbitration instead of a hear- assistant superintendent who al- In an April 2, 1997, letter to legedly harassed his client be- Davis, Superintendent Les Car- cause he didnt see a need for that kind of embarrassment. During a final hearing those names will be revealed. , He said his client filed a com- Davis doesnt deny the sexual plaint with the School Board over yances of a female assistant superintendent in 1994. The woman is the 1994 sexual advances but no action was forthcoming. Davis fired Walker because he not named in the complaint. the state Teacher Fair Dismissal Three years later, several Act, has yet to submit to the arbi- ___________ felt the case was moving too slowing. But the board, in violation of ly, Hicks said. Davis, 40, is unemployed and living in Conway, Hicks said. SUNDAY. NOVEMBER 4, 2001  3,000 ShareFest volunteers work magic on 22 schools BY AMY SCHLESING softening the hard-dirt play- ARKANSAS DEMOCRAT-GAZETTE J ground with sod and river- schools Saturday. Next weekend, ShareFest con- blue paint freckling her face, and Paint fumes filled the halls of smoothed pebbles. Wilson Elementary School on Wilson Elementary was just Rick Caldwell, ShareFest di- tinues with a blood drive Sat- said, What a transformation a rector, estimated the combined urday at Fellowship Bible half-day can make. , Saturday and mixed with the one of 22 Little Rock schools ' buzz of saws and sewing ma- spruced up Saturday in the first ' chines, heralding a new begin- phase of ShareFest, a communi- ning for the 80-year-old school, ty service group of about 100 About 400 people volun- central Arkansas churches, teered at the school, splashing About 44 churches and more value of supplies donated by the Church in Little Rock and a ral- 'We are joining together and churches and labor used at all 22 ly Nov. U at River Market pavil- letting our kids know that our schools exceeded $300,000, ShareFest has become a cat- money for the needy. ions to collect clothes, food and heart is with the community, I! color on its dirty \"'hite walls and ti^n 3,000 volunteers worked at I alyst to help churches become Linda Raney stepped back she said. Blake Thompson, a student more engaged in the communi- from an aqua seascape mural she at Southern Baptist Theological ty and with each other, Cald- and several other volunteers Seminary in Louisville, Ky., said j well said. painted on a washroom wall. See SHAREFEST, Page 4P | ShareFest  Continued from Page 1B the lesson to be learned from scraped and painted. Many hands make light the load, said Lance Kauffman, ShareFest project coordinator. Lisa Mack, a fourth-grade ShareFest is much bigger. He and teacher at Wilson, spent most of several other seminary students the day pushing a paintbrush and came to Little Rock to help with fighting back tears. I just cant believe what Ive the project and learn how to develop similar cooperative proj- seen today, she said. ects with churches of all denominations. Her hands gooey with yellow paint. Mack pointed to her room We want to spark a desire in down the h^. Thats the boys bathroom everybody to serve rather than be served, he said. next door. The smell used to Beverly Jones, principal of spread into my room most days, Wilson Elementary School, said she said. It got a vent today, so the work done at her school by my classroom will be a whole ShareFest volunteers is priceless, new place. Mack believes the schools She was amazed at the people who took the time and energy to face-lift will bolster school pride do it. The work the volunteers did could have been done through and help with discipline. Paige Coats agreed. Swinging her arms and formal requests to the district twirling around her fifth-grade administration, but it would have classroom, the U-year-old smd taken longer to see results. With- shes sad that shell only enjoy in hours Saturday, two murals the schools new look this year, were painted, sod was laid, trees Too bad were not going to were trimmed and shrubs were be here next year, she said. But planted. The teachers lounge since other people dirtied it was rewired, furniture re-cov- up, weve got to clean it up for ered with slip covers, and walls people in the future.\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":"loc_rosaparks_49381","title":"[Los Angeles Air Force Base, Space and Missile Systems Center, Black history week program, featuring Rosa Parks, El Segundo, California, 1999] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, California, Los Angeles County, 34.19801, -118.26102","United States, California, Los Angeles County, El Segundo, 33.91918, -118.41647"],"dcterms_creator":["Matthews, Terri, photographer."],"dc_date":["1999"],"dcterms_description":["Photographs show Parks arriving at the base; with base officers and personnel; posing with family, friends and event photographer, Terri Matthews; receiving an honorary plaque and flowers.  Also performances at the program; Elaine Steele speaking on behalf of the Rosa \u0026 Raymond Parks Institute for Self Development.","Title devised by Library staff."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":null,"dcterms_title":["[Los Angeles Air Force Base, Space and Missile Systems Center, Black history week program, featuring Rosa Parks, El Segundo, California, 1999] [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.49381"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["photographic printscolor1990-2000.gmgpc","portrait photographs1990-2000.gmgpc","group portraits","presentation albums.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":["Parks, Rosa, 1913-2005","Steele, Elaine Eason"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1202","title":"Magnet Review Committee: Budget","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","Education--Evaluation","Education--Finance","Educational statistics","Magnet schools"],"dcterms_title":["Magnet Review Committee: Budget"],"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/1202"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nArkansas Democrat azette  WED_N~_~(?~Y, J~NE ?~, ~-999 Magnet school panel to get $35,000 budget increase i BY CYNTHIA HO\\VELL to S92.500. Each district will con- the de,elopment and operation AR~A,s1rnc,1cxR,r-Gizrm tribute S30.833.33 a year. up from of magnet schools. which offer Chief U.S. District Judge Susan S25,000. special programs designed to at- Webber Wright has appro\\'ed a Wright directed the contribu- tract both black and white stu$ 35,000 increase in the a1,nual tors to make payments for the dents to schools that are other-budget for the )lagnet Re1iew current year by Friday. wise difficult to desegregate. Committee. the first increase to The )Iagnet Re,iew Commit- Committee functions include the supervisory committee in tee is made up of representa- ernluating. monitoring and recmore than 10 years of operation. ti ves from each of the three ommending changes in the six The increase to $185.000 is ef- school districts. the state and the original magnet schools. as well fective beginning with the 1998-99 Joshua intenenors - the black as recruiting for those schools school year. The state of Arkan- students and families who inter- and for other special-program sas will absorb half of the cost of ,ened in the ongoing Pulaski schools in the Little Rock and Pu- , the increase. and the rest will be County school desegregation laski County Special school dis- I divided among the three Pulaski lawsuit. tricts. County school districts. The 8th L'.S. Circuit Court of The committee has two staff The state's yearly share of the Appeals at St. Louis established members and an office in North budget will increase from S75.000 the committee in 1987 to 01ersee Little Rock. LR magnet schools seek . approval of larger budget ARKANSAS DEMOCRAT-GAZETTE The cost of educating students in Little Rock's six original magnet schools rose $470 per student to an average $.5,597 in 1999-2000 as compared with the previous year, according to documents filed recently in federal court. Chief U.S. District Judge Susan Webber Wright said this week that she will approve that final proposed budget unless she hears objections from the Little Rock School District, North Little Rock School District, Pulaski County Special School District or the other parties in the 17- year-old Pulaski County school desegregation lawsuit. She gave the parties 10 days to file any complaints. The Magnet Review Committee - made up ofrepresentatives of the three districts, the state Department of Education and the Joshua intervenors, the class of all black students in the districts - prepared the final $21.4 million budget for the past year as well as a proposed $22.5 million budget for the next year. Wright said she would deal with the ~1 budget in a later order. In a letter accompanying the bud-get proposals, Magnet Review Committee Chairman Sadie Mitchell said the cost increase resulted partly from program improvements at the schools. The schools have just completed the fourth year of a five-year program-improvement plan. The six original magnet schools are Booker Arts Magnet Elementary, Carver Basic Skills/Math-Science Magnet Elementary, Gibbs International Studies Magnet Elementary, Williams 'Iraditional Magnet Elementary, Mann Arts and Sciences Magnet Middle , School, and Parkview Arts and Sciences Magnet High School. The special-program schools were established in the 1980s a6, a way to racially desegregate schools with virtually all-black enrollments. The state pays the transportation costs for magnet school students, who come from all three districts, and half the educational cost per student. The three Pulaski County districts share the remaining costs,, The Little Rock School District operates the schools and the Magnet Review Committee, an arm of the federal court, oversees the operation. August 28, 2000 Magnet RevieHJ Conz,nittee 1920 North Main Street, Suite 101  North Little Rock, Arkansas 72114 (501) 758-0156 {Phone}  (501) 758-5366 {Fax}  magnet@magnetschool.com {E -mail} June 30, 1999 The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: RECEIVED G.mGE OF ilESEGREGATION MONITORING At its June 22, 1999 special-called meeting, the Magnet Review Committee, by formal motion and 4-0 vote (North Little Rock and Joshua lntervenors representatives were not present), approved the interdistrict magnet schools' actual budget for the six original magnet schools for the 1998-99 school year (Draft 1 ). FINAL 1998-99 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET: The total amount budgeted, $20,146,910, is based on a per pupil expenditure of $5,127.00, calculated from an average third-quarter enrollment of 3,929.86 students. This budget reflects an increase of $473.00 per student over the 1997-98 budget, with the third year of the five-year proposed program improvement plan included. This final 1998-99 budget reflects actual figures and takes into account the variables (teacher retirement and health insurance changes) that were uncertain when the proposed budget was submitted in June, 1998. As you know, in correspondence dated May 7, 1999, the Magnet Review Committee requested a change in the magnet school grade configurations beginning with the 1999- 2000 school year. As described in that May 7, 1999 letter, tbe changes result in an additional 132 magnet school seats. At its June 22, 1999 meeting, the Magnet Review Committee approved the proposed budget for the 1999-2000 school year for the six original magnet schools which reflected costs associated with the additio~al seats (Draft l ). PROPOSED 1999-2000 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET: The total proposed budget for the 1999-2000 school year is $22,941,363, which results in a per-pupil expenditure of $5,648 and an increase of $521.00 per student over the 1998-99 actual budget. Salary negotiations are in progress, and it should be noted that these negotiations may have an impact on the 1999-2000 proposed budget. It is the intention of the Magnet Review CommitteE:, therefore, to submit this budget with the recognition that some flexibility may be necessary. The Magnet Review Committee respectfully requests the Court's review and approval of the 1998-99 finalized budget, as well as the proposed 1999-2000 budget, both attached herewith. \"Pursue the l'o.\\sibilitin 11/ ,\\lai:1111 Scho11/ J,11rol/1111'1lf'\" The Honorable Susan Webber Wright -2- June 30, 1999 The Magnet Review Committee is committed to maintaining the existing quality of the original magnet schools. We will continue to work with the host district as we exercise stringent oversight of the magnet schools' budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl Attachments - Actual 1998-99 Original Magnet Schools Budget (Draft 1) Proposed 1999-2000 Original Magnet Schools Budget (Draft 1) ce: Ann Brown, Federal Monitor - Office of Desegregation Monitoring 1999-00 BUDGET PROPOSAL(PRAFT 1} ...  :98'-99 i i,\\98':.99':)}}\\ ) 99:::00 :xrtt,ss.\n-   .. SUMMARY FOR MAGNET SCHOOLS .-F.T.E. .. / Proposecf// :\n.} F/1\\ E{: \\t::propo~ed \\ { CERTIFIED 01 Pr1nc1pal 6.0 $405,002 6.0 $425,252 STAFF 02 Asst. Prin. 10.0 $538,313 100 $565,229 03 Specialists 40.2 $1,573,736 40.2 $1,652,423 04 Counselors 12.4 $562,628 12.4 $590,759 05 Media Spec. 6.5 $285,649 6.5 $299,933 06 Art-Perf./Prod. 1.0 $29,673 1.0 $31,157 07 Music 0.0 $0 0.0 $0 08 Foreiqn Lanq. 0.0 $0 0.0 $0 09 Vocational 12.6 $362,514 12.6 $380,639 10 Special Education 8.7 $358,938 8.7 $376,887 11 Gifted 5.4 $224,300 5.4 $235,515 12 Classroom 177.9 $6,850,936 192.3 $7,700,364 13 Substitutes 0.0 $130,000 0.0 $130,000 14 Other-Kind erg art en 13.0 $507,181 13.0 $532,540 TOTAL CERTIFIED SALARY 293.7 $11,828,870 308.1 $12,920,697 SUPPORT 15 Secretaries 20.0 $442,653 20.0 $464,786 STAFF 16 Nurses 5.4 $199,997 5.4 $209,997 17 Custodians 29.0 $453,656 29.0 $476,340 18 Information Services 1.0 $49,635 1.0 $52,120 19 Paraprofessionals-Other 6.0 $173,752 6.0 $182,440 20 Other-Aides 37.0 $364,471 37.0 $382,696 21 Fringe Benefits(20) , $3,601,089 -~ $4,857,249 TOT AL SUPPORT SALARY TOTAL (10-20) PURCHASED 22 Utilities SERVICES 23 Travel (30) 24 Maintenance Agreements 25 Other TOTAL (30) MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40 ) 28 Media 29 Other TOTAL (40) CAPITAL 30 Equipment OUTLAY 31 Building Repair, etc. (50) 32 Other TOTAL (50) OTHER 33 Dues and Fees (60) 34 Other TOTAL (60) TOTAL (30-60) TOTAL (10-60) TOTAL LINE ITEMS (SECOND PAGE) .ci\u0026gt;  iGRANO:TOTAL.-t:.:,:::::,,::,::C 98.4 -~ ,v,JV XXX)(j()()()( ~ ..:,:\n-.'' 392.1 .. .... .: ,, $5,285,254 98.4 $6,625,626 $17,114,123 ~ $19,546,323 $607,657 ~ $607,657 $46,000 :~ $58,950 $0 :~ $0 $164,009 ~ $92,729 $817,666 ~ $759,336 $1 ,500 :~ $1,650 $510,244 :~ $539,326 $43,250 ~ $52,600 $26,700 $26,700 $581,694 $620,276 $412,097 ~ $592,388 $0 $0 $0 $0 $412,097 $592,388 $21,900 ~ $24,950 $0 ~ $0 $21,900 ~ $24,950 $1,833,357 $1,996,950 $18,947,481 406.5 $21,543,273 $1,199,429 ~ $1,398,090 \\ t\u0026gt; $2Q\nt46{91Q .~ : j:$22\n941\n~.fl:t A CEI JUI_ 1 1999 OFFICE OF DESEGREGATION MONITORING line Item Costs  Proposed Ptop0sed .. 1998-99 1999--00 Stipends $37,366 $58,590 Other Objects $0 $0 Indirect Costs $1,075,563 $1,253,000 Vocational $32,000 $32,000 Athletics $33,000 $33,000 Gifted Proqrams $500 $500 Plant Services $15,000 $15,000 Reading $500 $500 Science $0 $0 Enqlish $1,500 $1,500 Special Education $4,000 $4,000 $0 $0 xxxxxx $0 $0 xxxxxx $0 $0 fotal Line Items $1,199,429 $1,398,090 Per Pupil Cost 1998-99 .)/4999.--00 '''\" 3rd Qtr. ADM or Proj. 3,929.86 4,061.86 Total Costs $20,146,910 $22,941,363 Per Pupil Cost $5,127 --.- $5,648 1999--00 BUDGET PROPOSAL{DRAFT1) Booker M :ignef School .  ... CERTIFIED 01 Principal 1.0 $67,173 1.0 $70,532 STAFF  SUPPORT STAFF PURCHASED SERVICES (30) MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 02 Asst Prin. 1.0 $56,872 1.0 $59,716 03 Specialists 7.0 $293,535 7.0 $308,212 04 Counselors 2.0 $85,862 2.0 $90,155 05 Media Spec. 1.0 $46,975 1.0 $49,324 06 Art-Perf./Prod. 1.0 $29,673 1.0 $31,157 07 Music 0.0 $0 0.0 $0 08 Foreign Lang. 0.0 $0 0.0 $0 09 Vocational 0.0 $0 0.0 $0 1 O Special Education 1.3 $61,889 1.3 $64,983 11 Gifted 1.0 $44,121 1.0 $46,327 12 Classroom 30.2 $1,144,112 32.6 $1,280,312 13 Substitutes 0.0 $21,000 0.0 $21,000 14 Other-Kindergarten 4.0 $146,338 4.0 $153,655 TOTAL CERTIFIED SALARY 49.5 $1,997,549 51.9 $2,175,372 15 Secretaries 2.0 $42,999 2.0 $45,149 16 Nurses 1.0 $36,169 1.0 $37,977 17 Custodians 4.0 $61,704 4.0 $64,789 18 Information Services 0.2 $8,273 0.2 $8,687 19 Paraprofessionals-Other O.C $0 0.0 $0 20 Other-Aides 7.0 $68,802 7.0 $72,242 21 Fringe Benefits(20) $589,205 ~ $793,050 TOTAL SUPPORT SALARY 14.2 $807,152 14.2 $1,021,895 22 23 24 25 26 27 28 29 30 31 32 33 34 TOTAL (10-20) Utilities Travel Maintenance Agreements Other TOTAL (30) Principal's Office Reqular Classroom Media , Other TOTAL (40) Equipment Building Repair, etc. Other TOTAL (50) Dues and Fees Other ~ $2,804,701 ~ $74,250 ~ $10,000 $28,584 ~ $112,834 ~ $72,000 ~ $6,500 $5,000 ~ $83,500 .~ $77,833 ~ $0 $77,833 ~ $1,000 ~ $3,197,267 $74,250 $10,000 $20,750 $105,000 $65,498 $7,000 $5,000 $77,498 $83,255 $0 $83,255 $2,500 TOTAL (60) $1,000 ~ $2,500 TOTAL (30 60) $275,167 ~ $268,253 TOTAL ( 10-60) 63. 7 $3,079,868 66.1 $3,465,520 TOTAL LINE ITEMS - (SECOND PAGE) $186,314 $210,618 Line Item Costs - Proposed :/ , Proposed }: Booker / -  . ..-::\n:i 1998-99 1999-00 Stipends $10,686 $20,000 Other Objects Indirect Costs $172,114 $187,213 Vocational $0 $0 Athletics $0 $0 Gifted Programs $153 $157 Plant Services $2,400 $2,320 Reading $80 $77 Science $0 $0 English $240 $232 Special Education $640 $619 xxxxxx xxxxxx Total Line Items $186,314 $210,618 Per Pupil Cost 1998-99 . 1999--00 3rd Qtr. ADM or Proj. 630.43 606,89 Total Costs $3,266,181 $3,676,137 Per Pupil Cost $5,181 $6,057 1999..-00 BUDGET PROPOSALlDRAFT1)   C,(  98~9 )' 98~99:) :f / /: ).99\n.()0\\ ,::,: :{#\" nn.  '\"' carver Magnet School ..:  '2 ')} ..  F.T.E, \u0026lt; Prol)osedi :.::: ::.: E\\:f~E  : : E?ropds\u0026amp;L:  CERTIFIED 01 Principal 1.0 $63,061 1.0 $66,214 STAFF 02 Asst. Prin. 1.0 $53,026 1.0 $55,677 03 Specialists 8.0 $315,292 8.0 $331,057 04 Counselors 2.0 $74,292 2.0 $78,007 05 Media Spec. 1.5 $61,288 1.5 $64,352 06 Art-Perf./Prod. 0.0 $0 0.0 $0 07 Music 0.0 $0 0.0 $0 08 Foreign Lang. 0.0 $0 0.0 $0 09 Vocational 0.0 $0 0.0 $0 10 Special Education 1.5 $56,857 1.5 $59,700 11 Gifted 1.4 $55,762 1.4 $58,550 12 Classroom 24.3 $828,825 22.3 $804,438 13 Substitutes 0.0 $20,000 0.0 $20,000 14 Other-Kindergarten 4.0 $145,675 4.0 $152,959 TOTAL CERTIFIED SALARY 44.7 $1,674,077 42.7 $1,690,953 SUPPORT 15 Secretaries 3.0 $60,537 3.0 $63,564 STAFF 16 Nurses 1.0 $28,366 1.0 $29,784 PURCHASED SERVICES (30) MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 17 Custodians 4.0 $71,278 4.0 $74,842 18 Information Services 0.2 $8,273 0.2 $8,687 19 Paraprofessionals-Other 0.0 $0 0.0 $0 20 Other-Aides 11.0 $112,097 11.0 $117,702 21 FringeBenefits(20) . $544,184 $677,627 22 23 24 25 26 27 28 29 30 31 32 33 34 TOTAL SUPPORT SALARY 19.2 $824,735 19.2 $972,206 TOTAL (10-20) ~ ' $2,498,812 ~  $2,663,159 Utilities $83,707  $83,707 Travel $10,000 :~ $12,000 Maintenance Agreements Other TOTAL (30) Principal's Office Regular Classroom Media Other . TOTAL (40) Equipment Building Repair, etc. Other TOTAL (50) Dues and Fees Other $12,915 ~ $106,622 ~ $57,800 ~ $10,000 $3,200 $71,000 $36,430 $36,430 $8,000 ~ $11,200 $106,907 $66,900 $10,000 $3,200 $80,100 $51,470 $51,470 $8,000 TOTAL (60) $8,000 ~ $8,000 TOTAL (30-60) $222,052 ~ $246,477 TOTAL (10-60) 63.9 $2,720,864 61.9 $2,909,636 TOTAL LINE ITEMS (SECOND PAGE) $183,238 $198,862 line Item Costs - Proposed Prooosed Carver 1998-99 1999..00 Stipends $12,010 $12,890 Other Objects Indirect Costs $167,803 $183,055 Vocational $0 $0 Athletics $0 $0 Gifted Programs $149 $135 Plant Services $2,340 $1,987 Reading $78 $66 Science $0 $0 English $234 $199 Special Education $624 $530 XX)()()()( XX)()()()( T.otal Line Items $183,238 $198,862 Per Pupil Cost 1998-99 ' .,.,,,, .. 1999,-00:/'. 3rd Qtr. ADM or Proj. 616.33 593.41 Total Costs $2,904,102 $3,108,498 Per Pupil Cost $4,712 $5,238 '1999..00 BUDGET PROPOS.AJ.\n,(DR.AFIT.jJ   \\ . 98\"99 ? 98~99 { 9~:::0:Q)  \\ $94)0.( Gibbs Magnet School        /     F,T\nE/   PJ'opos~l$ ft Fil\\~# J P.t.\\5p(lj~f fa CERTIFIED 01 Principal 1.0 $62,256 1.0 $65,369 STAFF 02 Asst Prin. 1.0 $48,518 1.0 $50,944 SUPPORT STAFF PURCHASED SERVICES (30) MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60 ) 03 Specialists 6.8 $230,842 6.8 $242,384 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 Counselors 1.0 $48,507 1.0 $50,932 Media Spec 1.0 $49,766 1.0 $52,254 Art-Perf./Prod. 0.0 $0 0.0 $0 Music 0.0 $0 0.0 $0 Foreign Lano . 0.0 $0 0.0 $0 Vocational 0.0 $0 0.0 $0 Special Education 1.5 $74,622 1.5 $78,353 Gifted 1.0 $35,171 1.0 $36,930 Classroom 15.0 $522,415 15.0 $548,536 Substitutes 0.0 $14,000 0.0 $14,Q00 Other-Kindergarten 2.0 TOTAL CERTIFIED SALARY 30.3 Secretaries 1.4 Nurses 0.8 Custodians 3.0 Information Services 0.2 Paraprofessionals-Ott1er 0.0 Other-Aides 5.6 Fringe Benefits(20)   :  TOTAL SUPPORT SALARY 11.0 Utilities Travel TOTAL (10-20) Maintenance Aqreements Other TOTAL (30) Principal's Office Regular Classroom Media Other . TOTAL (40) Equipment Building Repair, etc. Other TOTAL (50) Dues and Fees Other ~ ~ $76,237 2.0 $80,049 $1,162,334 30.3 $1,219,751 $29,288 1.4 $30,752 $32,457 0.8 $34,080 $45,642 3.0 $47,924 $8,273 0.2 $8,687 $0 0.0 $0 $36,188 5.6 $369,681 ~ $521,529 11.0 $1,683,863 \"\"' \"\"- $38,201 .~ $8,500 ~ ~ $15,824 ~ $62,525 $1,000 ~ $39,141 ~ $3,000 ~ $3,000 ~ $46,141 ~ $183,040 :~ $183,040 ~ $1,000 ~ $37,997 $465,429 $624,869 $1,844,620 $38,201 $20,000 $4,800 $63,001 $1,000 $32,252 $8,000 $3,000 $44,252 $18,665 $18,665 $1,000 TOTAL (60) 1~..: $1,000 ~ $1,000 TOTAL (30-60) IAN\"'-'YV~ $292,706 ~ TOTAL (10-60) 41.3 $1,976,569 41.3 $126,918 $1,971,538 TOTAL LINE ITEMS - (SECOND PAGE) $89,919 ~ $98,217 - .-GRANDJOTAL./ .. : .. xxxxxx $2\n.0.B~A~~ idc~~tj() S?tC~~i:15:$/ line Item Costs - Proposed  i\\. Pt01:\u0026gt;0sed , .. Gibbs 1998-99 1999-00 Stipends $835 Other Objects Indirect Costs $87,302 $96,412 Vocational $0 $0 Athletics $0 $0 Gifted Programs $78 $83 Plant Services $1,218 $1,229 Readin\u0026lt;:J $41 $41 Science $0 $0 Enqlish $122 $123 Special Education $325 $328 xxxxxx xxxxxx Total Line Items $89,919 $98,217 Per Pupil Cost 1998-99 1999-00 ,, 3rd Qtr ADM or Proj 324.80 312.54 Total Costs $2,066,488 $2,069,755 Per Pupil Cost $6,362 $6,622 1999-00 BUDGET PROPOSAL(DRAFT1) 98-99 98-99 99-00 99-00 Williams Magnet School F,T.E. Proposed F.T.E. Proposed CERTIFIED 01 Principal 1.0 $72,7]0 1.0 $76,409 STAFF 02 Asst. Pnn 1 0 $47,761 1.0 $50,149 03 Specialists 5.0 $223,133 5.0 $234,290 04 Counselors 1.4 $57,763 1.4 $60,651 05 Media Spec 1.0 $36,985 1.0 $38,834 06 Art-Perf./Prod 0.0 $0 0.0 $0 07 Music 0.0 $0 0.0 $0 08 Foreign Lang 0.0 $0 0.0 $0 09 Vocational 0.0 $0 0.0 $0 10 Special Education 1 1 $50,456 1.1 $52,979 11 Gifted 2.0 $89,246 2.0 $93,708 12 Classroom 20.0 $807,642 20.0 $848,024 13 Substitutes 0.0 $20,000 0.0 $20,000 14 Other-Kinderqarten 3.0 $138,931 3.0 $145,878 TOTAL CERTIFIED SALARY 35.5 $1,544,686 35.5 $1 ,620,921 SUPPORT 15 Secretaries 2.6 $53,584 2.6 $56,263 STAFF 16 Nurses 1.0 $44,854 1.0 $47,097 17 Custodians 4.0 $55,662 4.0 $58,445 18 Information Services 0.2 $8,273 0.2 $8,687 19 Para professionals-Other 0.0 $0 0.0 $0 20 Other-Aides 9.fl $62,177 9.0 $65,286 21 Fringe Benefits(20) $472,966 , ... $616,335 TOTAL SUPPORT SALARY 16.8 $697,515 16.8 $852,113 TOTAL (10-20) $2,242,201 )0()()()000( $2,473,034 PURCHASED 22 Util1t1es xxxxxxxx $50,168 )()(X)OO(X)( $50,168 SERVICES 23 Travel $3,500 $3,000 (30) 24 Maintenance Agreements 25 Other $6,329 .X\u0026gt;\u0026lt;Xl\u0026lt;X\u0026gt;O\u0026lt;i\u0026lt; $5,100 TOTAL (30) $59,997 X\u0026gt;OOOO(X)( $58,268 MATERIALS, 26 Principal's Office -~ SUPPLIES 27 Regular Classroom $62,608 )OOO()()()Q( $68,176 (40) 28 Media $5,000 $5,000 29 Other  $2,500 $2,500 TOTAL (40) A, $70,108 $75,676 CAPITAL 30 Equipment - $34,400 $55,678 OUTLAY 31 Bu1ldinq Repair, etc (50) 32 Other $0 XXiO\u0026lt;X\u0026gt;6a\u0026lt; TOTAL (50) $34,400 ~ $55,678 OTHER 33 Dues and Fees - $3,900 $1 ,800 (60) 34 Other TOTAL (60) $3,900 ... . $1,800 TOTAL (30-60) $168,405 )0()()000()( $191,422 TOTAL (10-\u0026amp;0) 52.3 $2,410,606 52.3 $2,664,456 TOTAL LINE ITEMS - (SECOND PAGE) $146,494 $158,460 GRANO TOTAL xxxxxx $2,557,100 xxxxxx :,,,x,,,,.,,:_ . .$2~822\n916. Line Item Costs - Proposed Prooosed Williams ., 1998-99 1999--00 Stipends $8,358 $11,200 Other Objects Indirect Costs $135,373 $144,569 Vocational $0 $0 Athletics $0 $0 Gifted Proqrams $120 $124 Plant Services $1,888 $1,833 Reading $63 $61 Science $0 $0 EnQlish $189 $183 Special Education $503 $489 xxxxxx xxxxxx T.otal Line Items $146,494 $158,460 Per Pupil Cost 1998-99 1998-100 3rd Qtr. ADM or ProJ. 486.93 468.65 Total Costs $2,557,100 $2,822,916 Per Pupil Cost $5,251 $6,024 '1999-00 BUDGET PROPOSAL(DRAFT 1) 98-99 98-99 99-00 99-00 Mann Macinet School F.T.E. Propos~ F.T.E. Proposed CERTIFIED 01 Principal 1.0 $67,313 1.0 $70,679 STAFF 02 Asst Pnn. 3.0 $150,847 3.0 $158,389 03 Specialists 3.6 $137,303 3.6 $144,168 04 Counselors - 3.0 $138,1 40 3.0 $145,047 05 Media Spec. 1.0 $49,770 1.0 $52,259 06 Art-Perf./Prod 0.0 $0 0.0 $0 07 Music 0.0 $0 0.0 $0 08 Fore1qn Lanq. 0.0 $0 0.0 $0 09 Vocational 5.6 $161,424 5.6 $169,495 10 Special Education 1.3 $44,557 1.3 $46,785 11 Gifted 0.0 $0 0.0 $0 12 Classroom 47.8 $1,736,395 47.8 $1,823,215 13 Substitutes 00 $30,000 0.0 $30,000 14 Other-Kindergarten 0.0 $0 0.0 $0 TOTAL CERTIFIED SALARY 66.3 $2,515,749 66.3 $2,640,036 SUPPORT 15 Secretaries 5.0 $111 ,209 5.0 $116,769 STAFF 16 Nurses 1.0 $38,901 1.0 $40,846 17 Custodians 6.0 $87,118 6.0 $91,474 18 Information Services 0.2 $8,273 0.2 $8,687 19 Para professionals-Other 1.0 $25,957 1.0 $27,255 20 Other-Aides 211 $46,059 2.4 $48,362 21 Fringe Benefits(20)  $738,034 $981,276 TOTAL SUPPORT SALARY 15.6 $1,055,550 15.6 $1,314,669 TOTAL (10-20) ... $3,571,299 $3,954,706 PURCHASED 22 Ut1l1tles $158,629 $158,629 SERVICES 23 Travel $7,000\n()O(XJ()(X)( $4,500 (30) 24 Maintenance Aqreements $0 XXX\u0026gt;OO\u0026lt;XX $0 25 Other $58,878 $30,779 TOTAL (30) $224,507 ~ $193,908 MATERIALS, 26 Pnnc1pal's Office $0 'lOOOOO\u0026lt;)()( SUPPLIES 27 Regular Classroom $119,615 $121,350 (40) 28 Media $10,550 X)()()(X)()()( $10,600 29 Other $5,000 XlOOOOOO( $5,000 TOTAL (40) $135,165 $136,950 CAPITAL 30 Equipment $16,450 ')()\u0026lt;X)()()(X)( $71,576 OUTLAY 31 Building Repair, etc. $0 XX\u0026gt;OOOOO\u0026lt; (50) 32 Other TOTAL (50) $16,450 $71,576 OTHER 33 Dues and Fees $4,000 $3,500 (60) 34 Other TOTAL (60) $4,000 $3,500 TOTAL (30-60) $380,122 $405,934 TOTAL (10-60) 81 .9 $3,951,421 81 .9 $4,360,640 TOTAL LINE ITEMS - (SECOND PAGE) .. $286,111 $316,739 GRAND TOTAL xx.xxxx $4,237,$32 ' X\u0026gt;Oi:XXX: : .:\n::::::::::::::\n:- $4\n677\n376 line Item Costs - Proposed Proposed Mann 1998-99 1999-00 Stipends $1,672 $9,100 Other Objects Indirect Costs $248,150 $274,494 Vocational $15,480 $14,014 Athletics $15,964 $14,452 Gifted Proqrams $0 $0 Plant Services $3,461 $3,342 Readinq $115 $111 Science $0 $0 Enql1sh $346 $334 Special Education $923 $891 xxxxxx xxxxxx Total Line Items $286,111 $316,739 Per Pupil Cost 1998-99 199!}.-00 3rd Qtr. ADM or Proi. 889.83 889.83 Total Costs $4,237,532 $4,677,378 Per Pupil Cost .. , $4,76.Z $5,256 1999..00 BUDGET PROPOSAL(DRAFT1) Parkview Maqnet School . 98-99 F.T.E. CERTIFIED 01 Principal 1.0 3.0 9.8 $72,429 1.0 $76,050 STAFF 02 Asst. Prin. $181,289 3.0 $190,353 03 04 05 06 07 08 09 10 11 12 13 14 SUPPORT 15 STAFF 16 17 18 19 20 21 PURCHASED 22 SERVICES 23 (30) 24 25 MATERIALS, 26 SUPPLIES 27 (40) 28 29 CAPITAL 30 OUTLAY 31 (50) 32 OTHER 33 (60) 34 TOTAL LINE ITEMS Specialists Counselors 3.0 Media Spec. 1.0 Art-Perf./Prod . 0.0 Music 0.0 Foreign Lang. 0.0 Vocational 7.0 Special Education 2.0 Gifted 0.0 Classroom 40.6 Substitutes 0.0 Other-Kinderqarten 0.0 TOTAL CERTIFIED SALARY 67.4 Secretaries 6.0 Nurses 0.6 Custodians 8.0 Information Services 0.2 Para professionals-Other 5.0 Other-Aides 2D Fringe Benefits(20) 1x,o  oc  xxxxt TOTAL SUPPORT SALARY 21.8 Utilities Travel TOTAL (10-20) Maintenance Aqreements Other TOTAL (30) Principal's Office Regular Classroom Media Other TOTAL (40) Equipment Buildinq Repair, etc. Other TOTAL (50) Dues and Fees Other ~ ~~ --:--.- .:.:. $373,632 9.8 $392,313 $158,064 3.0 $165,967 $40,866 1.0 $42,909 $0 0.0 $0 $0 0.0 $0 $0 0.0 $0 $201,089 7.0 $211,143 $70,559 2.0 $74,087 $0 0.0 $0 $1,811,547 54.6 $2,395,840 $25,000 0.0 $25,000 $0 0.0 $0 $2,934,474 81.4 $3,573,663 $145,036 6.0 $152,288 $19,250 0.6 $20,213 $132,253 8.0 $138,866 $8,273 $147,795 $39,149 $887,018 $1,378,773 $4,313,247 $202,702 $7,000 $0 $41,480 $251,182 $500 $159,080 $8,200 $8,000 $175,780 $63,944 0.2 5.0 2.0 21.8 .~ ~ ~ $63,944 ~ $4,000 ..... .. ..... ,. ........ . $8,687 $155,185 $41,106 $1,323,531 $1,839,875 $5,413,538 $202,702 $9,450 $0 $20,100 $232,252 $650 $185,150 $12,000 $8,000 $205,800 $311,744 $311,744 $8,150 TOTAL (60) ~\n.. $4,000 ~ $8,150 TOTAL (30-60) -vvvv $494,906 $757,946 TOTAL (10-60) 89.2 $4,808,154 103.2 $6,171,484 (SECOND PAGE) $307,353 ~ $415,195 \u0026lt; GRANDT.OTAL\\ t xxi\u0026amp;x\nc t $s\nnsfsg7 x#ttK  tih'S~\ning Line Item Costs - '\"' Proposed ,,,.\" \" Pro nosed ,,, Parkvlew 1998-99 1999-00 Stipends . $3,805 $5,400 Other Objects Indirect Costs $264,821 $367,257 Vocational $16,520 $17,986 Athletics $17,036 $18,548 Gifted Prograrps $0 $0 Plant Services $3,693 $4,289 Reading $123 $143 Science $0 $0 English $369 $429 Special Education $985 $1 ,144 )0()()()()( )0()()()()( Total Line Items $307,353 $415,195 Per Pupil Cost 1998-99 1999-00 3rd Qtr. ADM or Proi. 981.54 1,190.54 Total Costs $5,115,507 $6,586,679 Per Pupil Cost $5,212 :.. \\ ,\u0026gt; $5,5.33 , IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION 0v0 r t .5 1j('\n/t',/r',f LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * vs. * No. LR-C-82-866 * PULASKI COUNTY SPECIAL SCHOOL * DISTRICT NO. 1, et al., * Defendants, * * MRS. LORENE JOSHUA, et al., * EC 0 Intervenors, * * oc KATHERINE KNIGHT, et al., * Intervenors. * ORDER Before the Court is the request of the Magnet Review Committee (\"MRC\") for approval of the interdistrict magnet schools' final budget for the 1998-1999 school year. The MRC communicated the final budget to the Court in a letter dated June 30, 1999 (attached). The letter also contains a proposed budget for the 1999-2000 school year\nhowever, the Court will address the proposed budget in a separate Order. The Court will allow the parties to and including 10 days from entry of this Order to object to MRC's final budget for 1998-1999. Should no objections be filed within the time allowed, the Court will enter an Order approving the budget. _./h- IT IS SO ORDERED THIS / :J DAY OF OCTOBER, 1999 CHIEF JUDGE UNITED STATES DISTRICT COURT fHIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPUAN1i:~m 58 AND/OR 79(a) FRCP e\u0026gt;H I I..:\n/  ev rt:::: Magnet Review Committee 1920 North Main Street, Suite 1 01  North Little Rock, Arkansas 72114 (501) 758-0156 {Phone}  (501) 758-5366 {Fax}  magnet@magnetschool.com {E-mail} June 30, 1999 The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 7220 l Dear Judge Wright: At its June 22, 1999 special-called meeting, the Magnet Review Committee, by formal motion and 4-0 vote (North Little Rock and Joshua lntervenors representatives were not present), approved the interdistrict magnet schools' actual budget for the six original magnet schools for the 1998-99 school year (Draft l ). FINAL 1998-99 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET: The total amount budgeted, $20,146,910, is based on a per pupil expenditure of $5,127 .00, calculated from an average third-quarter enrollment of 3,929.86 students. This budget reflects an increase of $473.00 per student over the 1997-98 budget, with the third year of the five-year proposed program improvement plan included. This final 1998-99 budget reflects actual figures and takes into account the variables (teacher retirement and health insurance changes) that were uncertain when the proposed budget was submitted in June, 1998. As you know, in correspondence dated May 7, 1999, the Magnet Review Committee requested a change in the magnet school grade configurations beginning with the 1999- 2000 school year. As described in that May 7, 1999 letter, the changes result in an additional 132 magnet school seats. At its June 22, 1999 meeting, the Magnet Review Committee approved the proposed budget for the 1999-2000 school year for the six original magnet schools which reflected costs associated with the additional seats (Draft l ). PROPOSED 1999-2000 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET: The total proposed budget for the 1999-2000 school year is $22,941,363, which results in a per-pupil expenditure of $5,648 and an increase of $521.00 per student over the 1998-99 actual budget. Salary negotiations are in progress, and it should be noted that these negotiations may have an impact on the 1999-2000 proposed budget. It is the intention of the Magnet Review Committee, therefore, to submit this budget with the recognition that some flexibility may be necessary. The Magnet Review Committee respectfully requests the Court's review and approval of the 1998-99 finalized budget, as well as the proposed 1999-2000 budget, both attached herewith. \"Pursue the Possibilities of Magnet School Enrollment\" The Honorable Susan Webber Wright -2- June 30, 1999 The Magnet Review Committee is committed to maintaining the existing quality of the original magnet schools. We will continue to work with the host district as we exercise stringent oversight of the magnet schools' budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sincerely, ~ Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl Attachments - Actual 1998-99 Original Magnet Schools Budget (Draft l) Proposed 1999-2000 Original Magnet Schools Budget (Draft l) cc: Ann Brown, Federal Monitor - Office of Desegregation Monitoring u.fo'61rn1~ QRT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS AUG 2 3 2000 WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. * * * * * * * * * No. