{"response":{"docs":[{"id":"bcas_bcmss0837_584","title":"Middle Schools","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Student assistance programs","School improvement programs","School management and organization"],"dcterms_title":["Middle Schools"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/584"],"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\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 New Futures Department (501) 324-2112 DATE: February 18, 1999 TO: Middle School Steering Committee Members FROM: ida Young, New Futures Liaison and Restructuring Director RE: Next Meeting The next middle school steering committee meeting will be February 23,1999 in the administration building, 810 West Markham, board room, at 4:30 p.m. Enclosed is a draft copy of the student programs and services focus group proposal. We will discuss it further at the next meeting. Encl.Student ProQtRniC Pr 0 FES 3 9 isas .\u0026lt;( f f Submitted by: The Middle School Student Programs \u0026amp; Services Focus Group February 16, 1999 Table of Contents Introduction  Social \u0026amp; Emotional Developmental Needs of Young Adolescents  Student Support Program Standards  Student Support Program  Advisory Programs  School Discipline/Safety \u0026amp; Security  School-Based Clubs, Organization \u0026amp; Activities  Alternative Learning Environment Model1. Diversity 2. 3. 4. 5. 6. 7. Middle School Level Student Programs \u0026amp; Services Developmental Needs of Young Adolescents Self Exploration \u0026amp; Self-Definition Meaningful Participation In Their School \u0026amp; Community Positive Social Interaction With Peers \u0026amp; Adults Physical Activity Competence \u0026amp; Achievement Structure \u0026amp; Clear Limits Because of the varied abilities and interests of students, programming should provide a variety of teaching styles, methods, curricula with a balance among core and high interest ejqsloratory experiences, and flexible scheduling that mixes short and long periods based on the nature of the task and the maturity level of the students. Diversity, not uniformity, is the rule rather than the exception.  Students need opportunities to integrate their developing capabilities, interests and relationships info a sense of who they are. Students need opportunities to exlend their new knowledge and competencies by contributing to their school and commumty through meaningful sendee projects. Positive social interaction with adults, parents and peers are extremely important. Positive adult interactions are facilitated by achdser-advisee relationships, staff participation in activities and informal contact outside the classroom. Structured outlets for the physical energy of young adolescents in non-competitive physical education should be an integral part of the curriculum. This means providing activities to help develop large muscles for some and small muscles for others and opportunities to hone arm-foot-eye coordination ^lls while recognizing that young adolescents have the physical need to move about and stretch their developing bodies, rather than sit for long periods. These two needs can be met by emphasizing positive expectations, high quality instruction, generous rewards and praise and opportumties for increased independence and responsibility. High interest e.xploratory courses, extra curricula activities, and a balanced curriculum help provide for a diversity of rewards/recogniUon so that each student can be successful at something. Students need clearly slated rules and expectations that are generally accepted and understood by students and staff. Adolescents need the security provided by clear limits in order to learn and grow during a lime of rapid and pervasive change.Middle School Level Student Programs \u0026amp; Services Focus Group Suggested Program Standards Student Prosrams and Services shall: Ensure that each student has access to at least one caring adult who provides support, nuturance, advocacy, encouragement and a trusting relationship. Provide resources \u0026amp; programs that promote physical, social and emotional health. Provide a discipline structure that guides students in becoming responsible for their own behavior and allows for personal learning and growth. Provide expanded learning opportunities that facilitate self-exploration, experimentation and self-definition. Provide organized opportunities that enhance positive social interaction with and adults. peers Provide each student wiA the opportunity to experience structured, supervised school and community service that inculcates values, develops and reinforces skills and fosters of social responsibility. a sense Build alliances with families that promote mutual respect, trust and open two-way communication and enhances the educational and personal development of each student. Provide opportunities for all students to experience success, exhibit excellence and gain confidence and personal satisfaction through participation in organized physical, social and intellectual activities. Create a structure of opportunities for learning that nourishes the strengths and the weaknesses of each student. overcomes Provide a range of exploratory activities and programs for students to develop interests and abilities and ease the transition from the elementary to the secondary level.ADVISORY PROGRAMS Focus Group Objective: To establish standards to guide the development and implementation of advisory programs. Student Support Program standard (s) Addressed: Ensure that each student has access to at least one caring adult who provides support, nurturance advocacy, encouragement and a trusting relationship. Developmental need met\nPositive Social interaction with peers and adults Rationale Given the tremendous physical growth, intellectual changes and the emotional roller coaster that characterizes early adolescence, educators have begun searching for appropriate vouiuvtvuiLo vaiiy auuitavcuvc, cuucdiois Havc Dcguu Searching tor appropriate ways to emphasize the affective side of education and providing improved guidance for all students. Affective education must be an integral component of effective middle level education. Teachine flip hocipc ic puPGaIqm* ________________u. _ 1 . , the basics is not sufficient if provisions are not also made for students to evolve into self- actualizing indi viduals capable of making healthy decisions, formulating a value system, developing social competencies and recognizing their own intrinsic worth. The responsibility for accomplishing these and other developmental goals lies primarilv with teachers and other school staff. The goals of the advisory program may vary from school to school depending on various factors, i.e. size of the school, level of staff commitment, the preparation of teachers and the quality of leadership provided by the principal. However, effective advisory' programs will: Provide increased opportunities for social and emotional development\nPromote improved peer group relationships\nProvide an adult advocate for every child\nImprove communications among students, teachers and parents\nProvide a ready source of information and interpretation of rules, regulations, guidelines and expectations\nExpand significantly the scope and impact of the guidance program Build school spirit and a feeling of belonging and importance among students and staff. Promote a feelitig of self-satisfaction among teachers and other school staff Assist teachers m gaining information about students and their patterns of behavior that might not be observed in regular classes\nServe as a rallying point for improving the total school climate\nProvide on-the-spot assistance when needed, i.e. referral, advic^, information, etc and Increase opportunities for mainstreaming and other kinds of special instructional grouping.Characteristics of Successful Advisory Programs 1. 2. 3. 4. Time is scheduled on a regular basis for contact with advisees. Advisories are scheduled at least twenty-five minutes and no longer than forty minutes in length including time for attendance and routine matters Advisories are scheduled the first thing in the morning when possible. The nature of activities conducted vary according to the needs and interests of individual 5. 6. advisory groups. Community resource people may be used but are not placed in charge of an advisory group. Students are assigned at random but individual assignments are made based on individual 7. 8. 9. 10. student needs No teacher is assigned more than one advisory group Virtually all certified staff are assigned an advisory group allowing lower teacher-student rations and ensuring broad-based involvement by all professional staff Handbooks, resource guides and other appropriate resources are readily available. Roles of the principal, other administrators, teachers and guidance personnel are clearly defined. 11. Good discipline is maintained and there is awareness that advisorv time is a valued part of the school day. 12. Grades are not assigned 13. Clearly defined procedures are followed. Role of the Principal Principals represent the organizational authority within the school structure and symbolizes what the Program stands for. The support, commitment and leadership of the principal is essential if an advisory' program is to succeed. Principals can promote effective advisory' programs by:  Giving the program sufficient space and time in the master schedule.  Providing effective and continuing staff development  Communicating the importance and purpose of the program to teachers, parents and the community at large  Providing needed resources and materials  Providing common planning time for teachers in the school schedule  Exhibiting a through understanding of all aspects of the program  Demonstrating flexibility and adapts the program according to student needs.  Providing constant evaluation of the program, i.e., problem areas, successes, student needs. * Assigning personnel in a maimer that enhances the guidance process  Modeling effective guidance in his/her own relationships with students Role of the Counselor Because of the high rates of students per counselor, it is impossible for a counselor to successfully address the guidance needs of all students. The advisory program enables the 2counselor to extend or expand the school-wide guidance program. The role of counselor is cntical in this effort and they do not surrender responsibility for the total school-wide guidance program. The classroom teacher is not expected to assume the counselors responsibility in dealing with student issues requiring specialized training and preparation. In effectiveness advisory programs the counselor serves as a team leader and resource person for the tcachcr/ad visors and extends the scope of guidance services by utilizing his/her expertise in working closely with teachers. The counselors role includes:       Provides support and enthusiasm for teachers, administrators, students and others involved in the program Avoids acting defensively or in ways that undermine the program Serves as a consultant to administrators, teachers, and others involved in the program Coordinates all functions of the guidance program including teacher-based guidance Provides leadership in assisting teachers to develop skills necessary for harmonious interactions with students and other staff. Plays an important role in initiating and maintaining the affective education programs. Serves die prunary source for teacher training regarding guidance and provides assi\nin onin CArnd, _______________it * in the advisor-advisee classroom as needed. assistance Role Of the Teacher Guidance must be viewed as a responsibility of all teachers and cannot be left only to the 1 U,* 1-1 _ n I 1 * guidance specialists. While the teaching of knowledge is an important element of the middle school educational expenence, the early adolescent needs a comprehensive instmctional program that includes oppormnitics for personal development as well. However, unless the program is p armed, success will not be achieved. Some commonly recognized responsibilities of teachers i- advisory programs are: Miners i.. in  Establishes a personal, caring, relationship with individual advisees\n Is available to discuss interests and concerns with students\n Assists students m obtaining information regarding school \u0026amp; community activities' Serves as a first-line source for referrals to counselors, nurses and other specialists' Conducts group activities including group guidance\nActs as a sounding board without passing judgement so students can work out problems. Serves as a resource by being available to help students make decisions related planning, personal/social issues, career planning, etc., and to educational Serves as a communication link between the school, home and community.    31. Advisory Implementation Guidelines Allow a minimum of one year of preparation time for the staff to plan implementation including a staff development component for total school staff. 2, Appoint a staff steering committee to explore the advisory concept and settling agreed upon philosophy for the advisory program\nmake visits to schools with a successful advisory\nresearch the literature and make professional contacts. Put the on an 3. 4. strongest supporters and risk takers on the committee as well as some aginners. Authorize the steering committee to consult with the LRSD Staff Development ' Department in planning retreats and inservice programs for the entire staff to prepare for the advisory program. Content should include basic human relations skills' early adolescent development\nhealth needs and physical development process of early adolescents and the social and personal competencies that students should master. Assess the staff response to the concept of advisory through a survey that allows for open-ended reactions. 5. Establish program philosophy, purpose and set goals and priorities. Assign tasks for year plaiming. 1 6. Establish a timeline for inservice and implementation. Attempts to implement advisor^ programs without adequate preparation are doomed to failure. 7. Build in parent and student involvement in the project. Conduct a student survey to identify student needs for advisor}' time. 8. Compile and disaggregate survey data (students, staff and parents) and report results to the total staff. 9. Pnncipal and steering committee facilitate goal-setting activities for 1 vear of advisory with staff members. 10. Develop an advisory manual from information gleaned through readings visits and professional contacts of other school districts. Try to finalize manual during the preceding T year implementation. summer 11. The building guidance curriculum should serve as the basis for advison' content with Z*1 I lit * 1  . 1 M curriculum goals, activities and means of evaluating effectiveness of advisory sessions and a definite scope and sequence. 12. Build into the daily schedule, at least 20-30 minutes of advisory time. All students must participate in advisory sessions. 13. Avoid over standardization of programs to the point of neglecting individual differences in schools and in the students who inhabit them. I14. Review student assignment options, i.e., multi-aged grouping, maintaining same advisor each year, etc. 15. Avoid advisory being perceived as an add-on ( or one more thing to do in a crowded schedule. Consider the pros and cons of home basing advisory groups within interdisciplinary teams. 16. Plan frequent celebrations highlighting advisory accomplishments in academic achievement, community service, etc. combined with prominent displays such as an advisory wall of fame. 17. Develop an evaluation process that uses objective benchmark data such as reduction in disciplrnary referrals and absenteeism, improved academic achievement, perceptions of school ^ety by students, staff and parents and improvements in overall school climate and stafr morale.ARTICLE 40 WABTRS 1. To the extent possible, any proposal for waivers by a site or the District should be presented in writing to tfie Association by February 1 and processed in such a manner so as to enable the approval process to be completed by April 1. Waivers for proposals to be effective at times other than the opening of school shall be presented to the Association at least 90 days in advance. 2. Proposals for waivers must include\na. Which parties the proposed waiver would impact\nb. The reason the waiver is needed and the goals that would be achieved if approved\nc. d. The timelines for implementation\nThe resulting staff development needs\ne. A preliminary budget\nf. The evaluation and review process\ng. The specific provisions of the contract to be waived. ' 3. Representatives of the District and the Association shall meet to discuss the reasons for and the ramifications of the proposed waiver. The parties will draft a Memorandum of Understanding and Agreement that covers the waivers needed for die implementation of the proposal. 4. To approve the final language of the waiver memorandum, the members of the bargaining unit at the site must, be secret ballot, approve the waiver by a three quarters (75%) majority of the bargaining unit members affected. Those provisions of this agreement which are not waived would remain in full force. 5. If the Memorandum of Understanding and Agreement is approved as described above, the District and the Association will consider the waiver to be in effect. 6. Any teacher requesting a transfer to a site that has contract waivers will be informed of the waivers before the transfer is finalized. Teachers assigned to sites where waivers are approved who do not wish to remain there will be considered involuntarv transfers and given priority to transfer to sites where similar waivers are not in effect. 76School Transition Program As students enter the middle school level, they are simultaneously undergoing the social and biological changes associated with early adolescence There is clearly a risk that these simultaneous adaptational challenges will overwhelm the coping skills of some students and have negative effects on the psychological adjustment self esteem and motivation to learn. To counter the negative effects and bolster the coping skills of rising middle level students, schools must be deliberate in designing and implementing articulation activities students make a smooth transition to the be deliberate school level. aimed at helping middle grades and high Suggested Articulation Activities 1. Administer a prepared survey to 5th and 6th to generate a list of concerns/issues students regarding the move to middle school. Elementary counselors will compile a list from the survey and address each during group orientation sessions with each graders middle school. have 2. list from the grade level. Plan and conduct orientation guidance activities 5th 6th graders, in the spring, after assignments have been finalized. and in spring, with school a discussion of the II student survey. concerns\" The video, II Sessions should include list generated from the recommended as a resource for Moving On\" use is highly by elementary counselors in planning the content for the orientation guidance sessions. \" Moving On\", includes an educational video, lesson plan and student workbooks designed to help students succeed video. level. from: specifically . - -- st the middle school The video, which costs $89.95, may be obtained Media Innovations P.O. Box 1351 Hickory, NC 1-800-354-9982 28603-1351 A Student workbook for $.42 per copy is also available. During the period of scheduled orientation uuiwy une perioa or scheduled orientation activities at the elementary school, include a visit by the junior high school principal, student representatives and the school counselor to present information about the opportunities, extra curricula activities, at the feeder middle school. Provide' opportunity to practice opening/closing discuss book-bag requirements\n(if applicable). programs, etc. offered students an locks\ncombination pertinent topics. - . school uniforms class changing routines and other and3 . Conduct guided tours of assigned junior high/middle schools that are co-planned and coordinated by the junior high and elementary counselors. Plans should be made for the Sth and 6th graders to sit through a class period and eat lunch in the junior high school cafeteria durinq the visit.  4 . Encourage each junior high/middle school to school video and provide a prepare a . - copy to each elementary feeder The video should present the school positively and highlight student accomplishments, sUiool ac ' ' and any other special programs/features of the school. school activities school. 5\u0026gt; Provide an opportunity for elementary students shadow for a day to , or a portion of the day at their assigned middle school. 6. Plan a follow-up pre-school orientation riai, a loiiow-up pre-school orientation for rising 6th and 7th graders in the summer, perhaps during the week prior to school opening. prior to school opening. Include a \"Health Fair\" that would allow students to obtain needed immunizations screenings and receive other health information health appropriate to this age group, school's education partner(s) sponsor the activities. The local PTA and the could be asked to co- 7 . Plan a n Back-to-School Bash\" could be a social event for new students. 8. 9. 10. 11. 12. bonding experience . or for This a retreat format to provide new administrators and middle school students, youth leaders. Assign each new middle school student \"First Year Friend\", r '   - a II a teachers, Peer Buddy\" Junior high Peer Helpers can be - - Buddies/Friends could send or letter to introduce themselves used in this project. students as well and welcome the . ., assist in the orientation and assimilation process for the first semester. or a card new new students through the Organize uwoi famines\" composed of upper class students and new students. The \"Families\" could meet weekly for the first two months of II School Families\" composed of The II monthly for the remainder of the school and then school year. Each junior high/middle school should web page that students information about the school so and parents develop a school on the computer. can access a \"Telephone Tree\" using PTA parents to contact students\nstudent buddies/mentors contact their assigned mentees and for and welcome parents and students. new students\nto teachers to call Set-up a \"hot-line\" to operate beginning in the13. 14. 15. 16. 17. 18. spring and through the summer at individual schools to field questions from parents and/or students. Require students. tags/photo IDs for all middle school Provide the opportunity for middle school teachers and elementary teachers of rising middle level students, discuss articulation issues and programs with their colleagues at the next level. and implement to Plan a fuller array of diversified transition programs. Research as shown that the of numerous varied the articulation implemented, the more effective schools and more activities - are in helping new students to succeed in their critical first a new school. Parent Activities year at Local PTA's could sponsor Parent-to-Parent Coffee Klashes or luncheons to welcome new parents and get them involved in school activities. Plan conduct a Parent Night at the junior high/middle school. A \"Dog and Pony Show\" format presented by the junior high schools to publicize extra curricular activities, curriculum offerings and theme/specialty program can add glitz and excitement. Representatives from Laidlaw should also present information bus routes and other transportation issues. and at the Dog and Pony Show curriculum on routes and Prepare school orientation packets for all parents and distribute during parent orientation meetings and maintain a supply for distribution, the school year. as needed, throughout A major goal is to have all schools adopt and implement practices. School transition programs that use numerous and diverse articulation practices parental involvement role School transition effective , - . _ including a strong in the transition plan are much more . . , . ? strong partnership with parents throughout the child's matriculation at that level. likely to maintainBefore and After School Supervision In most single-parent families and in growing numbers of dual parent families, parents must woiL and cannot be at home before students leave for school in the morning or be at home after the school day ends. Thus, increasingly, young adolescents are spending more and more of their day in unsupervised activities. Regrettably, few parents can find or can afford, well-supervised, low cost programs that are accessible to young adolescents and that match activities to their interests and needs. As a result, too many youth are left aimless and uninvolved in their communities at a time in their lives that is typically characterized by high energy, a striving for self-definition and a need to prove their personal competence in a variety of areas. About twenty years ago, the term latch-key was coined to characterize the large number of unattended children and youth fending for themselves in the after school hours due to increasing numbers of mothers entering the workforce. While there is consensus that good quality child care should be available for pre-school and elementary aged children of worthing parents, there is a lack of discussion and consensus on the issues of appropriate after school supervision and services for young adolescents. In December 1998, 3,619 surveys were mailed to parents of 5* and b* grade students to determine the need for before and after school supervised programming for middle school students beginning in the 1999-2000 school year. Less than 1% (279) of the 3,619 surveys were returned. Only 103 respondents indicated that they would need before and after- school supervised CARE for their rising sixth and seventh grade students. The poor response may be due to the fact that the District CARE Program is fee based. However, when compared to other child care services in the city of Little Rock, the rates for the CARE Program are indeed a bargain. For the 1999-2000 school year, the Department of Human Services has indicated that grant funds will be available to fund Latchkey Programs for children in grades K-6. We will apply for the Latch Key Program funds, but that still leaves students in grades 7 \u0026amp; 8 without free supervised programs. Recommendations 1. 2. 3. 4. 5. 6. Offer supervised before and after school programs in all middle schools in the 1999-2000 school year on a fee basis. During the 1999-2000 school year organize a task force/woik team composed of representatives from city and state government, churches, business/industry, parents community organizations and the LRSD to develop an implementation plan for the 2000- 2001 school year for providing free, supervised activities/programs for seventh and eight grade students. Provide CARE program to 6* grade students through DHS funding in all middle schools. Mail out CARE recruitment/registration packets to all rising middle school students in April 1999. 7. Begin Day Care licensure process for all middle schools in May 1999. Implement start-up plan at all schools based on registration forms returned, i.e., (a) purchase materials and equipment, recruit and select staff and provide screening and service training. pre- Develop 3nd implement comprehensive marketing supervised to ensure parent awareness of all after school program options, i .e., electronic and print media. District publications and local school newsletters.We are confident that after-school supervised programs and activities between the hours of 4:00 and 6:00 p.m. c^ be provided to young adolescents virtually free of costs. Existing resources must be majrimized within the schools and communities to better serve our youth. By bringing together business leaders, religious leaders, community agencies, and institutions, both public and private, to study programs that are available and where resources overlap, a plan can be developed widiin the next year for providing affordable after-school supervised programs that appeal to the interests and needs of all middle level students beginning in the 2000-2001 school year. Extended Day Program Currently, extended day programs are provided at three of the eight District junior high/middle U 1 A nn A r\\r\\  -----------jv* vi j wm tlUUUlC ,  froni 4:00 - 6:00 p.m. three days a week. These programs at Cloverdale, Southwest and rulaski Heights Jr. High provide recreational activities, tutoring and creative activities within a safe supervised environment. Because the district transports the students home at the end of the program, one of the most serious barries to successful after-school programs is eliminated- lack of transportation. Schools are an excellent setting to house after-school programs for children and youth because they provide adequate space, they are a familiar environment for the students and . . - ----------------------------- can provide access to study areas, libraries, gymnasiums and computers that support academic and recreational activities for all students. to As these school-based programs are expanded, the kinds of activities offered will also need increase to support the needs and interests of young adolescents. Program components that engage students creative interests might include theatre, puppetry, storytelling calligraphy television production, arts \u0026amp; crafts and music \u0026amp; dance. Another high interest component Jould provide sports activities such as gymnastics, aerobics, karate, open gym, and intramurals. A firework of criteria for planning after-school programs for young adolescents should be developed that is responsive to parental concerns and to characteristics of early adolescent development. Suggested program criteria include : (a.) (b.) (c.) (d.) A safe environment Supervised, clean \u0026amp; caring Clearly defined mission Meets at least four of seven key developmental requirements for the age group: (1) diversity, (2) self-exploration and definition, (3) meaningful participation, (4) physical activity, (5) competence and achievement, (6) positive interaction with peers and adults, and (7) structure and clear limits. (Lefstein \u0026amp; Lepsih )1. 2. 3. 4. 5. Recommendations Expand the Extended Day Program (EDP) to all middle schools to serve 7'^ \u0026amp; 8* grade students. Continue funding Ejrtended Day Programs through New Futures to ensure transportation services and quality programming. Offer the EDP at least 3 days per week. Explore options for providing participants with a nutritious snack during the program. Provide programmatic components that respond to the interests, needs and energy level of young adolescents. 