{"response":{"docs":[{"id":"bcas_bcmss0837_1453","title":"Report: ''1995-96 Incentive Schools Monitoring Report,'' Office of Desegregation Monitoring, United States District Court, Little Rock, Ark.","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":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["1996-07-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":["72 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"District Court, two orders; District Court, motion of the Joshua intervenors for the implementation of recommendations of the Office of Desegregation Monitoring; District Court, memorandum of the Joshua intervenors in support of their motion for the implementation of recommendations of the Office of Desegregation Monitoring; District Court, two orders; District Court, notice of filing, Arkansas Department of Education (ADE) semi-annual monitoring report; Court of Appeals, standard of review; District Court, motion to shorten time to respond to discovery; District Court, motion for extension of time; District Court, motion to intervene as defendants; District Court, brief in support of motion to intervene as defendants; District Court, answer of intervenor school districts to second motion of the Pulaski County Special School District (PCSSD) to enforce settlement agreement with the state; District Court, order; District Court, North Little Rock School District (NLRSD) motion to close Baring Cross School and to expand office space at Redwood Elementary School; District Court, North Little Rock School District (NLRSD) memorandum in support of motion to close Baring Cross School and to expand office complex at Redwood Elementary School; District Court, Pulaski County Special School District (PCSSD) motion to modify desegregation plan regarding class sizes; District Court, brief in support of Pulaski County Special School District (PCSSD) motion to modify desegregation plan respecting class sizes; District Court, memorandum and order; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool; District Court, notice of filing Little Rock School District (LRSD) project management tool  The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  ( \\ U.S. OIST:-ICT COURT EASTERN DISTRICT ARl:ANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL RECEl\\'ED 'JUL 2 1996 JUL O 1 1996 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS SERVICEMASTER MANAGEMENT SERVICES Office of D A Limited Partnership j esegregation Monitoring INTERVENORS ORDER Upon motion of the Joshua Intervenors, the Pulaski County Special School District, and the Little Rock School District, the time within which they must file their application for attorneys' - fees with respect to this Court's January 13, 1995 decision and with respect to the May 15, 1996 decision of the Eighth Circuit is hereby extended to thirty days after the mandate is issued by the Eighth Circuit Court of Appeals. IT IS SO ORDERED this st- / day of July 1996. rl-115 DOCU:.1c:, i [::f n::r;:::0 c;~ DOCKET SHEET IN CC1MPUANCE WITH RULE 56 ANDiOR 79(a) FRCP ON 11119': --ev J;7\\:: -=s 270 3 ( IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS fiLEfD U.S. OISTi-lCT COURT [:ASTERN DISTRICT ARV.ANSAS JUL O 1 1996 WESTERN DIVISION JAMES r ~RMACK, CLERK By: \\ ' \\A}\\ AAO I:\"-:,, LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL SERVICEMASTER MANAGEMENT SERVICES, A Limited Partnership ORDER OE? CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS INTERVENORS Upon motion of the Arkansas Department of Education, the time within which it must respond to the Pulaski County Special School District's, the Little Rock School District's, and the North Little Rock School District's pending motions to enforce the Settlement Agreement is hereby extended to and including July 22, 1996. IT IS SO ORDERED this ~ / day of July 1996. rHIS DOCUME ff [1-ffERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 56 AND/OR 79(a) FRCP ON /J It l9G BY tZJ: J I =t . 2704 u.foi\\bfJ~1RT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT JUL O 2 1996 EASTERN DISTRICT OF ARKANSAS JAMES W McCORMACK, CLERK WESTERN DIVISION By: -------;:;;:,;:;-;:;:;--;::-;:,;, DEP. CLERK LITTLE ROCK SCHOOL DISTRICT, ET AL. v. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL filSTRICT, ET AL. REC I MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. JUL 2 1996 PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS Office of Desegregation Monitoring MOTION OF THE JOSHUA INTERVENORS FOR IMPLEMENTATION OF RECOMMENDATIONS OF THE OFFICE OP- DESEGREGATION MONITORING (ODM) The Joshua Intervenors respectfully move for the entry of orders, as described in greater detail in this motion, requiring the LRSD defendants to implement various recommendations previously made by the Office of Desegregation Monitoring (ODM), including the recommendations which the court ordered these defendants to implement in an order entered om July 10, 1992. This motion is based upon the ODM reports which it cites, the \"law of the case,\" the record of the case generally, the accompanying memorandum, and the following allegations. (1.) In its court-approved desegregation plan (see amended version, April 29, 1992), the LRSD defendants agreed to undertake many actions for the benefit of the class of African-American students ( and their parents) , represented by the Joshua Intervenors. These actions were, among other things, to promote desegregation; to strengthen educational opportunities and outcomes 1 for African-American pupils; and to complete \"the transition to a system of public education freed of racial discrimination\" [Brown v. Board of Education, 349 U.S. 294, 299 (1955)] in a comprehensive and sensitive manner. (2.) In its opinion directing that various settlement agreements of the parties be approved and a subsequent opinion setting forth standards for the modification of those initial agreements, the Court of Appeals for the Eighth Circuit identified particularly important features of the settlement, including the LRSD desegregation plan. See Little Rock School District v. Pulaski County Special School District, 921 F. 2d 1371, 1386 ( 1990) ( \"the kinds of programs that the plan contemplates for the Incentive Schools\"); 949 F.2d 253, 256 (1991) (including \"double funding for students attending the incentive (virtually all-black) schools; ... the agreed effort to eliminate achievement disparity between the races; ... appropriate involvement of parents\"). (3.) In its 1990 opinion in this case, the Court of Appeals required the creation of the Office of Desegregation Monitoring (ODM) \"to be headed by a Monitor appointed by (this court], with such additional personnel as (this court] shall deem appropriate.\" See 921 F. 2d at 1388. The creation of ODM was to help insure \"that the parties' compliance with (the settlement agreements would] be carefully monitored.\" Id. The 1990 opinion also set forth the responsibility of this court to address inadequate compliance with the agreements and, at minimum, implicitly, the propriety of the court's relying upon the findings of its monitors as a predicate 2 for requiring remedial actions. 1 (4.) ODM has described in periodic reports many inadequacies in the LRSD defendants' implementation of their court-approved desegregation plan. Many have involved areas which the Court of Appeals identified as of critical importance. ODM has also set forth many recommendations for addressing the shortcomings in plan implementation which it found. These actions, if carried out in a meaningful manner, would strengthen the implementation of the plan, and thereby benefit the persons represented.by Joshua. (5.) Orders requiring the LRSD defendants to implement ODM recommendations constitute \"action (which] is appropriate ... to ensure compliance with the (LRSD desegregation plan] ... \" (921 F. 2d at 1394], so long as these defendants have an opportunity to demonstrate that the implementation of a particular recommendation should not be required. (6.) In an order dated July 10, 1992, this court adopted the recommendations made by ODM in its 1991-92 Incentive Schools Monitoring Report. However, the LRSD defendants have failed to implement these recommendations adequately. 1 See 921 F.2d at 1386 (\"It is important for the settlement plans to be scrupulously adhered to -- and here we have in mind especially the kinds of programs that the plan contemplates for the Incentive Schools -- and it will be the job of the District Court to see that this monitoring is done effectively, and that appropriate action is taken if the parties do not live up to their commitments.\"); ig., at 1390 (\"We accept these undertakings [to implement compensatory and remedial education programs], again with the reminder that compliance with them will be closely monitored. If the District Court becomes convinced in the future that money is being wasted, and that desegregation obligations contained in the settlement plans are being flouted, it will be fully authorized to take appropriate remedial action.\"); .ig., at 1394, para. 8. 3 (7.) It is appropriate for the court to order the LRSD defendants to implement the following recommendations, including those set forth in the ODM 1991-92 Incentive Schools Monitoring report, absent a satisfactory particularized showing of impropriety as to a specific recomme.ndation: (a.) 6/5/92 Incentive Schools Monitoring Report 1991-92 ( i) recommendation to assign students with sensi ti vi ty to the relationship between placement stability and academic progress (Summary at 2) (ii) five recommendations to improve student recruitment [Summary at 4-5; see also paras. 7-c. and 7-i.(i)] (iii) two staffing recommendations to improve quality of staff selections [Summary at 6; see also paras. 7-f., 7-h.-(ii), 7-k., 7- 1.] (iv) four recommendations to improve and implement staff development [Summary at 7-8; see also paras. 7-h.-(iii), (ix)-(xi), (xiii) , (xix)] (v) three recommendations to implement court orders and improve class sizes and three recommendations re student groupings (Summary at 10-11) (vi) five recommendations to improve implementation of the commitment to multicultural education (Summary at 13) (vii) three recommendations to improve instructional practices ( Summary at 14) (viii) four recommendations regarding materials and equipment which support the instructional process [Summary at 15; re science 4 program, # 4, see also para. 7-h.-(xi)] (ix) four recommendations re the Early Childhood program to improve its implementation [Summary at 17; see also paras. 7-h.( viii) ; 7-i.] (x) two recommendations re the Special Education program [Summary at 18; re gifted and talented program,# 2, see also para. 7-h.-(iv)] (xi) three recommendations to enhance supplemental programs, such as foreign language, Latin program, cl~ssics reading, African American studies and field trips [Summary at 18-21; re school themes, # 3, se also para. 7-h.-(x)] (xii) six recommendations to improve and implement discipline commitments in the plan [Summary at 23; see also para. 7-h.-(iii)J (xiii) five recommendations to improve implementation of the extended day, week, and year activities [Summary at 25; see also para. 7-h.-(xvi)-(xviii)J (xiv) recommendation to evaluate the relationship between the Homework Hotline and Homework Centers (Summary at 26) (xv) three recommendations re guidance counseling services [Summary at 27; see also para. 7-h.-(xxii)J (xvi) two recommendations to improve implementation of wellness program (Summary at 29} (xvii) three recommendations to improve implementation of mentoring program (Summary at 29-30; see also para. 7-h.-(xiv)] (xviii) 11 recommendations to help reduce achievement disparity (Summary at 31-32) 5 I I I I I I I I I (xix) two recommendations to help reduce student retention in grade (Summary 33) (xx) 12 recommendations to improve parental involvement through implementation of programs such as Parent council, parent workshop, home visits, PTA, etc. (Summary 37-39; see also para. 7- h.-(xxiv)-(xxv)] (xxi) recommendations to correct apparent physical facility problems . at each school (Summary at 43 (excluding Ish and Stephens); see also para. 7-h.-(v)-(vi)] (xxii) three recommendations to implement double funding (Summary at 47; see also para. 7-h.-j.J (b.) 11/16/92 Report on the Biracial Committees 21 recommendations designed to strengthen the operation of the biracial committee (see also, 1994-95 Incentive Schools monitoring report, at 62, # 38) (c.) 3/11/94 Recruitment Monitoring Report 12 recommendations to improve recruitment (at 12-13, 19-20; excluding# 11, at 19) (d.) 12/18/94 Report on the Alternative Schools 21 recommendations designed to strengthen each aspect of the LRSD alternative school program (at 14-17); (however, Joshua intervenors do not seek expansion of the alternative school program, at least until such time as the system demonstrates the ability to deal with black youth who are dropouts or potential dropouts in an evenhanded manner) (e.) 9/6/94 Involvement in the 1994-95 Selection of Principals 6 19 recommendations~ the principal interview and selection process, with an emphasis upon the effective involvement of parents (at 21-23) (f.) 12/2/94 Incentive Schools Staffing 1994-95 three recommendations to promote involvement of incentive schools staffing committees in the selection of all certified personnel (at 3, 4) (g.) 12/22/94 Focused Activities and Academic Progress Incentive Grants four recommendations directed to the timeliness and quality of these activities (at 31-32) (h.) 5/17/95 Incentive Schools Mon. Report 1994-95 (and Incentive Schools Monitoring Reports for 1992-93 and 1993-941 (i) identify the actions that are working to make Rockefeller 4I a desegregated school and adopt or adapt them for the other incentive schools [1992-93, at 5; 1993-94, at 5] (ii) three recommendations designed to improve the assessment, on an annual basis, of the positions needed in each incentive school (1992-93, at 15; see also 1993-94, at 15] (iii) hold periodic meetings to discuss successful techniques for addressing disciplinary needs (1993-94, at 29] (iv) increase the amount of time the gifted and talented specialist spends in each incentive school to improve the quality of the program and the identification of youths who should be participants (1992-93, at 34; 1993-94, at 32] (v) develop a system of preventive maintenance which assures that each structure will be maintained in good working order and 7 have sufficient aesthetic appeal (cleanliness, fresh paint, landscaping, and other evidence of care and attention) to attract parents and students (1993-94, at 36] (vi) carry out any of ODM's other recommendations concerning facilities, which have yet to be carried out (see 1992-93, at 38; 1993-94, at 36; 1994-95, at 17] (vii) seven recommendations to improve the functioning of the Incentive Schools Parent Council (1992-93, at 41] (viii) two recommendations to improve ~he functioning of the Early Childhood Education Task Force (1992-93, at 43] {ix) recommendations to improve the abilities of teachers and administrators to implement the new curriculum (1992-93, at 45-46) {x) a total of four recommendations to improve the integration of the school theme in the various aspects of the program [1992-93, at 47-48, excluding recommendation re Ish; 1993-94, at 46) {xi) a total of three recommendations to insure adequate inservice training of science teachers, availability of adequate materials for science instruction, and humane treatment of laboratory animals [1992-93, at 49; 1993-94, at 47; 1994-95, at 36) {xii) a total of four recommendations to provide for the implementation of the foreign language program promised in the plan [1992-93, at 51; 1993-94, at 48) {xiii) provide in-service training to implement plan provision for criterion referenced assessment [1992-93, at 53] {xiv) three recommendations to increase the number of mentors and their skills [1992-93, at 61, 78; 1993-94, at 84] 8 (xv) allow three and four year-olds to use buses for field trips [1992-93, at 63) (xvi) a total of nine recommendations designed to increase the number of youth participating in the extended year program and to enhance its quality ( 1992-93, at 68; 1993-94, at 65-66] (xvii) a total of four recommendations to increase participation in and otherwise improve the extended week program [1993-94, at 60; 1994-95, at 36) (xviii) three recommendations re the extended day program (1992-93, at 72; 1994-95, at 36) (xix) two recommendations designed to improve coordination between teachers and teacher aides and to enhance the aides' skill levels (1992-93, at 76] (xx) two recommendations to increase the involvement in the schools of persons enrolled in pre-professional programs and employed in community agencies (1992-93, at 78) (xxi) recommendatf ons for standardizing the content of student profiles and insuring their preparation for each student [1992-93, at 85; 1993-94, at 70) (xxii) a total of eight recommendations designed to strengthen the provision of guidance and social work services in the schools, and to promote the comprehensiveness and the coordination of available services (1992-93, at 89, #'s 1 and 3; 1993-94, at 73; 1994-95, at 37) (xxiii) three recommendations re the incentive schools parent program (.i;:g parent job skills, providing requested help, and use of 9 community resources to meet parents educational needs) (1992-93, at 91-92] (xxiv) a total of four recommendations to improve parent workshops (coordinate training with other agencies, evaluate workshops in terms of their purposes, secure feedback from participants, try new approaches) (1992-93, at 97; 1993-94, at 79; 1994-95, at 62] (xxv) a total of five recommendations regarding the extent of parental involvement (standardize methods for recording contacts, develop transportation to increase parent involvement, promote increased use of parent centers and document their use, provide updated contracts for parents to sign) (1992-93, at 105; 1993-94, at 77] (xxvi) three recommendations to improve the programs for speakers bureaus and key communicators (1992-93, at 109; 1993-94, at 86; 1994-95, at 62] (i.) 5/26/95 1994-95 Four-Year-Old Program in the LRSD (i) three recommendations re improved recruitment (at 13) (ii) workshops for parents earlier in the school year (at 22) ( iii) strengthen tracking of youth attending programs to improve the ability to study the relationship of participation to later academic success (two recommendations, at 26) (iv) replace worn out consumable furnishings (at 28) (j.) 8/16/95 Double Funding of Incentive Schools budget annually an amount of money adequate to double fund the incentive schools without overspending that budget category (at 4) 10 (k.) 9/15/95 Staffing: Elementary Classroom Teachers - (i) develop policies on numerical ranges for black staffing at individual schools (at 11) (ii) develop specific methods to identify and address instances in which subgroups of staff are racially identifiable (at 11) 10) (1.) 5/10/96 Incentive School Staffing 1995-96 (i) conduct exit interviews of departing staff (at 8) (ii) develop support system for first year teachers (at 8) (iii) select experienced principals for incentive schools (at (iv) develop specific methods to identify and address instances in which subgroups of staff are racially identifiable (at 12) (see also 12\\22\\94 report on incentive schools staffing, at 6) WHEREFORE, the Joshua Intervenors respectfully pray that the court order the LRSD defendants: ( 1. ) to implement each recommendation listed in paragraph ( 7. ) of this motion, as originally described by ODM, absent a satisfactory particularized showing of impropriety as to a specific recommendation; (2.) to report to the court and the parties 120 days from the date of the court's order re the recommendations, and at 120 day intervals thereafter until excused by the court, the system's progress in implementing each recommendation; and ( 3. ) to respond to any reasonable requests by the Joshua Intervenors to learn the system's progress in implementing a 11 particular recommendation(s). Respectfully submitted, ohn W. Walker# 64046 John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374-3758 CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing motion was sent via United States mail to all counsel of record on this ~ day of July, 1996. 12 RE UUL 2 1996 I JUL O 2 1996 / Office of Desegr:Hfli't\\{IJ!prmfil!'J'ED STATES DISTRICT COUR.l?\\MES W McCORMACK, CLERK EASTERN DISTRICT OF ARKANSAS By: WESTERN DIVISION -----~D~E=P~C~LE=R=K LITTLE ROCK SCHOOL DISTRICT, ET AL. v. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSHUA ET AL. KATHERINE W. KNIGHT, ET AL. PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS MEMORANDUM OF THE JOSHUA INTERVENORS IN SUPPORT OF THEIR MOTION FOR THE IMPLEMENTATION OF RECOMMENDATIONS OF THE OFFICE OF DESEGREGATION MONITORING (ODM) Joshua's motion for enforcement of ODM recommendations is straightforward. The LRSD defendants agreed in their desegregation plan to implement many actions for the benefit of the class of persons represented by the Joshua Intervenors . Beginning in 1992, ODM has documented these defendants' failure to fulf i ll, in an adequate manner, many of the promises which they made. ODM has also made a large number of specific recommendations for remedial action, many set forth more than once. An order requiring implementation of these ODM recommendations is in keeping with the guidance provided to this court by the Court of Appeals, and earlier action by this court. In its opinion at the end of 1990 directing appr oval of the various settlements, the Court of Appeals provided for the creation of ODM; stated that this court was responsible for the careful monitoring of the systems' compliance with the agreements 1 (obviously with considerable reliance on the work of ODM); and identified \"the job (of this court]\" as involving the framing of remedies in the event of the \"flout(ing] 11 of \"desegregation obligations contained in the settlement plans .... \" See Little Rock School District v. Pulaki County Special School District, 921 F.2d 1371, 1386, 1390, 1394 (8th Cir.). The Joshua Intervenors proceed in accord with these principles. Joshua's motion provides, in effect, that a prima facie case is established by an ODM finding of non-compliance with a particular provision of the desegregation plan. That is, the ODM finding establishes the predicate for the court's requiring compliance with the corresponding ODM recommendation (or a variant deemed to be more appropriate), absent a particularized showing by LRSD that it is not appropriate to require compliance with a particular recommendation. See Motion, at paras. 5., 7. We submit that the Court of Appeals sanctioned this approach. In three instances, the Court's articulation of this court's obligation to monitor compliance with the agreements was immediately followed by the identification of this court's responsibility to take appropriate remedial action in the event of noncompliance. 1 This language either states or clearly implies that the results of monitoring -- otherwise determined by the Court of Appeals to be the task of ODM -- provide one basis for requiring further remedial action. It would be senseless to provide for a separate monitoring 1 See Little Rock School District, supra, 921 F.2d at 1386, 1390, 1394 at para. s. 2 office at considerable expense, and then to limit the impact of its actions to providing notice of problems only. In an order entered on July 10, 1992, this court after a hearing \"adopt[ed) the recommendations of the ODM contained in the (1991-92) Incentive Scho~ls Monitoring Report.\" To be sure, the court there noted the absence of objections to the report. While that may not be the case here, again, Joshua's motion recognizes the right of LRSD to seek to show that a recommendation or recommendations should not be adopted. Thus, fairness to the LRSD defendants is guaranteed. Because there has not been adequate compliance with the court's order of July 10, 1992, the current motion requests the court to reiterate the requirement to implement the recommendations set forth in the 1991-92 Report. There is an obvious relationship between the current motion and Joshua's earlier motion seeking the appointment of a wellqualified educator independent of the LRSD to direct the implementation of the incentive schools provisions of the agreements. Compliance with the current motion, if granted, will require, among other things, fact gathering; assessment of facts; policy development; implementation of policies; program devlopment; designing and carrying out training programs; and reaching out to staff and parents, including those serving on various committees. Granting of the earlier motion will mean that new leadership will lead and oversee these endeavors. The facts set forth in the earlier motion establish the need for the change in leadership. See also \"Monitoring Report: The Little Rock School District 1994- 3 95 Incentive Schools Extended Year Program,\" ODM Report, Dec. 1, 1995, at 12 (\"While we have noted pockets of excellence many times, never have we seen the top-level commitment and consistent effort that would yield the superior quality of education envisioned in the 1992 Desegregation P_lan. The extended year program in 1995 is no exception.\") The relief sought by Joshua requiring periodic reports of compliance and Joshua's ability to secure additional information is appropriate. Compare Louisiana v. United Sates, 380 U.S. 145, 155- 56 (1965) (monthly reporting); and Vail v. Board of Education, 354 F. Supp. 594, 604 (D.N.H. 1973) (right of plaintiffs' counsel to inspect records to insure compliance with court's order). Lastly, it is again appropriate to note that the LRSD - defendants have had more than enough time to comply with the promises which they made to the class represented by Joshua. Thus, one finds Judge Henry Woods in his order of December 11, 1989, 4 lamenting, i nter alia, LRSD's failure to implement its own proposals regarding the incentive schools, a continuing problem. 2 Walker# 64046 Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374-3758 CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing Ment via United States mail to all couns of record on this day of July, 1996. 2 Judge Woods wrote, in part: \" .... The LRSD apparently intends to continue its course of complying only with court orders it likes. Once again the areas of non-compliance concern the all-black schools. The LRSD ignored and failed to implement virtually every educational component which would justify the existence of the allblack schools. This includes approved portions of their own plan for the proposed 'Incentive Schools.' ... \" (at 16, footnote omitted). 5 IN TIIE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION LITTLE ROCK SCHOOL DISTRICT VS. . NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. ..... JUL ~) 1996 Office of DeseQregation Monitoring ORDER FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS JUl O 3 1996 PLAINTIFF  DEFENDAN1S INTERVENORS INTERVENORS The Joshua Intervenors shall be allowed 30 additional days to respond to the discovery request of the Little Rock School District conerning the Joshua fee petition. Therefore, a response shall be served not later than July 29, 1996. fHIS DOCUM~NT ENTcRC:D O~J DOCKET SHEET IN COMPLIANCE WITH RULE 5tl AND/OR 79(a) FRCP ON 1Li/9.b BY_.lj,_ ----=--- 2707  IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs . No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL SERVICEMASTER MANAGEMENT SERVICES, A Limited Partnership ORDER FILED U.S. DIST~ICT COURT EASTERN DISTRICT ARKANSAS JUL t 2 1996 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS INTERVENORS The Court has previously scheduled hearings for July 29 and 30, 1996 to consider Little Rock School District (LRSD) budget matters for FY 1996-97. Also on those dates, the Court intended to review the 1996-97 budgets for the North Little Rock School District (NLRSD) and the Pulaski County Special School District (PCSSD). Due to scheduling conflicts on the Court's docket (primarily as a result of an ongoing criminal trial), the Court will be unable to hold budget hearings on the dates scheduled. Those hearings are therefore canceled. In lieu of budget hearings, the Court orders the LRSD, NLRSD, and PCSSD to submit to the Office of Desegregation monitoring (ODM), on a date and time to be determined by them, any information ODM deems necessary for an adequate review of each district's budget. The Court expects the LRSD, NLRSD, and PCSSD to cooperate in good faith with ODM 2709 regarding submission of any requested information so that further - orders of the Court are unnecessary. Also before the Court is the Joshua Intervenors' motion for an interim award of attorney's fees and costs (doc.#2565] . 1 The Court hereby schedules a hearing on this motion to begin at 9:30 a.m. on July 29, 1996, in room #305, 600 West Capitol Avenue, U.S. Courthouse, in Little Rock, Arkansas. IT IS SO ORDERED this 12th day of July 1996. TE:S-- D:tSTicT JUDGE 1 A hearing on this motion had previously been scheduled for July I , 1996, but had to be cancelled due to an ongoing criminal trial. -2- Atkansas DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK ARKANSAS 72201-1071  (501) 682-4475 GENE WILHOIT, Director, General Education Division July 15, 1996 John W. Walk~r, Esq. John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 M. Samuel Jones III, Esq. Wright, Lindsey \u0026 Jennings 2200 Boatmen's Bank Building Suite 200 Little Rock, AR 72201-3699 Richard W. Roachell, Esq. First Federal Plaza 401 West Captiol Avenue Suite 504 Little Rock, AR 72201 Dear Counsel of Record: Christopher J. Heller, Esq. Friday, Eldredge, \u0026 Clark First Commercial Building 400 West Capitol Avenue Suite 2000 Little Rock, AR 72201-3401 Ann S. Brown, Monitor Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Stephen W. Jones, Esq. Jack, Lyon \u0026 Jones, P.A. TCBYTower 425 West Capitol Avenue Suite 3400 Little Rock, AR 72201 RECE!V~D ;!c,,,, c'  ,J,; .. ,,., ,, t d JUL 1 5 199/, c;: ::,-i' 4 ..... Office of Desegregation Monitoring ' -- - -- -- -- -- .. -  --   - - - -. -- --_,..,,  .4 Please find enclosed a copy of the Arkansas Department of Education's Semi-Annual Monitoring Report. If you need any additional information, please let me know. Sincerely, J ilMa/41/4 , ;li~~th Turner Enclosure --STATE BOARD OF EDUCATION: Chairman - RICHARD C. SMITH~ JR .. McGeheo  Vice Chairman - WILLIAM 8 . FISHER, Paragould Members: CARL E. BAGGETT, Rogers  GARY BEASLEY. Crossett  LUKE GORDY. Van Buren  MITCH LLEWELLYN, JR. , Fort Smith JAMES McLARTY III, Newport  RAE RICE PERRY, Arkadelphia  BETTY PICKETT, Conway  ELAINE SCOTT, Little Rock SHERRY WALKER, Little Rock  JAMES WHITMORE, Springdale An Equal Opportunity Employor UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL., MRS. LORENE JOSHUA, ET AL.,----- MRS. KATHERINE KNIGHT, ET AL., LR-.C,....-. 82-866 RECEIVED )/lf,,.J- J)e/, ,,,4., c.,!_ DEFENDANTS , 1111 1 5 1996 INTER VEN ORS 7 ! .)d\"~ Olfic8 ot Desegregation Monitoring INTER VEN ORS THE ARKANSAS DEPARTMENT OF EDUCATION'S  SEMI-ANNUAL MONITORING REPORT (J:fc.J ,,, ,.-1. .. ,,. .. y) In compliance with this Court's Order of December 10, 1993, and the Department's Implementation Plan filed with this Court, the Arkansas Department of Education submits its - Semiannual Monitoring Report to the parties and the Court. The Desegregation Litigation Oversight Subcommittee met on July 8, 1996, and discussed this report. The Committee noted no representatives from the parties or the Office of Desegregation Monitoring attended. The Committee invites the parties and the Office of Desegregation Monitoring to attend committee meetings and offer comments and suggestions on the semi-annual monitoring reports. Respectfully submitted, ELIZETHTlJRNER, Bar I.D. # 90-181 Arkansas Department of Education #4 Capitol Mall, Room 401A Little Rock, Arkansas 72201 (501) 682-4227 CERTIFICATE OF SERVICE I, Elizabeth Turner, do hereby certify that I have served a copy of the foregoing response by hand delivering on this A.day of July 1996, to: John W. Walker, Esq. John W. Walker, P.A. 1 "},{"id":"bcas_bcmss0837_19","title":"Memos received","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"],"dcterms_creator":["Arkansas. 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Department of Education","Education and state","Education--Standards"],"dcterms_title":["Memos received"],"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/19"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["memorandums"],"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\nTextbook selection and adoption\n....... .  ADE Memos - Received 7-1-96 Textbook Selection and Adoption State Approved List of Materials to be Incorpoarated into the Textbook and Instructional Materials Binder Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION , 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 j ~I!!