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL., Defendants, MRS. LORENE JOSHUA, ET AL., Intervenors, KATHERINE KNIGHT, ET AL., Intervenors. * * * * * ORDER EC IVED AUG 2 5 2000 of SES~S.fflUllr MiJNlTIJRIN! Before the Court is the request of the Magnet Review Committee (\"MRC\") for approval of the interdistrict magnet schools' final budget for the 1999-2000 school year, The MRC communicated the final budget to the Court in a letter dated July 28, 2000 (attached). The letter also contains a proposed budget for the 2000-2001 school year\nhowever, the Court will address the proposed budget in a separate Order. The Court will allow the parties to and including 10 days from the date of entry of this Order to object to the MR.C's final budget for 1999-2000. Should no objections be filed within the time allowed, the Court will enter an Order :,roving the budget. IT IS SO ORDERED this ).,.3 day of August 2000. ~~1 CHIEF JUDG UNITED STATES DISTRICT COURT rHIS DOCUMENT ENTERED ON DOCKET SHEET LN COMPLIANCE Wl~ULE 58 AND/OR 79(8) FRCP 0N ~-,?. 00 BY rt:: - : Magnet Review Committee 1920 North Main Street, Suite 101  North Little Rock, Arkansas 72114 (501) 758-0156 {Phone}  (501) 758-5366 {Fax}  magnet@magnetschool.com {E-mail} July 28, 2000 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: At its July 14, 2000 special-called meeting, the Magnet Review Committee, by formal motion and 5-0 vote (the Pulaski County Special School District representative was not present but later voted the District's approval via telephone), approved the interdistrict magnet schools' actual budget for the six original magnet schools for the 1999-2000 school year (Draft 1). FINAL 1999-2000 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET The total amount budgeted, $21,351,086, is based on a per-pupil expenditure of $5,597.00, calculated from an average third-quarter enrollment of3,814.79 . students. This budget reflects an increase of$470.00 per student over the 1998-99 budget, with the fourth year of the five-year proposed program improvement plan included. This final 1999-2000 budget reflects actual figures and takes into account the variables (teacher retirement and health insurance changes) that were uncertain when the proposed budget was submitted in June, 1999. This final budget also reflects costs associated with the additional seats which were added during the Little Rock School District's grade configurations, commencing with the 1999-2000 school year. At its special-called meeting on July 27, 2000, the Magnet Review Committee unanimously approved the proposed budget for the six original Stipulation magnet schools for the 2000-2001 school year. PROPOSED 2000-2001 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET The total proposed budget for the 2000-2001 school year is $22,500,211, which results in a per-pupil expenditure of $5,898.00 and an increase of $301.00 over the 1999-2000 actual budget. Salary negotiations are in progress, and it should be noted that these negotiations may have an impact on the 2000-2001 proposed budget. It is the intention of the Magnet Review Committee, therefore, to submit this budget with the recognition that some :flexibility may be necessary. \"Pursue the Possibilities of Magnet School Enrollment\" The Honorable Susan Webber Wright -2- July 28, 2000 The Magnet Review Committee respectfully requests the Court's review and approval of the 1999-2000 :finalized budget, as well as the proposed 2000-2001 budget\nboth attached herewith. - The Magnet Review Committee is committed to maintaining the existing quality of the original magnet-schools. We will continue to work with the host district as we exercise stringent oversight of the magnet schools' budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sincerely, J~ fkd'dd,/ Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl Attachments: Actual 1999-2000 Original Magnet Schools Budget (Draft 1) Proposed 2000-2001 Original Magnet Schools Budget (Draft 1) cc: Ann Brown, Federal Monitor - Office of Desegregation Monitoring ~0~fBUD~l\n[:PROPOAt.([)Rl\n.fJJh, UI{\\ , 99-0(F ,. :,\n:':'99--00\u0026gt; ,, :, ., OO\"(W,, \u0026lt;\u0026lt;\u0026gt;00-01, ,: /: SUMMARY'FOR)~AGNETSCHOcits':)(:, \u0026lt; , .. ::: F\nT,E!' . :  . Actual\u0026lt;\n: UF . T\nE/ \u0026lt;HP.r.oposetLY CERTIFIED 01 Principal 6.0 $423,711 6.0 $441 ,017 STAFF 02 Asst. Prin. 10.0 $540,287 10.0 $572,704 SUPPORT STAFF 03 Soecialists 04 Counselors 05 Media Soec. 06 Art-Perf./Prod. 07 Music 08 Foreion Lang. 09 Vocational 10 Special Education 11 Gifted 12 Classroom 13 Substitutes 14 Other-Kindergarten TOTAL CERTIFIED SALARY 15 Secretaries 16 Nurses 17 Custodians 18 Information Services 19 Paraprofessionals-Other 20 Other-Aides 21 Fringe Benefits(20 TOTAL SUPPORT SALARY TOTAL (10-20) 40.2 $1 ,638,478 40.2 $1,736,787 13.4 $592,038 13.4 $627,561 6.5 $288,210 6.5 $305,502 1.0 $35,443 1.0 $37,570 0.0 $0 0.0 $0 0.0 $0 0.0 $0 7.6 $349,156 7.6 $370,106 9.2 $340,504 9.2 $360,934 5.4 $227,711 5.4 $241 ,374 190.8 $7,180,546 188.8 $7,611 ,379 0.0 $196,924 0.0 $206,000 15.0 $621 ,745 16.0 $659,050 305.1 $12,434,753 304.1 $13,169,982 20.4 $517,493 21.4 $568,543 6.0 $223,684 6.0 $237,105 30.0 $431 ,533 30.0 $457,425 1.0 $51 ,156 1.0 $54,225 6.0 $165,698 6.0 $175,640 35.0 $405,160 35 .0 $429,470 XXXXJ(Jd:\\ $3,599,572 ~ ' $4,022,814 98.4 $5,394,297 99 .4 $5,945,223 XJ\u0026lt;io:XJO( $17,829,050 ~  $19,115,205 PURCHASED 1-22-+U~t_ili_tie_s_ _______r .-~~\"-~'-':-~:: ___$ ~4~5_4~,3~6~8~lO O-~O-O-~O-OC_X:~: t--__$ ~4~8~5,~0~6--:-10 SERVICES 23 Travel xxx:xxxx $29,937 iOOoooO\u0026lt;Jt, $41,450 (30) 24 Maintenance Aqreements xxxxxio( $0 iooooocxx\n$0 25 Other XXJ()(XXX $393,895 ~  $187,123 TOTAL (30) ~  $878,200 ~  $713,633 MATERIALS, t--26--t-P_r_in_c~ip_a_l's_O_ffi_1c_e_ ____t -xxx:_ xxx - x _--1 __- ,-_$_4_1_9-.._:. ,:_.-~-.,.....,.....:, r------:---$_1,7 _5___,0 SUPPLIES 27 Regular Classroom XX)00()(\n( ' $632,772 ~ : $503,452 (40) 28 Media ~  $45,163 ~  $46,900 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~  $25,424 XXJ.ixiioo( $20,797 TOTAL (40) xxxxxxi $703,778 ~  $572,899 30 Equipment ~ $369,502 XlOOOOOCX $452,387 31 Building Repair, etc. XXJQ.O(XX: $0 ~  $0 32 Other TOTAL (50) xioooo\u0026amp; $369,502 ~  $452,387 33 Dues and Fees ~  $33,474 ~  $17,500 34 Other TOTAL (60) ~  $33,474 ~  $17,500 TOTAL (30-60) xxioooo:\\ $1,984,954 ~  $1,756,419 TOTAL (10-60) 403.5 $19,814,003 403.5 $20,871,625 TOTAL LINE ITEMS- (SECOND PAGE) ~  $1,537,083 ~ \\ $1 ,628,587 tine 11emc\u0026amp;ts:}it/:: .\n::\n::i::: \u0026lt;Aclua1\u0026gt;tt: P.i#iioiiiiich/ summarvi:c::::,:, :::.::, 1999-00 2000-01 Stipends $21 ,871 $37,400 Other Objects $0 $0 Indirect Costs $1 ,411 ,708 $1,487,687 Vocational $32,000 $32,000 Athletics $33,000 $33,000 Gifted Proarams $504 $500 Plant Services $32,000 $32,000 Reading $500 $500 Science $0 $0 English $1,500 $1,500 Special Education $4,000 $4,000 $0 $0 xxxxxx $0 $0 xxxxxx $0 $0 Total Line Items $1,537,083 $1 ,628,587 Per.PupifCosL \u0026lt;\u0026gt;:c ::: \u0026gt; 1999:-D0\u0026lt;\u0026gt; \u0026lt;::::iooo\not/\u0026gt; 3rd Qtr. ADM or Proi. 3,814.79 3,814.79 Total Costs $21,351,086 $22,500,211 Pei Pupil CosC\u0026gt;\u0026lt;::: k \\ : $5,591:: /////$5\n898: CERTIFIED 01 Principal 1.0 $69,272 1.0 $ 73,428 STAFF 02 Asst. Prin. 1.0 03 Specialists 7.0 04 Counselors 2.0 05 Media Spec. 1.0 06 Art-Perf./Prod. 1.0 07 Music 08 Foreign Lang. 09 Vocational 10 Special Education 1.3 11 Gifted 1.0 12 Classroom 32.6 13 Substitutes 14 Other-Kindergarten 4.0 TOTAL CERTIFIED SALARY 51 .9 SUPPORT 15 Secretaries 2.0 STAFF 16 Nurses 1.0 17 Custodians 4.0 18 Information Services 0.2 19 Paraprofessionals-Other 20 Other-Aides 7.0 21 Fringe Benefits(20) XXXJOO\u0026lt;X: TOTAL SUPPORT SALARY 14.2 TOTAL (10-20) XXXlOOOC PURCHASED 22 Utilities XXloo\u0026lt;XX. SERVICES 23 Travel xxfuxx: (30) 24 Maintenance Agreements 25 Other )OO(XXXX TOTAL(30) xxxxxxx. MATERIALS, 26 Principal's Office XXXXXXXi. SUPPLIES 27 Regular Classroom (40) 28 Media xxxxxxx 29 Other . TOTAL (40) ~ . CAPITAL 30 Eauioment OUTLAY 31 Buildina Reoair, etc. ~ . (50) 32 Other ~  TOTAU50) OTHER 33 Dues and Fees (60) 34 Other ~ . TOTAL (60) TOTAL (30-60) xiifuxi' TOTAL (10-60) 66.1 TOTAL LINE ITEMS - (SECOND PAGE) $56,669 $293,910 $87,214 $47,376 $35,443 $0 $0 $0 $62,744 $43,999 $1 ,165,224 $18,609 $171 ,635 $2,052,095 $34,286 $37,591 $57,275 8,528 $0 $93,153 $603,562 $834,396 1.0 $ 60,069 7.0 $ 311 ,544 2.0 $ 92,446 1.0 $ 50,219 1.0 $ 37,570 $0 $0 $0 1.3 $ 66,509 1.0 $ 46,639 31 .6 $ 1,235,137 $ 21 ,000 5.0 $ 181 ,933 51 .9 $2,176,495 2.0 $ 36,344 1.0 $ 39,846 4.0 $ 60,712 0.2 $ 9,039 $0 7.0 $ 98,743 xxxxxxx $648,855 14.2 $893,538 $2,886,491 ~  $3,070,033 $57,485 ~ : $61,400 $6,356 ~ : $10,000 $0 $16,038\ni:ioboocx $26,025 $79,879 XlOOO\u0026lt;l\u0026lt;X' $97,425 $ 0 :ioo6oocX  $0 $86,038 ~  $67,403 $6,572 xi\u0026lt;xiooci $7,000 $3,490 ~  $5,050 $96,101 ~ : $79,453 $86,476 ~ : $108,560 $0 ~  $0 $0 ~  $0 $86,476 ~ : $108,560 $6,258 ~  $2,500 $0 ~  $0 $6,258 ~  $2,500 $268,714 ~ : $287,938 $3,155,205 66.1 $3,357,971 $217,044 ~  $228,001 Stipends $9,891 $10,000 Other Objects $0 $0 Indirect Costs $201 ,576 $212,425 Vocational $0 $0 Athletics $0 $0 Gifted Programs $151 $151 Plant Services $4,569 $4,569 Reading $71 $71 Science $0 $0 English $214 $214 Special Education $571 $571 xxxxxx xxxxxx Total Line Items $217,044 $228,001 i:iefPupiH::fo~F\u0026gt;\u0026lt;U,, ,:// ,c\\1'999:bit -  :c 2000\"01-Y\\ 3rd Qtr. ADM or Proj. 544.71 544.71 Total Costs $3,372,249 $3,585,972 -P~t:P.JP.tlicb~tiilill\\ll'. =\nii:=1\ni i!i!!li!!ii!$6it~1I\n\n!ili!i!ili!i!jii!~ l583! CERTIFIED 01 Principal 1.0 $65,840 1.0 $ 69,790 STAFF 02 Asst. Prin. 1.0 $51 ,989 1.0 $ 55,108 03 Specialists 8.0 $314,459 8.0 $ 333,327 04 Counselors 2.0 $72,367 2.0 $ 76,709 05 Media Spec. 1.5 $61 ,802 1.5 $ 65,510 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreign Lang. $0 $0 09 Vocational $0 $0 10 Special Education 1.5 $38,627 1.5 $ 40, 11 Gifted 1.4 $56,496 1.4 $ 59, 12 Classroom 21 .3 $683,203 21.3 $ 724, 13 Substitutes $28,558 $ 30, 14 Other-Kindergarten 5.0 $185,552 5.0 $ 196, TOTAL CERTIFIED SALARY 42.7 $1 ,558,893 42.7 $1 ,652, SUPPORT 15 Secretaries 3.0 $61,721 3.0 $ 65, STAFF 16 Nurses 1.0 $36,340 1.0 $ 38, 17 Custodians 4.0 $55,669 4.0 $ 59, 18 Information Services 0.2 8,528 0.2 $ 9, 19 Paraprofessionals-Other $0 20 Other-Aides 11 .0 $107,386 11 .0 $ 113,829 21 Fringe Benefits(20) )()(J(XX)(j(: $479,870 XXJOOOO:. $ 542,901 TOTAL SUPPORT SALARY 19.2 $749,514 19.2 $828,724 TOTAL (10-20) ~  $2,308,407 ~  $2,480,879 PURCHASED 22 Utilities XXXlQOG( $49,101 X\u0026gt;OOQ()(X . $52,300 SERVICES 23 Travel )(){)OO(J(X'. $5, 151 ~ $12,000 (30) 24 Maintenance Agreements 25 Other ~ - $14,934 ~  $13,055 TOTAL (30) XXlOO\u0026lt;)(X. $69,186 ~ - $77,355 MATERIALS, 26 Principal's Office XXl\u0026lt;)(J(JcX $0 ~ : $0 SUPPLIES 27 Regular Classroom ~ - $118,231 ~ . $56,046 (40) 28 Media ~ $8,911 xioooooi: $9,500 29 Other ~ - $3,904 ~ : $3,000 TOTAL (40) ~ $131 ,046 ~ : $68,546 CAPITAL 30 Equipment ~ $49,822 ~ : $41,802 OUTLAY 31 Building Repair, etc. ~ $0 ~  $0 (50) 32 Other ~ $0 ~ . $0 TOTAL (50) ~ $49,822 ~ : $41,802 OTHER 33 Dues and Fees ~ - $5,154 ~  $2,000 (60) 34 Other TOTAL(60) ~  $5,154 ~  $2,000 TOTAL (30-60) ~ - $255,209 ~  $189,703 TOTAL (10-60) 61.9 $2,563,615 61.9 $2,670,582 TOTAL LINE ITEMS - (SECOND PAGE) ~  $205,684 ~  $223,951 Stipends $4,277 $12,000 Other Objects $0 $0 Indirect Costs $195,985 $206,533 Vocational $0 $0 Athletics $0 $0 Gifted Programs $147 $144 Plant Services $4,442 $4,442 Reading $69 $69 Science $0 $0 English $208 $208 Special Education $555 $555 xxxxxx xxxxxx Total Line Items $205,684 $223,951 Pe.r.PiJoilCosf' :// \u0026gt;\u0026lt;\u0026lt;i= /'' ::1999--00'\u0026gt;  =i ,21100:.-01= \u0026gt; 3rd Qtr. ADM or Proi. 529.60 529.60 Total Costs $2,769,300 $2,894,533 Per.Pupil Cost':==,==::'\n::==::/ 1:l:lc:::=j?$5\n21!t :=!:!: $.5A66:: :2DOOf~1B~l:l~E:FPRQPOS~(DMFH):.:,:H: Bibt9s~~nits2h\u0026amp;i/ /// J/HH :: :':c \u0026lt; .. CERTIFIED 01 Principal STAFF 02 Asst. Prin. 03 Specialists 04 Counselors 05 Media Spec. 06 Art-Perf./Prod. 07 Music 08 Foreion Lano. 09 Vocational 10 Special Education 11 Gifted 12 Classroom 13 Substitutes 14 Other-Kinderoarten TOTAL CERTIFIED SALARY SUPPORT 15 Secretaries STAFF 16 Nurses 17 Custodians 18 Information Services 19 Paraprofessionals-Other 20 Other-Aides 1.0 1.0 6.8 1.0 1.0 2.0 1.0 13.5 3.0 30.3 1.4 1.0 3.0 0.2 5.6 21 Fringe Benefits(20) ~  PURCHASED 22 SERVICES 23 (30) 24 25 MATERIALS, 26 SUPPLIES 27 (40) 28 29 CAPITAL 30 OUTLAY 31 (50) 32 OTHER 33 (60) 34 TOTAL SUPPORT SALARY 11.2 TOTAL (10-20) xxxxxxx Utilities Travel Maintenance Aoreements Other TOTAL (30) Principal's Office Reoular Classroom Media Other TOTAL (40) Eouipment Buildino Repair, etc. Other TOTAL (50) Dues and Fees Other TOTAL (60) TOTAL (30-60) TOTAL (10-60) xxxxxxx: ioooooo(: XXXXl(J(X. Xl\u0026lt;)()OO(X )Q()(JOOC( ~~ : ~ . ~ : ~ ~ - ~ : ~  ~ : 41.5 TOTAL LINE ITEMS- (SECOND PAGE) ~ : $64,456 1.0 $ 68,323 $46,301 1.0 $ 49,079 $239,142 6.8 $ 253,491 $48,372 1.0 $ 51,274 $49,380 1.0 $ 52,343 $0 $0 $0 $0 $0 $0 $0 $0 $78,541 2.0 $ 83,253 $36,021 1.0 $ 38,182 $501 ,102 13.5 $ 531,168 $13,155 $ 14,000 $126,118 3.0 $ 133,685 $1,202,588 30.3 $1 ,274,799 $29,738 1.4 $ 31,522 $33,314 1.0 $ 35,313 $46,030 3.0 $ 48,792 8,528 0.2 $ 9,039 $0 $0 $40,981 5.6 $ 43,440 $338,590 ~ : $392,172 $497,181 11 .2 $560,278 $1,699,769 xxxxxxx' $1,835,077 $27,159 :iooooo\u0026lt;x' $29,660 $4,646 ~ $5,000 $0 ~  $0 $10,739 ~ : $13,818 $42,544 ~ $48,478 $0 : $1,000 $46,173 ~  $40,000 $2,257 XXXXJOO(\n$3,500 $2,740 ~ : $334 $51,170 ~. $44,834 $19,503 ~ . $8,497 $0 : $0 $0 ~. $0 $19,503 $8,497 $6,977 ~  $1,000 $0 $0 $6,977 ~  $1,000 $120,194 xiooooci $102,809 $1,819,963 41.5 $1,937,886 $108,028 ~ $113,686  :/$.Hl~'M92 xxxxi\u0026amp; :::S2o!S1Ws.1~: 1999-00 2000-01 Stipends $0 $0 Other Obiects $0 $0 Indirect Costs $105,120 $110,777 Vocational $0 $0 Athletics $0 $0 Gifted Proorams $79 $79 Plant Services $2,383 $2,383 Readino $37 $37 Science $0 $0 Enolish $112 $112 Special Education $298 $298 xxxxxx JOO()()()( Total Line Items $108,028 $113,686 3rd Qtr. ADM or Proj. 284.06 284.06 Total Costs $1 ,927,992 $2,051 ,572  99~00  :///99\n00\u0026gt;\u0026gt;\u0026gt; oo.ofo :u,y::::oo~on:: F,T\nE\n' :CActtfal \u0026gt;: :: i F.tTTJ\n~ : H\u0026lt;Piciposed  CERTIFIED 01 Principal 1.0 $76,612 1.0 $ 81 ,209 STAFF 02 Asst. Prin. 1.0 $46,301 1.0 $ 49,079 03 Specialists 5.0 $221 ,426 5.0 $ 234,712 04 Counselors 1.4 $59,491 1.4 $ 63,060 05 Media Spec. 1.0 $39,266 1.0 $ 41,622 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreian Lana. $0 $0 09 Vocational $0 $0 10 Special Education 1.1 $39,102 1.1 $ 41,448 11 Gifted 2.0 $91 ,195 2.0 $ 96,667 12 Classroom 20.0 $782,571 20.0 $ 829,525 13 Substitutes $24,972 $ 14 Other-Kinderaarten 3.0 $138,440 3.0 $ TOTAL CERTIFIED SALARY 35.5 $1 ,519,376 35.5 $1 ,612,068 SUPPORT 15 Secretaries 3.0 $54,199 3.0 $ 57,451 STAFF 16 Nurses 1.0 $45,768 1.0 $ 48,514 17 Custodians 3.5 $53,048 3.5 $ 56,231 18 Information Services 0.2 8,528 0.2 $ 9,039 19 Paraprofessionals-Other $0 $0 20 Other-Aides 7.0 $40,613 7.0 $ 43,050 21 Fringe Benefits(20) xxio1:xxi( $422,858 ~ $490,313 TOTAL SUPPORT SALARY 14.7 $625,014 14.7 $704,598 TOTAL (10-20) XX)()(XXX. $2,144,389 XlOOOOtX $2,316,666 PURCHASED 22 Utilities xxxxxxx, $37,929 ~ $41,800 SERVICES 23 Travel mxxxx $1 ,037 ~  $3,000 (30) 24 Maintenance Aareements J00000(X $0 25 Other ~ : $19,220 ~ ' $15,080 TOTAL (30) xxxxxxx, $58,186 Xi\u0026lt;fux:x: $59,880 MATERIALS, 26 Principal's Office ~ . $0 SUPPLIES 27 Reaular Classroom xxxxxxx: $73,217 ~  $69,834 (40) 28 Media xxxxxxx' $5,210 ~  $4,600 29 Other X\u0026gt;ooooci:: $2,288 ~  $2,000 TOTAL (40) ~  $80,714 ~  $76,434 CAPITAL 30 Equipment $34,670 ~ : $79,151 OUTLAY 31 Building Reoair, etc. ~ ' $0 (50) 32 Other ~ : $0 TOTAL (50) ~  $34,670 ~  $79,151 OTHER 33 Dues and Fees ~ : $3,571 ~  $2,000 (60) 34 Other $0 TOTAL (60) ~ : $3,571 ~ ' $2,000 TOTAL (30-60) iooooixx. $177,140 ~  $217,465 TOTAL (10-60) 50.2 $2,321 ,530 50.2 $2,534,131 TOTAL LINE ITEMS - (SECOND PAGE) $173,772 ~ : $191,960 1999-00 2000-01 Stioends $868 $10,000 Other Objects $0 $0 Indirect Costs $168,249 $177,304 Vocational $0 $0 Athletics $0 $0 Gifted Programs $126 $126 Plant Services $3,814 $3,814 Reading $60 $60 Science $0 $0 English $179 $179 Special Education $477 $477 xxxxxx xxxxxx Total Line Items $173,772 $191,960 Par P1u:in cost 3rd Qtr. ADM or Proi. 454.65 454.65 Total Costs $2,495,301 $2,726,091 :2000.0:1- BUDGET PROPOSAL(DRAH rll ,:. )!!\n:99.00 : \u0026gt;\u0026gt;\u0026gt;:99\"00' -:::\n::: : : O.O~Ot: : \u0026gt;H\u0026gt;,OOOf :):: Man11\nMa(i11et Sc:lfool  :-  : . .    . .  i F.T.E\n:/ \u0026gt;Ac.tuar ,,,,. ?Fff\nE\u0026gt; I HiProi:\u0026gt;bs:ed \u0026lt;:C CERTIFIED 01 Principal 1.0 $72,883 1.0 $69,139 STAFF 02 Asst. Prin. 3.0 $155,693 3.0 $165,035 03 Specialists 3.6 $147,162 3.6 $155,991 04 Counselors 3.0 $139,798 3.0 $148,186 05 Media Soec. 1.0 $49,632 1.0 $52,610 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreion Lano. $0 $0 09 Vocational 2.6 $114 ,273 2.6 $121,130 10 Soecial Education 1.3 $60,168 1.3 $63,778 11 Gifted $0 $0 12 Classroom 49.8 $1 ,909 ,802 49.8 $2,024,390 13 Substitutes 0.0 $54,540 $55,000 14 Other-Kindergarten $0 $0 TOTAL CERTIFIED SALARY 65.3 $2,703,950 65.3 $2,855,258 SUPPORT 15 Secretaries 5.0 $112,644 5.0 $119,403 STAFF 16 Nurses 1.0 $38,794 1.0 $41 ,122 17 Custodians 6.0 $85,422 6.0 $90,547 18 Information Services 0.2 8,528 0.2 $9,039 19 Paraprofessionals-Other 1.0 $27,207 1.0 $28,839 20 Other-Aides 2.4 $51,843 2.4 $54,954 21 Fringe Benefits(20) xxxxxxx: $774,1 01 ~  $840,504 TOTAL SUPPORT SALARY 15.6 $1,098,538 15.6 $1 ,184,408 TOTAL (10-20) ioooOO\u0026lt;X: $3,802,489 xxxxxxx. $4,039,666 PURCHASED 22 Utilities J()(}()Q()(X, $130,844 xxxxxxx $136,400 SERVICES 23 Travel XXJOOO\u0026lt;x: $3,007 xxxxxxx: $2,000 (30) 24 Maintenance Agreements xxxxxxx $0 XlOOO()(X: $0 25 Other ~ : $105,688 ~  $59,840 TOTAL (30) ~ . $239,539 xxxxxxx: $198,240 MATERIALS, 26 Princioal's Office XXXXXXX $0 JOOOO\u0026lt;XX' $0 SUPPLIES 27 Reoular Classroom )()()OO(XX. $90,585 JOOCXXXX, $85,464 (40) 28 Media )00000()(\n: $10,204 :xxxxxxx: $10,300 29 Other ~  $4,631 ~  $4,000 TOTAL (40) ~ : $105,420 ~  $99,764 CAPITAL 30 Equipment xxxxxic( $71,107 ~  $99,348 OUTLAY 31 Building Repair, etc. ~ $0 ~  $0 (50) 32 Other ~ : $0 : $0 TOTAL (50) ~ $71,107 : $99,348 OTHER 33 Dues and Fees ~ $1,694 $2,000 (60) 34 Other ~ $0 xioooixx $0 TOTAL (60) xxxio.ixx $1,694 ~  $2,000 TOTAL (30-60) ~ - $417,760 ~ : $399,351 TOTAL (10-60) 80.9 $4,220,248 80.9 $4,439,018 TOTAL LINE ITEMS- (SECOND PAGE) ~ $349,225 ~ $365,228 ::\\:~RANbtOTALH:\n:..-  ioe(x)i\nJ(  (] :/ $4\n569')413  iilixit .... .-: -: :::::: } $i0Dili\n2'.45!: Stipends $820 $0 Other Objects $0 $0 Indirect Costs $312,565 $329,388 Vocational $13,502 $13,502 Athletics $13,924 $13,924 Gifted Programs $0 $0 Plant Services $7,085 $7,085 Reading $111 $111 $0 Em:ilish $332 $332 Special Education $886 $886 xxxxxx xxxxxx Total Line Items $349,225 $365,228 3rd Qtr. ADM or Proi. 844.63 844.63 Total Costs $4,569,473 $4,804,245 CERTIFIED 01 Principal 1.0 $74,648 1.0 $79,127 STAFF 02 Asst. Prin. 3.0 $183,334 3.0 $194,334 03 Specialists 9.8 $422,380 9.8 $447,723 04 Counselors 4.0 $184,797 4.0 $195,884 05 Media Spec. 1.0 $40,753 1.0 $43,199 06 Art-Perf./Prod. $0 $0 07 08 Foreign Lang. $0 $0 09 Vocational 5.0 $234,883 5.0 $248,976 10 Special Education 2.0 $61 ,322 2.0 $65,001 11 Gifted $0 $0 12 Classroom 53.6 $2,138,644 52.6 $2,266,963 13 Substitutes $57,090 $58,000 14 Other-Kindergarten $0 $0 TOTAL CERTIFIED SALARY 79.4 $3,397,851 78.4 $3,599,207 SUPPORT 15 Secretaries 6.0 $224,905 7.0 $258,399 STAFF 16 Nurses 1.0 $31,877 1.0 $33,790 17 Custodians 9.5 $134,089 9.5 $142,134 18 Information Services 0.2 8,517 0.2 $9,029 19 Paraprofessionals-Other 5.0 $138,492 5.0 $146,801 20 Other-Aides 2.0 $71,184 2.0 $75,455 21 Fringe Benefits(20) ~ $980,591 ~ $1,108,069 TOTAL SUPPORT SALARY 23.7 $1,589,654 24.7 $1,773,677 TOTAL (10-20) ~ $4,987,505 ~ $5,372,884 PURCHASED 22 Utilities $151,850 ~ $163,500 SERVICES 23 Travel $9,740 ~ $9,450 (30) 24 Maintenance Agreements $0 ~ $0 25 Other $227,275 ~ $59,305 TOTAL (30) $388,865 ~ $232,255 MATERIALS, 26 Principal's Office $419 ~ $750 SUPPLIES 27 Reoular Classroom $218,528 ~ $184,705 (40) 28 Media $12,009 ~ $12,000 29 Other ~ $8,371 ~ $6,413 TOTAL (40) $239,328 ~  $203,868 CAPITAL 30 Equipment $107,924 ~ $115,029 OUTLAY 31 Building Repair, etc. $0 ~  $0 (50) 32 Other $0 ~  $0 TOTAL/50) $107,924 ~  $115,029 OTHER 33 Dues and Fees $9,820 ~  $8,000 (60) 34 Other ~ $0 ~ $0 TOTAL/60) $9,820 ~  $8,000 TOTAL (30-60) $745,937 ~  $559,152 TOTAL (10-60) 103.1 $5,733,442 103.1 $5,932,036 TOTAL LINE ITEMS - (SECOND PAGE) ~ $483,329 ~  $505,761 1999-00 2000-01 Stioends $6,015 $5,400 Other Obiects $0 $0 Indirect Costs $428,213 $451,260 Vocational $18,498 $18,498 Athletics $19,076 $19,076 Gifted Proqrams $0 $0 Plant Services $9,707 $9,707 Readino $152 $152 Science $0 $0 Enolish $455 $455 Soecial Education $1 ,213 $1,213 xxxxxx xxxxxx Total Line Items $483,329 $505,761 PerJ),upifCosFi ,:\u0026lt; :)/i\u0026lt; \u0026lt;\u0026gt;'f9ll9\n.0lh / :2000~0:1\\\u0026gt;' 3rd Qtr. ADM or Proi. 1,157.14 1,157.14 Total Costs $6,216,771 $6,437,797 Pei,P.uofl,Cost:i,,,,,,\n::: .,,\u0026gt;=,=,',,=- :=:::),,:=:'\ni$5,37cS, :,:,:::,=,:::::=1$5~564i IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS AUG 23 2000 vs. * * * * * * * * * * * * * * No. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL., Defendants, MRS. LORENE JOSHUA, ET AL., Intervenors, KATHERINE KNIGHT, ET AL., Intervenors. IVE AUG 2 5 2000 ORDER Before the Court is the request of the Magnet Review Committee (''MRC\") for approval of the interdistrict magnet schools' final budget for the 1999-2000 school year, The MRC communicated the final budget to the Court in a letter dated July 28, 2000 ( attached). The letter also contains a proposed budget for the 2000-2001 school year\nhowever, the Court will address the proposed budget in a separate Order. The Court will allow the parties to and including 10 days from the date of entry of this Order to object to the MR.C's final budget for 1999-2000. Should no objections be filed within the time allowed, the Court will enter an Order :\nroving the budget. IT IS SO ORDERED this }..\n!\u0026gt; day of August 2000. Qtk.:2~'t:\nvr CHIEFruDG UNITED STATES DISTRICT COURT rHIS DOCUMENT ENTERED ON DOCKET SHEET lN GO.  M PUA.NCE W.l~.RULE 58 AND/OR 79(\u0026amp;) FRCP . QN___a.-:J: 0V BY \u0026gt;7'C: - _: Magnet Review Committee 1920 North Main Street, Suite 1 01  North Little Rock, Arkansas 72114 (501) 758-0156 {Phone}  (501) 758-5366 {Fax}  magnet@magnetschool.com {E-mail} July 28, 2000 The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: At its July 14, 2000 special-called meeting, the Magnet Review Committee, by formal motion and 5-0 vote (the Pulaski County Special School District representative was not present but later voted the District's approval via telephone), approved the interdistrict magnet schools' actual budget for the six original magnet schools for the 1999-2000 school year (Draft 1). FINAL 1999-2000 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET The total amount budgeted, $21,351,086, is based on a per-pupil expenditure of $5,597.00, calculated from an average third-quarter enrollment of3,814.79 students. This budget reflects an increase of$470.00 per student over the 1998-99 budget, with the fourth year of the five-year proposed program improvement plan included. This final 1999-2000 budget reflects actual figures and takes into account the variables (teacher retirement and health insurance changes) that were uncertain when the proposed budget was submitted in June, 1999. This final budget also reflects costs associated with the additional seats which were added during the Little Rock School District's grade configurations, commencing with the 1999-2000 school year. At its special-called meeting on July 27, 2000, the Magnet Review Committee unanimously approved the proposed budget for the six original Stipulation magnet schools for the 2000-2001 school year. PROPOSED 2000-2001 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET The total proposed budget for the 2000-2001 school year is $22,500,211, which results in a per-pupil expenditure of $5,898.00 and an increase of $301.00 over the 1999-2000 actual budget. Salary negotiations are in progress, and it should be noted that these negotiations may have an impact on the 2000-2001 proposed budget. It is the intention of the Magnet Review Committee, therefore, to submit this budget with the recognition that some flextbility may be necessary. \"Pursue the Possibilities of Magnet School Enrollment\" The Honorable Susan Webber Wright -2- July 28, 2000 The Magnet Review Committee respectfully requests the Court's review and approval of the 1999-2000 finalized budget, as well as the proposed 2000-2001 budget, both attached herewith. The Magnet Review Committee is committed to maintaining the existing quality of the original magnet schools. We will continue to work with the host district as we exercise stringent oversight of the magnet schools' budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sincerely, Jeufu, MdJl/ Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl Attachments: Actual 1999-2000 Original Magnet Schools Budget (Draft 1) Proposed 2000-2001 Original Magnet Schools Budget (Draft 1) cc: Ann Brown, Federal Monitor - Office of Desegregation Monitoring 2.00~01 BUDGE'i'PROPOSAt(ORAFt1F  :99'.\n.oo.H \\. //$.9\n.(JtV \u0026lt;  / 004\u0026gt;:f/ Y\u0026gt;  oo4H\\/ / sillMMARfr F-~ M.:isiijkif:ijfaicibilJ:/    / Fltlet un \u0026lt;Ac~1 \u0026lt; \u0026lt; Hfttl~\u0026gt; rmt~n~~~d.H\u0026gt; CERTIFIED 01 Principal 6.0 $423,711 6.0 $441,017 STAFF 02 Asst. Prin. 10.0 $540,287 10.0 $572,704 SUPPORT STAFF 03 Specialists 40.2 $1 ,638,478 40.2 $1 ,736,787 04 Counselors 13.4 $592,038 13.4 $627,561 05 Media Spec. 6.5 $288,210 6.5 $305,502 06 Art-Perf./Prod. 1.0 $35,443 1.0 $37,570 07 Music 0.0 $0 0.0 $0 08 Foreian Lana. 0.0 $0 0.0 $0 09 Vocational 7.6 $349,156 7.6 $370,106 10 Special Education 9.2 $340,504 9.2 $360,934 11 Gifted 5.4 $227,711 5.4 $241,374 12 Classroom 190.8 $7,180,546 188.8 $7,611,379 13 Substitutes 0.0 $196,924 0.0 $206,000 14 Other-Kinderaarten 15.0 $621 ,745 16.0 $659,050 TOTAL CERTIFIED SALARY 305.1 $12,434,753 304.1 $13,169,982 15 Secretaries 20.4 $517,493 21.4 $568,543 16 Nurses 6.0 $223,684 6.0 $237,105 17 Custodians 30.0 $431 ,533 30.0 $457,425 18 Information Services 1.0 $51 ,156 1.0 $54,225 19 Paraprofessionals-Other 6.0 $165,698 6.0 $175,640 20 Other-Aides 35.0 $405,160 35.0 $429,470 21 Fringe Benefits(20) ~ : $3,599,572 ~  $4,022,814 TOTAL SUPPORT SALARY 98.4 $5,394,297 99.4 $5,945,223 TOTAL (10-20) ~ : $17,829,050 ~  $19,115,205 PURCHASED ~2_2_u_t_ilit_ie_s_ _______~ XXJ~OO~O\u0026gt;O~C\u0026gt;~ ___$ ~4~5_4,3~_68--+ioo~oo~ocx~x~~ ---$~4_8_5,~0_60~ SERVICES 23 Travel ~ : $29,937 ~ ' $41,450 (30) 24 Maintenance Agreements ~  $0 ~  $0 MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 25 Other ~  $393,895 ~  $187,123 TOTAL (30) ~ : $878,200 ~ : $713,633 26 Principal's Office ~  $419 ~  $1 ,750 27 Reaular Classroom ii\u0026lt;\u0026gt;ooo\u0026lt;xx: $632,772 ~  $503,452 28 Media ~ $45,163 ~ . $46,900 29 Other ~  $25,424 ~  $20,797 TOTAL (40) xxxxxxx: $703,778 ~ : $572,899 30 Eauipment ~  $369,502 i\u0026amp;xxioo\u0026amp;: $452,387 31 Buildina Repair, etc. 32 Other TOTAL (50) ~ : $369,502  .--~  $452,387 33 Dues and Fees ~ - $33,474 ~ - $17,500 34 Other TOTAL (60) ~ \\ $33,474 ~ \\ $17,500 TOTAL (30-60) ~  $1,984,954 xxiooo.oof $1 ,756,419 TOTAL (10-60) 403.5 $19,814,003 403.5 $20,871 ,625 TOTAL LINE ITEMS- (SECOND PAGE) ~ ' $1,537,083 \u0026gt;OOOClOOOt. $1 ,628,587  :c:. GRAND:TOTAl.i: )YJ:: ~  ?/:$2f3$l\n08.6i ~ - ,\n:,$ZZi0\n~1:f= Uneue.m'osts~t\"\" 'itActi:Jal/'n' H:! Pr.oribsed'+ Summarv':''''\u0026lt;,,'' 1999-00 2000-01 Stipends $21 ,871 $37,400 Other Objects $0 $0 Indirect Costs $1,411 ,708 $1 ,487,687 Vocational $32,000 $32,000 Athletics $33,000 $33,000 Gifted ProQrams $504 $500 Plant Services $32,000 $32,000 ReadinQ $500 $500 Science $0 $0 EnQlish $1 ,500 $1,500 Special Education $4,000 $4,000 $0 $0 xxxxxx $0 $0 xxxxxx $0 $0 Total Line Items $1 ,537,083 $1 ,628,587 P.er:PuoilCosC 3rd Qtr. ADM or Proi. 3,814.79 3,814.79 Total Costs $21 ,351 ,086 $22,500,211 99~00\\ \u0026lt;\u0026gt;9$AAJ)Y/ \\ OOi-01: // 00~01/(/ J\\'T:!Ef \u0026gt; :i:AcWji:/:/: ::f .. \".t\n~/ HJ~foi:id.S'~d\\H CERTIFIED 01 Principal 1.0 $69,272 1.0 $ 73,428 STAFF 02 Asst. Prin. 03 Specialists 1.0 $56,669 1.0 $ 60,069 7.0 $293,910 7.0 $ 311,544 SUPPORT STAFF 04 Counselors 2.0 $87,214 2.0 $ 92,446 05 Media Spec. 1.0 $47,376 1.0 $ 50,219 06 Art-Perf./Prod. 1.0 $35,443 1.0 $ 37,570 07 Music $0 $0 08 Foreign Lang. $0 $0 09 Vocational $0 $0 10 Special Education 1.3 $62,744 1.3 $ 66,509 11 Gifted 1.0 $43,999 1.0 $ 46,639 12 Classroom 32.6 $1,165,224 31.6 $ 1,235,137 13 Substitutes $18,609 $ 21,000 14 Other-Kindergarten 4.0 $171,635 5.0 $ 181,933 TOTAL CERTIFIED SALARY 51.9 $2,052,095 51.9 $2,176,495 15 Secretaries 2.0 $34,286 2.0 $ 36,344 16 Nurses 1.0 $37,591 1.0 $ 39,846 17 Custodians 4.0 $57,275 4.0 $ 60,712 18 Information Services 0.2 8,528 0.2 $ 9,039 19 Paraprofessionals-Other $0 $0 20 Other-Aides 7.0 $93,153 7.0 $ 98,743 21 Frinoe Benefits(20) ~ - $603,562 xxiooixx. $648,855 TOTAL SUPPORT SALARY 14.2 $834,396 14.2 $893,538 TOTAL (10-20) ~  $2,886,491 ~ . $3,070,033 PURCHASED 22 Utilities ~ - $57,485 ~ ) $61,400 ------------+-------1-------+..,=..--'-+----......\n..----1 SERVICES (30) MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 23 Travel ~ . $6,356 ~  $10,000 24 Maintenance Agreements 25 Other ~ $16,038 X\u0026gt;Obcxxx $26,025 TOTAL(30l :ioo66clcX $79,879 ~ - $97,425 26 Principal's Office ~ $0 ~ : $0 27 Reoular Classroom ~  $86,038 ~  $67,403 28 Media ~ : $6,572 ~  $7,000 29 Other ioooCiO(Ji\n$3,490 ~ : $5,050 TOTAL/40) ~ : $96,101 ~ : $79,453 30 Eouipment ~ : $86,476 ~  $108,560 31 Buildino Repair, etc. 32 Other ~ $0 ~  $0 TOTAL(50) ~ $86 476 ~ ' $108,560 33 Dues and Fees ~ $6,258 ~ : $2,500 34 Other TOT AL (60 l lOOClOixi $6,258 ~ $2,500 TOTAL (30-60) ixxxxi $268,714 ~  $287,938 TOTAL (10-60) 66.1 $3,155,205 66.1 $3,357,971 TOTAL LINE ITEMS - (SECOND PAGE) XXiOoo\u0026lt;X $217,044 XXJOOC)(X $228,001 2000-01 Stipends $9,891 $10,000 Other Objects $0 $0 Indirect Costs $201 ,576 $212,425 Vocational $0 $0 Athletics $0 $0 Gifted Programs $151 $151 Plant Services $4,569 $4,569 Reading $71 $71 Science $0 $0 English $214 $214 Special Education $571 $571 )()()0()()( xxxxxx Total Line Items $217,044 $228,001 3rd Qtr. ADM or Proj. 544.71 544.71 Total Costs $3,372,249 $3,585,972\np~[F,i~piJ.:~~( :::::m: ::::::::::: it \\/HHn tn~1:: .:::n:'IHHJt,~58:J CERTIFIED 01 Princioal 1.0 $65,840 1.0 $ 69,790 STAFF 02 Asst. Prin. 03 Specialists 1.0 $51 ,989 1.0 $ 55,108 8.0 $314,459 8.0 $ 333,327 04 Counselors 2.0 $72,367 2.0 $ 76,709 05 Media Spec. 1.5 $61,802 1.5 $ 65,510 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreign Lang. $0 $0 09 Vocational $0 $0 10 Soecial Education 1.5 $38,627 1.5 $ 40,945 11 Gifted 1.4 $56,496 1.4 $ 59,886 12 Classroom 21 .3 $683,203 21 .3 $ 724,195 13 Substitutes $28,558 $ 30,000 14 Other-Kinderaarten 5.0 $185,552 5.0 $ 196,685 TOTAL CERTIFIED SALARY 42.7 $1,558,893 42.7 $1 ,652,155 SUPPORT 15 Secretaries 3.0 $61 ,721 3.0 $ 65,424 STAFF 16 Nurses 1.0 $36,340 1.0 $ 38,520 17 Custodians 4.0 $55,669 4.0 $ 59,009 18 Information Services 0.2 8,528 0.2 $ 9,039 19 Paraprofessionals-Other $0 $0 20 Other-Aides 11 .0 $107,386 11 .0 $ 113,829 21 Fringe Benefits(20) ~ - $479,870 ~ : $ 542,901 TOTAL SUPPORT SALARY 19.2 $749,514 19.2 $828,724 TOTAL (10-20) ~ - $2,308,407 ~  $2,480,879 PURCHASED 1-:-2~2+U_ t i'li_tie~s'---------r.iOOOO\u0026lt;J.'\u0026lt;~\"X~:~~,:. __~ $~4~9,~1~0~1~XJOO'O:O~::\u0026lt;~X~~~ r-----:$~5~2,~3~0-:-i0 SERVICES 23 Travel ~ $5,151 ~  $12,000 l---+-----------1-,.,.,.,.--....,-,----~-..,,,,,.,.,.,.,-,i----'----------i (30) 24 Maintenance Aareements ~ $0 ~ : $0 25 Other ~ $14,934 ~ : $13,055 TOTAL (30) ~ : $69,186 ~ . $77,355 MATERIALS, 1-:-26_ +P__ n _ n \"\"c-\"'io.c..a-cl's_O\n...\nff1i c\"\"\"e'------'l!'J00000,0...c,,... ,... . --\"'7\":~-::-:-$0.,:. -~+,,~,.,.~ .-~,r-----::-:--:---:-'-$-:-i0 SUPPLIES 27 ReaularClassroom ~ $118,231 ~ : $56,046 (40) 28 Media ~ $8,911 ~ - $9,500 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ - $3,904 ~ - $3,000 TOTAL (40) ~  $131 ,046 ~ : $68,546 30 Equipment XXXJOO\u0026lt;X $49,822 ~ - $41 ,802 31 Buildina Repair, etc. XiOOOOcX $0 ~ - $0 32 Other TOTAL (50) ~ $49,822 ~ $41 ,802 33 Dues and Fees ~ : $5,154 ~\n$2,000 34 Other TOTAL(60) ~ - $5,154 i.iooooooi:' $2,000 TOTAL (30-60) JOQOO(J(X $255,209 ~\n$189,703 TOTAL (10-60) 61 .9 $2,563,615 61 .9 $2,670,582 TOTAL LINE ITEMS- (SECOND PAGE) XlQQOOOC. $205,684 ~ . $223,951 :))f)GRA'NP.ffOTAt/iHYH ~ : )/?$2'1$9'\n300:C xx:idoo(:: :::t/:S2\nll94JS33, 1999-00 2000-01 Stipends $4,277 $12,000 Other Objects $0 $0 Indirect Costs $195,985 $206,533 Vocational $0 $0 Athletics $0 $0 Gifted Proqrams $147 $144 Plant Services $4,442 $4,442 Readinq $69 $69 Science $0 $0 Enqlish $208 $208 Special Education $555 $555 xxxxxx xxxxxx Total Line Items $205,684 $223,951 Pi#f~pifGo~( \u0026gt;\u0026gt; \u0026lt; \u0026lt; //h~!!$\n.plf \u0026lt;  / ~~\u0026lt;XHif HH 3rd Qtr. ADM or Proi. 529.60 529.60 Total Costs $2,769,300 $2,894,533 PetPplfo~e \u0026gt; nnts\n2~: \u0026gt; r:nssA:Gif / 99~00\\ Hi / 9~H)O// \u0026lt; ::00-0.t ?U\u0026gt;Uoo-Ok :t .. tl!\n/ n\u0026lt; { Ac.~jk H : ~.'j'\nE/ \u0026lt;\u0026lt;Prqi)o.S.'ed)/ CERTIFIED 01 Principal 1.0 $64,456 1.0 $ 68,323 STAFF 02 Asst. Prin. 1.0 $46,301 1.0 $ 49,079 03 Specialists 6.8 $239,142 6.8 $ 253,491 04 Counselors 1.0 $48,372 1.0 $ 51,274 05 Media Spec. 1.0 $49,380 1.0 $ 52,343 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreign Lang. $0 $0 09 Vocational $0 $0 10 Special Education 2.0 $78,541 2.0 $ 83,253 11 Gifted 1.0 $36,021 1.0 $ 38, 12 Classroom 13.5 $501,102 13.5 $ 531, 13 Substitutes $13,155 $ 14 Other-Kinderaarten 3.0 $126,118 3.0 $ TOTAL CERTIFIED SALARY 30.3 $1 ,202,588 30.3 $1 ,274,799 SUPPORT 15 Secretaries 1.4 $29,738 1.4 $ 31, STAFF 16 Nurses 1.0 $33,314 1.0 $ 35,313 17 Custodians 3.0 $46,030 3.0 $ 48, 18 Information Services 0.2 8,528 0.2 $ 9,039 19 Paraprofessionals-Other $0 $0 20 Other-Aides 5.6 $40,981 5.6 $ 43,440 21 Fringe Benefits(20) ~  $338,590 TOTAL SUPPORT SALARY 11 .2 $497,181 ~ 11 .2 $560,278 TOTAL (10-20) ~ - $1,699,769 ~ : $1 ,835,077 PURCHASED 22 Utilities ~  $27,159 ~  $29,660 SERVICES 23 Travel xxx:)i\u0026lt;lf $4,646 ~  $5,000 (30) 24 Maintenance Agreements ~ : $0 ~ ' $0 25 Other ~  $10,739 ~ : $13,818 TOTAL (30) ~  $42,544 ~ : $48,478 MATERIALS, i--\n.26\"-l-'P...