6. Identify program outcomes and evaluate program effectiveness in areas of skills acquisition, academic achievement and delinquency prevention.School Discipline/Safety \u0026amp; Security Focus Group Objective: to assess the safety and security needs for a middle school and prepare implementation recommendations. Student Support Program Standard (s) addressed: (1) Provide a discipline structure and clear limits that guide students in becoming responsible for their behavior and allows for personal learning and growth. Developmental need (s) met: (1) Structure \u0026amp; clear limits\n(2) Meaniful participation within school and community. Rationale: Maintmning a safe, orderly and secure learning environment for both students and staff is a core objective of an effective school. However, effective discipline does not come from the quick mastery of techniques or the implementation of a single packaged discipline model. On the contrary, it comes form the belief that teaching students to be self-disciplined, to take responsibility for ones actions and the belief of students that there is real hope for them to be successfol in both the social and academic realms, is the primary aim of schools that are responsive to the developmental needs of youth. Schools that are responsive to the young adolescents need for structure have clearly stated rules and expectations th^ bind students in common standards of behavior. The process of including students in developing the behavioral expectations of the school should be deliberate and planned. By being brought into the governance of the school, students feel a deep sense of ownership and pride in the school community. The goal of an effective school is to create a climate in which students want to learn and achieve because they are acknowledged as valuable and ever changing individuals. 1. 2. 3. Implementation Guidelines Establish a discipline committee as part of the Campus Leadership Team with representation of the total school community, i.e., parents, students, teachers, administrators, support staff and the community to provide the leadership in developing the school discipline plan. Condurt a building level needs assessment that encourages the faculty to discuss discipline issues openly and freely without fear of censure so as to promote open communication and shared decision making. Set-up work groups to identify causes of student misbehavior and to develop a specific plan to minimize or eliminate the problematic behavior. The plan should state what will be done, who will do it, when will it be done and how it will be evaluated. Strive for 75 per cent agreement by the entire staff on the plan before it is implemented. Goals: Components of Discipline Plan What the plan will accomplish4. 5. 6. 7. 8. 9. 10. 11. 12. Principles: Principles define attitudes and expectations for long-term behavioral growth. Rules are developed from principles and enable students to understand the values behind the rule. Rules: Consequences: Student Learning: Evaluation: Rules establish clear expectations for behavior. What happens when a rule is broken. What the student learns as a result of the consequence. Measures how well the program goals are being met. The following questions should be included with statistical data relating to behavioral incidents. (Richard Curwin \u0026amp; Allen Mendler) Research a variety of discipline models to generate alternative classroom management strategies and increase teachers repertoire of skills. Establish a Social Contract within the Classroom Tethers will need to establish a social contract within their respective classroom. A social contract is a list of rules and consequences governing behavior either in class or school wide. The list are discussed and evaluated by the total class and when consenus is reached, the list of rules and consequences becomes the classroom social contract. As students are involved in the process of establishing rules and consequences, they feel ownership of the contract. Implement the school/classroom social contract. Campus Leadership team develops an evaluation design to measure effectiveness of discipline plan. Develop and implement parent orientation plan at each school. Distribute Student Rights \u0026amp; Responsibilities Handbooks to parents during August registration at the local school. Develop a Student Rights \u0026amp; Responsibilities Handbook video which parents can check out from school libraries. Develop process and make staff assignments for teaching Student Rights and Responsibilities Handbook during second week of school. Review parent involvement models that have been successfully implemented in other school districts. Contact the VIPS office for technical assistance and information promising parent involvement programs. Some recommended models include: on a. b. c. Security Dad Program Parents on Patrol Program Mid-Day Volunteer Program Implement a viable parent involvement program that will increase the amount of time parent volunteers are visible in the school.13. Maintain the SRO \u0026amp; District employed security guards. Involve them in all school-based inservice workshops as well as additional training in conflict resolution, effective communication skills and peer mediation. a. b. c. d. e. f. g- h. What happens to the student 10 minutes after the consequence? Is he angry? Is he back on task? Are there signs of passive aggressive behavior? Is he fully participating? What happens to the student the next day? What happens to the student a week later ? What happens to student motivation? Does energy for learning increase or decrease? (Good discipline plans enhance motivation) What happens to the students dignity? Is it attacked? Is it maintained? Is it enhanced? How is the student s focus of control affected? Does the student become more internally or externally focused? (Internal orientation leads to responsibility. Eternal orientation leads to helplessness. What happens to the teacher-student relationship? Is communication improved? Is it weakened? Does the student learn about his behavior in a way that provides increased choices or does the student learn that he has no choice at all? (Choices lead to responsibility).ARLINGTON HIGH SCHOOL Indianapolis Public Schools (IPS) SECURITY DADS Program Background: The Security Dads Program was created in 1991 as a means to involve fathers in the activities at Arlington High School. The joint efforts and resources of a parent who is the President of the Organization of Parents, Teachers, and Students (PTS), the principal and a core group of committed and caring parents started a program that has grown eveiy year since and has gained acceptance and respect from the school population. Fathers were recruited and assigned a specific role: to provide a visible male parental presence at school-sponsored activities and other student-based events. Over the years, the Security Dads developed a productive working relationship with the IPS security police officers when taking the role of chaperons, monitors of student behavior, helping students correct inappropriate actions, and at times evicting troublemakers who could ' jeopardize the peaceful development of activities. In 1991, the program started with 10 Dads. Currently, 45 Dads are involved in expanding roles such as guiding students address the problems of school violence, drug and gang-related activities in an urban school setting. Their presence at Arlington High School, one of five Indianapolis Public High Schools with a population of approximately 1,376 students, provides stability and security at school functions. The Security Dads have received much acclaim. They have been featured on ABC \"GOOD MORNING AMERICA\", on CNN HEADLINE NEWS, articles in GOOD HOUSEKEEPING and PARADE magazines described their program. The Governor of Indiana, Evan Bayh, proclaimed May Sth as the Security Dads Day in the State of Indiana. Mrs. Linda Wallace, the originator of this program and its present director, received in July, 1995, the National Governor's Award. She is also the recipient of the Martin Luther King's Drum Major Award.i ! FACTS ABOUT Arlington High School -ROLE- Training ' 4MiM Is sns Staswin aeftoota Ma-1f) to insbirtarjapoiiBtu\u0026amp;iic toMSM^MRBStoaehoslil^^ i   i* Itaatal M.*ngtoR i * MMMMNM tt Intfanapafa. Mm. JseeuaNne MMeneeod has beer) the prindpp elnoe 16B7. Afln^on has about 1,600 students\nnearly 70 peraent of the student body is Africarv Amierican.  The program began under the direction of Linda Wallace, president of the Organization of Parents, Teachers and Students, as a way of involving more fathers in the activities of the school. 0 The goal behind the e^ort was to give dads a specific role to play in schc^ events.  Fathers were recruited through a variety of means, including requests made at parent meetings, student referrals and home visits.  Fathers of incoming freshmen (junior high students) are asked to join even before their children are at the school.  To provide a visible male parental presence at school-sponsored sporting events, dances, skating parties and other student-based acthzrties.  To chaperon, monitor student behavior, correct inappropriate actions, evict troublemakers when necessary and keep the peace. Hott: Security Dads do not replace the school disinct's security police officers. Rather, the fathers make the officars' jobs easier by serving as an added deterrent to student misbehavior.  No official training is required to become a Security Dad. All that is needed is a concern for teenagers and a desire to be involved in the school.  Every Security Dad is given a T-shirt and a jacket to wear whenever they are on duly. r 0 c  d u r e SMurtly CMb  Mndund M i Ml FrMttmanOriMMIgnwinBaning\natuSMa taow ato an and what\nIhay do.  - Alone wt w principal, the OPTS praaMant *achedular tw Security Dada tor arthritaa and avanta. A Hat of participanis. wrti phone numPars and days avaMabta. is kept at Tha school's Param Center. RenwKtor calls are rrtade the day before the event to every father scheduled to vokmteer. Appropriate thank-you notes are sent.  Nearty X fathers, many of whom wcK not involved in the school in meaningfuJ ways, now take pvt in school activitsea. These dads rtow have a connection to their children's school, aad a reason to be there.  Shidents feel better about their school when they see fathers taking an active interest and being involved.  Student behavior at events has improved and misbehavior has decreased as a result of the Security Dads' presence. -  Security Dads have a productive working relationship with the school's security police officers, making for a safer school environment. For more inkrnnation on the Security OmM pleaae coiKact Linda Wallace, President Or^tnixation fgPttrmts, Teadttn nd Students (317) 226-3848 For more information on the Indianapolis Public Schools, please contact School and Community Relations (317) 226-4829 Arlington High School's SECURITY DAOS Indianapolis Public Schools iPOSITION: VOLUNTEER POSITION DESCRIPTION Mid-Day Volunteer Program GOAL OP POSITION: To provide additional positive adult and interaction during lunch periods. presence To establish children. rapport between adults and To provide assistance to students. SAMPLE ACTIVITIES: Adults are (cafeteria paired and or outside) observe students. assigned an to walk around area and TIME FRAME: Length of commitment: 30 minutes (one lunch) as scheduled 1.5 hours (both lunches) as scheduled Scheduling: 11:30 - 12:00 First lunch 12:30 - 1:00 Second lunch WORK SITE: Dunbar Junior High School QUAL1FICATIONS S OUGHT: 1. Patience 2. Appreciation of diversity 3. Comfortable around teenagers 4. Understanding of teenage behavior 5. Willingness to attend orientation session and follow program guidelines for volunteers ronow 6. Adherence to confidentiality BENEFITS: Better understanding of students' school life. PROGRAM CONTACT: Linda Brown, Dunbar PrincipalClubs \u0026amp; Extra Curricular Activities Focus Group Objective: To determine guidelines and recommendations for national clubs and organizations to be included in the middle school program. Developmental Need Addressed: Self-Exploration and Self-Definition Program Standard Met: Provide opportunities for all students to experience success exhibit excellence and gain confidence and personal satisfaction through participation in oi^anized physical, social and intellectual activities. Rationale: A well developed body of research suggests that youth participation in creative, structured activities, youth programs and religious activities contributes to the development of social competencies, adolescent identity, creates challenges, provides fulfilling experiences and also brings youth in contact with caring, non-family adults who may serve as mentors or role models. Youth activities and programs are also important components of adolescents lives because they provide a sense of belonging, develop skills through real world experiences, enhance a sense of self-worth and develops leadership skills and independence. For at-risk youth, participation in extra-curricular activities takes on an added significance by creating a positive and voluntary connection to the school. They also provide agateway into conventional social networks, while at the same time, promoting individual interests, achievement and the pursuit of personal goals. Conversely, research has shown that youth who are involved in the drug culture, juvenile crime and who drop out of school, participate in significantly fewer extra curricular activities at all grades, including the years prior to dropping our of school. Sports or exercise programs benefit youth, in part, because of how physical activity affects the biochemical mechanisms in the brain and increases the production of brain norepinephrine and serotonin which have been shown to promote feelings of well-being. Over-time, adolescents often learn to associate their feelings of well being with exercise and group activities. The majority of extra curricular activities that arc currently available in District junior high schools are appropriate at the middle school level. However, the individual schools must make a commitment or, be required by District policy, to ensure that all middle level extra curricular activities are inclusive and will accommodate all students who express a desire to participate in a specific activity or program. Procedures must be developed and implemented that support 100% participation of students in a variety of extra curricular activities and programs. While it is true that some extra curricular activities have eligibility requirements that may be restrictive to some degree, schools can provide countless opportunities for students to participate in academic clubs and other activities that are not regulated by the Arkansas Activities Association or by restrictive clauses contained in the charters of school-based organizations and activities.Listed below are a variety of extra curricular activities that school staff may consider for inclusion in the activities menu at their respective schools. Academic Clubs/Competitions Odyssey of the Mind Aegis Math Counts Math Olympiad Spelling Bee Amateur Radio Club Yearbook Staff Computer Club Chess Club Stock Market Club Fitness Club Dramatic Reading Club Foreign Language Clubs Science Club Quiz Bowls Journalism Club Art Club SECME Newspaper Staff Drama Club Dance Team Debate Team Teachers of Tomorrow Athletic/Sports Related Activities Drill Team/Dance Squad Tennis Pep Squad Football Basketball Volleyball Track \u0026amp; Field Gymnastics Cheerleader Squads Swimming/Diving Cross Countn' Girls Softball Indoor Track Fellowship of Christian Athletes Spirit Groups Golf Charter Regulated Organizations National Honor Society Student Council National Beta Club Boy Scouts Girl Scouts Future Business Leaders of America Future Homemakers of America Social, School and Community Service Organizations Y-Teens Peer Helpers Office Monitors Ladies Club Gentlemens Club Fire Marshalls Hall Monitors Bi-racial Club Peer Mediators All school-sponsored competitive interscholastic activities that educational program arc regulated by AAA.. are a part of the DistrictsEligibility rules apply to students in grades 7 and 8 at the middle school/junior high level. Eligibility is based on residence, age and minimum academic requirements. Sixth grade activities are not covered by AAA eligibility requirements. (A detailed analysis of AAA Regulations may be found in the Arkansas Activities Association (AAA) Official Handbook. IMPLEMENTATION GUIDELINES In order to fully implement a program that will benefit each child, the following concerns must be considered: 1. 2. 3. 4. 5. 6. 7. All club/organization sponsors must be trained for the activity that they will sponsor. Sponsors may include community and parent volunteers. Adequate funding should be provided by the District to ensure the broad-based student participation. Provide adequate transportation opportunities for students to participate in after school programs and activities. Every student should participate in at least one extracurricular activity . Intramural sports programs should be planned and implemented at each school to allow all interested students an opportunity to participate in team sports. Schedule an activity period into the master schedule to accommodate meeting times for all clubs/organizations.Alternative Education: School-Within-a-School Model Focus Group Objective: To define and recommend appropriate support programs including alternative education to he provided in the middle school. Developmental Need Met: Competence and Achievement Student Support Program Standard (s) Addressed: (a) Provide opportunities for all students to experience success, exhibit excellence and gain confidence and personal satisfaction through participation in organized physical, social and intellectual activities, (b) Create a stnicture of opportunities for learning that nourishes the strengths and overcomes the weaknesses of each student. Rationale: To be effective, alternative programs must create a total educational environment, which both challenges and nurtures students. The approach must focus on developing positive interactions between students and staff in an environment, which supports student progress. A model which should be sought is one that gravitates toward smallness-within-bigness or units designed to personalize education for students\nteachers who assume diverse roles in addition to classroom responsibilities such counseling, advocacy, and some administrative responsibilities and which provides an experiential curriculum, coupled with developmentally appropriate inter-disciplinary learning activities. The school-within-a school model, which is built upon the smallness within bigness principle succeeds by not totally separating the target students from their peer group but uses co-curricular and extra-curricular offerings as a way to keep students in the mainstream while providing an individualized, self-paced learning environment. This model is designed to operate within a District middle school and thus can take advantage of OV 1 Cft nr rtlr\u0026gt; _______1 .1.1- __J - I   existing facilities, classrooms and the administrative and teaching staff. Forest Heights Jr. High has successfully implemented the model for the last two years and can serve as a replication model. The mission of the school-within a school model is to provide, within the confines of the identified school, an ALE experience for students who are failing to thrive in the traditional setting. It will serve only students enrolled in the specific school who have been recommended by the school s Pupil Services Team. Core academic courses are taught by (2) teachers with dual certification in English/Social Studies and Math/Science or by a single teacher who is able to teach across grade levels. Students would be able to access electives that are offered at each school, _ ___________ level. In addition to the core subjects, all ALE students would be provided a social skill^and conflict resolution class to address personal/social issues and other developmental and behavioral needs. A staff ratio of 1 to 15 is recommended. as appropriate for the specific gradeImplementation Guidelines 1. Identify Target Schools Survey all middle schools to determine those with the space requirements to house ALE Classroom (s) on site. 2. Planning/Preparation Through the Campus Leadership Team or another school-based planning committee, begin planning for implementation of the ALE School-Within-a-School Model at the beginning of the 2000-2001 school year. 3. Selection of Staff Selection of appropriate staff for Alternative Learning Environments is crucial to the success of or the program. Alternative education should not be a dumping ground for poorly rated teachers hard to place support staff. Staff should be handpicked from among the best-rated and most popular teachers in the system. Characteristics should include a friendly, caring attitude, excellent classroom management skills, varied and flexible teaching methods, creative and energetic disposition, and willingness to work with all students. Drop-out prevention programs around the country that seem to be the most effective are ones which have a strong personality for students to identify with, admire or respect. Examples are a nurturing father/mother figure, a firm, fair disciplinarian, or a figure with special talents. Support staff should model the saine positive, up-beat attitude of the faculty and be part of the team that says to the students: We care. Preference should be given to teachers with a proven track record, those able to teach multiple subjects, and those who are interested in the academic success of at-risk students. 4. Staff Development An integral part of any Alternative learning Environment is an effective staff-training component. Training for effective interactions with at-risk students is not included in most traditional educational training programs. St^ development training must include all persons who have regular contact with the students. It is important that regular, part-time, volunteer, certified and non-certified staff all have training in the same areas. Areas to be addressed should include: 1. 2. 3. 4. 5. 6. 7. 8. Positive approaches to behavior management Aggression Replacement Training Non-traditional teaching strategies Stress management Training that includes interpersonal skills, counseling skills, and self-esteem development Other topics important to specific ALE sites Multi-cultural instruction Non-traditional instructional strategics including project based learning, cooperative learning and interdisciplinary team teaching. Staff development must be on going and, for new programs, it is essential that adequate in-service time be scheduled prior to the beginning of the school year. For a successful program, all staff must have a common vision and an understanding of how to make that vision bccomca reality.5. Therapeutic Component Mental health teams composed of community based service providers and school specialists should be established. A range of support services need to be provided on site that will foster the development of interpersonal and social skills, resistance to negative peer pressure and conflict resolution skills. A social services center will be established in all sites where space is available. Counselors and/or therapists form community-based service provider agencies will be scheduled to provide Crtf'ial cVilIo anotm a+I am ____I .*.l_ _ ...   . _ social skills instruction, counseling and therapeutic interventions. These mental health WWW4IUII, cuuiibcimg ana merapeutic interventions. These mental health teams will also assist program staff in creating an emotionally safe and comfortable climate for students that the students can identify with and attach to a caring adult. The support services will include, but not be limited to: case management services, individual and group counseling and health ^sessments. Childcare vouchers will be obtained for students requiring this service A Child C^e Center is operational at the Metropolitan Vo-Tech School that will provide childcare for all ALE students who could not attend school without it. 6. Student Referral \u0026amp; Selection Process Students in grades 6-8 may be referred to the Alternative Program through a variety of sources:     Student Self-Referral School Administrator Referral Parent Referral School Staff Recommendation Referrals should be based on the following criteria: \u0026gt; A pattern of academic failure- not performing at grade level in one or more of the core areas, and/ or performing poorly on standardized tests\n\u0026gt; Poor social and interactive skills: (a) Displaying unacceptable patterns of behavior (Sent Home Class Bars, Suspensions): (b) Failing to fit in in the social environment of the school, and/or \u0026gt; Over age for grade level. Referrals will be submitted to the school-based Pupil Services Team The PST will referrals and assign the students to the school-based program, if appropriate. screen 7. Program Assessment Evaluation of the program and services will be accomplished by presentation and analysis of data, l.e _ ana VCIC nt cnrrocc ___i____***v*s i.e., analysis of success and failure rates, number of students served :7  V. .UVVC.S anu raiiure rates, number ot students served as compared to the number identified, and degree to which each identified program objective was achieved.  Number of students who returned to the educational setting via the ALE\n* A I* F percent of participants who completed the educational year through the ALE program\n Demographic, personal and test data on ALE participants\n Number and kinds of courses in which the students enrolled\n A list of special problems identified, with actions taken and results\n Data on the success and failure rate among students by course, with staff analysis of probable causative factors\nand  A written analysis of outcomes/results for each identified program objective, which will include substantiating evidence.Special Middle School Steering Committee Meeting for further discussion on the Family/Community Partnerships Proposal Wednesday January 27,1999, 4:30 p.m. LRSD Board Room 810 West MarkhamTO: FROM: RE: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 JANUARY 21, 1999 Middle School Steering Committee Young, New Futures Liaison and Restructuring Director Information for Special Meeting, January 27,1999 A special meeting of the middle school steering committee has been set for January 27 at 4:30 p.m. in the board room at 810 West Markham. The purpose of this meeting is to allow additional time for discussion regarding the recommendation of the Family and Community Partnership Committee. Enclosed for your review is a copy of the committees proposal, budget requests, implementation timeline, information about Communities in Schools, and the local program standards for CIS. A request was made to provide information on CIS standards. Please review the section in the comprehensive plan packet labeled, Questions and Answers. This section gives a good synopsis of CIS standards. After reviewing this section, if additional information or a complete set of the standards is still needed, please forward your request to my office. The special meeting will be devoted strictly to a question, answer, and discussion format. Please come prepared with your questions and comments. The Family and Community Partnership Committee has worked endless hours to complete this recommendation. Thanks to all for your efforts. Please make every effort to attend this important meeting! Thanks so much. AttachmentsTo\nMiddle School Steering Committee From: unity Partm ip Committee Family/CcjW Sandy B^^r, Jesse Bens'c^Lam^erkley, Jim Brow: Bruce Coh^ Ida ColliR MeloifeClarke, JoAnn Cui Terri Davis,'Gwen Efirc^ Ie Ev^, Coleen Ferguso, Date: Subject: arah Facen, Bob Highto' iane John^n, Ann Kamps, ) jz Lucker fchairperson), Debb. ila' M\ns itgomery, Char: f^Haysj Miller/^FZ/yy orr ain e\nJ^ sbj^ity sb^iA ^i Nel^n, Gail Nickerscffi,- Fr^Nicke Rushingodistene Smith January 6,1999 Committee Plan Proposal Nim: r. ebme The above mentioned individuals have spent the past ten months researching, exploring, surveying, planning, learning, discussing, re- ffaming and planning some more to present the enclosed documents as a firm, consensual proposal to address Family/Community Partnership issues within our upcoming Middle Schools. The work of our committee is largely supported by the good sense of the following efforts: Strategic Planning #5, Turning Points, LRSD Board and administrative mission statement and goals, principles of Campus Leadership Teams, Community In Schools principles, Pulaski Countys Promise To Youth goals, and our revised Desegregation Plan. We have all come to the table from varied arenas with our own agendas. We are united in vision, in spirit, and in a determined effort to address the critical issues challenging youth in our schools. Our focus is to produce a comprehensive proposal to serve all Middle School students and staff with the express purpose of offering each and every one optimal opportunities for success. This will be provided through support and adoption by our school district and active participation in a citywide Communities In Schools (CIS) process. CIS will most effectively meet the needs identified by our committee and countless research documents. ...the first and foremost concern for school boards is improving student achievement. The reality is that the best instructional reforms cannot produce the desired results for a large number of students as long as schools do not have comprehensive approaches for addressing external and internal barriers to learning and teaching. The CIS process will inevitably enable our educators to return to that which they are best trained to deliver-the education of our youth. It will in turn deliver the mission, the challenge and exciting promise of allowing our community to address the external issues/barriers that may prevent many of our youth from achieving their potential. Communities In Schools, founded in 1977, is our nations largest stay-in-school network. CIS champions the connection of needed community resources with schools to help youth successfully learn, stay in school, and prepare for life. By relocating community service providers to work as a personalized team serving alongside teachers, principals, volunteers and mentors, CIS connects the schools with the resources that students need most. The success of this approach has been documented repeatedly. Community partners make CIS succeed by embracing the principles and working collaboratively on behalf of children. CIS believes that every child needs and deserves the following basics:  a personal, one-on-one relationship with a caring adult,  a safe place to learn and grow  a marketable skill to use upon graduation  a chance to give back to the community. This is NOT proposed as a quick-fix but rather, as a long-term opportunity for our district and community to view the success of our youth as a shared responsibility, a true collaboration and a blending of expertise to impact the future of our city. We also view our district as an ongoing participant within this process as CIS becomes an established entity owned and operated via an independent advisory board. We realize the adoption of this process may involve a shift in how we traditionally view services but, the long-range outcomes are proof that our youth WILL benefit. As the Little Rock School District continues to pursue designation as Quality Schools, CIS by design, mandates quality and standards as keys to success. We as a committee, urge the Steering Committee to embrace the vision of the CIS process as an ideal direction to follow and we collectively vow to remain steadfast as active stakeholders in seeing this vision through to fruition. It would prove counterproductive to proceed without a comprehensive plan that offers a menu of all i f services possible to all Middle School students. Each and every student deserves the very best our schools and our conrmunrty can offer. I Our committee has already realized the accomplishment of an essential goal\nthe upcoming implementation of a district-wide Start Wellness Program. This commitment on the part of our visionary administration and hospital partners serves to illustrate a _ I determination to provide overall school improvement strategies that specifically address barriers to achievement. It is also helpful to note that programs and services already in place in our district (services wise), fit snugly within the framework design for the Little Rock Communities In Schools process. It is indeed time for our community to roll up their sleeves and share m the challenges and joys of raising our children. From LRSD, we are asking for.  8 full-time nurses (one at each Middle School) @ an additional $60,000. This request assures that the additional coverage will not compromise services provided to nonMiddle School sites. This will also assure that elementary school are provided adequate nursing services.  