{"response":{"docs":[{"id":"loc_rosaparks_48482","title":"Nicholas Parks, 17 years, 1997 [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1997"],"dcterms_description":["Title from item."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":["African American boys"],"dcterms_title":["Nicholas Parks, 17 years, 1997 [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.48482"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["photographic printscolor1990-2000.gmgpc","portrait photographs1990-2000.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"usm_oh_mus-coh-maplesd","title":"Oral history with Judge Darwin Maples","collection_id":"usm_oh","collection_title":"Oral History","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Maples, Darwin, 1926-","Ward, Tom"],"dc_date":["1997"],"dcterms_description":["Oral history.; Interview conducted on July 29, 1997 with Judge Darwin Maples (born approximately 1925). Judge Maples served as judge for almost thirty years over George, Jackson, and Greene counties, beginning in 1962. He was instrumental in curtailing Ku Klux Klan activity at the time of the Vernon Dahmer trials.","Electronic version made available through a National Leadership Grant for Libraries from the Institute for Museum and Library Services to the University of Southern Mississippi.","This item is part of the Civil Rights in Mississippi Digital Archive."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["University of Southern Mississippi. Center for Oral History and Cultural Heritage."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights workers","Civil rights movement"],"dcterms_title":["Oral history with Judge Darwin Maples"],"dcterms_type":["Text"],"dcterms_provenance":["University of Southern Mississippi. Center for Oral History and Cultural Heritage"],"edm_is_shown_by":null,"edm_is_shown_at":["https://usm.access.preservica.com/uncategorized/IO_2e54827d-4ee2-4cb5-bf8f-09246e4f36be"],"dcterms_temporal":["1930/1995"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["University Libraries provides access to these materials for educational and research purposes. Use of materials from this collection beyond the exceptions provided for in the Fair Use and Educational Use clauses of the U.S. Copyright Law may violate federal law. When possible, we have provided information regarding the copyright right status of an item; however, the information we have may not be accurate or complete. Obtaining permissions to publish or otherwise use is the sole responsibility of the user."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":["Maples, Darwin, 1926- --Interviews"],"dcterms_subject_fast":null,"fulltext":null},{"id":"usm_oh_mus-coh-barber97","title":"Oral history with Mr. Rims Barber","collection_id":"usm_oh","collection_title":"Oral History","dcterms_contributor":null,"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":["Barber, Rims, 1936-","Bolton, Charles C"],"dc_date":["1997"],"dcterms_description":["Oral history.; Interview conducted on August 21, 1997 with Rims Barber (born 1936). In 1964, he participated in Mississippi Freedom Summer with the National Council of Churches and returned to Mississippi with the Delta Ministry in 1965 to work in Canton. He became their Education Director in 1966 and moved to Greenville. Later, he helped establish a Jackson office to assist Representative Robert Clark and work on statewide agendas. In 1977, he went to work for the Children's Defense Fund as the Director of the Mississippi Project until they closed the Mississippi office in 1989. He founded the Mississippi Human Services Agenda to carry on the work of research and advocacy with an emphasis on welfare, education, and health.","Electronic version made available through a National Leadership Grant for Libraries from the Institute for Museum and Library Services to the University of Southern Mississippi.","This item is part of the Civil Rights in Mississippi Digital Archive."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["University of Southern Mississippi. 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When possible, we have provided information regarding the copyright right status of an item; however, the information we have may not be accurate or complete. Obtaining permissions to publish or otherwise use is the sole responsibility of the user."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":["Barber, Rims, 1936- --Interviews"],"dcterms_subject_fast":null,"fulltext":null},{"id":"usm_oh_mus-coh-andersonr","title":"Oral history with Reuben Anderson","collection_id":"usm_oh","collection_title":"Oral History","dcterms_contributor":null,"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":["Bolton, Charles C","Anderson, Reuben V. (Reuben Vincent), 1942-"],"dc_date":["1997"],"dcterms_description":["Oral history.; Interview conducted on December 18, 1997 with Reuben Anderson. He was the first African-American to graduate from Ole Miss Law School. His professional experience includes the NAACP Legal Defense and Educational Fund, Inc., 1967-75; municipal judge for the City of Jackson, 1975-77; county court judge for Hinds County, 1977-82; circuit court judge for the Seventh Circuit Court District, 1982-85; Mississippi Supreme Court justice, 1985-90; and Jamie L. Whitten Chair of Law and Government at the University of Mississippi, fall of 1995.","Electronic version made available through a National Leadership Grant for Libraries from the Institute for Museum and Library Services to the University of Southern Mississippi.","This item is part of the Civil Rights in Mississippi Digital Archive."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["University of Southern Mississippi. 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Paul is Shirley's son [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1997"],"dcterms_description":["Title from item.","\"Kodak premium processing, Apr. 1997\"--printed on back."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":["African American families"],"dcterms_title":["Paul Jenkins, wife Angela, son Jalah. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Parents","School discipline","School management and organization"],"dcterms_title":["Report: ''Little Rock School District Educational Equity Monitoring 1996-97, First Semester Summary Report,'' Planning, Research, and Evaluation Department"],"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/708"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"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 RECEIVED JUN 6 1997 OFFICE OF Office of Desegration Monitoring EDUCATIONAL EQUITY MONITORING 1996-97 FIRST SEMESTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1997 TABLE OF CONTENTS AREA AND MAGNET SCHOOLS 1.0 Page Equitable Placement by Race/Gender in School Programs 3 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 24 4.0 Committees 30 5.0 Extracurricular Activities 34 6.0 Student Achievement/Assessment 41 7.0 Special Education 49 8.0 Gifted and Talented Education 54 9.0 Staff Development 63 10.0 Parental Involvement 70 11.0 Student Discipline 79 12.0 Building Leadership/Management 92 9 INCENTIVE SCHOOLS 1.0 Equitable Placement by Race/Gender in School Programs 108 2.0 Curriculum 108 3.0 School/District Initiated Honors and Awards 111 4.0 Committees 111 5.0 Extended Day Educational Opportunities 112 6.0 Student Achievement/Assessment 113 7.0 Special Education 114 8.0 Gifted and Talented Education 115 9.0 Staff Development 116 10.0 Parental Involvement 118 11.0 Student Discipline 119 12.0 Building Leadership/Management 122 additional observations addendum School Category Groupings Used In Report Henderson Health/Sciences Magnet Program McClellan High School Business/Communications Magnet Program 124 134 135 138LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT 1996-97 EDUCATIONAL EQUITY MONITORING FIRST SEMESTER SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by local school biracial committee members and the Planning, Research, and Evaluation staff. Each team conducts one school visit each semester using a monitoring instrument developed by the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits, with instructions for these instruments to be shared with their school staffs. The visits are scheduled cooperatively with each principal. The teams report semi-annually to the Superintendent the progress or lack of progress in the following areas\nEquitable Placement by Race and Gender in School Programs Curriculum School/District Initiated Honors/Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. ThePage 2 school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of the visits conducted between October 15, 1996 and December 17, 1996. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this report is to identify the degree to which each school is progressing toward the goals of desegregation (See LRSD Desegregation Plan pages 28-29.). At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principals comments from this conference are included in the reports for clarification. In addition, the LRSD Office of Desegregation, through the appropriate central office administrator, provides guidance for corrective actions. Therefore, current conditions may be different.1.0 Page 3 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: Racially balanced (at least 25% black) certified and (at least 25% white) non-certified staff reflects appropriate percentage Racial/Gender Balance (at least 25% black) in staff assignments, programs, content areas, and grade level School enrollment to be within the appropriate racial range for 1996-1997, elementary: 40% to 60%, junior high: 52.57% to 78.85%, senior high: 49.83% to 74.74% Racial/gender enrollment of classrooms and courses generally reflects the racial/gender composition of the school Racial/gender enrollment of extended educational programs generally reflects the racial/gender composition of the school Plans to eliminate one-race classes, if one-race classes are identified Class enrollments comply with state standards Strategies to increase the number of minority students in upper level courses/class groups FINDINGS: Area Elementary Schools: Of the 23 area elementary schools, eleven schools, or 48%, did not meet the criteria of equitable staffing (certified and/or non-certified). Jefferson, Meadowcliff, Otter Creek, and Watson fell below the staffing goal of at least 25% black certified staff members. The other seven of eleven schools-Badgett, Bale, Baseline, Brady, Cloverdale, McDermott and Pulaski Heights-fell below the staffing goal of at least 25% white non-certified staff members. Seven of the 23 area elementary schools, or 30%, reflected the acceptable range for black student enrollment for the 1996-97 school year. The schools arePage 4 Forest Park, Fulbright, Jefferson, McDermott, Otter Creek, Pulaski Heights, and Terry. Bale, Baseline, Dodd, Fair Park, and Otter Creek, or 22%, of the 23 area elementary schools had class enrollments that failed to reflect the racial/ethnic composition of the school. Bale had four classes out of range. At Baseline, the fifth grade was out of range at 93% black students. There were three classes out of range at Dodd. Fair Park had seven classes out of range. Six of 14 classes were slightly above the recommended range for black students. One first grade class was slightly below the recommended range for black students. Of the 23 area elementary schools, six have one-race classes. The identified schools are Badgett, Bale, Baseline, Meadowcliff, Watson, and Wilson. At Badgett, a single one-race class was noted. Bale had four one-race classes. At Baseline, four one-race classes were also observed. Meadowcliff had a single one-race class. At Watson, a one-race class was observed. At Wilson, one section of special education was noted with 17 black students. Response from Principal(s): Meadowcliffs principal said that Human Resources pulled two teachers from the school, a black teacher and a white teacher. The Watson principal said that a new black speech therapist was employed in November. Meadowcliffs principal said that speech was normally a one teacher to one student class.Page 5 Original Magnet Elementary Schools: Of the four original magnet elementary schools, two schools, or 50%, did not meet the criteria of eguitable staffing (certified and/or non-certified). Both Booker and Gibbs fell below the staffing goal of at least 25% white non-certified staff members. At the other two schools, Williams and Carver, the school staff composition was adequate to ensure student contact with a variety of personnel. At all four schools, enrollments reflected the racial composition prescribed by the Court approved desegregation plan. Class enrollments at all four schools generally reflected the racial/ethnic composition of the school. All principals implemented effective strategies in order to racially balance class enrollments. There were no one-race classes in any of the four schools. Response from Principal(s). The Booker principal stated that there was one open position this year which was filled by a white drama specialist. Interdistrict Elementary Schools: King, Romine, and Washington attained the goal for equitable staffing for certified staff members. Romine met the goal for non-certified staff. The noncertified staff was 9% white at King, 26% white at Romine, and 22% white at Washington which was similar to the 1995-96 second semesters equity report. The school enrollment at Romine (71% black) did not reflect the racial composition prescribed for the interdistrict schools. At three schools, no one-race classes were observed.Page 6 Response from Principal(s): The percentage of Romines black students assigned through the student assignment office exceeds the goal of 40-60% black. Also, changing neighborhood demographics is a factor. Area Junior High Schools: Forest Heights, Mabelvale and Southwest attained the equitable staffing goal. The non-certified staff at Cloverdale was 9% white. The certified staff at Pulaski Heights was 20% black. The school enrollment at Cloverdale (87% black) did not reflect the racial composition prescribed for area junior high schools. Only Cloverdale had class enrollments that reflected the ethnic composition of the school population. Principals provided strategies to eliminate disproportionate class/course enrollments. One-race classes were reported at all of the area junior high schools. Response from Principal(s): Pulaski Heights principal stated that there is a very limited pool of black staff members who are willing to work at the junior high level. Original Magnet Junior High School: The equitable staffing goal was attained at Mann. The 52% black student enrollment was within the range approved by the Court. More than 50% of the classes did not generally reflect the ethnic population of the school. The principal provided strategies to eliminate disproportionate class/course enrollments. There were five one-race classes reported.Page 7 Response from Principal: None Area Junior High Schools with Magnet Programs: Dunbar and Henderson attained the equitable staffing goal for certified staff. The goal for non-certified was not attained at Dunbar where only 23% of noncertified employees are white. The school population at Dunbar reflected the acceptable range of 52.57% to 78.85% black. At Dunbar and Henderson, the class enrollments did not reflect the school populations. The principals provided strategies to eliminate disproportionate class/course enrollments. One-race classes were reported at Dunbar and Henderson. Response from Principal(s): None Alternative Learning Center: The ALC did not attain the equitable staffing goal for non-certified positions with only 20% white personnel. School enrollment was 46% black. Classes generally reflected the ethnicity of the student population. One-race classes were observed. Response from Principal\nThe ALC principal stated that he had no chance to pick the race of new security personnel. Area Senior High Schools: Fair and Hall attained the equitable staffing goal. Halls enrollment reflected the acceptable range of 50% - 75% black students. Class/ course enrollments didPage 8 not generally reflect the composition of the student population at either school. Both schools, Fair and Hall, generally had classes out of compliance. Also, both schools were observed to have had one-race classes. Written strategies to eliminate disproportionate classes were provided. Response from Principal(s): 4 None Original Magnet Senior High School: Parkview attained the eguitable staffing goal. Fifty-two percent of the student population was black. More than 73% of the classes were within the acceptable range for black student enrollment. Two one-race classes were reported which included nine black students in a Drama II class. There were 13 black students in kindergarten. Response from Principal: None Area Senior High Schools with Magnet Programs: Only the composition of the school staff at McClellan met the goal for both certified and non-certified personnel. At Central, the non-certified white personnel was 22%. Centrals school enrollment was 62% black and within the prescribed range of 50% - 75%. McClellan did not meet this goal with an 84% black enrollment. Class/course enrollments did not reflect the composition of the student bodies. Sixty-four percent of the classes at Central were over or under the acceptable range. The principal provided strategies to eliminate disproportionate classes and the one-race classes at Central and McClellan.Page 9 Response from Principal(s): The principal stated McClellan is working toward a quality 50% black and 50% white staff. Metropolitan Vocational-Technical Education Center: Metropolitan did not achieve the staffing goal for non-certified staff. Personnel included a 25% black certified staff and 20% non-certified white staff. The school population was 50% black. There were two one-race classes reported. Response from Principal: None 2.0 CURRICULUM At each school the monitors expected to find: Implementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy: Can the curriculum be implemented with available materials and equipment ?) Varied teaching strategies reflected by display of student work Current and complete documentation of student progress. Teachers demonstrating use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalismPage 10 FINDINGS: Area Elementary Schools: In all area elementary schools except Baseline, most of the visited teachers said that materials and equipment were adequate for curriculum delivery. Although all classroom teachers visited at Baseline Elementary School said that they had adequate materials and equipment for use in the classroom, the Success for AH Title I program materials were not at the school, and it was mid October. The Peabody materials were back-ordered through December. It was reported that Baseline School was not connected to the Internet. At Chicot School, it was reported that additional social studies teacher guides were needed. At Woodruff School, two teachers said that they could use additional equipment and/or materials. One teacher said that dictionaries were needed. Another teacher said that more hands-on materials for instruction were needed. It was reported at Badgett Elementary School that the computer laboratory needed additional working headphones. In some visited classes at Geyer Springs Elementary School, some teachers mentioned that they could use additional computers. At Bale School, one visited teacher needed some social studies books for each child to have one copy. All observed student records at these schools were current and complete. Visited classroom seating patterns promoted interactions among students of different races/genders in all of these schools. However, in the classrooms observed at Baseline and Fair Park Schools, there were very few white students.Page 11 Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflected the racial/ethnic/gender differences of the student body and/or multiculturalism in all of these schools. In all of these schools except one, the bulletin boards, displays of projects. publications, and productions in the classrooms reflected multiculturalism. There was an inadequate representation of Caucasians in the pictures and posters of the classrooms visited at Fair Park School. There was a display of student work both inside and/or outside of the classrooms visited in all of these schools. The multicultural objectives of the curriculum were taught in all the visited classrooms in these schools. For all of these schools except one, it was determined that the media specialist annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. At Otter Creek School, the media specialist was out of the building attending a workshop on the day of the monitoring visit. She was not at school for the monitors to interview about this. However, the monitors saw multicultural materials throughout the media center. Response from Principal(s): The Chicot Elementary principal reported that the teacher guides in question for social studies had been ordered, but she would check on when they will be sent to the school. The Woodruff Elementary principal said that hands-on mathematics materials will be purchased from the Title I budget. The Bale principal said that the teacher had not given the number of social studies books needed to the principal.Page 12 Original Magnet Elementary Schools: Materials and eguipment \\A/ere reported to be sufficient for curriculum delivery by most monitored teachers. Overhead projectors, globes, computers. manipulatives, films, audios, texts, LRSD multicultural curriculum guides, and TVs were observed in the visited classrooms at Carver Magnet School. All observed records were current and complete in these schools. In most classrooms visited, all students were actively involved in classroom instruction. Students were observed drawing circles using a compass. Students were also observed using computers, worksheets and books. Pupils were observed reading aloud to the class. A game of charades was observed. In all classrooms visited, seating patterns promoted interaction of the races/genders. Throughout these schools, publications, bulletin boards and productions reflected the racial/ethnic and gender differences of the student body and/or multiculturalism. At Gibbs School, a poster was observed with the theme of cooperative group rules with a child pictured in a wheel chair as well as other youngsters of multiple races. Some bulletin boards about Mesopotamia and India were observed. In all the classrooms monitored at these schools, multicultural poster and bulletin boards were displayed. At Williams Magnet School, a bulletin board on Native Americans was observed as well as one on black leaders, and a multicultural number line was on display. In most classrooms monitored, displays of student work reflecting various teaching strategies were observed. At Carver Magnet School, displays of studentPage 13 work of American Indians stipulating the cultural diversity of the tribes were observed. Multicultural objectives of the curriculum guides were being taught in all classrooms visited in these schools. At Carver Magnet School instruction was being conducted on how the various American Indian tribes beneficially used the environment. The media specialists at these schools annually evaluated the adequacy of the multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. Response from Principal(s): None Interdistrict Elementary Schools: At King, Romine and Washington Schools, most teachers of monitored classrooms had adequate materials and equipment to deliver the curriculum. One of the English as a Secondary Language (ESL) centers was located at Romine. These schools had current and complete student records in the classrooms monitored. All students observed at these schools were actively involved in classroom instruction. Observed classroom seating patterns were well balanced in these schools. Bulletin boards, displays of projects, publications, and productions in these schools reflected the racial/ethnic/gender differences of the student bodies and/or multiculturalism. Native American, Asian, and Hispanic cultures were examples of displays reported by monitors.Page 14 All monitors at these schools said that classroom bulletin boards were multicultural. Examples included famous people from different cultures and professions featured on a bulletin board, and a globe was observed that featured cultural economics throughout the world. Displays of student work were observed in all the visited classrooms in these schools. Multicultural objectives of the curriculum were reported to be taught in all visited classes. One monitor observed a multicultural music lesson in progress. The media specialists at these schools reported that the evaluation of materials was ongoing. The Washington media specialist reported that this school year more materials have been available from Asian and Hispanic authors, and the school has ordered some of them. The multicultural collection is increased each year at Washington School. Response from Principal(s): None Area Junior High Schools: All of these schools reportedly had adequate materials and equipment to deliver the curriculum. However, at Cloverdale Junior High School, some teachers of monitored classrooms said that they needed more high interest and low ability level materials. It was reported that some Cloverdale Junior High School textbooks were damaged, and that they were kept an extra year when they should have been replaced. Some visited teachers at Cloverdale said that the class set concept for textbooks was working\nat least, this assured that every student had a text every day.Page 15 Most of the student records observed in these schools were current and complete. However, one visited teacher at Cloverdale Junior High School had the grade book and lesson plan book at home. In most classrooms visited in these schools, the students were actively involved in classroom instruction. Most of the students in one classroom visited at Pulaski Heights Junior High School were not involved in the lesson being taught. Seating patterns were appropriate in the monitored classes at these schools. In all of these visited schools, the bulletin boards, displays of projects, publications. and productions throughout the schools, including the media center, reflected the racial/ethnic/gender differences of the student body and/or multiculturalism. Most of the classrooms visited in these schools had bulletin boards, displays of projects, publications, and productions reflecting the racial/ethnic/gender differences of the student body and/or multiculturalism. A few visited classes at Pulaski Heights Junior High School did not have multicultural displays. A display of student work was observed in all classrooms visited at these schools. Interviewed teachers at these schools said that the multicultural objectives were taught. The media specialists at these schools said that they annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. The media specialist at Cloverdale Junior High School said that she read book reviews, reviewed the books on the shelf and listened to what the students and teachers asked for before making an order.Page 16 Response from Principal(s)\nNone Magnet Junior High School: Most of the teachers visited at this school said that they had adequate materials and equipment. Most of the observed records at this school were current and complete. All observed students were actively involved in classroom instruction at this school. In most visited classrooms at this school, the seating patterns enhanced the desired race/gender interaction. This school had evidence that the multicultural curriculum was being implemented. In most classrooms visited in this school, there was a good mix of multicultural displays. In two classrooms at Mann Junior High, no bulletin boards were observed. There was a display of student work exhibited in most of the classrooms visited. However, no student work was observed in one classroom. It was reported in all the classes visited in this school that multicultural objectives of the curriculum guides were taught. The visited media specialist at this school reported that she annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. Response from Principal(s): The Mann Junior High principal said that the media specialist attended the tridistrict multicultural fair each year. The Mann media specialist coordinated thePage 17 purchase of materials with the LRSD Director of Instructional Technology/Library Programs. Area Junior High Schools with Magnet Programs: On the report from Henderson, several problems concerning the band program were noted. It was reported that the Henderson band had to have its own fund raiser for the purchase of needed instruments and equipment. It was also reported at Henderson that some students had to be turned away from the band because they did not have the needed instruments. A staff member at Henderson said that either two band room walls needed to be fully carpeted for better acoustics or that acoustical panels needed to be placed on these walls. It was reported that Henderson needed some locked storage space for band instruments. Some instruments were getting stolen because of the lack of adequate and locked storage space. The band also needed a computer capable of running software on rhythm and pitch identification. One student reportedly wanted out of band because he could not afford drum sticks. There was no Internet connection at Henderson. No lesson plan book was available in one classroom visited at Henderson Junior High. At Henderson Junior High School, in some rooms visited, white students sat together, or there were so few white pupils that there could not be a good mix. In one visited classroom, the students were seated alphabetically unless they talked too much. At Dunbar, the recommendation was given by the monitoring team for more multicultural displays to be reflected in the classrooms.Page 18 Response from Principal(s): The Henderson principal said that he talked with the student who allegedly wanted out of band because he could not afford drum sticks. The principal said that the situation was that the boy could actually afford the drumsticks, but he decided to spend the money elsewhere. The Henderson principal also said that once the building was wired and prepared for the Internet, he would determine how much money to spend on computers, software and inservice for the 1997-98 school year. Alternative Learning Center (ALC): Some visited ALC teachers said that they did not have adequate materials and equipment to deliver the curriculum, nor did they have enough textbooks. Teachers expressed the need for classroom sets of textbooks and more computers. In one classroom visited, the overhead projector did not work. A projection screen was needed in one visited class. Observed records were current and complete. All observed students were actively involved in classroom instruction. The gender mix in the observed classes was good. There were only three white students in the school. There was evidence that the multicultural objectives of the curriculum were being implemented both throughout the school and in the classes visited. Some visited classes had student work on display. It was reported that the multicultural objectives of the curriculum guides were being taught. There was no library, and thus, no media specialist assigned to the school.Page 19 Response from Principal: The principal said that no teacher had asked for more materials. He said that each teacher was allocated $150 for the first semester to be spent for materials and equipment beyond the normal needs. He said that extra requests were handled on a case-by-case basis. He said that there was a plan to have classroom sets of textbooks (science 1995-96 and English 1996-97) in the second year. He said that he was in the process of negotiating to get the school more computers. Vocational funds were used to purchase new computers. The principal also said that the classrooms had new student desks, and this was not true at some of the other junior high schools. Area Senior High Schools: There were ample textbooks and extra reading material available at Hall High School. However, there was a concern expressed by some visited teachers about the lack of phone lines in the classrooms and the lack of access to the world wide web on the Internet. One classroom visited at Hall had no computer in the room. Another Hall teacher used the computer for classroom laboratory work. A Hall High teacher mentioned that more expensive computer hardware was needed to run the most current programs. Adequate materials and equipment were observed at Fair High School. However, more modern computer technology was frequently mentioned as a need by the monitored teachers. The observed records at both of these schools were current and complete. One set of records at Hall High indicated a particular class that had excessivePage 20 absences. This teacher said that the absences really hurt the students progress in the subject matter. Some of the absences were due to disciplinary suspension from school. All observed students were actively involved in classroom instruction at both of these schools. The program monitors at Hall High School observed that there were no patterns established by race/gender of the students in their seating arrangements. However, it was noted that when there are only two whites in a classroom, it was hard to see patterns. It was noted on the Fair High School report that the seating patterns observed promoted the desired interaction among students of various races and genders. There was evidence in both of these schools that the multicultural curriculum was being implemented. In most of the classrooms observed, there was some student work on display in both of these schools. It should be noted that such work is less likely to manifest itself at the high school level than the lower levels. It was reported by all monitored teachers at Hall High School that the media specialist annually evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. On the day of the monitoring visit, ACT testing for grade ten and eleven students was occurring in the library. Therefore, contact with the librarian was not possible to see evidence. The Fair High School media specialist said that she was sensitive to the need to have adequate multicultural materials. However, she expressed a frustration overPage 21 an absence of technology. For example, Fairs Library Media Center is not automated. Response from Principal(s): In the exit conference, one of the Hall assistant principals said that the PTSA committee was assisting in getting a plan for Internet access. He also indicated that the PTSA bought $2,400 worth of ACT prep computer programs. Original Magnet Senior High School: In all the classrooms monitored at Parkview, the teachers reported having adequate materials and equipment. Observed records were current and complete. All students were actively involved in all classrooms visited. All observed classroom seating patterns promoted interaction among students of different races and both genders. Most teachers interviewed reported that the multicultural objectives of the curriculum were being taught. In a majority of the classrooms monitored, student work was on display. It was reported that the media specialist annually evaluates the adequacy of multicultural materials in the media collection. Response from Principal: None Area Senior High Schools with Magnet Programs: The majority of the monitored teachers at McClellan said that they had adequate materials and equipment. Some visited teachers said that they needed more computer equipment.Page 22 A majority of the teachers monitored at Central High School reported that additional materials and/or equipment were needed. Mentioned specifically were materials needed for Language Arts Plus classes, updated computers for Business Department classes, computers for English classes, an electric piano for the choir. and dictionaries. Observed records were current and complete at both schools. In most classrooms monitored, all students were actively involved in classroom instruction. In two McClellan classes, some students were observed sleeping. Classroom seating patterns observed were appropriate based on the school enrollment. There was evidence that the multicultural objectives of the curriculum were being implemented. Displays of student work were found at McClellan. However, at Central in the majority of the classes observed, monitors saw no student work displayed. Media specialists at Central and McClellan evaluated the adequacy of multicultural materials in the media collection. The Central media specialist said that no additional funding to support the purchase of materials for the International Studies magnet program are received. The McClellan media specialist said Internet access was needed to supplement the multicultural materials, as well as other areas of the media collection. All monitored teachers at both schools said that they taught the multicultural objectives of the curriculum guides.Page 23 Response from Principal(s): The Central principal responded that the Language Arts Plus classes require no additional materials, but use the same ones as regular classes. Other materials/equipment cited by teachers as needed seemed beyond adequate to the principal. Except for the computers for the Business Department, the principal at Central felt that the teachers had adequate materials to teach the curriculum. In regard to student work being displayed, the Central principal responded that much of the work students complete at the high school level did not lend itself to be displayed. Metropolitan Vocational-Technical Education Center: In a majority of the classes monitored, teachers reported having adequate materials and equipment. However, it was reported that new textbooks and workbooks were needed for television production. Additionally, although classroom material was adequate for the auto body class, shop materials were not. In welding. more modern equipment was needed to enhance the program, although students were being taught necessary skills with the equipment available. Observed records were current and complete. In all classrooms visited, all students were actively involved in classroom instruction. Numerous pictures of students were on display in the activity center. Bulletin boards, displays of projects. publications and productions in the classrooms reflected the racial/ethnic/gender differences of the student body. Monitors observed student work displayed in all classrooms visited. Metropolitan does not have a media center. It has established an Activity/Page 24 Information Center in which information about each program is housed. No funds are provided to Metropolitan from the LRSD to purchase books, equipment, and other materials specifically for a media center. Response from Principal: The principal reported that a grant had been approved in the amount of $69,000 to be spent for the television production program. The money will be spent on materials and equipment. 