\n.r.c..in\n..\n.c\"'\"ip\"\"\",al\n....\n's_O_ffi_1c_e ____ +XX)C\"') .\"O'..O ..(.- X--..-\n.:i_ ____ _._$0\"-\n1\n.c- .-'.~.. \".\n\" ..':... __- :$...\n.1.,:.0\n...\n..0-'--'0 SUPPLIES 27 Reaular Classroom ~ ' $46,173 ~  $40,000 (40) 28 Media mxxxx. $2,257 ~ : $3,500 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ - $2,740 ~ : $334 TOTAL (40) ~ $51 ,170 ~ : $44,834 30 Equipment ~ - $19,503 ~ : $8,497 31 Building Repair, etc. 32 Other ~ $0 ~ $0 TOTAL (50) ~ $19,503 ~ . $8,497 33 Dues and Fees ~ $6,977 ~ : $1,000 34 Other TOTAL(60) ~ $6,977 ~ : $1,000 TOTAL (30-60) ~ $120,194 ioOO\u0026amp;xx' $102,809 TOTAL (10-60) 41 .5 $1 ,819,963 41 .5 $1 ,937,886 TOTAL LINE ITEMS-(SECOND PAGE) ~ $108,028 ~ : $113,686 Stipends $0 $0 Other Objects $0 $0 Indirect Costs $105,120 $110,777 Vocational $0 $0 Gifted Programs $79 $79 Plant Services $2,383 $2,383 Reading $37 $37 Science $0 $0 English $112 $112 Special Education $298 $298 xxxxxx xxxxxx Total Line Items $108,028 $113,686 P~f ppil GP~ti  t~~i3.4iP :2Pt\u0026gt;(Hn.  3rd Qtr. ADM or Proi. 284.06 284.06 Total Costs $1 ,927,992 $2,051 ,572 CERTIFIED 01 Principal 1.0 $76,612 1.0 $ 1.0 $ 5.0 $ 81,209 49,079 234,712 STAFF 02 Asst. Prin. 1.0 $46,301 03 Specialists 5.0 $221,426 04 Counselors 1.4 $59,491 1.4 $ 63,060 05 Media Spec. 1.0 $39,266 1.0 $ 41,622 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreign Lana. $0 $0 09 Vocational $0 $0 10 Special Education 1.1 $39,102 1.1 $ 41,448 11 Gifted 2.0 $91,195 2.0 $ 96,667 12 Classroom 20.0 $782,571 20.0 $ 829,525 13 Substitutes $24,972 $ 28,000 14 Other-Kinderaarten 3.0 $138,440 3.0 $ 146,746 TOTAL CERTIFIED SALARY 35.5 $1 ,519,376 35.5 $1,612,068 SUPPORT 15 Secretaries 3.0 1.0 3.5 $54,199 $45,768 $53,048 3.0 $ 57,451 48,514 56,231 STAFF 16 Nurses 1.0 $ 17 Custodians 3.5 $ 18 Information Services 0.2 8,528 0.2 $ 19 Paraprofessionals-Other $0 20 Other-Aides 7.0 $40,613 7.0 $ 21 Fringe Benefits(20) ~  $422,858 %@i\u0026amp;f TOTAL SUPPORT SALARY 14.7 $625,014 14.7 $704,598 TOTAL (10-20) ~ : $2,144,389 ~  $2,316,666 PURCHASED i-\n.22\n....i..U~t_ili_tie~s_ _______+ XXlc~XXX~X~~:c ------'$_3_7,~9_29:-~-~+~~:~~)+---$~4_1~,8_0--t0 SERVICES 23 Travel ~ : $1,037 ~ ) $3,000 (30) 24 Maintenance AQreements ~ . $0 ~ : $0 MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 25 Other ~ : $19,220 ~  $15,080 TOTAL (30) ~ : $58,186 ~ : $59,880 26 Principal's Office 27 Reaular Classroom ~ : $73,217 ~ : $69,834 28 Media ~  $5,210 ~  $4,600 29 Other ~ : $2,288 ~  $2,000 TOTAL (40) ~ : $80,714 ~  $76,434 30 Equipment ~  $34,670 ~  $79,151 31 Building Repair, etc. 32 Other XXXlOO\u0026lt;X $0 ~ : $0 TOTAL (50) ~ . $34,670 ~\n$79,151 33 Dues and Fees ~ : $3,571 ~ : $2,000 34 Other TOTAL (60) ~ $3,571 ~  $2,000 TOTAL (30-60) ~ - $177,140 ~\n$217,465 TOTAL (10-60) 50.2 $2,321,530 50.2 $2,534,131 TOTALLINEITEMS-(SECONDPAGE) ::000000:: $173,772 ~\n$191,960 'GRA\"ND.!OTALil?/i:} xxxxxx :)i\\:$2(49$\n301 : ~ : ::$2JZM91  2000-01 Stipends $868 $10,000 Other Objects $0 $0 Indirect Costs $168,249 $177,304 Vocational $0 $0 Athletics $0 $0 Gifted Programs $126 $126 Plant Services $3,814 $3,814 Reading $60 $60 $0 English $179 $179 Special Education $4 77 $477 xxxxxx xxxxxx Total Line Items $173,772 $191 ,960 3rd Qtr. ADM or Proi. 454.65 454.65 Total Costs $2,495,301 $2,726,091 CERTIFIED 01 Principal 1.0 3.0 3.6 STAFF 02 Asst. Prin. 03 Soecialists 04 Counselors 3.0 05 Media Spec. 1.0 06 Art-Perf./Prod. 07 Music 08 Foreiqn Lanq. 09 Vocational 2.6 10 Special Education 1.3 11 Gifted 12 Classroom 49.8 13 Substitutes 0.0 14 Other-Kinderqarten TOTAL CERTIFIED SALARY 65.3 SUPPORT 15 Secretaries 5.0 STAFF 16 Nurses 1.0 17 Custodians 6.0 18 Information Services 0.2 19 Paraprofessionals-Other 1.0 20 Other-Aides 2.4 21 Fringe Benefits{20) ~\nTOTAL SUPPORT SALARY 15.6 TOTAL (10-20) ~ PURCHASED 22 Utilities ~ SERVICES 23 Travel (30) 24 Maintenance Aoreements ~. 25 Other ~  TOTAL (30) ~ - MATERIALS, 26 Principal's Office ~ SUPPLIES 27 Reoular Classroom Xi\u0026lt;iOOOOC (40) 28 Media XJOOOO\u0026lt;X. 29 Other xxxx:xxx TOTAL (40) XiOOOO\u0026lt;X CAPITAL 30 Equipment\noo()(lO(X OUTLAY 31 Building Repair, etc. XiOOOO\u0026lt;X. (50) 32 Other ~ TOTAL (50) ~ OTHER 33 Dues and Fees ~ . (60) 34 Other ~ - TOTAL (60) xioooooc TOTAL (30-60) ~ - TOTAL (10-60) 80.9 TOTAL LINE ITEMS- (SECOND PAGE) ~ 99~00i\u0026gt;  4W : oo~qj::\u0026lt; JAcfoaC ... \\ f .. T\nE/  / Pfoposed  H $72,883 1.0 $69,139 $155,693 3.0 $165,035 $147,162 3.6 $155,991 $139,798 3.0 $148,186 $49,632 1.0 $52,610 $0 $0 $0 $0 $0 $0 $114,273 2.6 $121 ,130 $60,168 1.3 $63,778 $0 $0 $1,909,802 49.8 $2,024,390 $54,540 $55,000 $0 $0 $2,703,950 65.3 $2,855,258 $112,644 5.0 $119,403 $38,794 1.0 $41,122 $85,422 6.0 $90,547 8,528 0.2 $9,039 $27,207 1.0 $28,839 $51 ,843 2.4 $54,954 $774,101 xiooooci $840,504 $1 ,098,538 15.6 $1,184,408 $3,802,489 ~  $4,039,666 $130,844 ~ : $136,400 $3,007 ~  $2,000 $0 ~  $0 $105,688 ~  $59,840 $239,539 ~ : $198,240 $0 ~ . $0 $90,585 ~  $85,464 $10,204 ~ $10,300 $4,631 X\u0026gt;OOOOCX. $4,000 $105,420 ~\n$99,764 $71 ,107 ~  $99,348 $0 ~  $0 $0 ~  $0 $71 ,107 ~  $99,348 $1,694 ~  $2,000 $0 ~  $0 $1,694 ~  $2,000 $417,760 ~  $399,351 $4,220,248 80.9 $4,439,018 $349,225 JO()()O(XX $365,228 1999-00 2000-01 Stipends $820 $0 Other Obiects $0 $0 Indirect Costs $312,565 $329,388 Vocational $13,502 $13,502 Athletics $13,924 $13,924 Gifted Proorams $0 $0 Plant Services $7,085 $7,085 Readino $111 $111 Science $0 $0 Enolish $332 $332 Special Education $886 $886 xxxxxx xxxxxx Total Line Items $349,225 $365,228 Pe.f Pil.ift::oisf \u0026lt; \u0026lt;\u0026lt; / 1~~!3.i-Olf  /H~Pi\u0026gt;(Hit H  3rd Qtr. ADM or Proi. 844.63 844.63 Total Costs $4,569,473 $4,804,245 Pi:i.f P@lfCihW H   \u0026gt; \" \u0026lt; \u0026lt; / $$\n41~ H H/ \\ $$~~$if 2001auDGEt'PROPO$Altl)RAft1f '      99~ . / 99.~00/ \u0026lt;  / 00-0.f \u0026gt;\u0026lt;\u0026gt; 00-01)   ,,. #~~j~W!~~ts~~~\u0026amp;iii/?:1!:1\\1:i:1::rn::::.. : f\\'1]:E~ +HActu~i c:,:.: f.tlE~  Pfoi:ios.ed  CERTIFIED 1-0_1_P_n_n_ci..._p,a_l_ _________1._ o_ __~ $_74~,_64_8-+-__1._ 0_ ___$ _ 7 _9_,_,1 _2_7 STAFF 02 Asst. Prin. 3.0 $183,334 3.0 $194,334 03 Specialists 9.8 $422,380 9.8 $447,723 04 Counselors 4.0 $184,797 4.0 $195,884 05 Media Spec. 1.0 $40,753 1.0 $43,199 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreii:in Lanq. $0 $0 09 Vocational 5.0 $234,883 5.0 $248,976 10 Special Education 2.0 $61,322 2.0 $65,001 11 Gifted $0 $0 12 Classroom 53.6 $2,138,644 52.6 $2,266,963 13 Substitutes $57,090 $58,000 14 Other-Kinderqarten $0 $0 TOTAL CERTIFIED SALARY 79.4 $3,397,851 78.4 $3,599,207 SUPPORT 15 Secretaries 6.0 $224,905 7.0 $258,399 STAFF 16 Nurses 1.0 $31,877 1.0 $33,790 17 Custodians 9.5 $134,089 9.5 $142,134 18 Information Services 0.2 8,517 0.2 $9,029 19 Paraprofessionals-Other 5.0 $138,492 5.0 $146,801 20 Other-Aides 2.0 $71,184 2.0 $75,455 21 Fringe Benefits(20) ~ : $980,591 ~ : $1,108,069 TOTAL SUPPORT SALARY 23.7 $1,589,654 24.7 $1,773,677 TOTAL (10-20) ~ $4,987,505 ~  $5,372,884 PURCHASED 22 Utilities ~ . $151,850 ~  $163,500 SERVICES t--23--t-T-r-av_e_l- -------r-~\"\"=: \"\"'.:.. .,:.. .. ,,: .--~..,.$9-,-74 -0-+-XX::),0_0,.:(.),0..:(\u0026gt;\"-\"\n:,\"1 ----$-9--,4-50- (30) 24 Maintenance Agreements ~  $0 ~  $0 MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 25 Other ~  $227,275 ~  $59,305 TOTAL (30) ~ : $388,865 ~  $232,255 26 Principal's Office ~ $419 ~  $750 27 Regular Classroom ~ : $218,528 ~  $184,705 28 Media )Q()(JOO(X' $12,009 ~  $12,000 29 Other Xi90000\u0026lt; $8,371 riiooooi, $6,413 TOTAL (40) ~ - $239,328 ~ . $203,868 30 Equipment ~ $107,924 ~ . $115,029 31 Building Repair, etc. ~ $0 ~  $0 32 Other ~ $0 ~  $0 TOTAL (50) ~ $107,924 ~  $115,029 33 Dues and Fees ~ . $9,820 ~  $8,000 34 Other TOTAL (60) ~ $9,820 ~  $8,000 TOTAL (30-60) ~  $745,937 ~  $559,152 TOTAL (10-60) 103.1 $5,733,442 103.1 $5,932,036 TOTAL LINE ITEMS- (SECOND PAGE) ~ $483,329 ~ . $505,761 :,\u0026lt;,c:~RANP.lOTAlfi,f\u0026lt;,.: xxxil\u0026amp; i,:,:$621.6.711'' ~ . ,::: $6437,797: 1999-00 2000-01 Stipends $6,015 $5,400 Other Obiects $0 $0 Indirect Costs $428,213 $451 ,260 Vocational $18,498 $18,498 Athletics $19,076 $19,076 Gifted Proorams $0 $0 Plant Services $9,707 $9,707 Readino $152 $152 Science $0 $0 Enolish $455 $455 Soecial Education $1 ,213 $1 ,213 xxxxxx xxxxxx Total Line Items $483,329 $505,761 3rd Qtr. ADM or Proi. 1,157.14 1,157.14 Total Costs $6,216,771 $6,437,797 FILED EAST~l DISTRICT COURT N DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION SEP 11 2000 ~~:M~W~fil~ztERK DEP CL'iRK LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. * * * * * No. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL * DISTRICT, ET AL., * Defendants, REC IVEO MRS. LORENE JOSHUA, ET AL., lntervenors, KATHERINE KNIGHT, ET AL., Intervenors. * * * * * * * ORDER SEP l c. 2CG0 u\\t\\Gt Ur OESEG~Gf\\l\\0 MONITOR! Before the Court is the request of the Magnet Review Committee (\"MRC\") for approval of the interdistrict magnet schools' final budget for the 1999-2000 school year.1 Without objection, the Court hereby approves the budget as submitted. When the budget for the 2000-2001 school year is final, the MRC should submit it to the Court for approval. ~ IT IS SO ORDERED this _l_L day of September 2000. ~42t\nvr UNITED STATES DISTRICT COURT rHIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPUl\nt,JCE ~ITH RULE 58 ANDIOA 79(a) FRCP 0N__:L\n//-Oo BY yt::: - 1 The MRC communicated the final budget to the Court in a letter dated July 28, 2000. For a copy of the letter, see docket no. 3389, attachment.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_629","title":"Math","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":["1999/2003"],"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--Evaluation","Education--Curricula","Teachers"],"dcterms_title":["Math"],"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/629"],"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\nLittle Rock School District June 2,1999 The main thing is to keep the main thing the main THING! Dear Colleagues: What a year! I hope all of you have the sense of accomplishment that 1 do! The positive opportimities for the school district continue to develop. We have had great individual and collective accomplishments, but the most exciting aspect of the year has been that the instructional indicators are pointing to very positive future results. A parent and a teacher asked me how that could be true. Hadnt I seen the newspaper story showing results of the 4* grade literacy and math exam? Yes, but when we looked at those we noticed the schools that were pilots of the ELLA program K-3 and math, all had strong gains. Staff development has not been universally accepted or appreciated, primarily because of the many failed promises of programs and quick fix elixirs of the past! But this time this very basic and focused approach appears to be just what the doctor ordered. Most educational reformers who have produced results over time have agreed it is a matter of focusgetting everyone on the same page with a standard or basic program. All the efforts of parents, students and teachers, regardless of the specialty, are focused to produce progress on a limited set of goals. ELLA training and the focused math training will continue to produce results on basic reading and math achievement goals. And let us not forget district graduates really had no peers when it came to top student awards in a number of state and national academic categories. Student activities have been a very pleasant surprise. The numbers of students participating grew impressively, and I know this helped to produce an improved year in student behavior. Many of you remember when state winners were most often decided within the schools of Little Rock, and Im talking about a variety of co-curricular activities. The district again has asserted itself with impressive performances in music, art, drama, speech, debate and athletics. With the implementation of the middle schools and neighborhood schools our students and programs will only become stronger. Without question, the academic reasoning for middle schools and 9-12 high schools will provide academic strength, and it will have a positive impact with increased student participation in career/technical programs and co-curricular activities. (continued) 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000We have mentioned before that we are moving toward stronger alternative education programs addressing behavior and academics. I am convinced we can provide many of our young people a more appropriate education in an alternative setting. One size doesnt fit all, and we must realize that these are times when public education is under attack from a variety of fronts. On one hand, we must be proactive in education for all of our children, but at the same time we must have appropriate alternatives for children who are not successful in the regular classroom. Being well intentioned is very noble, but the classroom must be a place of learning\nwe must have the appropriate learning climate to be successful. Improved instruction is essential, but alternative learning classrooms must also be a viable option. Your efforts have been commendable as you have participated in the planned restructuring of the Little Rock School District. Next year is the year for implementation and celebration. We will succeed in making the transition, and the change will provide us with the momentum to move forward as an exemplary educational institution for all children! In the 2000-2001 school year we will succeed in being declared unitary as a system which provides and will continue to provide a high quality education for all Little Rock children. This not a dream, but a vision of reality. Have a pleasant summer, and to those who are winding up their educational career this year, we offer our best wishes and heartfelt thanks from the whole community. To those who are moving, we say thank you for your assistance and effort during the year. It has been a great year! Thanks again. Sincerely, Leslie V. Gamine Superintendent of SchoolsLittle Rock School District Middle School Parents Mathematics Packet Purpose: The purpose of the packet is to inform middle school parents about the Districts middle school mathematics program and to provide resources which will help parents work with their children. Contents: DECEIVED 1. Connected Mathematics Program - Whats It All About? DEC 6 2000 2. 3. 4. Connected Mathematics Curriculum - Grade level modules and topics Comparison of Connected Mathematics to Past Mathematics Programs Why Connected Mathematics?  Math Performance of the Past  Desired Math Performance for the Future  Why Connected Mathematics Can Improve Mathematics Achievement 5. Assessments for Middle School Mathematics 6. What effect will Connected Mathematics have on SAT-9, ACT, and SAT scores? 7. Will Connected Mathematics prepare my child for Algebra 1 and higher level mathematics? 8, 9. How will the District know whether Connected Mathematics is working? Middle School Mathematics Lead Teacher, Middle School Mathematics Consultant 10. Connected Mathematics Module Order Form Resources Available for Parents (These are available at your Middle School.)  The Arkansas Mathematics Framework (This is Required Mathematics for All Students)  Correlation of Connected Mathematics to Arkansas Mathematics Framework  petting to Know Connected Mathematics - A Guide to the Connected Mathematics Curriculum  Abbreviated Connected Mathematics Teachers Editions  Computation Drill for Homework (These drill sheets should be brought home by students on a weekly basis for homework. A Complete Set can be checked out from your Middle School.) 1Little Rock School District Connected Mathematics Program Whats It All About? This document has been produced to provide information to parents regarding the mathematics curriculum currently being taught, tested and reviewed in all eight middle schools of the Little Rock School District. Q: What is Connected Mathematics? A: Connected Mathematics (CMP) is a middle school mathematics curriculum. Designed for grades 6, 7, and 8, it is a problem-based curriculum connecting different areas within mathematics, mathematics to other subject areas, and mathematics to applications in the world outside school. Q: Why are we making changes in the middle school curriculum? A: The curriculum in CMP offers Little Rock a much more rigorous middle school curriculum than we have had in the past. Little Rock needed a more rigorous curriculum at the middle school in order for our students to be successful in Algebra I and other higher level mathematics courses. By law, the Arkansas Mathematics Frameworks outlines the mathematics standards that all students are expected to achieve. Students success in reaching the middle grades (5-8) standards is measured by an exam called the 8^ grade Benchmark exam. 89% of the students taking the Arkansas Benchmark exam given in the 8*' grade scored below basic. Our past middle school mathematics curriculum has not always provided good preparation for our students. The Third International Math and Science study shows that only the top 5% of American students can perform as well as the top 25% of students internationally. Q: Does CMP emphasize the basic skills? A\nBasic skills are a vital part of CMP. In addition to the basic skills practice embedded in CMP, Little Rock teachers will reinforce basic skills through homework assignments and mini-units as time permits. Calculators are used as a valuable teaching tool in CMP as well as in the mathematics programs at all Little Rock schools, but they are not used as a substitute for students learning the basics. Q: How has Connected Mathematics been implemented in Little Rock? A: Little Rock is entering its second year of implementation of the Connected Mathematics curriculum in 2000-01. Year one implemented 6^ grade\nyear two added 7*^ and 8** grade. Q: Is there any research about Connected Math? A: Yes. The National Science Foundation funded several curriculum projects to design and implement curriculum that was outlined in the Curriculum and Evaluation Standards developed by the National Council of Teachers of Mathematics in the late 198Os. The Connected Math Project was developed at Michigan State University with a National Science Foundation grant. Units were developed and extensively piloted in 19 states over several years with the final version published in 1996. CMP has more research behind it than the programs we have used in the past. It is the only program that has been developed from the ground up rather than taking an existing program and modifying it by adding suggestions for manipulative, alternative assessment, group work, etc. Additional information is available on the Web at www.mth.msu.edu/CMP. 2Q. What is the result on student achievement from implementing Connected Mathematics? A\nThe results will be monitored closely in Little Rock. At the end of each module Ct I InOnto v-i - + \u0026gt; 11 L. ________...t t* ... __ ..  students achievement will be measured according to the Districts benchmarks for mathematics. Stanford 9 scores for the grade and ACTAAP scores for 6* and 8 grades will be closely monitored. In addition, individual student growth will be measured at ah grade levels by the use of the levels tests (ALTs) given in the fall and spring of each year. Schools that have been using CMP for several years (Travers City, Michigan, and Bloomfield Hills, Michigan, for example) state their students perform I,  J u ....  cAdiiipie\nbiaie ineir siuaenis perrorm very well in high school. Many of them have such strong mathematical backgrounds that they are able to skip Algebra I and move directly into geometry. Q: How is Connected Mathematics different from the math taught in the traditional math class? A: Content presented in the CMP is very similar to a traditional program. CMP students are required by state law to cover the same material as students in other programs. Therefore, CMP students will be well prepared to enter Algebra I. What is different is the way the content is delivered. WHAT students learn is shaped by HOW they learn Students work individually, in pairs and in groups of four. This strategy allows students to experience different points of view and offers opportunities for students to share their opinions and strategies about mathematical processes. Students are assessed individually with homework grades, quizzes, tests, and projects. Q: Are there Connected Mathematics textbooks? A\nYes. All students have their own textbooks. However, the textbook is published in separate booklets. The booklets are three-hole punched and can be carried in students three-ring binders. Parent handbooks for each unit will be available for checkout from the school libraries to aid parents in helping their children at home. Q\nDo teachers receive training in order to teach Connected Mathematics? A: Teachers received two days of training for each booklet. Since CMP is so heavily correlated to the Arkansas State Benchmark exam given in the 8^ grade, and this year in the 6 grade, our teachers were already very well prepared in terms of curriculum The only difference is the methodology of delivery. Q: is this anything like the old new Math? A: No. The content of CMP is based on traditional mathematics concepts. The difference is that instead of working on computation skills alone, the students learn mathematics in the context of actual situations, such as those they will have to face in the work place. Q: Where can I learn more about Connected Math? A, You can get information from the Connected Mathematics web site. The address for this web site is www.mth.msu.edu/CMP/CMP.html. Please feel free to talk to your child s teacher or school principal about the mathematics program if you have additional questions, or call Dennis Glasgow, Director of Math and Science, or Docia Jones middle-school math lead teacher, at 324-0520. 3LITTLE ROCK SCHOOL DISTRICT CMP CURRICULUM for Grades 6, 7, \u0026amp; 8 6*\" Grade 7'\" Grade 8\" Grade Prime Time Number theory\nprimes\ncomposites, factors and multiples Bits and Pieces II Using rational numbers: computation Data About Us Data investigation\nformulating questions, gathering data, organizing and analyzing data, making decisions based on data Accentuate the Negative Understanding and using integers Moving Straight Ahead Linear relationships expressed in words, tables, graphs, and symbols Bits and Pieces I Understanding rational numbers: fractions, decimals, and percents Shapes and Designs Reasoning about shapes\nshape properties\nangle measure and Variables and Patterns Introducing Algebra\nvariables, tables, graphs, and symbols as representations Filling and Wrapping 3-D measurement For Pre-AP add Moving Straight Ahead Linear relationships expressed in words, tables, graphs and symbols Covering and Surrounding Measurement: area and perimeter Thinking with Mathematical Models Introduction to functions and modeling Growing, Growing, Growing... Exponential growth Looking for Pythagoras Pythagorean Theorem, slope, area and irrational numbers For Pre-AP add Frogs, Fleas, and Painted Cubes Quadratic growth I How Likely Is It? Probability For Pre-AP add Bits and Pieces II Using rational numbers: computation 4Comparison of the Little Rock School Districts Current Mathematics Program to Past Mathematics Program Previous Program Current Program Mathematical content is the same in both programs. Content is presented in a spiral effect through 6*, 7'\", and s grade. The order in which the concepts are introduced differs from the previous program\nconcepts are presented in thematic modules. Basic math skills are emphasized. Isolated skills are taught with little problem solving application. Integrated skills are taught in order to solve real- world problems and promote critical thinking. Formulas and application of formulas are emphasized. Formulas are taught first and little application or extension activities are provided. Application problems are presented first and students are asked to derive formulas from logical reasoning of patterns. Calculator use is integrated into instruction when appropriate. Most students lack the confidence to solve problems without a calculator. CMP students use calculators as tools to be used at appropriate time to solve problems. Teacher editions provide examples and answers to problems. The curriculum expects teachers to see the same outcome from each student\nsome traditional books provide outlines. Possible student scenarios are given\nprovides Daily progressive outlines are provided in order to reach targeted objectives. Cooperative learning is up to the individual teacher. Lessons cater to the individual learner. A wealth of opportunities to incorporate cooperative learning is provided. 5 IPrevious Program I Current Program Student textbooks are provided. Traditional books provide examples and practice in order for students to achieve mastery through concentrated repetition. CMP books provide problems that encourage variety of solution strategies with teachers providing additional computation practice. a Homework problems are assigned for practice daily. 20-50 problems concentrating on one objective are provided\nmost problems are repetitive practice. 3-8 problems are assigned over the objective, while incorporating other objectives and asking students to explain answers. Students are taught problem-solving strategies. Problem-solving is isolated in one unit of the text. Problem-solving is taught throughout the curriculum. Teacher directed learning is provided in both programs^ Students are passive learners. Teachers guide students to be active learners. Assessment materials are provided for the teacher. All assessments follow a similar format in which students are asked to recall facts and formulas. A variety of assessments are provided, allowing students to express their knowledge through a wide spectrum of higher order thinking skills. Students are expected to show how they arrived at an answer. Work shown is typically mathematical and very little verbal explanation is given. Students are expected to be able to verbally explain how they worked their problem and why they chose a particular strategy. 6Why Connected Mathematic^ The Little Rock School Districts Secondary Mathematics Textbook Selection Committee recommended Connected Mathematics to the Superintendent for adoption in the middle grades (6-8) for two primary reasons: 1. The traditional mathematics program was not producing desired achievement results. 2. Much evidence convinced the committee that Connected Mathematics would improve the academic performance of students in the middle grades. Mathematics Achievement of Past Years  Benchmark Examination for eighth grade mathematics - Students took this examination required for state accountability purposes for the first time in 1998-99. (The results for 1999-00 are not available yet.) Results were reported as the percentage of students who were either advanced, proficient, basic, or below basic. The state considered students who scored in the proficient or advanced range as being at grade level or above and those who scored in the basic or below basic as being below grade level. Results from the 1519 eighth grade students who took the exam were: Scoring Range Advanced Proficient Basic_______ Below Basic 1998-99 2% 24% 6^ Only 11 % of the students were at or above grade level on the examination. 31 % of white students were at or above grade level and 3% of black students were at or above grade level.  Stanford Achievement Test, Edition taken by seventh grade students  This national test is taken by all seventh grade students in the area of mathematics. The students who took the test in 1997-98 through 1999-2000 were compared to all students nationwide and grouped according to the number who were scored in the 0 - 25' percentile range (first quartile), the 26 - 50 percentile range (second quartile), the 51 - 75 percentile range (third quartile), and the 76 - 99 percentile range (fourth quartile). Those students in the third and fourth quartiles scored above the national average, and those students in the first and second quartiles scored below the national average. Results from the test were: 7Grade 7 Quartile 97-98 98-99 99-00 Fourth Third Second First 17% 18% 21% 44% 16% 19% 26% 40% 18% 18% 22% 41% Results sho\\A/ that the number of students above the national average in mathematics in grade 7 was only about 36%. The remaining students, about 64%, were below the national average in mathematics. Desired Mathematics Performance for the Future The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) has established the following performance goals:  Tier 1 - 100% of a school's students shall perform at or above the proficient level in mathematics on the eighth grade Benchmark Examination in Mathematics.  Tier 2 - (If the 100% goal is not met, a trend or improvement goal must be met.) The percent of students performing at or above the proficient level in mathematics on the eighth grade Benchmark Examination in Mathematics will meet or exceed a 10% growth each year. The National Science Foundation Cooperative Agreement contains the following goals:  The Little Rock School District agrees to enact policies and practices that will contribute to an annual increase of 5% for Years 3-5 in the test scores of underrepresented minority students in mathematics as measured by the following tests: Mathematics Test Measures Achievement Level Tests___________ Stanford Achievement Test______________ Arkansas Benchmark Examination________ American College Testing (ACT) EXPLORE exam Grade(s) Implemented 3-11 5,7,10 4,6,8 8 8Why Connected Mathematics Can Improve Mathematics Achievement State pilot school district data and national reports indicate that Connected Mathematics improves achievement in mathematics. In Arkansas five middle schools representing five different school districts piloted Connected Mathematics for three years before students took the eighth grade Benchmark Examination in mathematics. The percentage of students in each of the four achievement categories for the pilot school districts, the state, and the Little Rock School District are presented in the chart below: LR Schools State Schools Below Basic Basic Proficient Advanced 65% 24% 9% 2% 47% 40% 11% 2% CMP Pilots Schools 28% 49% 19% 4% The greater the number of students in the below basic category, the farther behind the schools are in meeting the achievement goals set by the state. Districts piloting Connected Mathematics were much ahead of the state and the Little Rock School District in mathematics achievement on the eighth grade Benchmark Exam. The Portland, Oregon schools have implemented Connected Mathematics in its middle schools. A recent article in the Portland newspaper highlighted the increase in math scores on the state math test. The headline read City schools make big gains on state tests. The districts math coordinator predicted Portlands math scores would rise the first year the new math approach was instituted. Results proved him to be correct. The districts new math programs, Investigations for elementary school and Connected Mathtor middle school, emphasize problem-solving instead of drills and call on students to discover math concepts for themselves rather than memorize formulas. Connected Mathematics was designated as an Exemplary Program by a United States Department of Education Expert Panel. The panel found strong evidence for the impact of the program on gains in students understanding of mathematics, mathematical reasoning, and problem solving. The strength of the evidence was based on use of multiple measures, including tests aligned with the National Standards in Mathematics, and several types of comparisons. The American Association for the Advancement of Science rated Connected Mathematics as the number one middle school math textbook. AAAS evaluated twelve middle school math textbooks using a set of instructional criteria. 9ASSESSMENTS FOR MIDDLE SCHOOL MATHEMATICS The following measures are administered annually at targeted grade levels: Name of Assessment SAT^9 ~ Stanford Achievement Test 9*^ Edition Type National Norm Referenced Grade Levels Grades 5, 7,10 EXPLORE American College Test ACTAAP State Benchmark Examination National Criterion Referenced___________ State Criterion Referenced Grade 8 Grade 8 ALT Achievement Level Test EMT End of Math Module Tests ACTAAP State End of Course Exams Local Criterion Referenced with National Comparison Group ___________ Local Criterion Referenced State Criterion Referenced 10 Grades 6-8 Grades 6-8 Algebra, geometryWhat Effect Will Connected Mathematics Have on SA T-9, ACT, and SA T Scores? SAT-9 A study was done which compared the performance of eight pilot Connected Mathematics middle schools to the state average on the Stanford Achievement Test in mathematics given to fifth grade students in 1995 and to the same students again as seventh graders in 1997. At the time the Stanford-9 was given the pilot school students had only had one year of the Connected Mathematics curriculum. The results were: CMP schools State schools Stanford-9 1995 NCE 44.58 43.00 Stanford-9 1997 NCE 49.92 47.00 Difference +5.34* +4.00 This increase is statistically Significant ACT. SAT Although students who have taken Connected Mathematics have not moved into the high schools yet, we are confident that students will do well as well as or better than before on the mathematics part of ACT and SAT. These assessments, like many others, have responded to the NCTM Standards in Mathematics in developing assessment questions. The tests require students to use their reasoning skills to solve practical problems in mathematics which is a strength of Connected Mathematics. 