- GENE WILHOIT, Director, General Education Division / q~c~,11i\n:~. :::6-122 j. o11L ' C Ottice 1996 Of r,_ -11reg\n:,f {/0f7 A, IV/Qn ,11tori17 Forward Copies To:~ Superintendents, Co-Op Directors Middle/Jr. High Principals Elementary Principals Date: June 27, 1996 Type of Memo: Informational Response Required By: None There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis - Subject: Textbook Selection and Adoption State Approved List of Materials to be Incorporated into the Textbooks and Instructional Materials Binder Index Code: IJJ Regulatory Authority: Arkansas Code Annotated 6-21-401-413 (Repl. 1993) Contact Person: Sue McKenzie Phone No: 682-4593 This memorandum is accompanied by pages listing the new grades K-6 textbooks and other instructional materials for fine arts, handwriting, spelling and literature. These materials were adopted by the State Board of Education with contracts effective July 1, 1996 thru June 30, 2002. These pages should be inserted in your school's copy of Textbooks and Instructional Materials for Arkansas, Grades K-6 (the red vinyl binder). Please follow these instructions: Fine Arts Remove from binder and discard all old fine arts (art and music) pages. Insert the new fine arts (art and music) pages, 1 thru 9. Language Arts: Remove and discard any old handwriting and spelling pages. Insert the new handwriting and spelling pages, 1 thru 9. Do not remove lanaguage arts pages, A-1 thru A-13, these are still current. Director's Memo No. FIN 96-122 Page2 June 27, 1996 The other pages provide updated information to replace, page for page, the information in the front of your binder and the textbook depositories' and publishers' information in the back of your binder. Please remove and discard all old pages and replace them with the new. Besides the new pages, we are also enclosing a list of changes to be made in other sections of the binder. Please cross out the old information and write in the new information for each individual change at the appropriate location in the binder. The aforementioned pages and the changes give you the most current information to keep the binder of state-approved listings up-to-date. It is extremely important that these insertions and changes be made, when possible. Please return to the appropriate textbook depository, all samples (examination copies) of the fine arts, handwriting, spelling and literature textbooks or other materials received by your district. (You may keep samples of any materials that your school adopts and purchases, but all other samples should be returned.) Please exercise one following .option when returning the textbook samples to the appropriate - depository: If shipment weighs 100 pounds or less, send it \"PARCEL POST FOURTH CLASS.\" Package no more than 50 pounds per carton~ Do not send COD. Instead, request a postage credit or refund from the depository. Ship \"FREIGHT COLLECT\" if a depository shipment weighs more than 100 pounds. Be sure to label all boxes with the words \"TEXTBOOK SAMPLES.\" If your district has not submitted a Report of Local Adoptions for fine arts, handwriting, and spelling Grades K-6, please do so immediately. These reports are used to have adequate stock available when you place your textbooks/instructional materials orders in July and August. Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION ~ 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 I\nc GENE WILHOIT, Director, General Education Division JJ NO: FIN 96-121 lj JUL 1 1996 Office of Desegregation AA,..~,   , .-----~~l,IJ.Jjj~~...- ~ ------,,-------------------, Page: 1 of2 Date: June 27, 1996 Forward Copies To: Superintendents, Co-Op Directors Secondary Principals Type of Memo: Administrative Response Required By: None Middle/Jr. High Principals There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Textbook Selection and Adoption State Approved List of Materials to be Incorporated into the Textbooks and Instructional Materials Binder Index Code: IJJ Regulatory Authority: Arkansas Code Annotated 6-21-401-413 (Rep!. 1993) Contact Person: Sue McKenzie Phone No: 682-4593 This memorandum is accompanied by pages listing the new grades 7-12 textbooks and other instructional materials for fine arts, handwriting, spelling and literature. These materials were adopted by the State Board of Education with contracts effective July 1, 1996 thru June 30, 2002. These pages should be inserted in your school's copy of Textbooks and Instructional Materials for Arkansas, Grades 7-12 (the gray vinyl binder). Please follow these instructions: Fine Arts Remove from binder and discard all old fine arts (art and music) pages. Insert the new fine arts (art and music) pages, one thru 9B. Language Arts: Remove and discard any old handwriting or spelling pages. Insert the new handwriting and spelling pages, 10 thru 13. Remove and discard any old literature pages. Insert the new literature pages, 14 thru 53. The remaining pages in this section, A-1 thru A-53 (journalism, language, grammar, composition) are still current, do not remove. Director's Memo No. FIN 96-121 Page 2 June 27, 1996 The other pages provide updated information to replace, page for page, the information in the front of your binder and the textbook depositories' and publishers' information in the back of your binder. Please remove and discard all old pages and replace them with the new. Besides the new pages, we are also enclosing a list of changes to be made in other sections of the binder. Please cross out the old information and write in the new information for each individual change at the appropriate location in the binder. The aforementioned pages and the changes give you the most current information to keep the binder of state-approved listings up-to-date. It is extremely important that these insertions and changes be made, when possible. Please return to the appropriate textbook depository, all samples ( examination copies) of the fine arts, handwriting, spelling and literature textbooks or other materials received by your district. (You may keep samples of any materials that your school adopts and purchases, but all other samples should be returned.) Please exercise one following option when returning the textbook samples to the appropriate - depository: If shipment weighs 100 pounds or less, send it \"PARCEL POST FOURTH CLASS.\" Package no more than 50 pounds per carton. Do not send COD. Instead, request a postage credit or refund from the depository. Ship \"FREIGHT COLLECT\" if a depository shipment weighs more than 100 pounds. Be sure to label all boxes with the words \"TEXTBOOK SAMPLES.\" If your district has not submitted a Report of Local Adoptions for fine arts, handwriting, spelling and literature, Grades 7-12, please do so immediately. These reports are used for having adequate stock available when you place your textbooks/instructional materials orders in July and August. ADE Memos - Received 7-18-96  Voting Method Compliance with the Federal Voting Rights Act  Communication Services Corrections for the 1996-97 Arkansas Education Directory  Textbook Selection and Adoption  Recognition for Accomplishment Identification of Exemplary Educators in Arkansas  Professional Staff Schedules Instructional/Classified Salary Schedules  Professional \u0026amp; Support Staff Fringe Benefits Employer Contribution for Employee Health Insurance and Retirement  Food Services - ~ J\n~ ?-2-'I- 9~ Debarment and Suspension  Audits - ~ t-, ~ ~ 1-\niv-e, ~ Rules and Regulations Governing Audit Requirements for School Districts  Regulations Communication Rules and Regulations Governing Waivers of Minimum Salaries for Certified Personnel  Student Transportation Volunteer Assistance Program  Compensatory Education Title I Summer School Data Gathering Instrument  Food Services Reimbursement Rates, Effective from July 1, 1996 - June 30, 1997 Report Forms for School Lunch and Breakfast Programs Adcansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION C ~~t~~ CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 ii_\n:: ,1 . GENE WILHOIT, Director, General Education Division ,1111 1 B 1996 Office of D~gregation Mom10Mir, Forward Copies To: Superintendents, Co-Op Directors NO: FIN-97-009 Page: 1 of 1 Date: July 11, 1996 Type of Memo: Regulatory Response Required By: All There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Voting Method Index Code: BEDF Compliance with the Federal Voting Rights Act Regulatory Authority: Arkansas Code Annotated 6-13-631 (Supp. 1993) Contact Person: Brandy Vogelpohl Phone No: 682-4488 In accordance with A.C.A.  6-13-631 (Supp. 1993) the State Department of Education is required to obtain information concerning the effect of minority population on school elections. Enclosed is a form concerning your district's compliance with the Federal Voting Rights Act of 1965 as amended. Based on your September. 1995 election, please indicate if your district meets one of the exceptions in category I. If you do not, please indicate the type of board you have in category II. If you do not meet any of the exceptions, please mark \"other\", and explain your board size and whether it is at-large or zoned, and your minority ratio. Please return the form no later than July 26, 1996 to: Department of Education Local Fiscal Services Attn: Brandy Vogelpohl #4 State Capitol Mall, Room 202-A Little Rock, AR 72201 I.      Compliance With Act 786 of 1993 Member of the Board of Directors of Local School Districts Elected from single-member zones or single member zones and at-large Does the district meet one of the following exemptions as specified in Act 786 of 1993? Please indicate by using a check mark in one of the boxes in category I. a. The district is currently operating under a federal court order enforcing school desegregation or the Federal Voting Rights Act of I 965, as amended\nor b. The district is operating under a pre-consolidation agreement that is in compliance with the Federal Voting Rights Act of 1965, as amended\nor c. The district has a zoned board which meets the requirements of the Federal Voting Rights Act of 1965, as amended\nor d. A federal court has ruled the district is not in violation of the Federal Voting Rights Act of 1965, as amended, and the court order is in effect. e. (Ark. Code Ann.  6-13-631) A school district which on August 13, 1993 was in the process of defending a lawsuit brought under the Voting Rights Acts of 1965, as amended, shall also be exempt from the provisions of this section until such time as the lawsuit has been finally resolved. OR II. If the district does not meet one of the exceptions listed above and then which one of the four listed below does the district meet. Please indicate by using a check mark in one of the boxes. D a. A five single member district board selected in compliance with Act 786 of I 993\nor D b. A seven single member district board selected in compliance with Act 786 of 1993\nor D c. A seven member board selected in compliance with Ark. Code Ann.  6-13-631 members elected from single member districts and with two members elected at-large. D d. Other, please explain:----------------------- County School _______ _ Phone ________ _ Board President Signature ______________________ _ Superintendent Signature ______________________ _ RETURN TO: Department of Education, Local Fiscal Services, Attn: Brandy Vogelpohl, #4 State Capitol Mall, Room 202-A, Little Rock, AR 72201  6-13-631. Effect of minority population on election. (a) Beginning with the 1994 annual school ele:::tion, the qualified electors of a school district having a ten percent (10%) or greater mi nority population. as reported by the most recent federal decennial census information, shall elect the members of the board of directors as authorized in this section, utilizing selection procedures in compliance with the federal Voting Rights Act of 1965, as amended. (b)(l) At least ninety (90) days before the election, the local board of directors shall: (A) By resolution choose to elect board members from five (5) or seven (7) sinle-member zones or from five (5) sinle-member zones and two (2) -at large\nand - (B) With approval of the controlling county board of education, shall divide each school district having a ten percent (10%) or greater minority population into five (5) or seven (7) single-member zones in accordance with the federal Voting Rights Act of 1965, as amended. (2) Zones shall have substantially equal population, with boundaries based on the most recent available federal decennial census information. (c) A board of directors choosing to elect board members by five (5) single-member zones and two (2) at-large positions may fill the two (2) at-large positions by drawing lots from among the current board members. (d)(l)(A) A candidate for election from a single-member zone must be a qualified elector and a resident of the zone. CB) A candidate for an at-larze Position must be a auali.fied elector and a resident of the ci.istrict~    (2)(A) Except as provided in subsection ( e) of this section, a ci.istrict board member shall serve a five-vear term. CB) A term shall commence wh\nn the countv court declares the results of the election bv an order entered or\" record. (e) At the first meetin of a new board of ci.irectors, the membe:-s shall establish initial terin.s by lot so that, to the extent possible, an eaual number of Positions are filled each vear and not more than two (2.) members' terms exnire each vear.  (f)(l) After each federal decenn'ial census and at least ninetv (90) days before the annual school election, the local board of directori, with the approval of the controlling county board of education, shall ci.ivici.e each school ci.istrict having a ten percent (10%) or greater minority population into single-member zones. The zones shall be based on the most recent federal decennial census information and substantially equal in population. SCHOOL DIS7RICTS 6-13-632 (2) At the annual school election following\nthe rezoning\n, a new school board shall be elected in accordance with procedures set forth in this section. (g) The following school districts shall be exempt from the provisions of this section: (1) A school district that is currently operating under a federal court order enforcing school desegregation or the federal Voting Rights Act of 1965, as amended\n(2) A school district that is operating under a preconsolidation agreement that is in compliance with the federal Voting Rights Act of 1965, as amended\n(3) A school district that has a zoned board meeting\nthe reouirements of the federal Voting Rights Act of 1965, as ~ended\nand (4) A school district that a federal court has ruled is not in violation of the federal Voting Rights Ac: of 1965, as amended, so long as the court order is in effect. (h) The State Department of Education shall withhold twenty percent (20%) of the annual state funds allocation to a school district not in comnliance with this section. (i) The State Board of Education is herebv authorized to adoot rules and regulations necessary for the implem~ntation of this se.ction. History. Ac:s 1993, No. 786,  1\n1993, No. 1169,  1. A.C.R.C. Notes. Reierences to \"this subchaote,\" in  6-13-601 - 6-13-630 mav not aoolv to this section which wa enicted sti~s\nquentiy. V.S. Code. The fecieral Voting Rights Act oi 1965, referred to in this section, is cociified as 42 U .S.C.  1971 et seq.  I' Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION RECEV PITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 GENE WILHOIT, Director, General Education Division .1\\11 1 B ,996 office ot oesegre9auon Monitonnij X SUPERINTENDENTS, CO-OP DIRECTORS SECONDARY PRINCIPALS MIDDLE/JR. HIGH PRINCIPALS ELEMENTARY PRINCIPALS OTHER DEPUTY DIRECTOR: Diana Julian SUBJECT: Communication Services TYPE: ADMINISTRATIVE X INFORMATIONAL REGULATORY X ATTACHMENT(S) Corrections for the 1996-97 Arkansas Education Directory REGULATORY AUTHORITY: N/ A CONTACT PERSON: Gayle Morris, Communications Supervisor NO: DIR 96-015 PAGE: 1 of I DATE: July 11 , 1996 RESPONSE REQUIRED BY: X ALL THOSE AFFECTED OPTIONAL NONE lNDEXCODE: EGA PHONE NO: 682-4217 We are updating information for the 1996-97 Arkansas Education Directory and our computer mailing lists for the coming school year. We are attaching the listing for the schools in your district as it currently appears in our computer files and need your assistance in revising this information. Please review the attached mailing labels (which have been expanded to include additional information necessary for the directory) for your district and make the corrections needed according to the instructions on the attached form . Be certain to check the accuracy of names and grade levels for schools, North Central accreditation listings, zip codes, and telephone numbers, as well as the names of the administrators and mailing addresses. The attached information should be corrected on the form provided and returned to the Communications Office, Room 101 A, no later than Friday, August 9, 1996. It is important that the attached form be returned EVEN lF THERE ARE NO CHANGES. We need a response from every district so that we will know if our information is correct. Additional position changes which occur after Friday, August 9, can be phoned to us prior to Friday, August 23, 1996, in order to be included in the directory. We would also like to be made aware of changes as they occur throughout the year in order to keep our mailing lists current. DIRECTIONS CORRECTIONS NEEDED FOR CURRENT SCHOOL DISTRICT INFORMATION Please make the needed corrections directly on the attached labels when possible. If there is not enough room 011 the label, please write to the side and plearly indicate which information is being corrected. If a new school has been established and/or the grade levels for one school have been split into two schools, please provide all of the information for the schools on the back of the sheet oflabels (PLEASE MARK- SEE BACK) using the format of the sample below: SAMPLE OF ATTACHED MAILING LABEL WITH DESCRIPTIONS OF INFORMATION TO BE REVIEWED AND CORRECTED, IF NEEDED: (LEA Number) 01-01-004 Tom Davis, PRIN. DeWitt High School* 204 N. Jackson Street DeWitt 72042 (Grade Levels) 09-12 (Administrator) (Name of School) (Mailing Address) (Phone) 946-4661 The asterisk(*) beside the school name is the North Central indicator and only appears if the school is accredited by the North Central Association. Please review, c01Tect, and return the attached labels for your school district no later than Friday, August 9, 1996. Please remember that accuracy is extremely important. Return to: NOTE: Gayle Morris, Communications Arkansas Department of Education 4 Capitol Mall Little Rock, AR 72201-1071 PLEASE RETURN THE LABELS EVEN IF THERE ARE NO CORRECTIONS - MARK THE ''NO CORRECTIONS NEEDED\" ENTRY AT THE BOTTOM OF THE SHEET. SPECIAL REQUESTS: 1. If the mailing address of the superintendent's office is normally a P. 0 . Box, then it will be used for the mailing label. There are occasions when we need a street address for the superintendent's office in order to ship items by UPS. Please make a note beside the superintendent entry of a street address and zip code if our label shows a P. 0 . Box. 2. Next to the listing of the names of the superintendent and principals in the district, please note the proper title of each. For example, Dr., Mr. , Mrs., or Ms. 3. Beside each building entry, please give the facsimile telephone number if the building has a FAX machine. Alkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION RECE ~APITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 ,.. GENE WILHOIT, Director, General Education Division JIii 1 8 1996 Office of oesegre9ation Monitoring Forward Copies To: Superintendents, Co-Op Directors Other: Child Nutrition Directors NO: FIN-97-010 Page: 1 of 1 Date: July 11, 1996 Type of Memo: Regulatory Response Required By: None Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Food Services Debarment and Suspension Regulatory Authority: 7CFR 3017 Contact Person: Dorothy Caldwell or Barbara Smith Index Code: EF Phone No: 501-324-9502 The suspension of Hiland Dairy Foods has been terminated by the Defense Logistics Agency. The Southwest Regional Office of USDA Food and Consumer Service has confirmed that the company is once again an eligible bidder for schools participating in Child Nutrition Programs and is qualified to participate in school bids. As you were notified in Director Memo FIN-96-104, Hiland Dairy Foods was ineligible to enter into school contracts in excess of $100,000 during the time of the suspension\nhowever their eligibility to enter into school contracts below the $100,000 threshold was not affected by the suspension. Please contact me if you have questions. Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION ECE, \\ f-!! ITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 GENE WILHOIT, Director, General Education Division Jlll_ 1 8 1996 Office ot oeseoregation Monitorini Forward Copies To: Superintendents, Co-Op Directors . NO: FIN-97-001 PAGE: 1 OF 2 DATE: July 11, 1996 Type of Memo: Informational Response Required By: None There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Textbook Selection and Adoption Index Code: IJJ Regulatory Authority: Arkansas Annotated Code 6-21-401-413 (Repl. 1993) Contact Person: Sue McKenzie Phone No: 682-4593 During the 1995-96 school year some district exercised flexibility in the Arkansas Code concerning textbooks and other instructional materials by selecting materials other than those on the state-approved lists. The Department of Education negotiated contracts with publishing companies for materials identified on the requests from these districts enabling them to utilize funds from the state for purchasing. A list of these textbooks and other instructional materials now on official state contracts is being provided to each district. The list does not signify state approval or carry a state recommendation because the materials listed have not been reviewed or evaluated by a state textbook selecting committee. The materials listed carry only the endorsement of the district who requested them. Any district may select materials from this list. Districts desiring to utilize funds received from the state to purchase them may do so by following these steps: Contact the Department of Education Instructional Materials office and identify the instructional material. Director's Memo No.: FIN-97-001 Page 2 July 11, 1996 Provide a justification for specific request assuring that the materials requested are consistent with the curriculum and educational goals established by the State Board of Education. Include an explanation of why instructional materials on the state-recommended list was not considered appropriate for use by the district. This justification process is required by Rules and Regulations established by the State Board of Education. The off-list request form enclosed with this mailing, when completed, will fulfill these requirements. It is provided for your convenience. -- Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION RECEUV4 rS_--mi::: '~APITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 GENE WILHOIT, Director, General Education Division JUI_ 1 8 \\996 Oltice ot oesegregation Monitoring Forward Copies To: Superintendents, Co-Op Directors Secondary Principals Middle/Jr. High Principals Elementary Principals Other: Deans, Colleges of Education NO: DIR-97-001 Page: 1 of2 Date: July 11, 1996 Type of Memo: Informational Response Required By: Optional There are attachments to this memo. Deputy Director, General Education: Dr. Diana Julian Subject: Recognition for Accomplishment Index Code: AEB Identification of Exemplary Educators in Arkansas Regulatory Authority: NI A Contact Person: Betty Gale Davis Phone No: 682-4247 The Arkansas Department of Education maintains a talent pool that consists of a cadre of educators to be considered for membership on advisory boards, task forces and special recognition programs. We invite you to make recommendations for the talent pool by completing the attached form identifying the assignment of each person and her/his strong capacities. Though experience is an important ingredient in the refinement of an educator's effectiveness, often highly innovative, enthusiastic educators with only a few years' experience, seven years or less, can be highly effective. Therefore, in your consideration of exemplary educators, we ask you to include educators with less experience. Please feel free to reproduce the form so that you can share this communication with your colleagues. Thank you for your valuable input in the process of identifying our exemplary educators. IDENTIFICATION OF EXEMPLARY EDUCATORS IN ARKANSAS Recommendation Form Please use this form when, in your opinion, the individual possesses exceptional expertise in his/her area. The recommendations you make should be truly exemplary educators who display outstanding qualities as an educator and have made outstanding contributions to education. A separate form is required for each individual recommended. Make copies of this form as needed. Name of Educator: School Name: -------------- School Address: -------------School Phone: ( Number, Street, or P.O. Box) -------------School Fax: (City) (Zip Code) School District: ____________ County: Number of Years of Experience: ______ _ Current Working Level: Teacher ___ Counselor ___ Media Specialist __ _ Principal ___ Assistant/Vice Principal ___ Other: (Give description) ______ _ Grade Level(s) and/or Area(s) of Expertise: Ethnicity: (Used for affirmative action purposes only) Please check. ___ African-American ___ Asian ___ American Indian ___ Filipino Brief Reason for Recommendation: List any awards or special recognitions this educator has received: --- Hispanic White Please return your completed form to: Betty Gale Davis, Recognition Programs, Arkansas Department of Education, 4 Capitol Mall, 203B, Little Rock, AR 72201 Signature/position of person making recommendation: Exedform.srp Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION REC~'i'\\T.. f~OL MALL LITTL~ ROCK, ARKANSAS 72201-1071  (501) 682-4475 C, D V ~ -B.J GENE WILHOIT, Dtrector, General Education Division NO: FIN-97-006 .1111 1 8 1996 Page: 1 of2 Office of Desegregation Monitorin9 Date: July 11 1996 Forward Copies To: Superintendents, Co-Op Directors Type of Memo: Regulatory Response Required By: All Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Professional Staff Schedules Instructional/Classified Staff Salary Schedules Index Code: GCBA Regulatory Authority: Ark. Code Ann. 6-13-906 (1993 Rep.), 6-17-201 (1993 Rep.) Ark. Code Ann. 6-17-204 (1995 Supp.), 6-17-808 (1993 Rep.) Ark. Code Ann. 6-17-1001 (1995 Supp.), 6-20-319 (4) (B) (1995 Supp.) Contact Person: John Kunkel Phone No: 682-4258 In order to comply with Ark. Code Ann.  6-17-20 I ( 1993 Rep.) and 6-17-808 (d) (I) ( 1993 Rep.) we are requesting the following information from all school districts and education service cooperatives. Please submit the information referred to in the three sections of this memo no later than July 31, 1996. Be sure to send in updated salary schedules for certified and classified employees as schedules are amended. A. PERSONNEL POLICIES AND SALARY SCHEDULES FOR CERTIFIED PERSONNEL Ark. Code Ann.  6-17-20 I ( 1995 Rep.) requires each school district to report annually their current personnel policies and/or updates, as approved by the district school board (showing date of approval), including current salary schedules. The personnel policies including salary schedules must: (I) be signed by the president of the school board\n(2) recognize a minimum level of training and experience\n(3) reflect the actual pay practices of the district including all fringe benefits\n(4) have all salary increments for education and experience identified on the salary schedule\n(5) include supplemental schedules for personnel employed for I 0, 11, or 12 months and the schedules for added responsibility. Fringe benefits received for extended contracts and added Director's Memo No. FIN-97-006 July 11, 1996 Page 2 of2 responsibilities should also be listed. If indexed, list the indexed percentage. If not indexed, list the supplement portion which is in addition to the teacher salary schedule amount. As a reminder, all Superintendents, Assistant Superintendents and Principals are required to be on the Salary Schedule and their salary indexed for the additional duties. NOTE: Reimbursement for travel expenses is not a fringe benefit. Fringe benefits include free housing, automobiles furnished for private and business use, payments of insurance premiums, uti I ities paid by the district for personal use of certified personnel, annuities purchased by the school district for certified personnel, etc. If the employee receives a flat grant for travel, list the total amount and the estimate of actual travel expenses. List the positions receiving fringe benefits and the amounts of the fringe benefits. Also, list separately positions and fringe benefits available to only selected certified personnel. B. SALARY SCHEDULES FOR CLASSIFIED PERSONNEL Ark. Code Ann.  6-17-808 (2) (d) ( 1993 Rep.) requires annually each school district to adopt and file with the Department of Education, written salary schedules for classified personnel by job category. The schedules shall reflect the actual pay practices of the district. Classified employees are those employees not required to hold a valid teaching certificate issued by the Department of Education. (Example: maintenance employees, instructional aides, secretaries, paraprofessionals, etc.) C. MINIMUM BASE SALARY For 1996-97, Ark. Code Ann.  6-17-1001 ( 1995 Supp.) Establishes a new minimum base salary of $20,000 for a bachelors degree and zero years of experience. For 1996-97, a district shall pay teachers with a masters degree and zero years of experience 115% of the minimum base salary ($23,000). Districts must also continue to have a salary schedule which reflects a minimum of fomteen annual increments for experience. NOTE: Language in Ark. Code Ann. 6-17-1001 (1995 Supp.) states that the minimum base salary must be \"in the school year 1996-97\". Therefore, districts wi II have until the end of the 1996-97 school year to meet this requirement. If a waiver of this requirement is deemed necessary, please refer to Director's Memo FIN-97-004 dated July 11, 1996 for the State Board rules and regulations concerning this matter.  Ari\u0026lt;ansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 RECEIVE~ENE WILHOIT, Director, General Education Division NO: FIN-97-007 .llll 1 8 1996 Office of Desegregation Monitoring Forward Copies To: Superintendents, Co-Op Directors Other: Educational Agencies Page: 1 of2 Date: July 11, 1996 Type of Memo: Informational Response Required By: Optional Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Professional \u0026amp; Support Staff Fringe Benefits Index Code: GCBD Employer Contribution for Employee Health Insurance and Retirement Regulatory Authority: Act 1194 of 1995 Contact Person: Paul Blaney Phone No: 682-4258 Act 1194 of 1995, requires Local School Districts to assume the responsibility for paying the employer contribution for employee health insurance and retirement benefits beginning with the 1996-97 school year. Districts are required to pay $105 per month for those employees participating in the health insurance program, beginning with the payment due July of 1996. The payment for the employer contribution should be recorded as an expenditure for the 1996-97 fiscal year. Additionally, the expenditure must be coded to the same functional area that the employee's salary is coded. For example, if the employee was an elementary teacher and the salary was posted to function 112 Elementary and object 11 Salaries (Regular Certified), then the employer contribution for health insurance would be coded to function 112 Elementary and object 24 Employee Benefits (Insurance). Districts are also required to pay an amount equal to 12% of the prior fiscal year salaries as retirement benefits for non-federal employees participating in the Teacher Retirement System. Districts will be required to make nine (9) monthly payments to the Teachers' Retirement System beginning October of 1996, and ending June 1997. Federal employees' retirement Director's Memo No. FIN-97-007 July 11, 1996 Page 2 of2 contribution will continue to be calculated on 12% of current year salaries. Prior year salaries are used only for the calculation of retirement contributions for employees paid from district funds. The payment for the employer contribution, although calculated using prior year salaries, is a liability to the district for the current year. Therefore, the expenditure would be recorded in the 1996-97 fiscal year. The distribution of the expenditure, for both federal and non-federal employees, should follow the same method as detailed above for health insurance benefits. For state reporting purposes, expenditures for retirement contributions may be prorated to the various functional categories using the percentage of gross salaries for the current year. It is not a requirement to track the expenditure by employee. As with FICA and Medicare employer matching payments, the expenditure for health insurance and retirement should be recorded in the fund the salary is paid from, with the exception of salaries paid from the Teachers' Salary Fund, in which case the employee benefit would be recorded in the Operating Fund. These expenditures should not be posted to a single functional area such as 231 General Administration (Board of Education Services). Because of the significance of these expenditures, in both amount and type, the cost must be traceable back to the functional areas that the expenditures are related to (i.e. elementary, high school, special education, vocational education, etc.). NOTE: School districts will be required to send premiums withheld and the matching amount for insurance at the same time. However, districts may wait to make the payment for July until they receive their first installment of state funds in late July. Blue Cross Blue Shield has assured the state that there will be no loss of coverage and no penalty for this payment. Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION 4 STATE ~PITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 RECEI fr:!\" GENE WILHOIT, Director, General Education Division ' NO: FIN-97-003 Jlll 1 8 1996 Office of Desegregation Monitoring Forward Copies To: Superintendents, Co-Op Directors Other: Child Nutrition Directors Page: 1 of2 Date: July 11, 1996 Type of Memo: Regulatory Response Required By: None There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Food Services Reimbursement Rates, Effective from July I, 1996 - JW1e 30, 1997 Report Forms for School LW1ch and Breakfast Programs Regulatory Authority: 7CFR 210.4, 220.4 Index Code: EF Contact Person: Dorothy Caldwell or Louann Griswood Phone No: 501-324-9502 Reimbursement rates for the National School LW1ch, School Breakfast and Special Milk Programs which became effective July 1, 1996 arc as follows: Rei:ular Lunches Total LW1ches Additional for Reduced Price Ltmches Additional for Free Lunches Rei:ular Breakfasts Total Breakfasts Additional for Reduced Price Breakfasts Additional for Free Breakfasts $ .1775 1.2600 1.6600 $ .1975 .5200 .8200 Special Milk Paid Free $ .1225 Average cost per  pint Safety Net Lunches Total LW1ches Additional for Reduced Price Lw1ches Additional for Free LW1ches Severe Need.Breakfasts Total Breakfasts Additional for Reduced Price Breakfasts Additional for Free Breakfasts $ .1975 1.2600 1.6600 $ .1975 .7150 1.0150 Commodity Entitlement per LW1ch $ .1450 Estimated Bonus Commodity Value per LW1ch .0150 Director's Commw1ication FIN-97-003 July 11, 1996 Page 2 of2 School districts which served 60% or more of the total lunches to students eligible for free or reduced price meals in the second preceding school year ( 1994-95) are designated \"Safety Net\" districts and will receive 2 cents additional reimbursement for each lunch served. A list of districts eligible for these rates is enclosed. Severe Need Breakfast rates are approved on a school by school basis after application is made by the school district. Enclosed is a copy of the following report forms. Please make additional copies as needed. Claim for Reimbursement: The revised Claim Form has the new reimbursement rates for 1996-97. Please discard the old claim forms. Daily Record Form: It is recommended that a separate record be maintained for each school as listed on Schedule A of the Agreement. Participation figures, by school, are required for severe need breakfast reimbursement. If you will not apply for severe need breakfast reimbursement and wish to keep only one record for all students served in the same location (even if this includes more than one school), you may do so. If this is done, all schools combined on one report will be reviewed when State or Federal Reviews are made. This form may be modified if a local district needs additional information. The cash management worksheet on the back will provide good management information. If you decide to use it, you may use it in its entirety or you may use only the total columns (O,S,W,X, and Y). Edit Check Worksheet: This is the current form recommended for edit checks required by regulation. It may be modified to meet local needs\nhowever, the comparisons required on this form must be a part of any form used. On-Site Review Form: Regulations require that each district (with more than one serving site) conduct on-site reviews of each school by February 1 each year. Verification Summary: This is the current form recommended for the swnmary of verification results. It may be modified if you choose\nhowever, the information required on this form must be a part of any form used. SAFETY NET SCHOOL DISTRICTS 1996-97 - This is a list of school districts that served 60% or more of total student lunches to free and/or reduced price students during the 1994-95 school year. Arkansas Franklin Lonoke Pulaski Stuttgart Altus-Denning England AR School F/T Blind Humphrey Fulton Humnoke AR School FIT Deaf Ashley Mammoth Spring Madison Little Rock Hamburg Garland Kingston North Little Rock Baxter Hot Springs St. Paul Randolph Cotter Greene Marion Biggers-Reyno Norfork Delaplaine Marion County Maynard Boone Hempstead Miller Randolph Omaha Blevins Texarkana St. Francis Bradley Hope Mississippi Forrest City Hermitage Saratoga Blytheville Hughes Warren Hot Spring So. Miss. County Palestine/Wheatley Chicot Malvern Special Manila Searcy Dermott Independence Osceola Leslie Eudora Special Cushman Monroe St. Joe Lakeside Southside Brinkley Witts Springs Cleburne Izard Clarendon Sharp Wilburn Izard Co. Consol. Holly Grove Williford Cleveland Jackson Montgomery Stone Kingsland Newport Caddo Hills Mountain View - Rison Swifton Special Nevada Stone County Columbia Jefferson Emmet Union McNeil Altheimer Unified Prescott El Dorado Waldo Dollarway Nevada Huttig Walker Pine Bluff Newton Smackover Crawford Watson Chapel Deer Strong Cedarville Johnson Jasper Van Buren Mountainburg Oark Mount Judea Alread Crittenden Westside Western Grove Scotland Crawfordsville Lafayette Ouachita Shirley Earle Bradley Camden-Fairview Washington West Memphis Lewisville Stephens Lincoln Consol. Turrell Stamps Perry Winslow Cross Lawrence East End Woodruff Parkin Black Rock Perry-Casa Augusta Dallas Sloan-Hendrix Phillips Cotton Plant Carthage River Valley Elaine Yell Fordyce Lee Heler:ia-West Helena Fourche Valley Desha Lee County Marvell Ola Arkansas City Lincoln Lake View Delta Special Gould Poinsett Dumas Special Grady Marked Tree McGehee Special Little River Polk Drew Foreman Acorn - Monticello Logan Hatfield Faulkner Magazine Van-Cove Mount Vernon-Enola Wickes School Term Regular __ Summer __ l. LEA NUMBER ------- CHILD NUTRITION UNIT ARKANSAS DEPARTMENT OF EDUCATION CLAIM FOR REIMBURSEMENT 1996-97 DISTRICT ____________ MONTH _____ , 19 _ SUPERINTENDENT _____________ _ la. NUMBER OF SCHOOLS IN DISTRICT --- NUMBER OF SCHOQLS WITH BREAKFAST __ LUNCH _ lb. NUMBER OF SEVERE NEED BREAKFAST SCHOOLS _ _ le. ELIGIBLE FOR SAFETY NET YES ___ NO __ _ PREPARED BY ___________ PHONE NUMBER ______ FAX NUMBER _____ _ ld. Breakfast ADM Last Quarter Pre-K ___ K-12____ ADA Last Quarter Pre-K __ _ K-12 ---- Lunch ADM Last Quarter Pre-K____ K-12____ ADA Last Quarter Pre-K ___ _ K-12 __ _ le. FREE ELIGIBLES BREAKFAST_________ LUNCH ________ _ REDUCED ELIGIBLES BREAKFAST LUNCH ----------- 1 f. DAYS SERVED BREAKFAST LUNCH ----------- ,...-:,:--:.:.-:.-:-:-:-.-...,.:-,.-:-\u0026gt;-:.--.\u0026lt;--.-.:-.-::-:-:-.:--...... ........ -.,,.-.....-.-.-.-.. -.',.,...- ........ .....,..., ...  .. ,. .. .. .. , i{f,4.J1tv~'!i litt l~ij5ui:rvii~PVRI:NG MPN:fI a. Opening Cash Balance $ a. Food $ ______ _ b. Federal Reimbursement $ b. Labor $ ______ _ c. Student Meal Income $ c. Loan Repayment $ ________ _ d. Adult Meal Income $ d. Other Expenditures $ ______ _ e. A la carte Income $ e. Total $ ______ _ Contract Meal Income $ Loans to Progam $ h. Other Cash Income $ 4. CLOSING CASH -- i. Total $ BALANCE $ ______ _ 5. UNPAID BILLS: FOOD____ LABOR____ OTHER ____ _ TOTAL$ ___ _ 6. ENDING FOOD INVENTORY, EXCLUDING USDA COMMODITIES: 7. FUNDS DUE PROGRAM: FED. REIMB. ____ CONTRACT ____ OTHER ___ _ 8. Free Reduced Price Paid TOTAL (severe need) (severe need) .8200 1.0150 .5200 .7150 ------ ------ ------ ~ xxxxxxxxxxxxx.xx .1975 Free Reduced Price Paid TOTAL (safety net) TOTAL$ __ _ TOTAL$ ___ _ 1.6600 1.2600 ------ xxx.xx xxxxxxxxxxxxx.xx .1775 .1975 9. TOTAL BREAKFAST REIMBURSEMENT$____ TOTAL LUNCH REIMBURSEMENT$ __ _ ea. TOTAL COMBINED REIMBURSEMENT$_ ______. NUMBERADULTBREAKFASTS: PAID _ FREE _ NUMBERADULTLUNCHES: PAID _ FREE _ NUMBEROFCONTRACTMEALS ___ _ 11. DATE________ SIGNATURE ________________ _ 7CFR Parts 210.8 and 220.11 ADE FORM NO. FIN O 1--00-005 R6/96 INS'IRirnCNS: Provide all infornatian requested. Inanplete claims will delay processim. 1. Sch::x:\u0026gt;l Tenn: Check regular or surnrer. If meals for roth regular and surrmer terms are served in same rronth, suhnit one claim for regular rreals and another for surrmer rreals. Provide financial info:mation on only one claim, since it will be the same for roth. Sul:mit roth claims at the same tine. a. It\u0026gt;. Sch::x:\u0026gt;ls in District: \"As reported on October, 1996 (FAPD6) Annual Report of Pupil Enrollrrent by School District.  b. It\u0026gt;. Severe Need Sch::x:\u0026gt;ls: \"As approved on 96-97 Severe Need Ibcurrentation of Eligibility (FIN-01-00-002 R/5-96). 2. 3. c. Eligible for Safety Net: \"As identified by Director Merro # FIN-97-003. d. AIM/ADA.: K-12 - Fran the rrost recent Superintendent's Quarterly Report e. f. a. b. C. d. e. f. g. h. i. a. b. C. d. Eligibles: IHys Seived: q:,ening Cash Balance: Federal ReinhJrsaIEnt: student ~ Inccne: Adult~ Inccne: A la carte Inccne: Cbntract ~ Inccne: loans to Program: Other Cash Inccne: 'lbtal: Food: I..aoor: loan Repaynent: Other Expenditures: (FAPD3). Pre-K - Fran other school records. Highest number eligible, by count of applications, on any day during rronth. Number of days served during rronth. Sarne as closing cash balance on prior rronth's claim. All federal reimburserrent received during rronth. All rroney collected during rronth for student lunches \u0026amp; breakfasts. All rroney collected during rronth for adult lunches \u0026amp; breakfasts. All rroney collected during rronth for a la carte items, including second rreals and milk. All rroney collected during rronth for banquets, rreals for Headstart, senior citizens, and any other contracted function. All funds transferred to program frcm operating fund or any other loan source. - All other incare received during rronth, including, but not limited to, state matching funds and interest on investrrents. Add 2a, 2b, 2c, 2d, 2e, 2f, 2g and 2h. All food expenditures for all program areas. All labor expenditures for all program areas. All expenditures for repayrrent of loans to program. Total of all other expenditures from child nutrition account during rronth. e. 'lbtal: Add 3a, 3b, 3c and 3d. 4. Closing Cash Balance: Subtract 3e, from 2i. May not be a negative number. 5. Anount of unpaid bills for food, labor and other .rrchases. If expenditures have been paid from operating fund and are to be repaid, they should be included in unpaid bills. 6. Value of inventory of all food, excluding USDA carrrodities. 7. Funds due program, including federal reimburserrent clairred but not received, contract rreals served but not paid, and any other funds due program. 8. Enter total breakfasts and lunches served to students by category (free, :redua:d price, paid) . Enter total. Multiply free, reduced price ar19- total rreals by assigned rate and enter reimburserrent by category. There is no rate for paid rreals. 9. .Adi re:iIIbrrsarent for all categ'.)ri.es. Add reimburserrent for breakfast and lunch. Enter total. 10. Enter nurrber of breakfasts and lunches served to adults and nurrber of contract treals. ll. Claim is to be signed by official autlX\u0026gt;rized in the Agrearent. Signature indicates a review and analysis of rreal counts to ensure accuracy as specified in regulations. Claims are processed weekly in order received. Mail by 10th of month following service of meals to: Child Nutrition Section Arkansas Department of Education 2020 West Third Street, Suite 404 Little Rock, AR 72205 DAILY RECORD FORM DAILY RECORD OF __________ SERVED FOR.___________ 19  (LUNCHES/BREAKFASTS) (SCHOOL) (MONTH) (YR) ' ' It is important that counts be accurate and based upon on-line no int of service record of paid free and reduced price meals EDITCHECKl STUDENT MEALS ADULT MEALS CURRENT TOTAL NUMBER DATE REDUCED PAID l\n\u0026lt;JUDE  l'RJCE  TOTAL .. MEALS k OFELIGIBLES $ PRICE PRICE STUDENT PRICE FREE SERVED FREFi REDUCED $ $ MEALS  $ A B C D E F G H l J K I 2 3 4 5 6 7 8 9 10 II 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ~]] TOTALS *Meals served free to student workers should be reported m the category (free, reduced pnce, paid) for which they are ehg1ble. Record total meals served to student workers during this month (reduced price___, paid___) to document variance in potential and actual income. D A T E 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 PAID TODAY L TOTALS REDUCED PRICE AbV PMT M CHG Pb N 0 CASH MANAGEMENT WORKSHEET PAID TODAY p PAID ADV PMT Q CHG PD R ADULT ...  . .. TOTAL PAID ADV  CHG TODAY PMT PD  s T u V w . . ALA . CARTE AND SECOND MEALS X . \u0026lt; .TOTAL . \u0026lt;2i~f~   y Total Columns (O,S, W,X, Y) must be completed. Other columns are optional. Enter amount of money collected by category. EDIT rnEX:X 1 (nrily Recn:rd Fb:rm) UlRRENI' Nl:M3ER. OF ELIGIBIES: EDIT CllEIX * Enter the current number of students eligible for free and reduced price meals in Col. A \u0026amp; B of the Daily Record Form on the first day of the TTDnth. As changes occur, enter the revised number on the appropriate date. * Canpare the current number of eligible free and reduced price students (Col. A \u0026amp; B) to the number of free and reduced price meals claimed daily (Col. D \u0026amp; E) . The number of free and reduced price meals claimed MET WI' exceed the number of eligibles on file (Col. A \u0026amp; B) for that day. EDIT rnEX:X 2 (See ~tan back) ~ F7\\C.IDR.: * Place the highest number of students eligible for free meals (Col. A, Daily Record Form) and for reduced price meals (Col. B, Daily Record Form) for this TTDnth in Col. I on Edit Check 2 Worksheet. Determine the highest number eligible for paid meals by subtracting the free eligibles and reduced price eligibles fran the average daily membership (Col. 14, line G on superintendent's Quarterly Attendance Report, Grades K-12, FAPD-3) . Place the number of students eligible for paid meals in Col. I on Edit Check 2 Worksheet. * Calculate the attendance factor by dividing the average daily attendance (ADA) (Col. 13, line G on superintendent's Quarterly Attendance Report, Grades K-12, FAPD-3) by the average daily membership (ACM) (Col. 14 on superintendent's Quarterly Attendance Report, Grades K-12, FAPD-3) . Enter attendance factor in Col. II. Add pre-kindergarten students to ADA \u0026amp; ACM if their meals are claimed for reimbursement. * Multiply the highest number of eligibles for free, reduced price, and paid meals by the attendance factor and enter each in Col. III (attendance adjusted eligibles). * Compare the attendance adjusted eligibles for free meals in Col. III to the number of free meals claimed daily (Col. D, Daily Record Form). Repeat the sane procedure for reduced price meals (Col. E - Daily Record Form) andc for paid meals (Col. F \u0026amp; G - Daily Record Form) . If the number of free, reduced price or paid meals claimed on any day exceeds the attendance adjusted eligibles in Col. III, a p:\u0026gt;tential problem exists. Document valid reasons for variances or take corrective action. JA: 7/01/96 EDIT CHECK 2 \\IJRKSHEET  II Ill SCIIOOL HIGHEST ATTEll\u0026gt;ANCE ATTEll\u0026gt;ANCE IUIIER FACT!lt ADJUSTED ELIGIBLE ELIGIBLES (I X II) FREE REDUCED PAID FREE REDUCED PAID FREE REDUCED PAID FREE REDUCED PAID FREE REDUCED PAID FREE REDUCED PAID FREE REDUCED PAID FREE - REDUCED PAID ARKANSAS DEPARTMENT OF EDUCATION CHILD NUTRITION SECTION ON-SITE REVIEW (Sample Form) School District School ADA EST. PERCENT ATTENDANCE ________ % Prior Month ADP Meal Count On Currently Day of Review Approved Paid Reduced Price Free I. APPLICATION APPROVAL 1. Are applications approved at this school? Responsible party _________ _ 2. Are applications on file correctly approved? 3. Are applications retrievable by school? II. MASTER LIST/ROSTER 1. Is a master list used in the meal count system? 2. Do names listed on the master list match approved applications on file? 3. If more than one list is used (e.g. master list/ticket issuance list/ food service list), are all lists the same? 4. Are all lists updated as needed? (Increased benefits within 3 days decreased benefits within 1D days) IEAL OlJIIT SYSTEM 1. Does the meal count system produce an accurate count of reimbursable meals (free/reduced price/paid) served to eligible children? a) Does the collection procedure in use match the approved collection procedure? b) If the meal count is not taken at the end of the food service line, does the school have a system to monitor reinbursable,meals? c) Are only meals that meet the meal pattern requirement counted and claimed for reimbursement? d) Does the collection procedure in use ensure that only one meal per child per day is claimed for reimbursement? 2. Does the meal count system prevent overt identification? a) Is the mediun of exchange made available to all students at the same location? b) Does the mediun of exchange use prohibited codes for identifying students as free, reduced, or paid? c) Does the school have a trained substitute cashier? YES NO N/A IV. IEAl IXIIIT RECXIIDING All) EDIT CHECICS 1. Does the school use proper procedures for counting and recording meals? 2. For any day during the review month, does the nllli:\u0026gt;er of free and reduced price meals exceed the nllli:\u0026gt;er of free and reduced price eligibles? 3. For any day during the review month, does the nllli:\u0026gt;er of meals claimed exceed average daily attendance? If yes, explain in conments (VI.) 4. Does the school have proper procedures to manage and safeguard cash (reconciliation, extra item sales, adult meals, etc.)? V. RESULTS OF REVIE\\I 1. Is corrective action plan required? 2. Is follow-up review required? VI. CCJIENTS, NOTES, All) \u0026lt;BSERVATIONS DURING THE REVIEV VII. SUGGESTED CORRECTIVE ACTION (Must be completed within 45 days) YES NO N/A Initial Review Completed: Follow-Up Review Showing Satisfactory Completion of Corrective Action: (Date) (Date) Signature of Reviewer Signature of Reviewer Signature of Manager Signature of Manager JA: 7/01/95 .. CCMPIEIE BY DECEMBER 15 VEIDFICATICN SlM-1ARY District ----------- * SELECTION ME:IHOD: OR RANIXM _____ applications on file October 31, 19 _ total# _____ :i:,ercent of applications verified FOCUSED _____ total applications on file October 31, 19 _ total# ----- focxi stanp/AFDC applications on file October 31, 19 total# ----- % of non-focxi stanp/AFDC applications verified ----- % of focxi stanp/AFDC applications verified - * BRIEF DESCRIPTION OF ME:IHOD USED TD SELECT APPLICATIONS FDR VERIFICATION: * SOURCE (S) OF INFDRMATION USED: _____ wage stubs collateral contacts ----- focxi stanp/AFDC office * STATUS rnANGES AFTER VERIFICATION: _____ reduced price to free ----- reduced price to full price ----- free to reduced price free to full price ----- _____ no change - * Refer to Eligibility Guidance for Sclx:x::\u0026gt;l M=als August 1990 pages 41-59 JA: 7/01/95 1D BE RETAINED BY SCHOOL Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION REC4 S TATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 , -~ENE WILHOIT, Director, General Education Division -  NO: CUR-97-001 .JIii 1 B 1996 Office of Desegregation Monitoring ~-.._ -- - .......... ........ ~ ..,. Forward Copies To: Superintendents, Co-Op Directors Other: Title I Coordinators Page: 1 of 1 Date: July 11, 1996 Type of Memo: Administrative Response Required By: Those Affected There are attachments to this memo. Assistant Director, Planning \u0026amp; Curriculum: Jim Boardman Subject: Compensatory Education Index Code: IHBD Title I Summer School Data Gathering Instrument Regulatory Authority: 20 USC 6491 Contact Person: Bob Kerr Phone No: 682-4269 The enclosed forms are for those school districts that spent Title I funds for summer school. This form is to report the summer school project(s) approved in your FY 1996 Title I plan. Please retain a copy of the completed report for your files and return the original report to this office no later than August 1, 1 996. Approval of the FY 1997 Title I plan will not be delayed because of this supplemental report. If your district did not spend Title I funds for this FY 1996 summer school, you are not required to report. If you have any questions, please do not hesitate to call 682-4269. TITLE I DEMOGRAPHIC DATA COLLECTION FORM SUMMER SCHOOL 1995-96 SCHOOL YEAR Submitted by: School District LEA Code Number Authorized by: Original Signature of the Superintendent Contact Person: Name and Phone Number of Contact Person Date Submitted: -------------------- DEADLINE FOR SUBMITTING THIS REPORT IS AUGUST 1, 1996 SUBMIT ONE COPY TO: Bob Kerr, Coordinator Title I, ESEA State Education Building #4 Capitol Mall, Room 202-B Little Rock, Arkansas 72201-1071 (FOR STATE DEPARTMENT USE ONLY) REPORT REVIEWED AND APPROVED BY: ____________ / ______ _ Title I Program Advisor Date Approved DISTRICT LEA CODE NUMBER NARRATIVE EVALUATION OF TITLE I SUMMER PROGRAMS On plain white paper, attach a write-up on the total instructional program in terms of its success or failure in the Title I objective(s) as set out in the school's plan. Use the following outline: INTRODUCTION 1. 2. 3. 4. Name of local educational Length of term - Beginning: agency. weeks. Ending: Length of treatment - per week. FOR EACH SCHOOL, PROVIDE THE FOLLOWING INFORMATION: TOTAL NUMBER NO. STUDENTS NO. STUDENTS OF STUDENTS ACHIEVING NOT ACHIEVING GRADE LEVEL IN SCHOOL* OBJECTIVE OBJECTIVE WAS OBJECTIVE ACHIEVED? YES NO *Number of students not completing pre or post measuring instrument USC 6311 (Public Law 103-382) FED-01-00-003 7/96R Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION REC~ ~~,,1,! ''E,C PITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 C, ~ ~} GENE WILHOIT, Director, General Education Division JllL 1 8 199g Offii\ne of Desegregation Monitol'lng Forward Copies To: Superintendents, Co-Op Directors Other: Other Educational Agencies NO: FIN-97-004 Page: 1 of 1 Date: July 11 , 1996 Type of Memo: Regulatory Response Required By: None There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Regulations Communication Index Code: CHC Rules and Regulations Governing Waivers of Minimum Salaries for Certified Personnel Regulatory Authority: Ark. Code Ann. 6-17-1001 (Supp. 1995) and 6-11 -105 (Rep!. 1993) Contact Person: John Kunkel Phone No: 682-4258 Attached are the Rules and Regulations Governing Waivers of Minimum Salaries for Certified Personnel. These regulations are enacted pursuant to the State Board of Education's specific authority under Arkansas Code Annotated 6-17-1001 (Supp. 1995) and 6-11-105 (Rep!. 1993). Arkansas Department of Education Rules and Regulations Governing Waivers of Minimum Salaries for Certified Personnel c\n-, I..O 1.00 Regulatory Authority /-\u0026lt; ~\n:\n~u: ~ ~~: ~~= ~ -. 1.01 These regulations shall be known as the Department of Edu~ati5tf~g~tioJs \"71 governing the waiving of minimum salaries to be paid certified/pe1*-pjip-:_e1. - ,:~ 1:=: I\n:::.\n:\n...,: -i, -  -- / - ::.: --\n- -  1 ., 1.02 These re11:ulations are enacted pursuant to the State Board oftEd~6\"h'~ecinC:::, authority-under Arkansas Codes Annotated 6-17-1001 and 6-1 -l~Rep~99:~- 2.00 Purpose 2.01 It is the purpose of these regulations to set general guidelines for granting waivers to school districts which cannot meet the provisions of Arkansas Code Annotated 6-1 7- 1001. 3.00 Filing a Request 3.01 School district requests for waivers shall be on forms provided by the Arkansas Department of Education. 4.00 District Eligibility Criteria 4.01 School districts shall meet the minimum expenditure requirements of Ark. Code Ann. 6-20-310 (Supp. 1995) for the school year for which the request is made. 4.02 School districts shall have a base millage of no less than 25 mills available for maintenance and operation. 4.03 A school district must show that its combined teacher salary, operating and debt service fund balances will be depleted within three years if relief is not granted. 4.04 Prior to receiving a waiver, a school district shall seek assistance from the Department of Education in developing and filing a plan with the Department for the purpose of eliminating the need for a waiver as soon as possible. -L05 Prior to receiving a waiver, the school board shall review in a regularly scheduled public meeting the need for a waiver, the plan to eliminate the future needs for a waiver which is to be filed with the Department, and implications for all educational programs should the waiver be granted. ADE 022-1 5.00 Review and Approval of Requests 5.01 A committee appointed by the Director of the Department of Education shall review waiver applications and make recommendations. The Director shall have final authority in the disposition of requests. 5.02 One year approved waivers shall be tentative subject to findings which reflect compliance with all eligibility criteria. 5.03 Relief shall not be granted beyond an amount necessary to prevent the district from depleting its balances within three years. ADE 0~2-2 Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 REce1vr~ GENE WILHOIT, Director, General Education Division NO: FIN-97-008 ,JUI 1 8 1996 Page: 1 of I Date: July 11 , 1 996 Office ot oesegregalion MonitoriflQ Type of Memo: Informational Forward Copies To: Superintendents, Co-Op Directors Response Required By: Those Affected There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Student Transportation Volunteer Assistance Program Regulatory Authority: N/ A Contact Person: Spence Holder Index Code: EEA Phone No: 682-4264 As a result of a successful training program for Arkansas School Bus Mechanics, a cooperative agreement among the mechanics has materialized. The mechanics have agreed to offer their service to assist schools with buses that experience mechanical problems on activity trips within driving distance of the mechanics' home school. The superintendents and mechanics who participate in the program are to be commended for the cooperative effort to assist other school districts during mechanical breakdowns on activity trips. This program may have a fee attached to it for parts and/or labor. The attached list of mechanics may be posted in each activity trip bus. The names and phone numbers are for emergency school use only. Please in-service the activity trip drivers on the proper use of the program. ARKANSAS SCHOOL BUS MECHANICS WORKSHOP CONWAY CAREER CENTER - CONWAY, ARKANSAS - JUNE 17-21, 1996 SCHOOL PHONE NUMBERS DISTRICT COUNTY MECHANIC SC!:IOOL SHOP HOME Altheimer Unified Jefferson William Wheat 766-8358 766-4840 Altheimer Unified Jefferson Henry Jynes 766-8358 766-4840 766-4847 Altheimer Unified Jefferson Milbourn Clark 766-8358 766-4840 766-4646 Arkadelphia Clark Wayne Hasley 246-5564 246-1128 246-5706 Ashdown Little River Roy Mitchell 898-3208 898-4415 898-8490 Ashdown Little River Sammy Walker 898-3208 898-4415 903/838-0845 Atkins Pope Jim Camp 641-7871 641-7030 641-2111 Bald Knob White Alvin Holden 724-3361 724-3635 724-5603 Bald Knob White Odell Martin 724-3361 724-3635 724-3876 Barton-Lexa Phillips Dencil Johnston 572-7294 572-1275 572-4307 Beebe White Stanley Woods 882-5463 882-3391 882-6253 Benton Saline James Ray 776-5704 776-5706 778-5897 Benton Saline Betty Hobbs 776-5704 776-5706 776-2863 Bentonville Benton Cliff Downs 271-1100 271-3800 271-8814 Bentonville Benton Don Beard 271-1100 271-3800 248-7417 Bergman Boone Harold Garrison 741-5213 741-5213 Bismarck Hot Springs Tony Tart 865-4888 865-3964 865-6708 - Blevins Hempstead Gene Moses 874-2801 874-2266 874-2872 Blytheville Mississippi Sam Maupin 762-2053 763-0551 763-8947 Blytheville Mississippi Bill West 762-2053 763-0551 763-5026 Booneville Logan Richard Brannam 675-3504 675-2620 928-5680 Bradford White Brent Piker 344-2707 344-2660 Bradley Lafayette Milan Gallander 894-3316 894-3314 894-6141 Brinkley Monroe Charles Sartin 734-5000 734-5021 734-4795 Bryant Saline David Henson 847-5600 847-5641 Bryant Saline Jimmy Lee 847-5600 847-5641 Cabot Lonoke Jimmy Hull 843-3562 843-7848 Cabot Lonoke Ronnie Russell 843-3562 843-7848 Cabot Lonoke Allan Ogden 843-3562 843-7848 Camden Fairview Ouachita Linny Oakley 836-4193 231-6885 836-5028 Camden Fairview Ouachita Lonnie Hall 836-4193 231-6885 837-1354 Carlisle Lonoke Wayne Coffelt 552-3931 552-3196 552-7290 Charleston Franklin Virgil Watson 965-7160 965-7392 965-2695 Clay County Clay David Scallion 595-3151 595-3201 595-2504 Clinton Van Buren Lonnie Flannery 745-2135 745-4212 745-5236 Conway Faulkner John Southerland 450-4800 450-4892 327-4206 Conway Faulkner Billy Brazear 450-4800 450-4892 336-4753 - Conway Faulkner Rick Bane 450-4800 450-4892 336-9003 Cotter Baxter Donald Marler 435-6171 Ext. 134 430-5490 County Line Franklin Robert Greb 635-2113 635-2113 635-5102 ARKANSAS SCHOOL BUS MECHANICS WORKSHOP - CONWAY CAREER CENTER-CONWAY, ARKANSAS JUNE 17-21, 1996 SCHOOL PHONE NUMBERS DISTRICT CQUNTY MECHANIC SCHOOL SHOP HOME Crossett Ashley Wayne Jordan 364-6300 364-3225 364-6364 Crossett Ashley Charlie Jordan 364-6300 364-3225 364-6364 Cutter Morning Star Garland Eddy Poole 262-2414 262-5568 262-1452 Dardanelle Yell Terry Standridge 229-4111 229-4111 229-1692 Deer Newton Vernie Heydenreich 428-5433 428-5587 428-5882 Delaplaine Greene Kenny Allison 249-3898 249-3205 586-0692 Delta Special Desha Preston Greer 644-3800 644-3004 644-3877 Des Arc Prairie Howard Hinshaw 256-4166 256-4166 Devalls Bluff Prairie Wayne Guenther 998-2361 998-2407 Dewitt Arkansas Leon Duncan 946-3576 946-3576 946-4100 Dewitt Arkansas Tim Criswell 946-3576 946-3576 282-3452 Dollarway Jefferson Richard Welch 534-7003 534-8478 247-2525 Drew Central Drew Keith Norris 367-5369 367-3266 367-2143 Dumas Desha Homer Elliott 382-6436 382-6436 382-6562 El Dorado Union Kenneth Vaughn 864-5086 864-5086 El Dorado Union Ronald Harrison 864-5086 864-5086 863-8221 - Elaine Phillips Charles Brown 827-6395 827-6359 827-6865 England Lonoke Garland McRae 842-2031 842-2811 842-3880 Eudora Chicot Charles Hicks 355-2546 355-4066 355-2526 Farmington Washington Harold Smith 267-6028 267-6023 846-2773 Fayetteville Washington David Whittenburg 444-3095 444-3095 443-5056 Flippin Marion Roy Roberts 453-2270 453-2230 453-3362 Fordyce Dallas William Vetter 352-3005 352-8419 352-8557 Forrest City St. Francis Jerry Kilgore 633-1485 633-2416 633-8122 Forrest City St. Francis Alvin Gregory 633-1485 633-2416 630-1725 Fort Smith Sebastian Ken Patterson 785-2501 785-2501 785-2944 Fort Smith Sebastian Daniel McCleary 785-2501 785-2501 785-2955 Genoa Central Miller Gary Green 653-2272 653-2272 653-4572 Gosnell Mississippi Stan Gable 532-4000 532-4025 532-5247 Gravette Benton Richard Carver 782-5268 787-5964 787-6114 Gravette Benton Robert Littrell 782-5268 787-5964 787-5887 Greenbrier Faulkner Randall Reed 679-2113 679-3169 679-4541 Greenbrier Faulkner Curtis Bradley 679-2113 679-3169 679-6610 Greene Co. Tech Greene Brian Hall 236-2762 239-3281 Greenland Washington Lester Shadrick 521-2366 521-7361 443-1609 Guy Perkins Faulkner Jerry Grissom 679-3507 679-3507 679-5602 Hamburg Ashley Richard Smith 853-2892 853-2892 473-2371 - Hamburg Ashley Thurman Shaw 853-2892 853-2892 473-2582 Hampton Calhoun Bill Hannegan 798-2229 798-2673 798-2780 Harmony Grove Ouachita Homer Purifoy 574-0867 574-0867 574-2429 ARKANSAS SCHOOL BUS MECHANICS WORKSHOP CONWAY CAREER CENTER - CONWAY, ARKANSAS JUNE 17-21, 1996 - SCHOOL PHONE NUMBERS DISTRICT COUNTY MECHANIC SCHOOL SHOP HOME Harrisburg Poinsett Billy Loughary 578-2416 578-2415 578-2055 Harrisburg Poinsett Terry Pierce 578-2416 578-2415 578-2749 Harrison Boone Rick Rogers 741-7600 741-5847 741-5356 Harrison Boone Dennis Carter 741-7600 741-5847 420-3303 Harrison Boone John Gragg 741-7600 741-5847 365-0538 Hartford Sebastian Clyde Mendenhall 639-2910 Hazen Prairie Vernon Owens 255-4549 998-2334 Heber Springs Cleburne Jackie Tapley 362-2451 362-7180 556-5336 Heber Springs Cleburne Tim Baldwin 362-2451 362-7180 362-7895 Helena W. Helena Phillips Henry Danaby 338-8172 338-8992 Helena W. Helena Phillips William Johnson 338-8172 338-8992 338-6391 Hermitage Bradley Moses Williams 463-2246 463-2647 463-2521 Hope Hempstead Ron Koontz 722-2700 722-2790 722-6204 Hot Springs Garland Melvin Ashley 623-2995 623-2995 624-6216 Hot Springs Garland Glenn James 623-2995 623-2995 767-3620 Izard County Izard Ronnie Walker 322-7229 322-7373 368-4671 Jackson County Jackson Bobby Clark 349-2657 349-2657 349-5357 - Jessieville Garland Wayne Ritter 984-5381 767-0409 767-9583 Jonesboro Craighead Jerry Lee Lewis 933-5800 933-5897 972-0196 Jonesboro Craighead Harold Bailey 933-5800 933-5897 886-7256 Kingsland Cleveland Michael Jones 348-5381 348-5783 352-8051 Laidlaw Transit Pulaski Keith Baier 570-4000 570-4006 941-2814 Laidlaw Transit Pulaski Jerry Brewer 570-4000 570-4006 455-1091 Laidlaw Transit Pulaski Ray Burke 570-4000 570-4006 Lake Hamilton Garland Willis Loper 767-2306 767-9393 624-5187 Lake Hamilton Garland Vernon Crews 767-2306 767-9393 767-5977 Lakeside Chicot Lamar Payne 263-3883 265-7320 Lakeside Garland Ray Ennis 262-1880 262-2476 767-1725 Lakeside Garland Bob Kellar 262-1880 262-2476 624-6257 Lamar Johnson Don White 885-3907 885-3489 885-3678 Lamar Johnson Don Cagle 885-3907 885-3489 885-3407 Lee County Lee Samuel Jordan 295-7100 295-7134 Leslie Searcy Steven Bresette 447-2431 447-6100 745-2940 Lincoln Washington Willis Winkler 824-3031 824-3024 824-5878 Lonoke Lonoke William Bynum 676-3639 676-3382 843-3950 Magnet Cove Hot Springs George Dorris 332-5468 337-4426 337-1250 Magnolia Columbia Walter Hunter 234-4933 234-5853 234-1455 Magnolia Columbia Mark Trower 234-4933 234-5853 234-8309 - Malvern Hot Springs David Jordan 332-7500 332-7570 865-2561 Malvern Hot Springs James Clifton 332-7500 332-7570 337-5458 ARKANSAS SCHOOL BUS MECHANICS WORKSHOP - CONWAY CAREER CENTER - CONWAY, ARKANSAS JUNE 17-21, 1996 SCHOOL PHONE NUMBERS DISTRICT COUNTY MECHANIC SCHOOL SHOP HOME Mammoth Spring Fulton Jerry Hardin 