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honors Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents A process to evaluate the honors and awards programs for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards FINDINGS Area Elementary Schools: There were no negative answers given to any items of this section for all area elementary schools. At Cloverdale Elementary, scholarship and citizenship honor rolls and perfect attendance awards offered a variety. At Dodd School, at the beginning of each school year, a revised/updated handbook is given to each family and all staff members outlining the prerequisites for all awards and honors. At Woodruff School, the principal monitored honors and awards by race/gender every nine weeks. The Chicot honors and awards committee metPage 25 regularly to evaluate existing awards for equity and to determine if new awards were necessary. At Badgett School, the principals choice honor was a motivational award. At Western Hills School, new awards have been added through the COE plan. At Bale School, the strategies for awards equity was developed by the Effective Schools Team. There were no entries in the school profile for honors and awards for the first nine weeks at Baseline School. Response from Principal(s): The Baseline principal said that an honors convocation will be held at the end of the quarter. Original Magnet Elementary Schools: At Williams Magnet School, annual, quarterly and monthly award events honor achievement. Classroom teachers recognize students weekly, as do special area teachers for effort, progress and citizenship. Perfect attendance and improvement in academics and citizenship are given. A Good Citizens Reception is held monthly to recognize students who are exceptionally responsible and courteous citizens. Achievement awards were given periodically at Gibbs Magnet. Carvers Courteous Kids Tea was given once per month to reward students. There were usually about 15 tables of pupils at the tea with the principal. One purpose of the tea was to give the students some practice with their social skills. Outstanding spelling and good citizen awards were given. There was an honor roll recognition at Carver. Homework charts were kept to give pupils recognition. The teachers ofPage 26 classes for Gifted and Talented students gave awards in the following areas: National Geography Bee, LRSD Quiz Bowl, Thinking Cap Quiz Bowl, Odyssey of the Mind participation certificates (regional and state), Duke MAP certificates based on the achievement test results, and Yearbook certificates. Young Astronaut achievement awards and assignments completed and showed an interest awards were given. Space Fair projects were judged by out-of-the-building guests and graded by two staff members at Carver. At Carver, each staff member who gave an award wrote a criteria statement for publication in the August Carver Courier. Responses from Principal(s): The Gibbs Magnet Principal reported that honors and awards were given at the end of the semester. Interdistrict Elementary Schools: There were no negative answers given in the section concerning honors and awards for the Interdistrict Elementary Schools. The distribution of honors and awards will be monitored during the second semester visit. Response from Principal(s): None Area Junior High Schools: There were no negative answers given in this section of honors and awards for the five area junior high schools. The school profile for Southwest Junior High showed a list of honors and awards. Examples listed were honor roll, citizenship award, sports awards, and most improved student award. It was reported that atPage 27 Southwest, honors and awards were reviewed quarterly by the steering committee, and the monitoring and assessment committee also reviewed honors and awards for equity. Citizenship, academic honors and peace project were examples of Pulaski Heights Junior High School honors and awards provided and listed in the school profile. At Pulaski Heights, grade level teaching teams shared written procedures and requirements governing honors and awards with students. At Cloverdale Junior High School, Caught Being Good, Cadet of the Week, and seventh grade team honors were examples of academic and citizenship awards offered students at the end of the week for academic accomplishment and good behavior. Friday Flings and honors assemblies were given to students. Responses from Principal(s): The Forest Heights and Mabelvale Junior High Schools principals said that awards and honors will be presented subsequent to report cards being sent home for the first and second nine weeks. Original Magnet Junior High School: There were no areas of concern noted at Mann Magnet Junior High School with regard to the distribution of honors and awards. Response from Principal: None Area Junior High Schools with Magnet Programs: There was one area of concern on this section for Henderson Magnet Junior High School. There was no evidence that the offerings and procedures regardingPage 28 honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs at Henderson Magnet Junior High School at the time of the monitoring visit. However, a copy of a memorandum from the principal to all Henderson teachers was received in the Planning, Research and Evaluation Office on January 14, 1997. This memorandum had the subject of procedures for honors and awards. It stated that the desegregation plan required the staff to establish written procedures and requirements to govern honors and awards. The purpose of the memorandum was to provide the staff with a guide for developing these requirements. Sponsors were encouraged to provide written procedures to students and parents at the start of the school year in writing. They were encouraged to make copies available for inspection in the principals office. The statement was made that all students who met established eligibility requirements should have an equal opportunity to participate in all activities. Furthermore, this memorandum stated that eligibility for every activity should be based upon scholastic performance, conduct and interest. It was also stated that the Little Rock School District had a grading policy for extracurricular participation that should be followed at all times. Any modification had to be approved by the principal in advance. Response from Principal(s): At the exit conference, the Henderson principal said that the process of evaluation for honors and awards was available, and that he would provide the PRE office with a copy in a few days. However, the material did not arrive in the PRE office in time for it to appear in the schools written summary report.Page 29 Alternative Learning Center: There were no areas of concern noted at the Alternative Learning Center with regard to the distribution of honors and awards. Response from Principal: None Area Senior High Schools: Guidelines for awards and honors at Fair High School were communicated and/or distributed to staff, students, and parents during orientation assemblies, open house, and parent meetings. In the narrative profile for Hall High School, it was written that the offerings and procedures regarding honors and awards were evaluated regularly for eguity and to determine if new awards were necessary to meet student needs. Response from Principal(s): According to the Fair High School principal, awards and honors will be given subsequent to report cards being sent home for the first nine weeks. Original Magnet Senior High School: A list of honors/awards for the 1995-96 school year was attached to the summary report for program monitoring at Parkview. A good variety has been offered. It was reported that honors/awards information was given each quarter through notices and scoop sheets from the counselors, the school newspaper, and Honors Night bulletin. Response from Principal: NonePage 30 Area Senior High Schools with Magnet Programs: Information regarding Central High Schools honors and awards from the school year 1995-96 was attached to the summary report for equity monitoring. It showed that a variety of awards were given. Student of the Week, DAR award, sports awards and Family of the Month were examples of awards provided at McClellan High School. A list of awards/honors presented to students in the school year 1995-96 was attached to the monitoring summary report for McClellan High School. It also showed that a variety of honors and awards was given. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: All answers in this honors and awards section were positive for Metropolitan. Distribution of honors/awards will be monitored on the second semester visit. Response from Principal: None 4.0 COMMITTEES At each school the monitors expected to find: The composition of each appointed school-based staff/parent committee generally reflects the staff/student populations. FINDINGS: Area Elementary Schools: The monitoring teams at fourteen schools (Bale, Baseline, Brady, Chicot, Cloverdale, Dodd, Forest Park, Fulbright, Geyer Springs, Jefferson, Pulaski Heights,Page 31 Wakefield, Western Hills, and Wilson) reported that the composition of the schoolbased staff/parent committees was generally reflective of the staff/student populations. The composition of parent committees was not reflective of the school population at Badgett, McDermott, Meadowcliff, Terry, Watson, and Woodruff. Otter Creek reported that 72% of parent committee members were black, which exceeded the expected range, based on the school population. At Watson, only one parent committee, VIPS, was reported. It consisted of two black females. At Fair Park, the team consensus report showed that no information was available on committees. At Mabelvale Elementary and Watson Elementary, employee committees were not reflective of the staff population. The Cloverdale Elementary consensus report stated that one parent committee, the Cotillion Committee, was composed of four black parents. Response from Principal(s)\nRegarding the composition of the Cotillion Committee at Cloverdale Elementary, the principal said that membership on the Cotillion Committee is strictly voluntary, members are not appointed. The principal at Watson said that most of the parents at Watson work two jobs, making it difficult to volunteer time for committee work. Original Magnet Elementary Schools: Parent and staff committees were generally reflective of the school populations at Booker, Carver, Gibbs , and Williams. Response from Principal(s): NonePage 32 Interdistrict Elementary Schools: Parent and staff committees at King, Romine, and Washington reflected the staff/student populations. Response from Principal(s): None Area Junior High Schools: School-based committees generally reflected the staff/student population at Southwest. Parent participation rates at Cloverdale, Forest Heights, and Pulaski Heights were not within the recommended range for each school. At Mabelvale Junior High, there were no parent committees reported. Response from Principal(s): None Original Magnet Junior High School: Committees at Mann generally reflected the staff/student populations. Response from Principal: None Area Junior High Schools with Magnet Programs: At Dunbar, the composition of school-based committees reflected percentages that were within the expected ranges. At Henderson, the Biracial Committee, with a 50% black membership, was the only committee listed in the school profile, according to the monitoring report. However, profile information was also given relative to the composition of the Recruitment Committee, which had a 33% patron/parent membership.Page 33 Response from Principal(s): None Alternative Learning Center The only committee listed in the school profile was the school improvement committee with 44% black staff members. Response from Principal\nThe principal said that there were no parent volunteers available to serve on committees. Area Senior High Schools: The composition of committees at Fair and Hall reflected the staff/student populations. Response from Principal(s): None Original Magnet Senior High School: Committees at Parkview generally represent the appropriate population. However, the employee composition of the School Improvement Committee was 69% black . Response from Principal: None Area Senior High Schools with Magnet Programs: Committees at Central and McClellan were reflective of the staff/student populations.Page 34 Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Committees generally represent the appropriate population.. Response from Principal: None 5.0 EXTRACURRICULAR ACTIVITIES At each school the monitors expected to find:  Extracurricular activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and sex  Recruitment practices to promote participation of all races and both genders in extracurricular activities FINDINGS: Area Elementary Schools: At all area elementary schools, procedures were in place to assure that students were apprised of information regarding various opportunities in extracurricular activities/extended educational programs. Examples of ways students were informed about the aforementioned opportunities included the following: newsletters, school newspapers, special bulletins, information provided by teachers and counselors, announcements via intercommunication systems, monthly rap sessions with the principal, recruitment by teachers and counselors, through closed circuit television, information provided in student/parent handbooks, postings about schools, and through encouragement by teachers, counselors, and principals. Participation in extracurricular activities/extended educational programs generally reflected the school population in all area elementary schools. However, monitors from Pulaski Heights Elementary School noted that although totalPage 35 participation in extracurricular/extended educational programs reflected the school population, only one of five bus monitors was white, and only 14% of the students who participated in after-school art were black. Similarly, the monitoring report from Fulbright indicated that total participation in the above programs was within the acceptable range of 40% - 60% black students, based on the 53.3% black student enrollment, but that 62% of the monitors were black\nonly one of five fire marshals was black, and 33% of the Student Council officers were black. Response from Principal(s): None Original Magnet Elementary Schools: All original magnet elementary schools have procedures in place to assure that students are provided information regarding opportunities to participate in extracurricular activities/extended educational programs, according to monitoring team reports. Examples of procedures cited by monitors: information provided by teachers, counselors, and P.T.A. members, recruitment at registration, verbal and written announcements, and newsletters. Participation in extracurricular activities/extended educational programs generally reflected the school population at each original magnet elementary school, according to monitoring reports. However, no substantiating evidence was included as part of the report from Carver. Response from Principal(s): None Interdistrict Elementary Schools: No areas of concern regarding extracurricular activities were noted by monitors of the three interdistrict elementary schools. Procedures were evident at each of the schools to apprise students of opportunities to participate in extracurricular activities/extended educational programs. Monitors reported thatPage 36 students were informed about various activities via announcements over the intercommunication system, through newsletters, assemblies, bulletins, handbooks, by staff members, and through video announcements. Additionally, participation in such activities/programs generally reflected the school population at King, Romine, and Washington, according to monitoring reports. However, even though the report from King indicated that participation in extracurricular activities generally reflected the school population, monitors included the information that 64% of the students who participated in such activities were black, which is not within the acceptable range of 40%-60% black students, based on the 53% black student enrollment, as the report also indicated. Response from Principal(s): None Area Junior High Schools: All area junior high schools have implemented procedures to assure that students are provided information regarding opportunities to participate in extracurricular activities. Following are examples of such strategies cited by monitors: information in student handbooks, daily announcements and bulletins, posted informational fliers, assemblies, parent newsletters, and through counselors Participation in extracurricular activities generally reflected the school population at each area junior high school except Southwest, as reported by monitoring teams. At Southwest, 93% of the participants in the extracurricular program were black\nthe acceptable range for Southwest is 59%-88% black students, based on the 79% black student enrollment. Additionally, the report from Pulaski Heights Jr. High School indicated that although the total participation in extracurricular activities was within the acceptable range, the drill team was composed of eighteen black females\nY-Teens had a ten percent black membership, and Afrotique a membership of 100% black students. Similarly, the report fromPage 37 Cloverdale Jr. High School noted that participation in such activities was within the acceptable range. However, the School Profile from Cloverdale included information that the drill team had a 100% black membership, as did the volleyball team and the band. The National Junior Honor Society was composed of 93% white members and seven percent black students at Cloverdale Jr. High. The report from Cloverdale Jr. High School also included the information that monitors were informed that the Beta Club could do more to let students know what membership requirements were. Response from Principalfs): The principal at Cloverdale informed monitors \"... that daily bulletins, membership drives, and teachers talking with students were used to get more participation in extracurricular activities. Original Magnet Junior High School: No areas of concern regarding the section on \"Extracurricular Activities were noted on the monitoring report from Mann. Forty-one percent of the students who participated in extracurricular activities were black\nthere were no activities composed entirely of one race. Students were fully informed of opportunities for participation in the above activities via posters, information areas in the cafeteria during lunch, at Open House, announcements over the public address system, and through counselor visitations to classrooms. Response from Principal\nNone Area Junior High Schools with Magnet Programs: At both Dunbar and Henderson, monitoring reports indicated that procedures were evident to assure that students were fully informed about information regarding various opportunities in extracurricular activities. Examples of procedures cited: verbal and written daily announcements and school newsletters.Page 38 Participation in extracurricular activities generally reflected the school population at Dunbar and Henderson, according to reports submitted by monitoring teams. Response from Principal(s): None Alternative Learning Center: No areas of concern were noted regarding the extracurricular section of the monitoring instrument. Announcements regarding extracurricular activities are made via the public address system. Seventh grade students are involved in a \"shop\" activity, which is open to all seventh graders on a rotating basis. Eighth and ninth grade students recently began participating in an art activity, which is open to all eighth and ninth graders on a rotating basis. Response from Principal: None Area Senior High Schools: At both Fair and Hall High Schools, it was evident to monitors that students were provided with necessary information regarding opportunities to participate in extracurricular activities. Methods used to inform students about extracurricular options included publicizing activities in the school newspaper, making announcements in the daily bulletin, publishing informational brochures, conferring with students, and recruiting by individual clubs/organizations. The report from Hall indicated that during fall registration, each club/organization encouraged new and returning students to become involved in extracurricular activities. Monitoring reports indicated that total participation in extracurricular activities generally reflected the school population at both Hall and Fair. However, the school profile from both schools noted that some organizations had one hundred percent black student memberships. At Hall, C.C.E. and Cheer-O-Kees were composedPage 39 entirely of black students, and at Fair, no white students participated in either boys basketball or girls track. Response from Principal(s): None Original Magnet Senior High School: No areas of concern were noted regarding extracurricular activities at Parkview. Information concerning procedures used to apprise students about the availability of extracurricular activities was distributed at the Club Fair held during registration, through the Parkview Handbook, the school newspaper, The Constitution, via school bulletins, grade level assemblies, and at fall and spring open houses. Total participation in extracurricular activities was within the acceptable range, according to the monitoring report. However, some individual activities were not within range. Examples of activities with an over-representation of black students: Teachers of Tomorrow, girls track, boys basketball. Liberty Belles, a spirit group, boys' football, FBLA, and FHA. Ones with an under-representation of black students included: golf, German Club, National Honor Society, tennis, Madrigals, and Odyssey of the Mind, lab singers. Alpha and Omega, and baseball. Response from Principal: None Area Senior High Schools with Magnet Programs: At both McClellan and Central, procedures were evident to assure that students were apprised of information regarding various opportunities to participate in extracurricular activities. At McClellan, information concerning the aforementioned activities is included in the student handbook. Examples of procedures used at Central included the following: announcements via daily bulletins, recruitment efforts by clubs and organizations, try-outs for all sports, andPage 40 through the school newspaper. Student participation in extracurricular activities was within the acceptable range at McClellan, but not at Central, according to submitted reports. Monitors from Central reported that in total, 42% of the students who participated in extracurricular activities were black, which is not within the acceptable range for Central of 47% to 70% black students, based on the 62% black student enrollment. However, of the 27 clubs/teams listed in the school profile. eleven had more than 70% black student memberships, fourteen had fewer than 47% black student participation, and two. Student Government and TAILS, had memberships which fell within the acceptable range. The extracurricular activities with an over-representation of white students were primarily the honor and foreign language organizations and such activities as Rotary Interact, Accept No Boundaries, Young Democrats, cheerleaders, and troubadours. At Central, activities/teams with an over-representation of black students included DECA, FBLA, the Ladies' Club, the Gentlemen's Club, football, drill team, CCE, VICA, and Madrigals. At McClellan, monitors indicated that participation in extracurricular activities generally reflected the school population. Response from Principal(s): None Metropolitan Vocational-Technical Education Center No areas of concern were noted regarding extracurricular activities at Metropolitan. Forty-three percent of the students who participated in these activities were black, which is within the acceptable range, according to the monitoring report.Page 41 During recruiting efforts, students and parents are given brochures and other material concerning Metropolitan, its classes and activities. Extracurricular activities are conducted through Vocational Industrial Clubs of America (VICA) and Health Occupation Students of America (HOSA). As students are engaged in their classes, they are made aware of these activities. Response from Principal: None 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find:  All students' strengths and weaknesses assessed and their educational programs planned accordingly  Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement (disaggregated by race/gender)  Test results that are used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents  Strategies to close the disparity in test scores among identifiable groups FINDINGS: Area Elementary Schools: All monitoring team reports stated that goals and strategies have been developed and implemented to provide the best possible assistance for all students to experience successful test performance and achievement. These goals and strategies are part of each schools improvement plan. Some schools mentioned specific strategies during the monitoring exit interview. Badgett's teachers said that they are always testing to monitor mastery of curriculum objectives by students. AtPage 42 Chicot, the Title 1 Specialists are scheduled into primary classrooms daily, and teachers are using the Marie Carbo Learning Styles Methods to determine how to best assist students. Matching teaching and learning styles, using K-4 Crusade strategies, small group and individual tutoring, and peer tutoring were reported by teachers at McDermott. At Meadowcliff, the staff was implementing a remedial reading program. Success for All. This reading interaction provided education for all students (K-2) with special tutorial emphasis for at-risk students. Interviewed teachers at Watson reported having strategies to help the students have better language skills, and teachers reported giving students tutoring to help them in reading. All Stanford 8 test scores used in this report are the result of comparisons between Spring, 1994 and Spring, 1995 or Spring, 1995 and Fall, 1995. All schools had mixed results. Fulbright and Watson were the only schools who achieved the disparity goal in the educational equity monitoring report. At Badgett, the black student achievement increased for grades 2, 3, 4, and 6 while grade 5 decreased. White student achievement increased for grades 2, 5, and 6, while grades 3 and 4 decreased. In reviewing Bales Stanford scores from 1994 and 1995, there were three classes of students that did not meet this goal. The same group of students were followed from the grade they were in 1994 to their grade in 1995. As for Baseline, three grades of white students and two grades of black pupils lost in national percentile scores on Stanford 8 from 1994 to 1995.Page 43 At Brady, black and white students only reflected a degree of growth where fifth graders became sixth graders. When test results were examined at Dodd, three classes of students that moved from one grade to the next from 1994 to 1995 on the Stanford 8 test did not meet the criteria. Fulbrights Stanford scores were examined and the achievement of white students remained stable or increased as black student achievement improved. Results of the spring of 1995 were compared to the fall of 1995. When Geyer Springs test results were examined, a grade-to-grade comparison did not reveal that black and white students showed academic growth. At McDermott, the disparity level increased in grade 2 from spring, 1995 to fall, 1995. There was no significant changes in the disparity level for grades 4, 5, and 6 from spring, 1995 to fall, 1995. The disparity level for grade 3 increased 3 percentile points. Wakefields complete battery scores. Spring of 1994 and Spring of 1995, were compared. An examination of these indicates that generally both black and white students did not reflect year-to-year growth. This thorough examination includes grades 1 through 6. Schools have different acceptable ranges for black student retention. Also, the reporting of retention is based on the number of retained students attending a particular school and does not necessarily imply the number of retentions made by a school. Elementary schools which fell within the acceptable range of black retention were Bale, Baseline, Brady, Chicot, Dodd, Fair Park, Geyer Springs, Mabelvale,Page 44 Otter Creek, Terry, Wakefield, Watson, and Wilson. Without exception, each area elementary school indicated that test taking skills were taught throughout the academic year. Response from Principal(s)\nThe Bale principal said that the student population changed year by year at particular grade levels. The principal also thought that the fall testing was detrimental to the students. Watsons principal said that there were goals in the COE plan to narrow the gap in achievement between black/white students. Original Magnet Elementary Schools: All test scores used in this report are the result of comparisons between Spring, 1994 and Spring, 1995 or Spring, 1995 and Fall, 1995. All schools had mixed results. None of the four schools achieved the goal on achievement disparity in the monitoring report. At Carver, examination of test results indicated that in moving from 1994 to 1995, five class groups did not meet the goal. Gibbs analysis revealed that no group of students moving from the 1994 to the 1995 school year met the stated goal on the Stanford 8 Achievement Test. The monitoring team noted that all four schools developed and implemented goals and strategies which are designed to decrease the achievement differences between black and white students. As for retention rates, only Gibbs was within the acceptable range.Page 45 Response from Principal(s): The Carver principal said that test data could not be used appropriately when children were tested in the fall and test scores are not delivered to the school in a timely manner. The Gibbs principal said that five staff members were moved in an attempt to improve test scores for the beginning of this school year. She said that the school has had three principals in three years. Interdistrict Elementary Schools: Of the three schools, only King attained the assessment goal. An examination of these scores indicates that generally both black and white students showed growth with the exception of third grade. Strategies to improve test scores were found in all school improvement plans. The retention rate for King was within the acceptable range for black students. The Romine retention rate was unacceptable inasmuch as 83% of the students retained were black. At Washington, the percentage of black students exceeded the expected range. Test-taking skills are taught during the entire school year at all interdistrict schools. Response from Principal{s): None Area Junior High Schools: Of the five area junior high schools, only Mabelvale attained the student assessment goal. An examination of these scores indicates that generally bothPage 46 black and white students reflected year-to-year growth. The examination includes I grades 7 through 9. The monitoring teams observed that all schools developed and implemented 1 goals with strategies which are designed to have an impact on decreasing the achievement disparity between the races. Cloverdale, Mabelvale, and Southwest were in compliance regarding student retention. All five of the area junior high schools taught test-taking skills throughout the entire year. Response from Principal(s): None Original Magnet Junior High School: When Manns test results were examined, the disparity question only provided mixed results. The results did not provide a clear-cut answer regarding student assessment. The school has effected appropriate strategies that are designed to decrease the achievement differences between black and white students. range. Manns retention rate, at 78% black, is not within the acceptable school Manns students are taught test-taking skills the entire school year. Response from Principal: NonePage 47 Area Junior High Schools with Magnet Programs: In visiting the guestion of disparity reduction at Dunbar and Henderson, the analyses indicate that neither school met the stated criteria. An examination of Dunbars scores indicates that generally both black and white students did not reflect growth. The data for Henderson were mixed for this item. When seventh graders moved to eighth grade, their scores on the Stanford 8 test met this criteria. However, when the eighth graders moved to ninth grade, this criteria was not met. Appropriate strategies are in place to address reducing the achievement disparity. The retention rate was only met by Henderson. At both schools, students are taught test-taking skills the entire school year. Response from Principal(s): None Alternative Learning Center: Stanford 8 test results for these students are part of their home school records. Students are not retained at the ALC but rather at their home school. Response from Principal: None Area Senior High Schools: A review of the Stanford 8 disparity comparisons for Fair and Hall reflects that both schools failed to meet the criteria on achievement disparity. As for Fair, in the tenth grade, both black and white students, test scores decreased when they tested in grade 11.Page 48 Hall's black students in the tenth grade on the spring Stanford 8 test composite had a 33 percentile score. Black eleventh grade students on this same test had a percentile score of 31. This group of black students did not improve. White students in the tenth grade on the spring Stanford 8 test composite had a 72 percentile score. White eleventh grade students on this same test had a percentile score of 66. This group of white students did not improve. Based on the monitoring teams reports, proven strategies are in place which are designed to effectively address the disparity issue. Response from Principalfs): None Original Magnet Senior High School: Parkview did not meet the criteria which addresses student assessment comparisons. In a comparison of the complete battery Stanford 8 test results from one grade level to the next (grade 10, spring 1995 to grade 11, fall 1995), scores of both black students and white students were lower. Goals and strategies designed to decrease the standardized test achievement differences between black students and white students may be found in the School Improvement Plan/COE Document, according to the submitted monitoring report. The school's retention rate met the criteria inasmuch as it was within the school's population range. Response from Principal: NonePage 49 Area Senior High Schools with Magnet Programs: Neither Central nor McClellan met the criteria on achievement disparity when student assessments were compared. Comparing McClellans complete battery test scores for spring, 1995 Stanford 8 and fall, 1995 Stanford 8, black students achievement scores increased by one percentile point at grades 10 and 11. Scores for white students decreased at grade 10 and increased at grade 11. The disparity level decreased at grade 10 and increased at grade 11 spring, 1995 to fall, 1995. McClellans retention rate was within the acceptable range. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: This section is not applicable to this school. Metropolitan students scores are kept at the home school. Response from Principal\nNone 7.0 SPECIAL EDUCATION At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any over-representation of minoritiesPage 50 Adequate facilities to meet the needs of the students served FINDINGS: Area Elementary Schools: Equity monitoring teams at seventeen schools (Badgett, Baseline, Brady, Chicot, Cloverdale, Dodd, Forest Park, Fulbright, Mabelvale, McDermott, Pulaski Heights, Terry, Wakefield, Watson, Western Hills, Wilson, and Woodruff) reported positive responses to each question in the special education section of the monitoring instrument. A negative response was noted on the Geyer Springs report regarding the provision of strategies to ensure that student placements are non-discriminatory in special education. Materials and equipment were reported to be adequate in the majority of area elementary schools. At Otter Creek, instructional materials and equipment were not examined. The special education teacher was out of the building attending staff development training on the day of the monitoring visit. At Jefferson, the majority of special education teachers who were interviewed said that materials and equipment were needed. Teachers reported that special education classes are included in the regular school budget. Basic supplies are furnished at the school. Teachers also said that the principal has been very cooperative in trying to supply needed materials. At Bale, Fair Park, and Meadowcliff, the consensus reports revealed three areas of concern. Monitors reported that special education facilities were not comparable to the campus in general, classrooms were not integrated into the totalPage 51 school environment, and facilities did not meet the needs of the students served. The visited classrooms were housed in portable buildings. Current and complete student records were found in monitored classrooms. Response from Principals): Regarding speech therapy at Bale, the principal said that speech is not selfcontained. Speech students are enrolled in regular education or special education classrooms which are housed in the main building. At Fair Park, the principal suggested adding space onto the main plant to rectify the situation which has caused the speech therapy class to be housed in a portable building. The principal at Meadowcliff said that he was planning to move special education into the main building. However, the Meadowcliff special education staff said that the classes should remain in the portable building because the main building was not handicapped accessible. Original Magnet Elementary Schools: There were no areas of concern identified at Booker, Carver, Gibbs, and Williams. Response from Principal(s): None Interdistrict Elementary Schools Monitors at King, Romine, and Washington recorded positive responses to all items regarding special education. However, monitors at Romine noted that a computer is available for the self-contained classroom, but additional wiring isPage 52 needed in order to connect the computer. Students in the self-contained classrooms receive computer instruction in the computer lab. Response from Principal(s): The Romine principal said she has reported the wiring problem by letter and phone to the appropriate departments. Area Junior High Schools: All responses were positive at Cloverdale, Forest Heights, Pulaski Heights, and Southwest. Domestic sites in the community are available for students to use to acquire experience using kitchen appliances. However, one interviewed teacher at Southwest said that additional kitchen appliances were needed in the classroom. The visited classroom at Mabelvale Junior High was housed in a portable building. Equity monitors at Mabelvale reported that the facilities were not comparable to the campus in general and the facilities did not meet the needs of the students served. Records were current and complete in all monitored classrooms. Response from Principal(s): None Original Magnet Junior High School: At Mann Junior High, the special education enrollment is 62% black. The principal provided strategies to eliminate disproportionate assignment to special education. Response from Principal: NonePage 53 Area Junior High Schools with Magnet Programs: No areas of concern were reported at Dunbar. Henderson also received positive responses on each item. However, one special education teacher said that class sets of text books were needed. Response from Principal(s): None Alternative Learning Center: There were no special education classes housed at the ALC this year. Response from Principal: None Area Senior High Schools: Teachers interviewed at Hall and Fair said that materials and equipment at both schools were generally adequate to deliver the curriculum. Facilities at both schools met the needs of the students served. Student records were current and complete. Response from Principal(s): None Original Magnet Senior High School: There were no areas of concern noted at Parkview Arts/Science Magnet High School. The enrollment was not disproportionate. Materials, equipment, and facilities were adequate. Records were up-to-date and complete. Grade books. lesson plans, and lEP objectives were observed.Page 54 Response from Principal: None Area Senior High Schools with Magnet Programs: Equity monitors at Central and McClellan found adequate materials and equipment. Visited teachers at both schools said that the facilities met the needs of the students. Classrooms were not isolated. Records were current and complete. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No special education classes are housed at Metropolitan Vo-Tech Center. Response from Principal: None 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to find: Students identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students served JPage 55 FINDINGS: Area Elementary Schools: There were strategies found at all area elementary schools to eliminate disproportionate student assignment to gifted and talented. At Cloverdale Elementary School, multiple identification criteria were used such as LRSD/GT guidelines, including both objective and subjective data on creativity, motivation. leadership, and academic ability and adaptability. At McDermott School, the number of black teachers serving on the schoolbased G/T committee was increased this year as a strategy to address the under - representation of black students in the G/T program. At Watson School, it was reported that the G/T curriculum was used for students even if some of them scored low on achievement test, but had other strengths. The Watson School staff attempted to stretch their capabilities. At Bale School, students were placed in the G/T program using LRSD guidelines. Students at Bale were assessed by test scores, leadership qualities. creative abilities, special aptitudes, referrals and nominations. A school-based committee selects the students that meet eligibility requirements. The district level review board approves final election to the program. Only two of these schools, Chicot and Fulbright, had negative answers to the item on teachers having adequate materials and equipment to deliver the curriculum. The G/T teacher at Chicot reportedly needed a television set and a computer plus software. The G/T teacher at Fulbright reported that a television. overhead projector, a file cabinet, and a new tape recorder were needed.Page 56 Four of these schools had negative answers on the item dealing with facilities being comparable to those of the campus in general. The teacher of G/T classes at Cloverdale Elementary reported that more storage space for student supplies and a sink were needed in the G/T classroom. Other classrooms were equipped with a sink. The lack of a sink limited art activities. At Fair Park, the gifted class was held in a portable building. There did not appear to be adequate space to display student projects. However, after the monitoring visit, the Planning, Research and Evaluation Department was informed that the gifted room had been moved from the portable to inside the main building. The Wakefield G/T program was housed in a trailer, and it was therefore in an unacceptable facility. For example, these students were adversely affected when the weather was inclement. The Watson facility for G/T were in a portable building. It was not handicapped accessible. There were two negative responses to the item dealing with the classrooms being integrated into the total school environment. The Watson gifted class was in a portable building. It was not integrated into the total school environment. The Fair Park gifted class was held in a portable building. There was no covered walkway to the main building. It has been reported to the PRE office that the G/T facility at Fair Park was relocated and is now housed in the main building. The Fair Park gifted program appeared to need more display space for student projects. The Watson gifted facilities were in a portable building. It was not handicapped accessible. One monitored teacher felt that the gifted students were identified in the regular classroom setting when the gifted teacher visited to workPage 57 with them. This teacher felt that these students might feel superior to the other students in the class as a result of this special treatment. There was not enough display room in the portable building for the gifted students classwork. At Jefferson Elementary, a covered walkway to the main building was needed. The Jefferson G/T teacher reported that the G/T classroom would benefit from having running water. The only negative answer on the item dealing with current and complete student records came on the Fulbright Elementary School report. Identification folders and portfolios for each student were available. The teacher, however, did not keep copies of unit or progress evaluation on which progress reports were made, nor keep such records in a grade book or notebook. Response from Principal(s): The Woodruff principal said that she confers with teachers about non- traditional indicators of potential giftedness. The principal of Woodruff also sought referrals from family members when potential giftedness was suspected but had not been evident in the school setting. The Chicot principal responded that television sets were only placed in regular classrooms. The Fulbright principal responded that Fulbright does not have a sufficient quantity of televisions to dedicate one solely for the use of G/T. A television was available for use by the teachers in each module, and the teacher of G/T classes can schedule its use as needed. An overhead projector was available and could be requested from the media center. The principal further noted that if the tape recorder was not working properly, it could be repaired or replaced.Page 58 The Watson principal said that she has requested handicapped accessibility for all classrooms at the school. However, there were no eligible gifted orthopedically handicapped students at Watson at the time of the monitoring visit. The Watson principal said that there was a display area in the hallway in the cafeteria for gifted pupils. Original Magnet Elementary Schools Three of these schools had negative marks in the section on gifted education. At Gibbs Magnet, 34% of the students in the gifted program were black. This was out of range for the school. At Gibbs School, more display space and elbow room was needed than the portable building provided. There was no covered walkway to the main building at Gibbs, and there was a reported accumulation of standing water and mud in front of the door to the portable whenever it rained. The gifted program at Carver was reported to need more space to accommodate a growing program. Teachers for the gifted/talented students reported that they need more room at Williams School. The gifted classroom at Williams was often too crowded to conduct desired activities. Response of Principal(s): The Gibbs principal commented that a black gifted teacher was hired. The gifted committee process was redefined, and most of the 15 new gifted students added to the program were black pupils. The gifted selection committee has developed strategies to eliminate disproportionate student assignment.Page 59 The Carver principal said that the hallways had to be used for display space for student projects. She said that she was desperate for more space at the school because more than 200 students have been identified as gifted. She said that other areas of the school were crowded as well as gifted. The Williams principal said that the cafetorium was available for G/T activities which required more room than the classroom provided. Interdistrict Elementary Schools: No areas of concern were noted in this area for King, Romine and Washington Elementary Schools. At Washington School, LRSD guidelines for referral, evaluation, and placement were followed. At Romine School, the gifted facility compared favorably to other observed areas /classrooms of the building. King School is a relatively new structure and the gifted teacher felt that the facilities were sufficient to meet the needs of the students. Response from Principal(s): None Area Junior High Schools: There were no areas of concern noted in the section Gifted and Talented Education\" for these schools. At Mabelvale JHS, it was reported that the special population of gifted students was totally infused into the school environment. There are no separate G/T facilities at Forest Heights. As with other secondary schools. the G/T classes are held in the same classrooms as all other classes. Although calculators, laser disc programs, and computers were observed in gifted areas, it was reported at Cloverdale JHS that more software and inservice forPage 60 the teachers on how to use the software and computers would be helpful. Also helpful at Cloverdale JHS, would be an Internet connection. An Internet connection was planned for the library. It was also reported that it would be good to have a TV and cable in classrooms so that there would be an AETN connection at Cloverdale JHS. Subsequent to the monitoring visit, the media specialist informed a monitor that television sets and cable connections were in all classrooms except for rooms in the remodeled area. All cable channels can be seen, including C-SPAN, CIVN, the Discovery Channel, Arts and Entertainment, etc., except Channel 3-AETN. The problem with Channel 3 is a technical one. Furthermore, the library media specialist said that no teacher had ever requested AETN, mainly because most of the programs during the day are for elementary students and even if appropriate for a particular class, could only be shown during the time it was broadcast by AETN. To be useful at the secondary level, tapes of requested programs would need to be made. The media specialist reported that no requests for taping AETN programs had been received. A staff member in the media center of Cloverdale JHS was very knowledgeable about the use of the Internet. Although adequate materials and equipment were reported at Pulaski Heights JHS, two interviewed staff members said that the students needed one or two computers in each classroom throughout the building. Response of Principal(s): NonePage 61 Original Magnet Junior High School: All of the responses on the gifted section for Mann Magnet Junior High School were positive. Response of Principal: None Area Junior High Schools with Magnet Programs: All responses on the gifted section for Dunbar and Henderson Junior High Schools were positive. Response of Principalfs): Although there was no need for strategies to eliminate disproportionate student assignment to gifted and talented program at Henderson Junior High School, the principal in the exit conference said that there were such written strategies, which he would fonward to the PRE office. When the team consensus report was written, those strategies had not yet arrived in the PRE office. Alternative Learning Center: No gifted and talented program was housed in the Alternative Learning Center. Response of Principal: None Area Senior High Schools: There were no negative responses to the gifted section of the checklist for Fair and Hall High Schools. Although teachers interviewed at Hall reported having adequate materials and equipment, some of the visited teachers mentioned thePage 62 need for more computer equipment with current software and inservice. At Hall, the lack of the Internet seemed school-wide except for one classroom visited with a phone line. This teacher had brought a personal computer from home and personally paid for the connection to the Internet for the students. Response from Principal(s): None Original Magnet Senior High School: There were no negative responses to the gifted section of the checklist for Parkview Magnet High School. Response from Principal: None Area Senior High Schools with Magnet Programs: All of the responses on the checklists for gifted program monitoring at Central and McClellan High Schools were answered in the positive except for one at McClellan. The item on records for McClellan was answered with a Not Applicable because the G/T Coordinator was out of the building on school business on the day of the monitoring visit. Therefore, at McClellan, school gifted records were not observed by monitors. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No gifted/talented program is housed at Metropolitan.Page 63 Response from Principal: None 9.0 STAFF DEVELOPMENT At each school the monitors expected to find\nOngoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the district-wide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum FINDINGS\nArea Elementary Schools\nOf the 23 area elementary schools, virtually all - based on the monitoring teams findings - reported to have had comprehensive staff development for all three areas of priority, as reflected on the monitoring checklist. However, five of the schools. Baseline, Dodd, Fair Park, Meadowcliff, and Watson failed to meet the staff development criteria in one or more of the three areas of priority (equity, multicultural curriculum delivery, and discipline/classroom management). Continued inservices during the first semester included COE training. Pathway to Excellence, hands-on science activities. Literature Rich Environment, Thematic Units, School Safety/Gang Related, Integrated Literature, 4th Grade Crusade, Maps, Clown/Bullies, local counselor and media specialist inservice onPage 64 various topics and units of study, Reading Recovery, MCRAT, Classroom Management, Cooperative Learning, and Urban Schools. This continuing inservice training was provided to the various staffs in a variety of forums, including at faculty meetings, workshops, and by the District's Staff Development Department. Title 1 teachers provide ongoing inservice, and Title 1 teachers work directly in the classroom with students in cooperation with the regular classroom teacher. Response from Principal(s)\nThe principal at Baseline said that all inservices have been academic, and the other inservices will be later this school year. Dodds principal said that through the social studies curriculum, the multicultural aspects are being introduced. The Fair Park principal was able to show the monitors a staff meeting agenda with equity inservice on it. He also said that equity inservice was discussed during inservice the first week of school. The fact remains that most of the visited teachers did not seem to remember it. Original Magnet Elementary Schools: First semester monitoring reports from the four original magnet elementary schools reflect that extensive courses which addressed educational equity. multicultural strategies, and student discipline/management were offered. Booker reported that the majority of certified staff members have completed PET, TESA, Team Building, Human Relations, and Prejudice Reduction. Also reported in the school profile were Cooperative Learning, Academic Support, and Classroom Management inservices.Page 65 The majority of Carver teachers indicated they had received equity and multicultural curriculum delivery inservice this year. All teachers also received Stop Think and Plan (STP) and Responsible Thinking inservices. Gibbs staff focused during the 1996-97 academic year on educational equity related activities, including cooperative learning and TESA. The staff also received conflict management and positive classroom discipline training during the 1996-97 academic year. Williams included At-Risk Strategies and Modifications in their training, as well as Assertive Discipline and classroom management. All four schools reported ongoing linkages between classroom teachers and remedial teachers (e.g.. Title 1) to provide enhanced understanding of the remedial programs. Response from Principal(s): None Interdistrict Elementary Schools: All schools reported inservices that aid staff in providing equity. multiculturalism, and safety. King teachers who were visited said that they have received inservice in the different areas, including the fact that 42 of its staff had been inserviced in both Assertive Discipline and classroom management. At Romine, during this school year discipline training was provided schoolwide.Page 66 All interdistrict school teachers visited indicated they had inservice to better understand the remedial programs. Response from Principal(s): None Area Junior High Schools: Most of these junior high school staffs included all of the specific courses mentioned in the monitoring instrument. At Cloverdale, additional inservices mentioned were the Advisor/Advisee Training Parts I and II, and learning styles. Also, the Student Assistance Program and Conflict Resolution and Discipline with Disparity were offered. The majority of Forest Heights faculty has had inservice in cooperative learning. Also, interviews indicated that a significant number of the teachers has been exposed to the multicultural inservice. Mabelvale cited that the major portion of the staff has been exposed to TESA and PET. In addition, 41 of its faculty, at the start of the academic year, had been inserviced in classroom management. Pulaski Heights and Southwest reported that all suggested inservices were provided. Additionally, some staff members received training in Inclusion this fall. In all area junior high schools, regular classroom teachers teach the Language Plus and Math Assistance classes. All teachers in all schools have been provided training in these programs. Response from Principal(s): NonePage 67 Original Magnet Junior High School: Prior to the 1996-97 academic year, the Mann staff already had been exposed to various workshops such as Prejudice Reduction and Cultural Relations. Ongoing training in 1996-97 included at-risk student identification, modifications and successful year starts. The vast majority of certified staff members also had conflict resolution and behavior/styles/student workshops this year. A workshop on the 4 Rs (Report, Respond. Reach, and Rally) was reported for the current academic year. Counselors and remedial teachers provided training in the remedial programs in conjunction with district training. Response from Principal: None Area Junior High Schools with Magnet Programs: Both Dunbar and Henderson reported that staff development in the required areas had already been received prior to the 1996-97 academic year. At the beginning of the academic year, most of the faculty at Dunbar had been exposed to classroom management. Henderson Magnet School teachers received an equity inservice from Dr. James Jennings of Hendrix in the fall. Reported also was the fact that Patsy Campbell did an inservice on student self-esteem and peer mediation training. Most visited teachers from both Dunbar and Henderson said that they had ongoing inservice in understanding the remedial programs. Response from Principal(s): NonePage 68 Alternative Learning Center: The School Profile documented that inservice in educational equity, multicultural curriculum delivery and classroom management was provided to staff. This year, there are no Title 1 remedial teachers at the Center. Response from Principal\nThe principal said that there was a class in behavior modification based on the curriculum-advisor-advisee model. Area Senior High Schools: Many of the staff members at Fair received inservice training prior to the 1996-97 academic year. However, Halls visited faculty failed to get positive answers on the checklist for inservice training in all three areas. The staff at Fair focused on inservice in understanding the remedial programs which was an area of concern. All visited teachers received training in classroom management prior to the current academic year. Also, a significant number of Fairs faculty had received the multicultural curriculum inservice training. All interviewed teachers from both schools said that extensive training has been provided in understanding the remedial programs and assistance is readily available. Response from Principal(s): None Original Magnet Senior High School: Parkviews staff was offered many inservices in educational equity, including PET, TESA, Student Assistance, Stanford 8 instructions and test-taking.Page 69 Multicultural learning and cooperative learning were cited, as well as conflict resolution and classroom management workshops. Appreciating Diversity was also cited. As for remediation, these classes were taught by the regular classroom teachers and explained to the rest of the faculty. Response from Principal: None Area Senior High Schools with Magnet Programs: Both Central and McClellan provided inservice training in all areas. At Central, TESA, PET, Cooperative Learning, and Learning styles were cited as examples of educational equity inservices having been offered. In addition. Assertive Discipline, Classroom Management, Conflict Management, and Alternative Assessment were cited as examples. The principal reported that all academic support programs have been fully explained to all faculty members. McClellans school profile reported the many inservice offerings were available. The principal pointed out that the regular classroom teachers have a clear understanding of the remediation programs as a result of inservice training. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Many courses had already been provided prior to the 1996-97 academic year Additional training was provided this year, including Self-Esteem, LearningPage 70 Styles and Positive Discipline. Classroom Management and Team Building were cited as examples. Response from Principal: None 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find: Documentation of school-home communication and contact Documented evidence showing how all identifiable groups of parents have been actively solicited When financially possible, transportation provided for parents who need the service School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups Provision for regularly informing and involving parents regarding all aspects of their child's school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school plans FINDINGS: Area Elementary Schools: Interviewed staff members at area elementary schools said that phone calls, parent conferences, and newsletters were most often mentioned as methods used I to encourage parental involvement in educational activities. Other examplesPage 71 included student productions, assignment/communication notebooks, and sharing video tapes with parents. The principal at Dodd indicated that parental involvement has increased this year through PTA and VIPS. The majority of schools reported that there was a well diversified group of parents involved in school activities. Some teachers and principals said that they encourage involvement of all races and genders by encouraging diversity in the selection of room mothers and PTA officers. Teachers offered volunteer lists and Open House sign in sheets as evidence that parents were actively involved in school activities. However, several schools reported that more parental involvement was needed. At each of the area schools, documentation indicated that parents were involved in the remediation programs in which their children participated. Examples of documentation included notification letters, parent conference records, progress reports, contracts, and student work folders with parent signatures. School/ home contracts were observed at several schools. The contracts are designed to increase parent/school involvement and increase learning for students through this partnership. Teachers reported making regular home contacts to communicate information related to student behavior and/ or academic achievement. Positive notes, assignment notebooks, homework calendars, and phone calls were examples offered by teachers. Principals at the area elementary schools reported that parents serve on COE and School Improvement Plan (SIP) Committees. Parent surveys are utilized.Page 72 Parents also provide input through Title I Support Teams and other school committees. All of the area elementary schools reported that meetings had been held to provide parents with information regarding district structure, policy, and programs. The above were conducted at Open House and PTA or other parent meetings. Examples of topics discussed include standardized testing, test taking strategies. school/district discipline, recruitment, and busing. Several schools reported that parent meetings are scheduled at various hours of the day to include as many parents as possible. Response from Principalfs): The principal at Fair Park said that he had purposely placed the classroom for the parent center very close to the office for the convenience of the parents. He also said that the school was able to involve more parents in the homework phase via the K-4 Crusade. The principal at Dodd reported that PTA participation has increased. Original Magnet Elementary Schools: Booker, Carver, Gibbs, and Williams reported using a variety of methods to encourage parental involvement in school and in home supported educational activities. Methods shared by teachers include newsletters, monthly calendars. phone calls, and school functions such as the Williams Cook-off. Monitors at each magnet school found that all identifiable groups of parents were actively involved in school functions.Page 73 Documentation was available to show that parents are involved in the remediation programs in which their children participate. Parent involvement was documented through parent conference forms, phone logs, letters, and progress reports. Teachers at each school said parent contact is made regularly to communicate positive/ negative information related to student behavior and/or achievement. Weekly behavior/academic reports, assignment notebooks, and interim reports were communication avenues cited by teachers. Parents at each school have been active participants in the COE Process and in the development of the School Improvement Plan. At Gibbs School, it was reported that the New Student /Parent Orientation was held before school began to make parents aware of the districts policies and programs. Additional parent meetings were held at each school to discuss topics ranging from the Science Fair to the VIPS program. Response from Principal(s): None Interdistrict Elementary Schools: At King, Romine, and Washington, phone calls, school calendars, parent workshops, and conferences were reported as methods used to encourage parent involvement in school and home supported educational activities. Monitoring teams at all three schools said that all groups of parents are represented at school functions. Title I compacts/contracts, parent conference forms, and parent sign-in sheets from Title I workshops were observed as evidence of parent involvement inPage 74 the remediation programs in which their children participate. Regular home contacts such as weekly progress reports, Happy Grams, and phone calls were reported by teachers. All three schools reported that parents were involved in the COE/School Improvement planning process. Parents serve on COE committees and participate in revising the school improvement plan, as needed. Meetings