11Will Connected Mathematics Prepare My Child for Algebra 1 and Higher Level Mathematics? We think that Connected Mathematics will superbly prepare students for Algebra 1 and above. Many students will be ready to take Algebra 1 in the eighth grade after two years of Connected Mathematics. Others may continue in Connected Mathematics in the eighth grade and either take Algebra 1 in its traditional location in the ninth grade or take the Algebra 1 End of Course Exam after eighth grade Connected Mathematics. \\Ne feel that many students will have all their Algebra 1 skills mastered after eighth grade Connected Mathematics. Following is an excerpt from Getting to Know Connected Mathematics that addresses the algebra in CMP. are Many people think of algebra as a course at high school, towards which all prior mathematics has been heading. Students enter the traditional course somewhat in awe of the lofty position they have reached, and are often discouraged to find that the mathematical ideas and skills they have previously developed do not seem related to success in a traditional Algebra 1. The popular impression in the community at large is that algebra is the ability to manipulate symbols, usually following instructions to simplify and expression, or solve an eguation. Traditionally students memorize rules, focusing on specific strategies for specific problems. The symbols and rules often__ meaningless to students, who try to survive by memorizing and, thus, only retain the ideas for a short time. There is little evidence that students develop algebraic reasoning, including symbolic reasoning, from this kind of experience. In fact, the development of algebraic ideas can and should take place over a long period of time, prior to attempts to deal solely with abstract symbols, and well before the first year of high school. The philosophy of how students learn mathematicsthat is, students develop algebraic reasoning and understanding while pursuing solutions to interesting problems. Having students approach algebraic ideas through investigations and problems allows students to search for patterns and relationships in data, and to find ways to express these patterns, first in words and then in symbols. The algebraic units in CMP develop three important patterns, which model many real situations. By focusing on the patterns underlying the problem, asking students to describe similarities and differences across patterns, and challenging students to predict answers, the mathematics of functions and relationships is developed. For example, in the Walkathon Problem, in the unit entitled Moving Straight Ahead, students investigate the distance each person walks. 2.3 Walkathon Your class decides to raise money for a charity by competing in t he citys Walkathon. Each person in the class finds sponsors who each pledge to pay a certain amount of money for each kilometer that the person walks. The money goes to a charity. The person who raises the most money receives a new pair of Rollerblades. Sponsors 12 often ask for a suggestion of how much they should pay per kilometer. Others will follow the example of the first person who fills out the form. Your class would like to agree on how much money to ask the sponsors for. Jane argues that one dollar per kilometer would be appropriate. Bill argues for two dollars a kilometer because it would bring in more money. Amy suggested that if the price was too high not as many people would be sponsorsso she suggested that each sponsor pay a $5 donation plus an extra 50 cents per kilometer. For each price suggestion made by Bill, Jane, and Amy:  Make a table showing the total amount of money a sponsor pays for distances between 1 and 10 miles. This is called a pay plan.  Sketch a graph of the amount of money a sponsor would pay under each pay plan. Display all the graphs on the same set of axes.  Write an equation for each of the pay plans which shows how the amount of money a sponsor owes can be calculated for the total distance that a student walked. 1. 2. 3. 4. As the amount of money charged per mile is increased, what effect does this have on the table? On the equation? On the graph? A student walked 8 miles in the Walkathon. How much would her sponsors pay under each of the pay plans? Explain how you arrived at your answers. One of the sponsors paid $10 after the race. How many miles would that sponsors student have walked under each of the three pay plans? Explain how you arrived at your answers. How is Amys fixed $5 cost represented in the table? In the equation? In the graph. In this situation the focus quickly centers on the relationship between the variables. If the rate at which a person walks is fixed, then distance depends upon (or is a function of the) time\nthat is, distance = rate x time. As students reason about this situation they are encouraged to use multiple representations, which help them to show their reasoning and also to develop understanding of the important linear relationship underlying this situation. As the time changes by one unit, the distance changes by a constant amount. This is the key feature of recognizing this constant rate of change in various representations, students develop a deep understanding of the basic linear pattern. The rate at which a person walks is the constant rate of change (or the slope of a straight line). This pattern shows up as a straight line in a graph, as an equation of the form, y = ax, and as increments of change in a table. The rate is indicated by the steepness of the line, the coefficient, a, of x in the equation, and the constant increment of change in the table. A variation of the problem has two brothers involved in a walking rave with the younger brother getting a head start. This leads to the equation, y = ax + b\nwhere a is the rate at which the younger brother walks and b represents the amount of head start. Once students have a beginning understanding of linear patterns, they then need help in recognizing this pattern in many different disguises. For example, the cost, C, of buying N compact discs at $15 each is C + 15N. Having recognized that this is the 13 same pattern as that in the Walkathon problem, students are quickly able to reason about the relationship between the variables. Using problem situations and multiple representations to represent these situations gives rise to solving equations. For example, students can use tables or graphs or they can reason about the problem. Once students have a good sense of what it means to solve and how these solutions relate to the variables and the problem, then the techniques of solving a linear equation symbolically are developed. CMP Algebra Goals - by the End of Eighth Grade in CMP Most Students Should be Able to:  Recognize situations in which important problems and decisions involve relations among Quantitative variablesone variable changing overtime or several variables changing in response to each other.  Use numerical tables, graphs, symbolic expressions, and verbal descriptions to describe and predict the patterns of change in variables.  Recognize (in various representational forms) the patterns of change associated with linear, exponential, and quadratic functions.  Use numeric, graphic, and symbolic strategies to solve common problems involving linear, exponential, and quadratic functions. Inevitably parents and teachers will wonder how the CMP algebra strand relates to and can be compared to a traditional school algebra curriculum. The only helpful comparison to make is how well students understand algebraic ideas, and how well they employ algebraic reasoning in solving problems. Since the focus of CMP is on developing understanding, rather that on memorizing rules and processes to apply in response to instructions such as simplify or solve,\" a simple checklist of concepts and skills that appear in CMP and in traditional programs is not particularly relevant. The question of most interest to parents and teachers should be,  How well will the next mathematics course my student takes support the strong understanding of algebraic ideas developed in CMP7\" If the next course is a traditional Algebra 1, CMP students will find themselves spending large amounts of time studying processes and rules for which they see no application. The motivation for learning these rules may shift from the focus of making sense to simply memorizing to survive. Certainly, CMP students will find that many of the big ideas in Algebra 1, such as representing linear functions, solving equations, and finding equivalent forms of an expression, are familiar, and perhaps a repetition of what they already know. They will also wonder why the problems are restricted mainly to linear patterns, whereas in CMP they had also learned about other important patterns. The algebra strand in CMP will certainly prepare students for successful, if somewhat repetitive year in a traditional Algebra 1. It is to be hoped, however, that students will be fortunate enough to find themselves able to take courses that continue to challenge them to develop algebraic reasoning. High school teachers of these students need to be aware that these students have begun to develop an understanding of functions that is far beyond a traditional Algebra 1 approach. 14How Will the District Know Whether Connected Mathematics is Working? A number of avenues will be used to know whether Connected Mathematics is working. First, after each module, an End of Module Test will be given to every student. The End of Module Tests will assess the mathematics content and skills that were targeted for that module. We will be looking to see if the majority of students achieved mastery (75% of the items were answered correctly) on each test. The End of Module Tests were developed locally by teachers and specialists to match the Connected Mathematics curriculum. Secondly, students will take fall and spring Achievement Levels Tests (ALT) in mathematics. This test is based on the Little Rock School District and state standards for mathematics. The achievement on this math test will tell us whether our students are learning what we expected them to learn and will also let us see how our students are achieving compared to a large comparison group of students nationally who take the same test. We will look closely at the ALT scores to see how our students perform compared to the national group. We expect our students to make a full years growth in mathematics each year and to perform at or near the same level as the national group. Based on the first administration of the ALT, our students performed well, only slightly behind the national comparison group. We will be looking forthat gap to close during the next few administrations. Thirdly, and most importantly, students in the eighth grade will take the high stakes Sate Benchmark Examination in mathematics. We expect good growth in the percentage of students who move from one achievement level to the next higher level (from basic to proficient for example). This growth should start appearing in the Benchmark scores from the spring 2001 administration of the exam. This will be the first administration where the students have been enrolled in a full year of Connected Mathematics before they take the exam. At the same time that the measures mentioned above are being watched, we want to make sure that our nationally normed tests such as the SAT-9 (7*^ grade) and the EXPLORE (8 grade) hold steady or increase. While our main objective is for students to achieve on the critically important State Benchmark Examination, we want to make sure that our students are improving in relation to other students around the country. 15MIDDLE SCHOOL MATHEMATICS LEAD TEACHER/CONSULTANT The District has employed a lead teacher for middle school mathematics. The name, job goal, and performance responsibilities of the lead teacher are given below. Please call the middle school math lead teacher if you have questions or concerns. The District has also retained the services of a part-time mathematics consultant to work through the schools to help parents understand the middle school mathematics program and to support their children in learning mathematics. NAME/PHONE Docia Jones, Middle School Lead Teacher for Mathematics 324-0520, ext 867 JOB GOAL\nFacilitate the change from a traditional mathematics curriculum to a standards-based curriculum for the purpose of increasing both the participation of students in challenging mathematics programs and the success of students in achieving District Curriculum Standards and Benchmarks in mathematics. PERFORMANCE RESPONSIBILITIES:  Provide training for mathematics teachers on District adopted standards-based math curricula [Connected Mathematics for example) and related content and teaching strategies.  Provide weekly classroom support for middle school mathematics teachers who are implementing Connected Mathematics. This support will include encouragement, extra hands, demonstration teaching, team teaching, material resources, trouble shooting, and other technical support deemed necessary.  Provide follow-up training for teachers to address observed/identified needs.  Assess the implementation level of the teachers/schools in the middle schools. Inform principals and the Division of Curriculum and Instruction of implementation problems/concerns.  Assist with the development and implementation of end of module assessments to evaluate the effectiveness of the Connected Mathematics in achieving desired student results. Inform principals and teachers of findings.  Communicate to parents and the community about the changes that are taking place in mathematics. Judy Trowell, Part-time Consultant (Contact Judy through Docia Jones) Assists the Lead Teacher and principals in communicating with parent groups about Connected Mathematics. Establishes and leads dialogue with parents about questions and concerns about the philosophy, mathematical content, and structure of Connected Mathematics. 16Name: School name: Street\nCity, State, Zip: ' Phone (inc. area code):_ Visa or Master Card Exp Date\nConnected Mathematics Order Form Card Holders Street #: Zip Code\nIf ordering by mail send check or money order to: Dollar BUI Copying Attn. CMP books 611 Church Street Ann Arbor, MI, 48104 Phone (734) 665-9200 Fax (734) 930-2800 P.O. # (for schools only, include a copy with your order):. 6 grade-(pink) Quantity Price Poes not include tax or dipping Approx. Weight Total Price before ox and shipping Prime Time Data About Us Bits and Pieces H  Shapes and Designs I.  How Likely Is It?______________ Covering and Surrounthng Ruins of Montarek Bits and Pieces I 7\" grade-{blue) Comparing and Scaling Stretching and Shrinking Variables and Pattenu Accentuate the Negative Moving Straight Ahead Data Around Us Riling and Wrapping______________ What do you Expect 8* grade -(green) Looking for Pythagesas Thinking with Matbemadcal Models Ftogs, Reas, and Painted Cubes Growing, Growing, Growing Clever Counting Samples and Populations Kaleidoscopes. Hubcaps, and Mirrors Say II with Symbols For Teachers Only 6 Grade Curriculum Guide 7* Grade Curriculum Guide 8* Grade Curriculum Guide For Parents Only K-S** Elementary Math Handbook Please allow up to two weeks for shipping $437 $4.95 $4.95 $4.95 J3J0 J4.70 $4.20 $5.06 S4.S4 $5J0 S4.40 $5.61 $5.20 $3.80 $4.60 $638 $539 $4.51 $6.27 $4.73 $3.90 $4.90 $5.20 $5.94 $4435 $52.05 $41.01 $4.95 I pound Ml pound pound Ml pound pound pound pound pound pound pound pound Vi pound pound Vi pound impound 1 pound pound Vi pound pound pound Mi pound pound pound pound 5 pounds 6 Vi pounds 5 pounds pound Sub-Total Sales Tax (DBC will fill in price) Shipping \u0026amp; Handling GRAND TOTAL i\"?*' * \u0026amp; *^)i\u0026gt;FlUl'\u0026lt;'v \".' 'f- XtJ 'CT'errSir- ' n- rr Connected *^ Mathematics TM 9 ffi Representing Relationships Teachers Edition Glenda Lappan James T. Fey William M. Fitzgerald Susan N. Friel Elizabe Difanis Phillips Developed at Michigan State University DALE SEYMOUR PUBUCATIONS*Connected Mathematics was developed at Michigan Sute University wi financial support from the Michigan State University Office of the Provost, Computing and Technology, and the College of Natural Science. This material is based upon work supported by the National Science Foundation under Grant No. MDR 9150217. s This project was supported, in part. b by the ? National Science Foundation Opinions expressed are tnose of the authors and net necessarily those of the Foundation The Mirhigan State Univeisity authors and administration have ^eed that all MSU royalties arising from tins publication will be devoted to purposes supponed by the Department of Mathematics and the MSU Mathematics Education Enrichment Fund. This book is published by Dale Seymour Publications\nan imprint of Addison Wesley Longman, Inc. Managing Editor: Catherine Anderson Project Editor: Stacey Miceli Book Editor: .Mali Apple ESL Consultant: Nancy Sokol Green Produaion/Manufacturing Director: Janet Yearian ProductionIManufacturing Coordinator: Claire Flaherty Design Manager\nJohn F. Kelly Photo Editor: Roberta Spieckerman Design: Don Taka Composition: London Road Design, Palo Alto, CA Illustrations: Pauline Phung, Margaret Copeland, Ray Godfrey Cover: Ray Godfrey Photo Acknowlaigements: 5  Ron SanfordTony Stone Images\n23  Owen Franken/Stock, Boston\n27  Frank Siteman/Stock, Boston\n41  Joseph Schuyler,'Stock, Boston\n45  Lionel Delevingne'Stock, Boston\n47  Bert SagaraTony Stone Images\n54 (Big Ben)  George HunterZTony Stone Im^es\n54 (Eiffel Tower) John Lawrence/ Tony Stone Images Copyright  1998 by Michigan State University, Glenda Lappan, James T. Fey, William M. Fit^erald, Susan N. Friel, and Elizabeth D. Phillips. All rights reserved. Limited reproduction permission: The publisher grants permission to individual teachers who have purchased this book to reproduce the bbckline masters as needed for use with their own students. Reproduction for an entire school or school district or for commercial use is prohibited. ALE SEYMOUR PUBLICATIONS Tha Boek a Pnnted on RxcycM Paper Order number 21474 ISBN 1-57232-179-2 123456789 lO-ML-01 00 99 98 97 Contents Overview The Mathematics in Thinking with Mathematical Models Technology Mathematical and Problem-Solving Goals Summary of Investigations Connections to Other Units Materials Resources Pacing Chart Thinking with Mathematical Models Vocabulary Assessment Summary la lb Ic If Ig lb li If Ij Ik Ik Introducing Your Students to Thinking wiSi Mathematical Models 2 Mathematical Highlights Using This Teachers Edition Investigation 1: Linear Models Student Pages Teaching the Investigation Investigation 2: Nonlinear Models Student Pages Teaching the Investigation Investigation 3: More Nonlinear Models Student Pages Teaching the Investigation Investigation 4: A World of Patterns Student Pages Teaching the Investigation Assessment Resources Blackline Masters Additional Practice Descriptive Glossary Index 4 4a 4b 5 25a 25p 26 36a 36) 37 46a 46) 59a 61 91 115 136 137Overview The focus of this unit is mathematical models: what they are, how they are constructed, and what they enable us to do. Just as a designer might construct a model of a building and then tinker with the components to see what relationships are affected by changing certain variables and what outcomes are pleasing and functional, a mathematician can construct an algebraic model to represent a situation. By choosing appropriate variables, collecting and graphing data, and manipulating the variables to see how relationships are affected, mathematicians can predict outcomes. The investigations in this unit introduce students to several kinds of algebraic relationships including hnear relationships, inverse relationships, and exponential relationshipsused to model real-life situations. Students also explore other interesting relationships with graphing calculators. Linear relationships are characterized by a constant rate of change in one variable associated with a constant rate of change in the other variable. Students have probably had more experience with linear relationships that display a constant increase in one variable compared to the other (associated wi straight lines having a positive slope) than those that display a constant decrease in one variable compared to the other (associated with straight lines having a negative slope). In this unit, they will review and deepen their understanding of both kinds of linear relationships and their represenution in all three forms: tabular, graphic, and symbolic. Students will also encounter inverse relationships, in which one variable decreases as the other increases but not at a constant rate. They will also look at exponential growth and exponential decay relationships, which are obtained by repeatedly multiplying by a constant factor. Students continued study of mathematics will include further analysis of these relationships\nthe intention of this unit is to provide only a brief introduction to them. Graphing calculators allow students to manipulate data and to test conjectures more easily than can be done with paper-and-pencil methods. Students need to develop facility in the use of the calculator. At the same time, they need to be able to determine when using the calculator is an advantage and when making a quick estimate or mental calculation or sketching a graph by hand is more appropriate. 1a IntroductionThe Mathematics in Tbinking with Mathematical Models In this unit, students explore the advantages of using algebraic models, in the form of graphs and equations, to describe situations. A table of data is often a good starting point for deciding what type of relationship is suggested by the dam. For example, table 1 below shows values for the linear relationship represented by the equation y = 3x + 5. As X increases by increments of 1, y increases by increments of 3. Table 2 shows values for the linear relationship represented by the equation y = 20 - 2x (orj = ~2x + 20). As X increases by increments of 1, y decreases by increments of 2. Table 3 shows values for the nonlinear relationship represented by the equation y = -y (or xy = 40). As x increases by increments of 1, j decreases but not at a constant rate. Table 4 shows values for the nonlinear relationship represented by the equation y = (1.06/, which gives the amount j in a bank account after x years at an interest rate of 6% compounded annually. From the table, we can see that the doubling time for the investment is 13 years.- it takes about 13 years for $1 to increase to $2 at a 6% interest rate compounded annually. Table 1 Table 2 Table 3 Tablei X q 1 2 3 4 5 6 y 5 8 11 14 17 20 23 X 1 2 5 4 5 6 y 20 18 16 14 12 10 8 X T 2 3 4 5 6 y 40.0 20.0 13.3 10.0 8.0 6.7 X T 3 5 7 9 11 13 y 1.06 1.19 1.34 1.51 1.70 1.91 2.14 Fitting a Curve to Given Data Real situations usually generate messy data, and we cannot expect a line or a curve to fit such data exactly. What we do look for is a graph model that fits the data pattern well enough to be useful as a predictive tool. The process of curve fitting is technically complex, but students can informally understand the goals of the process by drawing a simple curve to fit plotted points. At the simplest level, for plotted data that suggest linear relationships, students can eyeball e data and, using a straightedge as a guide, try several modeling lines until they find one that seems to be a good fit. In this process, students often try to hit as many points as possible. However, this strategy sometimes results in lines that do not give very good predictions. The best rule of thumb is to look for a line that seems to catch the overall trend in the data. Then, students can -write an equation for the line. Introduction 1bTechnology Students will need access to graphing calculators for much of their work in this unit. Its best if their calculators have the capacity to display a function as a table and that an overhead display model of their calculator is available. Connected Mathematics was developed with the belief that calculators should always be available and that students should decide when to use them. The graphing calculator provides students with a useful method for finding information about a situation by examining its graph. In addition, it allows students to investigate many examples quickly, helping them to observe patterns and to make conjectures about relationships. In this unit, students will be looking at linear and nonlinear relationships. For linear relationships, finding a graph model and an associated equation model can often be accomplished by sight alone. However, graphing calculators and computer software can help facilitate the modeling process, and students often find technological approaches fascinating. The instructions below are written for the TI-80 graphing calculator. If your students use a different calculator, consult the manual for instructions on these various procedures. Entering Data To enter a list of (x, y) data pairs, press ISTATI and the screen will display something similar to that shown at the top left of the next page. Press I ENTER I to select the Edit mode. Then enter the pairs into the LI and L2 columns: enter the first number and press I ENTER I, use the arrow keys to change columns, enter the second number and press I ENTER I, and use the arrow keys to return to the LI column. gJBH CALC 2:SORTA( 3:SORTD( 4:CLRLIST LI a 1 2 3 4 5 LI (l)=0 1c introduction L2 4 5 8 10 11 12Plotting the Points To plot the dau you have entered, use the commands in the STAT PLOT menu. First display the STAT PLOT menu, which looks like the screen shown below left, by pressing i~2rid) E3. Press I ENTERl to select PLOTl, which looks like the screen shown below right. Use the arrow keys and I ENTER I to move around in the screen and to highlight the elements as shown (ON, IE , LI, L2, and D). STAT PLOTS 1: ON LL Ll L2 2:PLOTl . . . ON LL Ll L2 3:PLOTl . . . ON LL Ll L2 4'IPLOTSOFF PLOTl SSJ OFF TYPE r IM IZ~ pTh XL:IB L2 L3 L4 L5 L6 YL: Ll EB L3 L4 L5 L6 MARK:0 PLOTl . .    + Next, press IWINDOWI to display a screen similar to that shown below left. To accommodate the dau you have input, adjust the window settings by entering values and pressing [ENTER L allowing some margin beyond the data points if possible. Then, press iGRAPHl. WINDOW XMIN=0 XMAX=7 XSCL=1 YMIN=0 YMAX=16 YSCL=1      Testing Graph Models To experiment with various equations to find a good fit for modeling a particular dau pattern, enter equations into the Y= list (press to access the list) and graph the equations along with the plotted dau. Below, y = 3 + 2x has been entered into Y1 and the equation has been graphed over the entered dau by pressing IGRAPHl. Ylg3+2X X2= Y3= Y4= introduction 1d Error Messages in Calculator Tables If the table for an equation is displayed with an x value for which the equation is undefined, the table will display the word ERROR in the column for e corresponding y value. You may need to talk with your students about what this means. X  1 2 3 4 5 X=0 Y1 ERROR 40 20 13.33 10 8 Using Regression Features Graphing calculators also offer curve-fitting routines\nyou may or may not want to introduce these features to your class. If your students are ready and you have the time, consult the graphing calculator manual for instructions. 1e introductionMathematical and Problem-Solving Goals ^binking udtb Mathematical Models was created to help students  Develop skill in collecting dau from experiments and systematically recording that data in tables  Construct coordinate graphs to represent data  Make predictions from data tables or graph models  Use patterns in dau to find equations that model relationships between variables  Use tables, graphs, and equations to model linear and nonlinear relationships between variables  Distinguish between linear and nonlinear relationships  Identify inverse relationships and describe their characteristics  Use a graphing calculator to find and study graph models and equation models of relationships between variables  Use intuitive ideas about rates of change to sketch graphs for, and to match graphs to, given situations  Use intuitive ideas about rates of change to create stories that fit given graphs The overall goal of the Connected Mathematics curriculum is to help students to develop sound mathematical habits. Through their work in this and other algebra units, students I Pam important questions to ask themselves about any situation that can be represented and modeled mathematically, such as\nWbat are the variables? How are they changing in relation to each other? How is an increase in the independent variable related to a change in the dependent variable? Where is they value changing the most? The least? How can this change be seen in a table? Detected in a story? Observed in a graph? Read from a symbolic representation? Where does the graph cross the x-axis and the y-axis, and what is the significance of each intersection? Where does they variable reach its greatest value and its least value, and what is the significance of each location? IntroductionSummary of Investigations Investigation 1: Linear Models Students conduct an experiment to investigate the relationship between the thickness and the strength of a bridge. They observe patterns in their tables and graphs, find equation models in the form y = mx+ b to describe experimental data, and make predictions based on their models. They interpret the slope and the j-intercept in terms of the experimental situation, and they graph lines given e slope and the jy-intercept. They practice writing equations for fines given (a) the graph of the fine, (b) the slope and 7-intercept, (c) the slope and the coordinates of one point on the fine, and (d) the coordinates of two points on the fine. Investigation 2: Nonlinear Models Students continue to observe patterns in tables and graph models and to use them to seek equation models that describe given data and to make predictions. However, in the situations in this investigation, the value of one variable increases as the other decreases but not at a constant rate\nsuch inverse relationships are modeled with nonlinear graphs. Students are not expected to acquire formal vocabulary about inverse relationships at this time but to express the relationships in their own words, focusing on the panem of change in the variables\nhow this pattern is reflected in shape of the graph\nand, possibly, how an equation might model the relationship. Investigation 3: More Nonlinear Models Students meet another type of graph model in this investigation. The patterns in exponential growth and exponential decay relationships are characteristic of many common situations and can be recognized from their graphs. Students first analyze the growth of an investment over time. Then, they conduct another experiment, pouring water from one glass into another so that each successive glass contains half as much water as the previous glass. They look at the relationship between the number of the glass in the series and the amount of water it contains. In both problems, a quantitymoney or watergrows or decays by being repeatedly multiplied by a constant factor. Investigation 4: A World of Patterns In previous investigations, students have collected data from experiments or generated data from descriptions of familiar situations. They have made tables, graph models, and equation models to fit dau. In this investigation, they concentrate on working with and interpreting graph models, describing situations that could fit given models or creating graphs to fit a variety of real-world situations. Some of the graphs they will work with are linear, some are nonlinear, and some are combinations of linear and nonlinear graphs. Students use a graphing calculator to further study graph models and equation models and, in the process, discover that some of the unusual graphs they have constructed in previous problems can be represented by equation models. Students will come away from this unit with an understanding that graph and equation models can be used to represent many of the patterns found in their world. ig IntroductionConnections to Other Units The ideas in Thinking with Mathematical Models build on and connect to several big ideas in other Conneaed Mathematics units. Bigidea Prior'Work PutnreWork building and analyzing mathematical models generalizing formulas (Covering and Surrounding\nFilling and Wrapping) using symbols to represent relationships (Variables and Patterns\nMoving Straight Ahead) making tables and graphs by hand and with a graphing calculator (Data About Us\nHow Likely Is It?