Computer lines and e-mail capabilities need to be installed in each Middle School Health room to accommodate proposed Health Clinics. Staff Development for Middle School staff can be provided  dtan ueveiopniciii lui ivuuuiv ------------ r by CIS National office. They have already committed to provide needed technical assistance.  A LRSD Informational Services employee is needed to serve as liaison to work with CIS in generating appropnate evaluation/tracking of students serviced.  2 full-time site coordinators can be provided through  2 mil-time sue Luuiuiumvio vcui ww ---------- reassignment of existing staff (2 more provided through CIS).  Letters of agreement for services with CIS and cooperating partners.CIS of Little Rock will provide the following through the planning and preparations of a strong Local Task Force who in turn, appoints a dedicated Advisory Board\n An executive director  A working Advisory Board  2 full-time site coordinators  National/Local training sessions and ongoing consulting/technical assistance  Generating resources and networking services  State-level support  Local support through Pulaski Countys Promise  Other services and resources as yet to be determined As Colin Powell stated in Philadelphia, Our schools are the heart of our communities and the hearts of the community are in our schools!Family/Conununity Partnerships Committee Comprehensive Plan [ Communilies tn Schools Slate Office ~~r____, I Comrininilios in Sctiools Local Advisory Board | Communilies in Schools Local Admirristialive Office ]--{ [ Littre Rock School District Communily Partnerships ] I I 1 LRSD Middle Schools Site Providers Communilies In Schools Site Based Coofdmalois Voiunieeis X I Resource Oncers SAPtlOlAL TEEN EE RN's I 1 I Pupil Service Teams Campus Leadership Team Teacher Wellness Provided by Panners In Education VIPS xm.__ LRSOPTA ^Student Wellness | X I I I I I I I I I I I 1 Noi\u0026gt;Pro(its Media Higher Education Faith Commrify Citlual fists Heath Services Civic Orgarizations Mortal Heath Hunan Services Legal Jiwerite Business Providers Substarce Abuse GovermerX Big BAS BACaubt Scouci PAR.K. YMWCA United Way Comcast Newspaper Radio Ptiilwtder Puloki TeeJt RNProg UALX UAMS UCA NCa Arts Center Aru Council Rack Suge Museum* ACH ADII AUX Baptist Private Dr. Sl Vincent! Soultiwesi AARP Jr. Letfue Kiwutii Optimitl Rourv Cenien CSC FSA Youth Howe I Court Detention FINS Judge* Parole Probation Chamber lIRDepU I.R Alliance Small Busincu United Way ITC fSA AH)Y Drug Free Schoult A.AfnjL^ ARKidil Lily of LR Coop fca Str Dept of Com Prg File (Xpt Police Dept Medicaid Parks A Rec _ILittle Rock School District Proposed Timeline for Implementing Communities In Schools .45 in all quality efforts, much work must go into the planning, development and implementation of a Communities In Schools initiative. This is especially true for one as large and comprehensive as that being considered by the Little Rock School District. Insuring an effective, first class project requires a strong and consistent district commitment as well as a sizable community buy-in. Much will be asked of the community-at-large, not the least of which are services and financial support. Those business and community leaders who will be asked to partner with the district in this venture must see a motivated school district actively involved and committed to the cause. It is not enough to simply provide space and childretL The school district nurst invest in the concept and be an equal partner, working to not only further efforts to bring the rich resources of a caring community into the schools but to truly create safe and exciting places for children to learn and grow and for teachers to teach. Some results will be immediate, especially ex'ident in the responsiveness and performance of the students, in the enthusiastic involvement of the teachers and staff and finally, in the positive feed back from the community. The long range effect will be a more viable workforce, more involved young people and a healthier community. The following timeline is only a suggestion and one that can and should be reworked and revised for the districts use in developing a CIS project It is based on Quality and Standards, a well-defined progression of necessary steps to be taken in designing, implementing and operating the best possible program. The most important and relevant fact to remember is that, in the end, this cannot be simply a LRSD project. It must be a partnership with the community. The advantage to the district is that it does not have to assume to answer all of the questions and solve all of the problems by itself. As with the children of Little Rock, the community will provide much of the support. It is keenly important that the district works to support and not impede. It should be a leader, bringing fresh and exciting ideas to the table, with the community providing the opportunities and capacity for change.Proposed Timeline for Implementation December/January 1999:  Prepare proposal based on school/ community assessment  Present CIS proposal to Dr. Carnine  Dr. Carnine presents proposal to Steering Committee  Initial presentation to LRSD School Board (presentation/ information to the board members prior to a regularly scheduled board meeting)  Present plans to middle school principals/staff/teachers  Establish leadership task force\nselect chairperson/volunteer community liaison February 1999:  School Board endorsement of CIS project/ Ltrs. Of Agreement  First meeting of Leadership Task Force ( begin discussion re: governing, job descriptions/funding) '/ March 1999:  Task force determines if it will incorporate and how it will be governed (will it form a 501(c)(3) or exist under another organization but with full governing authority)  Preliminary operationalplan/timeline is drafted and approved (should include number of sites/site coordinators, job descriptions for Executive Director, coordinators, etc. as well as goals, objectives, responsibilities and desired outcomes, both general and particular*)  Develop Resource Development Plan  Develop individual site plans for each school (working with CLT) insuring students and families are actively involved) April 1999:  Task force approves Operational/ Resource Development Plans and begins securing funds  Appoint members to Board of Directors  Plan to attend Spring Training Institute in Phoenix ( Board Development, Resource Development, Executive Director Training)COMMUNITIES IN SCHOOLS Helping kids to help themselves Who We Are The Communities In Schools Network The mission of CIS is to champion the connection of needed community resources with schools to help young people successfully learn, stay in school, and prepare for life. Millions of young people have lost the traditional safety nets that used to provide love and security even when the nuclear family was in trouble. Extended families, close-knit neighborhoods, a church, a synagogue or mosque  all could be counted on to respond when these kids cried out for help. But now, the safety net is too often stretched to the breaking point. communities (and related problems affecting youth and their families) by adapting the CIS process to the needs and resources of the community. Local CIS projects are the individual Our society has tried to respond to this crisis with fragmented solutions. We deal with symptoms  poverty, drugs, illiteracy  as if each could be cured on its ora. But only one thing will cure the symptoms of disconnection. That is community. We need to build a new community around kids, a new safety net. Communities In Schools creates that community. By bringing existing resources, services, parents and volunteers into a school, we meet children's needs so that they can concentrate on learning. Founded in 1977, Communities In Schools (formerly known as Cities In Schools) is today the nation's largest stay-in-school network. CIS brings together hands in need with hands that can help. By re-locating community service providers to work as a personalized team serving alongside teachers, principals, volunteers and mentors, CIS connects the schools with the resources that students need most. Local CIS operations are independently incorporated, nonprofit community-, city-, or county- Mde public/private partnership organizations. They address the stay-in-school problem within their education sites that make up a local CIS program. The project's team of assigned and relocated staff connects the community's existing resources with students and their families. State CIS organizations, like the local programs, are independently incorporated. Their mission is to replicate the CIS stay-in-school strategy as widely as possible within a state, and to secure state-level resources and networking for the individual CIS communities within the state. CIS affrliates are pre-existing organizations or movements, developed independently from CIS. They are partnering with CIS because their missions meet the intent and spirit of CIS and are compatible in philosophy, principle and operations. The national office of Communities In Schools, Inc. in Alexandria, Va., helps create and support local and state CIS organizations. CIS, Inc. offers training and technical assistance through its field support centers in Atlanta\nChicago\nHouston, Texas\nand Alexandria, Va. A training curriculum for communities interested in replicating the CIS model is offered at selected training locations nationwide and through CIS, Inc.'s quarterly multitrack training events. aw COMMUNITIES IN SCHOOLS, INC. 1199 N. Fairfax Street, Suite 300,Alexandria.VA 22314-1436 Tel (703) 519-8999  Fax (703) 519-7213  e-mail cis@cisnet.org CIS at a Glance The Four CIS Basics Every child needs and deserv'es:  a one-on-one relationship with a caring adult\n a safe place to leant and grow\n a marketable skill to use upon graduation\n a chance to give back to peers and community. Some Facts about the CIS Network More than 500,000 students reached annually 135 local CIS programs in 33 states An additional 54 communities developing new CIS programs 1,009 school sites CIS, Inc. Field Support Centers North Central Field Support Center Al Ward, Field Support Director 815 West Van Buren, Suite 319 Chicago, IL 60607 (312) 226-1076\nFAX: (312) 226-7566 e-mail: carole@cisnet.org Southwest Field Support Center Jill Binder, Field Support Director 11550 Fuqua, Suite 215 Houston, TX 77034 (281) 464-6200\nFAX\n(281) 464-6828 e-mail: louis@cisnet.org Northeast Field Support Center Raj Chawla, Interim Field Support Director 1199 N. Fairfax St., Suite 300 Alexandria, VA 22314 (703) 519-8999\nFAX\n(703) 519-7213 e-mail: raj@cisnet.org Southeast Field Support Center Douglas Denise. Field Support Director 1252 West Peachtree Street, N.E., Suite 304 Atlanta. GA 30309 (404) 873-2993\nFAX: (404) 873-2488 e-mail: dtdenise@cisnet.org For more information, contact: Communities In Schools, Inc., Communications Department, Bonnie Frazier, director of communications, 1199 N. Fairfax St., Suite 300, Alexandria, VA 22314, (703) 519-8999 or (800) C1S-4K1DS\nFAX\n(703) 519-7213.COMMUNITIES IN SCHOOLS Helping kids to help themselves Communities In Schools Works. Who Makes It Work? Founded in 1977, Communities In Schools, Inc, (formerly known as Cities In Schools. Inc.) provides leadership and suppon to the nation's largest stay-in-school network. The CIS mission is to champion the connection of needed community resources with schools to help young people successfully learn, stay in school, and prepare for life. Small, caring teams of social service providers form one-on-one relationships with students and work alongside teachers, volunteers and mentors in the battle to keep children in school. The success of this approach has been documented repeatedly. Thanks to CIS, vounc people are graduating from high school and going on to hicher education or productive careers. But who makes CIS work'. Who actually implements this highly collabora-liV e strategy to help kids to help themselves'i The answer: Communities In Schools cannot succeed without it.s community-partners, the dedicated individuals who embrace CIS and work together behall ol the communitv's children. on  I irsi and foremost, it is the students themselves who guarantee CIS success. .A CIS program \"helps kids to help themselves\"  and last year, more than  .'00,000 young people demonstrated that hard work, commitment to learning, and a desire to give back to peers and community can equal success. Parents give their approval and suppon to each child s participation in CIS. They become involv-ed in CIS' mission, volunteer their time, and often benefit themselves from parenting classes and other familyskills initiatives brokered into the school by CIS. The sc hool superintendent is the crucial player who approves CiS' presence in each community. He or she invites CIS to explore the feasibility of establishing a program in the public schools, and acts as an advocate and facilitator for the CIS process. The school principal leads the school's partnership with the CIS team, chairing meetings to introduce CIS to teachers and administrators, and making CIS an integral part of the life of the school. Teachers know their students better than anyone else at the school. They refer young people for needed services, create lesson plans with other members of the CIS team, and often incorporate a \"CIS class\" into the school day. Social service providers, relocated from public and private agencies into the school, form the nucleus of the CIS team. Career and college counselors, health professionals, drug-education specialists and manv others all work together to treat each student's needs holistically. The local CIS board of directors, drawn from both the private and public sectors, provides leadership, experience and public visibility for the program. All local CIS programs are independently incorporated, thus ensuring that community decisions remain in the hands of community leaders. Local businesspeople provide invaluable resources to the CIS program: funding, employee mentors, job-shadowing opportunities, part-time and summer jobs for students, and in-kind donations of supplies COMMUNITIES IN SCHOOLS, INC. 1199 N. Fiirfix Street, Suite 300,Alexandria.VA 22314-1436 Tel (703\n519-8999  Fax (703) 519-7213  e-mad cis@cisnet.org and equipment. The chair of most local CIS boards of directors is also chosen from the private sector. Local government leaders help create access to public agency services for relocation into CIS sites. A mayor, county council chair or school board representative can be a powerful advocate for the CIS process, rallying community support and sending the message that local government is determined to improve our children's chances. The CIS staff in each community is usually quite small, since CIS teams are created by relocating staff from other agencies. But the small core of paid staff comprising the CIS executive director, individual project directors and administrative staff are indispensable to the program's success. These individuals receive in-depth training from CIS' Training Institute, and lead the way in implementing the CIS collaborative strategies. CIS national partners help bring resources to the \"front lines\" for kids and families. CIS, Inc. has longstanding partnerships with many government, private and nonprofit organizations. In addition, the CIS, Inc. national board of directors is a national advocate for the CIS network, helping to raise funds and public awareness for CIS' work with children. Relif\niou.s leaders, long accustomed to creating a communitv of spiritually committed parishioners to address social issues, find a new outlet with CIS. Volunteers from religious congregations play an i portant role in many CIS programs, and churches, synagogues and mosques support CIS by sharing space for after-school activities. CIS alumni keep in touch with Communities In Schools, sending new's of their educational progress and career achievements. The recently created CIS Alumni Network shares these success stories with the Leal and state programs, providing encouragement and support to CIS students across the country. Lastly, CIS depends on dozens of community volunteers who serve as tutors, mentors and role models for young people. The spirit of volunteerism is essential for any community-based program, and CIS volunteers help forge the vital one-on-one relationships that connect with kids.  Communities.In Schools is truly a coordinated, cooperative approach to working with kids. As our name reflects, we bring the community into the schools  and we need ever)' one of our community partners. For more information about the community partners who m^. CIS work, contact Bonnie Frazier, director of communications, at the Alexandria national office. 9/98COMMUNITIES IN SCHOOLS Helping kids to help themselves LOCAL PROGRAM STANDARDS FOR THE NETWORK COMMUNITIES IN SCHOOLS Final Draft - August, 1998 To Be Used During the 1998 - 1999 School Year (Quality - is a degree or level of excellence\nsomething that is special in a person or thing. - Oxford DictionaryINTRODUCTION Mission Statement To champion the connection of needed community resources with schools to help young people successfiiUy learn, stay in school, and prepare for life. Our Guiding Principles 0 Personalism. Programs foster one-to-one relationships with young people, promoting individual achievement. a Accountability. Programs create a safe, supervised, healthy, accountable environment in order to provide resources and services which meet individual needs. E Coordination. CIS works with the local community and serves as a resource broker and program facilitator by forming public/private partnerships needed to reposition community resources into the schools. The Four Basics Every Child Needs and Deserves'. 1) a personal, one-on-one relationship with a caring adult, 2) a safe place to leam and grow, 3) a marketable skill to use upon graduation, 4) a chance to give back to peers and community. Our Methodology Building relationships... Our Strategy To implement a process, one community at a time, which demonstrates how to organize successfill human service delivery systems which meet community needs and increase the individual achievements of identified children and youth. 1QUESTIONS AND ANSWERS Why Establish a Quality \u0026amp; Standards Committee? Due to the velocity of CISs expansion, fueled by the increasing need to provide services both nationally and internationally, it is critical at this time in CISs history to identify standards common to all CIS operational programs. Therefore, Communities In Schools national board of directors convened the Quality \u0026amp; Standards Committee to: establish standards for local and state CIS programs\nand recommend other policies required to improve the quality of CIS programs. In fact, the work of the Quality \u0026amp; Standards Committee can be viewed as one organizational response to the overall quality movement that now drives the missioEL, goals, and objectives of a number of enlightened organizations throughout the country, operating both in the public and private sectors. What is the Charge of the Quality \u0026amp; Standards Committee? The Quality \u0026amp; Standards Committees charge is to: E review the policy of the approval, establishment, and maintenance of CIS programs\nB examine the status and strength of existing programs\nB determine how a regular review process should be inqjlemented and what support would be available should a program fall short of national standards\nB determine whether local programs have met, or need assistance in meeting, state and federal requirements to function as a 501(cX3) corporation\nB define an academy, a traditional in-school program, and a whole-school model/ comprehensive strategy, with the appropriate method of evalualion for each\nB determine the duties and responsibilities of the national and regional offices to state and local programs, and recommend appropriate measures for implementing such duties and responsibilities\nB examine training programs for content, method, and location, and recommend changes if appropriate\nB work closely with the research, evaluation, planning, and public relations efforts, and make recommendations when needed\nand B recommend appropriate policies to protect the corporate identity of Commurities In Schools national.  1( What is a Standard? A standard is a series of statements that specify the critical elements of a program or activity that are deemed essential for effectiveness. After a series of intensive meetings, the Quality \u0026amp; Standards Committee identified the critical elements of a CIS program that are crucial for its existence. This does not negate each programs uniqueness, but does constitute some baseline standards for the existence of aD CIS programs. The CIS concepts and strategies encourage tremendous flexibility and diversity of community response to youth and families. No two CIS programs are exactly alike. CIS national/regional helps local programs avoid the \"franchise or cookie-cutter approach to service delivery, instead offering a set of principles and strategies that any community may adapt. The result is a great variety of programmatic emphases throughout the CIS networL Thus, it is important to understand that the standards identified here do not negate or change the basic CIS philosophy of community ownership and self-determination. But they do articulate certain basic elements essential to all CIS programs. Why Should State and Lx)cal CIS Programs Meet the Standards? Over the past several years the Communities In Schools national organization has become a leader in the development of public/private partnerships highlighted by its fast-growing network of state and local programs. To augment the expansion of the network, the issue of increased quality and quantity of services looms large as the organization sets plans for the future. A renewed focus on providing services to state and local programs will consume much of the time and energy of CIS national/regional in the months and years ahead. The benefits to the state and local programs for embracing the Standards as recommended include the following: E Increased access to resources from federal agencies that form partnerships with CIS national/regional\nB Access to funds that may become available firom public or private donors through CIS fund-raising efforts\nB Access to expanded training and technical assistance from the regional and headquarters offices\nand B Increased quality and quantity of programs and services for students and famihes participating in the CIS program. What Efforts Will be Made to Assist Programs in Meeting the Standards? All programs will be informed fully and will have the opportunity for training on the content and use of the national standards. CIS national/regional will establish a process for providing additional training and technical assistance for state and local programs. 3What Happens If a Program Meets All the Standards? Programs meeting all of the Standards will become chartered CIS programs. Chartered status is the newest and highest level of achievement for any CIS program, and this achievement will entitle the programs to: E Special recognition throughout the network as an exemplary program in providing service to youth and their families. Recognition may be with press releases, news articles, and events\nB First opportunity to apply for CIS pass-through funds^grants\nB B Opportunities to host celebrities interested in CIS programs\nInvitations to join technical assistance teams, and provide trainers for CIS\nB Invitations to conduct peer reviews for other CIS programs\nand B All other resources available to all CIS programs. What Happens If a Program Does Not Meet All the Standards? Should a program not meet the Standards after undergoing a preliminary review, a process will be set in motion, with necessary support from the appropriate regionaVstate office, to help bring the program into compliance. During the period of review and techmeal assistance, the CIS program may receive services and benefits as recommended by the regional/state office. Should the program decide not to comply, it will be reclassified xmtil such time as compliance recommendations are satisfied. If after exhausting every effort, a program does not meet the Standards, then the status of the program will be determined by the (^ality \u0026amp; Standards Committee. The national CIS office reserx'es the right to revoke the use of Communities In Schools identity (i.e., trademarks, service marks. Communities In Schools, the Reaching Scholar and Mortar Board Symbol and the Slogan Helping kids to help themselves}, if any program is not actively moving toward compliance with the Standards. What .Are the Different Stages of Development for CIS Programs? On the folIov.Tng pages is a chart that delineates the different stages and the critical elements\nthe time frame for movement to the next level\nand the resources provided by CIS national/regional and/or state CIS at each level * 4CIS LOCAL PROGRAM S l AGES OF DEVELOPMENT REQUIRED TO ACHIEVE QUALITY AND STANDARDS STAGE CRITICAL ELEMENTS OF CIS STANDARDS COMPLETED DURING EACH STAGE TIMETO NEXT STAGE RESOURCES REQUIRED BY NATIONAL/REGIONAL CIS AND/OR STATE CIS PREIMPLEMENTATION Benchmark for completion  educ. authority invilalion to explore CIS replication CIS nalional/state conunilment to provide services orientation for community leaders fonnation of task force/committee community assessment \"go decision\" from task force/commillee transmitted to CIS nalional/state and accepted by CIS nalional/state IMPLEMENTATION I Denchinaik for completion CIS board or agreement with umbrella organization lax exempt status board papers filed with CIS. Inc. executive director (LOA required if outside entity is paying l:Ds salaty) project direction, agency coordination functions covered CIS board, director, and site director trained site plans completed begins serving students Letters of Agreement with national CIS fully executed OPERATIONAL Benchmark for completion Up Io 12 monllis Up (o 12 inonllis conduct self-review program development plan to obtain Charter status request for review Io slate or national CIS successful completion of Standards Review conducted Minimum of two on-site TA* visits\nbulk mailings\nSource Books\nCIS info packs\nReplication Training\nReplication Manual**\non-site task force/commillee orientation\nall CIS conferences, PSAs, unlimited phone/mail TA Timely response (60 days) from CIS slate or national recognizes completion of pre-implementation tasks, reaching implementation stage Minimum of Iwo on-site TA* visits, including board development, all bulk mailings\nSource Books\ntraining calendar. Program Ops and Project Ops Training and at least one follow-up training for each\nProgram Ops and Project Ops Manuals**\nall CIS conferences Timely execution of Letter of Agreement by CIS stale or national (60 days) recognizes operational status Up Io 36 months from Q\u0026amp;S orientation, to first review\nup to one additional year if review is unsuccessful All materials, appropriate training, and grants opportunities as above. TA* Io develop and implement plan to attain Charter Local Standard Review date placed on schedule of reviews williin 90 days of request\njointly planned follow-up, including minimum of one on-site TA/trainmg per quarter for one additional year to reach Standards, if needed 5CIS LOCAL PROGRAM STAGES OF DEVELOPMENT REQUIRED TO ACHIEVE QUALITY AND STANDARDS STAGE CRITICAL ELEMENTS OF CIS STANDARDS COMPLETED DURING EACH STAGE TIMETO NEXT STAGE RESOURCES REQUIRED BY NATIONAL/REGIONAL CIS AND/OR STATE CIS CHARTERED TASKS TO MAINTAIN CHARTER conduct annual self-study program development plan to maintain Charter, increase quality -successful completion of triannual (3 years) Standards Review conducted by Standards Review Team Review every 3 years, up (o 1 year to reach unmet standards All materials, appropriate training, and grants opportunities as above. Special recognition (press releases, news articles, events), may provide trainers for CIS and/or TA teams\nmay participate on Standards Review Teams for otlier CIS programs *TA  Technical assistance CIS national manuals are provided upon completion of the coiTes|)onding course 64 STAGES OF DEVELOPMENT FOR LOCAL CIS PROGRAMS The process by wduch a CIS program develops is presented in this narrative and in the preceding Stages of D^elopment Chart. There are four categories of CIS programs: Pre-Implementation\nImplementation\nOperational\nand Chartered. Throughout this process, specific activities are encouraged. Critical elements are necessary to proceed successfully to the next stage\na time frame is presented for each particular stage\nand the resources provided by CIS national and state programs are delineated. PRE-EMPLEMENTATION STAGE