were held at the schools or in the community to make parents aware of district structure, policies. and programs. At Romine, several teachers mentioned the Title I Program presentation that was attended by many parents. At Washington, teachers cited I I the LRSD Rights and Responsibilities Handbook and the Title I Program as topics presented at parent meetings. Response from Principal(s)\nNone Area Junior High Schools: Phone calls, newsletters, conferences, and team contacts were noted as ways that schools encourage parental involvement. Monitoring teams at Forest Heights, Mabelvale, Pulaski Heights, and Southwest reported that parents representing students of different races and genders are actively involved as volunteers and at school functions. At Cloverdale, the reported response was negative regarding parent involvement in school functions. Interviewed staff members at all five schools indicated a need for all groups of parents to be more active. This year, the administration at Pulaski Heights initiated the formation of a booster club which PTA has implemented as one way to improve parent involvement.Page 75 Phone calls, interim reports, and parent/team conferences were reported as regularly used forms of school-parent communication. Documentation was available at each school to indicate that parents were actively involved in each phase of the remediation programs in which their children participate. Monitoring teams at each school found that meetings had been held to make parents aware of district structure, policy, and programs. Response from Principal(s): The principal at Cloverdale Junior High said that parents were involved in the COE process and that parents participated on COE committees. Original Magnet Junior High School: Equity monitors at Mann Junior High recorded positive responses to all items regarding parent involvement. No areas of concern were noted. Response from Principal(s): None Area Junior High Schools with Magnet Programs: Phone calls and letters were utilized to encourage parental involvement at Dunbar and Henderson. Teachers at Dunbar said parents actively support school functions. Henderson teachers also said all groups of parents are involved in school functions, but more parent participation in PTA is needed. Evidence provided at both schools indicated that parents participated in the COE process by serving on committees and by responding to surveys. Policies and programs of the district have been presented at local PTA meetings and/or miniseminars at each school.Page 76 Response from Principal(s): None Alternative Learning Center: Phone calls and letters were reported to be methods used to encourage parental involvement in educational activities. However, the consensus report stated that there is very little parent involvement at the school. A negative response was noted relative to parent participation in the development of the School Improvement Plan/COE. Response from Principal: The ALC principal said that there were no school functions such as ball games. At each student/parent intake conference, parents were asked to visit the school one time per month in addition to the regular parent conference dates. The principal reported that parents were given the opportunity to serve on committees and participate in the development of the COE Plan. However, there were no parents that agreed to serve. He stated that the school did not have to have an official school improvement plan. However, he said that he would write one and model it after the regular ones. The principal also said that the subject of graduation requirements is covered at the intake conference in addition to the LRSD and ALC discipline plans. Area Senior High Schools: At Fair and Hall, monitors reported that parent involvement is encouraged through phone calls, parent conferences, and newsletters. The majority of teachers said all groups of parents are represented at school functions.Page 77 At Hall High, the consensus report stated that documentation was not available to indicate that parents were involved in the remediation programs in which their children participate. LRSD policies and programs had been discussed at parent meetings at both area high schools. Response from Principal(s): None Original Magnet Senior High School: A variety of methods is utilized to increase parent involvement at Parkview. Computer calls, letters, scoop sheets, and Open House were examples of schoolhome communication. Teachers reported making regular home contacts via phone calls, letters, interim reports and notes. Parent input gathered from the Quality of Education Survey was used in the development of the School Improvement Plan. Parents who served on the PTSA Executive Board helped develop the plan. Information regarding district policy and procedures was presented to parents at Open House and PTSA meetings. Response from Principal: None Area Senior High Schools with Magnet Programs: At Central and McClellan, parent newsletters, phone calls, and Open House were cited as methods used to promote parental involvement in educational activities. Teachers at both schools said all identifiable groups of parents are actively involved in school functions.Page 78 Interviewed teachers said regular home contacts, including interim reports, school conferences, and phone calls are made to communicate positive/negative information related to student behavior and/or achievement. Documentation was on file to indicate that parents are involved in the remediation programs in which their children are enrolled. Parents participate in the COE process and serve as COE committee members at Central and McClellan. PTSA records and agendas were available as verification that parents were aware of district structure, programs, and ways to access them. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Teachers in all classrooms visited reported that the school sends letters and makes phone calls to encourage parental involvement. Parents also serve as advisory board members. Teachers regularly contact parents to keep them up-to- date on information related to student behavior and/or achievement. Teachers, staff, and advisory board members were assembled for planning and developing the COE/SIP. Parents receive information concerning district policy and programs through the home-based school which their children attend. It was reported that all identifiable groups of parents were involved in school functions, such as Open House/Spaghetti Supper. Response from Principal. NonePage 79 11.0 STUDENT DISCIPLINE At each school the monitors expected to find:  No disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school)  Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality exists  Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students  Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained  School staff very active and visible in directing/ controlling students FINDINGS: Area Elementary Schools: Information regarding LRSD disciplinary policies and procedures was distributed to all students and parents at all area elementary schools. The Little Rock School District Rights and Responsibilities Handbook was taught, and a majority of the monitoring reports noted that forms denoting receipt thereof are kept on file. Monitors from many of the area elementary schools indicated that individual school handbooks also contained information relative to disciplinary policies and procedures. School and classroom rules were carefully explained, and in most cases, were posted throughout the schools, according to monitoring reports. All area elementary schools had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success, and alleviate behavior problems, according to monitoring reports. Examples of the aforementioned included incentive programs, monitoring at-risk students, the \"Great Expectations\" program, in-school suspensions, use of behavior management plans, mentoring programs, volunteer work of police officers, effective reading programs, an \"Adopt-a-Student\" program, conferences with parents, practicing positivePage 80 discipline, assemblies, honor/award systems, detention hall, tutoring, efforts of counselors, cooperative learning, Reading Recovery, IBM Write-to-Read Laboratory, and extracurricular activities. Classroom instruction proceeded in an orderly manner at each area elementary school. It was reported that monitors observed orderly classes in progress, with students involved in the tasks assigned. Additionally, principals and teachers were considered very active/very visible in directing/controlling students at all area elementary schools where applicable. The principal at Cloverdale Elementary was on sick leave the day of the monitoring visit, and the Otter Creek principal was attending a workshop on the day Otter Creek was monitored. Assistant Principals were also considered as being very active in directing/ controlling students at area elementary schools, with the exception of Watson, where monitors indicated that the assistant principal was somewhat active/somewhat visible in that regard. Supervision aides at each area elementary school except Western Hills, Jefferson, Bale, Dodd, and Fulbright were also considered very active/very visible in directing/controlling students. Of the five schools mentioned, with the exception of Dodd, monitoring reports indicated that supervision aides were somewhat active/somewhat visible in performing that task. At Dodd, supervision aides were considered not active/not visible in directing/controlling students. Monitors from Fulbright indicated that there appeared to be little supervision of students who had hall passes and were in the hallways by themselves. Fulbright monitors also reported that it seemed that additional supervision aides were needed for the playground. With the exception of Chicot, Pulaski Heights Elementary, Fulbright, and Baseline, monitoring reports either indicated that suspension/expulsion rates were generally representative of the student population or that there were fewer than five such sanctions at a school the first nine weeks. At Baseline, monitors stated thatPage 81 there was an gender imbalance regarding disciplinary sanctions and considered this an area of concern\none female and seven male pupils were suspended at Baseline the first nine weeks. Monitors from Geyer Springs, Mabelvale Elementary, and Brady indicated that the suspension/expulsion rates were generally representative of the student population\nhowever, at all three schools, the number of black students suspended did not fall within the acceptable range for each school, respectively. At Geyer Springs, 90% (9/10) of the students who were suspended were black, which is not within the acceptable range for Geyer Springs of 56%-84% black students, based on a 75% black student enrollment. At Mabelvale Elementary, the acceptable range is 55%-82% black students, based on a 73% black student population\n86% (6/7) of the students receiving suspensions/ expulsions were black. At Brady, all five of the students who were suspended/expelled the first nine weeks were black. Where neeaed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups were in place at all area elementary schools. Examples of strategies cited in monitoring reports follow\ndevelopment of behavior modification plans, mentoring programs, extracurricular activities, incentive programs, teacher inservices, behavior modification plans, conferences with parents, detention, in-school suspension programs, peer helpers, utilization of community agencies, functioning discipline committees, and award programs. Response from Principal(s) Regarding the monitors' opinion that supervision aides were neither visible nor active in directing/controlling students, the principal at Dodd told the monitors that a supervision aide came to school every day at 7:15 a.m. to tutor students. At Fulbright, in response to the notations in the monitoring report concerning supervision of students, the principal reported that the school is short one supervision aide and that he is trying to fill the vacancy. He also informed thePage 82 monitors that on the day of the monitoring visit, an aide had to be reassigned to physical education. In regard to the gender imbalance of disciplinary sanctions at Baseline, the principal said that she would be more cognizant of the gender problem as time progresses. At Bale, the principal indicated that district rules and consequences had to be followed. Original Magnet Elementary Schools: All original magnet elementary schools apprised students and parents of LRSD disciplinary policies and procedures, according to reports submitted by monitoring teams. The Little Rock School District Rights and Responsibilities Handbook was taught, and forms denoting receipt thereof are kept on file at Booker, Gibbs, and Carver, according to monitoring reports. Monitors from Carver did not indicate if the signature form was on file. Strategies have been implemented to enable students to remain in school, promote academic success and alleviate behavior problems at each original magnet elementary school. Examples of the foregoing cited by monitors follow\naward and incentive programs, after-school counseling program, homework program, tutoring, and detention hall. Classroom instruction proceeded in an orderly manner in classrooms observed by monitors at the original magnet elementary schools. All appropriate personnel were observed as being very active/very visible in directing/controlling students. Monitoring reports indicated that fewer than five students received suspensions/expulsions the first nine weeks at each original elementary magnet, respectively. There were no suspensions at Williams, one at Booker, one at Gibbs, and four at Carver. All of the original elementary magnet schools have implemented strategies to eliminate disproportionate discipline sanctions among identifiable groups, perPage 83 monitoring reports. Examples of strategies follow\nformation of Discipline Hearing Committees, intervention programs, an after-school detention program in which counselors work with students, including discussing behavior and helping students develop better skills at solving problems, and in scheduling parent conferences at night. Response from Principal(s): The monitoring report from Carver included the following principal response concerning suspensions: \"The principal said that she was working hard to fairly discipline all students. These particular suspensions were for students who had chosen to fight. Interdistrict Elementary Schools: Information regarding LRSD disciplinary policies and procedures was made available to all students and parents at King, Romine, and Washington, according to monitoring reports. Signature forms denoting receipt of the handbooks are on file at each school. Additionally, the school staff at each of the schools indicated that plans, procedures, and practices were in use to enable students to remain in school, promote academic success, and alleviate behavior problems. At King, the Behavior Management Plan was the only example cited in the monitoring report. Monitors from Romine reported the \"Success For All Program, K-3,\" peer tutoring, and tutoring by volunteers, the principal and assistant principal, the remedial program and the ETC program as examples of the above. At Washington, examples cited included a school-wide discipline plan, in-school suspension, detention hall, posting of rules in classrooms, extracurricular activities, positive reinforcement, and use of interesting games and lessons. Monitors reported that classroom instruction proceeded in an orderly manner in classrooms visited at the three interdistrict elementary schools. The suspension/expulsion rates at Washington and Romine will be reported on the nextPage 84 I i monitoring visit, according to submitted reports. Monitors at King indicated that five students were suspended the first nine weeks, one of whom was white and that this generally represented the student population. However, the acceptable range for King is 40%-60% black students, based on a 53% black student enrollment. The 80% (4/5) black student suspension rate falls outside of that range. Strategies to eliminate disproportionate discipline sanctions among identifiable groups had been developed at all three of the interdistrict elementary schools. Examples cited included training staff members in conflict management, active Discipline Committees, and using praise and incentives for appropriate behavior. Monitors considered all appropriate personnel as being very active/very visible in directing/controlling students at King, Romine, and Washington. Response from Principal: None Area Junior High Schools: Monitoring reports from all area junior high schools indicated that students and parents were informed about LRSD disciplinary policies and procedures. The Little Rock School District Rights and Responsibilities Handbook was taught, and signature forms denoting receipt thereof are kept on file at Forest Heights, Mabelvale, Pulaski Heights, and Southwest, per monitors. At Pulaski Heights Jr. High School, the school handbook was also distributed and discussed, and discipline levels were posted throughout the building, according to the monitoring report. At Cloverdale Jr. High, the advisor-advisee program assisted in informing students about expectations for student conduct. Each of the area junior high schools had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems, per monitors. Examples of thePage 85 aforementioned cited by interviewed teachers follow: peer mediation, advisory classes, incentive/recognition programs, conflict management, behavior management plans, after-school tutoring programs, team interventions, in-school suspension programs, and parent conferences. Classroom instruction proceeded in an orderly manner in a majority of classrooms visited, according to monitors at each school. At each area junior high school, reports indicated that all appropriate personnel were observed being very active/very visible directing/controlling students. During the first nine weeks, the suspension/expulsion rates at Mabelvale, Forest Heights, and Cloverdale Junior High School were generally representative of the student population. At Cloverdale, 92% (105/114) of the students receiving disciplinary sanctions the first nine weeks were black\nat Forest Heights, 81% were received by black students, and at Mabelvale Jr. High, 78%. Monitors from Forest Heights and Mabelvale did not include the total number of students receiving the sanctions, only the percentage of black students. In all three cases, the percent of students suspended was within the acceptable range for each school, respectively. Information regarding the suspension/expulsion rates will be available for Pulaski Heights and Southwest upon completion of the second monitoring visit. All junior high schools have formulated strategies to eliminate disproportionate discipline sanctions among identifiable student groups. Following are examples of strategies cited in monitoring reports: utilization of incentive programs, recognition for good behavior, periodic review of disciplinary data, awards assemblies, and discussions by administrators and staff members concerning alternative methods to use in an attempt to decrease disciplinary sanctions in the black male subgroup. Response from Principalfs): NonePage 86 Original Magnet Junior High School: The LRSD Rights and Responsibilities Handbook, the Mann Magnet Student Handbook, and classroom rules were distributed to all students and parents\nthus, information regarding the staffs expectation for student conduct was made available and fully explained. Parent signatures denoting receipt of the handbooks were required. Classroom rules were also posted in classrooms, according to the monitoring report Tutoring, counseling, the availability of incentives for good citizenship, attendance, and good academic work were cited as examples of various strategies used at Mann to encourage students to remain in school, work toward academic success, and improve behavior. Weekly progre\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_944","title":"School Monitoring Report,; North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1997/1998"],"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","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","School principals","School facilities","Little Rock (Ark.). Office of Desegregation Monitoring","Educational statistics","School enrollment"],"dcterms_title":["School Monitoring Report,; North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/944"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\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":"aarl_andrewyoung-oh_aarl-young-457","title":"Video Recording of Central Atlanta Progress Conference with Jimmy Carter, ca. 1997","collection_id":"aarl_andrewyoung-oh","collection_title":"Andrew J. Young Oral Histories","dcterms_contributor":["Young, Andrew, 1932-"],"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Young, Andrew, 1932-"],"dc_date":["1997"],"dcterms_description":null,"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Andrew J. Young papers"],"dcterms_subject":["Atlanta (Ga.)","United States. Congress. House","Legislators--United States","Political campaigns","African American civil rights workers","Civil rights","African American politicians","Social sciences and history","Central Atlanta Progress, Inc."],"dcterms_title":["Video Recording of Central Atlanta Progress Conference with Jimmy Carter, ca. 1997"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Auburn Avenue Research Library on African-American Culture and History"],"edm_is_shown_by":["https://youtu.be/tSX4oiPu59c"],"edm_is_shown_at":["https://dlg.usg.edu/record/aarl_andrewyoung-oh_aarl-young-457"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["video recordings (physical artifacts)"],"dcterms_extent":["1 hr, 18 min, 50 sec."],"dlg_subject_personal":["Jackson, Maynard, 1938-2003","Young, Andrew, 1932-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_739","title":"Vital Links","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":["1997/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Photographs","Student assistance programs","School management and organization"],"dcterms_title":["Vital Links"],"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/739"],"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\nVital Link, the school district's program to help students and teachers make the link between classroom skills and work place success. The file includes correspondence, news clippings and student event photographs.\nt A t* C| ? tf\nt I U*1 lx 1 *1 ^9-' h' / I ' 13 J !\u0026lt; lJj \u0026gt;  f c\ni' 'r K*?-! ft \\ z 1 VI \nr J-I. 1 L La i \"'i -I- ' AVT i_y  J  '\u0026gt;  jfl fl fl fn ii )9 ? -Hil * 7 \\, .  '\u0026gt; q kt^ '1 * wjp i'lHi V. k f M     :' t .     1^ -T 'r-ii f c - :-Ml V S-^ I f\n*- '1 Lai f J*5M V.- I v\nJ X  M, La \u0026gt; B?I i  f i : J ' \\ O  . eV7 ,  7i I-. \u0026gt; ' e  *'* c / , 'tf.    I-  i-  s ' /' I \u0026gt;? ! 7 P21 , V \u0026lt;  'i' * , r 4 4   \u0026gt; 'v' *\u0026gt; vfy,- r j k 4 . \u0026gt; -  f* -H* k C II J - i a I I  ('  1 7 \u0026gt;  as .\\ ^7 7 l?l r i t It i'l f 7 '. f ^7 15^ % r) % I I \u0026gt; - * ?.*-l-f^y \u0026gt;: to\n.** O f\n\u0026lt;1 V-.-  ?? - t A- - -^\u0026lt;1 .f JI 1 -r AV ^i' S i IS 1 a^u*  ,v  A* '    A  w*. .i' \u0026lt;L V. \u0026gt; . tf t, '/ y. .: u* ( ' * * ' i' \u0026lt;  t i . '*.'^n -J * p r ii Au ' 0 A * .-rpJ .*'i^ '','  A, T 'i 'i V , yl r */ '* f  \u0026amp;r Cj  Os f3^ k'*' X cM-'' JL*' In^ 1/ V4- MbOui^ '^i t k C r i- co 3 -  IT 1  [r . '\u0026lt; ['i! '/J  1 * I 1 I  r t S. t 3, J V___ '\"rift\n\u0026lt; \"4 '\u0026lt;:: * i  ^ V ' -*v5 \u0026lt;* '^r V 4  Lqf, X** t* \u0026lt; * s  w _ 4 \u0026lt;    4* r\u0026lt;* \u0026lt; * i' lb o \"5 .M , 9 ''  *!  *'*\u0026lt;':\u0026gt; A*I ?: - */ w fc - 4 1 \"-Vy 1 Vj  ** y   * *1  l^.''7/ {f/\n' 1w t  4 V  V .V \u0026gt; I r \u0026gt;1  IS i t A ( I 5r VITAL LINK i1t-r\n- ALLAS TARS li^ m J ' a'-I a\u0026gt; i-\". -3^' t 5:5 p X^' .4 \nA. 4\u0026gt; F \u0026lt;\u0026lt;  tl iS- } i k. ^.. -. '' . .. :^'- :@: :^' ^: :@: t J \\^ ron l\u0026gt;\n^5 H.i AKD r .1\nO it izi I. C*- t t 'J f 1 \u0026gt;4 * i ,' i 7 '.' r- I I \"f  A i ! i\n( . I r ! I ! L^v ! t / i I i'fiS i' * 1 * L ' v\u0026lt;  \"'^jiVs  ^5 .f A \u0026lt; L4 * /*\u0026gt;.  t k. - - '' tJ *'  )' fr^. .S' */' ' 1^' i P' ( \u0026amp;E1UL VITAL LIS^ ^il.tSTARSi R 't jt * * r c \".)t 1 lau.\nfc- 1 A ,-v ^  MMR \u0026lt;***' .3 \u0026gt;\n.4 ? e  5?^ 1\u0026gt;' '', W^' * \\- ', 4  ,w k* V  fF t  -.\nS ( is a .O: 1 r * I ! t 'C *'* ?- H i L /yi I\" \u0026lt; f a''- Un R ' I \\O' h V. 18^1 ^/j  V-l r Sv 'i i II n 1\"^ :h /t _'^- ' \u0026lt;. j c eS i! A p\u0026gt;j '\u0026lt;ri ,\u0026lt;' (S 3 4L J t * y-iv'\\.*' 'ycs T yA 9^^ Su* -'\n\u0026gt; 1^  r,^ f'.- B \u0026gt;'f 1 ^0 i/'iAl f'^! II I i'! ^'/ ' o Smtr*^-.- ifct ti! (Dil t I Al\n 5^\n c i - *\\ cxa SMLUt \u0026lt;4\u0026gt;tM(KS I t I cao \u0026lt; l ARKsi  ( Hits SS II /I F^ .\u0026lt;/ 1 VV\\\"' A ?'V i.y . t 0 k I J^'' \\ 4' .^J \u0026lt;3C Wf*S! 1^ 7'.': \u0026gt;ji *   , * / I / 1 .Vv j ^?1 -\u0026lt; ::z *\nyv fj 'L-^ r fe' J r J r ^\u0026gt;^.1 I i A A i I I\" :iiJ ,9\u0026gt; FsjS^ J o 1/ N d ja 1 i\nV 'fl .\u0026lt;\u0026gt;1\n .-^ ALLIANCE FOR PUB. SOHO Fax:501' I I '4 Jan 21 '9? 14:19 P. 02 '06 MEMORANDUM TO: Debbie Milam LRSD - VIPS Hubert Barksdale Education Chairman - Greater LR Chamber Delia Moore Margie Powell Diane Vibhakar Marketing Chairman - LR Alliance Office of Desegregation Monitoring Executive Director - Parents for Public Schools FROM: Joe Swaty RE: Vital Link Attached is a copy of the itinerary in development for the Vital Link research trip to Ft. Worth. The trip has been scheduled for Wednesday, January 22, thru Friday, January 24. Please eat before we leave on Wednesday and plan to arrive at our departure gate by no later than 7:10 P.M. We will rent one large van for our transportation needs. Those attending are as follows: Debbie Milam Director LRSD  VIPS Program Hubert Barksdale Education Chairman Greater Little Rock Chamber of Commerce Delia Moore Marketing Chairman Little Rock Alliance For Our Public Schools Margie Powell Office of Desegregation Monitoring Diane Vibhakar Executive Director Parents for Public Schools Joe Swaty Special Consultant Little Rock Alliance For Our Public Schools Gail Nickerson Administrative Assistant Little Rock Alliance For Our Public SchoolsVITAL LINK Attendance Chart Students Name Business Monday Tommy Boren Albert Ray Brown Tuesday I -11- Wednesday Thursday I Friday I Dasha Chambliss Joseph Dahms Latrice Duncan Gillian Glasco A^l c^. Sj ? L\u0026lt;- OWl Erica Hill Brandon Jones Sherica Merriweather Ar!\u0026lt; Azf\u0026lt; Amanda Rosebyt, ALLIANCE FOP P'JB. -'CHO F,? . :501~* 74 Ian 21 '97 14:19 P. 02/06 i, ' i'  \u0026lt;\n\u0026lt;ALLIANCE FOR PUB, SCHO F5 \u0026lt;:501??5P??d Jan 21 14:19 P.03/06 }- f fh p  , 'I I .\u0026lt;V i'.M P'vsi.ur: J'h\n! \u0026gt; H ic'   \ns'lP'ji^s'y .': ! \u0026lt;:ve i 4^ P. ii 1.\nLoiif^rmari-  it V  - i'{r Z  -(.iNALLIWCE r K Pi 'P. 'HO t 1 /I I P..05/06 rsN  Hv : -r-i^ -s. /jsjLrL \u0026gt;, SOUTHWt^STAIRUNES T\n.' V?* .1 , \u0026lt; r- ::b  . Oti \u0026lt;/:  'rt i\u0026gt; '50 apply tof it 0\u0026gt;S A?^D - O' .'y I\u0026gt;' fptvr  - ^xCnang 3: M 'X* 3\u0026lt;^-- -.-sset^ ' Suuinwest A,rl,nes Wl LU BeSeD to'wOCESS YOUR REFUND OR EXCHANGE KEQUES r  IMPORTANT w WZRVHA  IMPORTANT  FOB ftgSEBVATIOHS. CALL'F800t'n.Y-SWA (1-600-435-9?^^ PrinlArt 12/95ALLIANCE HR PUB. ECHO Fa\u0026gt;:501??58774 Ian 21 ?7 14: ?'1 P.06/06 Miinr.i i'lll ' C Sit (be A.,Ci- applied learning school wuh a very Jaige wa^rjng^ii,,   sl ?' -/\"er 'C l.\\' - '*''*1-! i\nnk\u0026gt;-1. IhNi pjp PHR. ZHC F-  :5C .i. .191-' I P. 04,''06Where Business Comes Together GREATER LITTLE ROCK CHAMBER OF COMMERCE (TC'b A, 4 ( ~f Recejv^o 3 1 1997 January 29, 1997 OfFfCEOF MEMORANDUM TO: FROM: Education Committee Members Chamber Chair of Education Hubert Barksdale SUBJECT: February Committee Meeting Friday, February 7/11 a.m. Chamber Board Room Please note on your calendar our February meeting date - Friday, February 7 at 11 a.m. We are planning a full agenda of topics for discussion, including a report on the VITAL LINK program being developed for the Little Rock School District. We will also have updates on activities underway throughout all three school districts. As a special guest speaker for our meeting we are inviting Baker Kurrus, president of the Little Rock Alliance For Our Public Schools, to give us an . overview of this organizations role in support of public education. Thank you in advance for attending this important second meeting of our Education Committee. We need your valuable input and participation. Please RSVP your attendance plans by calling Sandy Bradley today at 374-4871 at the Chamber. SERVING LITTLE ROCK, NORTH LITTLE ROCK AND CENTRAL ARKANSAS lOI S. SPRING ST.  SUITE 200  LITTLE ROCK, ARKANSAS 72201-2486  (501) 374-4871 Where Business Gimes TugeOier GREATER LITTLE RCX:K CHAMBER OF COMMERCE RECS5VSD MAR 3 1997 February 25, 1997 MEMORANDUM OFFICE Or desegregation monitoring TO: FROM: Education Committee Members Chamber Chair of Education Hubert Barksdale SUBJECT: March Committee Meeting Thursday, March 6/11 a.m. Chamber Board Room Please note on your calendar our March meeting date - Thursday, March 6 at 11 a.m. We are planning a full agenda of topics for discussion, including a report on the VITAL LINK program being developed for the Little Rock School District. We will also have updates on activities underway throughout all three school districts. Thank you in advance for attending this important second meeting of our Education Committee. We need your valuable input and participation. Please RSVP your attendance plans by calling Sandy Bradley today at 374^871 at the Chamber. SERVING LITTLE ROCK, NORTH LITTLE ROCK AND CENTRAL ARKANSAS 101 S. SPRING ST.  SUITE 200  LITTLE ROCK, ARKANSAS 72201-2486  (501) 374-4871 LITTLE ROCK SCHOOL DISTRICT 1. n. m. IV. V. VI. VII. VITAL LINK A partnership program of the Little Rock School District, the Greater Little Rock Chamber of Commerce and the Little Rock Alliance For Our Public Schools Kick-Off Breakfast Friday, February 28, 1997 Holiday Inn Select AGENDA Welcome and Introductions / Hubert Barksdale, Chamber Chair of Education Video Presentation From ABC News How does it work? I Debbie Milam, Coordinator of VIPS ! Partners In Education Why should my business participate? I Guest Speakers from North Little Rock VITAL LINK A. B. C. Bob Majors, Southwestern Bell Buster Beardsley, Rainy \u0026amp; Beardsley Pam Jones, Express Human Resources Call to Action / Chamber Chairman of the Board Doug Buford The Districts Commitment To Success! Superintendent Dr. Don Roberts Closing Remarks / Baker Kurrus, Pres, of the Little Rock Alliance For Our Public Schools I Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: April 10, 1997 To: From: Heritage West Building Businesses Ann Brown, Office of Desegregation Monitoring Subject: Vital Link We have an opportunity to participate in an exciting program that will allow us to help our local schools prepare the students well be employing in the ne?rt century. Vital Link is the brainchild of Little Rock School District Superintendent Don Roberts. The program pairs students with businesses and other organizations to give the youngsters real life experiences in the world of work. Vital Link will cost us nothing more than some time and attention to one or two students for one week. Please take a few minutes to learn more about Vital Link and how you can join me, Jimmy Moses, and our other Heritage West colleagues in this program. Well meet next Tuesday, April 15, here in Suite 510 at 9:00 a.m.^PR-09? 0 2 5 0 RM MOSES N O S rt R I R , O 1 11\u0026gt; 0 August House I 90 Arkansas Internationa! /SO AMR Architects, Inc. (-75 Ron Srriith 8^ Associates 4? 0 0 ^Arkansas Times 9 7 Arkansos Business 300 Arkansas Securities Fettit \u0026amp; Pettit r/o Deseg. Monitoring 5 0 0 Thomas S-. Thom,as .1  i.iir'iurr I'll.  MOSES NOSARI Ki'.M. ILS'IAI'I-\nZOO (.nmirtrfal Hrukvrjvt  Mdimuonc'H  hvvv\u0026gt;\u0026lt;-\u0026gt;pirvn( HERITAGE WEST BUILDING CONTACT LIST Ted Parkhurst Evelyn Coppola Rick Redden Ron Smith Alan Leveritt Olivia Farrell Mac Dodson Sam Cummings Anne Brown\" Don Smith I' k Ark. :' l   r'l'l \u0026lt;\" 372-5450 375-3040 375-037Q 374-6694 375-2985 372-1443 324-9260 374-3731 376-6200 375-2025 Where Business Comes Tt\u0026gt;getiier GREATER LITTLE ROCK CHAMBER OF COMMERCE April 30, 1997 RECEIVBO k I *' MM! 1 1997 OFFICE Or DESEGREGATION MONITORING Ms. Arm Brown ODM 201 East Markham Little Rock, AR 72201 Dear Ms. Brown: We are so very pleased that you will be hosting students during this summer's VITAL LINK program. Your participation, along with others, will enable over 550 students in the Little Rock School District to experience the \"link\" between classroom skills and future work place success. You, along with your organization's VITAL LINK coordinator, are invited to attend a special VITAL LINK orientation breakfast. The breakfast will be held on May 14 at 7:30 a.m. in the Chamber's Board Room. This orientation will provide you with full details about this summer's VITAL LINK program. We will have school district officials on hand to answer all your questions. They will also discuss the positive benefits your employees will experience as they see their jobs through the eyes of a young person. Please make plans now to attend this important breakfast. If you are unable to attend the breakfast meeting, we are also scheduling a reception on May 22 at 4:00 p.m. to cover the same information. Please call Sandy Bradley at the Chamber at 374-4871 and let her know which VITAL LINK orientation event you hope to attend. Thank you again for helping making the VITAL LINK program possible. Sincerely, ibert Barksdale Chair of Education cc. Dr. Don Roberts, Little Rock School District Superintendent Doug Buford, Chamber Chairman of the Board Baker Kurrus, Pres, of the Little Rock Alliance For Our Public Schools SERVING LITTLE ROCK, NORTH LITTLE ROCK AND CENTRAL ARKANSAS 101 S. SPRING ST.  SUITE 200  LITTLE ROCK, ARKANSAS 72201-2486  (501) 374-4871 Memo To: Business Hosts for Vital Link Students From: Margie Powell, Associate Monitor, ODM Subject: Special Presentation for Heritage West Date: June 10, 1997 On Wednesday, June 11, at 9:00 a.m., Debbie Milam, coordinator of the Vital Link Program for the Little Rock School District will be in Suite 510 to provide a special presentation for Vital Link host businesses. Ms. Milam will explain our responsibilities and the mechanics of providing job experiences for the students. She will describe the sequence of events and activities associated with the program, answer questions, and provide written instructions for those of you who were unable to attend any of the receptions. One of the Vital Link teachers dropped out of the program at the last minute, leaving the district short one teacher. Since we have several educators working at ODM, we have agreed to serve as the on-site teachers for our building. If you like, Ms. Milam will look at your facility and help you with logistics. Please try to attend, especially if you are still feeling a little uncertain about your participation in the program. This may be the last chance for a personal training session before the students arrive on Monday, July 7 (our week to host them). Call me at 376-6200, if you have any questions.Memo To: From: Business Hosts for Vital Link Students Margie Powell, Associate Monitor, ODM Subject: Special Presentation for Heritage West Date: June 10, 1997 On Wednesday, June 11, at 9:00 a.m., Debbie Milam, coordinator of the Vital Link Program for the Little Rock School District will be in Suite 510 to provide a special presentation for Vital Link host businesses. Ms. Milam will explain our responsibilities and the mechanics of providing job experiences for the students. She will describe the sequence of events and activities associated with the program, answer questions, and provide written instructions for those of you who were unable to attend any of the receptions. One of the Vital Link teachers dropped out of the program at the last minute, leaving the district short one teacher. Since we have several educators working at ODM, we have agreed to serve as the on-site teachers for our building. If you like, Ms. Milam will look at your facility and help you with logistics. Please try to attend, especially if you are still feeling a little uncertain about your participation in the program. This may be the last chance for a personal training session before the students arrive on Monday, July 7 (our week to host them). Call me at 376-6200, if you have any questions.