625-3612 625-3612 895-3985 Marion Crittenden Calvin Parnell 739-5100 739-5190 739-1503 Marion Crittenden Robert Compton 739-5100 739-5190 343-2763 Marshall Searcy Norbert Novak 448-3011 448-3268 448-2566 Marshall Searcy Ray Clark 448-3011 448-3268 448-5715 Marvell Phillips Levi Prowell 829-2101 829-2381 829-2960 Marvell Phillips Lee Tate 829-2101 829-2381 338-9221 Mayflower Faulkner Buddy Huett 470-0506 470-1344 470-0060 Maynard Randolph Wendell Johnston 647-2051 647-2011 647-2229 McCrory Woodruff Jerry Morgan 731-2574 731-2574 731-5597 McGehee Desha Doyle Burke 222-3670 222-4259 367-5705 McNeil Columbia Willie Leaks 695-3342 695-3500 695-3963 Melbourne Izard Dewayne Wallis 368-4500 368-4500 368-4105 Mena Polk Phillip Williams 394-1710 394-5252 Mineral Springs Howard Sherman West 287-4747 845-4979 845-4979 Monticello Drew Billy Boyd 367-6862 367-6690 392-2220 Monticello Drew Danny Lloyd 367-6862 367-6690 367-8261 Mountain View Stone Johnny McIntire 269-3443 269-3922 269-3583 Mountain View Stone Larry Sutton 269-3443 269-3922 269-8293 Mt Vernon/Enola Faulkner Dave Smith 849-2211 849-2211 849-3120 Mulberry Crawford Keith Moore 997-1701 474-1592 Nashville Howard Dan Detar 845-3425 845-7331 845-2120 Nevada Nevada Jim Cross 871-2418 871-2418 871-2313 Nevada Nevada Eddie Heard 871-2418 871-2418 Nevada Nevada Homer Green 871-2418 871-2418 887-2422 Newport Jackson John Cooper 523-1311 523-1322 523-8261 Newport Jackson Mike Barnes 523-1311 523-1322 523-8602 Norfork Baxter Jewell Stinson 499-7193 499-7194 297-4240 Northeast Ar Greene Dub Taylor 236-2238 586-0483 239-5546 Northeast Ar Greene Rickey Norman 236-2238 586-0483 586-0463 North Little Rock Pulaski Johnny Morris 340-5150 340-5150 771-4670 North Little Rock Pulaski Jim Henry 340-5150 340-5150 753-7604 North Little Rock Pulaski Troy Tucker 340-5150 340-5150 920-8525 North Little Rock Pulaski Ray Hollister 340-5150 340-5150 812-0399 Ola Yell Elmer Padgett 489-5251 489-4169 272-4237 Omaha Boone Don Young 426-3366 426-4135 426-5447 - Ouachita Hot Spring Walter White 384-2318 384-2397 384-2251 Ozark Franklin Joe Bond 667-4118 667-2742 667-3110 Palestine Wheatley St. Francis James Moore 581-2646 581 -2246 581-2256 ARKANSAS SCHOOL BUS MECHANICS WORKSHOP  CONWAY CAREER CENTER - CONWAY, ARKANSAS - JUNE 17-21, 1996 SCHOOL PHONE NUMBERS DISTRICT CQUNTY MECHANIC SCHOOL SHOP HOME Pea Ridge Benton Carl Landis 451-8181 451-8181 451-1796 Perryville Perry George Robinson 889-2327 889-2329 662-4722 Perryville Perry Arthur Weith 889-2327 889-2327 889-2689 Piggott Clay Charles Conley 598-2572 598-3092 598-3722 Pine Bluff Jefferson Lester Johnson 543-4200 543-4271 879-0488 Pine Bluff Jefferson Cedric Bennett 543-4200 543-4271 534-4640 Pine Bluff Jefferson Kevin King 543-4200 543-4271 628-3911 Pine Bluff Jefferson Fred Bennett 543-4200 543-4271 536-7187 Pocahontas Randolph Steve Rose 892-4573 Ext. 234 892-9034 Pocahontas Randolph Robert Barnett 892-4573 Ext. 234 647-2485 Pottsville Pope Leonard Hudson 968-8101 Ext. 16 965-1436 Prairie Grove Washington Jerry Farmer 846-4213 846-4233 848-3322 Prescott Nevada Fred Davis 887-3016 887-3221 887-3918 Pulaski County Pulaski Edward Anderson 490-5760 490-5760 490-4176 Pulaski County Pulaski Thomas Pearson 490-5760 490-5760 897-4544 Pulaski County Pulaski Henry Hawkins 490-5760 490-5760 988-1890 Pulaski County Pulaski James Perdicaris 490-5760 490-5760 985-2851 Quitman Cleburne Joe Barber 589-3156 589-2731 589-3890 Randolph Co Randolph Bobby Matthews 869-2479 EXT 24 892-7673 River Valley Lawrence W.O. Watson 528-3856 528-3856 528-3887 River Valley Lawrence A.L. Bennett 528-3856 528-3856 Riverview White Windle Porter 279-0540 279-0038 323-4462 Riverview White James Gray 279-0540 279-0038 729-5692 Rose Bud White Harvey McKay 556-5815 556-5612 556-5648 Rural Special Stone LE. Martin 363-4365 948-2360 Russellville Pope Bobby Carter 968-1306 968-2906 967-4586 Russellville Pope Kenneth Lay 968-1306 968-2906 967-5784 Salem Fulton Ed Foster 895-2516 895-2419 895-4191 Saratoga Hemstead Wade Jackson 388-9262 388-9235 388-9235 Searcy White Lonnie Collins 268-6954 278-2295 Searcy White Danny Martin 268-6954 278-2295 279-3021 Sheridan Grant Terry Draper 942-2413 942-2413 337-1458 Sheridan Grant Clayton Smith 942-2413 942-2413 Sheridan Grant Ron York 942-2413 942-2413 942-8820 Shirley Van Buren Donald Bonds 723-8191 723-4251 745-4435 Shirley Van Buren Mike Hennessee 723-8191 723-4251 723-4238 Siloam Springs Benton Larry Dennis 524-3191 524-5614 524-8598 Sloan Hendrix Lawrence Joe Rone 869-2361 869-2361 869-2849 - So Conway Co Conway Tommy Cook 354-9400 354-9421 354-5837 So Conway Co Conway James Stacy 354-9400 354-9421 354-6958  - ARKANSAS SCHOOL BUS MECHANICS WORKSHOP CONWAY CAREER CENTER - CONWAY, ARKANSAS JUNE 17-21, 1996 SCHOOL PHONE NUMBERS DISTRICT COUNTY MECHANIC SCHOOL SHOP HOME Southside Independence Aldon Bell 251-2341 251-4004 251-2014 Sparkman Dallas Loyce Brazeale 678-2243 678-2243 678-2508 St. Joe Searcy Bob Grinder 439-2213 439-2213 439-2241 Star City Lincoln Tommy Weeks 628-4237 628-5951 628-1226 Stone County Stone Lanny Avey 746-4303 746-4303 447-2933 Strong Union Billy Manning 797-7322 797-2678 318-292-5234 Stuttgart Arkansas Willie Johnson 673-3561 673-7036 673-4537 Texarkana Miller Larry Anderson 772-1401 772-1281 774-0152 Texarkana Miller Chris Richardson 772-1401 772-1281 792-2195 Valley Springs Boone Charles Estes 429-5217 429-8128 743-2538 Van Buren Crawford Shaun Pinkerton 474-7942 471-3140 474-4719 Van Buren Crawford Bob Boston 474-7942 471-3140 474-6742 Van Buren Crawford Eugene Bredrick 474-7942 471-3140 474-3649 Viola Fulton Dennis Richardson 458-2213 458-2213 458-2446 Waldron Scott Ed Hawkins 637-3179 637-3332 637-2597 Waldron Scott Walter Embrey 637-3179 637-3332 637-4381 Warren Bradley Walice White 226-8500 226-8508 226-7861 Warren Bradley Jackie Hall 226-8500 226-8508 Watson Chapel Jefferson Eddie Gaston 879-0220 879-0231 535-5204 Watson Chapel Jefferson Darrell Donaldson 879-0220 879-0231 628-4938 Weiner Poinsett Bill Reese 684-2253 Ext. 25 578-2024 Weiner Poinsett Silias Phillips 684-2253 Ext. 25 684-7166 West Fork Washington Doug Cantrell 839-2231 839-2366 839-3090 West Memphis Crittenden James Ashley 735-1915 735-8220 732-0443 Westside Craighead Richard Bates 935-7503 972-1081 972-5936 Westside Craighead Homer Bishop, Jr 935-7503 972-1081 477-5511 White Hall Jefferson Barry Walters 247-2171 247-3564 247-5006 White Hall Jefferson Randy Reynolds 247-2171 247-3564 247-2188 Wynne Cross Jimmy Mitchell 238-5030 238-5033 238-3497 Wynne Cross David Moyers 238-5030 238-5033 238-2059 Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (50~~A5ee /rr.!'D GENE WILHOIT, Director, General Education Division MC\\.-,, ~  C NO: FIN-97-005 Page: 1 of2 .1111 1 8 1996 Date: July 11, 1996 Office of Dasegregation Momtonnw Forward Copies To: Superintendents, Co-Op Directors Other: Other Educational Agencies Type of Memo: Regulatory Response Required By: Optional There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Audits Index Code: DIE Rules and Regulations Governing Audit Requirements for School Districts Regulatory Authority: Ark. Code Ann. 6-11-105 (1993 Repl .) and 6-20-311 (Supp. 1995) Contact Person: Paul Blaney Phone No: 682-4258 Attached you will find the Arkansas Department of Education Rules and Regulations for Audit Requirements for School Districts. These rules and regulations are enacted pursuant to the State Board of Education's authority under Ark. Code Ann.  6-11-105 (1993 Rep!.) and 6-20-311 (Supp. 1995). Effective for the 1995-96 fiscal year, Department of Education rules and regulations regarding audit requirements for school districts provides for, as a minimum, comments on compliance with provisions listed in Ark. Code Ann.  6-1-101 (Rep!. 1993 ). In addition, comments on compliance are also specified for certain other financial laws or regulations designated by the Department of Education. According to section 3.04.2 of the rules and regulations, school districts whose audits will not be conducted by the Division of Legislative Audit, must obtain a list of these other compliance items not listed in Ark. Code Ann.  6-1-101 from the Department of Education before contracting for an audit. The contract for audit services must include these additional compliance requirements. Form OCI 95-96, which is a list of the applicable laws and regulations not specifically addressed in Ark. Code Ann.  6-1-101 (Rep!. 1993), is attached. This list is not Director's Memo No. FIN-97-005 July 11, 1996 Page 2 of2 to be construed so as to exclude performance of other audit procedures deemed necessary under professional auditing standards. Form OCI 95-96 will be updated on an annual basis to reflect changes in legislation and/or ADE rules and regulations. Section 3.04.2 of the rules and regulations requires that the contract for audit services includes that, upon request by the school district, such documentation shall be supplied to the district. Thus facilitating the further requirement that, if requested, the school district must furnish such documentation to the Department. In conjuction, the Department has developed a worksheet to be used in order to calculate the 70% of net current revenue minimum teacher's salary requirement, as set forth in Ark. Code Ann. 6-20-307 (Supp. 1995). The worksheet must be incorporated as a part of the auditor's working papers and be available to the Department upon request. Copies of the 70% teacher's salary requirement worksheet can be obtained by calling or writing the Department of Education, Local Fiscal Services Division. Districts should note that Ark. Code Ann. 6-1-101 (1993 Repl.), along with form OCI 95-96, provides a list of certain state laws with which all school districts must comply. 1.00 ARKANSAS DEPARTMENT OF EDUCATION RULES AND REGULATIONS AUDIT REQUIREMENTS FOR SCHOOL DISTRICTS REGULATORY AUTHORITY .'t.\n,/ 1.01 These regulations shall be known as Arkansas Department of Education Re:~~\u0026gt; governing audit requirements for school districts. 1.02 These regulations are enacted pursuant to the State Board Education's authority under Ark. Code Ann.  6-11-105 (1993 Repl.) and 6-20-311 (Supp. 1995). 2.00 PURPOSE 2.01 The purpose of these regulations is to describe reporting and audit requirements for Arkansas school districts. 3.00 SCHOOL DISTRICT AUDIT REQUIREMENTS 3.01 3.02 Annual Audits 3.01.1 The accounts of all school districts shall be audited annually by the Division of Legislative Audit or other certified public accountant. Filing of Audit Reports. 3 .02.1 For audits not conducted by the Division of Legislative Audit, the school district shall file a copy of the district's audit report with all findings, comments and recommendations, including all management letters, with the Arkansas Department of Education within thirty (30) days of receipt of the audit. Within the same time period, the school district shall also file these reports and attachments with the Division of Legislative Audit. Audit reports should be sent to the following addresses: A. Director B. Arkansas Department of Education #4 State Capitol Mall Little Rock, AR 72201 Legislative Auditor Division of Legislative Audit Room 172, State Capitol Little Rock, AR 72201 ADE 032-1 3.02.2 For audits conducted by the Division of Legislative Audit, audit reports with all findings, comments and recommendations, including all management letters shall be made available to the Arkansas Department of Education upon presentation of the audit report to the Legislative Joint Auditing Committee. 3.03 Federal Program Compliance. 3.03.1 Each audit report shall reflect a determination of, and report on: A. Compliance with requirements applicable to federal programs identified in the Schedule of Federal Financial Assistance for the audit year\nand B. Whether the school district has an internal control structure to provide reasonable assurance that it is managing federal assistance programs in compliance with applicable laws and regulations, in accordance with Office of Management and Budget (0MB) circular A-128, Audits of State and Local Governments, or other applicable guidance. 3.04 State Program Compliance. 3.04.1 The school audit report shall include, as a minimum, comments on substantial compliance with the provisions listed at Ark. Code Ann.  6-1- 101 (Rep!. 1993) that are in effect for the audit period. 3.04.2 In addition, school audit reports shall include comments on substantial compliance with certain other financial laws or regulations designated by the Department of Education. 3.04.3 For audits not conducted by the Division of Legislative Audit, a school district shall obtain a list of the above mentioned laws and regulations from the Department of Education before contracting for the audit. The contract for audit services shall include these additional compliance requirements. The contract shall also include that, upon request by the school district, documentation evidencing compliance or noncompliance with the provisions mentioned in section 3.04.1 and 3.04.2, shall be supplied to the school district. If requested, the school district shall furnish a copy of these working papers to the Department of Education. 3.05 Accelerated Audits ADE 032-2 3.05.1 If the current year school district's audit report reflects expenditures exceeding total available revenue for the combined Salary, Operating, and Debt Service Funds for the school year, the school district shall provide that the school audit for the next year be started by September 30. 4.00 PRESENTATION OF AUDIT REPORTS. 4.01 Audit reports, along with accompanying comments and recommendations shall be reviewed at the first regularly scheduled school board meeting following receipt of the audit report if the audit report is received by the school board prior to ten (10) days before the regularly scheduled meeting. If the audit report is received by the board or governing body within ten (10) days before a regularly scheduled meeting, the audit report may be reviewed at the next regularly scheduled meeting after the ten-day period. 4.02 Each school board shall take appropriate action relating to each finding and recommendation contained in the audit report. The minutes of the board or governing body shall document the review of the findings and recommendations and the action taken by the school board. ADE 032-3 OTHER COMPLIANCE ITEMS NOT ADDRESSED IN ARK. CODE ANN. 6-1-101 (As Provided In Section 3.04.2 Of The Department Of Education Rules And Regulations Regarding Audit Requirements For School Districts) CODE 6-13-701 \u0026amp; 6-17-918 (Supp. 1995) 6-20-222 (Supp. 1995) 6-20-409 (Supp. 1995) 6-21-301 through 6-21-305 (Rep!. 1993) 19-11-259 \u0026amp; 22-9-20 I through 22-9-203 17-15-302 18-44-503 6-5-303 (Rep!. 1993) 6-13-620 (Supp. 1995) 6-17- I 00 I (Supp. 1995), 6-20-307 (Supp. 1995) \u0026amp; - 6-20-319 (Supp. 1995) 6-20-412 (Rep!. 1993) 6-13-628 (Rep!. 1993), 6-21-60 I (Rep!. 1993) \u0026amp; 6-21-603 (Rep!. 1993) 6-17-1201 through 6-17-1208 (Rep!. 1993) \u0026amp; 6-17-1301 through 6-17-1308 (Rep!. 1993) 6-13-604 through 6-13-616 (Rep!. 1993) 6-20-120 I through 6-20-1215 (Supp. 1995) 6-13-619 (Supp. 1995) 26-80-110 NOTICE DESCRIPTION Powers and Duties-District Treasurer Collateralization Requirement for Deposits of School Funds Petty Cash Funds. Bid Requirements and Purchasing Procedures Requirement of Architect on Projects over $100,000. Construction Bond Requirement Educational Excellence Trust Funds Powers and Duties-School Districts Minimum Teacher's Salary Requirements Nonrecurring Salary Payments Related Pat1y Transactions Sick Leave Provisions for Teachers and Other Employees Number of Board Members, Vacancies, Appointments, Etc. Commercial Bonds Required Regular Board Meetings Current Expenditures Tax The above list is not to be construed so as to exclude performance of other audit procedures deemed necessary under professional auditing standards. This list is prepared as a supplement to the Department of Education Rules and Regulations regarding Audit Requirements for School Districts. It details certain legal statutes, in addition to those referenced in ACA 6-1-101 (Rep!. 1993), that all School Districts must comply with. Form: OCl9596 ADE Memos - Received 7-23-96  Public Hearing Proposed Rules and Regulations Governing the Distribution of District Fiscal Crisis Relief  School Funds Rules and Regulations Governing the Distribution oflsolated Funding  Summer Program Administration  School Funds/Types of Funds State Equalization and Trust Fund Aid Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION C RE ~ff' ~ CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 b~ V tt\nU GENE WILHOIT, Director, General Education Division NO: FIN-97-0 I 2 .1111 2 2 l996 Page: 1 of 1 omce of D868Qregaiion MonitonnQ Date: July 18, 1996 Forward Copies To: Superintendents, Co-Op Directors Other: Educational Agencies Type of Memo: Informational Response Required By: Optional There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Public Hearing Index Code: BEE Proposed Rules and Regulations Governing the Distribution of District Fiscal Crisis Relief Funds Regulatory Authority: Ark. Code Ann.  6-11-105 (Repl. 1993) Ark. Code Ann.  6-20-305 and 311 (Supp.1995) Contact Person: John Kunkel Phone No: 682-4258 NOTICE: The Arkansas Department of Education, Finance and Administration, will hold a public hearing on Proposed Rules and Regulations Governing the Distribution of District Fiscal Crisis Relief Funds. The public hearing will be held Tuesday, July 30, 1996, at 10:00 a.m. in the Auditorium of the Arch Ford Education Building, Little Rock, Arkansas. Copies of the proposed rules and regulations are attached. Written comments from the public will be accepted until 4:30 p.m. July 30, 1996. Comments should be sent to: Arkansas Department of Education Attn.: John Kunkel, Coordinator Local Fiscal Services #4 Capitol Mall, Room 202-A Little Rock, Arkansas 72201 Arkansas Department of Education Proposed Rules and Regulations Governing the Distribution of District Fiscal Crisis Relief Funds. 1.00 Regulatory Authority 1.01 These regulations shall be known as Arkansas Department of Education Rules and Regulations Governing Distribution of District Fiscal Crisis Reiief Funds. 1.02 These regulations are enacted pursuant to the State Board of Education's authority under Ark. Code Ann. 6-11-105 (Repl. 1993) and Ark. Code Ann. 6-20-305 and 311 (1995 Supp.) 2.00 Purpose 2.01 It is the purpose of these regulations to provide a method to determine which school districts are eligible to receive School District Fiscal Crisis Relief funding and how those funds are to be distributed. 3.00 Definitions 3.01 ADM: the total number of days attended plus the total number of days absent by students in grades kindergarten through twelve (K-12) during the first three (3) quarters of each school year, divided by the number of school days actually taught in the district during that period of time rounded to the nearest hundredth. 3.02 Assessment per ADM: the 1995 Total Assessment collectable in 1996 divided by the 1995-1996 ADM. 3.03 Base Millage: twenty-five (25) mills excluding mills required to service debt. 3.04 M\u0026amp;O Revenues for 1995-1996: the sum of Local Revenue less revenue required to service bonded debt, plus MFP A and Trust Funds (Less Isolated Aid, Consolidation Incentive Aid, Act 2 of the First Extraordinary Session of 1 994 Funding and Growth Funding), Transportation Funding, At-Risk Funding, State Teacher Retirement Contribution, State Health Insurance Contribution and, General Facilities Funding. 3 .05 M\u0026amp;O Revenues for 1996-1997: the sum of Local Revenue less revenue required to service bonded debt, plus Total State Equalization Funding per Student, General Facilities Funding, Additional Base Funding and Fiscal Crisis Relief Funds. 3.06 Required M\u0026amp;O Expenditures for 1996-1997: the following required expenditures: Classroom Teacher Expenditures, Special Education Required Expenditures, Gifted and Talented Required Expenditures, Alternative Education Required Expenditures, Vocational Education Required Expenditures\nTeacher Retirement, Health Insurance, and Salary Schedule Required Increase. 4.00 General Provisions 4.01 Any school district that believes that it has suffered adverse fiscal impact due to the implementation of \"The Equitable School Finance System Act of 1995\" shall submit an application to the Arkansas Department of Education by December 2, 1996. 4.02 This application shall be reviewed by the Committee on Adverse Fiscal Impact (hereinafter \"the committee\"). 4.03 The committee shall use all the information in the application as well as any other relevant information on file with the Arkansas Department of Education. The committee shall also have the authority to request additional information or clarifications from the school district. 4.04 The committee shall make a determination as to the eligibility of a school district for Fiscal Crisis Relief funds and the amount of those funds within ninety (90) days of the receipt of the application. 4.05 The Director of the Department of Education, upon recommendation of the Committee, may designate any school district that receives Fiscal Crisis Relief funds a Phase I Fiscally Distressed School District under the provisions of Act 915 of 1995 Rules and Regulations approved by State Board of Education. 5.00 Application 5.01 Any school district submitting an application for Fiscal Crisis Relief funds must be in compliance with the Base Millage requirements. 5.02 In the application, a school district must demonstrate that either its M\u0026amp;O revenues per ADM for the 1995-1996 school year were greater than its M\u0026amp;O revenues per ADM for the 1996-1997 school year or its increase in required M\u0026amp;O expenditures for the 1996-1997 school year were greater than its increase in M\u0026amp;O revenues for the 1996-1997 school year and that these differences in revenues or increased expenditures are solely due to the implementation of Acts 5.03 917and 1194ofl995. /\\ school district shall include with its application any and all documents that substantiate the claims in Section 5.02. These documents can include hut shall not be limited to: budgets, audits, revenue forecasts, property tax collection rates. salary schedules, documents concerning salary schedule waivers or fiscal distress. class schedules, and teacher/student class assignment schedules. 6.00 Committee on Adverse Fiscal Impact. 6.01 The committee shall consist of the following individuals: a) Deputy Director of General Education (or his/her designee)\nb) Assistant Director for Finance and Administration (or his/her designee)\nc) Associate Director for Finance (or his/her designee)\nd) Coordinator of Local Fiscal Services (or his/her designee)\ne) Director of Vocational Education (or his/her designee)\nand, 6.02 The committee shall review all applications after December 2, 1996. 6.03 The committee shall observe the following criteria in disbursing Fiscal Crisis Relief funds: a) No one school district shall receive over ten percent (10%) of the total funds available for Fiscal Crisis Relief\nb) The committee shall first review all requests for fiscal crisis relief funds due to a reduction in M\u0026amp;O revenue per ADM and fund those requests which satisfy the criteria to the extent of available funding. If additional funds are available\nthen, c) the Committee shall review applications for Fiscal Crisis Relief funds for required M\u0026amp;O expenditures, and fund these requests which satisfy the criteria to the extent of available funding. d) If funding is not available for the committee to fund the approved requests, the committee shall first give preference to districts with the lowest Assessment per ADM. e) The Committee shall not approve funding in excess of that which is made available for such purpose. 6.04 Upon the completion of the review of the applications, the committee shall forward its findings to the districts who have applied for funds. 6.05 If the committee determines that a school district is eligible and will receive Fiscal - Crisis Relief funds, those findings shall be forwarded to the individuals within the Arkansas Department of Education responsible for the disbursement of funds and for working with fiscally distressed school districts thirty (30) days following the completion of the review. If the decision of the committee is appealed, the findings shall not be forwarded. 7.00 Appeals 7.01 Within fifteen (15) days of the decision of the Committee on Adverse Fiscal Impact, a school district may submit in writing to the Director of General Education an appeal of the committee's ruling. 7.02 The Director shall immediately notify the committee that its decision has been appealed. 7.03 The Director, within twenty (20) working days, shall consider the district's appeal. Gene Wilhoit, Director .. .Arkansas DIRECTOR'S COMMUNICATION .. -----------\"\"\"\"'\"'------------------------------------ ~-, 1-\n~~~~I !1 ~ ~ ! K, ~\nKA.!?,~ S ~ ! ~. 2 t: =~ :s GENE WILHOIT, Director, General Education Division . 1111 2 2 1996 Office of Desegregation Mon\\tonng Forward Copies To: Superintendents, Co-Op Directors Other: Educational Agencies NO: FIN-97-011 Page: 1 of 1 Date: July 18, 1996 Type of Memo: Regulatory Response Required By: Optional There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: School Funds Index Code: DIB Rules and Regulations Governing the Distribution of Isolated Funding Regulatory Authority: Ark. Code Ann. 6-11-105 (Repl. 1993) and 6-20-305 (Supp. 1995) Contact Person: John Kunkel Phone No: 682-4258 Attached you will find the final Rules and Regulations Governing the Distribution of Isolated Funding. These regulations are enacted pursuant to the State Board of Education's authority under Arkansas Code Annotated  6-11-105 (Repl. 1993) and 6-20-305 (1995 Supp.). Please review the attached rules and regulations. If your school district had a 1995-96 ADM of less than 350, and you think that your district may meet the conditions and criteria in these rules and regulations, please call to obtain the required application forms. The official ADM can be obtained from Line 1 of the State Aid to School District printout. NOTE: If your district received Isolated Funding during the 1995-96 school year, you will automatically be mailed an application form. You do not need to call to obtain this information. Although the rules and regulations (Section 6.02) states that applications are due by May 15, all requests submitted by August 30, 1996, will be considered. If you have any questions or comments, you may contact John Kunkel at the above number. 1.00 Arkansas Department of Education Rules and Regulations Governing the Distribution o/ Isolated Funding Regulatory Authority 1.01 These regulations shall be known as Arkansas Department of Education Regulations governing the distribution of funding to Isolated School Districts in accordance with Section 1 of Act 1194 of 1995. 1.02 These regulations are enacted pursuant to the State Board of Education s authority under Arkansas Code-Annotated 6-11-105 (Rep!. 1993) and 6-20-305 (1995 Supp.). 2.00 Purpose 2.01 It is the purpose of these regulations to establish criteria to identify Isolated School Districts and establish criteria for the allocation of funding. 3.00 Definitions 3.01 ADM Density--is calculated by dividing the ADM by the square miles in a district. 3.02 Average Daily Membership (ADM) -- The total number of days attended plus the total number of days absent by students in grades kindergarten through twelve (K-12) during the first three quarters of the previous school year. divided by the number of school days actually taught in the school district during that period of time rounded up to the nearest hundredth. 3.03 Base Local Revenue Per Student -- If Category 1 is fully funded. the local revenue per student in the Local School District with the highest amount of Local Revenue Per Student. If Category 1 is not fully funded the Revenue Per Student to which the State equalizes calculated by taking the sum of: 3.04 3.05 (1) The total available state aid for State Equalization Funding per student: (2) Ninety-eight percent (98%) of the Base Millage times the total state assessed valuation\nand C? \\.0 (3) Seventy-five ~e~c~nt (75%) of Miscellaneous Funds collecffedl,n\nt!~e pt:\"'iou.~ year: and by d1v1dmg the sum by the total state ADM.\n:\n,~.::: ~ __ I c,-:~:: .. ::. =-\n-q J. .~ - . ' i Base Millage -- means Twenty-five (25) mills excluding mills u~ed A~~0ibtSt:rvic(:-= I\n:\n.:21-.: i::,\n-- 1 l\u0026gt;-. - :ilj Category I Isolated School District --means a school district \\lhic~!1bts~y t~~1w C/)n, . - --=- .....J :-::::: ADE 038-1 (4) of the following five (5) criteria: ( 1) There is a distance of twelve (12) miles or more by hard-surfaced highway from the high school of the district to the nearest adjacent high school in an adjoining district\n(2) A density ratio of transported students which is less than three (3) students per square mile of area\n(3) Geographic barriers such as lakes, rivers, and mountain ranges which impede travel to schools that otherwise would be appropriate for consolidation. cooperative programs and shared services: ( 4) Total area of one hundred ( 100) square miles or greater\n(5) Less than fifty-percent (50%) of bus route on hard-surfaced roads. 3.06 Category II Isolated School District--means a school district that meets the criteria in Section 3.01 and has a ADM Density ofless than 1.2. 3.07 Density Ratio -- is calculated by dividing the ADT (Average Daily Transported) by the number of square miles in a district. 3. 08 Local Revenue Per Student -- In each year ninety-eight percent (98%) of the amount ofrevenue available, whether or not collected, in a Local School District. solely from the levy of the Base Millage plus seventy-five percent (75%) of the Miscellaneous A Funds collected in the previous year divided by the ADM of such Local School W District for the previous year. 4.00 Conditions for Assistance Eligibility 4.01 School districts shall have a base millage of no less than 25 mills. 4.02 The district's budget must be prepared by the local district with Department of Education approval. 4.03 The district has an average daily membership of less than three hundred fifty (350). 4.04 The district must meet the minimum standards for accreditation of public schools prescribed by law and regulation. ADE 038-2 - 5.00 Calculation 5.01 Category I funding provided to qualifying Local School Districts from funds made available for that purpose shall be calculated as follows: (350 - Previous vear's ADM) 850 X Previous years ADM X Base Local Revenue Per Student 5.02 Category II funding shall be calculated at 50% of the Category I funding. 5.03 Category I Isolated School Districts shall receive Category I funding. - ----- - 5.04 Category II Isolated School Districts shall receive both Category I and Category II funding. 5.05 Category I shall be fully funded before Category II is funded. A funding factor shall be established by the State Department of Education to ensure that the calculation of Category I and Category II funding shall not exceed the funds made available for that purpose. 5.06 If a district's Local Revenue Per Student exceeds the Base Local Revenue Per Student, the following formula to calculate Isolated Aid will be used: (Category I funding + Category II funding) + ((Base Local Revenue Per Student minus Local Revenue Per Student) times ADM) 6.00 Application for Aid 6.01 School districts applications for Isolated Status shall be on forms provided by the Arkansas Department of Education. 6.02 Applications for Isolated Status are due by May 15, preceding the school year for which Isolated Funding is to be provided. 6.03 The Department of Education shall review all applications for isolated status to determine compliance with all eligibility criteria. 7.00 Expiration Clause 7 .01 These regulations expire June 30, 1997. ADE 038-3 I Arkansas DIRECTOR'S COMMUNICATION d?Es~1tTM[~!K.