Activities during thp phase focus on establishing community support for a CIS program. PreImplementation activities include: national or .state CIS responding to an inquiry about CIS and conducting orientation sessions after receipt of an i  ' (usually the superintendent of schools)\nidentifying invitation by the local education authority\na local CIS liaison\ndeveloping a pre- implementation task force\nassessing community leader ship support\npreparing and implementing a workplan\nand conducting a community assessment. The benchmark frat completes this stage is when the task force/committee meets and makes a decmon to go forward with CIS replication, to request a time extension to complete pre- implementation tasks, or to suspend activities. A letter giving the decision is sent to their state CIS or CIS national for acceptance. During the Pre-Implementation stage, the critical elements required to move to the next level include: E B B B B Invitation from the education authority to explore CIS replication in the community- A CIS national or state commitment to provide services\nFormation of a CIS replication task force or committee\nCon^iletion of a community assessment\nand Task force decision to go ahead with the development of CIS. The time frame to accomplish the above activities and to reach a decision to continue development based on the findings from the community assessment is up to one year. Any task force exceeding one year may submit a letter requesting an extension that identifies (1) the reason for the delay,' (2) the plan/timetable to conclude the Pre-Implementation phase, and (3) the additional techmeal assistance required to move forward. If an extension is not requested within 30 days after the initial year, CIS national or state will send written notification that the program has 30 days to file the request or it will be considered inactive until further notification from the community. Programs requesting an extension will be expected to complete their plan as indicated. When the CIS state or national oflhee receives notification of the task force decision, a response is provided within 60 days. 7The National and/or state CIS will assist a pre-implementation task force by providing replication training, minimum of two on-site technied assistance vdsits, on-she task force /comn^ee orientation. Source Books, CIS information packets, public service announcements, bulk mailings, invitations to all CIS conferences, and unlimited mail and telephone techmeal assistance. The CIS Replication Process Manual will be provided upon completion of the training course to attendees. IMPLEMENTATION STAGE This phase focuses on establishing a CIS program. Implen ntation involves finalizmg the incorporation of the CIS program and its board of directors\nraising funds\nselecting and hiring a local management team\nselecting the education site(s)\ndeveloping an operations plan\ndeveloping a comprehensive site plan\nobtaining agency agreements for the repositioning of social service staff into the project(s)\npreparing the she\nand selecting and providing mitial services to students. Execution of the Letter of Agreement with the state CIS (or, where there is no state CIS, with national CIS) marks the completion of the Implementation stage and recognizes the program as OperationaL Critical elements of the Implementation stage necessary to advance to the next level include\ns B B B B B B B B B Formation of the CIS board or an agreement with an umbrella organization\nTax exempt status\nBoard papers Sled with national CIS\nExecuth'e director selected (letter of agreement required if this person is paid for by an outside entity such as the school system)\nFunctions of project direction and agency coordination are covered\nCIS board, director, and site director are trained\nOperational plan Sled with CIS state/national\nSite plans completed\nStudents are receiving services through CIS\nand Letter of Agreement with CIS state/national is Silly executed. The time frame for the Implementation stage is up to 12 months to the signing of the Letter of Agreement bv the local program The national or state CIS signs the letter within 60 days, which signiSes that the program is then Operational. Local programs that do not complete aU steps within one year will STe a letter requesting an extension that identifies (1) the rea on for the delay, (2) the plan/timetable to become Operational, and (3) the additional techmeal assistance required to move forward. Programs requesting an extension will be expected to corrplete their plan as indicated, with the assistance of their state CIS program or CIS national. Resources provided by the CIS national and/or state program include: minimimi of two on-site visits to provide technical assistance\nProgram Operations and Project Operations Training and the corresponding manuals upon com^iletion of the training\nat least one follow-up training for each training course\nSource Books\ntraining calendars\nall bulk mailmgs and invitations to all CIS conferences. 8' OPERATIONAL STAGE J CIS programs that reach the C^erational stage have made a commitment to participate fully in the c phase focuses on further strengthening the program to meet national it^dards and qbtam its CIS Charter. During this phase, the programs identify and assess needs\ncollect and utilize data\nconduct annual rexdews\nprepare and implement a program development plan to meet all national standards and obtain CIS Chartered status\nreceive technical assistance to ^renethen the program\nand schedule and complete a Standards Review conducted bv a Standards Review Team. Successful completion of a Standards Review by a Standards Review Team recognizes the program as a Charter CIS program. Critical elements during this phase are designed to help operational programs obtain a CIS Charter and mclude: B B B B Conducting a self-review based on national Standards\nPreparation of a Program Development Plan to attain a CIS Charter\nRequesting a Standards Review by a Standards Review Team\nand Successful conpletion of the Standards Review conducted by the Standards Review Team. time frame between obtaining Operational status and requesting the first Standards Review by the Standards Review Team is up to 36 months from the time of Q\u0026amp;S orientation. Requests tor a Standards Review are filed with the programs state CIS office or national CIS through Its regional offices where a CIS state office is not in place. The Standards Review will be placed on the schedule of Reviews within 90 days of the request. Programs that are not successful in completing their Standards Review will receive technical assistance from the state and/or nation^ CIS to develop and implement a second program development plan fociiginp on areas of need identified in the Standards Review. In most cases, it is expected that the local CIS program will reach all standards with in development plan. one year or as specified in their second program Local CIS programs may appeal the decision of the Standards Review Team to the Qualitv \u0026amp; Standards Committee of the CIS national board of directors. Resources provided by the national and/or state CIS program include: minimum of two on-site visits to provide technical assistance, including assistance to conduct a self-review and/or to prepare the program development plan\nall CIS training courses and their related manual\nand materials\nat least one follow-up training for each training course\nSource Books' training calendars\nall bulk mailings\ninvitations to aU CIS conferences\nand the timely execution of the Standards Review by a Standards Review Team. Jointly planned technical assistance, mcluding a minimum of one on-site TA/training per quarter for one additional year, will be provided to programs that do not obtain the CIS Charter on their first review. After three years, if a CIS program does not meet the standards, technical assistance will continue from CIS national/and or state ofiBces, but the local program will not be eligible for grant opportunities and CIS pass-through funds. CHARTERED STATUS The newest and highest stage of development for CIS programs recognizes program'\nthat have met all of the local CIS program standards. With this accomplishment, the program gains new opportunities for recognition and to assist their peers and new CIS programs in development. At this level, the program also strives to maintain their Charter and to reach even higher levels of quality in their services to students, families, and the community, and to see that newly established CIS programs also meet CIS standards. Critical elements for maintaining Chartered status include\ns E B Conducting an annual self-review on national standards\nPreparing a Program Development Plan to maintain the CIS Charter and increase quality\nand Scheduling and participating in a tri-annual (every three years) Standards Review conducted by a Standards Review Team. Time Frame to maintain the CIS Charter is open-ended, except that the Chartered local program will participate in the Standards Review conducted by a Standards Review Team, every three years. Programs that do not successfully complete the tri-annual Standards Review will develop a Proeram Development Plan to address program needs in partnership with their CIS state and/or the national CIS. The Program Development Plan will ^ecify the technical assistance that the state and/or national CIS wUl provide and the steps and time lines to complete the plan. In most cases, it is expected that the local CIS program will reach all standards within one year or as specified in its second program development plan. Local CIS programs may appeal the decision of the Standards P,eview Team to the Quality \u0026amp;. Standards Committee of the CIS national board of directors. include all Resources provided by national and/or state CIS to Chartered local programs materials, appropriate training, and grants opportumties that are available to operational CIS programs. In addition. Chartered CIS programs will receive special recognition ^ress releases, news articles, events) and may, at their discretion, proxdde trainers for CIS training courses and events, participate on state and/or national techmeal assistance teams, and/or participate on Standards Re\\dew Teams for other CIS programs. 10810 WEST MARKHAM LITTLE ROCK, AR 72201 New Futures Department (501) 324-2112 L fi - ROH1VE0 1 1S89 DATE: February 26, 1999 OFFICE OF DESEGREGATION MOSITOO TO: FROM: Middle School Steering Committee Members Young. New Futures Liaison and Restructuring Director RE: Next Meeting ^28 mHEI \u0026lt; The next middle school steering committee meeting will be Tuesday, March 2, 1999 in the administration building, 810 West Markham, first floor lounge, at 4:30 p.m. Enclosed is a draft copy of the student support programs proposal. Please review it prior to the meeting and bring it with you. We will discuss it further at that time. Encl. student Support Programs Focus Group Objective: Define and recommend appropriate student support programs (including alternative education) to be provided in the middle school. Developmental Need (s) Addressed\n(1) Competence \u0026amp; Achievement (2) Meaningful participation in the school and community: (3) Self Exploration and Self-Definition (4) Diversity Program Standard Met: create a structure of opportunities for learning that nourishes the strengths and overcomes the weaknesses of students. (2) Provide a range of exploratory activities and programs for students to develop interest and abilities and ease the transition from the elementary' to the secondary' level. Rationale The years of early adolescence, roughly from ages (10) ten to fifteen (15) is a time of rapid change in adolescent development and developmental needs and is believed to represent the last best chance to have a positive impact upon the development of youth. High-quality' youth development programs, at this age, can significantly influence the decisions that young people make and the paths they choose. The availability of youth programs, as well as how they are used in the school and community, determine the overall health of youth in a community. A singular distinguishing characteristic of healthy conununities is the percentage of youth who are engaged in positive youth activities. The places, opportunities and relationships that young people experience in their families, schools, community, youth programs and in religious settings, provide the foundation on which youth develop. If these settings support and stimulate development, as well as provide appropriate boundaries and limitations, children and youth will most likely grow into healthy and productive adults. When youth dont experience positive, supportive relationships, places and opportunities, the chances increase that youth will become involved with health compromising behaviors. Positive youth development programs and activities provide opportunities for young people to experience success\npositive and meaningfill relationships, develop a sense of belonging and selfidentity, enhance leadership skills, and develop self initiative, time management, conflict resolution and social and personal skills. Youth who feel supported feel that they are connected to people they value and to adults who know and care for them. They also feel that they have adults they' can turn to for help of various kinds such as dealing with emotional problems, learning new skills or obtaining financial resources. Supported youth know that they are not alone\nthey know they can rely on positive fulfilling relationships with numerous adults in their families, schools and corrununities. Over the y'ears, the Little Rock School District has implemented a range of positive youth development programs in both the elementary and secondary schools. A short description of all support programs that are currently implemented in District junior high schools and are appropriate for the middle school level as well, are listed below.YOUTH SERVICE Youth community service and/or service learning is a method by which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs. As such, it blends service and learning in ways that serve to reinforce and enrich one another. Service-Learning that is connected to the academic curriculum is integrated, coherent and based on the belief that learning comes to life for students only when it is intimately cormected to the lives of real people. Effective service learmng programs provide structured opportunities for students to apply academic theory to real world practice. Students reflect on their experience, discuss how the service experience ties back to their academic learning\nassess how they have impacted the community through their work, and identify how their experience affects their future studies and career ambitions. Service learning can be a vehicle through which students begin to understand concepts such as community revitalization and economic development and leam how they can use their skills and education to better the community in which they live. Recent studies on the outcome of service learning reveal the following outcomes: (1) (2) (3) (4) (5) Reduction of negative behaviors\nIncreased achievement in basic skills. Increased motivation to leam\nImproved judgement, understanding, insight and personal/social development, and Increased achievement in observation, inquiry and application of knowledge. Studies have also shown that service learning has a positive impact on schools (Conrad \u0026amp; Heden 1989\nCarin \u0026amp; Keilsmeir, 1991):  A paradigm shift where teachers become facilitators and coaches and students take more responsibility for their own learning\n Motivated learners engaged in authentic and significant work\n A cooperative learning environment\n Teachers as reflective practitioners engaged in planning curriculum development and inquiry.  Collaborative decision-making among administrators, teachers, parents, students and community members\n A positive, healthy and caring school climate, and  Community involvement, resources and support in the educational enterprise. The LRSD has implemented low infusion service learning programs since 1986. Primarily, these have included community service activities and a peer helping program which have provided service learning opportunities through school and community-based projects. Effective in the 1998-99 school year, LRSD students in grades 9-12 may earn '/i unit of elective graduation credit for each 60 hours of service rendered or a maximum of 120 hours for one (1) unit of elective graduation credit.PEER HELPING PROGRAM The aim of the Peer Helping Program is to create a culture of caring in both the schools and communitj by having a pool of trained children and youth who have the interpersonal skills, caring attitudes and the desire to reach out and touch the lives of others in a positive way. School and/or community projects provide the vehicle for the organized service activities that students participate in. A few projects are described below.  Peer Educators - Trained peer helpers serve as speakers or presenters to their peers on such topics as AIDS prevention, drug education  Peer Tutors - Peer helpers are trained to serve as tutors to other students who are performing below grade level or in need of academic support and remediation. Goals: Train youth to become effective helpers of their peers.  Increase self-esteem and self-confidence.  Improve attitude toward school and community.  Improve communication skills. PEER MEDIATION PROGRAM The Peer Mediation Program is designed to empower youth to resolve personal conflict by engaging in a problem solving process and developing a plan of action that has been mutually agreed upon by both disputants to resolve the conflict.. The program encourages student growth and develops skills such as listening, critical thinking and problem-solving that are basic to all learning. Goals:  Reduction of conflict and violence by way of peaceful resolution.  Improved communication skills.  Reduce school absence and suspensions.MENTORING PROGRAMS Mentonng is a strategy whereby children and youth are matched with a caring adult or older youth to receive support and participate in a sustained nurturing relationship. Tfris intervention requires time and on-going training, support and attention to the infonnal mentoring relationship 1 nree nrartirpc nf ______________ Three practices of effective mentoring programs are: (1) A firm commitment from the youth and adults involved. (2) Quality training of mentors and screening of applicants. (3) Ongoing support and monitoring of the relationships between the student and his/her mentor. CROSS-ACE MENTORING  Cross-age mentonng mvolves paring older students in positive, nurturing relationships with younger ^dent. Following extensive training, the mentors are matched with a younger mentee. Mentors visit mentees during the school day at a time mutually agreed upon bv the respecPve building administrators and program sponsors. Goals: a    Keep students in school. Increase self-esteem. Improve attitude toward school and learning. PAIR-UP BUDDY MENTOR PROGRAM A collabor^ve effort between the Peer Helper Advison- Council and the Dropout Prevention I f Ko \u0026gt; N /f  ___  1   . - * Office, the Buddy Mentor program is designed to keep students in school by providing positive peer intei^tion and support. The program supports one to one relationships between students developed to fecilitate each students educational, social and personal growlh. It is an excellent strategy to assist in transitioning elementary students into the middle school level. Goals:  Keep students in school  Increase self-esteem  Improve attitude toward school and learningPROJECT MENTOR (VIPS) Project Mentor is a Distnct mentoring program that promotes one-to-one relationships between a caring adult and a student, to facilitate the students educational, social and personal growth. Mentors typically spend a minimum of one hour a week visiting in the school with an assigned student. The mentor acts as a special friend, role model and advisor to the student. The program is available to students K-12 and is coordinated by VIPS. Goals:  To provide academic and/or personal support to students.  To provide improve attitudes toward school and learning.  To increase self-esteem.  To provide a nurturing and helping relationship between the child and caring adult.truancy/drop-out prevention initiatives TRUANCY PICK-UP PROGRAM A cooperative effort between the Little Rock Police Department, the Little Rock School District and concerned volunteers designed to keep school age children/youth off the school. Students seen on the streets during the curfew hours of 9:00 a.m. until 2:30 p.m., Monday streets and in - Friday while school is in session, are picked up by the Little Rock Police DepartmentLid T Students assigned school or the nearest secondaiy' school, which ever is closest. LRSD bus transportation is provided to deliver the students to the assigned school. as needed. Goals:    Improve school attendance. Help students get back into the mainstream. Understand the importance of education. TRUANCY REVIEW COMMITTEE (TRC) The TRC is made up of representatives from the Little Rock Police Department LRSD Dep^ent of Human Services, the Juvenile Justice System and other agencies,who come together once a month to conduct scheduled hearings and to listen and intervene in chronic truancy cases. Elementary students who have a minimum of six unexcused absences and/or excessive tardies, are referred to the TRC by the building principal. The committee tries to idenufy obstacles preventing regular school attendance and provide resources and support to mprove attendance. This intervention is designed to prevent parents from being referred to the Truancy Prosecutor. Goals:   Improve school attendance. Help students get back into the mainstream. DROP-OUT PREVENTION/INTERVENTION Middle school is often the time for adolescent testing of the rules. Utilizing a combination of counseling, remedial education, alternative placement, or special interest programs, dropout prevention/interv ention programs help redirect potential dropouts so they can stay on track and work toward graduation or a GED diploma. This initiative is supported through Title I funds. Goals:  Keep students in school so thej' can complete graduation requirements.  Improve academic performance.  Improve behavior and attitude toward learning.  Increase self-esteem/self-confidence.SUBSTANCE ABUSE PREVENTION PROC RAMS STUDENT ASSISTANCE PROGRAM (SAP) A Student Assistance Program is a comprehensive primary prevention and early intervention program for secondary students in the LRSD. The program includes a systematic effort to educate, identify, assess, refer and support students with drug abuse problems and other high-risk behaviors which are interfering with students education and life development. A district-wide SAP has been provided for secondary' students since 1988. During the 1998-99 school year, 6,500 students participated in student support groups facilitated by trained staff members at each secondary school. Four basic support groups are available:  Intervention or insight - For students harmfully involved with alcohol and other drugs  Concerned Persons - For student whose lives are being affected by the chemical abuse of a loved one.  Staging Straight (SobrieU') - For students who choose to live a chemical-free lifesU le but cannot stop on their own without continued support.  Sharing - For students wishing support for developmental and personal problems not related to alcohol or dmg abuse. TRUCE (TEENS RESISTING UNHEALTHY CHOICES EVERYDAY) A drug prevention incentive program co-sponsored by the LR Rotary Club 99 and the LRSD Safe \u0026amp; Drug Free Schools Program. It is a voluntary' program which rewards students for being drug- free and encourages students who are using drugs/alcohol to reject them. The TRUCE program differs from many others because of its emphasis on drug testing by urinalysis. With parental or guardian permission, students are voluntarily tested to prove that they are drug free. Students who test drug-free receive an official TRUCE ID card that entitles them to merchandise discounts, full entry into planned events and preferences in employment hiring. During the 1998-99 school year, 5,075 secondary' students participated in the TRUCE program. COMMUNITY-BASED CONFLICT MANAGEMENT TRAINING INITIATIVE (CBCMTI) CBCMTI is a program designed to help students and their parents leam new ways to handle conflict other than by resorting to violence and/or the use of weapons. All students who have been long-term suspended or expelled for a violence related offense and their parents are required to participate in eight CBCMTI sessions as a condition for the reinstatement of the student following suspension/expulsion.INSURE THE CHILDREN Insure the children is a drug/alcohol intervention and treatment program for LR youth who are harmfijlly involved in drug and/or alcohol. This service is provided by Arkansas Childrens Hospital through a contract with the city of LR. The program is funded by a quarter cent tax collected bj- the city of LR and is free to all children and youth (ages 5-18) who reside within the city of LR. LRSD students suspended or expelled for a drug/alcohol related offense are required by District policy to be assessed by a certified drug counselor and to enroll in and successfull)' complete a prescribed drug treatment plan as determined appropriate by a certified drug counselor. Both inpatient and outpatient treatment are available as needed. Students are screened by the Pupil Services Department and referred with parental consent to the Insure the Children Program. Annually, between 150 and 200 students are referred to the program. PARENT EMPOWERMENT GROUP - (PEG) The PEG program is designed to increase communication between the school and parents especially targeting students who are truant and are potential dropouts. The program strengthens positive, nurturing communication patterns within the family and betw'een parents and children. Aggression Replacement Training, a social skills curriculum that develops empathy, anger control, skills streaming and character education are components of the PEG program. Participants are involved in activities that research has proven will improve familv functioning and self-sufficiency and decrease student problem behaviors that impact school performance and attendance. Parents are referred to the program by the Juvenile and Municipal Courts or by a building administrator. Goals:  Keep students in school and build self-esteem.  Empower parents to become advocates for their children.  Improve the at-risk youth s overall school performance  Reduce the daily stress that parents and youth experience.SCHOOL-BASED HEALTH SERVICES FAMILY LIFE EDUCATION The Family Life Education program is delivered to students in grades K-8* and is designed to help students understand the unportance of reproductive health issues, self-esteem, communication and decision making skills. The program is taught through science classes in the V*\" \u0026amp; 8* grades. Goals:  Help students make informed decisions about their reproductive health.  Help students make informed decisions for a successful life. School-based health services are available to all students enrolled in the LRSD. These services are provided by a registered nurse. School nurses are assigned to each school for one to five days weekly depending on the size of the school, or the type of school (magnet, incentive or area). All magnet (except PV) and incentive schools are assigned a full time nurse. Services provided include routine screenings, care of ill and injured students, physical assessments, health counseling, a health education program, monitoring of state required immunizations and the ac^inistration of Hepatitis B, Measles, Mumps \u0026amp; Rubella (MMR) vaccine at grade 7. Also, minimal health counseling and support are provided to building staff. School-based clinics, operated in partnerships with area hospitals, are available at Central, McClellan and Cloverdale Jr. High schools. Children and families are able to receive free or low cost medical care in locations convenient to their neighborhood.CARER PREPARATION PROGRAMS VITAL LINK Vital Link is a career awareness summer program designed to help students and teachers understand the hnk between classroom skills and work place success. Vital Link provides the opportunity for sixth grade students and teachers to participate in a one-week internship in a community business. By visiting and working with professionals on jobs such as bankings accounting, hotel management, non-profit agencies, retailing, printing, manufacturing, law enforcement, the legal profession and others, participants experience, first hand, the expectations and requirements of the workplace and are able to relate skills learned in the classroom to the world of work. Goals:  Increase understanding of students and teachers the important link betw'een school and work.  Increase career awareness.  Encourage teamwork. YOUTH EMPLOYMENT CENTER (YEC) An employment training and job placement program designed for youth between the ages of 14- 21. The YEC provides pre-emploxment skills training and assist applicants in finding a job based on the applicants interests and skills level. YEC youth and adult staff work with emplo\\'ers to ensure that job responsibilities and experiences of youth employees reinforce SCANS skills. Goals:  Empower students to become better citizens/role models.  Recognize the link between school and work.SPECIAL NEEDS PROGRAM BUILDING OPPORTUNITIES OF SELF-ESTEEM THROUGH TUTORIALS (BOOST) ^e aim of the LRSD BOOST program is to provide academic, emotional an social support to District students and families who lack a fixed, regular residence are living in a shelter, or are living tempor^ly with relatives or friends. Services provided include: academic tutoring and homework assistance, year round recreational and enrichment opportunities, student and family support groups, parenting education referrals and assistance in obtaining medical care, social seivices, individual and family counseling and advocacy to ensure that barriers to regular school attendance are removed. The district employs a Homeless Liaison to provide service coordination and support to these children ad families. Annually, approximately 650 students served through this program. are Criteria for Participation\n Temporarily living with their relatives or friends (with or without parents).  Homeless - lining in a shelter or transient. STUDENT WELFARE Through an annual allocation process with the United Way, economically disadvantaged students in the LRSD may receive school supplies, clothing shoes, and optical examinations. District schools are given an annual .............. sum with which to purchase clothing and school supplies for needy .... / JT ----------------------------------O QUppHVO IVl , children/youth enrolled in their respective schools. This fund is administered bv the Pupil Services Department.IMPLEMENTATION GUIDELINES 1. 