(g\n14:24 501 524 2025 I.RSD COMAIiA'TCATI -4^^ ODM @002 005 Litue KocK SchooS Oistn'et Students Work in Loca! Bu!ii!ie.s.sps as Vital Link Frugrain Begins For Im.meqtate Release hne It), 1997 For more information: Suclten Vaim, 324-20.20 More than 150 sixth grade students joined the local work force today 35 the Vital Link program Racked off'its first week in thie Little Rock School District CLRSD'i. Students arrived on tire job at 'businesses ranging from banks to ani versifies to City government offices to learn skills students need to know when ihev sveniuaJly get a job. \"Vital Link is designed to demonstrate to students how their classroom lessons such as reading, writing and ir^iath are used every day m job situations, said Don R. Roberts. LRSD Superintendenl. \"The lessons that Vital Link students team during their one week on the job will help them to understand the importance of their education and now 1' will benefit them in tire fcture Students working at First Commerciai Bank are in teller maininc this week. Students assigned to The Janel Iones Coinpa-ny wl! atienc a sales meehne tomor-ow morning and a property' tour on Vv'ednesday. Students v/orking with J .a. Riggs Tractor Company will be given a aemonstration on hsaw equipment on Tuesday. X'ita'i i..ink par-.cipants at t.he Mitchel! Law Firm wiii go to tiie courthouse and listen to a trial on \\V c.jfiesdav. (ir.o-e! 810 Wf.st Markham Street tittle Rock, Arkansa-s 72201  {501)524-2000 OP IP 91 501 324 202.3 l.RSn rOMVl MCATI A. OD'I @1003 005 1 4 : 2,5 in . Vila\nLink is a three-week program with diiterent students ,anci Hu-sinesses Darticipatmg each week. More than 500 students have signed up to participate in the program, and 46 businesses are hosting sPadents. Among the businesses narticipatmg thi. week are First Commercial Bank, Th.e Janet Jones Company. University of .Arkansas at Linls Rock. Mitchell Law Firm. Boannens Bank, and J. A. Riggs Tractor Companv. Vital Linde is a partnership between the Little Rock School District, the Little Rock 4dliance For Our Public Schools, and the Greater Little Rock Chamber of Commerce. rttrrfT MEDIA NOTE: See attached pages for compant and contact information.OR  18 97 14:26 501 324 2023 I.RSD CO'I'fl \\rCATT ODM  004, 005 1 I? I. PS? '71 S f, p!2 MOND AY, lUNE 16,1997 1st Commercial - Students will be in teller training (after orientation - possiblv around 9.30 a.m.). We m.u.st notify Charles Stewart before the Media comes. Air Force Base vzill take students on a driving tour of the base City Hall - 8:31) meeting with the Mayor. DALP. - 9'00 a.m. meeting with the Chantsllor L.RSD - morning meeting with the Superintendent. 8o.4 in's\" teller training CvESDAY, TUNE 17,1997 t3.nat Iones - students attend sales meeting. ,'A Kiggs - Students will be given a demonstration on heavy equipment. m.iiSt n'Otih/ Becky James before the MeJia comes. We UTPNESDAY, TUNE 18,1997 or THURSDAY, TUNE-19,1997 Ja-net jones will take students on a property tour. Mitchell Lav. Firm - Student will go to the court house and listen to a trial (they will notify us of the exact day). We must notify Bonnie Vickery before the Media comes. FSa3.AY, JUNE 20,1'997 The following will have their culminafcr.g activity on Fridav lune 20. 1997 from ll.OC'-11:45. 3E -VLtcheil law Firm VA Hospital JA E^ggs 1st Commercial Soafmen's (Capital Club fc.r sandwichesl Ciry^Hdll (River Market for barbecue) Ruiaski Tech (reception)H ?! 06 16 97 rj ^4 14:27 5111 S ?u 501 324 2023 SE I.RSI) conni xicATi odm 005 005 LPb VIPS F-ii'Sr I ^:r A,,. i I IV '^incent's { RSr? Hur Warr -het.,, 6^7 (pizz^) Hat! 1-19^ ^he hoard P- t I 5 I \u0026lt;-iL(b) erj connt) ! I! .  l 1 - I ! 'II  'o 06 '1 7. 97 11:01 ^501 324 202.3 ODM @002/005 W SIP 'fe I.RSO COMVl XTCATT Little Rock School District Students Work in Local Rii.sines,se.s as Vital Link Program Begins For Immediate Release June 16, 1997 For more information: Suellen Vann, 324-2C20 More tlian 150 sixth grade students joined the local work force today as the Vital Link program kicked off its first week in the Little Rock School Oistrict (LRSD). Students anived on the job at businesses ranging from banks to universities to city goverament offices to learn skills students need to know when they eventually get a job. Vital Link is designed to demonstrate to students how their classroom lessons sucn as reading, writing and math are used every day in job situation, said Don R. Roberts, LRSD Superintendent. 'Tne lessons that Vital Link\nstudents learn during their one week on the job will help them to understand the importance of their education and how it will benefit them in the future. Stuaents woiking at First Commercial Bank are in teller '.raining this week. Students as.signed to ITie .Janet Jones Company will attend a sales meeting tomorrowmorning and a property' tour on 'Aiednesday. Students working with J. A. Riggs Tractor Company will be given a demonstration on heavy equipment on Tuesday. Vital Link piuticipiints at the Mitchell Law Firm will go to the courthouse and listen to a trial on V\" ednesdav.  mtire) 810 West Markham Street Little Kock, Arkansas 72201  (501)324-2000 06.- 17/97 11:02 0501 324 2023 r.RSD COVMIAICATT OD'I 003/005 Vital Link Page 2 of2 Vital Link is a three-week program with different student? and businesses participating each week. More than 500 students have signed up to participate in the program, and 4o businesses are hosting students, /i.mong the businesses participating this w eek. are First Commercial Bank, The Janet Jones Company, University of Arkansas at Little Rock, Mitchell Law Firm, Boatmens Bank, and J. A. Riggs Tractor Company. Viui Link is a partnership between the Little Rock School District, the Little Rock Alliance For Our Public Schools, and the Cireater Little Rock Chamber of Commerce. fr^ .MEDIA NOTE: See attached pages for company and contact information.06/17/97 11:03 501 324 2023 l.RSI) COWMCaTI ODA! @1004/005 IT\n59 501 LF'S? './IPS J MONDAY, lUNE. 16.1997 1st Commercial - Students will be in teller training (after orientation - possibly around 9:30 a.m.). We must notify Charles Stewart before the Media comes. Air force Base vdll take students on a driving tour of the base. Ci tv Hail - 8:30 rneeting with the Mayor. UAE.F - a.m meeting with the Chancellor LRSD - .morning meeting with thie Superintendent. Boatrrten's - teuer training TVBSPAX ItNE iZt 1997 janat Iones - aludenfcs attend sales meehng i JA Riggs - Students will be given a demonstration on heavy equipment, must nohfv BeoKv lames before the Media comes. We WTQNESDAY, IVNE18,1997 or THURSDAY. RTNI19,1997 ianet Iones will take students on a property tour. Mitchell Law Firm - Student will go to the court house and listen to a trial (they will notify us of the exact day). We must notUy Borme Vickerv before the Media comes. FRID AVi JUNE 20,1997 The'foUowing wili have their culminatng activity on Friday, June 20, 1997 from i: CO- 1145\n8EI MiWheh Law Firtr\nVA {-iospital JA Higgs 1st Commercia.' Boatmen's (Capital Club for sancv/iche'ij City'Hall (River Mark.t\ni: Puiaskj Tech (reception harbecue)06/17-97 11:04 .iOl .24 2023 I.RSD COVVU'MCATT ODM 005/003 S/ISS\n17 ??il /'J HI P-, I-' St I', fRo .................. -  Rtiady h'att count)LITTLE ROCK SCHOOL DISTRICT VITAL L I N K VITAL LINK is a partnership program of the Little Pock Sc/iocI D.st'st. tne Ljh e Pock Aji^a/Ke For Our Public Schools, and the Greater Little Pock Champ^r of Co June 26,1997 Office of DeseCTeo^'ation Monitoring 201 E. .Markham Little Rock, AR 72202 ^o 3 0 1897 OFFiCEOF OESEGREGATJON MO.NITOftW o Dear Margie: Your Willingness to participate in the Vital Link Program is greatlv appreciated. With this kind of support from the community, our students will have a meaningful learning experience. IVe ^vill not have a teacher assigned to your business full time during vour Vital Link week of July 7-11. I would like to meet with vou to go over the areas where you will need assistance from us to make your experience enjovable for both vour employees and the students. I vsnll be calling you to schedule an appointment.. \\ital Link is not intended for students to choose their life's vocation, but to cormect classroom learning with what is required in numerous Jobs in the workplace. Your participation in our first year of this program is appreciated. If you have any questions, concerns, or problems, please contact me immediatelv at 324-2297 or Deana Keathlev at 324-2408. Sincerely, iJ'eebbbbiiee Milam MPS Coordinator cc: Melissa Guilden Horace Smith Little Rock School District  501 Sherman  Little Rock. AR 72202  (501)324-2290 LITTLE ROCK SCHOOL DISTRICT VITAL LINK VITAL LINK IS a partnership program of the Little Flock School Dist^ct the Litt e A.''.a/Ke For Our Public Schools, and the Greater Little Pocn Chamce' June 26,199/ Office of Desegregation Monitoring 3 0 1897 201 E. Markham Uttle Rock, AR 72202 OFFiCEOF OESEGREGATiON MONITORING a o Dear Margie: Your willingness to participate in the Vital Link Program is greatlv appreciated. With this kind of support from the community, our students wiU have a meaningful learning experience. We ^^'ill not have a teacher assigned to your business full time during \\-our Vital Link week of July 7-11. 1 would like to meet with you to go over the areas where you Estill need assistance from us to make your experience enjovable for both vour employees and the students. 1 will be calling you to schedule an appointment.. Vital Link is not intended for students to choose their life's vocation, but to connect classroom learning with what is required in numerous jobs in the workplace. Your participation in our first year of this program is appreciated. If you have any questions, concerns, or problems, please contact me immediatelv at 324-2297 or Deana Keathlev at 324-2408. Sincerely, Fl/ ., iJebbie Milam MPS Coordinator cc\nMelissa Guilden Horace Smith Little Rock School District  501 Sherman  Little Rock, AR 72202  (501)324-2290 ,06/ 1 9/97 09:44 S'5fl I 324 2023 l.RSD COinilNICATt ODM @002/002 6: Little Kock School District Vital Link .Student Scrub at Coiurabia Doctors tkisf til I or Inioiediate Release June 19.1997 For more informaiion\nSuellen X'ann, 324-2020 Students pirticipathig in the Vital Link program will tour the outpatient surgery area at Columbia Doctors Hospital this morning. Students will scrub in and visit the IP outpatient surgerj- area at 10:00 a.m. Melissa Smith is the contact at Columbia Doctors Hospital: her number is 661-4585. t he ,tai Link program takes studenrs into local businesses to learn how their classroom lessons ,ire used o.n the job. diO tvest Markham Street  Little Rock. Arkansas 72201  (501)324-2000 Memo To: ODM Co-workers From: Melissa Subject: Vital Link Date: July 2, 1997 As you know, our Vital Link students will be here next week. I am busy making the final preparations for their arrival. I may have to call on each of your to share some of the small tasks related to the program. I would also like for you to place two events on your calendars: the opening activity at 8:30 Monday morning and the culminating activity to be held at 10:00 on Friday. The culminating activity will be held at the Territorial Restoration, and our office will be coordinating the festivities. That will probably mean that we will need to do a bit of fetching and carrying I know I dont have to ask any of you to be fiiendly and helpful to our students, but I would like to ask that we all make every effort to be good examples to the students. Between now and Monday, lets make sure that our offices are tidy. Also while the students are here, we want to make sure that our conversation is G rated. And remember that the students are here to work not watch. If they are active participants, they will find this a much more rewarding experience. Thanks for all your help!Memo To: ODM Co-workers From: Melissa Subject: Vital Link Date: July 2, 1997 As you know, our Vital Link students will be here next week. I am busy making the final preparations for their arrival. I may have to call on each of your to share some of the small tasks related to the program. I would also like for you to place two events on your calendars: the opening activity at 8:30 Monday morning and the culminating activity to be held at 10:00 on Friday. The culminating activity will be held at the Territorial Restoration, and our office will be coordinating the festivities. That will probably mean that we will need to do a bit of fetching and carrying I know I dont have to ask any of you to be friendly and helpful to our students, but I would like to ask that we all make every effort to be good examples to the students. Between now and Monday, lets make sure that our offices are tidy. Also while the students are here, we want to make sure that our conversation is G rated. And remember that the students are here to work not watch. If they are active participants, they will find this a much more rewarding experience. Thanks for all your help!Little Rock School District VITAL LINK Development Meeting Monday, February 3, 1997 LRSD District Office ATTENDING: Dr. Don Roberts, LRSD Superintendent Baker Kurrus, President of the Little Rock Alliance For Our Public Schools Hubert Barksdale, Chair of Education, Greater Little Rock Chamber / Alliance VITAL LINK Chair Delia Moore, Alliance Board Member ! Alliance Marketing Action Team Chair Debbie Milam, VIPS/Partners In Education Coordinator Gail Nickerson, Administrative Assistant for Alliance Joe Swaty, Special Consultant to Alliance ! Staff support to Chambers Education Committee DISCUSSION OUTLINE: Formation of a VITAL LINK Executive Committee: Dr. Roberts, Debbie Milam, Baker Kurrus, Hubert Barksdale and Delia Moore Chamber / business community commitments: Recruitment of Businesses 50 to 70 targeted businesses through Chamber Education Committee effort Working list in development March 1 deadline for commitments North Little Rock VITAL LINK continuity for business community Size of program defined by number of businesses to participate Number of students! Lottery concept Number of teacher supervisors Number of buses Budget Issues ! Clarification of funding pledge from Alliance and grant status District Responsibilities Staffing of the VITAL LINK office ! VITAL LINK Coordinator (salary issue) Teacher and student recruitment and coordination Teacher stipend requirements Buses/Transportation issue Volunteers for additional staff support Public Relations ! Media Support jointly coordinated with Alliance and Chamber Coordination with VIPs Board Coordination with Partners In EducationMemo To: Vital Link Student Hosts From: Subject: Margie Powell, Vital Link Liaison First Day Activities Reminder Date: July 3, 1997 Just a note to remind you that Monday will be our first day host Vital Link students. Students will arrive at 8:30 a.m.\nplease be in suite 510 by 8:20. Our first activity will include a light breakfast and a brief presentation from each business representative. After which we will have the students fill out job applications, then we will interview them and assign them to each business. Please be prepared to give a brief description of your company (products, services, functions). Limit your presentation to three minutes or less. ODM, Arkansas Securities, Arkansas Times, and Petit and Petit will host two students each. The rest of you will be responsible for one student. See you Monday!Tommy Boren Junior Assistant Monitor Office of Desegregation Monitoring U.S. District CourtCertificate of Achievement awarded to: Tommy Boren Most Courteous Date SignedVITAL LINK HOSTS Agenda for Week of July 7, 1997 Monday. Julv 7 8:30 - 9:30 Students arrive and are esconed to Suite 510 where they will be served breakfast. During this time, representatives from the host businesses will provide a brief overview of their companies. 9:30-10:15 After the overviews and breakfast, students will fill out brief job applications and be interviewed for various jobs in the building. After the interviews, students will receive their job assignments and be escorted to the job sites. 10:15-11:15 Job site orientation 11:15-11:45 Return to Suite 510 for journal writing and snacks Tuesday S'*\", Wednesday 9^**, Thursday, 10' 8:30 -8:45 Students arrive, assemble in Suite 510 8:45-11:15 Students at job sites 11:15-11:45 Students assemble in Suite 510, have a snack, write journals, discuss days activities, and plan culminating activity Friday, July 11** 8:30-9:30 Students assemble in Suite 510, then go to job sites. 10:00 -11:45 Culminating activity - Students will present certificates of appreciation to their bosses and tell what they learned from their experiences. Host businesses will present certificates of completion to the students. Parents will be invited to attend the ceremony. ODM will provide certificates and invitations for parents to attend the culminating activity. Businesses will share in the expenses associated with the snacks and culminating activity.VITAL LINK - ODM AGENDA July 7-11, 1997 Monday July 11 8:45 -10:15 Opening activities (see Building Agenda) 10:15-11:15 After breakfast and first-day job selection activities, student will meet with individual staff persons to discuss their jobs and current projects. We will only have about an hour for this, because opening activities will take most of the morning. 11:15-11:45 Students will write in their journals, discuss the days activities, and plan culminating activities. They will be given an opportunity to select invitations to give their parents for the closing ceremony. Tuesday, July 8 Student will help prepare to monitor summer school: devise guide, discuss methods for monitoring construction in the districts. Student will organize and record data for a monitoring report. Wednesday, July 9 Student will go on monitoring visit to a summer program and a construction site. Upon return, student will write findings. Thursday, July 10* Student will work with support staff: order supplies, clip newspaper articles, make copies, FAX something, use postage meter. Later, when all of the students assemble for journal writing, they will be given an opportunity vote on awards for their peers, i.e., friendliest student, hardest worker, etc. They will also rehearse the thank you speeches they will give to employers. Friday, July 11 8:30 - 9:30 Student finishes any remaining job obligations. 9:30-11:45 Culminating activity (see Hosts Agenda)7 I A Certijuate oJ-S^^reciatwn Wit/i Spedaf ^rfian^ to p'i C^e ^eseareaatwn '^our partkipatwn Has Hc^e/ex^an/a cHidfs Mrizans. Dibdbin^ Shulmt Ditiifbin^ Siunt u, mrVITAL LINK - ODM AGENDA July 7-11, 1997 Monday July 11 8:45-10:15 Opening activities (see Building Agenda) 10:15-11:15 After breakfast and first-day job selection activities, student will meet with individual staff persons to discuss their jobs and current projects. We will only have about an hour for this, because opening activities will take most of the morning. 11:15-11:45 Students will write in their journals, discuss the days activities, and plan culminating activities. They will be given an opportunity to select invitations to give their parents for the closing ceremony. - \u0026gt;th Tuesday, July 8' Student will help prepare to monitor summer school: devise guide, discuss methods for monitoring construction in the districts. Student will organize and record data for a monitoring report. Wednesday, July 9* Student will go on monitoring visit to a summer program and a construction site. Upon return, student will write findings. Thursday, July 10* Student will work with support staff: order supplies, clip newspaper articles, make copies, FAX something, use postage meter.  Later, when all of the students assemble for journal writing, they will be given an opportunity vote on awards for their peers, i.e., friendliest student, hardest worker, etc. They will also rehearse the thank you speeches they will give to employers. Friday, July 11'\" 8:30 - 9:30 Student finishes any remaining job obligations. 9:30-11:45 Culminating activity (see Hosts Agenda)VITAL LINK HOSTS Agenda for Week of July 7, 1997 Monday. Julv 7 8:30-9:30 ' Students arrive and are escorted to Suite 510 where they will be served breakfast. During this time, representatives from the host businesses will provide a brief overview of their companies. 9:30-10:15 After the overviews and breakfast, students will fill out brief job applications and be \"interviewed for various jobs in the building. After the interviews, students will receive their job assignments and be escorted to the job sites. 10:15-11:15 Job site orientation 11:15-11:45 Return to Suite 510 for journal writing and snacks Tuesday 8\", Wednesday 9, Thursday, IO'\" 8:30 -8:45 Students arrive, assemble in Suite 510 8:45 -11:15 Students at job sites 11:15-11:45 Students assemble in Suite 510, have a snack, write journals, discuss days activities, and plan culminating activity Friday, July 11 th 8:30-9:30 Students assemble in Suite 510, then go to job sites. 10:00 -11:45 - Culminating activity - Students will present certificates of appreciation to their bosses and tell what they learned from their experiences. Host businesses will present cenificates of completion to the students. Parents will be invited to attend the ceremony. ODM will provide certificates and invitations for parents to attend the culminating activity. Businesses will share in the expenses associated with the snacks and culminating activity.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 To: From: AMR Architects, Inc. Arkansas Business Arkansas Securities Arkansas Times Moses Nosari Pettit \u0026amp; Pettit Margie Powell, Vital Link Coordinator Subject: Vital Link Expenses Date: July 16, 1997 Thanks again for your help, cooperation, and enthusiasm during our week of hosting Vital Link students. We received a double bonus from our experience: we got to know some wonderful children, and we got to know each other better. You have made a difference in the lives of at least 10 children, so lets get ready for the next batch in 1998! Below is an itemized list of the major expenses incurred for the Vital Link students. We have apportioned the amounts by dividing the total evenly among the seven businesses. Please make your payment to: Office of Desegregation Monitoring Thank you. Monday morning activities Donuts, juice, and paper products 31.82 Snacks 38.96 Twice a day, Tuesday through Thursday Fridays cumulating activity Cake, sandwiches, juice, and table accessories 127.73 Individual student pictures 44.60 Display board 18.00 Certificates Student, business, and teacher 7.00 Sub Total 268.11 Total due from each business S38.30LITTLE ROCK SCHOOL DISTRICT VITAL LINK VITAL LINK Is a partnership program of the Little Flock School District, the Little Rock Alliance For Our Public Schools, and the Greater Little Rock Chamber of Commerce. July 22, 1997 RECSn^D JUL 2 5 1997 Ms. Margie Powell and Ms. Melissa Guldin Office of Desegregation and Monitoring 201 W. Markham Little Rock, AR 72201 OFfiCE OF desegregation MONITORING Dear Margie and Melissa, Thank you for hosting students during our first Vital Link program. We are pleased with how the program ran and with the students experiences. Our business community showed tremendous support for Vital Link. We know that coordinating the program took a lot of your time, and we are grateful for your enthusiastic participation. Please thank all of your employees who worked with our students. We have enclosed an evaluation for your input. Please let us know what worked well and what needs improvement. Your response is especially important since this was our first Vital Link experience. We are co-hosting a reception at 5:00 p.m. on Tuesday, August 5 for Vital Link business coordinators and CEOs so we can say thank you in person. Watch for your invitation in the mail. Your efforts with Vital Link provided new learning experiences for young people this summer. Thanks for caring enough to work with them. Sincerely. Debbie Milam Little Rock School District  501 Sherman  Little Rock, AR 72202  (501) 324-2290 VITAL LINK BUSINESS QUESTIONNAIRE Business: Person completing survey: 1. Were you satisfied with the program? ____No Somewhat Extremely Comments: 2. Do you feel the training you received from the Vital Link staff was: Very helpful Somewhat helpful Not helpful 3. Please rank the teacher assigned to your business: Excellent Good Fair Poor (If you had more than one teacher assigned to your business list the teachers names and rank them using the scale above.) Explain: 4. From your perspective, what was the most beneficial pan of the experience?5. Please point out any problems you may have encountered with the Vital Link program. 6. How can we improve the program? (Check all that apply) Longer days More days Better preparation for the business Better preparation for the teacher Better preparation for the students Improve transportation Inform business of any student learning disabilities Inform business earlier of students not attending Other 7. Please estimate the number of employees who worked with students in your business. 8. Please estimate the total number of hours spent on Vital Link by employees in your business. 9. Are you interested in participating in Vital Link again? Comments: Yes No 10, Did your Vital Link experience change your perception of the Little Rock School District? Yes, now it is better Yes, now it is worse No, it is the same as beforeI\" i: 07/2' 1997 IE: 06 5013242296 LRSD VIPS M PAGE 01 (1 FAX ) RANSM iTTAL S I Vbkinteers hi Rjl\u0026gt;licSdioc\u0026gt;L' .. 1- i S'  I ] 1 t: J I 501 Shennan, Little Rock, AK 72202 Phone 324-2290 iHii [ P'gfts (inducting cover): I t ru ok)p cy^.ft-fthed i C xar.pidOjy Fax'# i - u ) u 0 -II u Frijra\nFax  iQ'.to.e ft'Jam 3:/^ft:a5a0 ',6A'nr\\ -^in'5 7T.i CejCi^A h/V CftC'jCk ft k7.j/j (J-. V\".+\u0026lt;t! U\n\u0026lt;4\u0026lt; ' i-PiSb , \u0026amp;Lft: Vclk--3i\u0026lt;!Y' !:Tc f( . ci.*\u0026gt; -raK,/\u0026gt;- I i a ClVnriAv L'tk/' t-ft Al I C '-u.l ! r ^c.-^Z --K (fv\" L f'u.tU* \u0026lt; I \u0026gt;'/j '' 'nA Y-*\u0026lt; M.''Vi I . . -MW- - ' i 'cYSt '7 t, y 11 . .1 !S37 You are invited to a special reception in your honor. OrflCSOF You, along with representatives from other companies and organizations who participated in this summer's VITAL LINK program, are to be saluted at a reception. You helped us reach the \"pinnacle of success\" with VITAL LINK! Please make plans now to attend the reception on Tuesday, August 5, at 5:00 p.m. in the Pinnacle Room atop the Arkansas' Excelsior Hotel. R.S.V.P. today by calling 370'9300. LITTLE ROCK SCHOOL DISTRICT VITAL LINK unuMxx MH iS RMQORPUBUCSCaOOU t- Memo JUL 2 5 1997 To: Host Businesses-Vital Link Students From: Margie Powell, Vital Link Business CoordinatoTy^f^ OfflCfOF o OcSfGflEGATlOWMOlVirOfi/jVG Subject: Program Evaluation Date: July 25, 1997 The Little Rock School District sent the evaluation form for the Vital Link program to our office. They did not have a list of the business hosts in the building. The Vital Link coordinator asked me to distribute the evaluation forms to you, and she apologized for not getting in touch directly with each of you. I have forwarded the Vital Link office a list of host businesses and contact persons, so expect to hear soon about an upcoming reception for all of you. Our building had a unique situation with the way we were organized, but we did just fine, thanks to all of you. If you like, I can deliver your evaluations through the school mail system, or you can mail them to: VITAL LINK, Little Rock School District, 501 Sherman, Little Rock, AR 72202 If you want me to mail them, please return the evaluations by Tuesday, July 29.THE CHAMBER Where Business Comes Together GREATER LITTLE ROCK CHAMBER OF COMMERCE RECEIV^r* AUG 5 133/ OFFICEOF DESEGREGATION MONITORING August 4, 1997 MEMORANDUM TO: FROM: Chamber Education Committee Members Hubert Barksdale, Chamber Chair of Education SUBJECT: August Education Committee Meeting Thursday, August 14 - 10:00 a.m. Chamber Board Room Hope you enjoyed our committees break dming the summer months, but its back to school time! Please note on your calendar our next Education Committee meeting, scheduled for Thursday, August 14 at 10:00 a.m. in e Chambers Board Room. Education issues will continue to make headlines for the remainder of 1997 and our committee will be exploring the issues behind the headlines at our next meeting. We are planning a full agenda, including a video presentation of the Little Rock School Districts successful VITAL LINK program this summer\nan overview of the Chambers role in a major School To Work Federal grant proposal\na report on the Tri-district Parmers In Education annual breakfast event\nand reports from each of the districts on the excitement ahead for the new school year. Please make every effort to attend this important August meeting of our Education Committee. Call Sandy Bradley at the Chamber (374-4871) today to RSVP your attendance plans and to reconfirm your interest m serving on this important Chamber committee. SERVING LITTLE ROCK, NORTH LITTLE ROCK .AND CENTRAL ARKANSAS 101 S. SPRING ST.. SUITE 200, LITTLE ROCK, ARKANSAS 72201-2486  (501) 374-4871  E-MAIL: chambeT^litilerockchambeT.com  WEBSITE: http://www.littlerockchaniber.com C-: : A 50\n2z6 M PAGE 62 Vita) Link little Rock school District 501 Shef'man street Little Rock, Arkansas 72'202 TO\nPROM: '/Itai Link Advisors DePhie Milam ' DATE\nAugust 6, 1997 RE: Vital LinK Teacher Appreciation Reception weTfe having a teacher appreciation reception for our vital i ink teachers on Tuesaiy, August i2 from 4:00  5:5C p m in the LRSD Poaro room. Please come by and tell our teachers what a good job they did. Cali me at 2297 to let me know if you're coming, i hope YOU can Join us I , , rv f' A r \\\\  ' V-i 4- y V .iV- I* , i- L, k i? I H C  (h- i* A -1 I -1' r\u0026gt;i\u0026gt; .. V  V''' L 4 I''' ,t- ''Vv . Li ' ' 'ft . V' 14 ' i I 4^\" V  .'J' ALITTLE ROCK SCHOOL DISTRICT tMH Zl  'A ^vi f - J^- 1 i3M t.  5 bEIl 9I Sli fl I4 V:. IS  r\nE I J ')-b r ip ac a  Cffi^nbh- 'y /\\il i\nJ is ! I i I '^-WL I I I*s, II LITTLE ROCK SCHOOL DISTRICT ^\u0026gt; /^}/3ya^a/ii-fti ^^Y-Zc  _ ~i,a'rl:\u0026gt; /) 't / (/ilci ^1/1 y /A ,// tuafif n n\u0026lt;03'704-98 19:11? 301 324 2023 LRSD COMMUMCATI ODM @002'0Ci3 Little Rock School District Vitiil Ixink Prepares for Evpanded Program In the Little Rock School. District For Im.mediare Release Mai'ch 4,1998 For mote information'. Debbie Milam, 324-2297 Suellen Vann, 324-2020 What happens when 500 sixth grade student\no to work in local businesses? Last summer business and student parhcipants in tb.e Vital Link program found out that a lot of learning and fun could take place when schools and businesses connect Vital Link gives sixth grade students a chance to intern for one week in a retail. production or service firm. A teacher supervises rhe students who spend five mornings on foe job. The job experience helps students understand how their reading, math and communication skills, among others, are actually used in business settings. They begin to sec the link between their classroom lessons and the workplace. Debbie Milam, Little Rock School District Vital Link coordinator, said this years Vital Link program will expand. We hope to place about 750 students in local firms this summer, Milam said. \"Our first year was extremely successful according to commenK we received from participating businesses, students and pajents. Lasr summer we placed ail of the students who applied for Vital l ,ink in Pulaski County business orgamzations. We are contacting businesses now for their commitment to host students and teachers this summer.  Milam, added.\nmore) 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 '03\"04, 98 19:1T 301 324 2023 LRSD CO5nR:yiCATI ODM @003 .'003 LRSD Vita) Link Page 2 of 2 Cuireni sixJi grade students Vvill be eligible for this summers Vital Link program vvhicn is scneduied for The weexs of June 22. JuJ,v 6 and July 20, Parents are invited to ioformationai meetings that vd'J be held: Tuesday, M.arch 17, 5:00 p.m., Media Center Cloverdale .Eiementaiy School 6500 Hinltson Road Thursday, March 19, 8:00 -- 8:30 am., Media Center Fulbriglit Elementary School 300 Pleasant Valley Drive Fridav, March 20, 12:00- 12:30 p.m,, Multipuipose Room .Martin Luther King. Jr. interdistrict Masnet Eiementarv Schoo! 907 Martin L. King Blvd. Busiresses and pareu'ts may obtain more information on the Vital Link program by calling 324'2297.\ni If\ni03 04'98 17:59 501 324 2023 LRSD COM5IUNICATI ODM @001 '001 Little Rock .Schoo! .District 810 West Markham Little Rock, AR 72201 Phone\nFax\n(501),324-2020 (501)324-2032 DATE: March 4,1998 TO\nFROM: Central Arkansas Media Cymthia Howell, Arkansas Democrat-Gazette Suellen Vann, Director of Communications SUBJECT: Special Board Meeting Situation MESSAGE: Two members of the Little Rock School District (LRSD) Board of Directors wilt have dinner together tonight, which is considered a special board meeting situation. Judy Magness and Dr. Katherine Mitchel! will dine at U.S, Pizza at 9300 N. Rodney Parham Road at 6:30 p.m., Wednesday, March 4, 1998. # Pages (indud ng cover) 1 To Fax # Program Dial ol Preparing students for success every day RECEIVED Little Rock School District APR 2 1998 OFFICE OF DESEGREGATION MONITORING March 31, 1998 Ms. Ann Brown ODM 201 E. Markham Little Rock, AR 72201 Dear Ann: Its Vital Link time again in the Little Rock School District. Last year you were a part of our first year of Vital Link. We appreciated your willingness to be a part of a new and unknown program. We hope that you will be able to work with us again this year to provide this unique learning experience for a group of students, a teacher and your employees. We will be serving 750 students this year, an increase of 50% over last year. This means we will need even more business placements than we had last year. We hope that most businesses will be able to work out taking a group of 10 students so that we can hold down the costs of the program. We were creative last year and combined some placements of five students in the same building when possible. Well offer the program again during a three-week time period: June 22, July 6 and July 20. Businesses are welcome to host students for one, two or all three weeks of the program. Please complete the questions below and send us a copy of your response by April 10, 1998, so that we can plan our 1998 program. Call me at 324-2297 if you have questions. a,.. Sincerely, BebbieMilam Coordinator  Yes, I want my company to participate and will consider taking students the week(s) indicated below.  