\nAccentuate the Negative\nMoving Straight Ahead) recognizing families of functions (Growing, Growing, Growing\nFrogs, Fleas, and Painted Cubes) manipulating symbols to find alternative forms of expression and to solve linear equations (Say It with Symbols) recognizing patterns of growth and change from tables and graph models (Growing, Growing, Growing\nFrogs, Fleas, and Painted Cubes) fitting a line to experimental dau writing the equation of a line from information about its slope and points on the line (Moving Straight Ahead) fitting lines and making predictions (Samples and Populations) identifying the variables of interest in a situation identifying dependent and independent variables and observing how change in the dependent variable is related to change in the independent variable (Variables and Patterns\nAccentuate the Negative\nMoving Straight Ahead) determining panems of growth in different kinds of equations (Growing, Growing, Growing\nFrogs, Fleas, and Painted Cubes) conducting experiments to gather dau about how variables are related conducting experiments involving linear relationships (Data About Us\nVariables and Patterns\nMoving Straight Ahead) conducting e^eriments involving exponential and quadratic relationships (Growing, Growing Growing\nFrogs, Fleas, and Painted Cubes) .. introduction 1hResources For the teacher Carlson, Ronald J., and Mary Jean Winter. Algebra Experiments H. Palo Alto, Calif: Addison- Wesley, 1993. Heid, Kathleen. Algebra in a Technological World, NCTM Addenda Series Grades 9-12. Reston, Va.: National Council of Teachers of Mathematics, 1995. Winter, Mary Jean, and Ronald J. Carlson. Algebra Experiments I. Palo Alto, Calif.: Addison- Wesley, 1993. Technology Dugdale, Sharon, and David Kibbey. Green Globs and Graphing Equations (IBM, Apple H, Macintosh). Pleasantville, N.Y: Sunburst Communications. Rosenberg, Jon. Math Connections: Algebra 1 (Macintosh). Pleasantville, N.Y: Sunburst Communications.Thinkinff with Matbcmatical Models Vocabulary The following words and concepts are used in Thinking with Mathematical Models. Concepts in the left column are ose essential for student understanding of this and future units. The Descriptive Glossary gives descriptions of many of these terms. Essential terms developed in this unit equation model fulcrum graph model inverse relationship linear relationship mathematical model relationship Terms developed in previous units coordinate grid exponent function graph linear equation panems of change slope table variable y-intercept Assessment Summary Embedded Assessment Opportunities for informal assessment of student progress are embedded throughout Thinking with Mathematical Models in the problems, the ACE questions, and the Mathematical Reflections. Suggestions for observing as students explore and discover mathematical ideas, for probing to guide their progress in developing concepts and skills, and for questioning to determine their level of understanding can be found in the Launch, Explore, and Summarize sections of all investigation problems. Some examples:  Investigation 4, Problem 4.3 Launch (page 59d) suggests a procedure for assessing what students observe about the form of algebraic equations.  Investigation 3, Problem 3-2 Explore (page 46d) suggests questions you can ask to assess students understanding of how to distinguish the independent variable from the dependent variable in a relationship, and how to determine on which axis each variable belongs.  Investigation 2, Problem 2.2 Summarize (page 36c) suggests a way you can help lead students to an understanding of inverse relationships. ACE Assignments An ACE (ApplicationsConnectionsExtensions) section appears at the end of each investigation. To help you assign ACE questions, a list of assignment choices is given in the margin next to the reduced student page for each problem. Each list indicates the ACE questions that students should be able to answer after they complete the problem. Ik IntroductionI* \nF Introducing Your Students to Thinking with Mathematical Models Introduce this uAt by telling students that Aey will be learning about mathematical modelswhat they are, how to construa Aem, and how Aey can be used. Read through e three opening questions with the class, and ask whether students have any ideas about how they might answer them. At Ais point, these problems present an opportunity for students to Aink out loud and to compare ideas. Let students brainstorm and make conjectures. Dont take the time to act on Aeir suggestions or to try to find solutions, but explain Aat Aey will have many opportunities Aroughout Ae umt to revisit questions like Aese and to find solutions to Aem. ^mg^M fMathematicJPlVlodels '^^Fallot and bis mother want llooggoo on the teeter- I 1 The pep club surveyed 500 students to find out which totter at the park. FaUoi weighs 75 pounds - and his mother weighs 150 pounds. How can they sit on the teeter-totter so  that it balances? ' ^' I of several amounts they would be willing to pay for a spirit-week T-shirt. They found that 400 students would pay 2 dollars, 325 would pay 4 dollars, 230 would pay 6 dollars, 160 would pay 8 dollars, and 100 would pay 10 dollars. How can they use this information to predict how many students would pay 5 dollars? On the day Chantal was bom, her Uncle Charlie used SlOO to open a savings account. He plans to give Chantal the money in the account on her tenth birthday. The account earns 8% interest at the end of every year. If Charlie does not deposit or withdraw any money, how much money will be in the account on Chantals tenth birthday? Tips for the Linguistically Diverse Classroom Rebus Scenario The Rebus Scenario technique is described in detail in Getting to Know Connected Mathematics. This technique involves sketching rebuses on the chalkboard that correspond to key words in the story or information that you present orally. Example: Some key words and phrases for which you may need to draw rebuses while discussing these introductory questions: pep club (stick-figure cheerleaders), T-shirt (rebus of one), dollars ($), savings account (bank), tenth birthday (cake with ten candles), teeter-totter (rebus of one). 1 Introduction People in many professions make important predictions every day. Sometimes millions of dollars, and often peoples lives, depend on the accuracy of these predictions. A company may develop a wonderful new product, but without accurate predictions about the number and location of potential customers and the price they would be willing to pay, the company could lose a great deal of money. When designing a bridge, a civil engineer must make accurate predictions about how much weight e bridge can hold and about how it will stand up to strong winds and earthquakes. People often use mathematical models to help them make such predictions. People construct mathematical models by gathering data about a situation and then finding a graph or equation that fits the data. In this unit, you will find mathematical models yH for many situations, and you will use your models to answer interesting questions like those on the previous page. Introduction 3 \u0026lt;P' Mathematical Highlights The Mathematical Highlights page provides information for students and for parents and other family members. It gives students a preview of the activities and problems in Thinking with Mathematical Models. As they work through the unit, students can refer back to the Mathematical Highhghts page to review what they have learned and to preview what is still to come. This page also tells students families what mathematical ideas and activities will be covered as the class works through Thinking with Mathematical Models. 4 Introduction I I i i V  -s Mathematical Highlights In this unit, you will leant about ways to model relationships between variables. Testing paper bridges to find out how thickness affects strength and then fitting a straight line to your experimental data introduces you to the idea of a linear graph model. Using what you know about slope andy-intercept, you find equations for linear graph models. Using graph models and equation models, you make predictions about values that are not in your data set. Testing paper bridges to find out how length affects strength and then fitting a curve to your experimental dau introduces you to the idea of a nonlinear graph model. Finding and graphing (distance, weight) combinations that balance a teeter-totter and (speed, time) combiiutions needed to complete a trip shows you that sometimes very different situations have similar graph models. Calculating interest on a savings account introduces you to another common nonlinear panem. Drawing graphs to model events in a story and writing stories that match the information in graphs give you practice undersunding and interpreting graphs of linear and nonlinear relationships. Using a calculator In this unit, you might use a graphing calculator to plot data and to fit lines or curves to the data points. As you work on the Connected Mathematics units, you decide whether to use a calculator to help you solve a problem. Thinking with Mathematical Models 1Using This Teacher's Edition The Investigations The teaching materials for each investigation consist of three parts: an overview, student pages with teaching outlines, and detailed notes for teaching e investigation. The overview of each investigation includes brief descriptions of the problems, the mathematical and problem-solving goals of the investigation, and a list of necessary materials. Essential information for teaching the investigation is provided in e margins around the student pages. The At a Glance overviews are brief outlines of the Launch, Explore, and Summarize phases of each problem for reference as you work with the class. To help you assign homework, a list of Assignment Choices is provided next to each problem. Where space permits, answers to problems, follow-ups, ACE questions, and Mathematical Reflections appear next to the appropriate student pages. The Teaching the Investigation section follows the student pages and is the heart of the Connected Mathematics curriculum. This section describes in detail the Launch, Explore, and Summarize phases for each problem. It includes all the information needed for teaching, along with suggestions for what you might say at key points in the teaching. Use this section to prepare lessons and as a guide for teaching the investigations. Assessment Resources The Assessment Resources section contains blackline masters and answer keys for the check-up, the quiz, the Question Bank, and the Unit Test. Blackline masters for the Notebook Checklist and the Self-Assessment are given. These instruments support student self-evaluation, an important aspect of assessment in e Connected Mathematics curriculum. Discussions of how teachers can suppon the work of special education students, and strategies they might use to record and display students work, are also included. Blackline Masters The Blackline Masters section includes masters for all labsheets and transparencies. Blackline masters of grid paper and graphing calculator grids are also provided. Additional Practice Practice pages for each investigation offer additional problems for students who need more practice with the basic concepts developed in the investigations as well as some continual review of earlier concepts. Descriptive Glossary The Descriptive Glossary provides descriptions and examples of the key concepts in Thinking with Mathematical Models. These descriptions are not intended to be formal definitions but are meant to give you an idea of how students might make sense of these imponant concepts. Introduction 4aBWMBSOWH Linear Models In this investigation, students observe panems in tables and graphs, find equation models in the form y = mx + b to describe experimental data, and make predictions based on these models. They interpret the slope and thej-intercept in terms of the situation, and they graph lines given the slope and the jy-intercept. They practice writing equations for lines given (a) the graph, (b) the slope and the \u0026gt;-inter-cept, (c) the slope and the coordinates of one point, and (d) the coordinates of two points. In Problem 1.1, Testing Paper Bridges, students conduct an experiment to investigate the relationship between the thickness and the strength of a bridge. Their model involves paper strips and pennies: as the number of layers increases, the number of pennies the bridge can suppon increases. The resulting graph can be convincingly linear. In Problem 1.2, Drawing Graph Models, students attempt to draw a line to fit the pattern in their graphs, and they use the pattern to make predictions. In Problem 1.3, Finding Equation Models, they are introduced to finding equation models that describe experimental data. In Problem 1.4, Setting the Right Price, they make a graph and an equation model for a set of data. In Problem 1.5, Writing Equations for Lines, they write and evaluate equations to model the information in graphs. Mathematical and Problem-Solving Goals  To collect data, record data in tables, and represent data in coordinate graphs  To fit a linear model to a graph  To make predictions from data tables and graph models  To write an equation given the graph of a line  To review the meaning of slope and y-intercept in relation to a set of data  To write the equation of a line given the slope and the y-intercept, the slope and the coordinates of a point on the line, or the coordinates of two points on the line Materials Problem For students For the teacher AU Grid paper, graphing calculators Transparencies: 1.1 to 1.5B (optional) 1.1 11\" by 4\" strips of paper (15 per group), small paper cups, pennies (50 per group), chalk or masking tape (optional), blank transparencies (optional) 1.2 Labsheet 1.2 (1 per student), transparent grids or blank transparencies (optional) Transparency of Labshect 1.2 (optional) 1.3 Blank transparencies (optional) Overhead graphing calculator (optional) 1 1.4 Transparent grids (optional) 4b Investigation 1 Student Pages 5-25 Teaching the Investigation 25a-25n 1.1 * Testing Paper Bridges In their previous mathematics work, students have explored relationships between variables and have found patterns to help them express those relationships in symbolic form. They have used graphs, tables, and equations to represent situations. In this experiment, they will collect dau, search for patterns in their graphs and tables, and extend those patterns to make predictions. Launch Prepare a set of paper strips in advance, folding up e edges as explained in the student edition. Consider whether you want to take the class time necessary for each group to prepare their own strips or whether to have groups use pre-prepared strips that you or student aides have made. The strips need to be folded carefully, especially when several will be placed together to make a thicker bridge. This takes time to do well. To introduce the topic, have a short discussion about the design and strength of bridges. Have you ever walked across a shaky bridge and wondered if it would hold your weight? Do you get nervous when a car, bus, or train you are in crosses a high bridge? How do you suppose bridge designers know which materials will give a bridge the strength it needs? Read with students the information about bridges in the student edition and the experiment they will conduct to model how the strength of a bridge changes as its thickness increases. With the help of one or two students, demonstrate the experiment using a single strip of paper. Talk with the class about the mechanics of the experiment. Why might it be important that the ends of the bridge always overlap the supportthe books at either endby 1 inch? This is important, because for the comparisons to be meaningful, all of the bridges must be suspended over the same distance. Where should we place the cup? (in the center of the bridge, equidistant from the ends) How should we add the pennies? (carefully, using the same technique each time) Should we reuse our paper bridges after they have failed once? (No\nonce a bridge has broken, the paper that composed it is structurally different from unused paper strips and would yield different results.) 25a Investigation 1Fold a new bridge, but use a sloppy technique. Hold it up for the class to see. Does it matter if the paper strips are folded the same way every time? Would it make a difference if you used a bridge that looked like this? What might a bridge like this do to your results? When the class has an idea of how to conduct the experiment, talk about the data they will collea. What does it mean for a bridge to \"break\"? We need to agree on a definition for this before we begin. Does it mean that the bridge just touches the tabletop? In order for the groups to be able to compare their results, they will all have to use books of the same thickness. The experiment works best if books are at least 1 inch thick, as students will be better able to tell when the bridges have broken. Have students conduct the experiment, answer the questions, and work on the follow-up question in groups of four. Explore Groups may want to share the work by having each student play a defined role. One possible division of labor is to have  one student manage the paper,  one student manage the pennies,  one student verify that the ends of the bridges overlap each book by 1 inch and that the cup is positioned at the center of the bridge, and  one student record the data. You might suggest that students mark the books with chalk or tape 1 inch from the edge to lend greater accuracy to the data gathered. Also, marking the center of the top layer of each bridge would be helpful for placing the cup. For the Teacher: Choosing Independent and Dependent Variables You may need to review with students how to tell which variable is the independent variable and which is the dependent variable. The dependent variable belongs on the y-axis, and the independent variable belongs on the x-axis. You can often determine which variable to assign to which axis by thinking about how the two variables are relatedby asking yourself if one variable depends on the other. In this experiment, the number of pennies a bridge will hold depends on the bridges thickness, so the number of pennies, or breaking weight, is the dependent variable and belongs on the y-axis. Investigation 1 25bAsk parh student to draw a graph for part B. Groups should discuss which variable should be on the horizontal axis (thickness, or number of layers) and which should be on the vertical axis (breaking weight, or number of pennies). You may want to distribute blank transparencies for some groups to record their findings for sharing during the summary. Have groups do the follow-up as soon as they finish the experiment. Summarize If some groups have put their work on transparencies, ask them to display their results. Compare your group's results and predictions to those shown here. Why are there differences in the various groups' results and predictions? The data gathered will vary slightly from group to group, and groups may have used different methods to make their predictions. Talk about the various methods used. For every layer of paper you added to the bridge, what was the approximate increase in the number of pennies it would hold? Was the increase in the number of pennies constant? If not, how did you make your predictions for other bridge thicknesses? Students will probably have used a formal or informal averaging procedure based on their intuition that the rate of increase ought to be constant If groups do not seem to have used the idea of a constant rate, ask them to explain what guided them in making their predictions. They may offer some interesting rationales. Discuss the follow-up question, in which students consider the effects of building bridges using a stronger material. 1.2  Drawing Graph Models In this problem, students fit a line to approximate the pattern of results that they graphed in the bridge-thickness experiment. The creation of a graph model is a new concept for students. They will need time to assimilate why a graph model would give reasonable predictions and how it is related to the informal averaging students did when they made predictions in Problem 1.1. Launch Introduce the graph model that the Maryland class constructed to represent their data. You may want to display Transparency 1.2A, revealing first the table of data, and then the plotted points, and then the graph model as the discussion progresses. When you investigated the relationship between the thickness of a bridge (the number of layers of paper) and its strength (the number of 25c Investigation 1pennies it would support before breaking), you organized your data in a table and a graph. This class in Maryland did the same, creating a table and then plotting their data on a coordinate grid. How does their data compare to yours? Are their data similar? How? Explain that the Maryland class thought that the dau were somewhat linear, so they drew a line that seemed to fit the dau and to show the trend. Would you say that the line the Maryland class drew fits their experimental data well? Where does the line lie in relationship to the points? Why do you think they didn't just connect the dots on their graph? You might want to join two consecutive dau points with a line and then ask: If we extended this line segment, would it come close to, or predict, the next collected data point? Explain that students are to work in the same groups in which they explored Problem 1.1. Save the follow-up for the summary. Explore Each group should discuss and decide on the placement of their graph model. If they have trouble gening started, suggest that they try the strategy that the Maryland class used (they tried to suy as close as possible to the majority of the points). As you circulate, ask groups whether they think it is necessary for the line they draw to touch any of the plotted points, and if so, why. Also, suggest that they try more than one line and then, as a group, decide which they feel fits the dau best and be prepared to explain their reasoning. Keep students focused on the idea of drawing a graph model with the intention of being able to use it to make good predictions. Verify that groups are actually using their graph model, not the collected data, to make their predictions. You may want to have two or three groups put their graph models and predictions on transparencies for use in the summary discussion. Summarize If some groups have put their work on transparencies, ask them to display their results. Did this group draw a line that seems to fit the pattern in their data? If students have not drawn a straight line but have merely connected the points, make sure this is discussed. Ask these groups to revise their work, fitting a straight line to the dau. Ask the oer groups to explain how they decided where to draw the line. Investigation 1 25dDoes the line this group drew seem to be a reasonable fit? Explain. Look at this group's predictions for breaking weights. How do these predictions compare to those your group made? Explain any differences you see. Groups dau will vary, so graph models as well as predictions will vary from group to group. When students seem to have nude sense of Problem 1.2 and the idea of fitting a line to a somewhat linear dau set, distribute a copy of Labsheet 1.2 to each student. Have groups work on the follow-up, in which they will focus on fitting a line to plotted dau. In some of the dau sets in question 2, a line will fit very well\nin others, a good fit is not possible. If students try to draw linear graph models for obviously nonlinear dau, ask whether the line would allow them to make good predictions. Remind them that if a graph model gives poor predictions, it is useless. When the class has finished working on the follow-up, discuss the follow-up questions, perhaps displaying a transparency of Labsheet 1.2 for talking about question 2. When students explain their strategies for fitting graph models to the dau sets on the labsheet, they are not expected to talk in terms of minimizing error directly, yet you may hear them express ideas that show they are beginning to think along these lines. They will probably have good suggestions, such as being in the middle of all the points or hitting as many points as possible. Although these are reasonable strategies, they wont always work well. For example, drawing a line to touch as many points as possible will sometimes lead to a poor fit for the remaining points. Similarly, joining the first and last points can lead to a poor fit for the intervening points. 1.3  Finding Equation Models In this problem, it is assumed that students are familiar with the concepts of slope andy-inter- cept and that they have had experience writing the equation of a line given the slope and the y-intercept. They will review those concepts and skills and extend their knowledge using data from the bridge-thickness experiment, interpreting a given slope and y-intercept of a graph model in terms of thickness and breaking weight. They will write an equation model that corresponds to the graph and closely represents the data. Launch Talk about the Maryland students graph model, perhaps displaying Transparency 1.2A again. Where does this linear graph model cross the y-axis? (at 0) How steep is the line? How can we measure the steepness of the line? 25e Investigation 1When you learned to write equations for lines, you learned that the steepness of the line (the slope) and where the line crosses the y-axis (the y-intercept) were important information for writing an equation for the line. Does anyone remember the general form for a linear equation? If no one recalls it, write y = mx + b on the board. If the slope of the graph model produced by the Maryland class is 8.7 and the y-intercept is 0, what would the equation of the line they have drawn be? (y = 8.7x + 0,ory = 8.7x) Read through Problem 1.3 with students, and have them work in pairs on the problem and follow-up. Explore Ask each student to record the results obtained on the graphing calculator in parts A and B and the responses to pans C and D. You might ask one or two students to put their tables and graphs on transparencies for sharing in the summary. Pan A asks students to make a table using a graphing calculator. If students do not have graphing calculators that can display a function in a table, have them make ubles by hand. For the Teacher: Displaying the Table with a Graphing Calculator The table feature of the graphing calculator is a powerful tool. You may want to consult your calculator's manual to be certain how to use this feature. On the Tl-80, the |TABLE] button is accessed by pressing [2rid1 IGRAPHI. The standard setting uses increments of 1 for x, which work well for this problem. The |TblSet| key (accessed by pressing [2rid11 WINDOW I) can be used to change the increment. Students do not need to use |TblSet| in this problem unless the increment has been changed from 1. For more assistance with using the graphing calculator to make tables and graphs, see the technology section in the front of this book. Some students may question e meaning of 8.7 pennies. If so, ask what they think it means, and suggest ey raise their question during the summary for the class to discuss. Investigation 1 25fSummarize Review each part of the problem with the class. If some students have put their tables and graphs on transparencies, display their work. Focus the summary on the topic of using equation models, as well as tables and graphs, to represent relationships. Spend time discussing e meaning of the slope and the j'-intercept in terms of a graph, an equation, and experimental data. Having students be able to move confidently between a situation and the models of the situationtabular, graphical, and symbolicand to understand how changes in one aspea of a situation affect the models, are the long-term goals of smdents work in this unit. Review the follow-up, asking the questions below to help students come to a better understanding of these ideas. What does it mean if one model has a steeper slope than another model? (It means that the rate of change is greater.) If you did the experiment using paper that was twice as thick, what would happen to the results in the table? (The number of pennies needed to break the bridge would increase.) To the slope of the line? (It would increase.) To the y-intercept? (nothing) Help the class review what they have learned so far. Look again at the Maryland class's graph model. Does their graph model fit all the data exactly? Why or why not? (The graph fits most of the data quite well but none of the data exactly.) Does the equation model exactly fit the data? Why or why not? (No\nthe equation model is essentially the same as the graph model.) How can you decide whether a model fits a given set of data? (A good model is close to the majority of the data points, reflects the trend in the data, and is helpful for making predictions.) What is the purpose of a model? (To aid in making predictions for data points between and beyond those we have gathered.) 1.4  Setting the Right Price In this problem, students will apply the ideas developed in Problem 1.3- They will consider data collected from a survey rather than from an experiment, again finding that although the data are not precisely linear, the pattern is close enough for a line to fit well and to make good predictions possible. The line in this problem has a negative slope and a nonzero j-intercept, which students may find somewhat challenging. 25g Investigation 1Launch Tell the story of the SGA survey, and ask whether students think the survey responses are reasonable. Help them to think about the data in realistic terms. Is $2 a realistic price to pay for an embroidered baseball cap? (It's not realistic, but it is an incredible deal that many students would take.) Is $12 a reasonable price? What overall pattern do you see in the data? If you graphed these data, what variables would you put on the axes? What would the graph look like? Have students work on the problem in groups of two or three. Save the follow-up until after the summary of the problem. Explore Have students do parts A and B individually and compare and discuss their answers in their groups. Encourage students in each group to share their graphs, note any differences, and choose e best graph model from among them. The collection of sbghtlv different graph models within each group will encourt^e a richer understanding of what a model is: not an algorithm for producing exact answers, but a judiciously chosen predictor. You might ask groups to put their graphs on transparent grids for sharing in the summary. To write eguatinns for their graph models, students will have to apply the concepts of j-intercept and slope. Have groups decide together what slope and y-intercept, and thus what equation, best represents their chosen graph model. Do not be too concerned if the slope is not an exact match for what students have drawn, as it may be difficult for them to determine the slope by using the scales on the axes. If graphing calculators are available and your students seem ready, have students enter the survey dau into their calculators, graph the data, and enter the chosen equation so that the group can see how closely their equation really matches the dau. See the technology section in the front of this book for information about entering dau pairs into a graphing calculator. Summarize Give each group an opportunity to present their graphs and equations. The graphs should all look similar. The equation models may be quite different, as students may have had trouble calculating the slope. Have groups justify their choice for the slope\nsome will have used the grid marks to count the rise and run\nsome will have made a guess from the survey dau. You will want to point out any common errors in finding slope, such as ignoring or misreading the scales on the axes. Students will get more practice with this idea in the follow-up to Problem 1.5. Have groups do the follow-up after the problem has been sufficiently reviewed. Be sure to ask students about the shape of the graph representing the relationship between price and income, which is drawn for follow-up question 4. This graph should alert students to the facts that not every relationship is linear and that trying to fit a straight line to a coordinate graph isnt always reasonable. You might also discuss the meaning of the negative values for the number of buyers in the uble. Investigation 1 25h1.5  Writing Equations for Lines In this problem, students build on their previous experiences with the concepts of slope and j-intercept, matching linear graphs to given situations and writing an equation for a given line. Launch Tell the story of the lawn-mowing earnings, and discuss the graphs shown in e student edition (and reproduced on Transparency 1.5A). When the class is ready, have students work in pairs on the problem. Save the follow-up until after the summary of the problem. Explore Have students discuss the questions with their parmers but write their own answers. Some students will immediately identify the panem implied in the problem statement: Denises rate is S5 per week, implying a slope of 5. Some will work from the visual pattern in the graphs\nfor example, Jonahs line shows that his earnings rise 530 over 10 weeks and so has a slope of 3. Encourage students to explain to their partners how they are thinking about this. The context will help them to make sense of and to identify the slope and the y-intercept for each graph. Summarize Let students share their answers to the problem. Then, introduce the follow-up. You were able to write equations for Jonah's and Denise's earnings by making sense of the context and the graphs. You can always write an equation for a linear relationship if you know the slope, m, and the y-intercept, b. The follow-up questions will help you to review ideas you have explored in your previous work in mathematics: how to find the equation of a line if you know the slope and a point on the line, or if you know two points on the line. For example, we could have figured out the slope of Jonah's graph if all we had was two points on the line, such as (0, 20) and (10, 50). We can see that as x changes from 0 to 10, y changes from 20 to 50: for every 10 units of change in x, there is a change of 30 units in y. In other words, for every 1 unit of change in x, there is a change of 30 10 = 3 units of change in y. \\Ne call 3 the slope of the line. Have students work on the follow-up with their partners. Ask them to read each question carefully. Even though these questions are review\nthey are abstract and students will need time to work on them. When the class is ready, discuss each question, having students explain how they found their solutions. Then, help them to summarize what they have discovered. What do you need to know to identify the equation that matches a linear graph? (the slope and the y-intercept) 25i Investigation 1Can you get this information from the graph? (You can often easily read the y-intercept from the graph. If you can identify two points on the line, you can use them to calculate the slope. Identifying the equation is more difficult when you cannot read the y-intercept from the graph.) You may want to give students more