2. 3. 4. 5. 6. 7. 8. 9. Insure that all parents, students and staff are familiar with the range of student support programs available in each middle school and know how to make appropriate referrals to each. Develop/distribute brochures or booklet that describes available support programs and how to access them. Collaborate with communitj'-based organizations such as the Boys \u0026amp; Girls Programs, city government, churches, scouting programs, YMCA YWCA, to partner with the schools in sponsoring school-based clubs/programs as a way to increase student participation in positive youth programs. Provide systematic and on-going training and support to school staff and other adults who work with children and youth support programs. Integrate service-learning and community-service into the school curricula and into the school s culture as a methodology to reinforce academic skills, educational relevance, the service ethic, develop personal and social responsibility' and promote positive civic involvement. Revise policy to permit service learning hours accumulated in the 8* grade to count towa\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_589","title":"Miscellaneous","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","Educational planning","Teachers","School improvement programs","School management and organization"],"dcterms_title":["Miscellaneous"],"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/589"],"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\nCorrespondence, brochure, and news clippings\nDeveloping a Research Agenda in Arts Education A national conference in May 1992 in Annapolis, Maryland, launched the process of developing a research agenda for the next decade in arts education. The conference, convened by the U.S. Department of Education and the National Endowment for the Arts, brought together policymakers, teacher educators, artists, and representatives of arts professional organizations. Follow-up meetings are planned in different regions of the country. Designing a National Arts Education Dissemination Network To improve dissemination of quality arts education programs to those on education's \"front lines,\" the John F. Kennedy Center for the Performing Arts, under a contract from the National Endowment for the Arts, has begun work to design a U.S. Department of Education Office of the Secretary Lamar Alexander, Secretary Agnes Warfield, Deputy Chief of Staff Office of Educational Research and Improvement Diane Ravitch, Assistant Secretary and Counselor to the Secretary Francie Alexander, Deputy Assistant Secretary Theodor Rebarber, OERI Associate National Endowment for the Arts Office of the Chairman Anne-Imelda Radice, Acbng Chairman Office of Policy, Planning, Research, Budget Margaret Wyszomirski, Director Mindy Berry, Senior Policy Analyst Arts in Education Program Douglas Herbert, Acting Director national arts education dissemination network. When fully implemented, the network will provide referral services, dissemination of exemplary programs, and a nationwide telecommunications network linking educators interested in the arts. For more information: 232-219-2050 For Additional copies: 800-424-1616 202-219-1513 (Washington, DC metropolitan area) Photographs: panel 1, Robert L. Dean III, State College, PA panel 4,  Michael P. Smith, New Orleans, LA, for Young Aspirations/Young Artists (YA/YA), arts and social service organization that trains inner city youth in the visual arts Children's art: Courtesy of Luxmanor Elementary School, Rockville, MD panels 7 and 8, unsigned panel 3, Monica Amieva panel 5, Shannon Carroll The copyrighted photograph may not be used without specific permission of Michael P. Smith. Oeslgn\nC}mlhlf Heam Dorfmin Mayim OAS92-OI6 ED/OER]2-M NATIONAL ENDOWMENT FOR^i^THE ARTS Produced by the U.S. Department of Educa\u0026amp; and the National Endowment for the Arts. ' A,merica 2000 Arts PartnershipAMERICA 2000 Arts Partnership Dance, theater, music, the visual arts... Through each of its disciplines, art represents a distinct way of exploring and understanding our common humanity and surroundings. Secretary of Education Lamar Alexander has said: \"If I were helping to rethink the curriculum of a school in my hometown, I would want instruction in the arts to be available to every student.\" Yet today, a rigorous and comprehensive education in the arts is available to only a fraction of our children. AU students can benefit from appropriate arts instruction. For students with disabilities, gifted children, those with limited English proficiency, as well as all others, the arts are an important part of a well-rounded education. Acting Chairman of the National Endowment for the Arts Anne-Imelda Radice believes that: \"Infusing the aeative spirit of the arts in our schools is an important part of revitalizing American education.\" A good arts curriculum helps students understand our nation's evolving cultural heritage as well as those of other civilizations. The arts enhance creativity and cultivate each studenf s ability to make informed aesthetic judgments. Additionally, the arts can be used to enhance teaching and learning in all subjects. Properly integrated, arts education helps students develop an appreciation for individual arts disciplines as well as for how those disciplines relate to other subjects. To improve students' knowledge, appreciation, and skills in the arts, the U.S. Department of Education, with the National Endowment for the Arts, is working to advance the AMERICA 2000 Arts Partnership. James D. Wolfensohn, Chairman of the John F. Kennedy Center for the Performing Arts, has agreed to head a group of private citizens to propose options for the Partnership. The AMERICA 2000 Arts Partnership as presently envisioned will include the following seven major components. % . \"t:  Developing World Class Standards in the Arts The U.S. Department of Education, the National Endowment for the Arts, and the National Endowment for the Humanities have joined to support a national effort to develop World Class Standards that describe the knowledge, skills, and understanding that all students should acquire in the arts. These voluntary, national standards will complement similar standards in science, mathematics, English, history, geography, civics, and other subjects. National standards in the arts will establish a dramatic vision of what is possible and will encourage teachers and students to strive towards the best in arts education for all children. Standard-setting in the arts will be coordinated by a consortium of four organizations: the American Alliance for Theatre and Education\nthe Music Educators National Conference\nthe National Art Education Association\nand the National Dance Association. The effort will be broadbased involving respected individuals from a variety of backgrounds who are interested in arts education, including nationally recognized educators and artists. Involving AMERICA 2000 Commimities The U.S. Department of Education will work with AMERICA 2000 communities to emphasize the importance of the arts for all students and to help local coalitions improve arts education. Priority will be placed on developing comprehensive and rigorous school curricula in the arts. Community arts institutions and organizations will also be enlisted as partners to broaden students' access inside and outside of school to a wide range of arts experiences, including museums, lectures, live performances, and local artists. Communities will be encouraged to consider including the arts as part of their AMERICA 2000 education strategies. The National Endowment for the Arts, with its partners, the 56 state arts agencies, encourages and funds the creation of collaborative partnerships between state and local arts organizations and the education community. Helping States Implement High National Standards The U.S. Department of Education supports states in the creation of their own K-12 curriculum frameworks based on the voluntary, national standards in the arts. These frameworks will constitute the state's own vision of the education every child should receive, helping to ensure every child the opportunity to learn the arts. They will provide the basis for improving teacher education, professional development, and assessment. Creating a National Center for Alts Education The U.S. Department of Education supports the creation of a National Center for Arts Education, which will involve respected school professionals, scholars, and artists in research and in projects to improve arts education. The Center's activities may include: helping to provide professional development for teachers\nsupporting artists in schools\nassisting in the development of World Class Standards in the arts\nbuilding a national resource network of exemplary programs, curricula, research, and ideas made available through videos, software, printed materials, and other means. The Center will also work with AMERICA 2000 communities and recognize outstanding local initiatives. Expanding the National Assessment of Educational Progress (NAEP) In cooperation with the National Endowment for the Arts, the U.S. Department of Education plans to expand the National Assessment of Educational Progress (NAEP) to include assessment of students' knowledge and abilities in the arts. Preliminary work to develop an assessment framework will begin in July 1992. Support for this phase of the national arts assessment is being provided by the National Endowment for the Arts in collaboration with the Getty Center for Education in the Arts, a program of the J. Paul Getty Trust. Plans call for the NAEP arts assessment to be in place by 1996. Development will be coordinated with the parallel effort to develop World Class Standards describing what all students should learn in the arts. The new assessment will be informed by NAEP's experience assessing the arts in the 1970s, as well as by current exemplary assessments in different states and localities. Individual Approach to a World of Knowledge November 3, 1999 received Mr. John Walker Attorney at Law 1723 Broadway Little Rock, AR 72206 MOV 4 18S9 OFFICE OF DESEGMiQH MONITORINS RE: FOI Request of October 27, 1999 Dear Mr. Walker: Your request for information on consulting services regarding the development, review, and/or implementation of educational programs for the past two years required the expenditure of many, many hours of staff time. That is why we could not have possibly responded by Friday, October 29, as you initially requested. We had to request, wait for, verify, and then organize reports from about 20 different administrators and their secretaries in the preparation of the attached information. To the best of my knowledge, the attached report is accurate. We included, although your request was not clear, the consultants we have paid to conduct teacher training. You also requested copies of correspondence with the listed consultants. To the best of my knowledge, the attached copies are an accurate report. If other correspondence exists, we were unable to identify it at this time. We tend to communicate with our consultants by telephone. Both Dr. Ross and Dr. Roberts have communicated with us, most generally, face to face in meetings. I am attaching a couple of hand-written comments from Dr. Roberts. Thats all I have. I am responding, however, only for the Division of Instruction. Other Divisions may have additional information. Please note that Phale Hale is Sadie Mitchells consultant, not mine. We included in our report what the District has paid him since you specifically named him. I did not attempt to locate correspondence with him. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax\n501-324-2032 John Walker - FOI Request November 3, 1999 Page Two We do not require a vitae to be submitted by our consultants. Nor do we have written contracts with all of them except, to my knowledge. Dr. Steve Ross, Dr. Terrence Roberts, and some of the mathematics and science consultants. Should you wish to review the Success for All training contracts with the University of Memphis, you may do so in the office of Mr. Leon Adams, Director of Federal Programs. Mr. Junious Babbs is the person to see for Dr. Ross and Dr. Roberts contracts, science information. Dennis Glasgow can provide the mathematics and I have, in good faith, tried to comply with your request. If you have additional questions about this information, please contact my office. Yours truly, Bonnie A. Lesley, Ed.D Associate Superintendent BAL/adg Attachments cc: Dr. Les Gamine Junious Babbs Brady Gadberry Sadie Mitchell ^Ann Brown, ODM Chris Heller Clay Fendley Leon Adams Dennis GlasgowConsultants for School Years 1998-1999 and Fall 1999 Name Address Telephone Engaged Learning 941 Brynwood Drive Chattanooga, TN 37415 (423) 870-5624___________ Marcy Anderson 1016 Normal Avenue Chattanooga, TN 37405 (423) 265-7635___________ Debbie Silver 188 Trace Drive Ruston, LA 71270-3449 (318)255-9321___________ Mary Mantel 2500 River Road #56 Marysville, Ml 48040 (810)364-1365___________ Makitso Inc. P.O. Box 548. Charlotte, TN 37036-0548 (615) 789-4995___________ Elaine M. Andrus 15385 Pleasantview Drive Colorado Springs, CO 80921 (719)488-2138 Sharon Harris Faber 7240 Sheffield Place Cumming, GA 30040 (770) 205-6389___________ Dr. Steven Ross University of Memphis P.O. Box 100 Dept. 313 Memphis, TN 38148-0313 (901)678-5645___________ Mary Franklin 103 W. K Street, Apt. A Russellville, AR 72801-3454 501/964-0862 Amount Paid 98-99: $8,650.00 99-00: $ 600.00 98-99: $2,750.00 99-00: $ -0- 98-99: $1,600.00 99-00: $ -0- 98-99: $1,600.00 99-00: -0- 98-99: $1,600.00 99-00: $1,800.00 98-99: $1,600.00 99-00: 98-99: -0- -0- 99-00: $1,000.00 98-99: -0- 99-00: $750.00 98-99: $1,500.00 99-00: $1,800.00 Person Contracting Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Gene Parker Topic Paideia Seminar Planning Workshop Paideia Seminar Planning Workshop Middle School Staff Development Middle School Staff Development Middle School Staff Development Middle School Staff Development Middle School Staff Development Fair High School In-service K-3 Summer School Content Area Reading 1Name Address Telephone AVID Center McConaughy House 2490 Heritage Park Row San Diego, CA 92110 Kim Mitchell 3607 Willow Lane Paragould, AR 72450 870/236-8182__________ Margaret Harlety 3901 Lochridge Rd. No. Little Rock, AR 72116 Beverly Gilbert 1102 Oak Meadow Blvd. Jonesboro, AR 72401 Cathy French 6613 Beacon Little Rock, AR 72207 501/666-0807___________ Dr. Mary H. Mosley UCA-Dept. - Curriculum \u0026amp; Instruction 36 White Oak Drive Conway, AR 72032 501/450-5461___________ Linda Rief 23 Edgerly Garrison Rd. Durham, NC 03824 J. Stone Creations Educational Materials P. O. Box 233 6 La Mesa, CA 91943-2336 619/465-8278___________ Linda Calk 1010 Bold Ruler Ct. El Paso, TX 79936______ Gibann Tam -ittle Rock Writing Project Dept, of Rhetoric \u0026amp; Writing UALR 2801 S. University Little Rock, AR 72204 Amount Paid 98-99: $1,875.00 99:00: -0- 98-99: $ 300.00 99-00: -0- 98-99: $350.00 99-00: -0- 98-99: $300.00 99-00: -0- 98-99: $350.00 99-00: -0- 98-99: $300.00 99-00: 98-99: -0- -0- 99-00: $4,500.00 98-99: -0- 99-00: $2,000.00 98-99: -0- 99-00: $1,100.00 98-99: $ 200.00 99-00: $400.00 Person Contracting Dr. Bonnie Lesley Pat Price Dr. Kathy Lease Pat Price Judy Teeter Pat Price Gene Parker Pat Price Dr. Bonnie Lesley Marie McNeal Topic Regional Development Center Training/ Presentations on AVID Kindergarten Inservice Teacher Training Stanford 9 Workshop Staff Development Kindergarten teachers Staff Development 2\"'' grade teachers Guided Reading and Balanced Reading Middle School Reading Writing Workshop Animated-Literacy Foreign Language Inservice Writing to Show Learning 2Name Address Telephone Suzanne Dilday Little Rock Writing Project Dept, of Rhetoric \u0026amp; Writing UALR 2801 S. University Little Rock, AR 72204 Dr. Tommy Boley 41 Stratford Hall Cr. El Paso, TX 79912 915/833-8145___________ Lloyd Hervey UCA 1313 Gains Conway, AR 72032 501/450-5538 Employee Directions, Inc. 1100 No. University Little Rock, AR 72204 501/664-4507___________ Barbara Stafford 4600 Glen Valley Little Rock, AR 501/324-2300___________ Stacy Blacknall #2 Chimney Rock Little Rock, AR 501/324-1400___________ Wanda Baskin 8000 W. 24'^ Little Rock, AR 501/324-4100___________ Dr. Linda Watson 1201 Cache River No. Little Rock, AR 501/324-2170___________ Dr. J. J. Lacey 6412 Shirley Little Rock, AR 72204 501/664-7912 Amount Paid 98-99: $200.00 99-00: 98-99: -0- -0- 99-00: 16,100.00 98-99: $200.00 99-00: -0- 98-99: $1,272.50 99-00: -0- 98-99: $ 1,500.00 99-00: -0- 98-99: $ 300.00 99-00: -0- 98-99: $ 300.00 99-00: -0- 98-99: $ 900.00 99-00: -0- 98-99: $ 100.00 99-00: -0- Person Contracting Marie McNeal Pat Price Suzanne Davis Marion Woods Marion Woods Marion Woods Marion Woods Marion Woods Marion Woods Marion Woods Topic Writing to Show Learning Grade 4 and Middle School Reading/ Writing Workshops Mahlon Martin Goals 2000 Grant - Discipline Mahlon Martin Goals 2000 Grant Leadership Profile Mahlon Martin Goals 2000 Grant - Foreign Language \u0026amp; Diversity Mahlon Martin Goals 2000 Grant - Computer Instruction Mahlon Martin Goals 2000 Grant- Computer Instruction Mahlon Martin Goals 2000 Grant - Discipline________ Mahlon Martin Goals Test Data 3Name Address Telephone DSG Consulting 10809 Executive Center Little Rock, AR 72211 Phale Hale 2300 M. Street, Ste. 750 Washington, DC 20037 202/296-3500 Dr. Terrence Roberts 932 South Oakland Ave. Pasadena, CA 91106 310/578-1080 ext. 221 Dr. Steven Ross College of Education University of Education 115 Brister Library Memphis, TN 38152 901/678-3413 Dr. Paul Smith 125 Winnwood Rd. Little Rock, AR 72207 501/664-0203 Jackie Stage Wakefield Elementary 75 Westminster Rd. Little Rock, AR 72207 501/455-6263 Lori Delk Joe T. Robinson High 21501 Highway 10 Little Rock, AR 72212 501/757-2400 Shari Coston 1001 Lakeshore Drive Hot Springs, AR 71913 870-525-7456 Morris Coston 1001 Lakeshore Drive Hot Springs, AR 71913 870-525-7456 Amount Paid 98-99: $ 8,750.00 99-00: 98-99: -0- -0- 99-00: $12,000.00 98-99: $ 5,250 99-00: $15,500.00 98-99: $3,000.00 99-00: $6,685.00 98-99: $157.50 99-00: -0- 98-99: $105.10 99-00: 98-99: -0- -0- 99-00: $112.86 98-99: $1,350.00 99-00: $900.00 98-99: -0- 99-00: $800.00 Person Contracting Marion Woods Dr. Les Carnine Junious Babbs Junious Babbs Marie McNeal Marie McNeal Marie McNeal Patricia Killingsworth Patricia Killingsworth Topic Motivating Teams Lab Schools - Fair, McClellan, Cloverdale Middle, \u0026amp; Mabelvale Middle Revised Desegregation and Education Plan Revised Desegregation And Education Plan Using the Computer to Teach Social Studies Arkansas History Standards and Block Scheduling Investigations Math Training Investigations Math Training 4Name Address Telephone Davis Hendricks 3616 Idlewild No. Little Rock, AR 72116 501-758-2595___________ Louene Lipsmeyer 312 North Wood row Street Little Rock, AR 72205 501-664-2244___________ Dianne Wood 13531 Saddle Hill Drive Little Rock, AR 72212 501-569-3443___________ Laura Dillard More Than Software P. O. Box 2317 Benton, AR 72018-2317 501/315-7900___________ AVID Center McConaughy House 2490 Heritage Park Row San Diego, CA 92110 Dr. Steven Ross University of Memphis P. O. Box 100 Dept. 313 Memphis, TN 38148-0313 (901)678-5645_________ Grants and Contracts University of Memphis P. O. Box 100 Memphis, TN 38148-0313 (901)678-5645 Amount Paid 98-99: -0- 99-00: $750.00 98-99: $300.00 99-00\n-0- 98-99: $900.00 99-00: $600.00 98-99: $6,500.00 99-00: -0- 98-99: $7,500.00 99-00: -0- 98-99: $12,382 99-00: -0- 98-99: $ 86,300 99-00: $104,440 Person Contracting Vanessa Cleaver Yoriko Lola Perritt Patricia Killingsworth Lucy Neal Mable Donaldson Leon Adams Leon Adams Topic NSF Board Training/Planning Session STC Science Training Investigations Math Training Winnebago Library System Consulting Services Regional Development Center Training on AVID Evaluation of Success for All Training for Success for All 5READING/LANGUAGE ARTS/FOREIGN LANGUAGES/ESL DEPARTMENT Instructional Resource Center 3001 South Pulaski, Little Rock, AR 72206 Phone (501) 324-0526, 324-0510 Fax (501) 324-0504 May 10, 1999 Ms. Linda Rief 23 Edgerly Garrison Rd. Durham, NH 03824 Dear Linda, What a pleasure it was to visit with you by telephone last week! I, too, fondly remember the time we worked together years ago. I am really looking forward to working with you again. I do want to confirm that you will provide the reading/writing workshop training for our middle school language arts teachers on August 9, 10, 11, 1999. Your fee will be $1,500 per day for a total of $4,500 plus all related expenses. I know that you would like for our teachers to have copies of Breathing In Breathing Out and Writing Toward Home. Are there any other books or materials the teachers should have? Please let me know, if so. I am enclosing a copy of our LRSD Middle School Standards, and I will forward the new language arts standards as soon as they are printed. I will also be in touch to discuss in greater detail plans for the three day meeting. Sincerely, Gene Parker, Jr. c: Dr. Bonnie Lesley I \"An Individual Approach to a World of Knowledge August 19, 1999 Ms. Linda Rief 23 Edgerly Garrison Rd. Durham, NH 03824 Dear Ms. Rief: 1 had planned to attend at least part of the training that you provided for the Little Rock School District teachers, but other duties kept me av/ay. As a former English teacher and curriculum specialist, I have a high interest in the work you do. In fact, I think 1 was one of the first people to buy Seeking Diversity. t Anyway, 1 want to take this opportunity to thank you for coming to Little Rock. Our teachers greatly appreciated your presentations, and I know they will all be more confident as a result. We know we will need for you to come back, and we hope you will be able to do so. Thank you again. Sincerely, Bonnie A. Lesley, Ed.D Associate Superintendent for Instruction BAL/adg 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax\n501-324-2032 SOCIAL STUDIES DEPARTMENT Instructional Resource Center 3001 South Pulaski, Little Rock, AR 72206 Phone (501) 324-0514 Fax (501) 324-0508 TO\nFROM: Gibann Tam (Rich Reynolds Office) Lisa Joyce, Secretary (Marie McNeals Office) DATE: May 12, 1999 SUBJECT: Inservice Information The sr. high teachers participating in the writing inservices will be from all subject areas in their schools. There will only be two workshops and these will be the same. Below is the workshop title and description. Writing Across the Curriculum and Preparing for Performance Assessment The states new assessments are, for the most part, performancebased, reflecting the curriculum frameworks that focus on higher- order thinking skills. Every teacher, therefore, needs to teach students how to write according to the models of their discipline, writing to learn, as well as writing to demonstrate learning. I hope this helps. If you need additional information. Gene Parker, Jr. who is Director of English, Reading and Foreign Languages for the Little Rock School District may be able to provide you with more in-depth details. His number is 324-0510 and his e-mail address is GXPARKE@lrsdadm.lrsd.kl2.ai.us.August 18, 1999 Lorie Delk 5 Midwood Court Little Rock, Arkansas 72205 Dear Lorie, Occasionally, in the world of education, we encounter quality individuals who represent the highest degree of being a dedicated and truly committed master teacher. One who sees herself as an extension of the classroom and possessing the knowledge and skills that will help others become successful teachers. You are such a person. Lorie, thank you for the presentation that you gave to the LRSD high school social studies teachers Thursday, August 12, 1999. Your instructional expertise, the sharing of the strategies and valuable teaching techniques will be of great benefit to our teachers as they implement the block schedule at their schools. The time and effort that you put into the planning and the implementation of your presentation is evident by the positive feedback given by the teachers. I appreciate your commitment to social studies education and your colleagues in the Little Rock School District. I hope that we will have similar activities. Again, thank you and you are to be congratulated for all that you do to promote excellence and academic improvement for students. Sincerely, Marie A. McNeal Director of Social Studies Education MAM/lj C: Frank Smitht aeas:-' j Little Rock School District August 6, 1999 Ms. Lorie Delk 5 Midwood Court Little Rock, Arkansas 72205 Dear Ms. Delk: Thank you for agreeing to serve as a presenter for the Little Rock School District Social Studies teachers. August 12. As I mentioned in our phone conversation, the inservice will be held at Parkview Magnet High School, 2501 John Barrow Road. We will first meet at 8:30 a.m. in Babbs Hall, which is located in the north wing of the building. The world history and AP European teachers will assemble as a group at 10:30 a.m. in room #8-205, however, you are welcome to come at any time prior to 10:30 a.m. Shailey Shah, the world history teacher from Hall High (your co-presenter) and Linda Kamara, an AP European teacher will also be in that room. Ms. Kamaras presentation will focus on teaching AP Euro in the block (some of our world history teachers will also be teaching AP European history). You and Ms. Shah will address teaching world history in the block. This would include sharing lesson plans, strategies, materials to use and interactive student learning rather than lecturing the entire class time. Anything that you have found successful for students of world history. Since we only have an hour for lunch, I will arrange to have lunch delivered to the school for all of the presenters. This will also give us the opportunity to visit and discuss any last minute details along with making copies Of any handouts. After the presentation, I will process the forms for your stipend of $112.86, our district fee that we discussed. Please contact me if you have not received a check by September 13, 1999. I am looking forward to seeing you on August 12 and again, tliank you for agreeing to this task. Please contact me at work (324-0514) or at home (455-2996) if you have any questions. Sincerely, Marie A. McNeal Director of Social Studies MAM/Ij C: Linda Kamara Shailey Shah SIO West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 g \\^\\  LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 August 17, 1999 TO: John Walker Ann Brown Terrence Roberts Steve Ross Frank Martin, CTA FROM\nDr. Bonnie Lesleyi'^ssociate Superintendent for Instruction SUBJECT: Review of Proposed Policies and Administrative Regulations I am attaching for your review three separate packages relating to the revision of our Board policies and administrative regulations. Part I Part I includes for your information and reference copies of policies already adopted by the Board of Education this past year. They are as follows\nlA IB IC ICA ID IGA IGB IGBA IGC IGE IHAL IHBA IHBB IHBDA IHBH IHCA IHCC Academic Content Standards/Benchmarks Academic Freedom School Year School Calendar School Day Curriculum Program Alignment and Coherence Educational Research Grant-Funded Projects Pilot Programs Curriculum Guides Religion in the Schools Special Education for Students with Disabilities Gifted and Talented Education Remedial Instruction Alternative Education Programs Summer School Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12Memo - Review of Proposed Policies and Administrative Regulations August 17. 