June 22-26  July 6-10  July 20-24  We have a new contact person (name) (phone)  No, we are not able to participate in the 1998 Vital Link program. 810 West Markham Street Little Rock, Arkansas 72201  (501)324-20007-2^' 9 7 BUSINESS PROFILES AMR (one student) '7 ''{cs cLe, / AMR is a firm of architects who have designed some of the most noteworthy projects in the central Arkansas area. Among their commissions are: the War Memorial Fitness Center, the River Market, and the Fletcher Branch Library. Arkansas Business (one student) Arkansas Business is an award-winning weekly newspaper that reports on statewide business and financial news. Arkansas Times (two students) ! The Arkansas Times is a weekly newspaper that reports on Politics and culture. Some of Arkansas best known columnists write regularly for the Times. Moses Nosari (one student) G' Cl n e:) This is a property management firm. The employees of Moses Nosari are responsible for many commercial buildings in the Little Rock area. They find tenants to lease the space, collect the rent paid by tenants, see to repairs and improvements, and see to the many details required to maintain a building. Both the Heritage Center West, where these offices are, and the Heritage Center East, which is across the parking lot, are managed by Moses Nosari. Office of Desegregation Monitoring (two students) ss^. ) The office was created by the Eighth Circuit Court of Appeals to monitor the three school district in Pulaski county. It is their responsibility to report to the local federal district court on each of the districts adherence to the desegregation plans. Writing reports and keeping records of the court case are two major office responsibilities. The office has nine employees. Pettit and Pettit Consulting Engineers (two students) This engineering firm works on both private sector and public projects such as the Statehouse Convention Center expansion, the Arkansas museum of Science and History, and the River Market. Arkansas Securities Department (two students) C This state commission is charged with overseeing the security industry (stocks and bonds) in Arkansas. Both federal and state governments enact laws that control the trading of securities and protect investors. The commission investigates complaints regarding any securities dealers.Memorandum To\nHeritage West Hosts for Vital Link From: Melissa Guldin Subject: Vital Link Week Date: June 19, 1998 As you know, the Vital Link students will be here next week. Just as we did last year, we will begin the week with a brief orientation in the ODM conference room on fifth floor. Please send a representative to this meeting, which will be held at 8:30 Monday, June 22. Each business representative will be able to make a short statement explaining the type of work his/her company does. After this meeting, students will fill out a job application and participate in a brief interview before being placed in one of your businesses. On Monday, students will arrive at your office around 9:30 a.m.. On the other days, students will arrive around 8:30 or 8:45 and they will work with you until 11:00. Dont forget to mark your calendars to attend the culminating activity on Friday. We are planning to hold the reception at the Territorial Restoration at 10:30. We are also inviting each childs parents to this event, so you will get a chance to meet your students family members. Our office will take care of the snacks and the reception, and we will let you know your share of the costs. 4SCHEDULE FOR VITAL LINK AT ODM Nicole Snelling, teacher Melissa Guldin, business contact person Monday Students complete job applications and participate in interviews (Nicole and Melissa oversee applications\ninterviews conducted by Horace, Skip, Polly, Melissa, and Nicole) ODM students work to develop monitoring guide for summer school (Horace and Melissa) Students create their own badges (Polly) Tuesday Visit the Federal Court and conduct monitoring visit at Franklin (Margie, Horace, and Melissa) Wednesday Write up findings from monitoring visit (Margie and Melissa) Thursday Work with support staff on various tasks (Polly, Jackie, Linda) Friday Prepare for culminating activity assist ODM staff with set-up at Territorial Restoration (Melissa, Margie, Horace, Polly, Linda),?. e A- e \u0026lt; A \u0026lt; \u0026gt; A* \u0026gt; \u0026lt; e N? S!^- A \u0026lt; @  \u0026gt; * * A \u0026gt; , \u0026gt;  A  4  a 4 # \u0026gt; *x Sis' .|Sl r B '\u0026lt;  4 w \u0026lt; \\v:\\ '1 W (^ . w \u0026gt; \u0026lt;  s e A- e J I \u0026gt; 4 V \u0026gt; s.\u0026lt; 4\u0026gt; \u0026gt; \u0026gt; \u0026gt; e \u0026lt; $ \u0026lt; e \u0026gt; e w 1 \u0026gt; 4 ^4  9 4  \u0026gt; \u0026amp; 9 41^  \u0026lt; \u0026amp; 9 * A ^iufhin^ Ced^ratwn e ^HeK ^ne 16, 199S Time: \u0026gt;   a e @' \u0026lt; w \u0026lt; 10:00 - IMO a.M. . . f DJhfre: ^imtcrtal ^(stcratwn e iX n^i fsii \u0026gt; 2MTastJ Street '^hittle S^r^tisas SL '*'J/^-a)O 'fej^ 4 \u0026lt; A S.06/23/1998 16: 33 501-324-2023 LRSD COMMUNICATIONS PAGE 02/02 s Slowest Markham Street ~ Little Rock. AR 72201 ~ (5011324.2020 ~ FAX 1501.224-?O?.Dont Forget Vital Link Reception Friday, June 26 10:00 a.m. Arkansas Territorial RestorationUita! Link Cert^ati t^S^nievement Tresente/to Clarisse 'Otters recognition of nJo^ we(f/one. ^usituss Partner Tmclier 199Sl/ital link M^ate oJ-S^^reiiatum ^it/i Specidf Qiuin^ to '^our partuivatum ^as ex^atuf a cniQ's norizons. \u0026lt;Vitafin^ Stu/ent ^itaC jin(i TidcHcr Stu/entOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 June 26, 1998 Mr. Floyd Cooper, Supervisor LRSD Transportation Services 1001 E. 21 Street Little Rock, AR 72202 Dear Mr. Cooper: On behalf of the Office of Desegregation Monitoring and the businesses in the Heritage West building who participated in the Vital Link Program, please accept our sincere thanks for sending Mr. Mike Campbell to transport the Vital Link students for our building. Mr. Campbell did an excellent job, not only delivering the students safely and on time, but also in transporting students and their supervisors on field trips. Mr. Campbell was courteous, friendly, and knowledgeable. He pointed out safety tips to the students on one of our field trips and explained the reasoning behind those tips. We inadvertently left Mr. Campbells certificate behind during our culminating activity and would appreciate it if you would see that he gets the enclosed certificate. Jncerely, largie L. Powell Associate Monitor .. . 07/08/1998 16:J.3 501-324-2023 LRSD COMMUNICATIONS ' PAGE 01/01 I / tEC-Little Rock School District MEDU Al/ERI! Vital Link Students Active in Local Businesses For Immediate Release JulvM 1998 For more information: Suellen Vann. 324-2020 This week students paititipating in the Little Rock School District Vital Link program are learning about the world of work in local businesses. This is the second summer that sixth grade students have joined forces with the business community to learn how their .school lessons - such as reading, writing and mathematics - are used eveiy' day by local business employee.^. Tomorrow several Vital Link students will be on the move as follows\nStudents assigned to Sells/Clark advertising agency will travel to Soundscapes to produce a radio commercial that they have written. Students will arrive at Soundscapes, 3d2' Qid Cantrell Road, at about 9:00 a.m, and leave at 11\n00 a.m. Viral Link students assigned to the United Way will build a wheel chair ramp at i ,\n65 Purdue. Students will be at that location from about 9:15 until 11:00 a.m. Little Rock Wastewater students will tour the treatment plant at the Little Rock Port. They will arrive at the Port at about 9:00 a.m. and leave at 10:00 a.m. k-p- ### ft I 01O West Markham Street Little Rock, Arkansas 72201  (501)324-2000 tail ..T OS.03 as MON 10:33 FAX 501 S\"? 3453 :a' w Office STEPHENS INC, 0001 w ? IF Hl\n. ak. 1 Dote J z .1 Phone Rax Plionex ~ lj RR.MAUKS: Evonne EUer.': Stephens Inc n VrpeiH  roryovrivview Phuite Fax Phone 377.3700 377-3453 I-P Reply AS.4P Q Ptuafie Coinntent t n O ' / i. iI * d .'1 .  'aZiLs\"!'. S\u0026gt;,'? \u0026gt;'*\u0026gt; y 4 \u0026lt;-----f  .' / JA t. V'S r sa EVOMKeS CAKE DECOHATINjGn 7 07 iOUAJLLANE X AUEXANOER, AA 720C2 (SOI) 45S-12t7 o .( *j3 t ( ISP iMI H I* ! ,\u0026gt;An O! f .ajiz tDHKSs, I HV. SlAli, /IC o Tl ' StKOHV fASlI L.JX tU.-'Utjt fRiAt I Iy MOSr. f'Al.MHII Win CH o i cn ERS f \u0026lt;jUAN DI SrKli'TK )N z\\M\u0026lt;lUN I \u0026lt; : i 11 z  c c, lU 11 1? RECriVFDBY XJ Ot KEtP THIS SLIP FOR REFERENCF Li^azob tgawpBiBa^W'riiir^ TMaw o ro LITTLE ROCK SCHOOL DISTRICT / ?r t CL'}^ i-4v UiV CJw^clAUt Q/^id t Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 To: From: AMR Architects, Inc. Arkansas Business Arkansas Securities Arkansas Times Pettit \u0026amp; Pettit Margie Powell and Melissa Guldih, Vital Link Coordinators Subject: Vital Link Expenses Date: July 31, 1998 Thanks again for your help, cooperation, and enthusiasm during our week of hosting Vital Link students. Again this year, we got to know some wonderful children and became better acquainted among ourselves. You have made a difference in the lives of at least 9 children. We are looking forward to working with you again next year. Below is an itemized list of the major expenses incurred for the Vital Link students. We have apportioned the amounts by dividing the total evenly among the six businesses. Please make your payment to: Office of Desegregation Monitoring Thank you. Snacks $52.11 Twice a day, Monday through Thursday Fridays cumulating activity Cake, sandwiches, juice, table accessories, and student gifts 136.79 Display board and pictures 24.00 Sub Total 212.90 Total due from each business $35.48WORK EXPERIENCE EVALUATION Name: Job Site: Supervisor(s): 1. What did you like best about your job? Explain. 2. What did you like least about your job? Explain. 3. Did you get to do real work or did you spend more time watching? 4. After working this week, do you see more value in paying attention in school? Why? 5. Did you get an overall picture of what your business does? 6. Do you think you would like to work for this company when you finish school? Continued on back.7. What do you suggest for your business to do differently next year with their Vital Link students? 8. Did you find the time you spent in the ODM office in the early morning helpful? How? What about after work? 9. What would you change about the Vital Link program? 10. Overall, how would you rank your experiences in the Vital Link program? (Circle your choice.) 1 Poor 2 3 4 5 6 7 8 9 10 GoodEMPLOYMENT APPLICATION Heritage West Building 201 East Markham Little Rock, Arkansas 72201 Name: School (6* grade): Teacher: School (7* grade): Favorite Subjects: Least Favorite Subjects: Have you ever worked before? Yes: No: If yes, where? What were your responsibilities? Do you have any illnesses or health problems? Yes: No\nIf yes, identify. What are your favorite hobbies? What are your career goals? I understand that the interviewer will make the decision which company in the Heritage West Building for which I will be assigned\nhowever, if given the choice, I would like to work for: Applicant's SignatureI I I want to participate in VITAL LINK or learn more about the program! Name Title Company Name Street Address City State Zip Phone Fax r~l I want to learn more about VITAL LINK and how my company might participate. Please have a representative contact me.!1 Q Yes, I want my company to participate and will consider taking students the week(s) indicated below. Please have a representative call me to discuss all the details.  Ilune 16-20  Jlune 23-27  July 7-11 Fax this completed form back today to 374-6018, or mail it to: VITAL LINK Greater Little Rock Chamber of Commerce 101 S. Spring St., Ste. 200 Little Rock, AR 72201-2486 I I I I I 1 What is VITAL LINK? VITAL LINK is the Little Rock School Districts new program to help students and teachers make the link between classroom skills and work place success. Many young people enter the workplace unprepared. Either they have dropped out from school or have neglected basic academics that provide the necessary skills needed for success. Also, classroom teachers  often unfamiliar with the actual skills needed within the workplace  are constantly challenged to make students class work relevant to skills needed within the work force. How does it work? VITAL LINK will enable sixth grade students and teachers to participate in one-week internships with community businesses. By visiting businesses during the morning hours this summer, they will experience firsthand how the classroom subjects they are learning and teaching are used in the workplace. Working with professionals on the job, participants will-, - receive experience in such fields as banking, accounting, hotel management, non-profit agencies, retailing, printing, manufacturing, law enforcement, the legal profession and others. They will learn the importance of math and communication skills, problem solving, teamwork, computer literacy, creativity and originality. Whats involved? The Greater Little Rock Chamber of Commerce, in partnership with the Little Rock Alliance For Our Public Schools, is asking area businesses to step forward and agree to allow students and teachers to visit their businesses this summer. Certified teachers will supervise groups of students who will participate in the one-week internships, scheduled for the weeks of June 16, June 23 and July 7. Every business is different. Some businesses may only choose to participate for one week, while others may want to host students and teachers for each of the three weeks. A teacher supervisor helps each business identify age-appropriate activities. A portion of each morning is spent as a group with discussion and journal writing to help students make the link between curriculum and the workplace. Why should my business participate? This is your opportunity to experience the personal satisfaction of being involved in a unique, new community program. In other cities that have VITAL LINK programs, businesses have gained tremendously through their participation. Employee morale will improve as employees see their jobs through the eyes of a young student. This is your opportunity to contribute ideas about teaching and motivation as a hands-on participant. You also will win recognition for yourself and your company for involvement in this important new program that has a proven track record in other school districts throughout the nation. To find out more details or commit your participation right now, complete the form on the back of this brochure and return it to the Greater Little Rock Chamber of Commerce. LITTLE ROCK SCHOOL DISTRICT VITAL L I N K is a partnership program of the Little Rock School District, the Little Rock Alliance For Our Public Schools and the Greater Little Rock Chamber of Commerce. UTTUROCK lAlliancEi FOR OUR PUBUG SCHOOLS When -afTineinefe -iTieinMnet' r o.i^ TO: FROM\nRE: DATE: LITTLE ROCK SCHOOL DISTRICT VOLUNTEERS IN PUBLIC SCHOOLS 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 Vital Link Supporters Debbie Milam. Coordinator 1999 Vital Link Planning Cojmmmmiitttteeee February 3,1999 4 Its time to begin planning our 1999 Vital Link program. You are invited to attend a planning meeting to discuss last years program and any changes that need to be made to this years program. We will meet Monday, February 8 at 4:00 pm in the Student Registration Office. The group will meet a second time on Tuesday, February 16 at 4:00 pm to continue planning. You can reach me at 324-2297 if you have questions or to decline this invitation. Thanks for your past support of Vital Link. Without permanent staffing, it takes all of us to pull this off each year! CP LITTLE ROCK SCHOOL DISTRICT VOLUNTEERS IN PUBLIC SCHOOLS 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 FEB 2 4 1999 OFFICE OF OtSEBWEBW'OHWOWTOWHa TO\nFROM: RE: DATE: Vital Link Supporters Debbie Milam, Coordinator Interviewing Vital Link teacher applicants February 22, 1999 We have scheduled Vital Link teacher interviews for April 13 and 14, from 3:30 - 6:30 p.m. We want to have teams comprised of district and community representatives again this year. Please let me know by March 5 if you will be able to serve as an interviewer this year.Memorandum To: From: Heritage West Business Hosts for Vital Link 1*^ Melissa GuldinJ^sociate Monitor, ODM Subject: Vital Link 1999 Date: May 10, 1999 After last summers successful Vital Link program, our office is once again coordinating the Vital Link efforts for the Heritage West Building. Our building will host ten students during the week of June 14-18. We are hoping that each of you who participated in the program last year will want to take part this year as well. Attached you will find a brief form confirming your willingness to be a Vital Link partner for this year. Please be sure to indicate how many students you would like to have assigned to your business. We need to hear from you by May 26, 1999. Thank you for your interest in the program and Little Rock youth. We look forward to hearing from you, and we will be in touch with more details soon.Heritage West Business Hosts for Vital Link Page 2 May 15, 1998 Vital Link Survey Yes, we want to participate in the 1999 Vital Link Program No, we will not be able to participate in the 1999 Vital Link Program Please indicate the number of students your office would be willing to host: one student two students three studentsVITAL LINK BUSINESS QUESTIONNAIRE Business: Person completing survey: z^/zz- ^/^zcg\n1. Were you satisfied with the program? ____No ____Somewhat ^^^l^remely Comments: 2. Please list the kinds of activities the students were engaged in at your business: 3. Please rank the teacher assigned to your business: ^,J\u0026lt;^llent Good Fair Poor If you had more than one teacher assigned to your business list the teachers names and rank them using the scale above. Comments: 4. From your perspective, what was the most beneficial part of the experience? -77//I- /J /34/Z'VITAL LINK BUSINESS QUESTIONNAIRE Continued 5. Please point out any problems you may have encountered with the Vital Link program. 6. How can we improve the program? (Check all that apply) Longer days ____More days ____Better preparation for the business ____Better preparation for the teacher ____Better preparation for the students ____Improve transportation ____Inform business of any student learning disabilities ____Inform business earlier of students not attending Change the time the program is offered from summer to school year. Other Comments: 7. Please estimate the number of employees who worked with students in your business: 8. Please estimate the total number of hours spent on Vital Link by employees in your business: ~/ \u0026gt; 9. Are you interested in participating in Vital Link again? Yes No Comments: Please return by fax: 324-2044Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 To: From: WkMR Architects, Inc. vAfkansas Business -Arkansas Securities vAfkansas Times 'Moses, Nosari, Tucker \"Pettit \u0026amp; Pettit vTfhomas \u0026amp; Thomas Office of Desegregation Monitoring Melissa Guldin, Vital Link Coordinator Subject: Vital Link Expenses Date: June 22,1999 Thanks again for your help, cooperation, and enthusiasm during our week of hosting Vital Link students. The experience was enhanced by getting to know each other better and having the opportunity to work with some wonderful children. You have made a difference in the lives of at least nine children, so lets get ready for the next batch in 2000! Below is an itemized list of the major expenses incurred for the Vital Link students. We have apportioned the amounts by dividing the total evenly among the eight businesses. Please make your payment to: Office of Desegregation Monitoring Thank you. Snacks 44,29 Cookies, juice, chips, etc. twice a day, Tuesday through Thursday Fridays cumulating activity Cake, sandwiches, juice, and table accessories 126.04 Pictures and display board 74.65 Sub Total 244.98 Total due from each business S30.62]//^^\\/ ^35 Q -f ^/. ??5 9.9S //.^^ 9.?- a5*('c/4.^r2iReminder To: Heritage West Hosts for Vital Link From: Melissa Suldin Subject: Vital Link Week bate: June 5, 2000 As you know, the Vital Link students will be here next week. Just as we did the past three years, we will begin the week with a brief orientation which will be held in the Office of Desegregation Monitoring conference room on the fifth floor. Please send a representative to this meeting, which will be held at 8:30 Monday, June 12. Each business representative should be able to make a short statement explaining the type of work his/her company does. After this meeting, students will fill out a job application and participate in a brief interview before being placed in one of your businesses. On Monday, students will arrive at your office around 9:30 a.m.. On the other days, students will arrive around 8:30 or 8:45 and they will work with you until 11:00. Don't forget to mark your calendars to attend the culminating activity on Friday at 10:30. We will let you know the location for the reception, as soon as plans are finalized. We are also inviting each child's parents to this event, so you will get a chance to meet your student's family members. Our office will take care of the snacks and the reception, and we will let you know your share of the costs.1 Vital Link: Passage to 00 Research Design Students participating in Vital Link, during the summer of 1999, were asked to complete a survey at the end of the Vital Link experience (see Appendix A). Vital Link is a one-week intern program where students received on-the-job experiences through actual work on the job. Vital Link motivates students to achieve in school through experiencing the connection between school, work, and achievement. In addition to the survey (N = 304) returned by students, all students (N = 394) who participated in Vital Link have been flagged on the AS400. Students who participated in Vital Link will be compared, at a later date, to students who did not participate on standardized test scores, number of honors or AP courses, number of courses above grade level, attendance, and graduation rates. Results Table 1 Gender: Male, N= 132 (43.4%) Female, N = 153 (50.3%) No Response, N = 19 (6.3%) Table 2 Race: Asian/Pacific Islander, N = 16 (5.3%) Black, N = 191 (62.8%) Hispanic, N = 5 (1.6%) Native American, N = 3 (1.0%) White, N = 66 (21.7%) Other, N = 2, No Response, N = 21 (6.9%) Table 3 Age: 11, N = 60 (19.7%) 12, N = 203 (66.8) 13, N= 18 (5.9%) Other, N= 1 (.3%) No response) N = 22 (7.2%)2 Table 4 School Attending this Fall, 99-00: Cloverdale, N = 32 (10.5%) Dunbar, N = 50 (16.4%) Forest Heights, N = 53 (17.4%) Henderson, N = 19 (6.3%) Mablevale, N = 14 (4.6%) Mann, N = 50 (16.4%) Pulaski Heights, N = 33 (10.9%) Southwest, N = 10 (3.3%) No Response, N = 47 (15.5%) Self Esteem Indicators Average scores (i.e.. Mean, 70 between 1 and 2 indicate that the statement is mostly true. Scores greater than 2 indicate that the statement is mostly false. The interpretation for all statements, except 13 and 14, is that the lower the score the greater the feelings of self-esteem. For questions 13 and 14, the higher the score the greater the feelings of self-esteem. Table 5 7. I am happy most of the time. X = 1.53 8. I am usually happy when I am at school. X = 2.21 9. Most of the time I am proud of myself. X=1.4 10. Other students see me as a good student. X=1.60 11. My grades at school are good. X= 1.27 12. I feel good about myself X = 1.81 13. Sometimes I feel bad about myself. X = 2.95 14. I often wish I were someone else. X = 2.97 Indicators of Future Performance Average scores (i.e.. Mean, X) between 1 and 2 indicate that students will very likely perform the behavior. Scores greater than 2 indicate that students are very unlikely to perform the behavior. The interpretation for all statements is that the lower the score the greater the likelihood that students will perform the various behaviors.3 Table 6 15, 16. I will work harder in school. X = 1-25 I will stay in school. X = 1.08 17. I will feel that school is important to me. X= 1.28 18. I will set goals and make plans for the future. X= 1.18 19. I will use the workplace skills that I learned during Vital Link in school. X = 1-32 Discussion Gender and ethnic demographics of students participating in Vital Link are consistent with LRSD wide demographics, with age 12 as the most common age. Students planning to attend LRSDs two magnet middle schools tend to enroll at a higher rate than non-magnet school bound students. Student self-report on indictors of self- esteem reflects generally high levels of self-esteem. The exception is the statement, I am usually happy when 1 am at school. Students tended to feel this statement as being mostly false (see Table 5). Students reported high levels of future performance levels (see Table 6). This survey was a post-test design. It was not known what student levels of self- esteem or future performance were prior to participating in Vital Link. Recommendations Emphasis should be placed on recruiting students who plan to attend or are attending Southwest, Mablevale, and Pulaski Heights Middle Schools. Students have indicated a low level of happiness while at school. Efforts should be initiated to demonstrate to students the benefits of attending and performing well in school. Successful programs in the District that encourage student attendance and achievement should be identified and implemented District wide. Finally, a pre/post-test design should be used to determine the affect of Vital Link on student self-esteem and future performance. Plans for Vital Link during the 99-00 school year is to administer the self- esteem and performance portion of the survey during March, 2000.4 .\\ Appendix A5 Vital Link Please respond on the attached answer sheet the appropriate response to the following questions. Please use a pencil and do not mark anywhere else on the answer sheet or tear the sheet. Thank you! 1. Gender A = Male B = Female 2. Race A = Asian/Pacific Islander B = Black C = Hispanic 3. Race (Cent.) A = Native American B = White C = Other 4. Age A= 11 B = 12 C= 13 D = Other 5. School attending this fall. A = Cloverdale B = Dunbar C = Forest Heights D = Henderson 6. School attending this fall (Cont.). A = Mable vale B = Mann C = Pulaski Heights D = Southwest6 Read the following statements. Think about each statement. Ask yourself is the statement mostly true or mostly false or somewhere in between. Then, on the attached Answer Sheet fill in the corresponding letter that reflects how you feel about each statement. Mostly True Mostly False 7. 8. 9. 10. 11. 12. 13. 14. A B C D I am happy most of the time. I am usually happy when I am at school. Most of the time I am proud of myself. Other students see me as a good student. My grades at school are good. I feel good about myself Sometimes I feel bad about myself. I often wish I were someone else. Next, we would like to know how your Vital Link experience might affect you in the coming school year. Below is a list of statements. Read each statement. Think about whether each statement is very likely to happen, very unlikely to happen or somewhere in between. Read each statement and respond on the answer using the following key. Very Likely Very Unlikely 15. 16. 17. 18. 19. A B C D I will work harder in school. I will stay in school. I will feel that school is important to me. I will set goals and make plans for the future. I will use the workplace skills that I learned during Vital Link in school.7Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 To: From: IzAMR Architects, Inc. Arkansas Business Airkansas Securities Arkansas Times Moses, Nosari, Tucker Pettit \u0026amp; Pettit Thomas \u0026amp; Thomas Office of Desegregation Monitoring Melissa Guldin. Vital Link Coordinator Subject: Vital Link Expenses Date: July 31, 2000 Thanks again for your help, cooperation, and enthusiasm during our week of hosting Vital Link students. The experience was enhanced by getting to know each other better and having the opportunity to work with some wonderful children. You have made a difference in the lives of at least eight children, so lets get ready for the next batch in 2001! Below is an itemized list of the major expenses incurred for the Vital Link students. We have apportioned the amounts by dividing the total evenly among the eight businesses. Please make your payment to: Office of Desegregation Monitoring Thank you. Snacks 59.85 Cookies, juice, chips, etc. twice a day, Tuesday through Thursday Fridays cumulating activity Cake, sandwiches, juice, and table accessories 122.59 Pictures and display board 82.51 Sub Total 264.95 Total due from each business $33.12WORK EXPERIENCE EVALUATION Name. Job Site\n, Supervisor(s): 1. What did you like best about your job? Explain. 2. What did you like least about your job? Explain. 3. Did you get to do real work or did you spend more time watching? 4. After working this week, do you see more value in paying attention in school? Why? 5. Did you get an overall picture of what your business does? 6. Do you think you would like to work for this company when you finish school? Continued on back.BUSINESS PROFILES AMR (one student) AMR is a firm of architects who have designed some of the most noteworthy projects in the central Arkansas area. Among their commissions are: the War Memorial Fitness Center, the River Market, and the Fletcher Branch Library. Arkansas Business (one student) Arkansas Business is an award-winning weekly newspaper that reports on statewide business and financial news. Arkansas Times (two students) The Arkansas Tinies is a weekly newspaper that reports on Politics and culture. Some of Arkansas best known columnists write regularly for the Times. Moses Nosari (one student) This is a property management firm. The employees of Moses Nosari are responsible for many commercial buildings in the Little Rock area. They find tenants to lease the space, collect the rent paid by tenants, see to repairs and improvements, and see to the many details required to maintain a building. Both the Heritage Center West, where these offices are, and the Heritage Center East, which is across the parking lot, are managed by Moses Nosari. Office of Desegregation Monitoring (two students) The office was created by the Eighth Circuit Court of Appeals to monitor the three school district in Pulaski county. It is their responsibility to report to the local federal district court on each of the districts adherence to the desegregation plans. Writing reports and keeping records of the court case are two major office responsibilities. The office has nine employees. Pettit and Pettit Consulting Engineers (two students) This engineering firm works on both private sector and public projects such as the Statehouse Convention Center expansion, the Arkansas museum of Science and History, and the River Market. Arkansas Securities Department (two students) This state commission is charged with overseeing the security industry (stocks and bonds) in Arkansas. Both federal and state governments enact laws that control the trading of securities and protect investors. The commission investigates complaints regarding any securities dealers.Students Name Business Tommy Boren Albert Ray Brown Dasha Chambliss Joseph Dahms Latrice Duncan Gillian Glasco Erica Hill Brandon Jones Sherica Merriweather Amanda Roseby VITAL LINK Attendance Chart Monday Tuesday Wednesday Thursday FridayEMPLOYMENT APPLICATION Heritage West Building 201 East Markham Little Rock, Arkansas 72201 Name: School (6\"^ grade): Teacher: School (7' grade): Favorite Subjects: Least Favorite Subjects: Have you ever worked before? Yes: No: If yes, where? What were your responsibilities? Do you have any illnesses or health problems? Yes: No: If yes, identify. What are your favorite hobbies? What are your career goals? I understand that the interviewer will make the decision which company in the Heritage West Building for which I will be assigned\nhowever, if given the choice, I would like to work for: Applicants SignatureSUMMER SCHOOL MONITORING GUIDE School:. Grade: Subject: Date: Time: Monitor: 1. Displays are related to lessons. 2. Theme is evident. 2. Students are involved in lesson. 4. Instruction is teacher directed or interactive. 5. Student work is on display. 6. Seating is mixed by race and gender, traditional rows, etc.Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Tommy Boren Junior Assistant Monitor 201 East Markham, Suite 510 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100Parents of LRfiD 6th grade students should take a look at Vital Linkl ( Vital Link is an exciting new enrichment program which will be offered free of charge to 500 rising seventh grade students in the Little Rock School District. Vital Link will teach your child the relationship between his/her classroom studies and the future world of work. Plan to attend one of these informational meetings so you can learn how your child will benefit from spending a week this summer in a local business firm! Meetings for parents will be held: Tuesday, April 8, 5:00 - 5:30 p.m.. Media Center Geyer Springs Elementary School 5240 Mabelvale Pike Friday, April 11.12:00 -12:30 p.m.. Media Center Martin Luther King, Jr., High Intensity Learning Interdistrict Magnet Elementary School 907 Martin L. King Blvd. For more information, please contact your school counselor, or call Debbie Milam, 324-2297, or Deana Keathley, 324-2408.Title Company Name Street Address City State Phone Fax 16-20  J, I I n J^^ne une 23-27  July 7-11 Name I want to participate in VITAL LINK or learn more about the program!  