practice with the difficult cases. For example, ask each student to write four linear equations, identify the slope (some of which should be negative) and the j-intercept of each, carefully graph them on grid paper, and exchange papers with another student. Then, ask students to try to write an equation that matches each graph on their panners sheet. Investigation 1 25jBMBBaWMB Nonlinear Models In this investigation, students continue to observe patterns in tables and graph models, and to use those patterns to seek equation models at describe data and to make predictions. In the situations in this investigation, the value of one variable decreases as the other increases but not in a linear fashion. In Problem 2.1, Testing Bridge Lengths, students again experiment with paper bridges, this time varying their length. The longer the bridge, the fewer the pennies it will support. Problem 2.2, Keeping Things Balanced, and Problem 2.3, Testing Whether Driving Fast Pays, pose other situations that lead to graph models characteristic of inverse relationships. Students are not expected to acquire formal vocabulary about inverse relationships at this time but to learn to express the relationships in their own words. They will focus on the pattern of change in the variables\nhow this pattern is reflected in the graph\nand, perhaps, how an equation can model the relationship. The symbolic model is easier to understand in familiar distance-rate-time relationships than in the bridge-length and teeter-totter problems\nhowever, the essence of the relationship is the same, and the graph and equation models have the same form. Mathematical and Problem-Solving Goals  To express data in tables and graphs  To make predictions from tables and graph models  To distinguish between linear and nonlinear relationships  To identify inverse relationships and describe their characteristics Materials Problem For students For the teacher AU Grid paper, graphing calculators Transparencies\n2.1A to 2.3 (optional) 2.1 4\" strips of paper cut to lengths of 4\" to 11\" plus extra strips to cut to length as needed (see Problem 2.1), small paper cups, pennies (50 per group), chalk or masking upe (optional), large sheets of paper (optional) 2.2 Weights such as heavy washers (20 per group) or pennies (80 per group), blocks of wood or cardboard fulcrums (1 per group), metersticks (1 per group), large sheets of paper (optional) I I II i i I 2.3 Large sheets of paper (optional) I I Student Pages 26-56 Teaching the Investigation 36a-36i Investigation 2 25p Ire 2.1  Testing Bridge Lengths In this investigation, students will encounter a different kind of relationship\nan inverse relationship. In an inverse relationship, as one variable decreases e other increases, but not in a linear fashionthat is, not by constant decreases. There is an underlying constant in inverse relationships\nwhen the two variables are multiplied, they yield a constant product. (The inverse relationship generated by the data in this experiment also involves a translation along the x-axis. Students will not be expeaed to find an equation model for this experiment, but they will see that the panem of change in the dau is similar to that in the other inverse relationships they will investigate.) Launch Prepare a set of folded paper strips in advance. Consider whether you want to use the class time necessary for each group to do this, or whether you prefer to have groups use pre-prepared strips that you or student aides have made. Read with students about the new experiment they will conduct to model how the strength of a bridge changes as its length increases. What do you expect to happen in this experiment? We are using equipment similar to what we used before. What are the variables this time? (length and breaking weight) What will the data look like? What shape do you think this graph will be? Students will probably guess that longer bridges will not support as much and at the graph model will be linear. Talk about the reasoning behind their conjectures, but let them discover the actual shape fitom their experimenution. As in Problem 1.1, esublish with the class what it means for a bridge to break. Also discuss ways to minimive variability, such as marking the books with chalk or upe to indicate where the strips will be placed, marking the strips to indicate where the cup will be placed, and using a consistent method for adding pennies to e cup. In addition, labeling each strip with its length will help students to avoid errors in recording. Have students work in pairs on the problem and follow-up. Explore Have students do e experiment and discuss the questions with their partners, but ask each student to make a table and a graph and to write his or her own answers. You might have pairs put their tables and graphs on large sheets of paper for sharing in the summary. Some students may try to use a straight line as their graph model. If so, ask how well it fits the dau. If they dont recognize that a line isnt a good fit, leave the issue for now and be sure these students share their work with the class in the summary discussion. At that time, you and the class can challenge the reasonableness of a linear model. investigation 2 36aSummarize If students have put their results on large sheets of paper, ask them to display their work. Have several pairs explain the reasoning behind their work. Then, ask\nAre there similarities in the results of the various groups? Are there differences? What might have caused those differences? As bridge length increases, what happens to the number of pennies that can be supported? (It decreases.) As bridge length decreases, what happens to the number of pennies that can be supported? (It increases.) Focus the classs attention on this inverse relationship. What shape or pattern do you see in your graph? Is it linear? (No, it is definitely a curve.) How might you be able to tell from your table that the graph model will be a curve? (The difference between two consecutive breaking weights decreases less and less as the length increases\nit is not a constant change.) Students will probably have been able to fit a smooth curve to the data. Encourage them to consider the possibility of there being an equation model that would fit their graph model. For now, it is enough to help them to realize that equation models of the familiarj = mx + b form will not fit these dau. Have students share their answers to the follow-up questions. Ask that they explain how they determined the breaking weights for lengths of 12,13,14, and 15 inches. If they are making predictions based on a linear model, you will want to challenge this idea, as a linear model wont match the collected dau and therefore is not reasonable. 2.2  Keeping Things Balanced The data generated in this activity will produce a more dearly inverse relationship. The product obtained by multiplying the two variables in this balancing experimentdistance and weight is theoretically a constant. Launch Read with the class, or simply talk about, the information about teeter-totters presented in the student edition. Smdents will be able to bring their experiences with similar playground equipment to the discussion, but they may not have consciously thought about the positions that create a balance. 36b Investigation 2What will happen if a very heavy person and a very light person sit on a teeter-totter that has its balance point in the center? Students should be able to relate that, unless the two riders change their positions enough to compensate, the heavy person will be on the ground and the light person will be stuck in the air. With the class, read the directions for conducting the experiment. Make sure everyone understands the procedure. Have students work in groups of four on the problem. Save the follow-up questions until after the summary of the problem. Explore Ask students to collect data in their groups but to make their own tables and graphs and to record their own set of answers. You mi^t want to have each group record their answers on large sheets of paper for sharing later. After students have had a chance to explore what (distance, weight) combinations will balance 3 weights at 40 centimeters from the fulcrum, encourage them to find a systematic way to collect and organize their data. They might look at the distance necessary to balance 4, 5,6,7, and 8 weights. Or, they might try to find the number of weights needed to balance the 3 weights at 40 centimeters by placing weights 10,15, 20, 25, 30, 35, 45, and 50 centimeters from the fulcrum. Some distances, such as 25 centimeters, wifi require a non-whole number of weights to balance the meterstick, which may lead some students to conclude that it is not possible to balance the stick. You can address such ideas in the whole-class summary. Listen to how students decide v.-hich weights to try at each distance, and capitalize on their ideas in the summary They should make some observations that the greater the number of weights, the shoner the distance they need to be placed from the fulcrum. Some might also notice, for example, that the weight needed at 15 centimeters is twice the weight needed at 30 centimeters. Encourage students to look for patterns in their tables. Even if the data are not precisely accurate, the proportional aspect of this relationship should emerge. Summarize Make a table on the overhead or board for collecting the class dau. To balance 3 weights 40 cm from die fulcrum, you need Number of weights Distance from fulcrum to fill in a weight and its corresponding distance. If no one Ask a represenutive from each group mentions lengths of 15, 20, 30, or 40 centimeters, have students return to the experimental setup and find results for these lengths. investigation 2 36cAfter collecting several dau entries, you might suggest organizing the dau to help in the search for patterns. The dau can be organized from least to greatest, or vice versa, for either the number of weights or the distance from the fulcrum. How many weights would have to be placed 10 centimeters to the right to balance the 3 weights 40 centimeters to the left? (12 weights) How did you find that solution? fWe read it from the chart\nwe found it during the experiment.) How many weights would have to be placed 20 centimeters to the right to balance the 3 weights 40 centimeters to the left? (6 weights) Does it seem reasonable that as we move the weights farther from the fulcrum, we need fewer weights to balance the meterstick? Where would 24 weights have to be placed to balance the 3 weights 40 centimeters from the fulcrum? (5 centimeters from the fulcrum) How did you find your solution? Does it seem reasonable compared to the other data entries in our table? Why or why not? Propose conducting a similar experiment with a longer teeter-totter. Imagine a teeter-totter 120 centimeters long with the fulcrum at the center. How many weights would have to be placed 60 centimeters from the fulcrum on the right side to balance 3 weights placed 40 centimeters from the fulcrum on the left side? (2 weights) How can you predict this answer without conducting the experiment? Encourage students to explain their thinking. If they can predia that doubling the distance would halve the required weight, or that doubling the weight would halve the required distance, they are using proportional reasoning and understand the inverse nature of the relationship. If they can explain the examples that involve a factor of 2, ask questions that involve a factor of 3. However, if students are still struggling with these concepts and dont see the pattern in the dau set, offer more examples. Where would you place 12 weights to balance 4 weights at 30 centimeters? (10 centimeters from the fulcrum) How did you find that distance? Why is it reasonable? Suppose we use an even longer teeter-totter. How many weights would have to be placed 120 centimeters from the fulcrum to balance 4 weights placed 30 centimeters from the fulcrum? (1 weight) Why does that answer make sense? When you are ready, have groups work on the follow-up. When they are finished, discuss the follow-up questions, offering additional examples if necessary. You might set up a format such as the following, and ask students to fill in the missing information: 36d Investigation 22 weights at 2 weights at 2 weights at will balance 6 weights at will balance 8 weights at 10 cm will balance 5 weights at 20 cm weights at 30 cm will balance 6 weights at 50 cm Encourage students to describe the strategies they use to answer these questions. Some may sute a general rule in words. If so, record their words on die board, and ask if thev can find a way to express their rule in symbols. If they are ready to proceed with an equation model, continue the discussion. For example, the last question above could be bought of as 30r=6x50 so W = 10. 30 This analysis focuses on the constant product, WD = 300. To review question 2, ask students to explain how they decided which equations satisfied the situation. This may be the understanding students need to be able to generalize the panem governing the teeter-toner experiment. 2.3  Testing Whether Driving Fast Pays In this problem, students will encounter another inverse relationship, that based on the relationship distance = rate x time. Distance in this story setting is fixed at 300 miles, so as speed increases, time decreases. This relationship can be wrinen as a constant product (speed X time = 300) or as a fraction with a constant numerator (time = In this problem, the dau are exact, so students should discover the form of the equation governing the relationship if they havent done so previously. They should also recognize that this graph has the same shape as those in Problems 2.1 and 2.2. Launch Tell the story of the bike tour and the bus drivers desire to get e riders home as quickly as possible. What would a typical speed for such a bus trip be? (say, 55 mph) How long would this journey take at that speed? (about 5^ hours) What would the time be if we went slower- (about hours) lay, 45 miles per hour? Do you think that, in general, driving fast saves time? Have students work on the problem and follow-up in groups of two or three. Investigation 2 36eExplore Students should recognize the shape of the graph that they produce. Though they explicitly use a maAematical relationship (distance = rate x time, or time = to generate the dau, some students may not realize that this relationship implies a constant product. As you circulate, ask students to explain how they calculated their answers. If students struggle wi writing an equation in pan C, ask how their tables of dau and their graphs are similar to those from Problems 2.1 and 2.2. Suggest revisiting question 2 in Problem 2.2 Follow-Up\nlooking at the equations that worked for that dau set may help students to think about how to write an equation for this problem. The answer to part D will surprise many students, as it is counterintuitive that the amount of time saved by increasing the speed is not a constant. In the follow-up, you may need to help students understand how minutes relate to fractions of hours\nshortening the trip time from hours to 6j hours cuts | hour x 60 minutes/hour = 50 minutes off the trip. Summarize Talk with the class about the tables and the graphs they produced. How does this table and this graph compare to those you made in Problems 2.1 and 2.2? (It has the same basic shape and same general pattern: faster speeds go with shorter times, more weight goes with shorter lengths and shorter distances.) Ask different groups to write their equations from pan C on the board until all the equations the class found are displayed. Then, ask: Are their any equations that you disagree with because you don't believe they represent the situation? Why don't you think those equations work? Find a way to prove they don't work. Continue this discussion until all incorrect equations have been identified and eliminated and all correct equations have been verified. Of the equations that remain, explain how you developed them. What did you think about? How did you tackle this task? In the discussion of the follow-up, ask students to share their explanations of how they can tell from the graph that increases in speed result in less and less time savings. This understanding is the essence of making sense of this graph model. Follow-up question 3 asks students to revisit eir data from Problem 2.2 with this new mathe- matical relationship in mind. If they are having trouble with this question, you might ask In this problem, speed x time = 300. In the teeter-totter experiment, does weight x distance = 300? (No, the constant for this problem is not 300.) 36f Investigation 2Can you now find an equation model that is a good fit for the data in Problem 2.2? For the Teacher: Identifying a Graph Model for Problem 2.1 The data gathered in the bridge-length experiment also conform to an inverse relationship. However, as this is truly experimental data, results will probably vary widely from group to group. Finding an equation to fit the data would likely be quite difficult for students. For example, the graph model given in the answers to Problem 2.2 might be approximated by the equation model y = x-3.2' Bridge-Length Experiment 60 \"S 50 c 1,40 SO s cn re oi co 20 10-------- 4 6 Length (indies) 10 12 V 0 0 2 + 8 Students should now recognize the idea tha similar graphs can signal similar underlying patterns and similar equation models. At this point, though, it is more important that they grasp the inverse nature of the pattern than that they become fluent with the symbols. Investigation 2 36gHMH^non More Nonlinear Models In this investigation, students meet another type of graph model. The patterns in exponential growth and exponential decay relationships are characteristic of many common situations and can be recogniaed from their graphs. The questions in this investigation emphasize making comparisons with linear graphs and noticing how the patterns of exponential growth and decay are different from ose of linear growth and decline. The ACE questions bring in all three models encountered thus farlinear, inverse, and exponential and continue to ask students to think about fitting a graph model to the data to make a trend or pattern more apparent and useful. In Problem 3.1, Earning Interest, students use their knowledge of percent to analyze the growth of an investment over time. They will be surprised by the discovery that the amount grows by greater and greater increments. In Problem 3-2, Pouring Water, the class conducts another experiment, pouring water from one glass into another so that each successive glass has half as much water as the one before. Then, students look at the relationship between the number of the glass in the series and the amount of water it contains. In both problems, a quantitymoney or water grows or decays by being repeatedly multiplied by a constant factor (in these cases, 1.08 and 0.5). Mathematical and Problem-Solving Goals  To use knowledge about percents and fractions to generate data  To explore a new type of graph model and to compare it to those explored previously  To use a graph model to make predictions  To continue to develop the idea of using a graph to model the trend in a data set \\ I Materials Problem For students For the teacher AU Grid paper, graphing calculators Transparendes\n3.1 and 3.2 (optional) 3.1 Blank transparencies or large sheets of paper (optional) 3.2 8 identical clear drinking glasses, water, food coloring (optional), stick-on notes or masking tape ACE Labsheet 3ACE (1 per student) 36j Investigation 3 Student Pages 37-46 Teaching the Investigation 46a-46i WMi T W * Earning Interest In Investigations 1 and 2, students coUected dau from experiments or generated tables of dau 2X1 IXXV A -------------- - J 1_ J 1 from their own knowledge of the relationship between two variables. They aeated graph models that fit the data weU enough to enable them to make predictions. They wrote equations for some of these graph models. In this problem, students will make graph models for a relationship that is neither linear nor inverse, but exponential\na graph model with a different shape is thus appropriate. (Students are not asked to write equation models for this type of relationship.) Launch Tell the story of the bank account Uncle Charlie opened for Chantal. Make sure everyone understands what yearly interest is and how it is calculated. a bank that pays 6% interest each year. Suppose you deposited $20 in How much interest would you earn after the first full year? ($1.20) How much will you have in the bank at the end of that year? ($21.20) How did you calculate your answer? Did anyone do it another way? Why do banks pay interest? (so that people will save their money with the bank, which allows the bank to make a profit by lending the money to others) Can you take out the interest you earn each year and leave the original balance in the account? (Yes. In fact, you can usually withdraw any portion of your money from a savings account, but you don't earn interest on what you take out.) What happens when you leave the interest you have accumulated in your account? What does the bank do? (The banks pays you interest on whatever is in your account, so you earn interest on the interest) Talk about any other questions students have, and then return to the story of Chantals option. What do you think Chantal should do, take the money or leave it in the account? Would it help you to make a decision if you knew how much money was in the savings account now? Have students work in pairs on the problem and follow-up. Explore Circulate as pairs work. Watch for students who apply faulty reasoning, such as figuring 8% of SlOO and then multiplying by Chantals age without considering the impact of compounding. Some students may get confused as they work through *e compounding equations\nif so, you Investigation 3 46amay want to have them look at the strategies that other pairs are using. You might also ask pairs to justify their strategies and answers to each other. Whether to work with the decimal places used by the calculator or to round to fewer decimal places will be an issue in these calculations. (Banks would, of course, use figures rounded to two decimal placesthe amount in the accountin each new calculation.) However students decide to round, within a few calculations it will become apparent that the yearly increase is growing by greater and greater increments. The follow-up will help students to structure eir thinking about this problem. As they work through these questions, ask how they are using their calculators. Since the essence of an exponential relationship is that it is recursive multiplication, there are efficient ways to use a calculator to shorten the process. Using efficient calculator algorithms can sometimes enhance students understanding of the relationship: if they are not lost in the mechanics of the calculations, they will more easily see the underlying numerical pattern. For the Teacher: Recursive Multiplication on the Calculator The calculator can make this process more efficient. For example, here is the output from a calculator that is efficiently repeating the process of taking an answer, multiplying it by 8%, and adding the interest to the answer. To accomplish this on the TI-80 graphing calculator, press 100 and I ENTER I. Then, to enter 100 100 ANS+.08ANS 108 116.64 125.9712 136.048896 the formula ANS + .08ANS, press [2n3OH-08 |2nd| O- You have created a short program that takes the answer each time and adds to it the interest, 0.08 x the answer. By repeatedly pressing [ENTER |, you generate the value in the account at the end of each successive year. Use your best judgment about whether your students will gain from using such a shortcut. They need to understand the process before they move to this kind of algorithm, but if they know what they intend to do and are simply getting caught in the complexity, this technique may be appropriate. You may want to distribute blank transparencies or large sheets of paper for pairs to record their tables and graphs for sharing during the summary. Graphs should have the appearance and characteristics of exponential models, though students may find it difficult to draw smooth curves and may be unsure how to extend the curves to make predictions beyond the dau. 46b Investigation 3Summarize Have students share their tables and answers. Some will have made errors in the multistep calculation\ncomparing the results in the tables should help them find and correct their errors. Once the mechanics are out of the way, have students share their graph models. Some students may need to adjust theirs, as the data definitely produce a curve. Look at your graph models. How do we know this relationship is not linear? (The graph is not a straight line, so there is not a constant rate of change.) How could you have known this from looking at the data in the table? How is this relationship like the inverse relationship you found in the teeter-totter experiment? (It is represented by a curve. The change is not the same each time.) How is it different from that inverse relationship? (In this graph, both variables are increasing.) From the curve, what can you tell about how the account is growing? (It grows slowly at first and by greater and greater amounts as time passes.) In follow-up question 3, students may have calculated e account balance at the end of 18 years. What would the graph look like if the money were kept in the bank for 4 more years? 3.2  Pouring Water In this problem, students investigate another exponential relationship. They generate dau by conducting an experiment in which they line up a series of glasses, fill the first with water, and consecutively pour half the water from one glass into the next. They make a table and a graph showing the relationship between the glass number and the amount of water in the glass. Launch Talk about the experiment with the class. With their help, line up the eight glasses on a flat surface, label them, and fill glass 1 with water (adding food coloring will enhance the effect). Have someone carefully pour half the water from glass 1 into glass 2. Point out the interesting fact that the amount of water can be divided in half fairly well visually without the need for measuring. (If we wanted to be more exact, measuring tools would help.) Continue the process, as outlined in the student edition, until half the water from glass 7 is poured into glass 8. Then pour half the water from glass 8 into another container. Investigation 3 46cLook carefully at the water level in each glass. How does it change as the glass number increases by 1? (The water level decreases by half.) What do you think would happen if we continued this process with more glasses? (It would be almost impossible to continue because the amount of water would be so little.) Because we don't have an actual measure of the water in each glass, we can't make an accurate graph. In Problem 3.2, you are given a specific amount of water and challenged to think about what would happen if you conducted this experiment starting with that amount of water. Have students work in pairs on the problem and follow-up. Explore As pairs work, check their tables. If students are finding the process easy, challenge Them to extend their table for several more glasses. As students make their graphs, you may want to ask these questions: How can you tell which variable is the dependent variable and which is the independent variable? (You have to figure out which variabie depends on which.) Which variablethe independent variable or the dependent variable will you put on the x-axis? Why? (By convention, the independent variable goes on the x-axis.) Which variable is the independent variable? How do you know? (Glass number is the independent variable. The amount of water in a glass depends on the number of the glass.) Summarize Have students share their answers and compare their graphs. In what other problem have you seen a relationship that looks like this one? Students may think the pattern in this graph most resembles the inverse relationships in the bridge-length and teeter-totter experiments, because the amount of water decreases in each succeeding glass. Or, they may think it resembles the decreasing number of buyers in the problem about selling school-spirit caps. It is, in fact, mathematically similar to the exponential pattern seen in Problem 3.1. Students may not make this connection, as the savings-account problem involves an increasing relationship. Accept whatever ideas students offer, as they do not yet have a knowledge of exponential relationships to guide them. However, do challenge their ideas by pointing out how this graph is different from those in Investigation 2 and Problem 1.4. 46d Investigation 3You might ask whether e data in the table show the same kind of numerical relationship as the dau in the teeter-toner experiment (in which distance x weight = constant). And you can ask whether the graphs and tables from Problems 3-1 and 3-2 resemble each other in anyway. Students should be able to recognize that the patterns in the tables are not the same, but they probably wont spot that both tables are generated by repeatedly multiplying by a constant factor. (On the other hand, if someone sees this, capitalize on the discovery.) Investigation 3 46eA World of Patterns In previous investigations, students have collected data from experiments or generated data from descriptions of familiar situations. They have made tables, graph models, and sometimes equation models to fit data. In this investigation, they concentrate on e graph model, describing situations that could fit given models or creating graphs to fit given situations. Some of the graphs they will work with are linear, some are nonlinear, and some have linear and nonlinear sections. Students will come away firom this unit with an understanding that graph and equation models can be used to represent many patterns found in our world. In Problem 4.1, Modeling Real-Life Events, students read a story about a bus tour. They match graphs to, or create graphs to represent, a variety of activities in which the tour participants are involved. The focus of Problem 4.2, Writing Stories to Match Graphs, is on interpreting graphs. Students write stories that might have the given graphs as a model. In Problem 4.3, Exploring Graphs, students use a graphing calculator to examine equation models. In the process, they discover that some of the unusual graphs they have made in previous problems can be represented by equation models. Mathematical and Problem-Solving Goals  To use intuitive ideas about rates of change to sketch graphs for, and to match graphs to, given situations  To use intuitive ideas about rates of change to create stories that fit given graphs  To extend understanding of graph models to include new shapes  To explore symbolic representations for several graph models Materials Problem For students For the teadier AU Grid paper, graphing calculators Transparencies: 4.1 to 4.3 (optional), overhead graphing calculator 4.2 Blank transparencies (optional) 4.3 Paper or transparent graphing calculator grids (optional\nprovided as a blackline master) 46j Investigation 4 Student Pages 47-59 Teaching the Investigation 59a591 SUES] * Modeling Real-Life Events In this problem, students consider several situations that involve relationships between variables, applying their previous experiences with interpreting graphs. They match graphs to stories\ncreate graphs to fit given situations\nand invent a story and make a corresponding graph, identifying the variables in the story and showing how they are related. Launch Read e story about the bus tour to the class. If there are contextual elements that students do not understand, clarify them. You may want to bring photographs to help explain a low tide or the spon of parasailing. Continue the discussion by asking these questions: What variables do you see in this story? What kinds of things change as time passes? Are there relationships between any of the variables? If so, how might you model those relationships? When students have offered some ideas, read through the problem with them. Then, have them work in groups of three or four on the problem. Save the follow-up until after the summary of the problem. Explore As groups work, encourage them to discuss the relationships they see among the variables in the story. They need to dearly discern how one variable depends on another and the associated pattern of change between the variables. In part A, groups are to locate events in t\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_583","title":"Mayo, Russ","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":["1999/2003"],"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","School superintendents","Education--Evaluation","Educational planning"],"dcterms_title":["Mayo, Russ"],"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/583"],"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\nRuss Mayo, associate superintendent, Little Rock School District\nLittle Rock School District MEMORANDUM RECEIVER To: Ann Brown, Federal Monitor From: Russ Mayo, Associate Superintendent Date: April 14, 1994 Subject: Our Meeting of April 8, 1994 APR 1 5 1994 Offica of Dasegrggaticn Monitoring This is a brief summary of our meeting last Friday, April 8, as I understood it. The meeting occurred as a result of your letter dated April 5, 1994. The primary concerns expressed in your letter related to the upper range limit for area elementaiy schools and the memorandum I sent to principals of five schools projected to be out of range for 1994-95. Items discussed were as follows: 1. Four Year Old Filing - You expressed concern about the lateness of the filing, about the naming of Stephens and Badgett as sites, and about the ambiguous last sentence in the paragraph explaining Geyer Springs. You suggested that we consider space remaining in buildings and demand. You suggested that we consider Dodd or Meadowcliff as sites. You noted that these questions will delay the response to the filing. You would like to hear from me on these questions. 