1999 Page Two IHCDA IHD IIB IJ IJOA IJOC IJOCA IKACA IKB IKE IKEC IKF IKFA IKFC IMB IMCA IMH Opportunities to Earn College Credit Adult Education Programs Teacher-Student Ratio Instructional Resources and Materials Field Trips School Volunteers School-Based Mentoring Programs Parental Visits and Conferences Homework Promotion and Retention of Students Award of Credit General Education Graduation Requirements, Effective for the Graduating Class of 2002 Early Graduation Graduation Requirements for Handicapped Students Teaching about Controversial/Sensitive Issues Distribution of Materials and Literature Through Schools Class Interruptions Part II Part II includes copies of two policies under consideration by the Board: IG IKC Curriculum Development, Adoption and Review Class Rankings/Grade-Point Averages IG is on the August agenda for approval-second reading. IKC is on the August agenda for approval-first reading. Part III Part III includes drafts of proposed administrative regulations that have been designed to implement the adopted policies. These regulations have had considerable review already by interested parties and large numbers of staff. In some cases we have simply converted informal documents into more formal language. Some regulations are completely new. lA-R ID-R IGBA-R IGE-RI IHBB-R IHBDA-R IHCC-R IHCDA-RI Academic Content Standards/Benchmarks School Day: Student Schedules Grant Funded Projects Curriculum Guides Development Gifted and Talented Education Intervention/Remediation Pre-AP and AP Courses Concurrent EnrollmentMemo - Review of Proposed Policies and Administrative Regulations August 17, 1999 Page Three IJ-Exhibit IJ-RI 1J-R2 IJOA-R IKB-R IKC-R IKEC-RI IKEC-R2 IKEC-R3 IKEC-R4 IKE-R IKF-RI IKF-R2 iKF-R3 IKFA-R IMH-R Instructional Materials\nExhibit Textbook Adoptions Library Media Center Materials Selection Field Trips Homework Guidelines Class Rankings/Grade - Point Averages Dual Credit and Summer Enrichment Correspondence Courses Credit by Examination Basic Combat Promotion and Retention Graduation (Class of 2000 and 2001) Graduation (Class of 2002 and Beyond) Special Education Graduation Early Graduation Class Interruptions If you have imput or suggestion or questions about any of these proposed administrative regulations, we must hear from you no later than Wednesday, September 8, 1999. In the near future I will be sending you another set that are almost ready to share. As you can see, the policy revision process is a monumental undertaking, and it has required a great deal more time than any of us anticipated. Thank you for the time we know this review will require. We welcome your suggestions to improve the quality and effectiveness of these policies and regulations. BAL/adg Attachments cc: Dr. Les Carnine (memo only) Brady Gadberry (memo only) Junious Babbs (whole packet) Clay Fendley (memo only) Dr. Vic Anderson (memo only) Sadie Mitchell (memo only) Chris Heller (memo only)LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 26, 1999 TO: FROM: SUBJECT: John Walker Terrence Roberts Steve Ross Ann Brown Frank Martin Dr. Bonnie Les!ey Associa:e Superintendent, for Instruction Guidelines for School Improvement Planning Attached for your information is a copy of a new publication from our Division of Instruction, Guidelines for School Improvement Planning. This booklet is a supplement to the Handbook for Campus Leadership Team that was distributed at the Principals and CLT Institute in late July. It is a response to many requests that we write down the step-by-step process to craft a school improvement plan. We will, no doubt, need to revise it for next year, so we would welcome any suggestions that you might offer for its improvement. Attachment BAL/rcm cc: Les Carinine (memo only) Brady Gadberry (memo only) Junious Babbs (memo only) Chris Heller Clay Fendley A w TO\nFROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 1, 1999 John Walker Dr. Terrence Roberts Dr. Steve Ross Ann Brown Frank Martin, CTA Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT\n1999-2000 Title I Plan Many changes were made this past spring and summer in our Districts Title I program so that it is more coherent with, supportive of, and supplemental to the Districts regular education program. In addition, we cut significantly the Districtlevel budget so that more funds were available to allocate directly to the schools. The new state accountability system, ACTAAP, and our LRSD Collective Responsibility Plan and Quality Index require more attention to improvement at the school level and, therefore, more resources there. I am attaching a copy of the District Plan that Leon Adams filed with the Arkansas Department of Education on August 31. We can, of course, amend our plan through a process, and we are already thinking about next year. If you have questions or suggestions for improvement, we would be happy to hear from you. BAL/adg Attachment cc: Dr. Les Carnine Junious Babbs Brady Gadberry Sadie Mitchell Dr. Victor Anderson Chris Heller Clay Fendley LITTLE ROCK SCHOOL DISTRICT LNSTRUCTION.AL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 August 17, 1999 TO: John Walker Ann Brown Terrence Roberts Steve Ross Frank Martin, CTA FROM: Dr. Bonnie Lesleyj^Associate Superintendent for Instruction SUBJECT: Review of Proposed Policies and Administrative Regulations I am attaching for your review three separate packages relating to the revision of our Board policies and administrative regulations. Part I Part J includes for your information and reference copies of policies already adopted by the Board of Education this past year. They are as follows: lA. IB IC ICA ID IGA IGB IGBA IGC IGE IHAL IHBA IHBB IHBDA IHBH IHCA IHCC Academic Content Standards/Benchmarks Academic Freedom School Year School Calendar School Day Curriculum Program Alignment and Coherence. Educational Research Grant-Funded Projects Pilot Programs Curriculum Guides Religion in the Schools Special Education for Students with Disabilities Gifted and Talented Education Remedial Instruction Alternative Education Programs Summer School Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12 Memo - Review of Proposed Policies and Administrative Regulations August 17, 1999 Page Two IHCDA IHD IIB IJ IJOA IJOC IJOCA IKACA IKB IKE IKEC IKF IKFA- IKFC IMB IMCA IMH Opportunities to Earn College Credit Adult Education Programs Teacher-Student Ratio Instructional Resources and Materials Field Trips School Volunteers School-Based Mentoring Programs Parental Visits and Conferences Homework Promotion and Retention of Students Award of Credit General Education Graduation Requirements, Effective for the Graduating Class of 2002 Early Graduation Graduation Requirements for Handicapped Students Teaching about Controversial/Sensitive Issues Distribution of Materials and Literature Through Schools Class Interruptions Part II Part II includes copies of two policies under consideration by the Board: \nIG  IKC Curriculum Development, Adoption and Review Class Rankings/Grade-Point Averages IG is omthe August agenda for approval-second reading. IKC is on the August agenda for approval-first reading. Part III Part III includes drafts of proposed administrative regulations that have been designed to implement the adopted policies. These regulations have had considerable review already by interested parties and large numbers of staff. In some cases we have simply converted informal documents into more formal language. Some regulations are completely new. lA-R ID-R IGBA-R IGE-RI IHBB-R IHBDA-R IHCC-R IHCDA-RI Academic Content Standards/Benchmarks School Day: Student Schedules Grant Funded Projects Curriculum Guides Development Gifted and Talented Education Inten/ention/Remediation Pre-AP and AP Courses Concurrent EnrollmentMemo - Review of Proposed Policies and Administrative Regulations August 17, 1999 Page Three IJ-Exhibit IJ-Rl IJ-R2 IJOA-R IKB-R IKC-R IKEC-RI IKEC-R2 IKEC-R3 IKEC-R4 IKE-R IKF-RI IKF-R2 ' IKF-R3 IKFA-R IMH-R Instructional Materials: Exhibit Textbook Adoptions Library Media Center Materials Selection Field Trips Homework Guidelines Class Rankings/Grade - Point Averages Dual Credit and Summer Enrichment Correspondence Courses Credit by Examination Basic Combat Promotion and Retention Graduation (Class of 2000 and 2001) Graduation (Class of 2002 and Beyond) Special Education Graduation Early Graduation Class Interruptions If you have imput or suggestion or questions about any of these proposed administrative regulations, we must hear from you no later than Wednesday, September 8, 1999. In the near future I will be sending you another set that are almost ready to share. As you can see, the policy revision process is a monumental undertaking, and it has required a great deal more time than any of us anticipated. Thank you for the time we know this review will require. We welcome your suggestions to improve the quality and effectiveness of these policies and regulations. BAL/adg I Attachments cc: Dr. Les Carnine (memo only) Brady Gadberry (memo only) Junious Babbs (whole packet) Clay Fendley (memo only) Dr, Vic Anderson (memo only) Sadie Mitchell (memo only) Chris Heller (memo only)LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 26. 1999 TO: John Walker Terrence Roberts Steve Ross Ann Brown Frank Martin FROM: Dr. Bonnie Lesley.'Associate Superintendent, for Instruction SUBJECT\nGuidelines for School Improvement Planning Attached for your information is a copy of a new publication from our Division of Instruction, Guidelines for School Improvement Planning. This booklet is a supplement to the Handbook for Campus Leadership Team that was distributed at the Principals and CLT Institute in late July. It is a response to many requests that we write down the step-by-step process to craft a school improvement plan. We will, no doubt, need to revise it for next year, so we would welcome any suggestions that you might offer for its improvement. Attachment BAL/rcm cc: LesI[carinine fmemo only) Brady Gadberry (memo only) Junious Babbs (memo only) Chris Heller Clay Fendley I I Guidelines for School Improvement Planning Supplement to the Handbook for Campus Leadership Team Developed by the Division of Instruction Little Rock School District August 1999 II 1998 Gonoocaiion Gonueniion Genier ! I 1 I ICall to Order T^rogram ..................................|ohn Riggs LRSD School Board Member Presentation of Colors ................................ROTC Unit Parkview Magnet High School National Anthem .....................................Katherine Signaigo Student, Parkview Magnet High School Invocation ........................Rev. Charles Moore Teacher, Mann junior High School Emploj'ee Memoriam Dr. Vic Anderson The \"Gold Star\" Club Recognition Sadie Mitchell Performance \u0026amp; Roll Call Cheerleaders McClellan, Hall and Central high schools Welcome Back lunious Babbs leannie Price, PTA Council President Janet Jones, President, Greater LR Chamber of Commerce Vice Maj'or Michael Keck Jan Fells, Student Bodj' President, |. A. Fair High School Remarks ludy Magness, LRSD Board President Address Dr. Les Carnine, Superintendent \"What About the Children? Roshunda Nelson Attendance Secretaiy, Cloverdale Elemental^ Announcements and Praj^er Dr. Bonnie Leslej^JICemoriam 1997'-9S Clara Dee Austin Kathleen Dunbar Pats}/ Douglas Mentha L. Gilliams Vickie Gra}' Sandra Head Scharlotte Hervej' Jerry L Jackson George Robinson. |r. Lena WilliamsStar C?\u0026gt;Oyears or more in \u0026gt; 0 Frances Ables Ruthie Acklen Sam Blair Dennis Brant Donald Bratton Emanual Brooks Norman Callaway Eleanor Coleman Kathryn Cross Branton Daniel Martha Daniel Shirley Davis Martha Douglas Dana Duncan Lenora Dyer Earlene Fowler lanet Chant lean Gilbert Catherine Gill Peggy Gray Carolyn Hall Shirley Hall Everett Hawks Stella Hayes Betsy Henderson Hazel Hicks Richard Horton Sandra Hoff Georgia Hoffman Maty Huddleston Ann Hurd Emogene lames Sheriye Keaton Laura Landers Geraldean Lewis Maiy Lusby Fannie Mason lames Matthis Robert McDonald Lona McKinnon Emmaline Miller Ella Mobley Bobbie |. Norman Lou Ethel Nauden Martha Pace Willie Paige Lorene Phipps Paulette Putt Linda Smith Shirley Stewart Charlotte Teeter Enoch Tims Marilyn Turner Roy Wade Edna Wiley Roger Williams Eula Willis Leonard Willis Karen Wisener Rose Wright Sponsors Arkla City of Little Rock First Commercial Bank Friday, Eldredge \u0026amp; Clark NationsBank Simmons First National I St. Vincent Infirmary \u0026amp; Health System Stephens, Inc I I \u0026amp;x/iiSiiors 1 ALLTEL Little Rock Teachers Federal Credit Union NEA Valuebuilder Southwestern Bell Wireless Sprint PCS VALICI special^/lan^s io i/ie Gonoocaiion Gommiiiee I Leon Adams Dr. Vic Anderson Hi lunious Babbs Frances Cawthon i Doug Eaton Brad}/ Gadberry Zeornee' Herts Gail Hester Mike Iones Marian Lace_y Lucy Lyon Morlin McCoy Debbie Milam i Sadie Mitchell Darral Paradis 1 Suellen Vanni RECEIVED AUG 2 4 1999 Little Rock School District OFFICE OF DESEGREGATION MONITORING August 12, 1999 Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Mrs. Brown: The Little Rock School District will hold a staff convocation at the Statehouse Convention Center on Wednesday, August 18, to welcome staff members back for the coming school year. Our convocation keynote speaker will be Ernest Green, formerly of Little Rock, who now serves as Managing Director of Public Finance for Lehman Brothers in Washington. I would like to extend to you an invitation to join us at 9:00 a.m. on August 18 for Mr. Greens address. Please advise Suellen Vann, 324-2020, if you will be able to join us. I anticipate the program will end at about 11:15 a.m. Sincerely, ceslieXv. Camme Superintendent of Schools 810 West Markham Street Little Rock, Arkansas 72201  (501)324-20009 A'' 08/11 '/'Mf'lijt-\naTIONS PAGE 01/01I Arkansas Democrat ^Cpazctk  ----- SATURDAY. AUGUST 15, 1998 Cnovrifiht  1998. Arkansas Democrat-GR^PttP \"/ Assembly gets 3,000 Teachers up for job: LR schools *?   Continued from Page IB portant job in the world, School , Board President Judy Magness - told the teachers just before intro- ~ ducing Superintendent Les Car- j nine, You have the awesome op- , portunity to shape our world, our (^nation and our community, r Next Thursday, as students I rive at your classrooms, some are i going to be really excited, some arc t going to be shy, some will be blase, t some are even pnincf tn ho ar- mental change, something can happen. Schools created by an empowered faculty and community may not look or work like traditional schools, he said, and long-standing rules and regulations will likely be waived as administrators, teachei-s and parents develop new ones, \"They wont look like the schools we attended, and I think that is great he said, The differentiation and diversity will be our strength, not our weataess. Carnine used a film from clip the 1989 movie Henry V to emphasize his call. In William Shakespeares play, the young King Henry rallies *' BY CYNTHIA HOWELL ' 5* excited, some are ARKANSAS DEMOCRAT-GAZETTE I gng to be shy, some will be blase ' Song, dance and some words ^rj going to be belliger- f'rom Shakespeare were used Fri- * 1 ?tog to be day morning as more than 3,000 ?ut each Little Rock School District em- ^ese ployees celebrated the beginnine creators handiwork and only of the 1998-99 school year with a  convocation at the State House Convention Center, - -----------------w Teachers wearing school T-  Pmycs happens only rarely in shirts and visors waved school  district, Carnine, who assumed baimers or clapped to the beat of  duties last Oc- was nosnunaa Nelson at rock music piped into the cav- ^r the meeting, tendance secretaiy at Cloverdale emous hall. Colored spotlights ! sed it^Friday to urge the em- Elementary who sang \"WTiat About scanned the room, decorated ^th become leaders and in- the Children nat About red, white and blue balloons and *'^tors at their campuses to better arrangements of white gladiolas * 5?* educational needs of all motivate  students. one of these students, each one, is his tired and small band of English- -------------------against the French, telling his  children, followers that this is their day and An assembly of all school district opportunity in histoiw to do \" ----------------   what is right. our best is good enough for these ijtober, had pushed for the meeting. Also participating in Fridays program was Roshunda Nelson attendance Ig Otliers welcoming the employees ( were Jeannie Price, PTA Based on my observation. I think Little Rock is a great place, said Carnine, previously superin- p \u0026gt;uc nocx V.XC aosBuiuiy wiin in Wichita Falls, Texas, I Little Rock \n1 . can to our young people. Perky high school cheerleaders t problem we have is that it School Board member John Riggs IV, his image magnified on two large screens flanking the stage, opened the assembly with  '^'^nita uttie Vice Mayo7 the ringing of an old-fashioned ' ^1^ we are offering the best we Fells, student school bell. President at J.A. Fair High Problem convocation concluded unit, called the roll of district schools * PJ5^ enough for ^e presentation of school distriei r and divisions, generating employ- e 21st centuiy. Society has given bearing the districts new .m' ee cheers in response. Staff mem- ' awesome task. It has put a   P\" or Aemendous burden on our shoul- more years were recognized, and pF because we want all of our employees who had died within children to have an education al- the past year were remembered. I believe you have the most im- we bers who have worked for 30 See TEACHERS, Page 3B though we have never done that be- . fore, I think we can do it, and I think the window of opportunity is opening for all of us. JJ The district is beginning the new school year with a revised desegregation and education plan, as well as a plan to establish school-by- school leadership teams of staff, parents and community members to advise principals on improving student achievement, I want you to know that I really believe that the goal of teachers, students, parents and principals must be to seize the opportunity to make something significant happen for their students, Carnine said Through empowerment and funda- dated logo to each employee. The assembly was funded in part ArH^sponsors, including ^kla, the city of Little Rock, First Commercial Bank NationsBank Simmons First National Bank St toand Health Svi ! toe Friday, i Eldredge and Clark law firm.L SRO PAGE 02 n DIVCITY\"TEAM MEMBERS r Name I Adams, Leon j Baldwin, Marion Brown, Ann_____ I Cleaver, Vanessa I Crawford, Kevin ! Creer, Donna f Dooley, Vivan I Eggleston, Deana j Flanigan, Laura ~ I Glasgow, Dennis j Guldin, Melissa PKirklin, Theresa  Lucker, Liz_______ [ McCoy, Eddie B, McCoy, Morlin I Milam, Debbie : Patterson, Keisha iPaul, Annita ~ f Powell, Margie j Ruffins, John______ Swanson, Margo ~ I Teach, Patty_____ Walker, Stephanie I Washington, James Location . Federal Programs ^jcClellan Community Education ODM Science _______ nformation Services __\u0026gt;1agnet Review Committee  I looker - Counselor Student Registration athletics_____________ 4ath f Science_______\" )DM_______________ Student Registration Office Communities In Schools itle I - Specialist (PREf Child Nutrition gps OPS '  lath / Science )DM nformation Services lealth Services J tudent Registration Office Ij hild Nutrition____________ H imbudsm^ I hope that the spellings, phJne #'! any changes, please let me k|ow. ? T Phone , * 324-2110 ' I 570-4149 1 376-6200^^ 32^522 I I 324-0503 I 758-0156 + 324-2482 324-2408 1324-2427\n324-0520 t I 376-6200 324-2272 I 324-0519 ~ , 324-0542 ! j 324-2250 324-2297 ! 324-2292  7324-0518 ' 376-6200~n j324-2056 I 324-2161 ~324-2Q46 1 i 324-2250  324-2014 I le #'s, and locations are correct. If you have We will be setting up a montlly lunch for us to get together. L:? O' Thursday (ii:45 a.m.) is hast for you. We'll notify you of tne location as soon as possible. NAME: EMAIL: ii ___ PHONE: Thursday of each month .4* Thursday of each month Thanks, Deana (324-2408 or dnikeath@sfu|sn.Irsd.kl2.ar.us)83/07/2000 11:04 501-324-2281 LRSD SRO PAGE 03 UTT -E ROCK SCHOOL DISTRICT STUB ENT registration OFFICE 501 SHERMAN STREET J -ITTLE ROCK, AR 72202 MIRCH 1,2000 TO THE PARENT OF: Current School Number Last Name, First Name (of students) Street Address City State Zip ASSIGNED SCHOOL: s grade (2000-2001)*- MAP GRID: Dear Parent. gfl^-^m^ffiORTANT LETTER fIr STUDENTS ANn AND woodruff ELEMENTARY SCHO( ------------ PARENTS OF MABEL VALE STFPHFyg LETORIS BELNG LIPDATED TO under  of 18  CHECK-IN. All students xVIA^H^tSo'S2T2272).%ch21ilS: Jn^i^n^e ^gisttation Office, AFTER child will be assigned to the school connected n thp 'i \u0026gt; on where the student lives. Ifafemily moves, the (ch,,,, be8,  SlJ) S 7 \"\" *\u0026gt; f 'oil xMARCH 12,2000 (324-2272). School you may inquire in the Student Registration Office. AFTER Stidents Mabeh^ale, Stephens, and V oodruff Elementary- Please note the following dates: as Stephens Elementary School.) July 20-21, 2000 August 1, 2000 August 8, 2000 (10:00 a.m. - 7:00 p.m.) STUDENT CHECK- IN Teachers Report to School Students First Day If you have any questions, please feel free to ca 1 the school. Student Registration Office (324-2272) or your childs assigned Mabelvale Elementary' Stephens Elementary School (Garland) Woodruff Elementary School assumes promotion 455-7420 671-6275 671-6270 PLEASE KEEP THIS LETTER FOR YOUR rf IQRDS03/07/2000 11:04 501-324-2281 LRSD SRO PAGE 02 Ln riE ROCK SCHOOL DISTRICT STI DENT REGISTRATION OFFICE SOI SHERMAN STREET LITTLE ROCK AR 72202 MARCH 1, 2000 TO THE PARENT OF: Current school number Last name, First Name (of student) Street address City state zip ASSIGNED SCHOOL: GRADE (2000-2001)*\nMAP GRID: Dear'Pareoi: THIS LETTER IS VERY IMPORT UVT. PLEASE READ THE ENTIRE LETTER. Your child has been assigned to the S' hool listed above for the 2000-2001 school year. Each school will - - -------- - JwaAutvi i-flVU :\u0026gt;cnuoi WLU welcome students and parents dunng t e districts annual CHECK-IN, which will be held on August 2-3 at each school. Sfjdcnt m\u0026amp;tmation mu t be verified\nlockers, class schedules, PTA information and other opportunities wUl be available to p rents. At that time, to the distna nrovide At that time, studems rtew to the district must provide jnwnmuzation records, All students ur Jer the age of 18 must be accompanied by a parenvgiiardifln If your child was not assigned to a Si hool requested under die Optional Enrollment process, the childs name has been placed on *e waning asis for those schools you selected. You mav inquire in the Student Registration Office about your childs losition on a waiting list AFTER MARCH 12, 2000 Please notify the Swdent Registration Office if you rant your chuds name removed from a waiting list. Other options may be available. If interested, plea\ns contact a Parent Recruiter ar 324-2272. Special Circumstances Transfer applic the Student Registration Office from tions for middle and senior high school students will be available in Vfarch 6 through March 17, 2000. Such transfers are subject to desegregation and capacities at each : :hool. Students in grades6-12 may apply only once each year and must apply between March 6 a id March 17, 2000.   Special Clrcunutances Transfers. Tramponation will HOT be provided for School assignments are made based c i where die student lives. If the family moves, the child will be assigned to the school connected to t le femilys new address. Parents are responsible for keeping the school informed and notifying the scho il when changes occur. NOTE: If the address listed above is not *e , ...... -------------------o--------- 11 uiv ustcu aoove is not me correct addiM^you must process a hange of address form at your childs school or at the Student Registration Office. Bus service for th first week of school - classes begin August 21  is provided for the   ---------- ''O*** X,* - IS uiuviucu tut UIC student s address of record. Any farm les changing their address after July 24 wUl not be guaranteed bus service for the first two weeks of schoo , Please keep this letter for your reco\nds. If you have questions concerning the infomaiion provided this Ifttfpr n r-stll -JOOO a.V- . .. ?__ this letter, please call (324-2272) or \u0026amp; (324-2281) the Student Registration Office. in Assumes promotion03/07/2000 11:04 501-324-2281 LRSD SRO PAGE 01 STUDENT registration OFFICE j little rock school district 601 SHERMAN ST. LITTLE ROCK AR 72202 PHONE: 324-2272 FAX: 324-2281 FAX COVER SHEET I To: f. I I 1 Fax Number: *3 { (J From: ^bias i I Date\n3'^-OD ! f f # Pages Including Cover Shebt: Re: rvT - cc: *r { i i- 1 I r ! ioy/2\n8/?ooo 08:23 3240567 JQD PAGE 0: III li!! I. li !i r 1 I Utility Standards \u0026lt;n cc \u0026lt;Q \u0026lt; cn o/the Standards U Utility Standards The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. These standards are as follows: UI U2 U3 U4 .1. Stakeholder Identification Persons involved in or affected by the Evaluation should be identified, so that their needs can be addressed. va]fuator Credibility The persons conducting the evaluation should be both trustworthy and competent to perform the evalu-atiotii so that the evaluation findings achieve maximum credibility and acceptance. Infarmation Scope and Selection Information collected should be broadly selected to address pertinent questions about the pro-graini and be responsive to the needs and interests of clients and Other specified stakeholders. Values Identification The perspectives, procedures, and rationale u^ed to interpret the findings should be carefully described, so that bases for value judgments are clear. 23 I i: 09/28/2000 08:23 3240567 I JQD PAGE 03 5 3 I I I I I J I I I ! J t j I c c -( a CJ II 14 I f U5 UTILITY STANDARDS h 1. i: i: !. i: I !: I\nr il ! I' I I- U7 Report Clarity Evaluation reports should clearly describe the program being evaluated, including its context, and the purposes, procedures, and findings of the evaluation, so that essential information is provided and easily understood. Report Timeliness and Dissemination Significant interim findings and evaluation reports should be disseminated to intended users, so that they can be used in a timely fashion. Evaluation Impact Evaluations should be planned, conducted, and reported in ways that encourage follow-through by stakeholders, so that the likelihood that the evaluation will be used is increased. I 1 I L J F I ? I i09/28/2000 08:23 3240567 JQD PAGE 04 I Feasibility Standards i I-i Summary ^the Standards I-i F Feasibility Standards The feasibility standards are intended to ensure thatjan evaluation will be realistic, prudent, diplomatic, and frugal. Theistandards are as follows: Fl Practical Procedures The evaluation procedures should be practical. to keep disruption to a minimum while needed information is obtained. I F2 Political Viability The evaluation should be planned and conducted with anticipation of the different positions of various inter-est\ngroups, so that their cooperation may be obtained, and so that possible attempts by any of these groups to curtail evaluation operations or to bias or misapply the results can be averted or coimteracted. F3 Cost Effectiveness The evaluation should be efficient and produce information of sufficient value, so that the resources expended can be justified. I I\ni 63 09/28/2000 08:23 3240567 JQD PAGE 05 I: f I iI I I Propriety Standards Summary of the Standards P Propriety Standards The propriety standards are intended to ensure that an evaluation will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as \u0026amp;ose affected by its results. These standards are as follows\nI Pl Service Orientation Evaluations should be designed to assist organizations to address and effectively serve the needs of the full range of targeted participants. ,1 P2 Formal Agreements Obligations of the formal parties to an evaluation (what is to be done, how, by whom, when) should be agreed to in writing, so that these parties are obligated to adhere to all conditions of the agreement or formally to renegotiate it. I P3 Rights of Human Subjects Evaluations should be designed and ct^ducted to respect and protect the rights and welfare of human subjects. I P4 Human Interactions Evaluators should respect human dignity apd worth in their interactions with other persons associated with an evaluation, so that participants are not threatened or harmed. 81 09/28/2000 08:23 3240567 JQD PAGE 06 I -1 1 I Ji'' j V: 1 82 i\n1' I' I I PROPRIETY STANDARDS 1:1  ? if f. if -O TJ 33 O 33 X m 5 \u0026gt; O cn I f i r ! I- I I. i II I r i I. I ( I i: I i I i I PS Complete and Fair Assessment The evaluation should be complete and fair in its examination and recording of strengths and weaknesses of the program being evaluated, so that strengths can be built upon and problem areas addressed. P6 Disclosure of Findings The formal parties to an evaluation should ensure that the full set of evaluation findings along with pertinent limitations are made accessible to the persons affected by the evaluation, and any others with expressed legal rights to receive the results. P7 Conflict of Interest Conflict of interest should be dealt with openly and honestly, so that it does not compromise the evaluation processes and results. P8 Fiscal Responsibility The evalxiators allocation and expenditure of resources should reflect sound accountability procedures and otherwise be prudent and ethically responsible, so that expenditures are accounted for and appropriate. t. i-  I i I09/28/2000 08:23 3240567 JQD PAGE 07 S' si ft Accuracy Standards I I Summary of the Standards ir~\" I' A Accuracy Standards The accuracy standards are intended to ensure that\nan evaluation will reveal and convey technically adequate information about the features that determine worth or merit of the program b^ing evaluated. The standards are as follows\nAl I I ''Ir\nA2 Program Documentation The program being evaluated should be described and documented clearly and accurately, so that the program is clearly identified. I pontext Analysis The context in which the program exists should be examined in enough detail, so that its likely influences on the program can be identified- I K.' A3 A4 Described Purposes and Procedures The purposes and procedures of the evaluation should be monitored and described in enough detail, so chat they can be identified and assessed. Defensible Information Sources The sources of information used in a program evaluation should be described in enough detail, so that the adequacy of the information can be assessed. 12509/28/2000 08:23 3240567 JQD PAGE 08 126 AS A6 A7 I II S' \u0026amp; a o X o (fl o X o (fl accuracy standards Valid Information The infonnation gathering procedures should be chosen or developed and then implemented so that they will assure that the inteipretation arrived at is valid for the intended use. Reliable Information The information should be chosen or jathering procedures developed and then implemented so that Si reliable for the intended information obtained is use. sufficiently SJy stematic Innufuoirwmaaitrioonn TI nhee imnrfoorrmmaattiioonn ccoolllleecctteedd,, processed and reported in an evaluation should be systematically reviewed and any errors found should be corrected A8 Analysis of Quantitative Information Quantitative uiforma-  , ----------------- X*******-*******^ UUVlIUd.- ton in an evaluation should be appropriately and systematically analyzed so that evaluation questions are effectively answered. A9 Analysis of Qualitative Information in an evaluation should be Qualitative information appropriately and systematically analyzed so that evaluation questions are effectively answered. AIO Justified Conclusions The conclusions ation should be explicitly justified, so that stakeholders reached in an evalu- All assess them. can ^partial Reporting Reporting procedures should guard against distortion caused by personal feelings and biases of any party to the evaluation, so that evaluation reports fairly reflect the evalu-ation findings. A12 Metaevalnation The evaluation itself should be formatively and summatively evaluated against these and other pertinent standards, conduct is appropriately guided and, on completion, stakeholders can closely examine its strengths and weaknesses. 2- fficevEDfUBLiC FORUM W gZOOG TO OF OBEGROQNMomijya NOVEMBER 29, 2000 PARKVIEW MAGNET HIGH SCHOOL 2501 JOHN BARROW ROAD 6:00 P.M. UNTIL 8:00 P.M. WE NEED YOUR INPUT EXPRESS YOUR THOUGHTS AND IDEAS ON COMMUNITY NEEDS IN THE AREAS OF CULTURAL AND TOURISM\nECONOMIC DEVELOPMENT\nEDUCATION, YOUTH AND SENIOR STRATEGIES\nENVIRONMENT AND LAND USE\nGOVERNANCE AND LEGISLATIVE ISSUES\nHOUSING\nINFRASTRUCTURE\nPARKS AND RECREATION\nPUBLIC SAFETY, CRIME PREVENTION AND EMERGENCY RESPONSE\nRACIAL AND CULTURAL DIVERSITY\nREGIONALISM ISSUES AND TRANSPORTATION. High School Course Selection A IHigh School Courses, 1999-2000 Little Rock School District I I The Little Rock School District (LRSD) has revised its course offerings and graduation requirements in order to better prepare our students for higher education or career opportunities. Future LRSD graduates will benefit from these changes as they finish their high school program having completed more courses. The timing of these changes coincides with the Fall, 1999 consolidation of our four-year high school program by the movement of ninth grade students to the senior high schools. Since graduation credits are earned in grades 9-12, ninth grade students will able to consult with high school counselors about their courses throughout the four years they are enrolled in high school. The following pages present courses alphabetically by subject area. Please note that many courses that were formerly offered in a limited number of schools are now open to everyone, except for some of the magnet courses. Also, parents and students will be pleased to learn Advanced Placement courses are now available at every school. We encourage students to discuss courses with their counselors, teachers, principal or assistant principal in order to make informed decisions. A summary of the new graduation requirements, which go into effect with the class of 2002, is also included. The requirements are presented in a table that also lists current graduation requirements. 