1 want to learn more about VITAL LINK and how my company might participate. Please have a representative contact me! O Yes, I want my company to participate and will consider taking students the week(s) indicated below. Please have a representative call me to discuss all the details. Fax this completed form back today to 374-6018, or mail it to: VITAL LINK Greater Little Rock Chamber of Commerce 101 S. Spring St., Ste, 200 Little Rock, AR 72201-2486 II What is VITAL LINK? VITAL LINK is the Little Rock School Districts new program to help students and teachers make the link between classroom skills and work place success. Many young people enter the workplace unprepared. Either they have dropped out from school or have neglected basic academics that provide the necessary skills needed for success. Also, classroom teachers  often unfamiliar with the actual skills needed within the workplace  are constantly challenged to make students class work relevant to skills needed within the work force. How does it work? VITAL LINK will enable sixth grade students and teachers to participate in one-week internships with community businesses. By visiting businesses during the morning hours this summer, they will experience firsthand how the classroom subjects they are learning and teaching are used in the workplace. Working with professionals on the job, participants will receive experience in such fields as banking, accounting, hotel management, non-profit agencies, retailing, printing, manufacturing, law enforcement, the legal profession and others. They will learn the importance of math and communication % 'i skills, problem solving, teamwork, computer literacy, creativity and originality. Whats involved? The Greater Little Rock Chamber of Commerce, in partnership with the Little Rock Alliance For Our Public Schools, is asking area businesses to step forward and agree to allow students and teachers to visit their businesses this summer. Certified teachers will supervise groups of students who will participate in the one-week internships, scheduled for the weeks of June 16, June 23 and July 7. Every business is different. Some businesses may only choose to participate for one week, while others may want to host students and teachers for each of the three weeks. A teacher supervisor helps each business identify age-appropriate activities. A portion of each morning is spent as a group with discussion and journal writing to help students make the link between curriculum and the workplace. Why should my business participate? This is your opportunity to experience the personal satisfaction of being involved in a unique, new community program. In other cities that have VITAL LINK programs, businesses have gained tremendously through their participation. Employee morale will improve as employees see their jobs through the eyes of a young student. This is your opportunity to contribute ideas about teaching and motivation as hands-on participant. You also will win a recognition for yourself and your company for involvement in this important new program that has a proven track record in other school districts throughout the nation. To find out more details or commit your participation right now, complete the form on the back of this brochure and return it to the Greater Little Rock Chamber of Commerce. 4^ Lime ROCK SCHOOL DISTRICT VITAL LINK is a partnership program of the Little Rock School District, the Little Rock Alliance For Our Public Schools and the Greater Little Rock Chamber of Commerce. UTTUROCK FOR OUR PUBLIC SCHOOLS iSsk Who* LITTLE ROCK SCHOOL DISTRICT VITAL LINK IS A PARTNERSHIP PROGRAM OF THE Little Rock School District THE Little Rock Alliance For our Public Schools, and THE Greater Little Rock Chamber of Commerce \u0026gt; UTTLEROCK FOROURPUBUC SCHOOLS k THE CHAMBER Where Business Comes Together Whats involved? During the weeks of June 16, June 23, and July 7, students and teachers will work during the mornings in local businesses. Students will discuss the relationship between what they learn and do at the business sites and their classroom lessons. Students will sign up for just one week. Transportation will be provided if you cannot get your child to the assigned workplace. What must you do? Fill out the attached application. 13 13 13 El Indicate your childs area of interest on the application. Check whether your child will need transportation. Rank the week that your child would like to attend\nmark in order of preference so that a one-week assignment will be made to fit your schedule. Sign the form and return it to your childs school. Because of limited space in this first year of the program, placement in the VITAL LINK program is not guaranteed. If your child is assigned to participate, please: 13 13 13 Be sure your child dresses appropriately for a business setting. Ensure that your child is at the pickup site on time if he/she needs transportation. Talk with your son/daughter about the program\nshow interest in what he or she is doing. S Plan to attend a parent function at the business at the end of the week.VITAL LINK STUDENT INTERNSHIP APPLICATION Directions: (Please type or print) Date Recd.: Rec'd. by: EJ S S Please read all information before completing this form. Completion of this application does not guarantee placement of an internship experience this summer. Return to your childs school by April 14,1997. Students Legal Name: Student I.D. # Current School Grade Circle Gender: Male Female Circle Race-. Black White Asian Hispanic Other Parent / Guardian Address City Zip Code Phone (home) (work) Person to contact if parents cannot be reached: (Name) (Phone), The following skills have been identified by employers as necessary for success in the workplace. Please place a in the box(es) of your childs interest(s): O Reading and Writing  Mathematics O Originality \u0026amp; Creativity O Speaking and Listening O Computer Literacy  Problem Solving  Other If your child is in need of assistance or accommodations under the Americans with Disabilities Act, please describe here:  I will provide transportation for my child to the business. DMy child will need transportation to the business. The three (3) schools nearest my home are: 1. 2. 3. Please rank your choices (1,2,3) next to the dates listed to indicate which week you prefer your child to participate this summer: __ June 16-20 __June 23 - 27 __ July 7-11 PARENTS PERMISSION. RELEASE AND II^DEMNITY FOR INTERNSHIPS I hereby certify that my child, _____________________________________ participate in the VITAL LINK Internship program for the LRSD. has my permission to To the best of my knowledge he/she is physically fit, with reasonable accommodation, to engage in such activity and is not suffering from any illness or injury that would prevent him/her from participating. I agree and do hereby waive and release all claims against the Little Rock School District and any teacher, employee or other person engaged in the activity in question and agree to hold them harmless from any and all liability relating to my son/daughter for any personal injury or illness that may be suffered and or any loss of property that may occur to my son/daughter. It is understood that no child will be allowed to participate in this activity until this form is signed by his/her parent or guardian. (signature of parent/guardian) (Address) (Date)LITTLE ROCK SCHOOL DISTRICT VITAL LINK LINK Your Child WITH THE World of Business This Summer Picture your sixth grade student working AS A BANK TELLER FOR A WEEK THIS SUMMER! Or as a pharmacy assistant! Or how about as an accountant? Could your child benefit from actually WORKING IN A LOCAL BUSINESS TO LEARN HOW SCHOOL LESSONS WILL HELP IN THE FUTURE? If the answer is yes THEN READ ON I J VITAL LINK is an exciting new program which links local businesses and the Little Rock public schools. Businesses have agreed to host students and teachers for one-week sessions this summer, and students will be assigned to work in fields such as accounting, banking, hotel management, hospitals, printing, law enforcement, the legal profession and others. Your child will discover the relationship between his/her classroom studies and the future world of work as well as the importance of math and communication skills, problem solving, teamwork, computer literacy, creativity and originality. VITAL LINK PARTICIPANTS FirstnameiLastname I Company Joe Robin Linus Robert Mike Rusty Russ Ron Gary Larry Jim Maura Vic MaryJane Cynthia Drake Rex Charles C.K.. Wally Ken John Dean Dale Bob Deborah Jack Bob Robert Maurice Ann Bill Buddy Ben Hubert Ford [ALLTEL CcTp Armstrong I Arkansas Children's Hcsj Raines Lee Means [Arkansas Excelsior Hotel [Arkansas Symphony Orch Arkla iAimstrongjArmstrono i earn Realtors Harrington Roberts Smith Berkley Dailey Walsh Snyder Rebick East Keith Eley Stewart Franke Allen Sullivan Rigg. IV Hinson Nicholson Donaldson Ledwell Holbein Birch Dineen Mitchell Brown Scholl Villines Wyatt ~t Barksdale Address Allied Dri SOO Mar 3 Staled 2417 N. 400 East 301 N. S CityiStateiZip 1Phone LittI Litt! LittI LittI LittI Baptist Health_____________ BEI Boatmen's CART! City Hall Columbia Doctor's Hcspital Congressional Offices CopySystems Cynthia East Fabrics |9501 Int Il 100 Mu [Post Offi St. Vince ' 500 Wes 6101 W. 11527 Fe 1121 S. 1523 Re LittI ' LittI Mau LittI LittI LittI LittI LittI LittI LittI AR 'ar 'ar ' AR AR lAR AR AR AR AR AR AR AR AR AR 722021651-5558 722021320-1100 722011575-5000 722071666-1761 722011577-4710 722111221-5485 722051202-2000 721131851-4000 I 72205{37S1656 I 722051295-3254 IStudent IDates IComp Contact i for June IE and 2GiJulianne Murphy 722011371-4510 722051561-4585 722011324-5541 722021377-2739 j 722021665-0460 | Comments 201 July 7-11 tOlJune 23-27 S i July 7-11 5iJune 16-20 5l July 7-11 I Robin Armstrono I Mary Kay_______ ILee Robert IGIenda Royal IRusty Armstong 3013 v/eeks. 10 each weeiKara Wade lOjJune 16-20 loljune 15-20 5|July 7-11 j Emily Potter/Bar iJohn Monroe/Donnie Cook Gai! to meet v/ith company on March 26 75 10 5 5 1 Entergy Express Human Resources First Commercial Bank Franke Cafeterias Goff \u0026amp; Assodates. Inc. ITT Technical Institute JA Riggs Tractor Company_________ 'kark KATV Laidlaw Little Rock Nationsi Airport \u0026amp; Midcoa LRAFB Mercantile Bank Mem'll Lynch Mitchell Law Firm ODM Pulaski Bank \u0026amp; Trust Pulaski County Administration Pulaski Tech Colleoe Ramsev. Krua. Farrell. Lensina I Post Offi I LittI lOne Fin LittI iPost OffilLittI '400W. iLittT 12250 CotiLittI 4520 S. |5125 Int Post Offi Post Offi 124 W. 1 Airport 1250 Th 1 Riverfr 425 W. 320 Wes 201 E. M 5800 R 2nd \u0026amp; Br 3000 We 5800 Ev LittI LittI LittI LittI LittI LittI LittI NLR LittI LittI LittI LittI LittI AR ' AR lAR lAR 'ar 'ar AR AR AR AR AR AR AR AR AR AR AR NLR AR LittI AR 9 June 15. 1557 June 16. 1957 June 23-27 July 7-11 July 7-11 I Larry Berkley Bruce Moore Erin Vickers Debbie Broadwa MaryJane Rebick Terry Dilby Merge wrth St. Vincent's______ Memo attached for breakdown Left Message_________________ Left Message One girl only 722031377-4000 722111221-2503 722031371-7000 722011575-4500 722021654-5532 722021577-2755' 72205 72203 72205 72201 72202 7209S 72114 72201 72201 72201 72207 72201 72118 570-5100 376-4444 572-7777 570-4000 572-5435 588-6570 688-7932 370-2100 688-8838 376-6200 661-7700 340-8505 771-1000 722051664-7705 Page 1 50 5 15 5 3 wks_____ July 7-11 3 wks July 7-11 June 23-27 5j July 7-11 lOjJune 16-20 ___5 ___5 30 10 150 __4 __5 5 10 5 18 10 July 7-11 June 16, 1557 3 weeks______ July 7-11 3 weeks______ June 23. 1557 July 7-11 June 16. 1957 July 7-11 July 7-11______ July 7-11 June 16, 1957 5|June 23. 1957 lAlma Wiliiams Fam Jones Charles Stewart Chris Franke IShari Hoover Ken Sullivan Becky James iTerri Hendrix Cindy Murphy Bob Donaldson Philip Launius Dani Johnson 10 each week 5 each v/eek Co-Chair pending Meet with April 18 Debbie Sutherland Chuck Freeman Bonnie Vickery Ann Brown Karen Patrick Sherry King Julie Rhodes Fran Fields Info pending/Sharing with Jimmy Moses Memo attached for breakdownVITAL LINK participants Buster Tim Diana Ronnie Janet Charles Pat Robert Barbara Woodson Beardsley Hill Hueter Nichols Jones Hathaway Torvestad Gray Douglas Walker Raney \u0026amp; Beardsley Southwest Hosptial St. Vincent's Student Loan Guarantee The Janet Jones Company UALR UAMS V.A. Hospital Velvatex Walker Law Firm 3600 Ca I-30 \u0026amp; Ot Two St. 219 S. Vi 7915 Ca 2801 S. 4301 We 2200 For 1520 ML 217 Wes' LittI LittI LittI LittI LittI LittI LittI Nort LittI LittI AR AR AR AR AR AR AR AR AR AR 72202 72209 72202 72201 72227 72204 72205 72114 72201 72201 665-4844 455-7073 50-3910 688-7611 224-3201 569-3200 685-5000 I 370-6665 372-9678 372-4623 TOTAL Page 2 5 10 30 10 5 10 30 15 5 5 July 7-11 July 7-11 3 wks June 23. 1997 June 16-20 June 16-20 3 wks 3 weeks July 7-11 July 7-11 a i Buster Beardsleyl I Stacy Robinson IChesler Cummin|10 each v/eek I Geneva Langford Isusan Marlowe I Karrie Brown I Liz Genz ILeah Porter I Will take two more weeks if needed IIP each week______________________ 15 each week I Barbara Douglas I Dana Fisher I Possible 5 more students 1VI TAL LIM K January 24,1997 United Way of Metropolitan Tarrant County Marketing/Comm. Division Our Visit to United Way Words that describe our week at United Way\nhelpful nice interesting excellent fun enjoyable Jobs we saw or jobs we did this week: raising money finance department internet and computers time cards e-mail team work helping people developing film print shop Skills we learn in school that we can use on the job: using computers math speaking reading and writing art for designing and printing CAHfRA ERfAKfRS J.P. ELDER'S FINEST VISIT UNITED WAY MARKETING/COMMUNICATIONS DIVISION Rey Reyes, Michael McCune, Ramiro Ramos (not pictured), Alondra Hernandez, Maria Hernandez, Erica delaPaz, Norma Salinas, Corrina Lopez I Seven Kids Blown Up in Darkroom (fictional example of a news story) FORT WORTH - Seven children from J.P. Elder Middle School were blown up under the photo enlarger at United Way of Metropolitan Tarrant County on Friday. Two of the children, who were not available for comment at press time, were misquoted as saying the blow up was overrated. \"It was really fun,\" one of them said. \"I didn't know making pictures could be so interesting.\" Following the trip to the darkroom and the rest of the Marketing/Communications Division, Elder students trav eled to their graduation. One student talked abou the visit to downtown For Worth. \"United Way of Metropoli tan Tarrant County is a fut place to visit. Next, I hope wi get to visit Disneyworld!\" Summer program to link students, businesses to lessons of the world BY CYNTHIA HOWELL ARKANSAS DEM0CRAT\u0026lt;3AZETTE Little Rock School District officials plan to place at least 500 sixth-graders into area businesses for one week this summer to show youngsters how their school lessons apply to the working world. Don Roberts, Little Rocks interim superintendent, believes the connections that young people make between lessons and work are critical to their success in school and in a career. The summer internship program, in fact, is called Vital Link. ployees who have less than a col- The program began with 40 stu- lege degree have experienced a dents working a week m four area decrease of up to 24 percent in hospitals. Its grown to 3,500 stu- real earnings, while college gradu- dent participants a year and 300 ates reported an 8 percent in- business hosts, said Stephanie crease, he said. We want students to have a Jackson, who coordinates the program in the Fort Worth district Every Fort Worth surth-grader Were not trying to train stu- ------------------- , . dents for a specific job, Roberts have to niake some go^d ^ades\nor said last week. We just want the tl.sir p''?*\"\" \" \" students to understand that what will be very slim. ................... chance early on to see a doctor, a Evety physical therapist or an accountant is now invited to participate in toe at work, Roberts said. If they internships, which are scheduled think they want to be a doctor, then throughout toe calendar ye^. Lo- toey have someone to help them cal businesses are proud of toeir translate what that means for them participation, noting toeir Vital in toe seventh grade and what it Link partnership in toeir advertis- means for toe ninth grade. It ing and newsletter, Jacteon said, means they will have to take a lot Vital Liito has been duplicated of math and science, and they will in other cities in Texas well uavc w uumv ovxxxv BvvJ lu Floiida, Califonua and Ohia In toeir chances of becoming a doctor Arkansas, North Little Roct  \u0026gt; Bluff, Watson Chapel, Fayetteville The national award-winning Vi- and Dumas are amo^ toe school tel Link program originated in toe districts operating Vital Link pro- they are doing in school relates to their ultimate choice of a career. ------ Roberts said those education Fort Worth (Texas) Independent *}, and career choices are more im- Scbnnl Distnct six wears aeo when The Little Rock djstoct, the portant *han before. Todays em- School District years ago Roberts was superintendent there. See STUDENTS, Page 6B6B  MONDAY, FEBRUARY 24, 1997  Students  Continued from Page 1B school district to fund Vital Link . and to recruit business partici- | pants. Representatives of the two ! organizations said this week that ! largest in the state, has about 1,800 Vital Link will benefit businesses sixth-graders. District officials and teachers as well as the stu- hope to serve at least 500 over dents. three weeks this year and to serve The chamber plans a breakfast all interested sixth-graders in fu- for more than 100 of the citys ture years. businesses Friday at the Holiday For this initial year, students Inn West to introduce the program will be asked to volunteer for the and to get companies to commit to one-week internships in late April inviting adolescents into their of- or early May. The beginning dates Aces, for the three Vital Link sessions are June 16, June 23 and July 7. During their assigned weeks, youngsters will spend mornings in a loci business or agency, not just observing adults at wor^ but do- Hubert Barksdale, chairman of the chambers Education Committee, said at least 50  and maybe as many as 70  businesses are needed this summer to carry out ing some of the work themselves. A district teacher will accompany the students at the job site. We want the students to focus on reading, writing, problem-solving and relationships. Roberts said. The students will see that reading and writing are essential in every job. If they go to the Police Department, they will see a policeman with a computer in his car, and they will see people who I think the business community will endorse this wholeneart- write almost as much as reporters do. These are important skills edly, Barksdale said. I think they are ready for an opportunity like this to have students and teachers in their workplace. Some businesses have already conunitted. The Little Rock Alliance for Our Public Schools is conducting a fund-raising campaign to offset the districts cost for Vital Link, said Baker Kurrus, a Little Rock lawyer and chairman of the al-  , , , - , liances board of directors. Costs they need to understand are re- include stipends for the quired everywhere. teachers and student transportation. Vital Link will be a powerful Everywhere the students go they will see that one of the key toois is technolo^, Roberts lu^puauou uj uic muo mvuivcu, added. Another thing they will sajj Kurrus, the father of a sixth- see is that workers have to work - ........... inspiration to the kids involved, grade daughter. But the Alliance is even more interested in Vital few jobs in which there is no in- y.ink because of the partnerships teraction with others. it creates among the district, busi- An element unique in the LR- nesses and the community. Kurrus tie Rock Vital Link program will said he hopes the partnerships in be the inclusion of parents, this project will lead to similar Roberts said. Parents may be in- partnerships on other school dis- vited to meet with the business trict and city issues. people who supervise their chil- The alliance is committed un- with each other. There are very dren to discuss the skills and tai- conditionally to the program be- ents required for various posi- cause we are unconditionally tions. That way, parents will be committed to the health of the knowledgeable about the job de- community and the health of the mands as they guide their chil- district, Kurrus said. We are dren through high school. prepared to do whatever it takes The Greater Little Rock Cham- to get this program off the ber of Commerce and the Little ground. The alliance may be contacted Rock Alliance for Our Public Schools are working with the at 370-9300 1 r i 1Arkansas Democrat ^CjazclU' i  MONDAY,^FEWyARY_24,1997 ---------------- J X .Summer program to link students 9 businesses to lessons of the world The program began with 40 students working a week in four area hospitals. It's grown to 3,500 dent participants a year and 300 business hosts, said Stephanie Jackson, who coordinates the program in the Fort Worth distnct  Every Fort Worth sixth-grader think they want to be a doctor, then they have someone to help them translate what that means for them in the seventh grade and what it means for the ninth grade. It means they will have to take a lot of math and science, and they will have to make some good grades\nor their chances of becoming a doctor BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Little Rock School District officials plan to place at least 500 sixth-graders into area businesses for one week this summer to show youngsters how their school lessons apply to the working world. Don Roberts, Little Rocks interim superintendent, believes the connections that young people make between lessons and work are critical to their success in school and in a career. 'The summer internship program, in fact, is ployees who have less than a college degree have experienced a decrease of up to 24 percent in real earnings, while college graduates reported an 8 percent in- crease, he said. We want students to have a chance early on to see a doctor, a called Vital Link. Were not trying to train students for a specific job, Roberts said last week. We just want the  students to understand that what wil^e very slim. Sey are doing in school relates to their ultimate choice of a career. Roberts said those education throu^outthe calendar year. Local businesses are proud of their participation, notiiig their Vital Link partnership in their advertising and newsletters, Jackson said Vital Link has been duplicated in other cities in Texas as well as in Florida, California and Ohio. In Arkansas, North Little Rock, Pine Bluff, Watson Chapel, Fayetteville and Dumas are amo^ the school districts operating Vital Link pro- and career choices are more important t^an before. Todays em- s The national award-winning Vital Link program originated in the Fort Worth (Texas) Independent grams^ School District six years ago when The Little ^K^incq in Roberts was superintendent there. . Sae STUDENTS, F ige eb Students  Continued from Page 1B largest in the state, has about 1,800 sixth-graders. District cfftcials hope to serve at least 500 over three weeks this year and to serve all, interested sixth-graders in fu- school district to fund Vital Link j and to recruit business partici- j pants. Representatives of the two organizations said this week that uut 1,803 Vital Link will benefit businesses officials and teachers as well as the stu- tuce years.  For this initial year, students will be asked to volunteer for the one-week internships in late April are June 16, June 23 and July 7. During their assigned weete, youngsters will spend mornings in a local business or agency, not just observing adults at work, but doing some of the work themselves. A district teacher will accompany dts. , , , The chamber plans a breakfast for more than 100 of the citys businesses Friday at the Holiday Inn West to introduce the program and to get companies to cominit to inviting adolescents into their of- the chambers Education Committee, said at least 50  and maybe as many as 70  businesses are needed this summer to carry out tlie program. I think the business communi- ty will endorse this wholeheartedly, Barksdale said. I think they are ready for an opportunity like this to have students and the students at the job site. .We want the students to focus _ on reading, writing, problem-sow- gi,grs in their workplace, ing and relationships,\" Roberts   said. The students will see that reading and writing are essential in every job. If they go to the Police Department, they will see a policeman with a computer in his car, and they will see people who Some businesses have already committed. The Little Rock Alliance for Our Public Schools is conducting a fund-raising campaign to offset the districts cost for Vital Link, ------------------- --------- . - said Baker Kurrus, a Little Rock write almost as much as reporters ia,^gr and chairman of the aldo. These are important nances board of directors. Costs they need to understand are re- include stipends for the quired everywhere.--------------------------teachers and student transporta- Everywhere the students go ^Qn. ................................Vital Link will be a powerful inspiration to the kids involved. do. skills they will see that one of the key tools is technology, Roberts ____ ------------------ added. Another thing they will said Kurrus, the father of a sixth- see is that workers have to work graje daughter. But the Alliance with each other. There are very  -.-j i- few jobs in which there is no interaction with others. --------------------------------- . An element unique in the Lit- nesses and the community. Kurrus tie Rock Vital Link program will said he hopes the partnerships in be the inclusion of parents, this project will lead to similar Roberts said. Parents may be in- partnerships on other school dis- vited to meet with the business trict and city issues. people who supervise their chil- m- dren to discuss the skills and tai- conditionally , ents required for various posi- cause we are unconditionally ' tions That way, parents will be committed to the health of the 1 knowledgeable about the job de- community and the health of the mands as they guide their chil- district, Kurrus said. We are dren through high school. prepared to do whatever 'Intakes The Greater Little Rock Cham- to get this program off the ber of Commerce and the Little ground. Rock Alliance for Our Public The alliance may be contacted Schools are working with the at 370-9300 is even more interested in Vital Link because of the partnerships it creates among the district, busi- nesses The alliance is committed unconditionally to the program be- cause we are *^Arkansas Democrat ^(FjazcUc WEDNESDAY, APRIL 2. 1997 6th-graders hear job program pays, but not in cash BA' CA'NTHLA HOWELL DEMOCRATAI VETTE The last question asked Tuesday morning at a Jefferson Ele- mentaiy sixth-grade assembly was one school district officials knew was coming. must be returned by April 14. The program will be offered at no charge to 500 children dur- j ing the weeks of June 16. June 23 j and July 7. Up to one-third of the sixth-graders at each school will be selected from the pool of ap- It was about a new summer plicants. That means 25 of the 75 program in which Little Rock sixth-graders at Jefferson may School District youngsters will spend a week working in local businesses. get to attend. Applicants not selected will be placed on a school waiting list and may be able to Will we get paid? one young participate later if another week girl at the front of the school library wanted to know as the assembly drew to a close. The answer is no. But developers of the Vital Link program expect other pay-offs for the children.  The district the Greater Little is added to the program. The district is hosting two par- : ent information sessions on Vital I. Link. The first will be from 5-5:30 p.m. April 8 at Geyer Springs El- i ementary School. 5240 Mabelvale ! Pike and noon April 11 at the Dr. i -Martin Luther King Jr. Magnet\nRock Chamber of Commerce and Elementary School. the Little Rock Alliance for Our Public Schools are cooperating to give sixth-graders a chance to work in local businesses and see So far. about 40 area business- ' es have agreed to panicipate. ! and another 40 are considering ' it, Milam said. Representatives j how their school lessons apply to of the businesses, with support i' from district employees, will de- I the work place. Students who volunteer for the program will termine what they want the | spend five mornings in June or youngsters to do at their job ! July at an assigned business. Yes, you will be paid  in experience and in opportunity. sites. We tend to think 12-year-olds cant do much, but they can do a Principal Frances Cawthon told lot. Milam said. She told the Jef- the 75 Jefferson sixth-graders. ^The adults in these businesses'are willing to take time out from their jobs to work with ferson students they will be expected to work, not just observe. Jefferson pupils wanted to know the list of participating you.\" counselor Lucy Rhodes businesses and whether they will told the audience. In any other get to pick the sites where they situation you would have to pay will work. They won t. Students for the training that you will be will get to specify their areas of getting, she said. Debbie Milam, program coor- interest, though. A sample of the confirmed dinator for the district, told the business participants include pupils they are too young to be the University of Arkansas at Lit- legally employed and will be tie Rock, University of Arkansas considered interns at the business sites. They won't take home for Medical Sciences. -Arkansas Excelsior Hotel, the .Arkansas paychecks, she said, but they will Symphony Orchestra. Arkansas be able to list their Vital Link Department of Education, the\nparticipation on resumes. federal Office of Desegregation i Milam is leading a team that Monitoring, city and county gov- will visit evep' district elementary school this week and next to recruit sixth-graders for the pro- ernmental ? agencies. Cynthia East Fabrics and Frankes Cafeterias. Several area hospitals gram, which was started at the have been enlisted, as well as urging of Interim Superintendent Don Roberts. Roberts initiated a similar program when he was superintendent in Worth, Texas. Fort Students will be given an ap- banks. Jefferson students cheered when the banks were mentioned. Transportation will be provided to youngsters who need rides to the work sites. Students will plication to take home for their catch the buses at schools close parents to complete. The forms to their homes.Arkansas Democrat C^azctte  THURSDAY, JUNE 17, 1999 City Hail briefs * ve'. BY JAKE Sandlin\" ARKANSAS DLMOCRAT-CAZETTE as program provider  Boanl of Directors approved two cohfracte on n^sd'av n^^th the Little Kock School District as sole provider for the Vital Li^ rnship program to help sixth-grade studentel^ were done separately because funding includes $15,000 from the cify E^cation Commissions 1998 budget and $20 000 from the contacts^^rtn i^! tetoli competitively bid for sendees de- tern^ed to bo available from only one source. xr* I T  1 tC-----v***/viic oviuvc. Ine Vital Link Program is a pre-employment training and business program to help students learn skills for obtaining jobs in the fu- ^fter employees when they enterT^orlrforee Di a co^llaborative effort between the Little Rock School DistncL the Greater Little Rock Chamb^ of Commerce, the Little Rock Al- if^blJtoi^^^hn Volunteers in PubUc SchooteB^ to both contracts tn mlpaco thp T---------rrclauses on DOUl COI to release the funds because the program runs through the summer.I i: 1 i   t: i a y^iKiUiSU.s I MCJllDAY, .IVHJr. BO, I'l'U Vital Link between workplace, school brought home to youths BY SUS.AN KOI II XRk WS.VS DI MOf R \\ I (iAZl.HI Twehc-ypur-old Akama Ngundue likc'l working in the collections department at Ihe Stiidi nl Loan Guaraiilce Komi dation  until he learned that people aren't always nice when loan officers call. They let me call people who were more than six months behind on their payments.\" Akama said. \"The last one wasn't so fun. Ho was really unfriendly. He said. 1'111 tired of you guys calling iny house. .My mother's sick. There were babies ciyiiig and someone yelling in the background. When 1 told him who I was and how old I was. he started to calm doim a little bit. He was out of college eight years and owed $156,001).\" It wa.s just one of many eye-openeis for .Akama and si.x other studeiiLs assigned to the foundation as part of the Little Rock School District'.s Vital Link program. Tliey also learned several new computer programs and used the telephones, postage and fa.x machines, scanners and copiers. Around the city, other students attended court hearings with attorneys\ndrafted letters for Mayor .lim bailey al City Hall: tended patients at hospitals: loaded C-130 cargo planes at Little Rock Air Force Base\nprepared lunch at the .Arkansas' E.x-celsior Hotel, and created their own newscast at Little Rock station K.ATV, Channel\". See LINK, Page 3A fa *\u0026gt;'1,. I A-St.' E.fts\u0026amp;'s/'.V'', I   1 vMi! Arkansas Democral GazattefSTATON BREIDENTHAL Recnada Johnson, 12. stirs a batch of cream of asparagus with roaslod chicken soup in the kitchen of Arkansas' Excelsior Hotel as executive sous-chef Ken Jones adds seasoning. Johnson is getting a firsthand look at the workplace under the Littfe Rock School District's Vital Link program. Link  Continued Iroin Page IA More than SiO students entering seventh grade  about .a third of district's seventh-grade clas.s  are getting .a taste of tlie workplace al 46 area businesses or government offices. The Vital Link program is a partnership of the school district, the Little Hock Alliance for Our rublic SchooLs and the Greater Little Rock Chamber of Commerce. Outgoing Little Rock Superintendent Don Robei-ts started the program eight years ago while superin-tendenl of the Fort Worth school system. It has since been copied in North Lillie Rock and Pine Bluff. Robeils wanted to impress upon children the links between their education and file work force before they enter secondary school. We lose an awful lot of people who make bad decisions in those years and never overcome it\" Roberts said. If a student finds a reason to go to school at tliis age, he can take advantage of what we offer in school.\" Students had to apply to participate in the program but had no other selection criteria. When I was filling out the form to choose between home economics and computer technology class, 1 respiratory therapy department at St. Vincent Inliniiary Medical Center a week ago. said she saw .lessi-ca's self-esteem grow during the week. .lessica lia.s always been real focused. but she's probably even more detennined now.\" Spector said. It's one tiling for your parents to believe in you. but for someone else to believe in Llieii! really made tlieni feel '1 am valuable in this community.\" Robert.s said it was not dilficiilt to sell the merits of the program to busiiics.s leaders, none of whom seemed to mind having 11- and 12- year-olds underfoot each moniing for a week. It was .a natural match for Geneva Langford, persomui director of the student loan foundation. We are a service company.\" I.angford said. Since we guarantee Ioans for students to go to college, our main Uieiiie is to educate. We re showing llie skills we'd like to see when we hire. Each moniing. the students met tlieir supervising teachers at their neighborhood schools, where buses picked them up and dropped tliem off at their jobs. Those at the foun-dation met at Terry Elementary, though some of them had attended Williams Magnet Elementary. In tlie fall, Uiey will attend different junior high schools. The boys wore neat polo shills didn't think I'd like computer tech.\" witli slacks and shoes, and the girls. said Diane Reisler. But now, after dresses witli sandals. seeing a lot of lliese computers. I'm Bacon met with the students more interested.\" briedy each morning, then sent That dose of reality will help them to their various posts in the teacher:\nlike John Bacon, who dill'erent departments about 9 a.m. leaches computer technology and About 11:15, they gathered again career orientation al Iulaski Heights Junior High. It's great that the kids can see for themselves some of the things it takes to get a job, said Bacon, who supervised the students at the student loan foundation. It makes my job a whole lot easier.\" The fact that the students at the loan foundation and other businesses got to work ill several different departnieiiLs also showed thein the importance of each job in the whole perl'oniiance of the company. They saw that each job really does make a difference to everyone, not just you, said Deana Kealliley, a teacher supervisor who visited several ilill'erent businesses each day to make sure the program was running smoothly. Debi Spector, whose daughter, Jessica Slaughter, worked in the in a conference room to discuss the morning and write in journals what they had learned and how they felt about the experience before gelling back on the bus about noon. \"1 think it's nice that they're taking time out to teach kids what tliey do at Uieir job.