~\nKA~!?,:rd~!!,2~ GENE WILHOIT, Director, General Education Division .1111 2 2 1996 NO: CUR-97-002 Page: 1 of 1 Office of Desegregation Monitoring Date: July 18, 1996 Forward Copies To: Superintendents, Co-Op Directors Other: Summer School Directors Type of Memo: Informational Response Required By: Those Affected There are attachments to this memo. Assistant Director, Planning \u0026amp; Curriculum: Jim Boardman Subject: Summer Program Aministration Index Code: CGA Regulatory Authority: Ark. Code Ann. 6-16-703 (1993) \u0026amp; Act 348 of 1995 Contact Person: Mary Kaye McKinney Phone No: 682-5615 Enclosed is the Summer School student data form. The student data form will need to be completed and returned by August 31, 1996. This will provide the necessary child count regarding the actual number of children served as well as other data information. The only difference from last year's form is the addition of the number of students who have previously participated in summer school. A representative from the Department was scheduled to visit each summer school program across the state. Feedback from those visits were positive and indicated a lot of motivated students. Thank you and each teacher for the work effort and energy exerted to make a successful enriching experience for so many students. Please contact Mary Kaye McKinney or Shirlee Johnson at 682-5615 if you have questions regarding completion of the data form. Return form to: Mary Kaye McKinney, #4 Capitol Mall Room 401-B, Little Rock, Arkansas 72201. K-5 SUMMER SCHOOL STUDENT DAT A FORM DISTRICT _________ LEA# ___ DIST. PROVIDING SER. _ _ W=WHITE B=BLACK H=HISPANIC A=ASIAN N=NATIVE AMERICAN INDIAN GRADE # SERVED # REPEATING # RETAINED #RETAINED # SPECIAL # LIMITED # TITLE #PRESCHOOL ss ATTENDED DIDNOT ED ENGLISH I EXPERIENCE ss. ATTENDSS PROFICIENT M F M F M F M F M F M F M F M F KW KB KH KA KN IW 1B IH IA IN 2W 2B 2H 2A 2N 3W 3B 3H 3A 3N 4W 48 4H 4A 4N 58 SW SH SA SN TOTAL #RETAINED COLUMNS SHOULD BE UNDUPLICATED COUNTS RINS-07-05-005 Arkansas DIRECTOR'S COMMUNICATION -- DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 7220 I- I 071  (50 I) 682-44 75 RECr!f\\f~\"\"\"- GENE WILHOIT, Director, General Education Division ~E ft ' NO: FIN-97-013 , II/I t. :\n1996 Office Qt Desegregation Monitorma Forward Copies To: Superintendents, Co-Op Directors Other: County School Supervisors Page: 1 of2 Date: July 19, 1996 Type of Memo: Regulatory Response Required By: None There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: School Funds/Types of Funds Index Code: DIB State Equalization and Trust Fund Aid Regulatory Authority: Ark. Code Ann. 6-05-301 through 6-05-306 (Repl. 1993, as amended by 1995 Ark. Acts 1172) and Ark. Code Ann.  6-20-Subchapter 3 (As enacted by 1995 Ark. Acts 91 7 and 1194) Contact Person: Vivian Roberts Phone No: 682-4258 Enclosed is your first State Aid Printout for 1996-97. Please review this memo very carefully because of changes in the printout and funding distributions. The new funding laws of 1995 have required the Department of Education to alter the methods used to distribute state aid to school districts. We plan to use a single printout for several different sources of state aid. This first printout will only project your State Equalization Aid and Educational Excellence Trust Funds. Later, we will calculate the other items listed on lines 11-16 and line 21. At that time, the information required for those calculations will be provided (M\u0026amp;O Mills Available, State Wealth Index and lines 17-20). State Equalization Aid and Educational Excellence Trust Funds will be distributed in 12 monthly payments. Therefore, you will receive your first payment at the end of July. The remaining fund sources (lines 11-16 and line 21) are now separate appropriations and will be distributed on the following schedule: l\u0026gt;in.:ctor's Ml!mo No. FIN-97-013 Page 2 of 2 July I'\u0026gt;, l 1\u0026gt;W\u0026gt; General Facilities Funding Student Growth Funding Isolated Aid Consolidation Aid Debt Service Funding Supplement Growth Facilities Funding Additional Base Funding December November Quarterly (starting September) September September December 90%, June 10% Quarterly (starting September) The requirements for EducationafExcellence Trust Funds have changed. The Trust Fund amount on Line IO of your printout is identified so that you will know the amount necessary to satisfy the requirement that \"Local School Districts must first expend Educational Excellence Trust Funds to satisfy the Classroom Teacher salary requirement\" (Act 1172 of 1995, Section 2). Rosters will no longer be required. For audit purposes, districts should document the use of the Trust Funds to pay classroom teacher salaries. The Department of Education is working with Legislative Audit to develop a worksheet for districts to use to document the expenditure of these funds to meet this requirement. In addition to the items listed above, you will also receive Workers' Compensation funding in 1996-97. For your 1996-97 budget you should use $14.50 per ADM to calculate workers' compensation. In response to many calls we have had, you should be aware of the following: * You will not receive separate funding for Transportation, Textbooks, Vocational or Special Education Add-On Weights. * Act 280 requires that districts purchase textbooks according to State Board Rules and Regulations. ADE has been notified that districts may contact the depositories to establish a payment plan for textbook purchases. * The State Board approved the final Rules and Regulations for Expenditure Requirements on July 12. Special Education and Vocational Education will calculate those expenditure requirements for you. You will be required to calculate the expenditure requirements for classroom teacher salaries, alternative learning and gifted and talented. Your official ADM for classroom teacher salaries is on the enclosed printout. The ADM for the other two requirements, as defined in the Rules and Regulations for Expenditure Requirements, will be sent to you after a legislative review that is scheduled in August. ..,, J .... ADE Memos - Received 7-29-96  Student Transportation  School Funds/Types of Funds Rules and Regulations Governing School District Education Excellence Trust Funds  Technology Resources Satellite Instruction for the 1996-97 School Year -- Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION 4 STA'IV CA-Pf('()L Mi\\l.L  LITTLE ROCK, i\\RKi\\NSi\\S 72201 - 1071  ( .'iO I) MC-44 7.'i RECEIVF~ (,ENE WILHOIT, Director, General Education Division .1111 2 9 1996 Forward Copies To: Superintendents, Co-Op Directors NO: FIN-97-014 Page: 1 of 1 Date: July 25, 1996 Type of Memo: Regulatory Response Required By: Optional There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: School Funds/Types of Funds Index Code: DIB Rules and Regulations Governing School District Education Excellence Trust Funds Regulatory Authority: Ark. Code Ann. 6-11-105 (Rep!. 1993) and 6-20-305 (Supp. 1995) Contact Person: John Kunkel Phone No: 682-4258 Attached are the rules and regulations governing School District Excellence Trust Funds. These regulations are enacted pursuant to the State Board of Education's authority under Ark. Code Ann. 6-11-105 (Rep!. 1993) and 6-20-305 (Supp. 1995). If you have any questions or comments, please contact John Kunkel at the number listed above. Arkansas Department of Education Rules and Regulations School District Education Excellence Trust Funds 1.00 Legislative Authority 1.01 These regulations shall be known as Arkansas Department of Education regulations governing the distribution of Education Excellence Trust Funds to school districts. 1.02 These regulations are enacted pursuant to the State Board of Education's authority under Ark. Code Ann. 6-11-105 (Repl. 1993) and 6-20-305 (Supp. 1995). 2.00 Purpose 2.01 It is the purpose of these regulations to provide the method for allocation of Education Excellence Trust Funds to school districts beginning with the 1996-97 school year. 3.00 Definitions 3.01 Education Excellence Trust Funds (Trust Funds) are defined as funds made available to school districts for teacher's salaries as provided for by Ark. Code Ann.  6-5-302. 3.02 State Equalization Funding is defined as the total state equalization funding per student provided to school districts as defined by Ark. Code Ann.  6-5-303 (19) (Enacted by Act 917 of 1995). 4.00 Calculation 4.01 Calculate the percent Trust Funds are of State Equalization Funding by dividing Trust Funds by State Equalization Funding. 4.02 Calculate each district's Trust Funds by multiplying the result of Sect-i~m 4.01 times each district's State Equalization Funding. !--~ E,f,:: ~ l ,:::\n,f~ ~ I its:,.-\n. /.:J I ~~:.:. ::}2 - ,---\n::::,'(..-\n,\":::: -- -~\n' s.t-r'-J !{:\n.\\\n,' - ,' c.::,\nc,,~-1 :\n: ~~\nADE 039-1 I -- Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION , RECEIV CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-44 75 GENE WILHOIT, Director, General Education Division . I\\ II 2 9 1996 D,,.COAnrenation MonitotinQ omce ot - v ---------'-----------. Forward Copies To: Superintendents, Co-Op Directors Secondary Principals NO: CUR-97-005 Page: 1 of 2 Date: July 25, 1996 Type of Memo: Informational Response Required By: Optional There are attachments to this memo. Assistant Director, Planning \u0026amp; Curriculum: James Boardman Subject: Technology Resources Index Code: IJND Satellite Instruction for the 1996-97 School Year Regulatory Authority: State Board of Education Guidelines Adopted April, 1989 Contact Person: Dr. Charles Watson Phone No: (501) 682-4474 FAX No.: (501) 682-4886 Since 1988, the State Board of Education has endorsed the inclusion of satellite-delivered instruction in secondary schools of the state. Under the guidelines, the Department of Education is charged with supervising the programming as well as approving credit courses that are proposed for the school curriculum. Schools that currently provide satellite courses, as well as those that intend to provide one or more courses via satellite-delivered instruction, must complete the one-page Application for Satellite Instruction 1996-97 form. The providers have been advised that they should not accept registration information that does not include an approved Department of Education application. Currently, there are four approved providers of instructional programming. Each establishes different registration dates, and each has a different method for completing the registration process. Each school must register students directly with the provider. Schools interested in course descriptions and student registration information from the Satellite Education Resource Consortium (SERC) may contact the Department of Education or the Arkansas Educational Television Network (AETN) to receive materials. SERC student registration must be processed through the Department of Education. Due to the changing nature of program delivery, each school should verify that Satellite receiver equipment continues to be compatible with that used by the provider. Schools previously enrolled for courses at OSU or STEP may continue enrollment directly with those institutions . However, new schools must enroll through IDEANET. A Distance Learning Committee, chaired by Dr. Charles D. Watson, is charged with the responsibility of linking the Department with the providers of distance learning and reviewing and recommending approval of applications for credit-based courses. The committee will provide technical assistance to schools as needed to assure quality instructional programs through this medium. Applications will be reviewed as they are received, and a copy of the approval will be returned to the district. Applications should be in our office no later than Thursday, August 15, 1996. Please return to: Dr. Charles D. Watson Manager, Special Projects Arkansas Department of Education #4 State Capitol Mall, Room 107A Little Rock, AR 72201-1071 \\  SATELLITE INSTRUCTION 1995 - 96 Application Form Arkansas Department of Education Please type application information School District ------------------------------------------- Address ----------------------------- County ------------- Zip --------------- Superintendent Telephone _________ _ School Coordinator __________________ _ Telephone ________ _ Do you presently have a dish and receiver equipment? Yes ___ No __ _ List each course to be offered, the program source, the classroom facilitator and the social security number of the facilitator. PROGRAM NUMBER FACILITATOR FACILITATOR'S COURSE SOURCE STUDENTS SS# Any change in course or facilitator should be provided to the Arkansas Department of Education on or before September 1, 1995. Did your district participate in satellite instruction during 1994-95? Yes __ _ No _ _ Please return this form on or before August 1, 1995, to: Dr. Charles D. Watson, Manager, Special Projects, Arkansas Department of Education, 4 State Capitol Mall, Room 107-A, Little Rock, AR 72201-1071. ASSURANCES 1. Teachers/classroom managers will participate in an in-service training to learn about equipment, course organization and classroom management. 2. The district is unable to employ a certified teacher(s) to teach the course(s) used to meet the Standards. 3. Enrollment in the oourse(s) does not exceed requirements of the Standards. Date Superintendent A ------------For S-EA -Use O-nly ----------- 1 Approved Reviewed by: I === Disapp,=:: Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 GENE WILHOIT, Director, General Education Division 'NO: CUR-97-003 Forward Copies To: Superintendents, Co-Op Directors Other: GIT Supervisors GIT Coordinators Page: 1 OF 1 Date: July 25, 1996 Type of Memo: Administrative Response Required By: All Assistant Director, Planning \u0026amp; Curriculum: Jim Boardman Subject: Gifted and Talented Education Index Code: IHBB Application for Program Approval Regulatory Authority: Ark. Code Ann. 6-20-317 (a)(2) (Repl. 1993) Contact Person: Ann M. Biggers Phone No: 682-4224 Director's Communication No. CUR 96-097 dated June 20, 1996 erroneously requested that an application for funding for the 1996-97 gifted/talented program be submitted to the Arkansas Department of Education by October 1, 1996. Since no separately identifiable funds for gifted and talented programs will be distributed during the 1996-97 school year, this application is not necessary. The only information currently being requested is the Schedule 2 Program Description page and the 1995-96 Final Report (ADE Form SPED-03-004R) which was printed on blue paper in the June 20 memo. Your 1995-96 Program Evaluation Report is still to accompany the Final Report. Please use the cover form when you send in your information so we can maintain current records for each school district. We hope you were not seriously inconvenienced by the first mailing. For those of you who have already submitted budgets we will simply disregard them. If we can be of any assistance, please do not hesitate to contact us. Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION V RECEI ~. WE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 C_Jl GENE WILHOIT, Director, Genera'. Education Division JUL 2 9 1996 Office of Desegregation Monitormij Forward Copies To: Superintendents, Co-Op Directors 'NO: FIN-97-015 Page: I of I Date: July 25, 1996 Type of Memo: Informational Response Required By: All There are attachments to this memo. Assistant Director, Finance \u0026amp; Administration: Dr. Bobbie Davis Subject: Student Transportation Regulatory Authority: N/ A Contact Person: Spence Holder Index Code: EEA Phone No: 682-4264 The attached information was forwarded to the Arkansas Department of Education via certified mail - return receipt requested by the U.S. Department of Transportation, National Highway Traffic Safety Administration. You are requested to read the recall listing and take corrective action on all buses in the district's bus fleet that are affected by the recall. Please notify the contact person above if any additional assistance is needed. US Deportment of Tronsportot1on National Highway Traffic Safety Administration CERTIFIED MAIL RETURN RECEIPT REQUESTED Mr. Spence Holder, Coordinator School Transportation Department of Education #4 Capitol Mall, Room 204-A Little Rock, AR 72201 Dear Mr. Holder: JUL I I 1996 400 Seventh Street. SW Washington. DC 20590 NSA-lllwbl TAB96-001a The National Highway Traffic Safety Administration (NHTSA) is writing this letter to provide State Pupil Transportation Directors with the enclosed second annual NHTSA School Bus Safety Assurance Program Recall Listing. One purpose of the NHTSA School Bus Safety Assurance Program Recall Listing is to inform State Pupil Transportation Directors, State Transportation Inspection Program Directors, and other interested organizations of the current safety recalls involving school buses. Safety recalls involving school bus handrails are of great concern to the agency. There continue to be reports of children snagging articles of clothing on the handrails as they exit the bus. The tragic consequences of not having the handrail recall remedy work completed on all involved school buses was again demonstrated by the death of a 14 year old Irvington, New York girl on February 8, 1996. To date, defective school bus handrails have caused at least six fatalities and numerous u.J .ries. During the fall when the weather is still warm, children will be wearing their clothes loosely, increasing the likelihood of an article snagging on the handrail. State Pupil Transportation Directors are requested to emphasize to each school district the importance of immediately having all relevant handrail recall remedy work completed on all involved school buses. NHTSA strongly recommends that a copy of the School Bus Safety Assurance Program Recall Listing be forwarded to each school district. In addition, the agency is requesting each State Pupil Transportation Director to encourage all state school districts to develop and implement a program that would ensure that all out-standing recall remedy work is completed on each school bus within the district's fleet during the summer vacation maintenance period. School buses owned and/or operated by contractors should also be advised of the safety recalls and provide assurances to the state/district that all recall work is completed. ~~~~~' SAFETY BEL TS SAVE LIVES AUTO SAFETY HOTLINE (800) 424-9393 Wash D.C Area (202) 366-023 School buses remain one of the safest forms of transportation in the United States. The success of the School Bus Safety Assurance Program is dependent on the willingness of each of us concerned with the transportation of children to review the enclosed recall listing and make every effort to ensure that buses within their purview are corrected during the summer vacation maintenance period. 2 If you have any questions concerning the School Bus Safety Assurance Program, please contact either Mr. Bill Lewis or Mr. Jon White of my staff at (202) 366-5227 or by facsimile at (202) 366-7882. If you have any questions concerning a specific recall campaign, please call the involved manufacturer at the phone number given in the recall listing or call NHTSA' s Auto Safety Hotline at (800) 424-9393. Sincerely, ~ Enclosure: School Bus Safety Recall Campaign Listing Kathleen C. DeMeter, Director Office of Defects Investigation Safety Assurance _-------_--- 5,-,.,.., 4 ..._ ---_-_-_- .._,.. People Saving People SCHOOL Bus SAFETY ASSl1RAi~CE PROG~l RECALL LISTING: JAf,rUARY 1991 TI-IROlTG H JtTNE 1996 National Highw'!_v Traffic Safety Administration Washington, D.C. 20590 Auto Safety Hotline 800-424-9393 Wash. D.C. area 202-366-0123 S!\nHOOL IL RECALL LISTING J!lll!IE 1226 FROMJANU ARY 1991 THROUGH . OGRAM SSAFETY ASSURANCE PR TABLE OF CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Special Section School Bus Handrail Recalls Handrail Recall Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Handrail Inspection Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Handrail Recall Listing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 School Bus Vehicle Recalls Amtran . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Blue Bird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Carpenter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Coach \u0026amp; Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Collins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Crown Coach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Eldorado National . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Ford . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 GM ............................\n........................ 19 Gillig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Girardin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 LES Entreprises/Corbeil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Navistar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Oshkosh .................................................. 23 Spartan ................................................... 24 Superior/United Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Sturdicorp . . . . . . . . . . . . . : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Thomas Built . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Transi-Corp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Van-Con .................................................. 29 Wayne ................................................... 29 School Bus Equipment Recalls Carpenter , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Ferodo ................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Hercules Engine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Kinedyne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Lomar ................................................... 33 Webasto Heater ............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Wells Aluminum . . . . . . . . . . . . . . . . .\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"gsl_borm_borm1996-1997","title":"Minutes, Board of Regents, 1996-1997, July 1, 1996-June 30, 1997","collection_id":"gsl_borm","collection_title":"Board of Regents of the University System of Georgia Meeting Minutes, 1932-2005","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Board of Regents of the University System of Georgia"],"dc_date":["1996-07-01/1997-06-30"],"dcterms_description":["Meeting minutes and agendas of the Board of Regents of the University System of Georgia. 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Department of Education"],"dc_date":["1996-06-15"],"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":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","Education--Evaluation"],"dcterms_title":["Arkansas Department of Education's Semiannual Monitoring Report, Volume 3"],"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/262"],"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\nG ECOE CYCLE V MONITORING REPORT 642 ECOE MONITORING REPORT UPDATE: In the last monitoring report on the ECOE Cycle V schools, twenty-one schools within the three Pulaski County school districts were included. These were all to be schools which were assigned to Cycle V of the ECOE school improvement process. Please note that Pulaski Heights Elementary School was one of the schools reported to be in Cycle V. In actuality. it should have been Pulaski Heights Junior High School that was included in the February, 1996 monitoring report. Pulaski Heights Junior High School is a Cycle V ECOE school while Pulaski Heights Elementary School is a Cycle I ECOE school and should be reported in the 1996-97 monitoring reports. A report on the progress of Pulaski Height Junior High School in ECOE Cycle V is included in this document. CYCLE V PROGRE REPORT: During the spring semester of 1996 the Cycle V ECOE schools finalized the school improvement plan in preparation for the upcoming external team visit. Final decisions were made at the building level utilizing teaming acti,ities. The final document was submitted to the appropriate district office for printing or printing was done at the building level. The school improvement document wa then mailed to all team member for perusal prior to the external visit. A copy of the impro\\'em nt plan for each of the ECOE Cycle V school is included with thi report. The completion of the team vi it and the ubmitting of the team report to each choo] places the school at th implem ntation tag for trategies created through the ECOE proc ~. A copy of the improvem nt plan for each of th ycle V ECOE school is on file at th AD . TEAM VI IT External team ,, re e tabli. hed during the foll and pring in preparation for late spring \\'i it date . Team compo ition g nerall) included a chairp r on from the rkan as Department of Education. cla ro m teacher.' and r pre entatiYe from ollege and l 1niversitie . Th teams gen rally c n i t d of fi, e member'. Team re pon ibilitie during th two da  \\'i it included peru al of the accumulat d data at the chool ite. inter\\'iew with variou steering committe memb r and cla r om vi itation. orth entra] ssociation guidelin s and standard V\\ ere reviewed during the team vi it a w 11 a a ment of the chool impro ement proc r ferr d to as ECOE. The major re ult of the t\\\\ da ,t ma] t am \\'i it , a a writt n report generat d by th t am ba ed on the ob rvati n mad during th vi it. This \\vritt n report contain tr ngth and recommendation of th ch I impr ,, m nt proce plu a narrati e that incorporat th chool improvement proce . th t am vi it acti, itie and th crit ria. Thi writt n report i mai 1 d to th appropriate up rint ndent a ,, ell a each eparat chool withing thirty w rking day of the t am \\'i it. c P) f th team , i it r p rt for each f th ycle cho I i includ d in thi docum nt. 643  DATA UTILIZATION: Each Cycle V school collected data in preparation for making decisions in the school improvement process. Three types of data ,\nvere used in this process. Those data types were perceptual, archival and achievement. A perceptual instrument was utilized by each school in the data collection process. Students, parents and teachers were surveyed in order to gather information about cunent perceptions of stakeholders of each particular school. Needs assessments were conducted based on the results and interpretations of these data types. Decisions as to potential strategies to address identified needs were made utilizing teaming methods and were based on data findings. brainstorming activities and current educational research. Each school ECOE improvement plan included narratives that describe the data and how they were utilized in the decision making processes. References to various data types and uses are generally found in several places within the school improvement document. The most notable data reference are found in the school profile or review of data and in the four target narratives. 644 AMBOY ELEMENTARY SCHOOL :!\\ORTH LITTLE ROCK SCHOOL DISTRICT ~ORTH LITTLE ROCK, ARKANSAS 72118 FEBRUARY 20 - 21, 1996 REPORT OF THE NORTH CENTRAL ASSOCIATION/ EXTE\\TIED CO~1PREHENSIVE OUTCOMES EVALUATION Submitted to: !\\1r. James Smith, Superintendent March 25, 1996 Ms. Beverly Kelso Principal, Amboy Elementary School Copies to: Dr. Emma Bass NCA State Director Mr. Frank Anthony Assistant Director, ADE Mr. James A. Hester Co-Coordinator, Field SerYices Ms. Suzy Shaunfield Steering Committee Chairperson Compiled by Mr. Bob Paulovich Field Services Specialist 645  NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION FEBRUARY 20 - 21, 1996 AMBOY ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. BOB P AULOVICH, GENERAL CHAIRPERSON Mr. Ron Looper, Chairperson Staff Development Specialist Little Rock School District 600 South Ringold Little Rock, Arkansas 72201 Mrs. Ann Biggers Administrator of Gifted Programs Arkansas Department of Education #4 State Capitol Mall= Room 105-C Little Rock, Arkansas 72201 Dr. Bob Lump kins Professor of Elementary Education Henderson State University P.O. Box 7644 Arkadelphia, Arkansas 71999 646 Mrs. Donna Brown Teacher Perrin Elementary School 1201 Smithers Drive Benton, Arkansas 72015 Mr. Dean Burbank Collegeville Elementary School Bryant School District 200 Northwest 4th St. Bryant, Arkansas 72022 FOREWORD On February 20-21, 1996 five rcprc ntatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Amboy Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE) State Committee that the observations and recommendations included in this report will assist the faculty and administration of Amboy Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the school's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement team's conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Amboy Elementary NCA/ECOE Steering Committee staff, administration, students. board, and community representatives for a superb two-day visit. The students and staff were most courteous, informative, and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this NCA/ECOE team visit valuable through the process utilized and the School Improvement Plan de eloped to meet the needs of all the students at Amboy Elementary. 647 CHAIR SUMMARY: VISITING TEAM REPORT Amboy Accelerated Elementary School is located in a neighborhood setting, two blocks from McArthur Drive. It is one of fifteen elementary schools in the North Little Rock School District. The school population of 400 students which is very mobile with 20% of the students being bused from other neighborhoods. The racial makeup of the school is 53% black and 47% white. The staff consists of the principal. a half-time assistant principal, 21 certified staff members, and 21 non-certified. The school plant and grounds seemed to be well utilized to encompass the school population and programs. Modifications have been made in the building to provide a more structured environment for the teaching learning process. The NCA/ECOE Self Study Process which began in February of 1995, actually became an extension of the Accelerated School Problem Solving Model. As they began looking at the ECOE process, the faculty found a direct correlation between the frameworks of both. Teams were already in place from the Accelerated Program in which they called cadres.\" These teams began working in the target areas as a part of the school improvement process. The following targets were selected for improvement: 1. School Climate\n2. Parent and Commuruty Involvement\n3. Clear School Purpose: and 4. Monitoring and Assessment of Student Achievement. They began with the review of the mission statement and ex:1.mined it to find the degree to which it met the philosophy and beliefs of the schools constituents. Within the accelerated program, achievement data collection and analysis had already begun. The data was broken down and graphed by student populations of black males, white males, black females, and white females. The progress of the district was also charted as a means of identifying needs. The perceptual data was categorized by combining strongly agree and agree scores in one category, and strongly disagree along with disagree scores in another. The perceptual data was used as a means of support for selecting the targets. A vast amount of archival data was also used in the process. The staff interviews and meeting notes indicated that all members of the school were involved in the school improvement process. There was evidence throughout the school improvement plan that the vision was the driving force for Amboy Elementary School and Community. 648 District Recommendations There are none to report at this time. School Improvement Recommendations: 1.  The Committee recommends the identification of specific actions designed for the subpopulations. 2. The committee recommends that a specific person (position) be identified to be responsible for completing the action. 3. The sidewalk between the portable building and the main building needs a guard over the gutter drain. 4. Replace the tile that is cracked. 5. Medications need to be in a locked area. 649 SCHOOL CLIMATE Strengths: 1. Repairing the parking lot and installing new lighting facilitates better access to the school and promotes a safe physical environment. 2. The staff of Amboy Elementary has promoted a love for reading through the \"Read Me A Rainbow\" program. 3. An intervention class has been established to eliminate distractions in the regular classroom. This program is a means of in-school suspension. Recommendations: 1. Resources, such as PT A funds and fund raisers,needs to be pursued to further improve the playground and any other area the faculty chooses to aesthetically improve. 2. Involve grandparents~ parents, and students, along with the teachers. in choices concerning aesthetic improvements in the school. 3. In-service training should be given to all the noncertified staff involved in lunch or recess supervision dealing \\Vith behavior problems and proper management of students. PARE T AND COMMUNITY INVOLVEMENT Strengths: 1. A number of special programs have been implemented along with plans for additional programs which have the potential of informing and involving parents and the community (For example, DARE, STARS, VIPS, CHAMPS, READING RECOVERY, READING RAINBOW). 2. The availability of extension telephones in each major area of the school facility facilitates better teacher-parent communication. 3. A monthly newsletter is sent to parents during the school year which provides parents with information relative to school events, special programs, etc. 4. Student work displayed throughout the school plant demonstrates an emphasis on learning and achievement on how parents and community leaders visit the building. 650 5. Teachers, students. and staff personnel demonstrate pride in their school by the general cleanliness of the facility and visual displays. Recommendations: 1. The parent information center has the potential of providing a viable service to parents, but additional planning may be needed relative to its physical location. 2. An ad hoc committee composed of teachers, parents, community, and business leaders should be formed to re-examine the proposed plan for piloting.the teacher-parent communication system. 3. The five year plan may need revising after the 1996/1997 school term. For example, action #2 on page 31 addresses a school wide behavior plan which should be moved to year two or three. 4. Continued efforts should be made to alleviate bus and automobile traffic flow problems. A comprehensive plan may require the construction and/or development of additional parking areas. The plan should also address adding loading and unloading sites for buses and automobiles. 5. Teachers, students. and parent volunteers may assume the responsibility for publishing the monthly newsletter. 