1High School Courses, 1999-2000 Little Rock School District Credit-Earning Options for LRSD Students In addition to the credits that students may earn in the traditional high school day at each of the LRSD high schools, students may alternatively earn high school and/or college credits in all of the following ways: 1. High school credits may be earned for courses taken in grade 8: Algebra I or Geometry taken in grade 8 Foreign LanguageLevel I or II taken in grade 8. 2. One unit may be earned each summer in the districts Summer High School program. 3. Credits may be earned in the LRSD Evening High School. 4. Dual-enrollment for high school and college credit is available at all high schools. 5. Concurrent high school and college credit may be earned in designated courses at Hall High School. 6. Two units of credit may be earned through approved correspondence courses. 7. Concurrent high school and college credit may be earned for approved correspondence courses. 8. College credit may be earned for certain correspondence courses taken while in high school. 9. Preparation courses for the GED or high school credits and a high school diploma may be earned by selected students at the Accelerated Learning Center. 10. Advanced standing/credit at Pulaski Tech, ITT, and Arkansas State University at Beebe may be earned for successful completion of certain LRSD high school and/or Metropolitan courses. 11. College credit may be earned by attaining a minimum score of 3 on Advanced Placement Examinations. 12. High school credit may be earned during pre-approved summer institutes sponsored by colleges and universities. 13. High school credit may potentially be earned through approved online courses. Approval of one or more programs is pending. 14. High school credit may potentially be earned through earning a minimum grade on an end-of-course examination (credit by examination). Approval of this option is pending. 2'r Art 99-2000 Course No. 021000 022000 022002 022004 022006 024000 022001 021008 022008 025000 025002 Abbreviated Title Description Grades Prerequisites Credit INTRO TO ART ARTDESIGN GRPHC DSGN PAINTING WATERCOLOR GREAT ART SURVEY ART DRAWING 1 DRAWING 2 STUDIO ART AP ART HIST AP Introduction to Art ArtDesign Graphic Design Painting Watercolor Creative Art Survey of Fine Arts Drawing I Drawing II Studio Art AP Art History AP ArtParkview Magnet only 99-2000 Course No. 022003 023003 022010 022012 Abbreviated Title POTTERY A POTTERY B POTTERY JEWELRY Description Pottery A Pottery B Pottery Jewelry 9 10-12 10-12 10-12 10-12 12 9-12 9-12 10-12 11-12 11-12 Grades 10-12 10-12 10-12 10-12 None Introduction to Art Introduction to Art Drawing I Introduction to Art Introduction to Art, Painting, and Watercolor None None Drawing I Painting or Drawing II and Teacher Recommendation English II Pre-AP .Prerequisites 1 1 1 1 1 1 /2 1 1 1 1 Credit 024008 023002 022014 023004 DRAWING 3 OILS CRAFTS FIBER 3-D DESIGN 022005 021010 PRINTMAKING ART HIST Drawing III Oils CraftsFiber Three-Dimensional Design Printmaking Art History 11-12 11-12 10-12 11-12 10-12 9-12 Drawing I\nParkview only Pottery A\nParkview only Drawing I\nParkview only Drawing I and teacher recommendation\nParkview only Drawing II\nParkview only Painting\nParkview only Drawing I\nParkview only Pottery I\nParkview only Drawing I\nParkview only None\nParkview only /2 % 1 1 1 1 1 1 72 1 3Business Education 99-2000 Course No. 031001 031003 031004 031019 031005 032005 032002 032004 033004 032007 032009 033002 032011 032013 033016 033006 033008 033010 033012 031015 032015 032006 031017 032017 033001 033003 033005 033007 I 033009 Abbreviated Title Description Grades Prerequisites Credit KEYBOARDING KEYBD APPLS KEYBD/APPL COMPTECH iNT WORD PROC A WORD PROC B WORD PRO A/B COMP ACCT 1 COMP ACCT 2 DATABASE MGT SPREADSHEETS OFFICE MGT RAPID WRTG A RAPID WRTG B BUSINESS LAW JR EXEC TRNG COE-RELATED COE-RELATED COE-COOP OJT PROGAMMING A PROGRAMMING B Keyboarding Keyboarding Applications Keyboarding and Keyboarding Applications (full year) Computer Technology: Introduction Word Processing A Word Processing B Word Processing I Computerized Accounting I Computerized Accounting II_____ Database Management Spreadsheet Applications______ Office Management Rapid Writing A Rapid Writing B Business Law Junior Executive Training Cooperative Office Education- Related Cooperative Office EducationRelated (Early Bird)_______ Cooperative Office Education -OJT Programming A Programming B 9-12 9-12 9-12 9-12 9-12 10-12 10-12 10-12 11-12 10-12 10-12 11-12 10-12 10-12 11-12 11-12 11-12 11-12 9-12 10-12 COMP BUS APPL DESKTOP PUB A DESKTOP PUB B MULTiMEDiA BANK/FiN PRIN BANK/FiN OPR BANK/FIN MKG BANK/FIN LAW Computerized Business Applications______ Desktop Publishing A_______________ Desktop Publishing _____________ Multimedia Applications in Business________ Banking and Finance Principles Banking and Finance Operations Banking and Finance Marketing Banking and Finance Law 10-12 10-12 10-12 11-12 11-12 11-12 11-12 11-12 None Keyboarding None Keyboarding Keyboarding____________ Word Processing A______ Keyboarding____________ Overall C\" average: Keyboarding____________ Computerized Accounting I Keyboarding Keyboarding Word Processing B______ Keyboarding____________ Rapid Writing A_________ Foundation Core________ Computerized Accounting I Keyboarding: plus one additional unit in Bus. Ed. Keyboarding\nplus one additional unit in Bus. Ed. Concurrent enrollment in Coop. Education-Related_________ Keyboarding_______________ Keyboarding and Programming A________________________ Keyboarding, Word Processing A and Word Processing B Keyboarding and Word Processing A__________ Keyboarding and Desktop Publishing A___________ Word Processing A and B Computerized Accounting i (Suggested) Banking and Finance Principies Banking and Finance Principles Banking and Finance Principles 72 72 1 'A 72 72 1 1 1 /2 % 1 72 72 1 1 1 1 1 72 72 1 72 /2 72 72 72 72 72 4Business EducationMcClellan Hig 99-2000 Course No. 032019 032021 Abbreviated Title Description h only Grades Prerequisites Credit B ETIQOETTE INTRO TO BOS 033014 034002 033011 ECONOMICS BOS FINANCE INTRN BOS 032023 ENTREPRNSHP Business Etiquette Introduction to Business Economics Business Finance International Business Entrepreneurship 10-12 10-12 11-12 12 11-12 10-12 Communications 99-2000 Course No. 051100 055100 051102 Abbreviated Title Description Grades None\nMcClellan High only None\nMcClellan High only None\nMcClellan High only Economics\nMcClellan High only Foundation Core\nMcClellan High only Foundation Core\nMcClellan High only Prerequisites 'A 1 1 % A Credit COMMUNICA 1 COMMON 1U ESL COMMON 1 Communication I Communication I ESL Communication I 9-10 9-12 9-10 052100 053100 052102 053102 054102 052104 052106 COMMUNICA 2 COMMUNICA 3 DEBATE 1 DEBATE 2 DEBATE 3 PUB SPKG GRP DYNAMICS Communication II Communication III Debate I Debate II Debate III Public Speaking Interpersonal Skills and Group Dynamics DanceParkview Magnet 99-2000 Course No. 121000 122000 123000 124000 123004 122004 121004 Abbreviated Title DANCE TECH 1 DANCE TECH 2 DANCE TECH 3 DANCE TECH 4 DANCE ENSBLE HIST DANCE MENS DANCE Description Dance Techniques I Dance Techniques II Dance Techniques lil Dance Techniques IV Dance Ensemble History of Dance Young Mens Dance 10-12 11-12 10-12 11-12 12 10-12 10-12 Grades 9-12 10-12 11-12 12 10-12 10-12 9-12 None Hall High only\nUniversity course Concurrent enrollment in ESL English\nHall High only Communication I Communication II Communication I Debate I Debate II Communication I Communication I Prerequisites Parkview only Dance Techniques I\nParkview only Dance Techniques II\nParkview only Dance Techniques III\nParkview only Parkview only Parkview only Parkview only 1 1 1 1 1 1 1 1 1 Credit 1 1 1 1 1 1 1 5Drama 99-2000 Course No. 051200 051202 Abbreviated Title DRAMA 1 DRAMA 1 IS Description Grades Prerequisites Credit 052200 053200 052202 052204 DRAMA 2 DRAMA 3 STAGE CRAFT INTERPCOMM Drama I Drama I International Studies Drama II Drama III Stage Craft Interpretative Communication 9-12 9-12 10-12 11-12 10-12 10-12 None None Central High only Drama I Drama II None Communication I 1 1 1 1 1 1 DramaParkview Magnet 99-2000 Course No. 052206 Abbreviated Title MIME Description Grades Prerequisites Credit Mime 10-12 052208 052210 052212 052214 CLASSIC STDY ACTING CHILD THTR THTR HISTORY Classic Scene Study Acting Children's Theater Theater History 10-12 10-12 10-12 10-12 Drama I and teacher permission\nParkview only Drama I\nParkview only Drama I\nParkview only Drama I\nParkview only None\nParkview only 1 1 1 1 1 Driver Education 99-2000 Course No. 081007 Abbreviated Title Description Grades Prerequisites Credit DRIVER ED Driver Education 9-12 Taught in summer school only 1/2 6English '99-2000 Course No. 051000 052000 053000 054000 051002 051004 Abbreviated Title LANG ARTS 1 + LANG ARTS 2+ LANG ARTS 3+ LANG ARTS 4+ ENG 1 ENG 1 PRE-AP Description Language Arts Plus I Language Arts Plus II Language Arts Plus III Language Arts Plus IV English I English I Pre-AP Grades 9-12 10-12 11-12 12 9-12 9-12 Prerequisites Credit 052002 052004 ENG 2 ENG 2 PRE-AP English II English II Pre-AP 10-12 10-12 053002 053004 ENG 3 ENG 3 PRE-AP English III English III Pre-AP 11-12 11-12 055004 ENG 3 AP English III AP 11-12 055006 ENG3APU English III APU 11-12 054002 054004 055008 055014 055010 054006 055012 054008 053001 053006 053008 052001 052003 ENG 4 ENG 4 ENG4AP ENG 4 APU ENG4AP ENG 4 IS ENG 4 IS AP CRT WRTG/MAG TECH WRTG RESEARCH MULTICUL LIT BIBLE AS/IN LIT ACT PREP ENG English IV English IV (Early Bird) English IV AP English IV APU English IV AP (Early Bird) English IV International Studies English IV International Studies AP Creative Writing and Magazine Production Technical Writing Research for the 21 Century Multicultural Literature The Bible as/in Literature I ACT Preparation: English 12 12 12 12 12 12 12 12 11-12 11-12 11-12 10-12 10-12 None None None None None Teacher recommendation English I English I or I Pre-AP\nteacher recommendation English II English II or II Pre-AP\nteacher recommendation English II or II Pre-AP\nteacher recommendation English II or II Pre-AP\nteacher recommendation\nHall High only English III English III English III or III Pre-AP English III or III Pre-AP or III AP\nHall High only\nUniversity course English III or III Pre-AP English III English III or III Pre-AP Parkview\nGrade of B In regular English III or C in English III Pre- AP\nOther schools: Eng. Ill English II or II Pre-AP English II or II Pre-AP English II or II Pre-AP English I or I Pre-AP\nHall High only English I 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 1 1 1/2 I 1/2 7English-as-a-Second Language (Hall High only) 99-2000 Course No. 051500 052500 053500 054500 051502 052502 053502 054502 051102 151000 151002 152002 153002 154002 131000 132000 133000 Abbreviated Title Description Grades Prerequisites Credit ESL English 1 ESL English 2 ESL English 3 ESL English 4 ESL LA PLUS 1 ESL LA PLUS 2 ESL LA PLUS 3 ESL LA PLUS 4 ESL COMM 1 ESL INTRO SS ESL CIVICS ESL WRLD HIST ESL US HIST ESL US GOVT ESL PHYS I ESL BIOL I ESL CHEM I ESL English I ESL English II ESL English III ESL English IV_________ ESL Language Arts Plus I ESL Language Arts Plus II ESL Language Arts Plus III ESL Language Arts Plus IV ESL Communication I ESL Introduction to Social Studies ESL Civics ESL World History ESL United States History ESL United States Government ESL Physics I ESL Biology I ESL Chemistry I Family and Consumer Science 99-2000 Course No. 091000 091001 091003 091005 091002 091007 093007 091009 092010 091011 091013 093008 094008 Abbreviated Title Description FAM\u0026amp;CONSCI H\u0026amp;INT DSN HUMAN REL MNG RSRC FAM DYNAMICS FD \u0026amp; NUTRI FOOD SCI CHILD DEVEL CHILD CARE PARENTING CLOTH MGT FD PROD MGT 1 FD PROD MGT 2 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 9-12 9-12 9-12 10-12 10-12 9-12 9-12 9-12 Grades Family and Consumer Science Housing and Interior Design Human Relations________ Managing Resources Family Dynamics Food and Nutrition Food Science Child Development Child Care and Guidance Management Services Parenting Clothing Management Food Production, Management, and Services I Food Production, Management, and Services II 9-12 9-12 9-12 9-12 9-12 9-12 11-12 9-12 10-12 9-12 9-12 11-12 12 Identification ESL English I_______ ESL English II_______ ESL English III______ Identification________ Concurrent enrollment in ESL English II Concurrent enrollment in ESL English III Concurrent enrollment in ESL English IV Identification________ Concurrent enrollment in ESL English I_____ Identification________ Identification________ Identification Identification Identification Identification Identification Prerequisites None None None Foundation Core None_________ None_________ None None_________ Foundation Core Foundation Core None_____________ None\nMcClellan High only Food Production, Management, and Services I\nMcClellan High only_________ 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Credit 1 /2 /2 % 1 /2 /2 72 1 72 /2 1 1 8I I t I I I I Foreign Languages 99-2000 Course No. 061100 062100 063100 064100 065100 064102 065102 064104 065104 061200 062200 063200 064200 065200 064202 065202 064204 065204 061300 062300 063300 065300 064300 065302 061400 062400 065406 Abbreviated Titie Description Grades Prerequisites Credit 063400 064400 065400 064402 065402 064404 065404 FRENCH 1 FRENCH 2 FRENCH 3 FRENCH 4 FRENCH 4 AP FRENCH 5 FRENCH 5 AP FRENCH 6 FRENCH 6 AP GERMAN 1 GERMAN 2 GERMAN 3 GERMAN 4 GERMAN 4 AP GERMAN 5 GERMAN 5 AP GERMAN 6 GERMAN 6 AP LATIN 1 LATIN 2 LATIN 3 LATIN 3 AP LATIN 4 LATIN 4 AP SPAN 1 SPAN 2 SPAN 2 U SPAN 3 SPAN 4 SPAN 4 AP SPAN 5 SPAN 5 AP SPAN 6 SPAN 6 AP French I French II French III French IV French IV AP French V French V AP French VI French VI AP German I German II German III German IV German IV AP German V German V AP German VI German VI AP Latin I Latin II Latin III Latin III AP Latin IV Latin IV AP Spanish I Spanish II Spanish II 9-12 9-12 9-12 10-12 10-12 11-12 11-12 12 12 9-12 9-12 9-12 10-12 10-12 11-12 11-12 12 12 9-12 9-12 9-12 9-12 10-12 10-12 9-12 9-12 9-12 Spanish iii Spanish IV Spanish iV AP Spanish V Spanish VAP Spanish Vi Spanish Vi AP 9-12 10-12 10-12 11-12 11-12 12 12 None French I French il French III French III French IV French IV or IV AP French V French V or V AP None German I German II German III German III German IV German IV or IV AP German V German V or V AP None Latin I Latin II Latin II Latin III Latin III or III AP None Spanish I Spanish I\nHall High only\nUniversity course Spanish II Spanish III Spanish III Spanish IV Spanish IV or IV AP Spanish V Spanish V or VAP 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 I I 9Health and Physical Education 99-2000 Course No. 081001 081003 081005 081002 201000 202000 203000 204000 201002 202002 203002 204002 Abbreviated Title Description Grades Prerequisites Credit HEALTH PHYS ED 1A PHYS ED IB PHYS ED 1 ATHLETICS G1 ATHLETICS G2 ATHLETICS G3 ATHLETICS G4 ATHLETICS Bl ATHLETICS B2 ATHLETICS B3 ATHLETICS B4 Journalism 99-2000 Course No. 051400 052400 052402 052404 053400 053402 053404 054400 054402 054404 053405 054405 051406 JROTC 99-2000 Course No. 261000 262000 263000 264000 261002 262002 263002 264002 Abbreviated Title JOURN 1 JOURN2 JOURN 2 YB JOURN 2 NP JOURN 3 JOURN 3 YB JOURN 3 NP JOURN 4 JOURN 4 YB JOURN 4 NP MASS MEDIA A MASS MEDIA B PHOTOGRAPHY Abbreviated Title AF JROTC1 AF JROTC 2 AF JROTC 3 AF JROTC 4 NS JROTC1 NS JROTC 2 NS JROTC 3 NS JROTC 4 Health and Safety Physical Education lA Physical Education IB Physical Education I Girls' Athletics I Girls' Athletics II Girls' Athletics III Girls' Athletics IV Boys Athletics I Boys' Athletics II Boys' Athletics III Boys' Athletics IV Description Journalism I Journalism II Journalism II (Yearbook) Journalism II (Newspaper) Journalism III Journalism III (Yearbook) Journalism III (Newspaper) Journalism IV Journalism IV (Yearbook) Journalism IV (Newspaper) Mass Media A Mass Media B Photography Description Air Force JROTC I Air Force JROTC II Air Force JROTC III Air Force JROTC IV Naval Science JROTC I Naval Science JROTC II Naval Science JROTC III Naval Science JROTC IV 9-12 9-12 9-12 9-12 9-12 10-12 11-12 12 9-12 10-12 11-12 12 Grades 9-12 10-12 10-12 10-12 11-12 11-12 11-12 12 12 12 11-12 11-12 9-12 Grades 9 10 11 12 9 10 11 12 None None Physical Education lA None Coach's permission Coach's permission Coach's permission Coach's permission Coachs permission Coachs permission Coachs permission Coachs permission Prerequisites None Journalism I Journalism I Journalism I Journalism II Journalism II Journalism II Journalism III Journalism III Journalism III None\nMcClellan only Mass Media A\nMcClellan only Parkview only Prerequisites Instructor's permission\nCentral High only AF JROTC I\nCentral High only AF JROTC II\nCentral High only AF JROTC III\nCentral High only Instructor's permission\nParkview only NS JROTC I\nParkview only NS JROTC II\nParkview only NS JROTC III\nParkview only 1/2 1/2 1/2 1 None None None None None None None None Credit 1 1 1 1 1 1 1 1 1 1 1/2 1/2 1 Credit 1 1 1 1 1 1 1 1 10 1 Marketing Education 99-2000 Course No. 173000 173002 Abbreviated Title MARKET ED 1 MRKTG COOP 1 173004 MRKTG COOP 1 174000 MRKTG ED 2 174002 MRKTG COOP 2 174004 MRKTG COOP 2 Description Grades Prerequisites Credit 172001 172003 173001 172005 FASHION MDS ADVERTISING RETAILING SALESMNSHIP Marketing Education I Marketing Education Coop I Marketing Education Coop I Marketing Education II (Management) Marketing Education Coop II (Management) Marketing Education Coop II (Management) Fashion Merchandising Advertising Retailing Salesmanship 11-12 11-12 11-12 12 12 12 10-12 10-12 10-12 10-12 Mathematics 99-2000 Course No. 111000 112000 112002 Abbreviated Title Description Grades 112004 112006 112008 113002 113004 113006 113008 115000 114000 115002 115006 115004 112001 None None None Marketing Education i Marketing Education i Marketing Education i None\nMcClellan High None\nMcClellan High None\nMcClellan High None\nMcClellan High Prerequisites 1 1 1 1 1 1 A 72 Credit ALG I________ ALG II ALG II PRE-AP GEOMETRY GEOM PRE-AP CONCEPT GEOM PRE-CALCULUS TRiG/ADV ALG TRiG PRE-AP STATISTiCS STATS AP CALCULUS CALC AB AP CALC AB APU CALC BC AP ACT PREP\nMATH Algebra I Algebra II Algebra II Pre-AP Geometry Geometry Pre-AP Concepts of Geometry Pre-Calculus Pacesetter Mathematics T rigonometry/ Advanced Algebra T rigonometry/ Advanced Algebra Pre-AP Statistics Statistics AP Calculus______ Calculus AB AP Calculus AB APU Calculus BC AP ACT Preparation\nMathematics 9-12 10-12 9-12 10-12 10-12 10-12 11-12 11-12 11-12 11-12 11-12 12 11-12 11-12 12 10-12 Eighth grade mathematics Algebra I Algebra I Pre-AP or teacher recommendation Algebra I Algebra I Pre-AP or teacher recommendation Algebra I Algebra II\nParkview, Hall, and McClellan only Algebra II and Geometry Algebra II Pre-AP and Geometry Pre-AP Algebra I and Geometry or Concepts of Geometry Trig/Adv. Algebra Pre-AP (may be concurrent)\ncalculator required Trig/Adv. Algebra Trig/Adv. Algebra Pre-AP (may be concurrent) Trig/Adv. Algebra Pre-AP\nHall High only\nUniversity course Calculus AB AP None 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 11Music (Vocal, Band, Orchestra) 99-2000 Course No. 121000 121002 122002 123002 124002 122004 121100 121102 122102 123102 124102 122006 123006 121200 121202 122202 123202 124202 121001 121006 Abbreviated Title Description Grades Prerequisites Credit NOVICE CHOIR CHOIR 1 CHOIR 2 CHOIR 3 CHOIR 4 MADRIGALS NOVICE BAND BAND 1 BAND 2 BAND 3 BAND 4 JAZZ BAND 1 JAZZ BAND 2 NOVICE ORCH ORCHESTRA 1 ORCHESTRA 2 ORCHESTRA 3 ORCHESTRA 4 SURVEY MUS MUS APPREC Novice Choir Choir I Choir II Choir III Choir IV Madrigals Novice Band Band I Band II Band III Band IV Jazz Band I Jazz Band II Novice Orchestra Orchestra I Orchestra II Orchestra III Orchestra IV Survey of Fine Arts-Music Music Appreciation MusicParkview Magnet *99-2000 Course No. 121300 122300 121302 122302 123302 Abbreviated Title Description 124302 122304 123304 124304 121306 122306 121400 122400 123400 125400 125402 123308 124308 CADET BND 1 CADET BND 2 VARSITY BAND CONC BAND 1 CONC BAND 2 CONC BAND 3 SYMP BAND 1 SYMP BAND 2 SYMP BAND 3 INST ENSEM VOC ENSEM MUSIC THRY 1 MUSIC THRY 2 MUSIC THRY 3 MUS THRY 3AP MUS THRY 4AP LAB SINGERS 1 LAB SINGERS 2 Cadet Band I Cadet Band II Varsity Band Concert Band I Concert Band II Concert Band III Symphonic Band I Symphonic Band II Symphonic Band III Instrumental Ensemble Vocal Ensemble Music Theory I Music Theory II Music Theory III Music Theory III AP Music Theory IV AP Lab Singers I Lab Singers II 9 9-12 10-12 11-12 12 10-12 9 9-12 10-12 11-12 12 10-12 11-12 9 9-12 10-12 11-12 12 9-12 9-11 Grades 9 10 9 10-12 11-12 12 10-12 11-12 12 9-12 10-12 9-12 10-12 11-12 11-12 12 11-12 12 Audition Audition Choir I Choir II Choir III Audition Audition Audition Band I Band II Band III Audition Stage Band I Audition Audition Orchestra I Orchestra II Orchestra III None None Prerequisites Audition\nParkview only Cadet Band I\nParkview only Audition\nParkview only Audition' Parkview only Concert Band I\nParkview only Concert Band II\nParkview only Audition\nParkview only Symphonic Band I\nParkview only Symphonic Band II\nParkview only Audition\nParkview only Audition\nParkview only None\nParkview only Music Theory I\nParkview only Music Theory II\nParkview only Music Theory II\nParkview only Music Theory III AP\nParkview only Audition\nParkview only Audition\nParkview only 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 1 Credit 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 12Science 99-2000 Course No, 131000 131002 131004 Abbreviated Title Description Grades Prerequisites Credit 132000 132002 132004 133000 133002 133004 135002 135004 133006 135006 135012 135008 134000 135010 133008 133010 ESL PHYS I PHYSICS I PHYS 1 PRE-AP ESL Physics I Physics I Physics I Pre-AP 9-12 9-12 9-12 ESL BIOL I BIOLOGY 1 BIO 1 PRE-AP ESL CHEM 1 CHEMISTRY 1 CHEM 1 PRE- AP PHYS 2 AP PHYS 2 APU ANAT\u0026amp;PHYS BIOL2AP BIOL 2 APU CHEM 2 AP GEOL/SPACE ENV SCI AP ADVSCI RSRCH ARSRCH PRE- AP ESL Biology I Biology I Biology I Pre-AP ESL Chemistry I Chemistry I Chemistry I Pre-AP Physics II AP Physics IIAPU Human Anatomy and Physiology Biology II AP Biology II APU Chemistry II AP Geology and Space Science Environmental Science AP Advanced Science/ Theoretical Research Advanced Science/ Theoretical Research Pre- AP ScienceParkview Magnet 99-2000 Course No. 133101 Abbreviated Title Description 133103 133105 133107 133109 133111 MICROBIO Microbiology QUAL ANALY STATS/WRTG ENV HEALTH ANAT\u0026amp;PHYS ORG CHEM Qualitative Analysis Applied Statistics and Technical Writing Environmental Health Human Anatomy and Physiology Organic Chemistry 10-12 10-12 10-12 11-12 11-12 11-12 12 12 11-12 12 12 12 12 11-12 11-12 11-12 Grades 11-12 11-12 11-12 11-12 11-12 11-12 Identification\nHall High only None Completion of/or concurrent enrollment in Algebra II Identification\nHall High only None Teacher recommendation Identification\nHall High only None Algebra II or II Pre-AP Physics I Pre-AP or Physics I with teacher recommendation Physics I Pre-AP\nHall High only\nUniversity studies Biology I Biology I Pre-AP or Biology I with teacher recommendation Biology I Pre-AP\nHall High only\nUniversity course Chemistry I Pre-AP or Chemistry I with teacher recommendation Completion of two years of high school science Biology I or Biology I Pre-AP and Chemistry I or Chemistry I Pre-AP Teacher recommendation and completion of Pre-AP courses. Teacher recommendation and completion of Pre-AP courses Prerequisites Biology I Pre-AP\nParkview only Chemistry I Pre-AP\nParkview only Algebra II\nParkview only Biology I Pre-AP\nParkview only Biology I Pre-AP\nParkview only Chemistry I Pre-AP\nParkview only 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Credit 1/2 1/2 1/2 1/2 1/2 1/2 13Social Studies 99-2000 Course No. 151000 151002 151004 151006 152002 152004 152006 153002 153004 153006 155006 155008 155010 154002 154004 155001 155003 151008 151010 151012 153001 155005 155012 155016 153003 155007 155014 154006 152008 153008 153009 153010 151014 153012 Abbreviated Title Description Grades Prerequisites Credit ESL INT SOCST ESL CIVICS CIVICS CIVICS PRE-AP ESL WRLD HST WORLD HIST W HIST PRE-AP ESL US HIST US HIST US HIST US HIST AP US HIST APU US HIST AP ESL US GOVT US GOVT GOV\u0026amp;POLAP COMP GVT AP GLBL STUDIES WRLD GEOG WRLD GEOG PRE-AP PSYCHOLOGY PSYCHOLOGY U PSYCH AP PSYCH APU SOCIOLOGY SOCIOLOGY U EURO HIST AP WRLD CULTURE AFR/AFR AM H ECONOMICS SERV LRNG PEER HELP GLBL STDS IS US HIST IS ESL Introduction to Social Studies ESL Civics Civics Civics Pre-AP ESL World History World History World History Pre-AP ESL United States History United States History United States History (Early Bird) United States History AP United States History APU United States History AP (Early Bird) ESL United States Government United States Government US Government and Politics AP Comparative Government AP Global Studies World Geography World Geography Pre-AP Psychology Psychology U Psychology AP Psychology APU Sociology Sociology U European History AP World Cultures Africa n/African American History Economics Service Learning Peer Helping and Facilitation Global Studies IS United States History IS 9-12 9-12 9-12 9-12 9-12 10-12 10-12 10-12 11-12 11-12 11-12 11-12 11-12 10-12 10-12 11-12 11-12 9-12 9-12 9-12 11-12 11-12 11-12 11-12 11-12 11-12 12 12 10-12 11-12 11-12 11-12 9-10 10-12 Identification\nHall High only\nelective credit only Identification\nHall High only None Teacher recommendation Identification\nHall High only None Teacher recommendation Identification\nHall High only None None Teacher recommendation Teacher recommendation\nHall High only Teacher recommendation Identification\nHall High only None Teacher recommendation\nUnited States History AP or Civics Pre-AP Teacher recommendation\nUS Government and Politics None None Teacher recommendation None None\nHall High only\nUniversity course Teacher recommendation Hall High only\nUniversity course None None\nHall High only\nUniversity course Teacher recommendation\nWorld History Pre-AP or United States History AP None None McClellan High only Approval of teacher None\nHall High only None\nCentral High only None\nCentral High only 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 1/2 1 1 1 1/2 1/2 1 1 1/2 1/2 1 1 1 1 1/2 1 1 1 14 ef Trades and Industry '99-2000 Course No. 172103 171100 172100 171001 172102 173102 173104 174104 173108 173110 173112 174108 174110 174112 173120 173122 173124 174120 174122 174124 173126 173128 174126 174128 172130 173130 174130 Abbreviated Title Description Grades Prerequisites Credit WRKPL READY EXP IND TECH CARPENTRY EX EAST LAB BASMECHDRAW ADVMECHDRAW ARCH DRAFT ENGIN DRAFT CCE REL 1 CCE COOP 1 CCE COOP 1 CCE REL 2 CCE COOP 2 CCE COOP 2 ICT REL 1 ICT COOP 1 ICT COOP 1 ICT REL 2 ICT COOP 2 ICT COOP 2 GCE REL 1 GCE COOP 1 GCE REL 2 GCE COOP 2 COMM ART 1 COMM ART 2 COMM ART 3 Workplace Readiness Exploring Industrial Technology Carpentry Exploration Environmental and Spatial Technology Lab Basic Mechanical Drawing Advanced Mechanical Drawing Architectural Drafting Engineering Drafting Coordinated Career Education I Coordinated Career Education Coop I Coordinated Career Education Coop I (afternoon) Coordinated Career Education II Coordinated Career Education Coop II Coordinated Career Education Coop II (afternoon) Industrial Coop Training I Related Industrial Coop Training I Coop Industrial Coop Training I Coop (afternoon) Industrial Coop Training II Related Industrial Coop Training II Coop Industrial Coop Training II Coop (afternoon) General Coop Education Related I General Cooperative Education Coop I General Cooperative Education Related II General Cooperative Education Coop II Computerized Commercial Art I Computerized Commercial Art II Computerized Commercial Art III 10-12 g 10-12 9-12 10-12 11-12 11-12 12 11-12 11-12 11-12 12 12 12 11-12 11-12 11-12 12 12 12 11-12 11-12 12 12 10-12 11-12 12 None None None McClellan High only None Basic Mechanical Drawing Basic Mechanical Drawing Basic Mechanical Drawing None Concurrent enrollment in Coordinated Career Education I Concurrent enrollment in Coordinated Career Education I Coordinated Career Education I Concurrent enrollment in Coordinated Career Education II Concurrent enrollment in Coordinated Career Education II None Concurrent enrollment in Industrial Cooperative Training l-Related Concurrent enrollment in Industrial Cooperative Training l-Related Industrial Cooperative Training I Concurrent enrollment in Industrial Cooperative Training Il-Related Concurrent enrollment in Industrial Cooperative Training Il-Related None Concurrent enrollment in General Coop Education I- Related General Coop Education I Concurrent enrollment in General Coop Education Il- Related One unit of high school art\nParkview Magnet only Computerized Commercial Art I\nParkview Magnet only Computerized Commercial Art II\nParkview Magnet only 72 1 1 72 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15Metropolitan Courses 99-2000 Course No. 162001 162100 163100 164100 162102 163102 164102 162104 163104 164104 162106 163106 164106 162108 163108 164108 162110 163110 164110 162112 163112 164112 162114 163114 164114 162116 163116 164116 162118 163118 164118 Abbreviated Title Description Grades Prerequisites Credit WRKP READY AUTO BODY 1 AUTO BODY 2 AUTO BODY 3 AUTO TECH 1 AUTO TECH 2 AUTO TECH 3 CULINARY ART1 CULINARY ART2 CULINARY ART3 COMMER ART 1 COMMERART 2 COMMERART 3 C-A DRAFT 1 C-A DRAFT 2 C-A DRAFT 3 PRINTING 1 PRINTING 2 PRINTING 3 COSMTLGY 1 COSMTLGY 2 COSMTLGY 3 ELECTRONICS 1 ELECTRONICS 2 ELECTRONICS 3 MED PROFS 1 MED PROFS 2 MED PROFS 3 WELDING 1 WELDING 2 WELDING 3 Workplace Readiness Auto Body/Paint Technology I Auto Body/Paint Technology II Auto Body/Paint Technology III Automotive Technology I Automotive Technology II Automotive Technology III Culinary Arts I Culinary Arts II Culinary Arts III Computerized Commercial Art I Computerized Commercial Art II Computerized Commercial Art III Computer-Aided Drafting I Computer-Aided Drafting II Computer-Aided Drafting III Computer Graphics/ Printing Technology I Computer Graphics/ Printing Technology II Computer Graphics/ Printing Technology III Cosmetology I Cosmetology II Cosmetology III Electronics I Electronics II Electronics III Medical Professions I Medical Professions II Medical Professions III Metal Fabrication I (Welding) Metal Fabrication II (Welding) Metal Fabrication III (Welding) 10-12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 Metropolitan only_____ None\nMetropolitan only Auto Body/ Paint Technology I\nMetropolitan only________ Auto Body/ Paint Technology II\nMetropolitan only_______ None\nMetropolitan only Automotive Technology I\nMetropolitan only_________ Automotive Technology II\nMetropolitan only_________ None\nMetropolitan only Culinary Arts