2. Elementary Racial Balance - You said that ranges were guidelines and not quotas. You also said that ODM has never said that we were out of compliance. You said that ranges published in our Student Assignment Handbook are incorrect regardless of the method. Melissa will meet with Julie Wiedower and Sue Pedersen to address this and other errors 3. 4. 5. 6. in the handbook. You disagreed with our removing the numbers of the original six magnets when calculating the racial ranges. We agreed to base range calculations on October 1 figures. I explained the memorandum sent to five schools freezing their enrollment of whites. Projections show them out of the acceptable range. This does not prohibit attendance zone students from enrollment. You believed that this discourages whites from coming into the district. In support of this position, Chris said that the plan states that I can make no assignment that will knowingly put a school outside of the acceptable range. Magnet Shadow Zone Question - You said that you were glad that I corrected the method of calculating the number of seats for the shadow zone. The 25% Shadow Zone seats come from the capacity before allocating seats to districts. In the past, they were part of the LRSD allocation. Dunbar Magnet - You emphasized that Dunbar is a magnet school, not simply a magnet program. Someone in the Student Assignment Office is treating it as a program. Central and Hendersen are clearly programs within a school. You expressed concern about the Gifted and Talented program being predominantly white. Educational Park - You suggested that we consider an educational park involving Mitchell, Dunbar, and Gibbs. Their convenience to each other allows for such, you said. Interdistrict School Policy Filing - You objected to the limited consideration for LRSD whites within this policy. Why a maximum of 9% seats for whites? I explained thatAnn Brown, Federal Monitor April 14, 1994 2 PCSSD has a responsibility for participating in the interdistrict schools by sending whites to help us. I also told you that the county students bring us money. You suggested that we consider submitting an amendment to the policy to permit more LRSD whites. 7. King Interdistrict School Magnet Status - You asked where we were on this and suggested that something be submitted soon. You implied that you thought it may grow more difficult to achieve the status if we wait too long. Chris said that he made a request for information of Principal Sadie Mitchell a few weeks ago. She submitted it to Estelle Matthis for approval. Chris has placed a reminder call. You reemphasized the need to file soon. I will call you by phone with responses to your concerns. C Dr. Henry P. Williams, Superintendent Qiris Heller, LRSD AttorneyOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 3710100 Date: April 15, 1994 To: From: Subject: Russ Mayo Brown Comments on your summary of our April 8, 1994 meeting Today 1 received your memorandum summary of the April 8, 1994 meeting between Chris Heller, Melissa Guldin, Bob Morgan, you, and me. 1 want to clarify, below, some of the points you chose to address as your understanding of the discussion. However, 1 want to first point out that 1 do not intend for us to routinely engage in this type of post-meeting correspondence. Since we verbally summarized the \"to do\" points of our meeting at its conclusion, 1 fail to see the necessity for trading follow-up memoranda. On the other hand. your memo reveals some misunderstandings that trouble me. If necessary, 1 will make arrangements for a stenographer to be present in the future so a meeting transcription can speak for itself, leaving us time we can devote to something other than creating paper trails. Since you concluded your memo by saying that you will phone your responses to my concerns, 1 believe that verbal communication should ordinarily suffice for other types of information exchange as well. A. Concerns expressed in my April 5, 1994 letter were for the errors in both the lower and upper range of the racial balance guidelines for secondary schools printed in your Student Assignment Handbook, not only for the upper range for elementary schools as stated in your memo. B. During our discussion of the LRSD filing to add four-year-old programs, 1 asked why certain schools had been selected (such as Badgett and Stephens) and others excluded (such as Dodd and Meadowcliff, although 1 acknowledged that limited space at Meadowcliff might made additions difficult there). 1 named these schools as examples, not an exhaustive list. My questions regarding Stephens were more specific, focusing on the incongruity of the proposal with three highly relevant factors: (1) very low enrollment in the schools single four-year-old class\n(2) the districts intention to propose a motion that would essentially substitute Washington for Stephens to satisfy settlement terms\nand (3) uncertainty about the future of Stephens. 1 asked about the criteria the district used in naming the proposed sites for new or expanded four- year-old programs. You explained that someone else had made the placement decisions and that you were not certain why specific sites were selected.April 15, 1994 Page Two C. 1 strongly disagree with your characterization of my remarks regarding compliance with racial balance guidelines. I stated that the Circuit Court has termed racial balance ranges as guidelines, not quotas. 1 stressed that, therefore, ODM has avoided using the term out of compliance\" in regard to target racial balance. However, we have repeatedly pointed out that a large number of schools do not lie within the target range. Semantics in no way excuse the district from striving to operate its schools within the specific target ranges set forth in the plan and court orders. My concerns included that the LRSD Student Assignment Handbook (1) contains ranges for secondary schools that are either mathematically incorrect or based on unknown or faulty enrollment figures\n(2) that the Handbook range for elementary schools directly conflicts with that named in the desegregation plans. We discussed ODMs 1993-94 School Racial Balance Monitoring Report, filed January 12, 1994, to which the LRSD had not responded. The report is clear about how we calculated racial balance ranges based on specific plan provisions and October 1 enrollment figures. Yet the LRSD Handbook contains racial balance guidelines that conflict with those in the report. Part of my concern is that you are issuing directives about student assignments based on erroneous racial guidelines and, thereby, excluding children from their assignment zone schools. Im aware that the plan provides for the district not to make assignments that promote racial unbalance, but you continue to sidestep my primary point. My prevailing concern about your approach to student assignments remains is as 1 have repeatedly expressed it: manipulating ranges and freezing enrollment for certain groups of children amounts to taking the easy way out. Instead, the districts overriding obligation is to live by its espoused voluntary desegregation credo by consistently, energetically, and early-on carrying out the tough recruitment job to which the district has committed itself, but nevertheless continues to botch year after year. Recruiting to voluntarily move students in and out of schools is a big key to success. Another is returning children to their zoned schools after their families have moved, and I was pleased that you had issued a memo dealing with this assignment aspect. 1 also stressed the importance of your following through on the disaggregation of student assignment data that Bob Morgan had begun. 1 inquired about progress on the assignment study James Jennings is conducting, but received no clear answer about a finish date nor any indication of the who, what, when, and how\" of district plans for using this information to make important and pressing changes. D. Im pleased that you have modified some magnet school shadow zone assignments after Melissa Guldin brought a problem to the attention of Student Assignment. However, the issue concerning ODM was not the one you expressed in your memo. Melissa became aware that the district had been allotting less than 25^ of kindergarten seats to shadow zone students at Williams. Although the district has now increased the number of kindergarten shadow zone seats to 15 at Williams, which is 25% of the available K seats, this number will not be sufficient to continue meeting the schoolwide requirement. SAO must also develop a system to add shadow zone seats at the first and fourth grades (when class size increases) and to place new shadow zone students in the school when others move out.April 15, 1994 Page Three E. The educational park idea stems from my suggestion that the district consider the feasibility of a new relationship between Dunbar, Gibbs, and Rightsell (not Mitchell as your memo stated), because the three schools are so close to each other. The federal government is significantly increasing magnet school grant dollars and the district needs to investigate how to take advantage of those new dollars. F. Regarding the filing on King intradistrict transfers, I have always understood PCSSDs responsibility for interdistrict desegregation, and am fully aware that M-to-M student transfers provide money for both the sending and receiving district. During the meeting, 1 hope Chris, my staff, and 1 clarified for you that funding for magnet school students is different from that of M-to- Ms, and that it does not \"cost you money\" in the M-to-M sense to \"lose\" a student from a magnet. Our concern was that the filing did not adequately take into account the issues raised in the Courts February 4, 1994 Order. Moreover, the districts new policy sets a highly restrictive precedent, severely limiting the number of white students you will allow yourself to place in your own interdistrict schools. Such a move cuts you off from a valuable tool for addressing racial balance challenges, such as burgeoning white enrollment in certain schools. The Court invited you to shape policies that would allow you to use voluntary intradistrict transfers to take advantage of the white enrollment in areas where you are now freezing white students out of their attendance zone schools. CC: Hank Williams Chris HellerQ , LROP ADMIN. BOLDING Fax:1-501 'd-2032 Feb 36 Id: Co p, 02'O: Litfle Rock School District Dr, Mayo Named Finalist February 9, 1996 For more information: Suellen Vann, 324-2020 Dr, Russ Mayo, .Associate Superintendent of the Little Rock School District (LRSD), has been named as one of two finalists for the Superintendent position in Greenwood, Soutii Carolina. Dr. Mayo has served the Little Rock District for almost three years. Dr. Mayos announcement comes at the same time that Little Rock Superintendent, Dr. Henry P. Williams, is being considered as one of three finalists for the Superintendent position in St. Louis, Missouri. Dr. Mayo's recruitment for the South Carolina position began several weeks ago, prior to word of Dr. Williams' selection as a finalist in St. Louis. The Greenwood, South Carolina school district has an enrollment of approximately 9,000 students. The district includes nine elementary schools, three middle schools, two high schools, one alternative school, and one vocational school. Both finalists for the Greenwood superintendency will be scheduled to return to that district for another interview later this month. 810 West Markham Street  Little Rock, Arkansas 72201  (.501)324-2000Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 February 14, 1996 Dr. Russ Mayo Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Russ: In an Order dated July 10, 1992, the Court adopted the recommendations of ODM which were contained in the Incentive Schools Monitoring Report of June 1992. On page five of that report, we recommended that the district \"Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.\" Tlie same recommendation has appeared in subsequent ODM monitoring reports, and has also been discussed by Judge Wright during hearings. As the district is poising itseif to consider changes in the desegregation plan, and perhaps particularly in the incentive schools, it seems especially important that we know the results of the districts analysis of the factors that have worked to desegregate Rockefeller. Therefore, please immediately forward to me the results of the districts identification of the Rockefeller success factors. Also explain how the identification process was conducted, including when it was undertaken, who participated in it, the analysis criteria and methods used, and how the results have been applied to the other incentive schools. Thank you very much for your assistance. Sincerely yours, ! Ann S. Brown cc: Hank Williams Chris Heller503')8/90 tt\n51 03148862171 COUnKBlA SCE ADS Cofumbia Soard of Education (S(fl WsfjEyStreet * C'deaUu ^6523^  77Ui7l FOS IMMEDIATE RSLSASE 'late : Coatact\nMarch 19, 199*5 Me(ZV L. Hantgee ii (5.73) 374-8571 ir .,f Coluiribia, CoXuwbxa Public School.n Superintendtep Saxch: MCh-It is our pleasvce this mcrning ho ajip.ounce the j\n.. jBoob/aoa I I I i I I !. 4 I Appointment of Dx. Rusaeli Mayo as the .lew vapei ir.csndent of the Co.i.iMt)ia Public Schools by unaaiacvs vote o.f the Board. .C(orttrsct will begin July 1, 1936. Dr. Mayos Dr. Mayo, whc is ctSMAntly associate :upe'!:inteRdent in Little Fock, Arkansas, A district of 000 ptuclsr.ts, aarned hj.s ria.sters dec/res and doctorate at the University of Vircrinia in C.hs-.lctte.sklle^ Hj.s varied and muitifaceted experience in. education includes Classrooin teaching, set vice as a building actoiciatrator at hG 1 un 5.(11 r sertiax high, and riiddle school levels, high, and nine years as 3 district-' widt! adfiEin,! strator. Previous to his position in Little Rock, : .Arkans.as^ Or. Kayo a\u0026lt;\u0026amp;-rArd in school districts in Virginia and ' Syrscu^er New York. Ajaong tbs n.itny positive aspects the aoard has notwd, Dr. Ms'yo\ni is a superior cewmcaiqater with retired interpeirsonal skills: who valpes, enjoya. and. seeks ongoing interaction with students. staff, at.d the conuiiunity.  is conaaitted to manage human and fiscal resources astutely ah(d costeffectiivery in a period of funding litnitat.ions and unce'rtaint'v. . * values cultural diversity and will provide leadership for \u0026amp; pi'icgrfcssi'vc schcol systen. in its response to increastr-gly pluralistic conmuaity. 10  1 r,' a growing and 0Q10Tii WudH 0 'zoc. 1 b 1 c-0foa -'19/86 11-51 03148862171 COLUMBIA SCH .\u0026gt;Jt j'\n|a00S/Ci03  has the ability and desir* to work with our dyramic. business coMiuurAxLy ir. fidv^ricxn^ \"ch. highl^^ Education preg^r^ra. supportiT^ie s'UPcsssful ?aEtr.crs'i Th I understands and I instruct enibraces uech-io-roc^y In the iTrtprovsTne.-it *0-* on and sound utilization of humsn and fiscal respurteis  has a background od intagritv, secure sensa of self, ,and the i stamina to naec the desr.ands o thia position while grow professionally. contiauing to  The Beard belrev\u0026amp;s that Dr. Mayos experience has shown him to'b-s fi leader who creates a cc,i=oi\u0026lt;~i environir.ent which respects the ' individuality ot students and staff and sustains a cliaate of ! har.'oony, openness, and trust in which id^as, issutes, and differeeoes 0 I I 1 1 nay be advanced freei.y. exanined thoughtfully, and used\nconsirruct.ively to improve the Districts aerv.ice to childten. i 1 r I  \\ t. c-b. ' 1 I I ! \n0QT01 pJijdJ 1 6T d 3r TIMA i i- O'^ }. 'OU^PS /.wcF^^ mr Little Rock School District i For Immediate Refcase I March 19 199^5 For more information: Oiiana Keatbjpj-. 32.4-2408 Dt. Riiss Mayo Accepts Missouii Fositios} Mayo, Associate Superintendernt of ihs .Little Rod Sehcto! Disirct (LRSD), xs^as ranied. .3jperialo.K3e.ni of Columbia (Misseitri) Pub!ic  Schixij.c hv\ni^nirao^ vote V-0.) of its Bcaid, Mayo wjiJ assume \u0026amp;c position fill-tiine. on July 1 hse\ntioiifted toe Little Rock School Board and LRSD Superintendent Hei3.ru WilEams. I, iMayo ua.', Signed a ihrwe-xeai' contact with an arinuai one ycsr extensicn 0014'' p. baUsfaciCiy evaiumron. His salary will iie $98,000, with bsnefits inebding a lar, a retneir -ri STiiittir', ant) jje iiisiraECc, Columbia is a dAtricl of 15-000 studeais. Twenty piarcein of its .stnden including Alrican-Aniarican, Asian, and Native Americac* iFh'tre are 2? schools and -.n\n...... 1^500 cicpitiyeef. in the distiici. r-K\nbui^et is just over $95 miUioft j\u0026gt;er vear. Sever pf tts schools liave been recognLted as Blue Ribbon Schools of Ex'Jellence 'oy the H. S. Depjytmerf of Bdixiitioc. Rsdlwok named Columbias HieJemtm HktH A ^.r\u0026lt; '1,..*..^ :nnp RscihooL -iamed Columbias Hickman High Schoo? one of Americas best , a natj'oaal consulting iiim Avhich prorides educailcn \n,4: cnip^psttCijs, ranked CoiUEifcia Public Schools among the fop 9 percmx of all disffitn naiicii For two year.s, Expaasios Wtagazrae ranked die district ihn bast in Mii-jj\".:? Ck'-mabia Schooi Dtstnet is not involved in oesegiTegation htisjatton S^hwlMatch. jotmation tc ilar^e ne The r _ Colmnbia b located half-way between St Lotus and Kansas Citi/. U L , / u,^: vniveisiry of Missouri and several coipoctite offices bdndiing State Fstm Insurance la rtceitt ^saiSu Mon^ iM^gaztue ii.gtcd Columbia as one of the most dasirabie pla':e,s to Live in the Hbited U is the home qf the Stares. ,, Upon Icaixing of Dr. Mayf''s appoincmerit, Little Rock School i^oard mctuber J^rdy iXlaipifiss Im. deli^:ted that Dr. Mayo \u0026gt;vill have a lupenrrtendencyj aud I knowhe wil!i4o a ^eat job iu Cohunhia. I miprticiiate the work he has done Iktc, perticnlarly in tenn.^ nf getting a It^die on our desegregation plan ana Iieiping us know clearly \u0026amp;\u0026amp; j^tates of oia ohligatkias. , 810 tS t Atarthac? Street \" Xllile Rock. ,4\nrkancaF. 72201  rO'd 30 T ) : 1 .03/19/96 11:47 501 324 2023 LRSD COMMUNICATI ODM 0002/002  a r Little Rock School District For Immediate Release March 19, 1996 For more information: Deana Keathley, 324-2408 Dr. Russ Mayo Accepts Missouri Position This morning Dr. C. Russell Mayo, Associate Superintendent of the Little Rock School District (LRSD), was named Superintendent of Columbia (Missouri) Public Schools by unanimous vote (7-0) of its Board. Mayo will assume the position full-time on July 1, He has notified the Little Rock School Board and LRSD Superintendent Henry Williams. Mayo has signed a three-year contract with an annual one year extension pending a satisfactory evaluation. His salary will be $98,000, with benefits including a car, a retirement annuity, and life insurance. Columbia is a district of 15,000 students. Twenty percent of its students are minority including Afirican-American, Asian, and Native American. There are 27 schools and more than 1,500 employees in the district The budget is just over $95 million per year. Seven of its schools have been recognized as Blue Ribbon Schools of Excellence by the U. S. Department of ^ucation. Redbook named Columbias Hickman High School one of Americas best. SchoolMatch, a national consulting firm which provides education information to large corporations, ranked Columbia Public Schools among the top 9 percent of all districts in e nation. For two years, Expansion Magazine ranked the district the best in Missouri. The Columbia School District is not involved in desegregation litigation. i Columbia is located half-way between St. Louis and Kansas City. It is the home of the University of Missouri and several corporate offices including State Farm Insurance. In recent years. Money Magazine listed Columbia as one of the most desirable places to live in the United States. 1 a Upon learning of Dr. Mayos appointment, Little Rock School Board member Judy Magness said, Im delighted that Dr. Mayo will have a superintendency, and I know he will do  great job in Columbia. I appreciate the work he has done here, particularly in terms of getting a handle on our desegregation plan and helping us know clearly the status of our obligations. o ###I I . i I I ? 1 I 1 t 1 I I I  : ! i I I i I i i i I I j I i I 1' } ' I i I i I I I  I !, j I ! \u0026gt; t i, i i I:  f I I i I 1 i\nI\nI I  I i I (h Calumbia Board of Eduction J\" ii I i I . i\n: FOi^i IMMEDIP.TE RSLSASE ate: j Gohtact: ( I I j ll\u0026gt; Stet Wsrii^ SfaS  CiitiaUi, ftOfflU)  (OT SMj?! . I , f N IJ\n!\ni I  I : Columbia, I I i. I ! March 19, 1996 Marv L. Hantge (573)874-8571 s I I I 1 C^Xiuibla Public Schools Superintondiajsit Search [ I I ? i appointment\nof Dr. MC\u0026gt;-It is our pleasure I I I i\n! '} J J' thio morning to announce the Ji 'j ' Russell Mayo as the new superintendent i of tii\" ' i ' '  ' \" jCoiuzribia Public Schools by unanimous vote of the Board. icontract will begin July 1, { I 1996. I i  J-  I I Dr. Mayo-s\ni ' ) i: i i tor.' .Mayo, who is currently associate superintendent'in little ROcik N i ' .  . . . ' = I ?  i [Arkansas, a ^district of 25,000 students, earned his-master's degreei! j ' ' I' ' land .doctorate at aarned his naster*s i the University of Virginia in CharIotte.STijtie^ M'S}, j {varied and raultifaceted experience in education includes class-coctni ' , I [ : i : ' J [ (teaching, service as a building administrator st the juni.ar hi^h ^senior high,r and middle schoci levels, iwide administrator. rator st I and nine years as a district-!-i Previous to his position in tittle Rock, I f : I i i I I  i  I I i i i I ! ! jArlcanaas, Dr\nKayo served in school districts in vitginia land. iSyi*s.\u0026lt;\nnse, Mew York. ( ) I jAmong tbs raariy positive aspects the Board has noted, Dr. Mayo\n' '  i I\nI i I I i  N\n ,  r 1 r I: : is a superior ccmffiuniqator with refined interpersonal skills!who ! i r ' ' '  i valjues, enjoys, and seeks ongoing interaction with students, ' .and\nthe community.\n.| ' I sjaff , I  i 1 I ! i ' I r  : 1  ! J I's conmitted to manage human and fiscal resources , astutely a\u0026lt;id \n\u0026lt;  I  : i'   jcos^-effectively in a period of funding limitations and uncertainty : I i  i' I i , i :  , I ' '  : \n values cultural diversity and will provide leadjership for a p i J ) It. progressive school system in its response to a growing and I ' I increasingly pluralistic coamunity. ' I [' I. I I\ni| i I I I i I ! }  S0'd I i I i I 00T0T1Z 01 WOdd Wdi:t0 966T-6T-20 i i i I I I ( I I I i I IJ ' ,i  I\n! I I i ! :  I , ! has the ability and dssi ! . i \u0026lt; i \u0026lt; I 1  I t isire to work with our dynamic, supporii-,^ advancing the highl^f succsasful Jartnord Ih I Education program. I I I I J  uhdersLanris End embraces technology in the improvsaientcd J 1: i in^h^uction and sound utilization of huiaan and fiscal rsspuroeia. I : i I { I  I I  * background of integrity, a secure sense .of self istamina to meet the demands of thia position while continuing jtoi I Jand ,tjhe:! : i grpvf? professionally'. f i .5'6,1,''-' i\ni' i r r I I' : ' *  i ' ' pM :Board believes that Dr. Mayo's experience has shown him toj:b\u0026lt;s a ' ileader who creates a ccilsaial xrJ. environment, which'respects the * '.)  j I Students and staff and sustains a climat^ \u0026lt;} i. j iharn^ny, openness, and trust in which ideas, issules, and differencesi jniay:be advanced freely, examined thoughtfully, and used f !constructively to improve the Districts sezrvice to-childten. a- -5\n) I' i. A. 1, ! : ! ' i\n' N ' I ! 1  i\n t t i  I . ! i I: I i ! i ! i , 1\ni . { . t:\nJ  J . i i i !' Si i i i. ]. ii 00T0T^L2 01 i\nL i: 1! 1: :l I: '!!' i ! : 'I '  i\n i' i- WdSZ!S3 966 T6113 r  1 I i ) I 1  i I 1 I { I I I I .\u0026lt; 1 : '. . i\nI- ' ! 1 1 i I I : i I I\nI } i I i } t ! j ! i ! L0' d J t 1 1 n PJOddH I  ! t I\nit . ( C Little Rock School District 1 I., |i. . I  '! i :l i For Immediate Release i IMarch 19,199*5 For more informatioD: \u0026gt; i: Deana.Keathley, 324-240S L\ni: I \u0026gt; i : t Dr. Russ Mayo Accepts Missouri Position 1 This morning Dr. C. Russell Mayo, Associate Superintendent of ths Little Rock School  j Sisthet (LRSD), was named Superinteadent of Columbia (Misseuri): Public Schools By i daf^iraous vote (7-0) of its Board. Mayo will assume the position fctl-time on July 1. He has ] t^tified the Little Rock School Board and LRSD Superintendent Henry Williams i I i ! . Mayo fans signed a thxee-year contract with an annual one year extensicc pending a tetisfectory evaluation. His salary will be $98,0C0, with benefits including a car, a retirement ' J has ypar extensicD iaanidty, and life insurance. j j j Columbia is a district of 15,IWO students. Twenty percent of its students miitiority and Native American. ^Fhere ate 27 schools and more than\n 1^500 ^employees in the district The budget is just over $95 miliion per vear. Seven its ' ghoofe have been recogni2Bd as Blue Ribbon Schools of ExceUence hyithe' S, Dep^,mt of , ^w^ott Redbook named Columbias Hickman High School one of Arnicas best, ^ciKMlMatch, a national consulting firm which jarovides educaiicn inibrmation tc ilaige boiporatioua. ranked Columbia Public Schools among the top 9 percent of all districts ih the ^on. For two years, Expansion Magazisc ranked the district the bast in MissouriJ Tie P f^uisbia School Dtstnet is not involved in desegregation litigation, j infennation tc large ' ., : I Colnrabia is looted half-way between St. Louis and Kansas Cky. It is the home cjf the yinivesitj' of Missouri and several corporate ofiSces including State Pahn Insurance, _ _____ Money Magazine Ii.gtcd Colmnbia as one of the most d\u0026amp;sirable places to live in die Uhifeti ' States,, ! !. In recent ' .Upon learning of Dr. Mayos appointment, Uttie Rock School Board member body Vlagnes.said. I m dcliahted Msvn w,1( a supetintendencyr,) and I kaowihe willidb h innn jjj getting'a hr AhKa-afL'wie *1 li/ lylagi^s said, Im dchghted that Dr. Mayo will have g^at ^ob in Columbia. I qrpreciate the work he has done here, particolIy H 1' I^dlb pa our desegregation plan and helping us know cleatiy the status of oiir obligations. } - I- I  I  t I I. i I J i t I i I\n1- I { , I I I 1 i i J I  J '1- ' r J h\n! ' J I I : I ###  I } I j i J ' 810 West Markham Street  Xittle iS^ck, Acktfjasas 72\u0026amp;01 ! (501)834.3000  i t r0-d 00TOT1'Z 01 WOdd !!. .1: i, I II . } I. I' Wd6:a3 366T-bT0 i I I 1I\n03-10-96 11:47 501 324 2023 I.RSD COMVIMCATI OD'I 002 002 s Little Rock School District For Immediate Release Maxell 19, 1996 For more information: Deana Keathley, 324-2408 Dr. Russ Mayo Accepts Missouri Position Ihis morning Dr. C. Russell Mayo, Associate Superintendent of the Little Rock School District (LRSD), was named Superintendent of Coiumbia (Missouri) Public Schools bv unanimous vote (7-0) ot its Board. Mayo will assume the position full-tmie on Julv 1. He has notified the Little Rock School Board and LRSD Superintendent Henrv Williams. Mayo has signed a rhree-year contract with an annual one year extension pendin satisfactory evaluation. Hrs salary' will be S9S,000, with benefits including a car, a retire-annuity, and life insurance. Columbia is a district of 15.000 students. Twenty percent of its students are mine: including African-American, Asian, and Native American. There are 27 schools and more 1,500 employees in the district. The budget is just over $95 million per year, :seven of its schools nave been recognized as Blue Ribbon Schools of Excellence by the U. S. Department of Educarion. Redbook named Columbias Hickman High School one of Americas best. SchooIMatch, a national consulting firm which provides education information to large corporations, ranked Columbia Public Schools among the top 9 percent of all districts in the nation. for two years. Expansion Magazine ranked the district the best in Missouri. The Columbia School Distnet is not involved in desegregation litieation, Columbia is located half-way between St. I ouis and Kansas Cite. It is the home of the University of Missouri and several corporate offices including State Farrrt Insurance. In recent years, .Money Magazine listed Columbia as one of the most desirable places to live in the United States. Gpon learning of Dr. Mayos appointment, Little Rock School Board member .ludv Magness said, 1 m delighted that Dr. Mayo will have a supenntendency, and I know he will do a great job m Coiumbia. I appreciate the work he has done here, particularly in terms of getti handle on our desegregation plan and helping us know clearly the status of our obligations \"  V # 810 Vkest xMarkham Street  I-Htk Rock./Arkansas 73201  (501)824-2000 03/18/98 11:00 J1 4SS621T1 DEC COLliMfllA .SCH AD.si I.MS 002 00l/002 1\nColumbia Board of Education 1818 *tt Woh\u0026gt; Itrttt  Colaoba, NO 4HS3  (JT3) bX'k immediate release Date: Contact March 19, 1996 Mary L. Hentges (573) 874-8.571 Coixiznisi* Vuljlic Schools Superinhondeirit Seax-oH ColuBXia, KO-lt is car pleasure this mcrnihg to announce the appointment f Dr. Russell Mayo as t.he naw superintendent o the Columbia Public Schools by unanimous vote of the Board, contract will begin July 1, 1996. Dr. Mayo's Dr. Mayo, Arkansas, who is currently associate superintendent in Little Rock, a district of 25,000 students, earned his Blaster's degree and doctorate at the University of Virginia in Charlottesville, His varied and multifaceted experience in education includes classroom teaching, service as a building administrator at the junior high. senior high, and middle school levels, and ine years as a diatrict- wide administrator. Previous to his position in Little Rock, Arkansas, Dr. Mayo served ifs school districts in Virginia and Syracuse, New York . Among the any posit' e aspects ths Beard has noted, Dr. Mayo\n is a superior coirununicat' .. with refined interpersonal skills who values, e.njoys, and seeks ongoing interaction with students. staff. and the community. is committed to manage human s.'.d fiscal resources astutely and cost*effectively in a period of funainc limitations and uncertainty.  values cultural diversity and Will provide leaaer.ship for a progressive school system increasingly pluralisti- rwspo.Tse to a growing and -unii y i'11: C-5 03/18/\u0026amp;S 1 00 5145882171 lEC COtVMBIl SCH AT)!\u0026gt;I 003 1^002 002  has the ability and desire to woik with our dynamiCr supportive business community in advancing the highly successful Partners in Education program. understands and embraces technology jn the improvement of instruction and souna utilization of human and fiscaJ resources, * has a baokgrouna of integrity, a secure sense of self, and the stamina to meet the demands cf this position while continuing to grow professionally. The Boara believes that Dr, Mayo's experience has shown him to be a leader who creates a collegial environment which respects the  individuality ot students and staff and sustains a climate of harmony, openness, and trust in which ideas, issues, and oifferences may be advanced freely, examined thbughtfui.'.y, and used constructively to improve the District's service to children.I SATURDAY, FEBRUARY 10, 1996 No\u0026lt;r^'\"l2RSDboss ^lsodob4iunting\nposts ,'ir- BY CYNTHIA HOWELL Democrat-Gazette Education Writer \"While Little Rock Superinten- in early to mid-March. A final de- ' cision could be made in mid-to late March. The Richland County district includes 51 schools in rural and\n, d^ Henry Williams was inter- ' Viewing for a job in Americas Gateway to the West St. Louis inner-city neighborhoods. Enroll- 7-\nearly this week, the districts ment is 74 percent black. \" e second-in-command went east to doiihe same thing. Superintendent / i^^A^sociate v.. Rljss Mayo announced Friday 'that he is a top contender for two The other candidates are Don Henderson, the districts interim superintendent, and Joseph Johnson, associate superintendent of ^superintendents positions in public schools . in Winston- t. Sputh Carolina. His announce- miept comes at the same time Wniiams is being considered for superintendency in St. Louis. c\u0026lt;' -Xayo, 41, is one of two finalists  liiihe Greenwood School District, oar^iversity town with a public (School enrol' enrollment of about 8,500. t?H\u0026amp;aiso is one of three finalists for the top job in the Richland Coun- .'^School District It has an enroll- ^ment of 27,000 and encompasses L Coiiunbia, the state capital. , .A.^reenwood is like a small Lit- tIe!.\"Rock without desegregation ^jil^ation or serious financial \", troubles, Mayo said. rr\n- \u0026gt; , 3T3ie district has 16 schools, a 45 ' p^cent minority population, and i ' a.^ million budget. The town is ! home to a Fuji film plant, a Mon- . sitp Chemical Co. plant and tex tij and building supply compa- 'mes. : \u0026lt; Alan Zubay, superinten- of schools in Gainesville Ga.,  is- The other candidate for the ' Greenwood position. Both candi- will,return to Greenwood ^.f(5\n5econd interviews Feb. 27. T-^chool board members will , visit each candidates home city . IC . Salem/Forsyth County, N.C. Mayo has worked in the Little Rock School District for about 2% years. He said he would be interested in becoming Little Rock superintendent should Williams take the St. Louis job. * -  .? Im not fixed on leaving Little Rock, he said, praising the people he has met in the city. If Dr. Williams leaves I would certainly want to consider the superintendency here if the board were at all interested. i Id also want to know that the community, the business community and employees would be interested. Mayo called Williams one of his best friends. The two have worked together for a dozen years, beginning in Roanoke, Va., where Mayo was high school principal and a director of magnet schools and Williams was deputy superintendent.  When Williams became superintendent of schools in Syracuse, N.Y,, Mayo followed him there to be director of business-school partnerships. Mayo earns $69,200 a year in Little Rock.