6. The school plant appears to be due for routine maintenance and repair. This may include painting (interior and exterior) replacement of missing floor tiles, etc. CLEARS CHOOLP URPOSE Strengths: 1. It is very evident that the school's improvement plan (Clear School Purpose) was well planned. Teachers, students and parents were involved in the planning, surveying and carrying out the whole process of the plan. 2. Campus mission statement and motto was posted throughout the building. Students were involved in activities to learn what the mission of the campus was by: Making announcements on the speaker, writing assignments, what Amboy means to me, classroom discussions, taking the mission into parts and letting students tell what it means, (plays, role playing) and going over it at PT A meetings. 3. The staff was involved in every aspect of the ECOE plan. Data gathering began in 1994 and analyzed by the staff in 1995. 651 3. A monthly newsletter is written to inform parents of the mission, current affairs, projects, etc. Recommendations: 1. The improvement plan actions should be reviewed yearly to determine if actions in years two - five could be moved up. 2. Campus mission statement should be large enough to be visible and readable. 3. Prepare a system of orientation for new parents/students to familiarize parents/students with the mission of the campus, programs, curriculum, volunteer opportunities, campus schedules, etc. MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The infusion of the many varied reading~ math, and writing activities into all aspects of the curriculum helps stimulate motivation of students and makes curriculum relevant. 2. Using other materials and pieces of literature beyond the district reading text to teach reading and its connectedness to all aspects of the curriculum is commendable. 3. The enthusiasm and dedication of faculty can be seen throughout the entire school. Recommendations: 1. Explore specific instructional strategies, such as the Shared Inquiry Method, of discussing literature from the Junior Great Books Program that could add to the success of the reading program. 2. To better meet the needs of all students, consider in-service on Learning Styles for all faculty and staff. 3. Contact a specialist from higher education and/or Arkansas Department of Education for a variety of ideas that have proven sound for increasing reading scores\ntherefore decreasing disparity. 4. Review the literature to analyze what other schools with similar concerns have done to help alleviate the problem of disparity in similar areas. 653 Perceptual Survey Use: Amboy Elementary School Amboy Elementary School analyzed the perceptual data and noted the following weaknesses: Only 55% of the parents felt the building and grounds were in good repair. Parents and students did not understand the vision and School purpose of Amboy. Parents did not understand or promote the instructional program. More motivational speakers were needed. As a result, the following outcomes and actions were developed: To improve parent and student perceptions concerning an attractive and inviting  campus. Students. staff. and community will increase understanding of and respect for Amboy's vision. To increase parental involvement in instructional programs. Contact community organizations for motivational speakers. 654 (J'\\ V1 V1 14 ELEMENTS IN THE ALLEN LETTER I. E idence that policie , procedures, rules and regulations are developed and implemented to facilitate de egregation. AMBOY ELEMENTARY: NLRSD STRATEGIES TO ADDRESS EVIDENCE IN ECOESCHOOL IMPROVEMENT PLAN SITE VISITS ANNOUNCED A. Is Acti\\ ity Taking Place? B. Available Evidence A. Yes B. Document/Record Principal's Interview SITE VISITS UNANNOUNCED A. Is Activity Taking Place? 8. Available Evidence A. Yes B. Document/Record Principal's Interview Vl ' ' 2. Evidence that plan related to reducing achievement disparity between black and nonblack students are progressi ely successful. [mplement portfolio assessments, pp.18-19 Implement '\"Reading Across the Curriculum\". p.22 Develop reading incentives. p.23 Establish tudcnt author center, p.23 Provide behavioral rewards. p.13 Re earch factors contributing to absenteeism. p.15 Implement a parent student and teacher contract for homework completion, p.27 Invite guest speakers for special interest groups, p.27 Inform parents of student ' behavior on a consistent basis, p.31 A. Yes A. Yes B. Document/Record B. Document/Record Principal\"s Interview Principal' s Interview O\"\\ VI -.....J \"I .) . 4. 5. 6. E idence that student as ignments to schools, classes and programs at each organizational le el are made without bia. Evidence that staff development days authoriz d as a re, ult of the Agreement are u ed to facilitate the d egregation process. E idence that travel time to and from school I not disproportionate among black and nonblack students and the percentage of black students transported for de egregation is not significantly greater than the percentage of non-black students transported for de gregation. Evidence that guidance and counseling is designed to meet the needs of a diverse tudent population. A revie\\v of grouping practices Student Profile ( comp ed. special ed. honor roll. gifted math students. Chapter I students. and summer School students). p.3 Encourage all staff members to attend K-4 Math Crusade, p.15 Test all students for Early Prevention of chool Failure, p.15 A . Yes A. Yes B. Document/Record B. Document/Record Principal's Interview Principal' s Interview A. Yes A. Yes B. Document/Record B. Document/Record Principal's Interview Principal's Interview A. Yes A. Yes B. Document/Record B. Document/Record . A. Yes A. Yes B. Document/Record B. Document/Record Observation O'\\ V1 co 7. Evidence of internal procedures for ensuring that materials for appra1 smg or counseling students are non-discriminatory. A. Yes B. Document/Record Vl ' \\.0 8. Evidence that curricular content and instructional strategies are uti I ized to meet the diver e needs of the student population erved. Implement a parent student and teacher contract for homework completion. p.27 Invite guest speakers for special interest groups. p.27 Promote a Parent Week. p.29 Encourage all staff members to attend K-4 Math Crusade. p.15 Extend Reading Recovery to include students in K-3. p.15 Establish a bulletin board to highlight parental involvement. p.29 Familiarize parents with appropriate books/reading material . p.30 Research factors that contribute to students scoring in the lowest quartile. p.15. Examine literature for strategies in reading and writing that would affect disparity. p. 16 A. Yes A. Yes B. Document/Record B. Document/Record Principars Interview Principal' s Interview (J'\\ (J'\\ 0 9. 10. 11. Evidence that personnel I recruited, employed and assigned in a manner to meet the goals of a de egregating school di trict. E idence that procedures related to extracurricular and cocurricular acti ities arc developed and implemented to identify and eliminate conditions that result in participation that is disproportionate to the tudent population. E idence of diverse repre entation on appointed district wide and chool-based committees. A. Yes A. Yes B. Document/Record B. Document/Record Principal's InterYi w Principal' s Interview A. Yes A. Yes B. Document/Recor=l B. Document/Record A. Yes A. Yes B. Document/Recor B. Document/Record Principal' s Intervi w Principal s Interview (J'\\ (J'\\ t--' 12. 13. 14. Evidence of efforts to ensure that parent attendance at school functions is not disproportionate to the student population. Evidence of success related to Majority to Minority transfers Evidence that magnet schools are an effective i nterdistrict remedy for racial balance. Written invitations to parents during School hours, p.12 Invite parents as speakers. p.25 Utilization of parent and community VIPS volunteers. p.25 Organize a parent talent show. p.26 Contact community organization for speakers. p.26 A. Yes A. Yes 8. Document/Record 8. Document/Record A. Yes A. Yes B. Desegregation Files 8. Desegregation Files A. NIA 8. NIA B. NIA Copies to: BAKER ELEMENTARY SCHOOL PULASKI COUNTY SPECIAL SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72211 APRIL 2 - 3, 1996 REPORT OF THE NORTH CENTRAL ASSOCIATION/ EXTE DED COMPREHENSIVE OUTCOMES EVALUATION Submitted to: Mr. Bobby Lester, Superintendent May 24, 1996 Ms. Ila ewberry PrincipaL Baker Elementary School Ms. Peggy Mears teering Committee Chairperson Compiled by: Mr. John 1cKinnon Field Services Specialist Dr. Emma Bas NCA State Director Mr. Frank Anthony Assistant Director, ADE Mr. James A. Hester Co-Coordinator. Field Services 662 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION APRIL 2 - 3, 1996 BAKER ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. JOHN MCKINNON, GENERAL CHAIRPERSON Mr. Bob Paulovich, Chairperson Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock. Arkansas 72201 Ms. Susan Beard, Teacher Terry Elementary School 10800 Mara Lynn Drive Little Rock. Arkansas 72211 Ms. Sue Walls Instructional Resources Center Little Rock School District 600 South Ringo Little Rock. Arkansas 72201 663 Ms. Donna Stiles, Teacher Bale Elementary School 6501 West 32nd Street Little Rock, Arkansas 72204 Dr. Jody Musgrove, Professor Center for Academic Excellence University of Central Arkansas Box 5006 201 Donaghey Conway. Arkansas 72035 FOREWORD On April 2 -3, 1996, five representatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Baker Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State committee that the observations and recommendations included in this report will assist the faculty and administration of Baker Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team. recommendations have been made to reinforce the School's conclusions prepared in the School Improvement Plan. These recommendations, in many cases. will not be new and different, but are in support of the School improvement team s conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Baker Elementary NCA/ECOE Steering Committee. staff. administration. students. board and community representatives for a superb two-day visit. The students and staff were most courteous. informative. and cooperative throughout the ,isit. The student guides certainly did their utmost to provide direction to specific areas and to assist with information. The food and various amenities provided by parent and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this CA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Baker Elementary School. 664 CHAIR SUMMARY: VISITING TEAM REPORT J. W. Baker Interdistrict Elementary School is located in western Little Rock. It currently serves students in kindergarten through sixth grade. The building was constructed in 1959, and is in excellent repair. Recently, four classrooms. a multipurpose room. and a twenty-eight station computer Jab. The Schoo] has several specialty programs. Alpha. LEAP. Extended Day Care, and an awardwinning Economic Specialty Program are all incorporated into the School day. The staff at Baker Interdistrict Elementary School consists of twenty seven percent black and seventy three percent white personnel. It includes fourteen regular classroom teachers. two re ourc t ach rs. one Alpha teacher. one LEAP t ach r. one coun elor, one media peciali t one economic specialist and several paraprofessionals. Baker Elementary School began the NCA/ECOE proces during 1994, and the process continued until April 1996, when the NCA/ECOE visiting team was on campus. The principal, Ms. Ila ewberry. appointed the steering committee chairperson, and together they selected the steering committee. The steering committee was responsible for the distribution, collection, and analysis of the perceptual. archival. and achievement data. After close examination of the archi\\'al and achie\\'ement data. the staff selected the following targets for improvement: 1. Monitoring and Assessment of Student Achievement 2. School Climate~ 3. Time on Task/Opportunity To Learn\nand 4. High Expectations. Later, four target area subcommittees were formed and each was chaired by one member of the steering committee. The faculty developed outcomes and actions during the spring of 1995. Implementation began Augu t of 1995. It is evident to the visiting team, that the steering committee provided outstanding leadership throughout the NCA/ECOE process at Baker Elementary. A high level of enthusiasm exists among staff regarding the chool 's plans for impro ement. All faculty members were in vol ed in the process. and are knO\\: ledgeable of the process and the plan. A student profile wa developed emphasizing that there is a need to reduce the disparity between black and v bite 665 students and the plan was written with the subpopulation in mind. The visiting team would like to commend the faculty for the efforts. and we realize the process was difficult and time consuming. We hope our input will help improve an already strong ECOE report. District Recommendations: There are none to report at this time. School Improvement Recommendations: 1. Being that the perceptual surveys were not made available to the staff, the visiting team strongly recommends to re-survey faculty, parents, and students and compare the results to the improvement plan. 2. The visiting team strongly recommends that during early morning planning time, students be monitored in an area other than classrooms in order to provide uninterrupted planning time. 3. Cover exposed concrete edges of the front basketball concrete for safety reasons .. 4. In order to ensure action implementation. specify a specific person responsible by position. 5. In order to have a five-year plan, continue to col1ect and analyze the data and continue to develop the School Improvement Plan. 6. The perceptual data should be available to the faculty for School improvement development. 7. Actions should be developed to a higher degree of specificity. 666 MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The staff provides for a variety of techniques, including the use of technology on a regular basis, to improve reading comprehension and Stanford 8 scores. 2. The staff utilizes a potent resource at Baker, parent volunteers. for tutoring in reading comprehension and good test taking skills. 3. The staff verifies evidence that all items listed on the time line have taken place to date. Recommendations: 1. Further refine the frequency/value of alternative measures. such as portfolios. 2. Work with media specialist. teachers. and parents to provide more media center time or alternate access to printed material. 3. Refine the prescription sheet/prescription folders to list specific strategies of concern/ instruction based on tanford 8 comprehensive reading sub-scores. SCHOOL CLIMATE Strengths: 1. The School is a safe place to work. 2. Good di cipline exi ts in clas rooms. 3. Students take pride and are proud of their School. 4. Teachers and student were on task and good learning was taking place. Recommendations: 1. An outcome for disciplin management plan could be separate from the safety and 667 security of students. 2. Continue to develop School spirit activities ongoing in years two through five. OPPORTUNITY TO LEARN/TIME ON TASK Strengths: 1. Classrooms are organized to provide instructional opportunities for a variety of learning styles. 2. Classroom disruptions are kept to a minimum helping maximize time on task. 3. The facility is attractive and well maintained, creating an atmosphere conducive to learning. 4. Cooperative learning strategies are in evidence. 5. Creative strategies for integrating economic into the curriculum are evident in most areas of the School. 6. An active Economics Education Speciali tis an obvious asset to their program. 7. The program of parents serving as tutors for students needing help in reading is commendable. Recommendation : 1. An ongoing program of staff development in integrating economics into the curriculum is needed and would be very beneficial in helping new teachers and teachers not well-versed in economic education. 2. The outcome identified on page 34 of the plan is in reality an action and is listed as action on page 36. This needs clarification. 3. The time line for this part of the plan needs serious revision. In essence, this portion of the plan has nothing beyond January 1996, and the actions listed have not been compl t d. 668 4. Specific instructional strategies should be identified to help reduce the disparity in test scores between black and white students. There strategies (i.e., peer tutoring) should be incorporated into the plan .. 5. How the actions identified on page 36 of the plan will bring about the desired goal needs to be more clearly explained. HIGH EXPECTATIONS Strengths: 1. The administrators/teachers effectively use the \"Real-Life\" Economics program to achieve the desired outcome. 2. Displays of student work were commendable. 3. Use of School-wide motivational speakers appears to be an effective tool. Recommendations: 1. Survey data that revealed concerns leading to the choice of High Expectations as a target area should be available for review. 2. Continue to enlist the aid of the faculty and staff to submit topics and motivational speakers on a monthly basis. Consider the use of a young speaker such as a high School student body president, valedictorian, etc. Younger children can be positively influenced by older children. 3. Additional actions should be developed for years two through five of the ECOE cycle. 669 a PERCEPTUAL SURVEY USE: BAKER ELEMENTARY SCHOOL Perceptual surveys were administered by the School, but the results were not used in developing the School improvement plan because, according to the School, the results were lost. 670 BAKER ELEMENTARY: PCSSD 14 ELEMENTS IN THE STRATEGIES TO SITE VISITS SITE VISITS ALLEN LETTER ADDRESS EVIDENCE IN ANNOU CED UNANNOUNCED ECOESCHOOL IMPROVEMENT PLAN 1. Evidence that policies, Revise and implement A. Yes A. Yes procedures, rules and Discipline Management Plan. regulations are developed p.19 B. Document /record B. Document/record and implemented to Principal's lnterview Principal' s Interview facilitate desegregation. 2. Evidence that plans Incentive program. A. No A. Yes related to reducing p.24 achievement disparity B. ADE Desegregation Files B. Documentation/record between black and Improve test-taking Principal's Interview nonblack students are skills, p. 30 progressively successful. 3. Evidence that student A. Yes A. Yes assignments to schools, classes and programs at B. ADE Desegregation Files B. Documentation/record each organizational level Principal' s Interview are made without bias. 4. Evidence that staff Teaching/learning styles, p.25 A. Yes A. Yes development days authorized as a result of B. Document/record B. Document/record the Agreement are used to Principal' s Interview Principal' s Interview facilitate the desegregation process. ()'I -.J N 5. 6. 7. 8. Evidence that travel time to and from school is not disproportionate among black and nonblack students and the percentage of black students transported for desegregation is not significantly greater than the percentage of non-black students transported for desegregation. Evidence that guidance and counseling is designed to meet the needs of a diverse student population. Evidence of internal procedures for ensuring that materials for appraising or counseling students are non-discriminatory. Evidence that curricular Utilize computer lab, content and instructional p.28 strategies are utilized to meet the diverse needs of Increase use of media the student population p.29 served. A. Yes A. Yes B. Document/record B. Document/record A. Yes A. Yes B. Document/record B. Document/record A. Yes A. Yes B. Document/record B. Document/record A. Yes A. Yes B. Document/record B. Document/record center. Observation Observation Conference Conference Principal' s Interview 9. Evidence that personnel A. Yes A. Yes is recruited, employed and assigned in a manner B. Document/record B. Document/record to meet the goals of a Principal's Interview Principal's Interview desegregating school district. 10. Evidence that procedures Implement Student CounciL A. Yes A. Yes related t extracurricular p.20 and cocurricular acti itics B. Document/record B. Document/record arc dev loped and Implement Student implemented to identify Ambassadors. p.20 and eliminate conditions that re ult in participation that is disproportionate to the tudent population. 11. Evidence of diverse A. Yes A. Yes representation on appointed district wide B. Document/record B. Document/record and schoo I-based Confernce committees. Principars Interview 12. Evidence of efforts to A. Yes A. Yes ensure that parent attendance at school B. Document/Record B. Document/record function is not disproportionate to the tudent population. 13. Evidence of success A. NIA A. NIA related to Majority to Minority transfers 8. No M-to-M students were B. No M-to-M students were reported reported 14. Evidence that magnet A. NIA A. NIA chools are an effective interdistrict remedy for B. NIA B. NIA racial balance. CARVER MAGNET SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72202 APRIL 22 - 23, 1996 REPORT OF THE ORTH CE TRAL ASSOCIATION/ EXTE DED COMPREHE SIVE OUTCOMES EVALUATION Copies to: Dr. Emma Bas N CA State Director Mr. Frank Anthony Assistant Director, ADE Mr. James a. Hester Co-Coordinator_ Field er ice Submitted to: Dr. Henry William , Superintendent May 24, 1996 Ms. Diane Barksdale Principal. Carver Magnet School M . Linda Amm 1 and s. Mary mith 't ering Committee Co-Chairpersons Compiled by: Mr. David Watts Field Services pecialist 675 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION APRIL 22 - 23, 1996 CARVER MAGNET SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mrs. Alice Simelton. Chairperson Arkansas Department of Education #4 State Capitol Mall. Room 301-B Little Rock. Arkansas 72201 Ms. Kim Hearn. Teacher Harris Elementary School 4424 Highway 161, North No. Little Rock. Arkansas 7211 7 Ms. Carla Batton. Teacher Boone Park Elementary School 1400 Crutcher 't. No. Little Rock. Arkansas 72114 676 Ms. Debbie Barnes, Professor University of Central Arkansas 201 Donaghey Avenue Conway, Arkansas 72035-0001 Ms. Susie Jackson. Principal Indian Hills Elementary School 6800 Indian Hills Drive o. Little Rock, Arkansas 72116 FOREWORD On April 22 - 23, 1996, five representatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Carver Magnet School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State committee that the observations and recommendations included in this report will assist the faculty and administration of Carver Magnet School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team. recommendations have been made to reinforce the School's conclusions prepared in the School Improvement Plan. These recommendations, in many cases. will not be new and different but are in support of the School improvement team's conclusions. Recommendations have been made to foster fmiher service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Carver Magnet NCA/ECOE Steering Committee. staff. administration, students. board. and community representatives for a superb t,\\o-day visit. The students and staff were most courteous. informative. and cooperati\\'e throughout the \\'i it. The student guides certainly did their utmost to provide directions to specific areas and to a sist with information. The food and various amenities pro\\'ided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this CA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Carver Magnet School. 677 CHAIR SUMMARY: VISITING TEAM REPORT Carver Magnet School began their self-study during the fall 1994-95 School year. with the assistance of Field Services Specialists from the Arkansas Department of Education. a Schoolwide meeting was held to explain the self-study process. The principal, Ms. Diane Barksdale, appointed a Building Steering Committee to organize this effort. The steering committee established four subcommittees to begin the distribution, collection, and disaggregation of achievement, archival, and perceptual data. After close examination of all data, the staff selected the following targets for improvement: 1. High Expectations\n2. Monitoring and Assessment of Student Achievement\n3. Parent and Communit  Involvement and 4. School Climate. During the early stages of the School improvement process, the staff, with the involvement of parents, developed a vision statement. Afterwards, specific learner outcomes were developed for concentration for the next five years. Target committees were selected and began additional data collection in order to determine outcomes for the School Improvement Plan. It is evident to the visiting team that the steering committee worked diligently throughout the NCA/ECOE process at Carver Magnet School. The faculty was involved in the process and communicated a sense of pride in the success of their efforts. They intend to follow through with their plan to evaluate its success for regular revision. Administrative support, both district and building level, was provided for the staff tluoughout the self-evaluation. Arrangements were made to provide release time for committees, and there was continuous support from the Arkansas Department of Education. The Carver Magnet School Educational Programs are designed to ensure that quality programs are accessible for all students. Programs are being implemented that reflect the schools' mission/vision statement and goals. The curriculum is broad in scope and provides for individual differences through a variety of programs. Through the NCA/ECOE self-study, the staff has assessed the effectiveness of the schools' instructional program and has developed a plan for improvement of the programs. Support of the core instructional program is provided through guidance services by two full-time counselors and two media specialists. Carver is a Science and Math Magnet setting with a computer lab and a star planetarium. Hands on manipulatives, models, problem solving, and critical thinking skills are emphasized. The math and science labs are equipped with state of the 678 art materials and equipment to appeal to students varying learning modalities. Classrooms are equipped with closed circuit cable television, computers. and video cassette recorders. The School is to be commended on working toward equity in staffing. There are two male teachers on staff and both administrators are female. Th~ outcomes process has been internalized by the staff at Carver magnet School. The visiting team had a very productive visit time at the School site, and they commend them for their efforts. We offer the following recommendations. District Recommendations: There are none to report at this time. School Improvement Recommendations: 1. Include research from Gold Files in the School improvement process. 2. Continuously review the ECOE process to ensure that it is ongoing. 679 HIGH EXPECTATIONS Strengths: 1. Students and faculty are extremely polite and friendly. 2. There are extensive programs available to students which provide hands-on experiences. 3. Teachers use a variety of teaching techniques and methods. Recommendations: 1. Further develop the proce s for writing the improvement plan. Use survey results and other data to create specific objectives and outcomes. then write actions which directly relate to the objectives. 2. The Improvement Plan should be written for five years with more detail given to years one and two. 3. Prepare a plan to impl m nt specific program (example: in-School postal service. consistent portfolio evaluation system) which will develop and improve the programs. 4. Include areas from the narrative in the actions if appropriate (Carver's Courteous Kid ). 5. Continuously review the mission statement for understanding by all stakeholders. SCHOOL CLIMATE trengths: 1. Carver magnet has a broad variety of activities and opportunities for students within the pull-out programs offered. 2. Teachers at Carver magnet do a great job displaying student work throughout the building. 680 ,, E: ,,. ....... Recommendations: 1. 2. 3. The visiting team recommends incorporating a glossary of terms to identify words and acronyms in the ECOE plan. Consideration should be given to realignment of actions and goals, so actions are specifically directed toward a certain goal. The School should explore possibilities of involving students on the ECOE conunittees. MONITORING AND ASSESSMENT OF STUD\"ENT ACHIEVEMENT Strengths: 1. Students are provided an opportunity to be interactive learners. 2. Classrooms reflect \"print\"' to reinforce skills taught. 3. Multiple assessments are used. 4. Students appear to be very open and friendly. 5. The staff appears to be cooperative. Recommendations: 1. Utilize the results of all assessment tools to help plan instructional strategies to decrease disparities among subgroups. 2. Provide in-depth training to provide an understanding of the ECOE process. 3. List preexisting programs or strategies separately or designate which are new and which were previously in use. 4. Utilize data relevant to School improvement. 5. Specify beginning dates and ending dates for each action. 6. Denote names of persons responsible for implementing each action. 681 7. Record minutes for each committee meeting. 8. Research publications to provide data to assist in formulating actions to address disparities. 9. Designate specific strategies to decrease the drastic differences between math and science. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. The Carver newsletter is a wonderful way to communicate with the parents. 2. The parenting classes offered by the counselors is a wonderful program for parents. 3. The Men of Carver program is a great way to encourage male involvement at Carver Magnet. 4. The parent involvement in School activities and decisions is extremely high. Recommendation : 1. The visiting team recommend that each action in a plan should have staff development. 2. It is recommended that the time line should be more specific to the month and date. 3. Consideration should be given to including the Men of Carver program to the plan. 682 PERCEPTUAL SURVEY RESULTS: CARVER MAGNET SCHOOL Upon reviewing the results of the Little Rock School District Climate Survey, the Carver ECOE committees identified the following needs: Students lack a sense of the value of education. Teachers need to improve planning in order to address the needs of all students. Parental awareness of all programs/procedures at Carver is often inadequate. Some students do not enjoy being at School. Based on these findings, several examples of the selected outcomes are listed below: Incorporate a variety of teaching strategies to address the needs of all students. Increase awareness of programs/procedures on the part of the Carver parents. Improve the quality and type of staff development activities for teachers. Incorporate multiple assessment techniques. 683 CARVER MAGNET ELEMENTARY: LRSD 14 ELEMENTS IN THE STRATEGIES TO SITE VISITS SITE VISITS ALLEN LETTER ADDRESS EVIDENCE IN ANNOUNCED UNANNOUNCED ECOESCHOOL IMPROVEMENT PLAN A. Is Activity Taking A. Is Activity Taking Place? Place? B. Available Evidence. B. Available Evidence. 1. Evidence that policie . Provide staff training on A. Yes A. Yes procedures, rules and po itive di cipline and conflict regulations are developed resolution. p.37 B. Document/Record B. Document/Record and implemented to Principal's Interview Principal' s Interview facilitate desegregation. Provide parenting classes. p. 47 a recruitment team will be established. p.3 7 co' Vl 2. Evidence that plans related to reducing achievement disparity between black and nonblack students are progressively successful. Summer reading intervention A. Yes A. Yes program for K-2 students B. Document/Record B. Document/Record Math inventories Principal's Interview Principal's Interview Observation Observation Use of Kilgore observation inventory Use of portfolio assessment EPSF program to assess Kindergarten students. pp.2 7- 28 Summer reading intervention program. p. 2 7 Use of the Phelps Kindergarten Readiness Scale. p.28 Rhythm of Reading summer program. EPSF program Enrichment classes will be provided for ALL students in grades K-2, p.20 Reading inventories used with all students with difficulties Q'\\ co Q'\\ ,, ..). E idence that student assignments to schools. cla ses and programs at each organizational level arc made without bias. Cooperative learning will be A. Yes A. Yes used in classrooms B. Document/Record B. Document/Record Iland -on activities will be Observation Principal' s Interview used in integrating curriculum Principal's Interview areas. p.21 .. ummer reading intervention program Reading inventories to students with reading difficulties Math inventories se of Kilgore observation inventory Josten Learning System reports will be used Portfolio assessment will be implemented EPSF program used. pp. 27- 28 Summer reading intervention program Reading inventories. Portfolio 4. Evidence that staff Schedule taff training in A. Yes A. Yes development days positive discipline and conflict authorized as a result of resolution. p.3 7 B. Document/Record B. Document/Record the Agreement are used to Principal's Interview Principal's Interview facilitate the de gregation process. 5. ~ idence that travel time A. Yes A. Yes to and from , chool i not disproportionat among B. Document/Record B. Document/Record black and nonblack tudents and the percentage of black tudent transported for desegregation is not ignificantly greater than Q\"\\ 00 the percentage of non- -..J black students transported for desegregation. 6. Evidence that guidance A. Yes A. Yes and counseling is . designed to meet the B. Document/Record B. Document/Record needs of a diverse student population. 