I\nMetropolitan only Culinary Arts II\nMetropolitan only None\nMetropolitan only Computerized Commercial Art I\nMetropolitan only Computerized Commercial Art II\nMetropolitan only None\nMetropolitan only Computer-Aided Drafting I\nMetropolitan only Computer-Aided Drafting II\nMetropolitan only________ None\nMetropolitan only Computer Graphics/ Printing Technology I\nMetropolitan only Computer Graphics/Printing Technology II\nMetropolitan only None\nMetropolitan only Cosmetology I\nMetropolitan only Cosmetology II\nMetropolitan only None\nMetropolitan only Electronics I\nMetropolitan only Electronics II\nMetropolitan only____________________ None\nMetropolitan only Medical Professions I\nMetropolitan only Medical Professions II\nMetropolitan only_________ None\nMetropolitan only Metal Fabrication I (Welding)\nMetropolitan only Metal Fabrication II (Welding)\nMetropolitan only (Metropolitan courses continued next page) 72 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 J 16 r If  Metropolitan Courses - continued from previous page 99-2000 Course No. 162120 163120 164120 162122 163122 164122 162124 163124 164124 162126 163126 164126 Abbreviated Title Description Grades Prerequisites Credit RADIO BRDCT 1 RADIO BRDCT 2 RADIO BRDCT 3 CONSTRUCT 1 CONSTRUCT 2 CONSTRUCT 3 TV PROD 1 TV PROD 2 TV PROD 3 DIESEL TECH 1 DIESEL TECH 2 DIESEL TECH 3 Radio Broadcasting I Radio Broadcasting II Radio Broadcasting III Residential Construction I Residential Construction II Residential Construction III TV Production I TV Production II TV Production III Diesel Technology Services I Diesel Technology Services II Diesel Technology Services III 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 None\nMetropolitan only Radio Broadcasting I\nMetropolitan only Radio Broadcasting II\nMetropolitan only None\nMetropolitan only Residential Construction I\nMetropolitan only Residential Construction II\nMetropolitan only None\nMetropolitan only TV Production I\nMetropolitan only TV Production II\nMetropolitan only None\nMetropolitan only Diesel Technology Services I\nMetropolitan only Diesel Technology Services II\nMetropolitan only 3 3 3 3 3 3 3 3 3 3 3 3 17Special EducationResource Room 99-2000 Course No. 191000 192000 193000 194000 191002 192002 193002 194002 191004 192004 193004 194004 191006 191008 191010 192012 191014 192014 192016 193014 194014 Abbreviated Titie Description Grades Prerequisites Credit ENG 1 RR ENG 2 RR ENG 3 RR ENG 4 RR READ 1 RR READ 2 RR READ 3 RR READ 4 RR MATH 1 RR MATH 2 RR MATH 3 RR MATH 4 RR PHYS SCI RR BIOLOGY RR HEALTH SCI RR EARTH SCI RR CIVICS RR WRLD HIST RR W GEOG RR US HIST RR US GOVT RR English I RR English II RR English III RR English IV RR Reading I RR Reading II RR Reading III RR Reading IV RR Mathematics I RR Mathematics II RR Mathematics III RR Mathematics IV RR Physical Science RR Biology I RR Health Science RR Earth Science RR Civics RR World History RR World Geography RR U.S. History RR U.S. Government RR 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 9-12 9-12 9-12 10-12 10-12 11-12 12 None English I RR English II RR English III RR None Reading I RR Reading II RR Reading III RR None Mathematics I RR Mathematics II RR Mathematics III RR None Physical Science RR None None None None None None None 1 1 1 1 1 1 1 1 1 J__ 1 1 1 1 1 J__ J__ 1 1 1 1 18Special EducationSelf Contained 99-2000 Course No. 191100 192100 193100 194100 191102 192102 193102 194102 191104 192104 193104 194104 191106 192106 193106 194106 191108 192108 192110 193108 194108 191112 191114 191116 191118 192112 192114 192116 192118 193112 193114 193116 193118 194112 194114 194116 194118 Abbreviated Title Description Grades Prerequisites Credit ENG 1 SC ENG 2 SC ENG 3 SC ENG 4 SC READ 1 SC READ 2 SC READ 3 SC READ 4 SC MATH 1 SC MATH 2 SC MATH 3 SC MATH 4 SC PHYS SCI SC BIOLOGY SC HEALTH SCI SC EARTH SCI SC CIVICS SC WRLD HIST SC W GEOG SC US HIST SC US GOVT SC COMM DOM 1 DOMT DOM 1 VOC DOM 1 REC/LEIS 1 COMM DOM 2 DOMT DOM 2 VOC DOM 2 REC/LEIS 2 COMM DOM 3 DOMT DOM 3 VOC DOM 3 REC/LEIS 3 COMM DOM 4 DOMT DOM 4 VOC DOM 4 REC/LEIS 4 English I SC English II SC English III SC English IV SC Reading I SC Reading II SC Reading III SC Reading IV SC Mathematics I SC Mathematics II SC Mathematics III SC Mathematics IV SC Physical Science SC Biology I SC Health Science SC Earth Science SC Civics SC World History SC World Geography SC U.S. History SC U.S. Government SC Community Domain I Domestic Domain I Vocational Domain I Recreation/Leisure I Community Domain II Domestic Domain II Vocational Domain II Recreation/Leisure II Community Domain III Domestic Domain III Vocational Domain III Recreation/Leisure III Community Domain IV Domestic Domain IV Vocational Domain IV Recreation/Leisure IV 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 9-12 9-12 9-12 10-12 10-12 11-12 12 9 9 9 9 10 10 10 10 11 11 11 11 12 12 12 12 None English I SC English II SC English III SC None Reading I SC Reading II SC Reading III SC None Mathematics I SC Mathematics II SC Mathematics III SC None Physical Science SC None None None None None None None None None None None Community Domain I Domestic Domain I Vocational Domain I Recreation/Leisure I Community Domain II Domestic Domain II Vocational Domain II Recreation/Leisure II Community Domain III Domestic Domain III Vocational Domain III Recreation/Leisure III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19Classes of 2001 and Prior English4 units Oral Communication1 unit Social Studies3 units or 2 units of Social Studies and 1 unit of vocational/technical studies: (1 unit of Civics or American Government and 1 unit of American History. If a third unit of social studies is taken, it must be a world focus course. World History must be taken to be eligible for Academic Challenge Scholarship Program.) Summary of Graduation Requirements Accelerated Learning Center Requirements, Effective Fall 1998 English4 units Oral Communication1/2 unit Social Studies3 units (1 unit of World History, 1 unit of U.S. History, % unit of Civics or Government) Class of 2002 (freshmen in fall 1998) English Language Arts4 units ESL English I, English I or English I Pre-AP\nand ESL English II, English II or English II Pre-AP\nand ESL English III, English III, English III Pre-AP, or English III AP\nand ESL English IV, English IV, or English IV AP Oral Communication1 unit Communications I Social Studies3 units Civics and World History and United States History Recommended Common Core and Career Focus, Class of 2003 English Language Arts4 units ESL English I, English I or English I Pre-AP\nand ESL English II, English II or English II Pre-AP\nand ESL English III, English III, English III Pre-AP, or English III AP\nand ESL English IV, English IV, or English IV AP_________________ Orai Communication1 unit Communications I_____________ Sociai Studies4 units Civics and World History and United States History and One additional unit from: African/ African-American History (1), European History AP (1), U.S. Government and Politics AP (1/2), Comparative Government (1/2) Economics (1/2) Sociology (1/2)________________ 20Classes of 2001 and Prior Mathematics3 units (3 units to include Algebra I) Science3 units (At least one unit shall be in life science and one unit in physical science. All required science units must provide hands-on laboratory experience for students a minimum of 20 percent of instructional time.) Physical Education1/2 unit Health and Safety1/2 unit Accelerated Learning Center Requirements, Effective Fall 1998 Mathematics3 units (1 unit of Algebra or its equivalent and 1 unit of geometry or its equivalent) Science3 units (at least 1 unit of Biology or its equivalent and 1 unit of a physical science) Physical Education1/2 unit Health and Safety1/2 unit Class of 2002 (freshmen in fall 1998) Mathematics3 units Algebra I and Geometry or Concepts of Geometry and One additional unit based on algebra and geometry knowledge and skills. Science3 units Physics I and Biology I and Chemistry I Recommended Common Core and Career Focus, Class of 2003 Mathematics4 units Algebra I and Geometry and Algebra II and One advanced unit. Students are strongly encouraged to take a mathematics course during their senior year. Science4 units Physics I and Biology I and Chemistry I and One additional unit Physical Education1/2 unit Physical Education A Health and Safety1/2 unit Health and Safety Foreign Languages2 units Physical Education1/2 unit Physical Education A Health and Safety1/2 unit Health and Safety 21Classes of 2001 and Prior Fine Arts1/2 unit Vocational/Technicai Education 1 unit may substitute for 1 unit of social studies Accelerated Learning Center Requirements, Effective Fall 1998 Fine Arts1/2 unit Class of 2002 (freshmen in fall 1998) Fine Arts1 unit One unit from art, dance, drama, or music Technology Applications1 unit One unit from Keyboarding Applications (1/2), Word Processing A (1/2), Word Processing B (1/2), Database Management (1/2) Desktop Publishing A (1/2), Desktop Publishing B (1/2), Programming A (1/2), Programming B (1/2), Computerized Business Applications (1), Computerized Accounting II (1). Recommended Common Core and Career Focus, Class of 2003 Fine Arts1 unit One unit from art, dance, drama, or music Technology Applications2 units Two units from Keyboarding Applications (1/2), Word Processing A (1/2), Word Processing B (1/2), Database Management (1/2) Desktop Publishing A (1/2), Desktop Publishing B (1/2), Programming A (1/2), Programming B (1/2), Computerized Business Applications (1), Computerized Accounting II (1). 22Classes of 2001 and Prior Electives5 /a units Total: 21 units (15 of the units must be taken in high school) Accelerated Learning Center Requirements, Effective Fall 1998 Career Focus3 units Three specified units from one of the following areas: Humanities Sciences Fine Arts Administrative Services Business Management Finance Marketing Coordinated Career Education Child Care and Guidance Management Services Food Production, Management, and Services Family and Consumer Sciences General Cooperative Education JROTC Trades and Industry Electives3 units Total: 21 units Class of 2002 (freshmen in fall 1998) Career Focus3 units At least three specified units from one of the following areas: Humanities Sciences Fine Arts Administrative Services Business Management Finance Marketing Coordinated Career Education Child Care and Guidance Management Services Food Production, Management, and Services Family and Consumer Sciences General Cooperative Education JROTC Trades and Industry Electives4 units Total: 24 units Recommended Common Core and Career Focus, Class of 2003 Career Focus4 units At least four units from one of the following areas: Humanities Sciences Fine Arts Parkview MagnetArts8 units Parkview MagnetSciences5 units, plus yearly project McClellan High5 % specified units. Total: 27 units 23Published by the Little Rock School District Curriculum Instruction Department December, 1998 I kxvc\\ Marshall From: Sent: To: Subject: Diane Vibhakar [dvibhakar@alltel.net] Monday, September 17, 2001 8:33 AM Undisclosed-Recipient:\nFw: Invitation to \"Save Our Schools\" Forum with LRSD Superintendent Ken James FYi-  Original Message----- From: Zach Polett \u0026lt;poldirect@acom.org\u0026gt; To: Siva Soora \u0026lt;sisoora@yahoo.com\u0026gt;\nmatthew Aurilio \u0026lt;aurilios@alltel.net\u0026gt;\nBrittany Bailey \u0026lt;labailey@aristotle.net\u0026gt;\nKevin Daneshmandi \u0026lt;kdanesh104@aol.com\u0026gt;\nChuck Desjardin \u0026lt;desjardincharlesl@exchange.uams.edu\u0026gt;\nDana Dussing \u0026lt;tanddberry@aristotle.net\u0026gt;\nSatish Duvvuru \u0026lt;satish.duvvuru@protechsoft.com\u0026gt;\nPaul Fleming \u0026lt;pdfleming@cromweil,com\u0026gt;\nJim Fullerton \u0026lt;jaycfulle@mann.lrsd.k12.ar.us\u0026gt;\nJay Gandy \u0026lt;gandyjay@exchange.uams.edu\u0026gt;\nJudy Garner \u0026lt;smiledr747@aol.com\u0026gt;\nAndrea Garrett \u0026lt;a_garrett@natmedsys.com\u0026gt;\nLouise Gutierrez \u0026lt;ramses33@aol.com\u0026gt;\nManu Khushlani \u0026lt;khushalaniM@prodigy.net\u0026gt;\nDr. Madhusudhan Kunapalli \u0026lt;k.madhusudhan@med.va.gov\u0026gt;\nGinny Kurrus \u0026lt;ginkurrus@aol.com\u0026gt;\nBarbara D. Levin \u0026lt;bedlevin@juno.com\u0026gt;\nVan Light \u0026lt;vanl@aristotle.net\u0026gt;\nChetty Mamandur \u0026lt;cmamand@infomath.com\u0026gt;\nGinny McMurray \u0026lt;vlmcmurray@aristotle.net\u0026gt;\nKim Montez \u0026lt;akmontez@aol.com\u0026gt;\nAlice Muawad \u0026lt;jfmuawad@aol.com\u0026amp;g Sent: Saturday, September 15, 2001 1:42 PM Subject: Invitation to \"Save Our Schools\" Forum with LRSD Superintendent Ken James \u0026gt; PLEASE ATTEND THIS IMPORTANT COMMUNITY MEETING TO LEARN HOW WE CAN SAVE THE \u0026gt; FUNDING BASE FOR OUR PUBLIC SCHOOLS \u0026gt; ^*********** \u0026gt; \u0026gt; ACORN Hosts \"Save Our Schools\" Forum \u0026gt; \u0026gt; ACORN, in cooperation with the Little Rock School District, is hosting a \u0026gt; \"Save Our Schools\" community forum to educate the public about the damage \u0026gt; that current City Hall proposals for Tax Increment Financing (TIF) Districts \u0026gt; would do to the funding base of our local schools. \u0026gt; \u0026gt; The \"Save Our Schools\" forum will be held on: \u0026gt;  \u0026gt; Monday, September 17 \u0026gt; 7:00 p.m. \u0026gt; \u0026gt; Rockefeller Elementary School \u0026gt; 700 E 17th Street (in downtown Little Rock) \u0026gt; \u0026gt; Speakers at the forum will include: \u0026gt; \u0026gt; \u0026gt; \u0026gt; \u0026gt; Little Rock School District Superintendent Kenneth James Little Rock City Director Genevieve Stewart Little Rock City Director Johnnie Pugh Attorney John Walker State Senator John Riggs Little Rock School Board Member Baker Kurrus Little Rock Classroom Teachers Association President Clementine Kelley 1, \u0026gt; \"If you really want to hear the truth and be informed about what these TIF \u0026gt; proposals can do to our schools and community services, come on out,\" said \u0026gt; City Director Genevieve Stewart. \"Citizens voices need to be heard on this \u0026gt; important issue which can affect the future of all our children.\" \u0026gt; For more information, call Zach Polett at 664-9259 or 376-6451. \u0026gt; 2lo:Ms. Ann Marshall From:Clay Fendley Friday Law Firm Page 2/5 AGREEMENT FOR PROTECTIVE ORDER This Agreement arises out the Little Rock School District Desegregation case, U.S.D.C. No. LR-C-82-866, Hereinafter, \"LRSD\" shall refer to the Little Rock School District and \"Joshua\" shall refer to the Joshua Intervenors, attorney John Walker and any agents or employees of the Joshua Interv'enors or attorney John Walker. LRSD and Joshua will be collectively referred to as the \"parties.\" IT IS HEREBY AGREED: 1. LRSD shall make available for review correspondence, e-mails and other documents obtained from LRSD principals for the purpose of responding to Joshua's August 13, 2001, discovery' request. It is understood that the documents to be provided may include student information and personnel infonnation which the LRSD considers confidential. Accordingly, the parties agree that all conespondence, e-mails and other documents provided to Joshua in response to Joshua's August 13, 2001, discovery' request shall be considered Confidential Discovery Material and shall be used only for the purposes of the Little Rock School District desegregation case (including any appeals) and not for any other purpose whatsoever. Confidential Discovery Material shall not be given, shown, made available, or communicated in any way to anyone except those persons to whom it is necessary for purposes of the Little Rock School District desegregation case. 9 Confidential Discovery^ Material may not be disclosed to any person other than: (a) Counsel of record of the parties to this litigation\nPage 1 of 4 I t 1 i\nXUZUUZUI 15:04 To:Ms. Ann Marshall From\nClay Fendley Friday Law Firm Page 3/5 (b) Paralegal, clerical, and other such personnel employed or retained by, or working under the supervision of, counsel of record of the parties to this litigation. (c) Consultants or expert witnesses (as defined in Fed. R. Civ, P. 26(b)) engaged by counsel of Joshua\n(d) The Court and court personnel\nand (e) An other person or entity as to whom counsel for LRSD agrees in writing, or whom the Court directs shall have access to such information Counsel for Joshua may disclose Confidential Discovery Material to the class representative only to the extent that disclosure is necessary in order for counsel for Joshua to understand the meaning or context of the Confidential Discovery Material and only after counsel for Joshua has made a good faith attempt to understand the document without assistance from the class representative. Counsel for Joshua shall provide LRSD's counsel with written notice identifying documents which have been disclosed to the class representative within ten (10) days of disclosure. 3. All persons to whom Confidential Discovery Material is disclosed or bv whom Confidential Discoveiy Material is used, shall be informed of and agree to be bound by the terms of this Agreement and shall take all necessary precautions to prevent any disclosure or use of Confidential Discovery Material other than as authorized by this Agreement and shall agree to submit to the personal jurisdiction of the United States District Court, Eastern District of Arkansas, on any issue relating to compliance with the Agreement. Counsel subject to this Agreement shall take all reasonable steps necessary to advise any person to whom Confidential Discovery Page 2 of 4 tid/Bb/ai lo:Ms. Ann Marshall FroazClay Fendley Friday Law Firm Page 4/5 Material may be disclosed, or by whom it may be used, of the terms of this Agreement and, m addition, before disclosure of any Confidential Discovery Material, shall obtain from any person described in subparagraphs 2(b), 2(c), and 2(d) herein a written affidavit of acknowledgment that such person has reviewed a copy of this Agreement and will comply with its terms in all respects. Such original signed affidavits shall be retained by counsel of record and a copy provided to opposing counsel within seven (7) days of execution. 4. If Joshua wants to use Confidential Discover}' Material for a purpose Other than the Little Rock School District desegregation case, the Confidential Discover} Material at issue shall be treated as Confidential Discover}' Material until LRSD agrees in writing that the information and/or documents may be used for another purpose or the United State District Court presiding over the Little Rock School District desegregation case issues an order authorizing Joshua to use the information and/or documents for another purpose. 5. Nothing in this Agreement shall prevent Joshua from producing any document or information in his, her, or its possession in response to a lawful subpoena or other compulsory process\nproUded that notice shall be given to LRSD at least fourteen (14) business days prior to the return date of the subpoena or other compulsor}' process, or, if the subpoena or other compulsory process has a return date of less than fourteen (14) days, notice shall be given to LRSD in writing or by telephone as soon as possible but in no event later than forty eight (48) hours prior to the return date. Page 3 of 4 j, i i 1IB/OB/Ul xa.-Mi fo:Ms. Ann Marshall FromiClay Fendley Friday law Firm Page 5/5 6. Nothing in this Agreement shall be deemed as a waiver by LRSD of any privilege, a waiver of its right to object to production of information or documents on the basis that said information is not subject to discovery under the Federal Rules of Civil Procedure, or of its right to object to the introduction of information documents into evidence. or 7. Within ninety (90) days after the conclusion of hearings on Joshua's objection to LRSD being released from Court supemsion, all Confidential Discovery Material and documents containing or reflecting information designated as Confidential Discov^ery Material, including but not limited to copies, summaries and excerpts, shall be returned to LRSD or at the option of LRSD all such Confidential Discovery Material shall be certified as having been destroyed, provided that counsel may retain their work product, copies of court filings and official transcripts and exhibits, provided that the Confidential Discovery Material contamed therein will continue to be treated as provided herein. 8. This Agreement be effective immediately upon execution by the parties and shall survive the conclusion of this litigation. 9. The parties agree to file a joint motion for entiy^ of a protective order consistent with the terms of this Agreement. John C. Fendley, Jr. Attorney for LRSD John W. Walker Attomev for Joshua DATED\nDATED\nPage 4 of 4 I:iB/oa/Bi lozm lozrts. Ann Marshall Fro:Clay Fendley Friday Law Firn Page 1/5 FRIDAY, ELDREDGE \u0026amp; CLARK A LanTED LIAMLm PARTNERSHIP ATTORNEYS AT LAW 2000 REGIONS CENTER WO WEST CAPITOL Lil ILEROCK, ARKANSAS TELEPHONE (501) 374.2011 FAX NO. (501)376-2147 facsimile Is legallv phvlimd and conHdentM InlonnaUon Baf^ abmie. If the reader of this is not i^phmt ate heteby mtlHea that any dlsiinlnatlon. dlstrtbution or copy of the tnansnM^sttlelly prohibited. If you liansmiltal to us at aoove aaaross vfa the United States Postal Service. Thanh you. Date: Time: Pages: 10/8/01 15:03:42 5 To: Fax #: Ms. Ann Marshall 3710100 From: Clay Fendley Subject: Message: E-mails Dear Mr. Walker: We have ready for your review the e-mails of principals through March 15, 2001. There ar e a total of 5454 e-mails. We will make them available for your review on a computer in ou r office. Please call and let me know when you want to begin reviewing the e-mails. I am attaching the Agreement for Protective Order which you agreed to sign at the Octobe r 2, 2001, hearing. Please bring the signed agreement with you when you come to review the e-mails. We appreciate your cooperation. Clay Fendley Friday, Eldredge \u0026amp; Clark 400 W. Capitol, Suite 2000 Little Rock, AR 72201 E-mail: fendley@fec.net Direct Phone: 501-370-3323 Direct Fax: 501-244-5341F-733 T-346 P-002 FEB 05 02 13:13 LitUe Rock School District Pupil Services Di irtment ^^jssss^i Januioy 2002 Memo / TO: Selectxd ilt^ Princes \u0026amp; Counselors fROS\u0026amp; Jo Evelyn El ector- Fi^ Sendees Department TBROUGH: Junious Superintaident fat Aiauustra^ Servtoes SUBJECT: CcuQsding frogram Court Documcntaticai The Friday Law Firm catalogued fite School Counsding Program docameaats received fiem your athool as Aowa below. Cbqt Foodley, lead aitoRtey, is now requesting that schools fiiat did not sutsnit sU counseling program doenmeots in December must do so now. We are hying to gri everything in befiira the next conrt hearing is scheduled. Ccmselors did not submit moodily reports and counsatiog coumet logs ftr 1999*2000 and 2000-01 will need to recreate friin. tfaev records. The Guidance Folds shoaid be s useful resource to estaUish when yi^ h^d kttdividual and/s groip contact with the students. Completing and maintaining these records is not opdcmal. Th^ verify that the counsels is inqilemeniing your guidance plan and providing contact and needed et^ppeort to aU snidnrits. Again, we want to emphasus: that Ote is\u0026amp;rmatimi collected via the Conmelor Contact Log is genoic and dierefiire is not confideatiaL There ia no reason why those contact cannot be shared andpaiticulariy in acouitcase. Student ID numbers may be sdbstitiited for names if yon with. Preparing and snfamitting the moodify CcMnsdors Raport to the Principal is not pptionaL Again, it provides documoKation to verify service ddivery to all stodeots and otiier customers as well as documoit tiiat your counseling program plan, is bring inqrleeneccted. Prior to January2001, when the oounseiots * mcmthly K^MCting fixm was revisad, you were supposed to haw used the original hnn, Counsdcis' Meotitlv Report to Adminiatratars, \u0026amp;t repenting purposes. A cqiy is esdosed fir your refoenoe. A. copy a the firm mt in your Counsders Commhgidve Program Planning Giiidf\nSyscm Support Section. Prior to Jamaiy 2001, we had not requested dint you send a copy of your mondify rqxtft to Pupil Sovices. However you were eaqiected to {stpare die r^iort each mootb a^ submit to your piiws^ (s) as well as maujtsinacr^forycRff files. Listed below are the counseling docamcats that are still needed fi-om you \u0026amp;r the court hearing. } Cuidcnce Plan (riCiS99-'2a\u0026gt;M Moadi^^ Reports tz\u0026lt;999-2000 Cmotfdor Contact Logs 999-2000 .20O0-2Q01 2000-2001 __9K)0-200) Safo^^\u0026amp;tdidl FiaiKes CbV'dion Joaea Dr. Marian Lsoq' aLITTLE ROCK SCHOOL DISTRICT draft administrative DIRECTIVE\nEGAD Effective: October 1, 2001 the use and deletion of electronic MAIL the electronic work place, the shift the ways they share ideas, transmit as .0 the performance of tasks associated The District due\nS to explore practices and less^She\" Snd \u0026lt; effective e by forcing pannerships with others ac^roTsSatoX^Sn?,^: Purpose The specific purposes of this directive To ensure that the District To ensure that the Districts are: To ensure an orderly and efficient purging of extraneous mail. s electronic mail system is used appropriately\ns electronic mail system works efficiently\nand process for the reasonable and timely Inappropriate Use Xoteinappropriate and are not permitted on the District A. B. C. f employees because messages are not entirely secure- Ss.  or pictures\nAssisting a campaign for election ' D. E. promotion of or opposition to elections and business\nof any person to any office or for the any ballot proposition including union F. Engaging in practices that threaten may introduce a virus)\nViolating copyright laws\n'enguage\nthe network (e.g., loading files thatdraft G. H. I. J. Using others' passwords\nTrespassing in others' folders, documents Employing the network for , or files\ncommercial purposes\nor Promoting, supporting or celebrating religion or religious institutions. Review of Files and Communications AS such, network adminisiX may^SXranX\"''''*\" transmitted through the netwodt to maintain that flies stored on DisATseX'weX\"e\"'' \"\"\" that staff members are ensure not expect Network administrators will supen/isor who will take aDDraorili2^HT' behaviors to the employee's P mail =PFmpriate action. Violations mav result in a inQ\u0026lt;= nf cz-ncaoo e-mail system and/or disciplinary action. ----------- . Any other reports of 's may result in a loss of access to the ^rinq and Deletion of Electronic Messages and File.q impact on the efficiency of the system. every - a great negative If users want to save files kept in inboxes- -Sent Items, and Deleted itemsheyZS te 3er.'\nnnpl fniriare ___i-rxi. , yue one of the other computer programs or drives. personal folders or folders in appropriately stored in software fifteen (15) days after it from the Microsoft Outlook was sent or received. Any mail or files - be lost to the The effective date of this directive i: to allow any e-mail that they wish to save to folders. assistance in setting-up folders to the Teachers Lounge\" section of the LRSD \u0026gt; tf toher assistance is needed, please contact thi LRSoSSSn save e-mail, they should refer to website for step-by-step directions. Department.Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1922-1994) WILUAM H. SUTTON. P.A. BYRON M. EISEMAN. JA. P.A. JOE D. BELU P.A JAMES A. aUTTRY. P.A FREDERICK S. URSERY. P.A OSCAR . DAVIS. JA. P.A JAMES C CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A PAUL a. BENHAM 111. P.A LARRY W. BURKS. P.A A WYCKUFF NISBET. JA. P.A JAMES EDWARD HARRIS. P.A I. PHILUP MALCOM. P.A JAMES M. SIMPSON. P.A JAMES M. SAXTON. P.A J. SHEPHERD RUSSELL HI. P.A DONALD H. BACON. P.A. WILUAM THOMAS BAXTER P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOA P.A. JOSEPH S. 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 III. P.A MICHAELS. MOORE. P.A DIANES. 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 M. GAYLE CORLEY. P.A. ROBERT 8. BEACH. JR.. P.A J. LEE BROWN. P.A JAMES C. 9AKEA JA. P.A ATTORNEYS AT UAW A LIMITED LlAStUTY PARTNERSHIP wMrw.frjdayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-378.2147 HARRY LIGHT, f.. 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. 3425 NORTH FUTRALL DRIVE, SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE 501-695-2011 FAX 501-895-2147 JEFFREY H. MOORE. P.A DAVID M. GRAF. P.A CARLA GUNNELS SPAINHOUA P A JOHN C. FENOLEY. JA. P.A. JONANN ELIZABETH CONIGLIO. P.A A CHRISTOPHER LAWSON. P.A. GREGORY D. TAYLOA P.A TONY L. WILCOX. P.A FRAN C. HICKMAN. P.A. BETTY J. DEMORY. P.A LYNDA M. JOHNSON. P.A JAMES W. SMITH. P.A. CUFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON. P.A. MARVIN L. CHILDERS A COLEMAN WESTBROOK JA ALLISON J. CORNWELL ELLEN M. OWENS JASON B. HENDREN BRUCE a. TIDWELL MICHAEL E. KARNEY KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A IFRAH JAY T. TAYLOR MARTIN 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 PHILIP B. MONTGOMERY KRISTEN S. RIGGINS ALAN G. BRYAN orcouMseL B.S. CLARK WILLIAM U TERRY 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 870-782-2808 FAX 870-782-2018 WIUIAM U PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. A.O. MCALLISTER JOHN C. FENOLEY. JR. LITTLE ROCK TEL 501-370*3323 FAX S01-244-S341 September 21, 2001 ( Via Facsimile \u0026amp; Mail ) received SE? 2 'ZSB Mr. John W. Walker 1728 Broadway Little Rock, Arkansas 72206 'It Dear Mr. Walker: In response to your letter dated September 19,2001, enclosed please find the Administrative Directive pertaining to the use and deletion of e-mails. The specific purposes of the directive are outlined therein. We do not intend to notify all of Little Rock School District personnel to save all e-mails. That is neither reasonable nor necessary. Please let us know if you have any additional questions or concerns in this regard. Sincerely, Jj^nri C. Fendley, Jr. y JCF/bgb cc: Di\u0026gt;Ken James ^s. Ann Marshall I F:\\HOME^BBrown\\fendJcY(LJlSD\\wllter4 iLwpd I06/12/21302 0 /\n46 bOi-624-2022 LKbD COMMUNICAIlUNb HAtSt. 01/01 810 West Markham Little Rock, AR 72201 Phone: Fax: (501) 447*1025 (501) 447-1161 DATE: August 12, 2002 TO: Central Arkansas Media Cynthia Howell, Arkansas Democrat-Gazetts FROM: Suzi Davis, EnglLsh Director SUBJECT: Professional Development for Teachers MESSAGE: We have some top-notch folks coming to work with our English, Foreign Language, Communication, Drama and Journalism teachers today and tomorrow, August 12 and 13. I hope you will find time to drop by and visit us and see for yourselves the great and enthusiastic teachers with whom I work and the quality of inservice in which they are participating. Our training schedule is below: High School English, Communication, Drama and Journalism teachers will be at the IMAX Aerospace Center learning about Rubrics and Performance Based Assessments. Amy Benjamin, author and trainer from New Yor\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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