__5L^as DcTiKKrat WOiazcKc TUESDAY, MARCH 5, 1996 I No. 2 man at LRSD eyes 3 jobs Latest post, in Missouri, pays at least $90,000 BY CYNTHIA HOWELL Democrat-Gazette Education Writer Dr. Russ Mayo, the associate superintendent and second-in- command of the Little Rock School District, has once again been named a semifinalist for a superintendents job, this time in Columbia, Mo. Mayo, 47, is in the running for three out-of-state jobs. He announced last month that he is a finalist for superintendent positions in Greenwood, S.C., and in Richland County, S.C., j site of the states capital, I Columbia. Mayo interviewed for the Missouri job over the weekend and has been invited for a second interview later this week. He is the only one of six candidates in the running for the job to have a scheduled second interview. But Columbia School Board President Mary Hentges said other interviews will be scheduled later this month, after the districts spring vacation. The school board hopes to make a selection during the last week of the month, Hentges said. The position is expected to pay between $90,000 and $116,000, depending upon the candidates experience. The Columbia district has about 15,000 students. About 20 percent are black or of Asian ancestry. The city is the home of the University of Missouri as well as two other colleges. The former districts superintendent resigned in August 1995, citing health reasons. Currently, a deputy and assistant superintendent share the duties of running the school district. Mayo returned to Greenwood for a second interview last week and was in Columbia, S.C., for a second interview Monday, lie is one of two finalists in each of those districts. Mayo began work in Little Rock in October 1993. He moved here from Syracuse, N.Y., where he was a school principal and later director of business-school partnerships. He was hired in Little Rock by Superintendent Henry William^, who also moved here from Syracuse. Williams and Mayo have worked together for 12 years in three different school districts. Mayo earns $69,200 in Little Rock.Arkansas Democrat 'SB TUESDAY. MARCH 19, 1996 ER schools No. 2 man Expected to head north  BY CYNTHIA HOWELL Democrat-Gazette Education Writer . ,.,Dr. Russ Mayo, the Little Rock school districts associate super- , intendent and second-in-command, may soon acquire a new tide. 1- superintendent of schools InlColumbia, Mo. '.'-The Columbia School Board has scheduled a meeting with Mayo at 8 a.m. today and a news cohference at 8:30 a.m. to announce the selection of a new superintendent. -^.Neither Mayo nor Mary Hent- ^es, president of the Columbia board, would confirm Monday night that he was the boards Choice for the superintendency. But Mayo, speaking from a motel in Columbia, said that if the job is offered, he plans to accept it,-assuming a satisfactory contract is negotiated. The 15,000-student Columbia School District is in a city that is home to two colleges and the University of Missouri. The districts former superintendent resigned in.August 1995, citing health. A deputy superintendent and an as- s^tant superintendent are sharing the duties of running the district. Mayo, 47, first interviewed for the Missouri job March 2 and 3 and was invited back for a second interview later the same week. He was one of six finalists for the job but is believed to be the only one called back for a second interview. Hentges has said the board expects the new superintendent to earn $90,000 to $116,000 a year, depending on experience. Columbia was one of three superintendent jobs that Mayo was considering. In recent weeks he also has been a finalist for jobs in Greenwood, S.C., and Richland County, S.C., which includes Columbia, the states capital. Mayo, who hasnt been a superintendent before, began work in  Little Rock in October 1993. He moved to Arkansas from Syracuse, N.Y., where he was a school principal and later director of business-school partnerships. He was hired in Little Rock by Superintendent Henry Williams, who also moved from Syracuse. Williams and Mayo have worked together for 12 years in three school districts. Mayo earns $69,200 a year. His salary and fringe benefits, including retirement contributions, , amount to $85,272.Arkansas Democrat WEDNESDAY, MARCH 20, 1996 Mayo moving to Columbia, Mo. LRs associate superintendent will take top job in school district ! BY CYNTHIA HOWELL Democrat-Gazette Education Writer Dr. Russ Mayo, associate superintendent in the Little Rock School District since 1993, accepted an offer Tuesday to become superintendent in Columbia, Mo., effective July 1. Mayo, 47, signed a three-year contract after the Columbia School Board voted 7-0 Tuesday to hire him. His appointment was announced at a news conference, Mayos salary will be $98,000 with benefits that include use of a car, a retirement annuity and life insurance, Mayo said one of the greatest challenges he will face in Columbia is coping with enrollment that is growing by 400 to 500 students a year. The district uses 125 portable classrooms at its 27 schools. Voters will decide April 2 whether to approve issuing $12 million in bonds to build schools and classrooms. These are positive challenges. And they are challenges that I welcome, said Mayo, who has dealt with significant student declines in Little Rock. He said he was impressed with the district staff and school board members, who are concerned about helping low-achieving students even though the districts Dr. Russ Mayo overall test scores are above the national and Missouri averages. 'The Columbia job will be Mayos first as superintendent He previously served as a teacher and principal at junior, middle and high schools. He was director of school-business partnerships in Syracuse, N.Y., when Little Rock Superintendent Henry Williams hired him in October 1993 to be associate superintendent for desegregation. In announcing Mayos hiring Columbia district officials described him as a superior communicator and someone who values cultural diversity. They also said he understands and embraces the use of technology in instruction and is committed to managing human and fiscal resources astutely and cost-effectively. Columbia, a university town midway between Kansas City and SL Louis, has an enrollment of \u0026gt; 15,000 students, 20 percent of whom are minority students, including\n\u0026gt; blacks and children of Asian and American Indian descent The district has 1,500 employees and an annual budget of more than $95 million, Little Rock has almost 25,000 students, about 3,000 employees and a budget of about $140 million. Unlike Little Rock, where Mayo supervises the districts desegregation and student assignment efforts, Columbia is not involved in a federal school desegregation lawsuit Mayo's wife, Marsha, is a fifthgrade teacher at .Adkins Elementary School in the Pulaski County Special School District, The Mayos have a 24-year-old daughter who lives in Charlotte, N,C, He said in a recent interview that he would like to serve as superintendent in Little Rock should Williams leave. But he said he didnt believe he had enough support on the board to get the position, Williams also is looking for a new job. His search is fueled partly by the school boards decision in October not to e.xtend his contract beyond the remaining two years. 1 04-19-1 F=0N ti. t Mayo emerges from mentors fading shadow W ZTlL'lOO P. G L FM/' *  The r^w school sqperiotendert wants to be jiitdsed on Ws own nniQrits. ByJANlCSWINreRS ------ W^eowim wtte- T3 \u0026lt;1 a _ For maj years, Rosseli Mao has perforsijed his dmies ta the shaUw ofHewy Rank WiOi^ns. whose nsle'ai superintendent fn bas htea ftU5it wUh-eewtfow^rey. amonst of guilt by association I guess, whether its deserved  not. \"1 cam ia from Syracuse with the cttireni superintendent, and I thinfe thi bofii^d Mf9s not ^(wavs happy with the things he had done, said Maya I was the Jio4 man, and since they were ryot comfortable ia hint then 1 feli they wa W be BomfortaWc with me.\" 1 think he's absolateiy pereea- Itve, said John Biggs, a Little Rock bo^ member. It has never had anything to do wHli his per^ tnance, \u0026lt; Afl Bfepores t take center school board members rtsge IS the Columbia Pubiie ^pressed surprise over Maye's himself wantteg to become the snperintea-dent ofLittJo Boat schools. t Uke center t*' 'r/. imditeibr in tie spcisi^t. fiJUaRM. which had been beneficial Io iis earesr in tfcie past, possibly has Become fl habil^. . superiutoh-schoels is the first ip recent history be has pre-cured wiiiinMt the help of'ijrib Hams. The ColBintoia sc.hool diftiicl pld $ll,h9a to 8ie eohsuklag firv) of Hazard, Yo^todA^ pialej to techte _ *1 was 9oewftdt taken aback proffer him- Linda Pendexter, presi-aent of die scliooi board. She said WUliams always handled the business with the beard, Vary few peejie are really - laatiliar with r4 ' 'K s and [nvesti^ate thehaclsgrottii^ of the aoaqnat- IHed Candidialtes You can learn what to dofiw} your mentor, Mayo because he operates in Ue shadow of Wil* lisms,' mid ^.Qtdr yrl J^ia 'it.S 4'5 A --/?*/.y-r. -^1 w  May Hairift-Heyas, held btfiw SHMie Cownty da9 also K not to do. beard aitmhers inteiwic-wed for this story, niy  Russen Mayo Michael Daugherty, another hoard raeafaer, 1 purposely 1 played the role J that way, said Mayo. \u0026lt;7 take the No. 3 position very sertotwly. ff you are No. 1,1 dont want to upstage you, I feej like in dn iny job right, you won't know Tve Mary Hanis-Hayes cant heip as she awaits her her husbanc Maiy Harris-Hayes is Qcioded with both baapas^lon and ^er as she speaks of Shelley Caluiabla. police OB^ beiBn contacted by the (inn. an\u0026lt;f ffle eb Mazo-s list of refer-ertecs. r support of the l^te Ri school fcod ia -October 199S, When the board roted 4-3 cot to renew his eonlracL The vote cafiw before most of his personal probbms  iwpaid Imtes. altorca-tioas with photographers, traffie vlo^icna and missetf court dales  transpired. Ifeyo said in a recent interview wita the Arkansas Democrat- Gazcue that fce would like to serve as juperiniendenl iu tittle Rack wn yHIkwis (eaves, but he did not believe he had the boards sup port, , bees there, but 2y work-wUi sake a \"Ttoft oftefeastm he (WHliow) ana I have been together fcr so 1^. said Mayo, I let hte rm his show,\" ^BC VBIUTSlOiA. Donce whose twfimoiw could pat her m jail for IS yea rs, Tm sorry if voa were btsit Haxris- Hayes said in a rapid, almeat nerrous aies- 3^ tn Janes, \"Tjutln all heaesty. yon aven admit yeuraelf that the .. Askad.. .w heihe? his close uaasOsoVc.llfal*- b^a wi.t WliUarnt 'ould have Mayo said !iai goal ot becoming supennlendent had been growing w Jaore than a year, but when wdJtana came under fire by the concerned that the public would have ques-uons aixjut their relal tonshijx \"I have asked Diends and colleagues myaoif, i wonder what the perceplloo will be to outside relationship with eputatioD impact me? said Mayo. \"I certainly nope not. His actions should have no Bearing oa my ability to be a good aupertnteadent perjOB wha hurt you eouitfye Wed yi dea\u0026lt;L rtfrpUMrMirai, she had any compas- WcW4^ 3!wi,ste would teii that to Pholeaaptietl tjy - Jcdilfito* orthe , Missaiiian staff Uonee has identified Henis-Hayes and hen- husband, Larry Cartase Hayes, as the couple Wnnerj6!( tavolved in the Jan. 2fi shooting at Gerbes Supemsrket Tie shooting\nth^Kt assault on a Columbia police officer sisce 1PM couW have ended Jones life if nt for the bunetpT0{\u0026gt;fve8th was warmj.\nJones trifled at a prcilniinafy hearing March 12 that she bad taken Hatvis-Hayes rfolen chrt* whm i Larry Hayes fired two bullets point-blank at her chert. * NQw4Iarris-Hayes, 29, spcndg her nighta j sorrounded by foor cement walls. A thin ' usTw/Vvur c hA*\u0026gt; I to the u ! Hayes w  women I to pick n Harti among 1 Jail, bat sho will. She s ing^, thal ms hmrofbe Joes ( pleaded T!t V 19 more the justii to her no 'ril ix will profc Howev w\niy to as tify agai) Ifciser pt for Hairi . tike the - I Will : tond,\"F : wiJitesti to.)Koy( nss.btii J FrI viu,. ,1 I I ! I I i i I I I I i i i I t I I i I i I 04-19-i'?'96 02:5?Fi1 FROM aw W4M *M UMWt tint I to wait arou^ to Sad out, lidoa't faefieve they thinfc Im inetMIMetnt_\u0026gt;lkit tfient-t a iwtam J j !! t I I I I . I  { ! i J t U\u0026lt;C^4U4CUL 1CVU1U\u0026amp;, R iUWU^ (FUU* bles in Little Hock began in Ifciy' 1995 with a traffic cttation for PiMMMmilUAVn OanaiAA TO OTiUiOO P.0Z irU be 48 when I ont^ a) a' I\nI  } i i f 1 I i j f I } ii. i: i\nJ '\nI i ' \u0026gt;' iT j! : I , I.\n. H  H i II , ! :\ni  I: i\n. h II i ) t 1 I J I I I I I  i i i I f  i ., i I , I\nI  i i  \u0026lt;  f  I J I . ! i I 1 I I J I I I I  I \u0026gt;   t  iB i J i  I -J04-19- 1995 u. ~='0l- J oc 1 i I . aoAr M cjcn' of^ the CotnnbiA eammunity,'* Elbiertsaiii. Bids of ail ages lined up for a ftee photo *uth the Ehster bunny be pare setfisg out to i!ad eggs. Diffarent age grouos broke off and searched for tie ealornti piiastje eas io aifffereat sections edltheptxk. fltMir-yeiC'old .-khahwuefoha- soB said bar lavarita part\nof the host was Stdins tss with-choo Ihti inside. iCoren Mwon, X dUlgwrty peels flw sbefl off an Easter egg DougiaM Park on S^r^. About 50 Wds stwwab up to ftnd candyffteo ptictic If the children found ao egg with a chocolate Cadbory egg inside, they won \u0026amp; prize. Prizes ranging fTea puzzles to Saater bocte and ibekers also went to those who Bjiaxl the most eggs. Kids also Won prizes ibr the iargoEt and snsUert Easter bosheia. Darreil Poster brou^t his 6- year-old dRughfer. Sashide, Io the EsMer egg hunt \"We try to take part in cotnsw- niij activities any time we cam\" Carrell Foster who brought his Ayear-old dssghter, Rasitlda, tc the Easar sgghunt Linda Rcotes. presWesR of Jw North Central Columbia Neighborhood Assoeiarion, broeght her 9-yeir-oid granddanghter Tara Carney to the pa \"Tbis park ii ijood, and we w and participate Koeteasaid. The activitie pan, but many onjey the day aj playground T (OS. Mayo: Longtime mentor ct)nfionts legal problems j From^a^iA itaveliiig. wrong way on 8 one- , way street He was plncad \u0026lt;sa pro- I bo^B. : IniSeptenbet 299\u0026amp; he was issued 3 eiteticn for foUowisg another _ j too dhseiy and causing an accident\nWhen he failed to ^pear for his\ncourt\ndbt, bis previooa preliatioR- ' arj- siaius was revolsed and a Rue ! was icriad for both citations. Ths {failnre io appear charge waa jdiroHt^. 1 a larger oroslem arose in late jffocamher 'when the Arkansas jSemoent-Gazette reported that Wiiiiams eetved a ihird traffic violation Feb. 18,199$. this rime for speeding. The filed poliee report said Williams had no license and no proof of registration or icsuiance for his iSSS Mercedes. The officer wrote that Williams was very uacooperetive and described bis bebAvior as \"rude and fcatefuL\" Recently, Williams was a finaiiat for the superiotesdent job in St Louis. Se WM not chosen for the position. Hazard and Young, which was bdu beoarpc: iho directctr oi sehool-businesspartaerships,. j While in Syracuse, the school board gave Wjitiaais ao unfavor- able evaiuatioD, He hired a lawyer.\nI Sventcaliy the poor equation fwes i estpunged and Williams was gieec a i la 1553, the Little Ri\u0026gt;cX school district hi^ Williams as its intecdent, and he agaia hired\nOoia timi as asscexste ' inte^at sf desegregation. In-^v . tie Rock Mayo's sAtary is JWSL2  ^17 pain $25,000, I WUilitflas had .not paid hb praperty . AnWI Jh AAMWOTI wry 5 6es fuT t*-o years, Accordiiw else 'ptibtifihed story, wai es I Wiliiasns vent io tbe courthause i following day to pay the 8S.4S1 i will he betted a photographer  ^0: teas takwg a picture for the Fkper. PMO 25,CC0, recoiBmended wyiiama for too fob. WUliams and Maye .*int worked together is the 193^ in Roanoke, Yi, where Mayo was principal st  Patrick Henry High School and Williams was deputy sojjerinlen- dfifit ofidiools. -iUda^Ssg to the stoi?, WilUams 6old:\u0026amp;e phoiogtapher, you ialre , aiy pfcttae nt oreak your caweras. i We'Ji have a nght right here, rm : tiredtid' ibis Cewepaper. Tell your I sdhwalo*' The Incideai euded with WH- , Jiams destroyiBg the ntns In the ! csanera, saying, \"It was a nust^ to  ever (oiue to Little Rock\" He later apologised. During Mayos third year there, the teachers slgn^ a petitioa cal^ ing his leadership style 'oppressive. Vaable to reach an agreement with Mayo, the teachers took ihair sroblems to the board of education. A few months later, Mayo became the director of magnet .schools. iJk lSd9, when Williams 'oecame snpenatesndeat for the school district in Syracuse, N.Y,, he hired Mayo as a high school principal. ilus beoefite. Eis startmg salaa^ in i ii plus beneute. starting saia#y m\nt^uinbia will b $S3,0QC plus bfene, \u0026gt; fits. White Mayo does not always\n with WilltsiDS, he said th^ ,  harobeenanerTeetiveteaBn. ' H He Md 1 are very diirerent pee- g Ola with very diflerest peraoeali-  ties,\" Slid Mayo. \"Our styles com-  plemeni one another  that's why H 'ite've worked tigether as a team so fl well ail these years.\"\nB He said WilUans has had  poet-' H dveinftueopeMihiseanjer. t j 3 \"I believe a raeotor is someone ' S who gives you an epportusity,' believes in you and oecoursges, yon,\" said Mayo, You can Jeara what to do ftosn you- Bwatoij but Amy Witta ytN can also lean whatnot to\ndo.\" wxrm up S c\u0026lt;n RuUeOo* carrtrifaWBd tp  -. PriOMt oi Vi ttair. SftowatSe 1 I'l I I  H : I j I i ! !\n.  I i 1 I iKayo not always popular ..ore input the wntti .-olumbias inconring uperintendent says his sadetship style has\nhanged since he was in t/irginia. AHNEtOOIHtnON I ELLEN RUILEDGE .souiian stall wrilpfs changed since then anti be Bets more input praise for hrs work lo Patrick Henry in a pleasant place to Before he came leach, said fonw Mayo's appoint- school changed, she said ................ search ptneedurn 'Bnd the , th* search procedure usw .' y have a few holes jh*  Sun\"H^ird - Vu-8 UiW u uncover  I_.i_  IXavo s cart. ,? rne' rtiani iiaiaiu w I,..-...,-- _ ___i pnnrp \" In iSBfi, when he *as r--  ' CAllinp Va.. more tis 3-.S.\"=?i-5- SSSitSiWiS! teachers heW oul to principal. Il got lo the adtninislralors t. ..nrujxmtrp^Hfthic kvprnr^ a.ll.'^ liu-inn ----- , srt with 'h'J,S'cnTnstothe two TheluadKrs^'u start of me next school \"When he became principal, n go ru the start of Ihe next school SSkSSSS loeether ,0 tty I?\n5ued with Gary Iheircasc 'He was. in hts I hts dealing with me and the of the most hosUlc and unpro . . . ____... aAviif bfflln. ers Beous,, IbP tocbuL took reypocted in the a'\"'.i'JTkXotited respected in the area, the Pag I meets with Mle- Russell Mayo KUS5WI wtajn, 5oxirian edito*^ Thursday- BvievanK one  ,,\u0026gt; iirh? WCLIL,L,|1 responsible for impl^ S5S5Ss\ns.ss-i ...... . . I wouldnt take the same approactuigam  1- *\u0026gt;- Boi inknftwthekias level as the associate superintendent for descgregalwn. Williams' first appoinlmenl and t^ ' .... ..vhltfyHA 1n^ stance, sajing be was Mayo: From Page 1A look at Ihe situation and threw Iheir support to the teachers Shortly IhcreaRer. Mayo left the school when he was named director ofMagnelSchooK Mayo attributes the petition to ciTCunwlance. The supennlendent had Started to restructure the hi^ cjchool. and Mayo was responsible for implementing teacher evalua- Hons and staff devcIopmenL \"Some of the teachers who had been there a while resented it. 53id Mayo, who received bis bachelor's degree in education and his lory at Old Dominion University in Norfolk, Va. He lias a master's and a doctoral d^ree from Ibe Univer- '! didn't realty seek a let of teacher input at thal lime.' Mayo said. Thal's changed now.  Public education has shifted away from heavy banded leaders. he said. . \"I wouldnttakc the same approach again.'' he said. I Ihink people you would talk to in LWle Rock and tn Syracuse would say the same (Jiing^ ray approach isn't unilaterai.\" The Columbia School Board had no knowledge of the Virginia incident before hiring Mayo, board President Mary Heulges said. Hai- ard \u0026amp; Young slate in their proposal of services thal they ny^Jigate While principal. Mayo was forced lo focus his efforts on increased violence in Ihe halls of Nottingham. 'Teachers and administrators documented 1,136 discipline violations in a lO-week period durire? the fall of 1991. These incidents included truancy, tardiness and more serious infractions such as fighting and disobedience. During one week m October. 96 oul of 185 incidenls were serious infractions. Mayo made a point of making these numbers available to the public. I used lo publish slaustics monthly,\" he said. lant innuenres uccurrinB In the church, home and at school. The three things Ihey should all have in common are values.\" said Mayo. \"If you learn tho.se values you can succeed.\" The values MJiyo referred to include w\npecl f' people and respect for one's body. As parents got involved in the schools, ihe number of violent acts decreased, Mayo said. Working get lo know the kids . Manv the locals complained merely becau.se he wa.s an outsiwr. she -*aid. Overall, he did a (iood job. She credits Mayo with rtrtv^ Parent Teacher Student OigannatiorL The Syracuse district underwenl a tr.insformalion in 1992. Oranger Ward, the principal High School, who had a hart nweo reputation, was transferred to Nottingham to take Mayo's P^slUoo  principal. Mayo moved lolhe dislnct office to take the position of director of business school partnersbips. As director. Mayo was in charge of Ihe Syracuse di.stricl's \"adopt a school\" program. He oers\" effort.^ lo increase Ibe involvement of busiuesses in the schools. Bob HiFlorio. the current super lntndntof schools in Syracuse, worked with Mayo in the pr^m \"He is very open and honest ana has a sense of balance.\" PiFlono said. He has great values and a sense ofrespecl for the Family. wiinanvi him . . oniv appoinirncnt r\u0026gt;n atstde me .. r  T t_ ihrAO as disirlct in Wilhants' three years as superintendent As associate superinlendent. Mayo's main responsibilib to pull logelher Ibe pieces rf the biV tie Rock district's desegrcgalioo plan Mayo indexed the details of the court-ordered desegregation into a book that incImJed emnpre- hensbe instruction Mayo has gained strong coromu- oitt supppy, Gomwinity SrebP\nroT Public SchwlF pdbe litUe Rock AliikilK P\u0026gt;y owe Ihwr successes to Mayo, said Suellen Vann, director t commu nicalicos for the disbrict. 'pic success of these ofganitalions IS closely connected toPr Mayo'sties to the ccmmutti'iy.'\" with parenls and community members. Mayo created a mentor program thal w.a.s iostrumenlal in dectea-sing violence io the schwls- \"Conununity involvemenl helped us cul our referral rate and suspension rate.-* Mayo said. In addition. Mayo held a community day to promote involvement in the .schools. che\":?b\n?h:Vp7p'lSG inHe ^e'ShlnS .e have is al, rIeM,\" hal,.a Ih..^- S , ,^deX!lal^?he Pant SSBs 01 services uia* uk, Mayo aUempted to decrease the candidates backgrounds before violent acls by dtrcclliy addre^ing naming them a finalisL the slodents, parents and teachen . ------------   from the pulpil. The upsurge m 'The Roanoke sources were sityofVirginia. In the course of evaluations, he recommended the dismi-ssal of a Patrick Henry teacher. The teacher wa nd well-prepared for cli mo used inappropriale jokes and Ian- m? t,' SSa!Sss!S proiecuBi^ UIV .- -o\nMavomovesontoN.Y. he h^ to bring the probleiu oul. m VM/O klW** ** \" 7 .vg ,ie decided to do Ihis Mayo made a friend in Roanoke . r. . ____..r -l ikwai Ahnrrh who would serve him well. When Roanoke's deputy superintendent. \"He had a lot of interesting ideas, - loo ibeorcticai Net oob is Wnyp .a gocd _ . _ __...... Mvail l.bClL^ WOl onu  niiyy  -- ,,o S\"in\" h\" \"p\" bi'ii 'a fin. pekon as setaBS ' wrtf When Henry t......- . Lillie Rock. Ark., in 1^. ho again __ . .. _ . -Vkatf riniA n\u0026lt; heawois  . Rock School Board member. Judy ally like his values03/26/96 0^54  '\n. MEC 003 Vs a'9 B 2V fe. 'B S. *5 S'i 'Si. ' :/-^' ...^? jX 5?' l!l . Snt Jt Iw fIi 1^ ^.1 ^ssX' 23iS:  c\u0026gt; o i'4\nlU pr\"\" \u0026lt;* i\u0026lt;^^ SS / .^ Ruell Mayo, an assistant sui Admlnlitra'lon Building vdth K .chooi b,d \"\"'s\"' this morning that he has confetence at the :\u0026gt;tc'\u0026lt; litiOA pt^c-U The search is over BySABAHKARP ..,,i,fl^,the Tribu\u0026lt;js st?ff - . ~ RuSselfMayd accepted the job ai\nsuperintendent of Columbia schools this morning, ending a roller-coaster search that lasted more than four months. \"1 know some people are anxious when new leadership comes in, Mayo said at a news conference to announce he was accepting the post. \"But I am not the kind of administrator to come in and make dramatic changes. I .will probably spend the first year reading board minutes and getting a feel for what people in the district think and what is needed.\" Mayo then faced the cameras and made a pitch for the April 2 bond issue. \"I think the evidence that it is needed can be found in the 124 mobile classrooms around the district, he said. ,! ArociHArti Marv . School board uaws superintendent a a Hentges announced that Mayo, an associate superintendent from Little Rock, Ark., won the job on unanimous vote of the board. Hentges described Mayo as superior communicator and a good fiscal manager who \"values cultural diversity and will provide leadership for the district. She said the seven school board members agreed on a l^ee-ycar contract with a salary of $98,000. He will start work in July. Mayos appointment comes al- ____ roost seven months after former mg this morning, superintendent Joel Denney resigned amid allegations of wrongdoing. The board was sharply criticized during that situation for signing a severance agreement that awarded Denney $90,000 for a year or until he found a new job. The contract the board signed with Mayo reflected lessons learned during the Denney affair. While Denney had a one-page contract with no termination plause. Hentges said Mayo's contract is nine pages and includes a paragraph that would allow the board to dismiss him with cause. .She said the board had been negotiating a contract with Mayo for the past week and put the finishing touches on it at a two-hour meet- Mayo said he hopes his presence will bring an end to the uncertainty that has plagued the district through the past months, he said he is here tor the long-haul.  In my backgrpun.', 1 know, have moved around a lot, sa. Mayo, who has worked in scho districts in Virginia and Syracus N.Y. But I am not trying to colie as many superintendencics as can. I was looking to a place whe  my wife and 1 could move to foi or 15 years. In Little Rock, Mayo^ was : sponsible for the districts comi cated desegregation plan and p He relations. He was the only fir ist after a number of candidr withdrew and one was rejected. School board member Ha Cooper said the fact that Mayo the only finalist was no reflec of his appeal. During the past vears, the board has inteA'ie about 18 applicants. \"By now, said, 1 think we are pretty 'judges of quality. J MONDAY, JULY 1,1996 School official heaps praise on LR BY RUSS MAYO Special to the Democrat-Gazette [oday I will assume a new position as Tsuperintendent of the Columbia, Mo., public schools. As I approached that time, I reflected on the many admirable qualities I have come to appreciate about the people of Little Rock. Considering my position as associate superintendent of the Little Rock School District. you may wonder how I could have time to realize such things. I must tell you that those qualities have sustained me in one of the most difficult jobs of my career. I want to share a few observations with you.  First, you have to know that I am not attempting to escape Little Rock. Since tlie announcement of my appointment, many have expressed the desire that I not leave feeling that Little Rock has been a bad ex- -perience. Absolutely not! is my response. 'L------------------------------------While my job CCJrUllPCSbtl wWriintperr attenbteioenn too nf octhues obligations of the district resulting from litigation, my personal focus has been on the people of this remarkable community. The positive side 'Of the litigation is that it has provided the community and district officials a common cause around which to rally. That has hap- !pened because of the value you place on the education of your young people. The posturing among parties in the liti-gation is a detractor from the real mission of the district Posturing occurs because the diately upon my arrival in 1993, strangers --------------------- extended a friendly handshake and said motivation of certain parties is unrelated to \"Welcome repeatedly. I left my car at a lo- \"desegregationorthe education of ouryouth\n' -therefore, it generates more heat than light. ' I am optimistic that the continued growth in parent involvement will refocus this community and return the district to lo- 1 cal control. In spite of the side show, lam mot attempting to escape Little Rock. !' Second, Little Rock is the best place I 'have ever lived. I have relocated many times in my career. I have lived all over Virginia, in New York and here in Arkansas. I have never lived anywhere, including my ' home in Virginia Beach, where I was more 'Comfortable with the people than here in Little Rock. You have a quality of intelligence that belies your innocence. No doubt, you are aware of the unjusti-  fled assumptions that outsiders make about Little Rock and Arkansas in general. Some -arrive with a missionary zeal as if coming to a foreign land. They come to show you how to make things better. They assume you need their help.  In conversation with you, they mistakenly interpret the innocent gaze of your eyes as ignorance. They naively overlook your innate ability to read what they are not saying as well as what they are saying. V Over and over, R caution newcomoCs S'' about your innocent gaze. I tell them to be honest and not smug. That gaze is a secret weapon. It is a sophisticated and polite effort to evaluate motives, determine sincerity and read between the lines. By no means does it represent your lack of understanding. You understand that there can be two levels of listening: what is said and what is not said. You have a sixth sense, an instinct about people. You are intelligent, astute and perceptive. You read people at a level that is beyond the ordinary. You are great listeners and humble conversationalists. You care very much about your families, the education of your children and your civic responsibilities. Beware, stranger, I tell them: these are not people who are taken easily by charlatans, quacks or wolves in sheeps clothing. Third, your hospitality toward me has been unprecedented in my career. Imme-cal tire company only a week after arriving. When I gave my license number and state- New Yorkand stated that I had just moved to town, a hand was immediately extended over the counter and a hearty Welcome to Little Rock given. I know you are going to like Little Rock, the fellow said. He was right. This happened over and over. I have never lived anywhere where strangers bid welcome as if one has just entered their home for Sunday dinner. What hospitality! During my stay, it was not uncommon to be invited into the homes of those in the community who wanted to encourage or to learn of the litigation or just to show appreciation to an administrator and his spouse for their dedication to kids. Even as I leave, folks I know and folks I do not know are wishing me well and offering appreciation for the contributions I have made during my tenure. In other places, folks respond to your leaving as if you are a lame duck. They lose interest in you immediately. No where else have I received the kindness and hospitality that I have experienced in Little Rock. Fourth, the community is full of patrons and business people who have tthining and ability second to none. They have been trained at nationally respected institutions of learning. They are consulted nationally for advice. More importantly, tliey are generous with their time and talent. Tliis volunteering is the rule rather than the exception. Folks come from all segments of the community to help. It reflects a genuine interest in our kids and the community as I have seen nowhere else. What a wonderful resource of the kids and the district. Finally, the work ethic of tlie Little Rock School District employees is extraordinary. They are forever ti^ng to perfect what they already do well. They are motivated by success, achievement and recognition. Most need a supervisor only to provide coordination, remove obstacles and give recognition. They are willing to serve and eager to help. They have produced a district of distinction whose achievements are stifled by the cloud of contentious litigation. While collecting my thoughts for this column, so many names and faces came to mind of those who have given me this impression of Little Rock. They come from all segments  of the community-district employees, par- i ents, volunteers, senior citizens, business I people, city officials, ministers and more, i They include those who have taken a per-sonal interest in the district, in my welfare and in the welfare of the superintendent beyond their busy schedules. It would be risky to name them all for fear of omitting one. To each of you, if I have not made my appreciation obvious, please know it now and for always. Know also that you have my deepest admiration, for you have made this burden light and my time in Little Rock a joy. You have given me strength and hope. You have prepared me for the next phase of my career. For what you have done for me, I will be forever grateful. A sixth sense about people, humility, intelligence, generosity and hospitality are words I associate with the people of Little Rock I came here with some assumptions, as do other outsiders. I leave, however, knowing that Little Rock is an extraordinary place. As I visit Little Rock in the future, I hope to see all of you again and again, for I shall never forget you. Thank you for ha ving me. It has been a pleasure. I wish for you and this community only the best that life,has to offer.\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_pec_35877","title":"Mercy Seat Elementary School (former), Prince Edward County, Va, 1999","collection_id":"vrc_pec","collection_title":"Edward H. Peeples Prince Edward County (Va.) 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