7. Evidence of internal A. Yes A. Yes procedures for ensuring that materials for B. Document/Record B. Document/Record appraising or counseling tudent are non-di criminatory. 8. Evidence that curricular Expand the schedule of multi- A. Yes A. Yes content and instructional cultural speakers for students. strategies are utilized to staff and parents. p.38 B. Document/Record B. Document/Record meet the diverse needs of Observation Principal' s Interview the tudent population Principal's Interview r d. 9. Evidence that personnel A. Yes A. Yes is recruited. employed and a signed in a manner B. Document/Record B. Document/Record t meet the goal of a Observation Principal's Interview de egregating school Principal s I ntcrview district. IO. Evidence that procedures A. Yes A. Yes related to extracurricular ffi co and cocurricular activities B. Document/Record B. Document/Record arc de eloped and implemented to identify and eliminate conditions that result in participation that is disproportionate to the tudent population. 1 I. Evidence of diver e A. Yes A. Yes representation on appointed district wide B. Document/Record B. Document/Record and school-based Principal's Interview Principal's Interview committees. 12. Evidence of efforts to Increase parental A. Yes A. Yes ensure that parent communication through u e of attendance at school the '\"Car er Courier .. and B. Document/Report B. Document/Report functions i not 'Carver Magnet Live. .. p.37 Principal's Interview disproportionate to the tudent population. Adjust parent conference times to better meet the needs of parents Increase use of\"positi\\'c corrc pondcncc Parenting clas cs wi 11 be offered. p. 4 7 13. E idence or ucccs /\\. NIA A. Yes (J'\\ co related to Majority to \\.0 Minority tran fer B. No M-to-M Students B. Document/Record Reported Principal's Interview 14. Evidence that magnet Student work will be displayed A. Yes A. Yes chools are an effective at Magnet Fair interdistrict remedy for B. ADE Desegregation B. Document/Record racial balance. Music students will perform at files Principal s Interview Magnet Fair. p.3 7 Copies to: CATO ELEMENTARY SCHOOL PULASKI COUNTY SPECIAL SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS 72120 APRIL 2 - 3, 1996 REPORT OF THE ORTH CENTRAL ASSOCIATION/ EXTE DED COMPREHENSIVE OUTCOMES EVALUATION Submitted to: Mr. Bobby Lester, Superintendent May 24, 1996 Ms. Linda Remele Principal. Cato Elementary School Ms. Alice Robertson teering Committee Chairperson Compiled by: Mr. John McKinnon Field Services Specialist Dr. Emma Bas NCA State Director Mr. Frank Anthony Assistant Director, ADE Mr. James a. Hester Co-Coordinator. Field Ser ices 690 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION APRIL 2 - 3, 1996 CATO ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. JOHN MCKINNON, GENERAL CHAIRPERSON Ms. Trish Hays, Chairperson Northwest Arkansas Education Service Cooperative 409 N. Thompson Springdale, Arkansas 72764 Ms. Shirley Rolax, Teacher Cloverdale Elementary School 6500 Hinkson Road Little Rock, Arkansas 72209 Ms. Sue Beck. Teacher Bryant Elementary School 200 NW 4th Street Bryant Arkansas 72022 691 Dr. Mary Rollins, Professor Arkansas Tech University Russellville, Arkansas 72801 Mr. Jerry Worm, Principal Meadowcliff Elementary School 25 Sheraton Drive Little Rock, Arkansas 72209 FOREWORD On April 2 - 3, 1996, five representatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Cato Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State committee that the observations and recommendations included in this report will assist the faculty and administration of Cato Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the School's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different but are in support of the School improvement team's conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Cato Elementary CA/ECOE teering Committee. staff. administration. students, board. and community representatives for a superb two-day visit. The students and staff were most courteous, informative. and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist \\Vith information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this CA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Cato Elementary School. 692 CHAIR SUMMARY: VISITING TEAM REPORT Cato Road Elementary School began the NCA/ECOE self-study process in the fall of 1994. with the selection of a steering committee. The committee began their leadership of the NCA/ECOE process by creating the mission and outlining a method_ of collecting, disaggregating. and analyzing three types of data (achievement, archival and perceptual). Based on data collected, a student profile was developed for students scoring below the 50th percentile on the MA T-6 and SA T-8 standardized testing. a comparison of the data revealed a disparity between black and white students in all academic areas. The four correlates targeted for improvement were: 1. Monitoring and Assessment of Student Achievement:  2. Time on Task/ Opportunity to Learn~ 3. School Climate~ and 4. Parent and Community Involvement It was apparent that parents, support staff, community patrons, and students were all involved in the School improvement process. Numerous meetings were held throughout the School year to discuss strengths, concerns, and to research strategies prior to the formulation of the School improvement plan. The visiting team began their day with the School's principal and steering chairs presentation of an overview of their self-study and the development of their School Improvement Plan. Immediately following the School s orientation, the visiting team began the evaluation process with an orientation and review of achievement archival, and perceptual data prepared by the Cato Elementary School staff. Individual team members toured the facility, visited with their respective chairperson, and interviewed committee members to gather additional information to clarify any portion of the process or School Improvement Plan. The building was well kept, attractive, in good repair, and the open area concept was well organized and conducive to learning. The classrooms were 'colorfur' and contained vital information relative to themes and concepts being presented. Tours of the School validated the teachers' willingness to work as teams within their grade level areas and to include and promote the involvement of parents and community patrons as volunteers. In general, the data base for subpopulations is adequate and may be used by teachers and administrative personnel to modify instructional and programmatic strategies. Processes are being developed to evaluate programs and actions implemented for the purpose of reducing achievement disparity between the major demographic groups and raising the achievement level of low performing subgroups. 693 The goals, which have been articulated, are linked to the mission appropriate for each correlate and the direction of the program. Their processes and planning are on target and are coordinated with the existing desegregation plan the district has been implementing. In-service and professional de elopment programs have been implemented in order to provide staff with innovative and researched based strategies. An example of one program is the conflict resolution program. This particular program is a student centered, student driven, and student initiated program. The program allows students to become resolvers of their own conflict, thus encouraging self-discipline and responsibility for their own actions. It was evident to the visiting team that the steering committee provided outstanding leadership throughout the NCA/ECOE process. Strong administrative support, both district and building level, was provided for staff throughout the self-study. The staff sought not only to meet the intent of the School improvement process, but also exemplified the spirit of the process. All staff members involved in the process were knowledgeable of the process and the plan, communicated a sense of pride in their efforts. and will continue with their plan and evaluate its effectiveness. In general, the Cato Elementary chool is to be commended for their well organized plan and their comprehensive efforts. The visiting team had a very productive two days and offer the following recommendations for continued improvement: District Recommendations: There are none to report at this time. School Improvement Recommendations: 1. Maintain the steering committee and continue the use of release time for the staff to monitor the progress of the plan and make revisions and amendments as necessary. Communicate the School Improvement Plan with any new staff member. 2. Utilize the process of continuous review of student assessment as a vehicle to modify curriculum and instruction for improved student growth and achievement and to complement the existing desegregation plan outlined by the district. 3. Establish a research committee to research and provide continuous communication and 'Best Practices\" to each target committee. Schedule opportunities for staff to share these \"Best Practices'' ideas and instructional strategies. 4. Continuous contact \\ ith your ADE Field Service Specialist is recommended regarding progress in the chool lmpro ement process. 5. Celebrate your successes as you progress through your improvement plan. 694 MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The focus of the improvement of test-taking skills should have a positive impact on reducing the disparity in socialization and achievement between disadvantaged and minority students. 2. The monthly and yearly themes suppo11 the curriculum \\Vithin and among grade levels. 3. The team teaching approach allows teachers to frequently monitor individual student learning, both formally and informally. Recommendations: 1. The School should consider the inclusion of a comparative study for the purpose of monitoring the progrcs~ of ~tudcnts. It is rec mmcndcd that the disparity be calculated in percentages by race and gender. Example: student scoring below 50th percentile. 2. The committee should revisit the data to more clearly define the targeted population. Specifically as to the subpopulations by male, female is suggested. 3. Include lower achieving student accomplishments in the awards program. Example: Any improvement in grades. behavior and/or attendance, etc., could be considered. SCHOOL CLIMATE trengths: 1. The incentives in place promote interesting activities which in turn promote positive consequences for good behavior. 2. The monthly awards program encourages a positive climate by recognizing the achie ements of students and attendance records. 3. Morning Cato ews produced by fifth and sixth gifted and talented students provide a wonderful opening for the day. Representation of students is diverse. 4. Staff monitoring.of unloading of cars and School buses, greeting of students b principaL and friendliness of office per onnel presents a positi e feeling tone. The \"team\" attitude among staff seemed to impact the entire chool climate. 695 5. The manner in which student resolvers were selected represented total involvement of students and ensured the balance of raciaJ representation. 6. The open space design lends itself to allowing interdependence among the teachers. There appears to be a feeling among teachers that all are responsible for ensuring discipline and providing children with support in making \"choices\". 7. Scripts used for handling conflict resolution is very effective. The manner in which teachers support student resolvers by referring disruptions to the resolvers provide student-driven responsibility for discipline maintenance. The program currently in place ensures racial equity and consistency among all students. 8. The School Climate Committee thoroughly explained the process for determining areas of emphasis, and demonstrated that they had brainstormed a number of topics with a broad representative group and reached consensus that discipline and conflict resolution would be the focus of their study. 9. The annual and monthly themes provide a feeling of unity and direction which supports the School vision. Recommendations: 1. ln view of the effectiveness of utilizing student resolvers for recess duty, the committee members interviewed felt that consideration could be given to extend the assignment of student resolvers\" to include lunchroom duty. This could increase the effectiveness and impact of a student driven approach to discipline and shared responsibility for a fair and consistent approach to discipline. 2. The resource room appeared to be providing an important service for the entire School. In view of the close coordination with classroom teachers, it is suggested that an increase in computer support be provided at the same level as available in most of the classrooms. Consideration should be given as to the readiness of students to manage and care for the computer equipment. TIME ON TASK/OPPORTUNITY TO LEARN Strengths: 1. The improvement plan lists activities that will increase efficiency in this area throughout 696 the five-year plan. 2. The plan involves student participation in instruction (peer tutoring. buddy system, conflict resolution) which enhances student learning and teacher focus on student needs. 3. Ample support staff and parent volunteers increase time on task and addresses individual student needs in a positive way. 4. The coordinated efforts between the resource teacher and other teachers enhance time on task opportunities for the students. 5. Grade level. cross grade level. and School wide activities allow all students to be included in the total School program. 6. The reorganization of pull-out programs (Title I) lends itself to an increase of in. tructional focus and allows. upport taff and tudent to addrc, I arning o curring within the classroom. 7. The self-discipline and commitment of students and staff are significant factors in the overall positive climate of the School and realization of the importance of instructional time. Recommendations: 1. ,., .) . Continue to provide the ame commitment in the future as is displayed at present. Re, ie\\\\ . tudent interaction program to prevent and cull any duplication of efforts and programs. Consider reviewing the schedules to determine if adequate preparation, planning, and release time is provided for teachers. There appears to be numerous activities being implemented as a result of the self-study and from the district's desegregation plan. PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. Community business partners play an active and integral part of the chool structure at Cato Elementar_ . trong linkage with communit sen ices is exemplified by the 697 visitation of the counselor from the Children's and Families office three days a week. 2. a high level of parental support is evidenced by the willingness and comfort level of the teachers to call parents and follov-7-up with the discipline referral program. 3. The \"Cato Hot Line\" service is an excellent source for families to receive updated information about School activities and events, and the Cato Spirit Newsletter provides a communication link with parents and faculty. 4. The flexible scheduling of the parent/teacher conferences encourage a high percentage of participation from parents. 5. The Title I program provides informative meetings and workshops with babysitting and refreshments a an added incentive for complete family participation. 6. The open space organization encourages and readily allows visitors the opportunity to observe instruction and interactions of staff and students. 7. The active volunteer program is evidenced by the level of instructional support provided by parent volunteers. This support is conducive to a positive learning environment and assist teachers in addressing the various levels of ability. 8. ln\\'olving parents in conflict resolution training suppo1is classroom and School discipline management. Recommendations: 1. Consider providing \"parenting training for families to adopt the conflict resolution in the home. Training would include linkage with business and professional leaders in the community. a stronger impact of the training for both teachers and parents might be documented by monitoring the number of conflict resolution repo1is which are submitted following the expanded training for teachers and implementation of the resolution model in the home. 1 Establish a parent team on the parent/community committee to rotate their involvement to more effectively accompli h ECOE goals. This would move toward a more active involvement from the parents. 698 CATO ROAD ELEMENTARY: PCSSD 14 ELEMENTS IN THE STRATEGIES TO SITE VISITS SITE VISITS ALLEN LETTER ADDRESS EVIDENCE IN ANNOUNCED UNANNOUNCED ECOESCHOOL IMPROVEMENT PLAN A. Is Activity Taking Place? A. Is Activity Taking Place? B. Available Evidence B. Available Evidence 1. E idence that policies. A. Yes A. Yes procedures, rules and regulations are developed B. Document/record B. Document/record and implemented to Principal's Interview Principal s Interview -...I 8 facilitate desegregation. 2. Evidence that plans Implement variety of reading Not Known Not Known related to reducing activities. pp. 19-21 achievement disparity between black and nonblack students are progressively successful. 3. Evidence that student A. Yes A. Yes assignments to schools. classes and programs at B. Document/record B. Document/record ach organizational level Principal s Interview Principal' s Interview are made without bias. --..J 0 I-' 4. 5. 6. 7. Evidence that staff development days authorized as a result of the Agreement are used to facil:tate the de. cgregation proces . E idence that travel time to and from chool i not di proportionate among black and nonblack student and the percentage of black tudent transported for de egregation is not ignificantly greater than th percentage of non-black students transported for de egregation. Evidence that guidance and counseling is designed to meet the needs of a diverse student population. Evidence of internal procedures for ensuring that materials for appraising or counseling tudents are non-discriminatory. A. Yes A. Yes B. Document/record B. Document/record Principal's Interview Principal' s Interview A. Yes A. Yes B. Document/record B. Document/record A. Yes . A. Yes B. Document/record B. Document/record A. Yes A. Yes B. Document/record B. Document/record ---.J 0 N 8. 9. 10. 11. Evidence that curricular content and instructional strategies are utilized to meet the diverse needs of the student population served. Evidence that personnel is recruited, employed and assigned in a manner to meet the goals of a desegregating school district. Evidence that procedures related to extracurricular and cocurricular activities are developed and implemented to identify and eliminate conditions that result in participation that is disproportionate to the student population . . Evidence of diverse representation on appointed district wide and school-based committees. Implement variety of reading activities. pp. I 9-21 Conflict resolution training for students and teachers. pp. 27- 29 Involve students in multi modal learning activities. p.33 A. Yes A. Yes B. Document/record B. Document/record Observation Observation Principal s Interview Principal' s Interview A. Yes A. Yes B. Document/record B. Document/record Principal s Interview Principal's Interview A. No A. Yes B. Document/record A. Yes A. Yes B. Document/record B. Document/record Principal' s Interview Principal' s Interview -.....J 0 w 12. 13. 14. Evidence of efforts to ensure that parent attendance at school functions is not di proportionate to the tudent population. Evidence of succes related to Majority to Minority transfers Evidence that magnet chools are an effective interdistrict remedy for racial balance. Parent classes on conflict resolution, p. 3 7 Annual grade level teacher-parent meeting. p. 3 7 Parent classe on connict r solution, p. 3 7  xpand volunteer program. p. 38 Semi-annual play-ground improvement day. p. 39 Adopt-a-grandparent program. p. 39 A. Yes A. Yes B. Document/record B. Document/record A. Yes A. Yes B. ADE Desegregation files B. ADE Desegregation files NIA NIA CENTRAL ELEMENTARY SCHOOL NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS 72116 FEBRUARY 20 - 21, 1996 REPORT OF THE NORTH CENTRA.L ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION Copies to: Dr. Emma Bass NCA State Director Mr. Frank Anthony Assistant Director, ADE Submitted to: Mr. James Smith= Superintendent March 25, 1996 Ms. Pat Siegel Principal, Central Elementary School Ms. Annette Rodgers Steering Committee Chairperson Compiled by: Mr. Bob Paulovich Field Sen-ices Specialist Mr. James A. Hester Co-Coordinator Field Ser\\'ices 704 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION FEBRUARY 20 - 21, 1996 CENTRAL ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. BOB PAVLOVICH, GENERAL CHAIRPERSON Mrs. Alice Simelton, Chairperson Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock, Arkansas 72201 Mrs. Gwen Zeigler Principal Terry Elementary School 10800 Mara Lynn Drive Little Rock, Arkansas 72211 Ms. Jewell Walker Basic Academic Services University of Arkansas at Pine Bluff 1200 North University Drive Pine Bluff, Arkansas 71601 705 Mrs. Ann Dawson Teacher Ringold Elementary School 536 River St. Benton, Arkansas 72015 Mr. Doug Vann Teacher Bryant Middle School 200 Northwest 4th St. Bryant, Arkansas 72022 FOREWORD On February 20 - 21, 1996, five representatives of the Arkansas North Central Association/ Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Central Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State Committee that the observations and recommendations included in this report will assist the faculty and administration of Central Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the school's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement team's conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCAIECOE team would like to take this opportunity to thank the Central Elementary NCAIECOE Steering Committee, staff, administration, students, board, and community representatives for a superb two-day visit. The students and staff were most courteous, informative, and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this NCA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Central Elementary. 706 CHAIR SUMMARY: VISITING TEAM REPORT Central Elementary School began their NCA/ECOE self study in the fall of 1995, with the assistance of Field Services Specialists froin the Arkansas Department of Education. The principal, Ms. Pat Siegel, appointed a Building Steering Committee to organize this effort. The steering committee established four sub-committees to begin the distribution, collection, and disaggregation of achievement, archival, and perceptual data. After close examination of all data, the staff selected the following targets for improvement: 1. Monitoring and Assessment of Student Achievement\n2. School Climate\n3. Instructional Leadership: and 4. Parent and Community Involvement. During the early stages of the school improvement process. the staff developed a vision statement. Afterwards, specific learner outcomes were deYeloped for concentration for the next five years. Target committees were selected and began additional data collection in order to determine outcomes for the School Impro\\'ement Plan. The Central Elementary School Education Program is designed to ensure that quality programs are accessible for all students. Programs are being implemented that reflects the schools mission/vision statement and goals. The curriculum is broad in scope and provides for individual differences through a variety of programs. Through the NCAIECOE self-study, the staff has assessed the effectiveness of the school's instructional program and has developed a plan for improvement of the programs. Support of the core instructional program is provided through guidance services by the counselors, a nurse, a licensed social worker, and several students from the UALR School of Social Work are full-time as a pilot program. The entire school is a Chapter 1 school. The implementation of a .. mini\" middle school was underway and appeared to be progressing successfully. The school plant is clean and attractive. The school facility has three levels, and the only level that is handicapped accessible is the ground level. If there are students with handicaps, all services would be made readily available. 707 It is evident to the visiting team that the steering committee provided thorough, outstanding leadership throughout the NCA/ECOE process at Central Elementary. A high level of enthusiasm exists among administration, staff, and students regarding the school's plans for improvement. As evidenced by surveys, cooperation, collaboration of administration, and staff, teacher/learner relationships are very positive. All faculty members were involved in the process, are knowledgeable of the process and the plan, and communicZlte a sense of pride in the success of their efforts. They intend to follow through with their plan to evaluate its successes for regular revision and have, in fact, begun the implementation of the actions for year one. Administrative support, both district and building level, was provided for the staff throughout the self-evaluation. The principal kept abreast of all aspects of the planning process, consulted with committee members regularly, and permitted them to carry out their responsibilities. Arrangements were made to provide release time for committees, and there was continuous support from the Arkansas Department of Education. District Recommendations There is none at this time. School Improvement Recommendations: 1. Provide covers for all electrical outlets that evidenced throughout the building. 2. Repair hole in wall in the Gym where outlets have been removed. 3. Ensure that electrical wiring is out of reach of students. 708 MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. The initiation of a fifth and sixth grade mini middle schoolwas begun. Specialized instruction enable faculty to spend more time plann:ng and researching innovative ways of presenting material,which should result in improved student learning. 2. There is the use of a tutor to provide individualized help to students. 3. There is the use of positive reinforcement to decrease disciplinary problems, such as \"Caught YouBeing Good~ program. Recommendations: 1. Provide in-depth in service relative to Portfolio use and evaluation. 2. Develop specific~ school-wide guidelines for Portfolio Management. 3. Determine and document student improvement on more immediate measures than the Stanford 8 (e.g. compare students' grades in courses from each nine-week period, etc.) 4. Conduct research to determine the extent to which neighborhood students are benefitting from activities (e.g.~ decrease in number of black n1ales and area \\\\.-bite males receiving disciplinary referrals, increase in achievement level of black males and area white males, etc.) 5. Reinstitute Mentor Program with high schooL which provides mentors for students from neighborhood, especially black males and area white males. SCHOOL CLIMATE Strengths: 1. The School Climate actions are designed and implemented to enhance the morale of the faculty and staff members. 2. The actions in this S~hool Improvement Plan include reassessment procedures for continued examination of programs to foster self-esteem among students. 709 Recommendations: 1. Continue the focus on decreasing discipline suspensions, and expulsions rates. 2. Give consideration to being more specific in your time line in the way of including definite months with years. INSTRUCTIONAL LEADERSHIP Strengths: 1. Teachers seem to know their children and their needs. 2. Teachers are sharing ideas and helping each other. 3. Actions for Year one have been implemented. 4. Computer Lab with Reading. Math, and Writing is available for students. Recommendations: 1. To ensure action implementation. person responsible should be more specific by position. 2. Have forms for each teacher to stay on target. Ha,'e a time frame established. 3. Set a time for peer coaching and taking notes. PARENT AND COl\\1MUNITY INVOLVEMENT Strengths: 1. The school has a P.art-time parent coordinator to assist in making parent contacts. 2. Great ideas for Reading Day Career Day, \"Wishing Well\", thank you notes, having special speakers, field trips citizens of the week. awards each nine weeks involving businesses such as McDonald's, TOI Fridays, etc have been implemented. 3. There is a good partnership which targets in olvement with families with super community partner with Boys Club. 4. There s a great caring staff and administration: example getting coats for students in need and Christmas tree for student. 710 5. There's a geat preschool program which meets needs of community and at-risk youngsters and social work involvement 6. There's good involvement for Halloween Carnival fund raising and caroling in community at Christmas and good ideas and activities involving community for Black History Month celebrations. 7. There is great participation with parents and grandparents eating lunch with students. 8. There is good contact with local National Guard facilities and the local dentist. 9. There is a great summer program to get students involved in local businesses and making connections between class studies and on the job application of studies. (Wonderful!) Recommendations: 1. It is vital to find a parent from the local neighborhood that can make contacts with local parents and works with the parent coordinator. 2. Add additional businesses for partnerships such as Food King to donate groceries for parties and refreshments, prizes for students and Hardees for prizes for students and door prizes for PT A. TCBY has an edible bookmark reading program available that would coordinate well with reading program. 3. Invite parents to come join in special days that are entertaining non threatening, and \"Low intimidation,\" such as day with Junior High or Senior High bands, or a day for field trip, career day, etc. 4. Have an Open House prior to first day of school in the fall. 5. Send notes or mail them home to parents for communicating when students do well, such as citizens of the week, special recognition, etc., to break down \"intimidation\" of parents who may have had poor experience in their earlier school setting. 6. Pizza Hut is a good contact for free personal pan pizzas and so are local video rental businesses. 711 Perceptual Survey Use: Central Elementary School Central Elementary School reviewed the perceptual data and noted the following areas of concern: Students lack respect for themselves and others. Improve student self-esteem and self-motivation. Staff morale needs continued improvement. Facilities need improvement. As a result, the following outcomes were developed: Increase student achievement through improved student behavior. To improvt stucic:nts\" sLlf-LstLLlll ~nd s lf-moti\\'\n1tion. Continue to improve staff morale. 712 -.......J ~ w 1. 2. 14 ELEMENTS IN THE ALLEN LETTER Evidence that policies, procedures, rules and regulations are developed and implemented to facilitate de egregation. Evidence that plans related to reducing achievement disparity between black and nonblack students are progressively successful. STRATEGIES TO ADDRESS EVIDENCE IN ECOESCHOOL IMPROVEMENT PLAN Initiate a ''Caught Being Good\" program, p.41 Initiate a tudent of the week picture program (reward). p.42 Initiate a Student- Administrator Luncheon program. p.43 Student Profile. p.4 Ref er to Perceptual Survey attachment Initiate Co-operative Learning. p.36 Develop guidelines for Portfolio Assessment p.36 Organize a grade 5-6 mini-middle SchooL p.36 Provide more educational field trips, p.39 SITE VISITS SITE VISITS ANNOUNCED UNANNOUNCED A. Is Activity Taking Place? A. Is Activity Taking Place? B. Available Evidence B. Available Evidence A. Yes A. Yes B. Document/Record B. Document/Record Principal's Interview Principal s Interview A. Yes . A. Yes B. Document/Record B. Document/Record Principal's Interview Principal' s Interview 3. Evidence that student A. Yes A. Yes a ignments to schools. classes and program at B. Document/Record B. Document/Record each organizational level Principal' s Interview Principal's Interview are made without bia . Observation 4. Evidence that staff A. Yes A. Yes development days authorized as a result of B. Document/Record B. Document/Record the Agreement are used to Principal' s Interview Principal's Interview faci I itate the de egregation process. 5. Evidence that travel time A. Yes A. Yes to and from chool is not disproportionate among B. Document/Record B. Document/Record black and nonblack tudents and the percentage of black -.....J tudents transported for ....... .l::-- de gregation is not ignificantly greater than the percentage of non-black students transported for desegregation. 6. Evidence that guidance Pilot field placement for social A. Yes A. Yes and counseling is workers, p.41 designed to meet the B. Document/Record B. Document/Record needs of a diverse student Observation population. 7. Evidence of internal A. Yes A. Yes procedure for ensuring that materials for B. Document/Record B. Document/Record appraising or coun el ing tudent are non-di criminatory. 