\" said Marcel iers Hewett. Marceliers and the others agreed that the only problem with the program was that it was loo short. It's kind of upsetting.\" said Dwiglit Hall. If you have a job. you don't gel to finish it. We should be able to stay until 2 or 3 in the alter- 110011, and Vital Link should be two or three weeks.\" Or a month,\" said Parker Richard. I want to have a full-day job. said Akama.\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":"hbcula_becu_18","title":"Voice of the Wildcats Newsletter, October/November 1997","collection_id":"hbcula_becu","collection_title":"Bethune-Cookman University Digital Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Florida, Volusia County, Panama Beach, 28.86832, -81.22778"],"dcterms_creator":["Bethune-Cookman University"],"dc_date":["1997"],"dcterms_description":["The student newsletter of Bethune-Cookman College, now Bethune-Cookman University, highlighting student voices, campus and community activities, and current events."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","African American students","Campus life","College student newspapers and periodicals","Civil rights movements"],"dcterms_title":["Voice of the Wildcats Newsletter, October/November 1997"],"dcterms_type":["Text"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/becu/id/18"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["All rights to images are held by the respective holding institution. This image is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce images and/or for copyright information contact University Archives, Bethune-Cookman University, Daytona Beach, FL 32114 (386) 481-2186. https://www.cookman.edu/library/index.html"],"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1636","title":"District Court, Amicus Curiae's memorandum brief in opposition to the Little Rock School District (LRSD), North Little Rock School District (NLRSD), and Pulaski County Special School District's (PCSSD's) statement of material and undisputed facts and motion for summary judgment on the issue of teacher retirement matching","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1996-12-24"],"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","School districts--Arkansas--North Little Rock","Special districts--Arkansas--Pulaski County","Education--Arkansas","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","School districts","School management and organization","School employees","Teachers","Retirement","Education and state"],"dcterms_title":["District Court, Amicus Curiae's memorandum brief in opposition to the Little Rock School District (LRSD), North Little Rock School District (NLRSD), and Pulaski County Special School District's (PCSSD's) statement of material and undisputed facts and motion for summary judgment on the issue of teacher retirement matching"],"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/1636"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":["64 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITILE ROCK SCHOOL DISTRICT PLAINTIFF LR-C-82-866 V. a.~-- ~ ....\" '1 rr=l'l~ (! - n PULASKJ COUNTY SPECIAL SCHOOL r~U~.\\~ ~j :1 G,'.Y DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KA THERINE KNIGHT, ET AL. DEC 3 0 1996 DEFENDAfrrs INTER VENO RS INTERVENORS AMICUS CURIAE'S MEMORANDUM BRIEF IN OPPOSITION TO THE LRSD, NLRSD AND PCSSD'S STATEMENT OF MATERIAL AND UNDISPUTED FACTS AND MOTION FOR SUMMARY JUDGME T ON THE ISSUE OF TEACHER RETIREMENT MATCHING The LRSD, NLRSD and PCSSD have filed a Motion for Summary Judgment challenging - those portions of the new school funding formula they view as unfavorable while ignoring other portions from which they would admittedly benefit. The Pulaski County Districts do not allege, nor is there any showing, that the Districts receive less money under the new system. To the contrary, they receive more. By petitioning this Court for an Order directing the State to divert millions of dollars from students outside of Pulaski County for the use of the Pulaski County Districts, they would have this Court ignore the clear Arkansas Constitutional mandate of \"equal treatment\" to which all students are entitled.1 While the Settlement Agreement permits \"fair and rational adjustments to the funding formula which have general applicability\", the Pulaski County Districts suggest, by implication, s1;1ch an adjustment should not apply to them simply because they believe they need more money. There is probably not a school district in Arkansas that does not believe it needs 1Ark.Const.Art.Il, Sections 2, 3, and 18, DuPree v. Alma, 651 S.W.2d 90,279 Ark. 340 (1983). jmljr/kl/9017 more money. However, equal treatment to all students must be the concern of the Court, because it is right, it is fair and rational and it is the rule of general applicability in Arkansas. In all previous assaults on the school funding formula, the Pulaski County School Districts have argued the formula violated the following terms of the Settlement Agreement: 1. \"The State shall take no retaliatory action against the District\" and, 2. \"Fair and rational adjustments to the funding formula which have general applicability shall not be considered to have an adverse impact even if it reduces the proportion of State aid to the Districts.\" Here, however, the Pulaski County School Districts do not expressly contend either provision of the Settlement Agreement has been violated. Rather, they simply refer to the decision of the Eighth Circuit2 and invite this Court to interpret that decision as meaning they are entitled to claim more - money than they will receive under the new funding formula. This argument is misplaced. The Eighth Circuit, in dealing with whether the elimination of the worker's compensation program in its entirety violated the provisions of the Settlement Agreement obviously determined in obiter dictum that it did not because it was fair, rational and of general applicability. Had the inquiry stopped there, as it must here, there would have been no finding of a violation of the terms of the Settlement Agreement. It was the seed money that resulted in disproportionate funding and therefore a funding formula which lacked general applicability. In the matter now before this Court, the new funding formula with its per pupil funding is clearly comparable to the total elimination of the worker's compensation program in its general applicability as opposed to the disproportionate distribution of seed money which raised the concern of this Court and of the Eighth Circuit. That concern is not present in this case because the program for teacher's retirement, like worker's compensation, has been totally eliminated, and there has been no seed 2Little Rock School District v. Pulaski County Special School District, 83 F.3d 1013 (8th Cir. 1996). 2 Jmljr/kt/9017 money provided for teacher's retirement. Aside from these references, the Districts engage in great speculative leaps in comparing Act 34 and Act 917 funding. The Districts' plea is one of unequal treatment based only on rank speculation. The basic fact is that all districts are treated equally. Funding for all students has been brought to within 80% of the funding per student in the Little Rock School District. What could be fairer than funding each student substantially equally? The State Courts have interpreted the Arkansas Constitution as demanding this standard of funding. For the last 16 years Arkansas has been moving steadily to equal education opportunity for each student. In 1981 Chancellor Harrell Simpson, in Alma v. DuPree, found that the school finance system was becoming increasingly disequalizing under the system in place at that time. Judge Simpson's Findings of Fact, number 34, Exhibit 1. Judge Simpson also found that students attending school in poor districts received educational opportunities that are inferior to the opportunities offered to students in wealthier districts in the State. Finding of Fact o. 42. The - Court found that \"The Arkansas School Financing System is not designed to, nor does it, insure that all children in every school district in Arkansas will receive the educational opportunities that should be included in a constitutionally required 'general, suitable and efficient' system of public schools.\" Finding of Fact No. 43. As a result of the Alma case, major modifications were made to the Arkansas School Funding System resulting in Act 34 of 1983 (Ex. Sess.). Despite the major revisions to school funding and attempts to equalize funding, the question was reexamined by Judge Imber in the Lake View case resulting in Judge Imber's Findings of Fact and Conclusions of Law of November 9, 1994, Exhibit 2. Among Judge Imber' s conclusions of law, she noted, in part: Paragraph 9: While Arkansas has not defined the terms \"general, suitable and efficient\", courts in other states have defined these terms. In Rose v. Council for Better Educ., Inc., 790 S.W. 2d 186, 191-93 (Ky. 1989) the Court defined \"efficient\" as a system which required \"substantial uniformity, substantial equality of financial resources and substantial equal educational opportunity for all students\" and 3 j mljr/kt/90 I 7 money provided for teacher's retirement. Aside from these references, the Districts engage in great speculative leaps in comparing Act 34 and Act 917 funding. The Districts' plea is one of unequal treatment based only on rank speculation.  The basic fact is that all districts are treated equally. Funding for all students has been brought to within 80% of the funding per student in the Little Rock School District. What could be fairer than funding each student substantially equally? The State Courts have interpreted the Arkansas Constitution as demanding this standard of funding. For the last 16 years Arkansas has been moving steadily to equal education opportunity for each student. In 1981 Chancellor Harrell Simpson, in Alma v. DuPree, found that the school finance system was becoming increasingly disequalizing under the system in place at that time. Judge Simpson's Findings of Fact, number 34, Exhibit 1. Judge Simpson also found that students attending school in poor districts received educational opportunities that are inferior to the opportunities offered to students in wealthier districts in the State. Finding of Fact No. 42. The Court found that \"The Arkansas School Financing System is not designed to, nor does it, insure that all children in every school district in Arkansas will receive the educational opportunities that should be included in a constitutionally required 'general, suitable and efficient' system of public schools.\" Finding of Fact No. 43. As a result of the Alma case, major modifications were made to the Arkansas School Funding System resulting in Act 34 of 1983 (Ex. Sess.). Despite the major revisions to school funding and attempts to equalize funding, the question was reexamined by Judge Imber in the Lake View case resulting in Judge Imber's Findings of Fact and Conclusions of Law of November 9, 1994, Exhibit 2. Among Judge Imber' s conclusions of law, she noted, in part: Paragraph 9: While Arkansas has not defined the terms \"general, suitable and efficient\", courts in other states have defined these terms. In Rose v. Council for Better Educ., Inc., 790 S.W. 2d 186, 191-93 (Ky. 1989) the Court defined \"efficient\" as a system which required \"substantial uniformity, substantial equality of financial resources and substantial equal educational opportunity for all students\" and 3 jmljr/lcr/9017 which required that the educational system be \"adequate, uniform and unitary.\" Id. at 192. The Court concluded that an 'efficient' system of common schools should have several elements: 1 . The system is the sole responsibility of the General Assembly. 2. The tax effort should be evenly spread. 3. The system must provide the necessary resources throughout the state -- they must be uniform. 4. The system must provide an adequate education. 5. The system must be properly managed. Paragraph 11: The equal protection provisions of the Arkansas Constitution are applicable to school funding. DuPree v. Alma School Dist. No. 30, 279 Ark. 340, 345 (1983) (\"The constitutional mandate for a general, suitable and efficient education in no way precludes us from applying the equal protection clause [to school funding]\".) Paraeraph 12: Although money is not the only measure of equity, there is a correlation between the money spent and the quality of education received. See Tennessee Small School Svs. v. McWherter, 851 S.W. 2d 139 (Tenn. 1993); Washakie Co. Sch. Dist. No. One v. Herschler, 606 P.2d 310 (Wyo. 1980). Judge Imber considered three statistical measures to evaluate school funding. First, she looked to the federal range ratio and found the State out of compliance with that measure. Next, she looked to the coefficient of variation by which measure the State was again out of compliance. Finally, she looked to the Gini coefficient by which the State was in compliance. Each of these statistical measures looks to the distribution of revenue or expenditure on a~ Pmill basis. Clearly, Judge Imber focused on providing substantially equal funding~ Pmill as opposed to 4 jmljr/kt/9017 general funding of school district operations. In his concurring opinion in Alma, Judge Hickman focused on this point: .. .I cannot justify on this record, any formula of distribution except on a per pupil basis. I do not say any formula, except one based on a per pupil basis, would fail legal examination; but it would certainly have a more difficult time surviving legal scrutiny. The evidence to justify any distribution, other than a per pupil basis, should be both clear and convincing. 279 Ark. at 351, 352. In response to Judge Imber's ruling, which granted the State two years to bring the funding system into compliance, Act 917 and related legislation became law in Arkansas. More recently, Amendment 74 to the Arkansas Constitution was approved by the voters creating an equalized method applicable to all Arkansas counties to raise a minimum level of funding for education. The funds raised by Amendment 74 will be pooled and that money combined with State funds. The - total will be distributed on a~~ basis that is in compliance with the statistical measures, particularly the federal range ratio, to provide an equalized distribution. It is this system of financing education in a general and rational manner which the Pulaski County Districts would have this Court throw out by creating exclusions for them. In the strictest of the statistical measures, the federal range ratio, Judge Imber determined that the Little Rock School District sets the standard for measurement of equitable funding in Arkansas. Finding of Fact No. 58, Exhibit 2. Using the federal range ratio, the State funding system was redesigned to bring all students to within 80% of the funding provided Little Rock students. In making this calculation, funds paid to the Pulaski County Districts by reason of the Settlement Agreement in this Court, are not included. Therefore, as to Little Rock students, not only do they receive State and local funds that establish Little Rock School District as the curvesetter for the State, but they receive additional funds flowing through the desegregation Settlement Agreement that are not counted. The distribution of State funds to North Little Rock and Pulaski 5 jmljr/lct/9017 County assures them of being funded within 80% of the Little Rock School District, on a per pupil basis plus they also receive whatever funds flow through the Settlement Agreement. It is no wonder that 111 school districts object to this attempt by the Pulaski County Districts to be excluded from what they perceive to be burdens under the new funding system while taking full advantage of the benefits of the new system. If the Pulaski County Districts are awarded additional money outside the State funding system, then funding to 400,000 students outside Pulaski County will suffer. The State funding system will be put at risk when compliance with the federal range ratio requires additional funding to other districts as a result of any increase in funds to the Little Rock School District which this Court might order. Increasing funding to Little Rock will mandate corresponding increases to all districts. The Pulaski County Districts argue that their retirement costs are greater because of the additional staff and extra payroll costs that they must incur because of the Settlement Agreement. Careful analysis does not support these conclusions. Examining their costs for certified salaries as - a percent of the current expenditures3 (which excludes funds distributed under the Settlement Agreement) North Little Rock only spends 58.76% of its current expenditures for certified salaries. Declaration of Winston F. Simpson, Exhibit 3. This means that of its current expenditure money, North Little Rock has 41 % after pavment of certified salaries for other expenditures. Pulaski County is in better shape spending only 58.25% of its current expenditures for certified salaries with nearly 43% left over. The Little Rock School District, the curve-setter for the State funding system, is better off than each of the other two spending only 57 .27% of its current expenditure money for certified salaries. There are only five school districts--Newark, Altheimer, Turrell, Paron and Grady--that spend less of their current expenditure money for certified salaries than Little Rock. As to Pulaski County, only those five districts plus Lead Hill spend less for certified salaries, and as to North Little Rock, only those six plus River Valley, Perry-Casa and Leslie 3Expenditures are the current expenses which include all expenditures for the benefit of the current year, including reimbursement for textbook expenditures and amounts spent on behalf of districts by other districts or cooperatives, less capital outlay, debt service and amounts received from other school districts. Annual Statistical Report of the Public Schools of Arkansas. 6 jmljr/kl/9017 spend less than North Little Rock of their current expenditure money on certified salaries. Every school district in Arkansas spends more of its current expenditure money on certified salaries than these eleven districts. 299 of the 311 schools districts in Arkansas have less money left over after paying certified salaries than the North Little Rock School District. For example, Russellville West Memphis Alma Blytheville Fort Smith Texarkana Eldorado Jonesboro Camden Fairview Hot Springs Percent of Current Expenditures for Certified Salaries4 74.01 % 71.84% 69.04% 68.28% 68.08% 67.33% 66.07% 65.99% 65.20% 63.31 % The retirement funds which the Pulaski County Districts seek to have funded are a fixed percentage of certified salaries. Therefore, if the percentage of certified salaries paid by the Pulaski County Districts is lower than other districts, then the cost of teacher retirement will be lower than the same components of other districts. Each district will be affected in the same way. Mathematically, retirement funding is 12% of the prior year certified salary. The relationship between the Pulaski County Districts and the rest of the State remains the same when the retirement cos: is added to the cost of certified salaries. Arguments by the Pulaski County Districts that the cost of living is higher, requiring higher salaries and, that the obligations of the Settlement Agreement cause them to incur additional salary all fall by the wayside when the facts are known. f 4Declaration of Winston F. Simpson, Exhibit 3. 7 jmljr/k!/9017 Exhibit B to the Declaration of Tristan Greene submitted by the State demonstrates that the Pulaski County Districts received the following increases in State funding in 1996-1997 when compared with 1995-1996: Little Rock North Little Rock Pulaski County $2,733,988 $637,161 $710,476 This clearly evidences that these districts did not lose money when the State moved from Act 34 (1995-1996) to Act 917 (1996-1997). Summary The Pulaski County Districts' Motion for Summary Judgment should be denied. The adoption by the State of a new school funding system based on equalized l2IT J;l1lllli funding is a fair and rational method of funding. Over nearly three decades the legislature and the Courts have considered school funding and evolved to this system. The application of the formula to every - student in Arkansas aptly demonstrates the general nature of the new system. There has been no allegation that the new formula is retaliatory; and since the funding system is fair and rational, and of general application, it is not violative of the Settlement Agreement. At the very least, there are disputed questions of material facts which make summary judgment inappropriate with respect to these issues. Respectfully submitted, Amicus Curiae 8 William P. hompson, .. A. #64044 James M. Llewellyn, Jr., AB.A. #66040 THOMPSON \u0026 LLEWELLYN, P.A. 412 South 18th Street P.O. Box 818 Fort Smith, Arkansas 72902-0818 Telephone: (501)785-2867 Telecopier: (501)782-8046 jmljr/kt/9017 CERTIFICATE OF SERVICE I, James M. Lewellyn, Jr., state that I have on this z.J.~day of December, 1996, caused a true and correct copy of the above and foregoing to be mailed first class, postage prepaid, to: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Christopher Heller FRIDAY, ELDREDGE \u0026 CLARK 2000 First Commercial Bldg. Little Rock, AR 72201 Ms. Ann Brown ODM Heritage West Bldg., Ste. 510 201 E. Markham St. Little Rock, AR 72201 Mr. M. SamuelJones,III WRIGHT, LINDSEY \u0026 JENNINGS 200 W. Capitol Ave., Ste. 2200 Little Rock, AR 72201-3699 9 Mr. Richard W. Roachell ROACHELL AND STREET First Federal Plaza 410 W. Capitol, Ste. 504 Little Rock, AR 72201 Mr. Timothy Gauger Assistant Attorney General 323 Center St., Ste. 200 Little Rock, AR 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 W. Capitol Ave. Little Rock, AR 72201 Jmljr/kt/9017 .. . : Ri::CElVEU AEA NOV 2 1981 -:;.- IN THE CHA!.;CC:RY COURT Of\" PULASKI COUNTY, ARY.A ~SAS i:IRST DIVISION Al.11A SCHOOL DISTR.i:CT NO. 30, ec al PLAIN:'I:75 V. NO. 77-406 JIM DuPRE\"='., ~ al CLOVER Brno SO!OOL DIS:::tICT NO. 12 of Law-rence County,~~ FINDINGS O!'\" FAC: Frora che t2scl..l:lony and e..v:hibi:s as inc::-oduced, che scacei:::encs and sci?ulacions of counsel, and ocher rn.a.cc2rs, chings, files and proof, che Cou::-'C finds as Eaccs: L. There were 382 operacing School Discricts in Arkansas L, 1978-79, 37~ in 1979-60, and 370 in 1980-8~- 2. ~~blic schools in Arkansas derive revenues from local and scace sources, and co a fa::- lesser e..~cenc from the federal gove=menc. r~ 1976-79, sc.ace revenues for public el=enc~=7 and. seconda::_-:J educacion cocale\u003cl. abou~ $235 million and consci~~ced 51.6% of all public school revenues. Loe.al revenues a=unccd co $210.6 million a::- J8.l 7. of cecal revenues. feuer~L revenues a~ $57,_ million provided the re=ini.--::g 10.37. of public school suppo-:-c. -::-:e propor-cians of federal-scace-local reve..'1ues ;;e::::e fai::Ly conscanc bec-~ee..'1 1973-7~ and 1978-79 . J. School disc::-iccs, by voce, lev-1 ca:t. races o-:millage races on Frcpercy wichin c_he disc::-iccs. This p::-ovides the bulk of local recei?cs. Ocher minor sources include ::-enc, inceresc, dor.acions, :-evenue in lieu of caxes, revenue f::-ol!l che Counc:y and ocher miscellaneous receipcs, and are al_ included L, cbe cacego-;:-y \"lac.al revenues\", and e2ch local dscricc recains and ex;,ends all che local school caxes collecced wichin ics boundaries. f+ . . The Arkansas school t.lis cric cs va=7 widely in che amounc of caxable properry wealch per pupil wichin chei= boundaries, ant.I because of variacions in assesse\u0026 valuacion per ?upil, ~~~: discicts in che scace have g-::eacer fiscal ~~~~~cy co raise revenue for education f=om local caxes c!'lan EXHIBIT 1  do many ocher distticcs in che scace . 5. Local =evenues a=e based in stated assessments as cercifed by the assessment co-ordinacion divi~ion of che St.ace ?ublic Service Co=ission which is responsible for certifying of=icial =acios co che Seate Deparc~e..~c of Educacion. 6. Each county in che stace has a County Board of Equalization for seccing or arriving at or levying assessmencs on Che majority of che icems of property in the cou.-:ty. Schools of che various counties are permitted to select represencacion on t.\"le board, and some schools dis ciccs employ individuals co ai~ assessors in locacing propercy to be assessed or re-assessed. .T. All counties are under-assessed in Arkansas,. and it: c.oes not. appear chat Arkansas Cons c.ic:uc.ional Amendz:lenc. No. 59, adopted in Novembe=, 1980, will a.:::ord any a?preci.3.ble relief c.o the. present: school f:.:1.ance system. 8. After any future re-assessment. it is eviden= tha.t. c..he. presently wealthy school disc.rices will sc::.J.l have g-:-eater assessed. values and therefore g=e.a::er rever.ues :o;::educacion than pla::...::.cif:: districts and ocher prope~, poor dis c:ric cs . 9. Ace: tfo. 1100 of che 1979 Arkansas General Assembly, kno;m as che School FL..ance Act of 1979, i~ Section 3(B) (1947 Ark. Scat. 1980 Replacement 00-050.J(B) ) provides a=ng oc.'ier chings, co c.\"le ef:::ecc chac che Resource Decerminacion Rate for each district: is calculaced by dividing ics adjusted base aid olus 45 mills applied co charged assessed valuation by che previous year's adjusted Average Daily M=bership, ADM. Each discricc's charged assessed valuacion is based on personal income. le. is compuced by applying its portion .of che tot.al assessed valuation in the county for the previous year to the county's charged assessed valuations. The laccer is decermined by multiplying che councy's 2 proporc:ion of cocal scace per~onal income for che lase: th=ee years by che cecal scace's assessed valuacion for che previous year less public serJice cor.unission assessnec1c:s. Utility and car::-ier assessmencs and 40~ of paymencs in lieu of tax-ation a=e added to c:he personal income component: of a disc:=icc:'s charged assesscenc to ar=ive ac a dist=icc's charged assessment:. 10. The sc:ate receives c:he income figu=es chac: ic used in the Resource Decer::iinacion Race calculation f=cm the Induscrial Research Exc:ension Center of che Universi:y of Arkansas. 11. The=e is no relation be~1een che local property wealth and the personal income index used to deter..iine district wealth in Arkansas. In addition, account is nae taken as to whether generated from L,duscrial or commercial property, and chis can resulc in some districts being charged L, assessed valuations ~~ey do noc have, and this L, cu::-:. can resulc in such dis cricts :-ec eiving less ttininn.u:a Fou:1da c::.on Prcg:-am, MF?, aid than they should. 12. Ace: No. 278 of the A::kansas Ge:1eral Asse~bly of 1951 was known as the Minimum School Budget: Law, and i: provided. a. base aid or hold-ha=less feature -..;hich g.ia::anteed that no school discricc: would receive less MFP aid in any year chan ic received the previous year. Thereafter, the amount of hold-harm.less funds increased from school finance ace co succeeding schooL finance ace so as to include any additional aid a school districc received in che previous year. Any equalization aid discribuced b:1 the stace became unavailable for equalizacion purposes in the :allowing year because it became pare of che hold-harmless aid in the year afcer ic was discribuced as equalization aid, and as result, the more recenc the base ye.a.r the less :.ione;' is available for equalization. 13. A further result under the provisions of Ace 278 of 1951 and succeeding school finance statutes for soce JO years thereafter is that lfFP aid per pupil increased in some dist-::-icts wich declining enrollments, even though the declining enrollment also result~d in an increase in yroperty wealch per pupil. lfuile Ace 1100 yrovides Ear adjust:.lents in base aid for changes in enrollillent, the adjustment does not eliminate the effects of district hold-har:nless prior to 1980. 14. Act 384 of 1977 contained a provision concerning making some adjuscnenc relative co the base for changes in average dailT attendance, and until the second year after the. passage: of Ace No. 1100 of 1979, base aid was held. ha=less on a per discicc basis. u:. In 1978-79 $220,000 ,COO or 71. li:. of all stace aid. was dist::ibuted. under the If:?, and. base. aid. accounted. for approx:.:nacely- 807. of MF? aid. 16. In. addition ta base aid, MF? aid has concai::ed a small equalization component. The equalization portion of MF?  .rs escablished i:1 Ace 384. of 19 77 caused dis cribution of aid in inverse relationship to local wealch on a 2.5 to L scale, and. established. a ceiling of eligibility-. fa 1978- 79 a total of $43,380,000 was distributed. under the. equalization portion of !ITT. This represented 19. 97. of MF? f-.!nds and 15.27. of all state reve.~ues. 17: The equalization under Ace 384. of 1977 was at a 2~ to 1 ratio, but Ace No. 1100 of 1979 eq~lizes at about 1 6/7 co 1, bec;iuse one-half of the funds are disc:ributed as flat grants; and because of the flat grant provision the 1979 Act will continue co be less equalizing than the 1977 Ace regardless of how aiuch equalizing money is available. 18; Under Ace No. 1100 of 1979 there is included a flat granc component in the equalizing funds. After base aid is allocated, one-half of any additional state lfF7 fi.mds for education are allocated in the form of flat grants on a per pupil (ADl1) basis, calculated by dividing the total avail- able funds by che Stace's adjusted ADl1 for che previous 1ea=. Sach dist:=icc =eceives the same Jollar amount regardless of property T,,/'ealch. 19. Ace '.lo. 1100 of 1979 provides :or adj us c:ients in base aid for c:.anges i:1 en=olluienc, but ch'e adjust.nenc does not elil!li::iace che effects of che district hold-har.;iless prior to 1900, and und~ Act 1100 of 1979, ear_ier inequities built into the system ~\"'ill continue to be carr~ed forwa=d on a per pupil bas is . . ?lac ~ants and T,,/'eighcing can be disequalizing factors. 20. Under Act No. 1100 of 1979, one-half of the funds left ave= after che dist=ibution of base aid is allocaced as \"equalization aid\". The funds are allocated on the basis of a 4 co 1 ratio on a graduated sliding scale bec~een key discicts =e?resencing che 5th and 95th percencile of all scude.~ts i., the scace ranked on thei= resource dece=i::iacion :-ate per AD11, a measure ot wealth. Disc:icts :,;ii:...'1. up co 200~ of w'i.e state average resou=ce rate par::ici?ate in the sliding scale aid. Discricts below che Sch per::encile receive che same amount of aid as disc=icts a:: w'i.e Sch percentile, although chey are poorer. 21. In Arkansas there is a scong relationship between a disc:icc's properi:\"f wealth and its available state and local revenues for elenentary apd secondary education. Dist.rices in the scace with high property wealth tend co have greater revenues for education, T,,/'hile low wealth districts tend to have less stace and local revenues. 22. The major determi.,anc of local revenues is disttict property wealth, and the amount of local r~venues thac a school district can raise is directly related to its property wealth. 23 .. There is a subs t.antial variation in che distribution of property wealth, mensured as equalized  assessed valua:ion per pupil in ave=age daily attendance (ADA) among the state's school dis::::-icts. In 1978-79 che range was f::-om $73,773 pe= pupil in Arkansas Ci.::y to $1853 in Gosnell. The state average assessed value per ADA in 1978-79 was $9611.18. 24. The wealthiest discricts, on average, raised about $753 more in local property taxes per pu?il than low wealth discric:s in 1978-79, and with scace aid, high wealth dist:=icts had approximately $532 more in state-local =evenues per pupil, or about 1;5 times the revenues of low wealth districts. 25. /!TI' aid increased 96. 757. per pu;i:..l in Li.:::le. Rock be~~een 1973-74 and 1980-31 or fron $229 co $452. Plai...,ti:: districc Al.~a's ai~ inc=e.aseci 119.87., or f=cm $306 co $704. 26. L, 1978-79, state and locaL revenues pe::pupil ranged from. a high of $2378 in A=kansas City co So73 in Caboc, one o= the. plai.,ti.= dis::::-iccs, a di:'::erence. of S1505 per pupil.. When the wealt:hiest: and the. pooresc a=e disregarded, c~e variation is from $1576 in Lierle. Roe~ ac c!ie. 95th pe=e..'1ci.le to $937 in Cedarville ac:. c..'1e 5c::i percentile. The. state average =evenues per ADA in 1978-79 1,;as $1158. 48. 27. :he range in revenues ai:,ong school dis.:=ic:s in Arkansas a::::ects a large number of children and is not Limited to c..~e ~ccremes of the disc=ibu:ion. Over 7~ of the pupils resided in school disaiccs with over $1500 per pupil in the state--ocal revenues while over 2ll resided in districts with less than $1000 in s cace-local revenues. fa 1978- 79, 2U dis::ricts with 239,725 students were below the state mean. This represented 557. of the districts and 567. of the students in the state. 28. \\Jhen school districts are classified by size it is sho= that wealth disparities in revenues are prevalent among both large and small districts. Among small districts with less than 350 s~Jdents, the highest wealth disc-ices =aise  a~out $583 more in local revenue pe= pupil than the lowest wealth dist=ic:s, buc receive only abouc $100 less in minimum foundation aid and in total stat?. aid , and a di~ference of some $481 in total sca:e-Local revenues occurs bet~een high and low wealth small districts. T~e sa  e pat:ern exists Eor large districts. The highest wealth districts raised $768 more per pupil than the lowest wealth districts. Eowever, minimum foundation program aid was only $203 less in high wealth districts, and other st.ace aid was r.early equa_ in the high and low wealth groups. As a result, high weal:h districts had about $563 more in scace-local revenues per pupil chan low wealth disc:iccs. 29. In che rare instances where some school districts in Arkansas do not need st.ace aid, they yec continue co receive ic. 30. '.1oney is a necP.ssicy :er achieving qu.ali:-:J education. There is a wide range in ~'\u003c?endicures per pupi~ among Arkansas school disc:iccs, and the variation in e::qiendicures is st::::-ongl:, related co c!isc:icc ;,ropercy ,;ealc.h and. st.ace and local revenues. 31. Disparic.ies in ~~pendi~~res per pupil among school disc-ices, co the ~~tent chat. they are , caused by variations in local distticc fiscal abili~,. a=e w-it.hout legitimate educational justi..:icacion and result in unequal education opportunities being made availalbe co chilc!re.n by Arknasas School disc=icts, including the eleven plaint.if: distticts. Students in lo_w-wealc.h districts receive inadequac.e and inferior educational opportunities compared to the high quality educational opporcunicie.s offered to students at.tending schools in high wealth districts, and there is a subscantial range a=ng school discricts in educational expendic-ures in the state, In 1970-79 the Ross Van tless e.i;penditures per pupil for the current operating expense amounted to $1859, -. while Ca.bot' s aounte.d to $693, or a difference of $1166 per pupil. The range. bet:1-1een Little Rock's $1466 ac the 95th percentile to plaintiff district Sheridan's $807 ac the Sch   percentile shows a difference of $659. The scace average for cu=ent: ~--q,endicures in 1978-79 was $1031.98. 32. 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