8. Evidence that curricular Use Title I tutor to provide A. Yes A. Yes content and instructional individualized help. p.36 strategies are utilized to B. Document/Record B. Document/Record meet the diverse needs of Find more community Principal s Interview Principal's Interview the student population resources to provide individual served. help to students. p.38 Initiate an intervention classroom. p.41 Implement flexible grouping to meet individual needs. p.8 Expand staff knowledge and use of varied teaching strategies. p.8 9. Evidence that per onnel A. Yes A. Yes is recruited, employed and assigned in a manner B. Document/Record B. Document/Record ...J to meet the goals of a Principal's Interview Principal's Interview ~ VI desegregating school district. 10. Evidence that procedures Implement Student Council, A. Yes A. Yes related to extracurricular p.20 and cocurricular activities B. Document/Record B. Document/Record are developed and Implement Student implemented to identify Ambassadors. p.20 and eliminate conditions that result in participation that is disproportionate to the tudent population. 11. E idence of diverse A. Yes A. Yes representation on appointed district wide B. Document/Record B. Document/Record and school-based committees. 12. Evidence of efforts to Initiate a Family Reading Day, A. No A.No ensure that parent p.15 attendance at school B. B. functions is not Hire a parent coordinator, disproportionate to the p.14 student population. Develop a staff \"Wishing Weir' for parents to donate items, p.16 Design a variety of thank-you notes to be sent home when parents help. p.17 Develop a newsletter bi-annual I y by each classroom, p.19 --...J Develop and use a parent- ~ O'\\ teacher contract form, p. 19 13. Evidence of success A. Yes A. Yes related to Majority to Minority transfers B. Desegregation Files B. Desegregation Files 14. Evidence that magnet A. NIA A. NIA schools are an effective interdistrict remedy for B. NIA B. NIA racial balance. CLOVERDALE ELEMENTARY SCHOOL LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS 72209 APRIL 22 - 23, 1996 REPORT OF THE NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION Submitted to: Dr. Henry Williams May 24, 1996 Mr. Frederick Fields Principal, Cloverdale Elementary School Ms. Cherry Norman and Ms. Shirley Rolax Steering Committee Co-Chairpersons Copies to: Dr. Emma Bass NCA State Director Mr. Frank Anthony Assistant Director, ADE Mr. James a. Hester Co-Coordinator, Field Services Compiled by: Mr. David Watts Field Services Specialist 717 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION APRIL 22 - 23, 1996 CLOVERDALE ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. DAVID WATTS, GENERAL CHAIRPERSON Mr. Bob Paulovich, Chairperson Arkansas Department of Education #4 State Capitol MalL Room 301-B Little Rock. Arkansas 72201 Ms. Marianne Wells, Teacher Meadow Park Elementary School 400 Eureka Garden Road North Little Rock, Arkansas 72117 Ms. Karen Slayden, Teacher Pine Forest Elementary School 400 Pine Forest Drive Maumelle. Arkansas 72113 718 Dr. Dick Clough, Professor University of Central Arkansas 201 Donaghey A venue Conway, Arkansas 72035-0001 Ms. Lyn Russell, Teacher Landmark Elementary School 16712 Arch St. Pike Little Rock, Arkansas 72206 FOREWORD On April 22 - 23, 1996, five representatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Cloverdale Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State Committee that the observations and recommendations included in this report will assist the faculty and administration of Cloverdale Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been m~de to reinforce the School's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the School improvement team's conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Cloverdale Elementary NCA/ECOE Steering Committee, staff, administration, students, board, and community representatives for a superb two-day visit. The students and staff were most courteous, informative. and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this NCA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Cloverdale Elementary School. 719 CHAIR SUMMARY: VISITING TEAM REPORT Cloverdale Elementary School is located in South,,:est Little Rock and was constructed in 1959. The well maintained facility accommodates 450 students and consists of 21 classrooms, a spacious library, a large teacher work area, a health suite, a spacious counselor's suite, a teacher's lounge, a conference room, and a cafetorium which is shared with Cloverdale Junior High School. The staff consists of 29 certified teachers, which include 21 regular classroom teachers and specialists, a principaL a nurse, six instructional specialists, five supervision aides, three custodians, and one secretary. Cloverdale Elementary School began the Extended COE process during the fall of 1994. The process continued through April of 1996, when the CA/ECOE visiting team was on campus. The steering committee chairpersons were selected by the building principal, Mr. Freddie Fields. The steering committee was responsible for the distribution, collection, and analysis of the perceptual. archival, and achievement data. Each member of the steering committee served as chairperson of one of the target committees. The staff chose to address all seven correlate as sub-categories under the four indicators of success. Although the staff cho e this approach, it proved to the visiting team to be extremely difficult confu ing, and frustrating for the Cloverdale faculty and staff. It is evident to the visiting team that the steering committee provided outstanding leadership throughout the CA/ECOE process at Cloverdale Elementary School. a high level of enthusiasm exists among the administration and staff. All faculty members were involved in the process, are knowledgeable of the plan, and communicate a high sense of pride for their effort and final School Improvement Plan. There was strong administrative support from the administration at the district le el and the Arkansas Department of Education. It is obviou to the visiting team that the faculty and staff at Cloverdale Elementary chool worked long and hard throughout the proces . We understand the process was difficult and time consuming. We hope our input will help impro, e an already strong ECOE report. Thank you for a most enjoyable visit. District Recommendation : There are none to report at thi time. 720 School Improvement Recommendations: 1. Specify a month and year for action implementation. 2. Persons responsible for implementation should be named by position. It should be one person rather than just teachers. 3. Actions should be developed to a higher degree of specificity. 4. Re-examine the surveys and address any item that had a negative type response. 5. Transfer the actions on to large chart paper or poster board by month, year, and person(s) responsible. This will help to visually internalize the entire time line. Strong consideration should be given to priority and delaying least important actions for implementation during later years of the five-year cycle. 6. Considering the volume of staff development in the School Improvement Plan, identify a primary and intermediate teacher to coordinate staff development for curriculum needs. 7. The visiting team strongly recommends that more classroom manipulation (hands-on) materials be provided. 721 TIME ON TASK Strengths: 1. The staff has developed several projects throughout the plan to increase student achievement that also can reduce the disparity of math and reading scores. 2. The Prime Time, Student Council, Behavior Honor Roll, and Lunch with the Principal are each representative of positive programs to enhance the School climate through student assignment and student activities. Recommendations: 1. The faculty may want to utilize volunteer parents to make centers and teach two to three children to use each center. 2. For portfolio assessment and abacus literacy, the clear School purpose committee could implement vertical and horizontal meetings to coordinate curriculum criteria. HIGH EXPECTATIONS Strength: The staff and parent cooperation in School activities is creatively planned. The Parent's Night Out program shows a real commitment by the teacher to work cooperatively with parents. Recommendation: The staff may want to investigate the Family Math. Science, and Literacy Program and continue K-4 Crusade training for K-4 teachers. Other programs that might be investigated are: Math Their Way and Box-It-Or-Bag-It-Math. 722 SCHOOL CLIMATE Strength: Outcomes were developed with student achievement being the primary focus. Recommendations: I. Under Parent and Community Involvement. consider adding a staff meeting for total staff approval and/or awareness of the criteria for awards. 2. Under evaluation of School Climate, consider providing documentation of work involved in the action instead of relying totally on observation. 3. In reference to Time On Task, action four. consider a more detailed explanation. Strengths: INSTRUCTIONAL LEADERSHIP/PARENT AND COMMUNITY INVOLVEMENT 1. The administration and teachers have already implemented a variety of new '\"parent involvement\" activities which has increased parental involvement aimed at improving student achievement. 2. The staff has demonstrated commitment to implementation of new discipline guidelines. including a \"detention hall and time out'' approach, that has the potential for enhancing student achievement. 3. The School has a wide array of student recognition programs and activities designed to promote high expectations, as well as to motivate improved achievement on the part of all students. 4. The School has demonstrated strong commitment to community involvement by successfully implementing outstanding programs in VIPS and Partners In Education. 723 Recommendations: 1. Consideration should be given to utilizing one staff member on-site to coordinate the implementation of all parent and community involvement activities, particularly those related to fostering student achievement. 2. In regard to the goal of \"involving students of all cultures in leadership activities,'' the administration and staff should explore additional specific activities aimed at increasing participation for students in K-2. 3. The staff should continue to work on developing and enhancing parent leadership in PT A activities by conducting leadership workshops, such as those offered by the Arkansas Parent-Teacher Association. 4. Teacher utilization of interdisciplinary thematic units would be enhanced by additional staff development activities conducted by district subject matter specialists and/or supervisors. 724 PERCEPTUAL SURVEY RESULTS: CLOVERDALE ELEMENTARY SCHOOL Upon reviewing the results of the ECOE perceptual survey, the Cloverdale ECOE committees identified the following needs: There was a lack of cohesion on the staff and within the student body. There is a perception that policies are inconsistent. There is too much negative reinforcement. There is not enough parental involvement from some identifiable groups. Based on these findings, several examples of the selected outcomes are listed below: Greatly increase the number of parental volunteers within the School. Increase on-site, hands-on activities for all students.  Increase the modes of presentation to students to meet the needs of all types of learner. Increase self-esteem program availability for students. 725 -.J N (J'\\ 1. 2. CLOVERDALEELEMENTARY:LRSD 14 ELEMENTS IN THE STRATEGIES TO SITE VISITS SITE VISITS ALLEN LETTER ADDRESS EVIDENCE IN ANNOUNCED UNANNOUNCED ECOESCHOOL IMPROVEMENT PLAN A. Is Activity Taking Place? A. Is Activity Taking Place B. Available Evidence B. Availble Evidence Evidence that policies, A. Yes A. Yes procedures rules and regulations are developed B. Document/Records B. Document/Records and implemented to Principal's Interview Principal' s Interview facilitate desegregation. Evidence that plans Eliminate classroom A. Yes A. Yes related to reducing interruptions achievement disparity B. Desegregation Files B. Document/Record between black and Introduce the use of thematic Principal' s Interview nonblack students are units across the curricula progressively successful. Provide an after School tutoring program, p. 57 Provide leadership opportunities for all students, p. 54 Provide TESA training for all staff members, p.66 -.J N -.J 3. 4. Evidence that student a ignments to school . cla es and programs at each organizational level are made without bias. Evidence that taff development days auth dzcd as a result of th greement arc u cd to facilitat.e the desegregation procc 5. Evidence that travel time to and from chool is not di proportionate among black and nonblack student and the percentage of black tudents tran ported for de egregation is not ignificantly greater than the percentage of nonblack students transported for desegregation. 6. Evidence that guidance and counseling is de igned to meet the need of a di verse student population. Recruit volunteers at local churches and colleges. p. 80 Continuously urvey staff for need and desires as far as training. p. 79 A. Yes B. Document/Records Principal's Interview A. Yes B. Document/Records Principal's Intcnic\\v A. Yes 8. Document/Records A. Yes B. Document/Records A. Yes B. Document/Records Principars Interview A. Yes B. Document/Records Principal's Interview A. Yes B. Document/Records A. Yes B. Document/Records -......J N co 7. 8. 9. 10. Evidence of internal procedures for ensuring that materials for appraising or counseling students are non-discriminatory. Evidence that curricular content and instructional trategies are utilized to meet the diverse need. of the student population served. Evidence that personnel is recruited, employed and assigned in a manner to meet the goals of a desegregating school district. Evidence that procedures related to extracurricular and cocurricular activities are developed and implemented to identify and eliminate conditions that result in participation that is disproportionate to the student population. A. Yes A. Yes B. Document/Records B. Document/Records Initiate the 'trainer of trainers'' A. Yes A. Yes program, p.66 B. Document/Records B. Document/Records Thematic uni ts incorporated Observation Principal's Interview across the curricula. p.57 Principal s r ntcrview Classroom Observation Curriculum compacting for gifted students, p.66 Recruit early child hood A. Yes A. Yes volunteers by contacting local colleges. p.80 B. Document/Records B. Document/Records Principal' s Interview A. Yes A. Yes B. Document/Records B. Document/Records -i N I..O 11. 12. 13. 14. [:videncc of diverse repre entation on appointed district wide and chool-ba ed committee . r: idence of effort to en. ure that parent attcndanc at.cho I functions is not disprop rtionate to the . tudcnt population. J idence of succe related to Majority to Minority transfers Evidence that magnet chools are an effective interdi trict remedy for racial balance. A. Yes A. Yes B. Document/Records B. Document/Records Principars Inter ie\\v Principal's Interview Develop ,oluntecr recruitment A. Yes A. Yes materials B. Document/Records B. Document/Records Ifo. ta VIP break fa t Increase the number of PTA program I lost the Cloverdale Fashion how. p.53 0 A. Yes B. Desegregation Files B. Document/Records Principal's Interview A. NIA A. Yes B. NIA B. Document/Records CRESTWOOD ELEMENTARY SCHOOL NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITTLE ROCK, ARKL\\NSAS 72116 FEBRUARY 22 - 23, 1996 REPORT OF THE NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION TEAM VISIT Submitted to: Mr. James Smith. Superintendent Jv1arch 25. 1996 I\\1s. Linda Wilson Principal, Crestwood Elementary School Copies to: Dr. Emma Bass N CA State Director Mr. Frank Anthony Assistant Director. ADE Mr. James A. Hester Co-Coordinator, Field Services Ms. Karen Fuselier Steering Committee Chairperson Compiled by: 1r. Bob Paulo,ich Field SerYices Specialist 730 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION FEBRUARY 22 - 23, 1996 CRESTWOOD ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. BOB PAVLOVICH, GENERAL\"CHAIRPERSON Mrs. Alice Simelton, Chairperson Arkansas Department of Education #4 State Capitol Mall, Room 301-B Little Rock, Arkansas 72201 Ms. Felicia Hobbs Assistant Principal Gibbs Magnet Elementary School 1115 W. 16th St. Little Rock, Arkansas 72202 Mr. Wes Whitley Program Advisor, Title 1 Arkansas Department of Education #4 State Capitol Mall Little Rock, Arkansas TJ.201 731 Mrs. Sheila Holicer Counselor Westbrook Elementary School 2621 Highway 229 Benton, Arkansas 72015 Dr. Betty Dickson Assistant Professor University of Central Arkansas 186 Pebble Beach Dr. Little Rock, Arkansas 72212 CHAIR SUMMARY: VISITING TEAM REPORT Crestwood Elementary began their NCA/ECOE self-study the fall of 1995, with the assistance of Field Services Specialists from the Arkansas Department of Education. A school-wide meeting was held to explain the self-study process. The Crestwood Elementary School Educational program is designed to ensure that the quality programs are accessible for all students. Programs are being implemented that reflect the school's mission/vision statement and goals. The curriculum is broad in scope and provides for individual differences through a variety of programs. Through the NCA/ECOE self-study, the staff has assessed the effectiveness of the schools instructional programs and has developed a plan for improvement of the program. The community displays its support for the school by parent volunteers and partnerships with businesses in the community. Support of the core instructional program is provided through guidance services by the counselor. The school offers Special Education services provided in a resource room and selfcontained classroom. The school plant is clean, attractive, and in good repair. The custodial and maintenance services are above average. The principal, Ms. Linda Wilson, appointed a building steering committee to organize this effort. The steering committee established four subcommittees to begin the distribution, collection, and disaggregation of achievement, archival, and perceptual data. After close examination of all data, the staff selected the following targets for improvement: 1. Clear School Purpose\n2. High Expectations\n3. Monitoring and Assessment of Student Achievement\nand 4. Parent and Community Involvement. During the early stages of the school improvement process, the staff with the involvement of parents, developed a vision statement. Then specific learner outcomes were developed for concentration for the next five years. Target committees were selected and began additional data collection in order to determine outcomes for the School Improvement Plan. It is evident to the visiting team that the steering committee provided thorough, outstanding leadership throughout the NCA/ECOE process at Crestwood Elementary. A high level of enthusiasm exists among administration and staff. Teacher/learner relationships are very positive. All faculty members were involved in the process, are knowledgeable of the process, and the plan, and communicate a sense of pride in the success of their efforts. They intend to follow through with their plan to evaluate its success for regular revision and have, in fact, begun the implementation of the actions for year one. 732 FOREWORD On February 22 - 23, 1996, five representatives of the Arkansas North Central Association/ Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Crestwood Elementary School. The comments in this report have been based on the visitors' observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State Committee that the observations and recommendations included in this report will assist the faculty and administration of Crestwood Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team, recommendations have been made to reinforce the school's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different, but are in support of the school improvement team's conclusions. Recommendations have been made to foster further service and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank the Crestwood Elementary NCA/ECOE Steering Committee, staff, administration students, board, and community representatives for a superb two-day visit. The students and staff were most courteous, informative, and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this NCA/ECOE team visit valuable through the process utilized and the School Improvement Plan developed to meet the needs of all the students at Crestwood Elementary. 733 Administrative support, both district and building level, was provided for the staff throughout the self-evaluation. The principal kept abreast of all aspects of the planning process, consulted with committees and committee members regularly, and permitted them to carry out their responsibilities. Arrangements were made to provide release time for committees and continuous support from the Arkansas Department of Education. District Recommendations There are none to report at this time. School Improvement Recommendations: 1. None 734 HIGH EXPECTATIONS Strengths: 1. The survey of parents and community was very thorough and the response was good. 2.. The multicultural units for each grade were interesting for students and teacher. 3. There seems to be strong parent and community support. 4. The addition of reading daily is a real plus to get higher expectations. 5. The field trips do enrich your curriculum. Recommendations: Consider distributing the responsibility to staff members other than the chairperson. MONITORING AND ASSESSMENT OF STUDENT ACIDEVEMENT Strengths: 1. Teachers use a variety of tools to identify students' strengths and weaknesses. 2. Teachers use portfolios to assess and improve students' achievement. Through portfolios, students are able to judge how much they are growing. Recommendations: 1. Students can select teachers, other students, parents, and principals to evaluate their portfolios. The shcng should be non-threatening. 2. Materials in portfolios should be dated so that growth can be evaluated. 3. Never send a child to a lower grade for instruction. This lowers a child's self-esteem and could foster a dislike for school. 735 CLEAR SCHOOL PURPOSE Strengths: 1. The method of surveying parents to determine their concerns regarding communication was of great benefit. 2. Thirty-four percent of parents responded to the survey. 3. Teachers have a positive attitude regarding the use of a weekly newsletter. 4. Every student has the opportunity to actually check their own progress. 5. Revisions will be made as needed to check students progress. 6. Consistent communication between parents and teachers is positive. 7. The lines of communication are regular and consistent. 8. Contracting with parents as a means of accountability appears effective. Recomrnendati ons: 1. Data should be compiled to determine effectiveness of weekly reports. 2. More parent involvement is needed on the target area for feedback. 3. A specific person should be named to carry out various tasks. 4. Other means should be explored to fund actions such as grants, P .I.E., fundraisers, etc. 5. A survey needs to be conducted more frequently to get a more comparative measure. 6. Student should be able to articulate the school's mission/purpose. 736 PARENT AND COMMUNITY INVOLVEMENT Strengths: 1. There needs to be an iniation of a parent resource library at the entrance of the building. 2. Transportation to school needs to be provided for parents when needed. Recommendation: There should be a calendar twice a year to detail events in addition to your monthly communication. 737 Perceptual Survey Use: Crestwood Elementary School Crestwood Elementary chool analyzed the perceptual data and noted the following concerns: Parents were not satisfied with the degree of communication. Some parental dissatisfaction with the knowledge of School goals. Students were not satisfied with their degree of interest in the curriculum. Teachers felt a need for alternative assessments. The disparity of black and white students test scores was still great. As a result, the following actions and outcomes were developed: To improve communication with each parent and student about the students' activities. achievements. and progress. To emich the curriculum by providing more experiences for all students. Expand the use of portfolio assessments. See infusion document. Quality of Education. reduction in racial academic disparity. 738 -.....J w \\.0 1. 14 ELEMENTS IN THE ALLEN LETTER E idence that policies, procedure , rule and regulations are developed and implemented to facilit~te de egr gation. STRATEGIES TO ADDRESS EVIDENCE IN ECOESCHOOL IMPROVEMENT PLAN SITE VISITS SITE VISITS ANNOUNCED UNANNOUNCED A. Is Activity Taking Place? A. Is Activity Taking Place? B. Available Evidence B. Available Evidence A. Yes A. Yes B. Document/Record B. Document/Record Principal's Interview Principal's Interview Evidence that plans related to reducing achievement disparity Develop an accumulative B. Document/Record B. Document/Record between black and reading Ii t for each student_ Principal's Interview nonblack students are p.14 progre ively successful. Adopt a new reading theme each year with reading the major focu . p.15 [nitiate. monitor. and expand p rtfolio assessment. p.22 Revise and continue peer tutoring. p. 18 Expand the adult tutoring program. p. 18 -....J J::-- Revise the special programs 0 for students that show no growth for two y ars. p.19 Collect statistics to compare the disparity of scores for years one. p.19 3. E idence that student A. Yes A. Yes ass1gnm to schools, cla ses and programs at B. Document/Record B. Document/Record each organizational level Principal's Interview are made without bias. Observation 4. E idence that staff A. Yes A. Yes development days authorized as a r suit of B. Document/Record B. Document/Record the Agreement are used to Principal's Interview facilitate the desegregation process. 5. Evidence that travel time A. Yes A. Yes to and from school is not di proportionate among B. Document/Record B. Document/Record black and nonblack students and the percentage of black tudents transported for desegregation is not ignificantly greater than the percentage of non-black students tran, ported fi r de egr gation. 6. Evidence that guidance A. Yes A. Yes and counseling i de igned to meet the B. Document/Record B. Document/Record needs of a diverse student population. -..c...-J- 7. Evidence of internal A. Yes A. Yes ...... procedures for en uring that material for B. Document/Record B. Document/Record appraising or coun eling tudcnts are non-di criminatory. 8. I::.vidence that curricular To promote the appreciation of A. Yes A.Yes content and instructional cultural diversity through the trategies are utilized to study of cultural diversity and B. Document/Record B. Document/Record meet the diverse needs of the celebration of heritage Principal s Interview Principal' s Interview the student population (School goal #8) Observation served. 9.  vid nee that personnel A. Yes A. Yes 1 recruited, employed and a signed in a manner B. Document/Record B. Document/Record t meet the goals of a Principal's Interview Principal' s Interview de egregating chool di trict. 10. Evidence that procedure A.No A. Yes related to extracurricular and cocurricular activities B. Document/Record are developed and implemented to identify and eliminate conditions that result in participation that is disproportionate to th tudent population. 11. Evidence of diverse A. Yes A. Yes repre ntation on appointed district wid B. Document/Record B. Document/Record and chool-ba ed Principal' s Interview committee . 12. E idence of efforts to Utilize a newsletter to inform A.No A.No ensure that parent parents of the mission attendance at school statement. p.24 B. ......... functions is not ,J::-- N di proportionate to the Provide a Parent Center, p.24 tudent population. Issue communication from each class detailing events and progress. p.24 Establish a home reading program for parents and students. p.24 Increase parents in the VIPS program, p.25 13. E idence of success A.NIA A. Yes related to Majority to Minority transfers B. No M-to-M students B. Desegregation Files reported -..J ~ lJ.) I 4. Evidence that magnet chools are an effective interdistrict remedy for racial balance. A. NIA B. NIA A. NIA B. NIA Copies to: Dr. Emma Bass CRYSTAL HILL ELEMENT ARY SCHOOL PULASKI COUNTY SPECIAL SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS 72118 APRIL 16 - 17, 1996 REPORT OF THE NORTH CE TRAL ASSOCIATION/ EXTE DED COMPREHE SIVE OUTCOMES EVALUATION Submitted to: Mr. Bobby Lester, Superintendent May 24, 1996 Ms. Wanda Ruffins Principal. Cry tal Hill Elementary School Ms. DiAnn Carland Ms. J. J. Morley Ms. Janie Naylor Steering Committee Chairpersons Compiled by: Mr. John McKinnon Field Ser\\'ices Specialist CA State Director Mr. Frank Anthony Assistant Director. ADE Mr. James a. H ter Co-Coordinator. Field erv1ce 744 NORTH CENTRAL ASSOCIATION/ EXTENDED COMPREHENSIVE OUTCOMES EVALUATION APRIL 16 - 17, 1996 CRYSTAL HILL ELEMENTARY SCHOOL NCA/ECOE VISITING TEAM MEMBERS MR. JOHN MCKINNON, GENERAL CHAIRPERSON Mr. Bob Paulovich, Chairperson Arkansas Department to Education #4 State Capitol Mall, Room 301-B Little Rock, Arkansas 72201 Ms. Lisa Lewis. Teacher Meadowcliff Elementary chool 25 Sheraton Drive Little Rock, Arkansas 72209 Dr. Ryixuan Mao. Profe or Philander Smith College 812 West 13th treet Little Rock, Arkansa 72203 745 Dr. Samuel Branch, Principal Fair Park Elementary School 616 No. Harrison Street Little Rock, Arkansas 72205 Mr. Deodis Fleming, Teacher David O 'Dodd Elementary School 6423 Stagecoach Road Little Rock, Arkansas 72204 Ms. Lillie Carter, Principal Pulaski Heights Elementary School 319 o. Pine Street Little Rock. Arkansas 72205 FOREWORD On April 16-17. 1996. ix representatives of the Arkansas North Central Association/Extended Comprehensive Outcomes Evaluation (NCA/ECOE) State Committee visited Crystal Hill Elementary School. The comments in this report have been based on the visitors observations and the findings produced by the faculty. It is the hope of the Arkansas NCA/ECOE State Committee that the observations and recommendations included in this report will assist the faculty and administration of Crystal Hill Elementary School as they proceed with the implementation and evaluation of the School Improvement Plan. As a goal of the visiting team. recommendations have been made to reinforce the school's conclusions prepared in the School Improvement Plan. These recommendations, in many cases, will not be new and different. but are in support of the school improvement team's conclusions. Recommendations ha\\'e been made to foster further ervice and discussion, not to provide specifics of name and topic to utilize. The NCA/ECOE team would like to take this opportunity to thank Crystal Hill Elementary NCA/ECOE Steering Committee. staff, administration, students. board and community representatives for a superb two-day visit. The students and staff were most courteous, informative. and cooperative throughout the visit. The student guides certainly did their utmost to provide directions to specific areas and to assist with information. The food and various amenities provided by parents and local businesses added to an atmosphere of cooperation and collaboration. Thanks for making this CA/ECOE team visit valuable through the process utilized and the chool Improvement Plan de\\eloped to meet the needs of all the students at Crystal Hill Elementary. 746 CHAIR SUMMARY: VISITING TEAM REPORT Crystal Hill Elementary Communications Magnet School is located within the North Little Rock City Limits at 5001 Doyle Venable Drive. The building was constructed in 1991-92. and consists of 35 classrooms, an office area. a cafeteria, a multi-purpose room, media center, and a Community Based Instruction area. The facilities are in excellent repair and provide adequate lighting and space to meet the needs of the 775 students. The building staff consists of 35 prekindergarten through sixth grade teachers, a principal. two assistant principals, two counselors, one home school consultant, one media specialist and five custodians, one CBI teacher, three resources teachers. one Language Enrichment ActiYities Program teacher, a communication specialist. two alpha teachers, two part-time speech specialists, occupational therapist. and a extended day care director. The classrooms and hallways were beautifully decorated with students work. The magnet theme of communications. written, oral, and visual is integrated into the regular classrooms by the classroom teachers and the communications specialist, which are all certified teachers. Crystal Hill Elementary Communications chool began the ECOE process during the fall of 1994. The process continued through April of 1996. when the ECOE visiting team was on campus. The principal. Ms. Wanda Ruffins. asked for taff volunteers to head the ECOE teering committee. Later. th teering committee attended an in- er\\'ice explaining the process at the Pulaski County Special School District Central office. After the staff was in-serviced on the complete process. staff members signed up for one of the following committees: 1. Writing and Proofreading 2. Archival Data 3. Opportunity to learn/Time on Task 4. School Climat 5. Clear chool Purpo e 6. Monitoring and Assessment 7. High Expectations 8. Parent Involvement 9. Instructional Leadership During the fall. the staff collected the archi al. perceptual. and achievement data. The school had been in e 'istence for only two year . which led to a limited supply of data. 747 After a close examination of the data, the staff chose the following areas for improvement: 1. Parent and Community Involvement 2. School Climate: 3. Instructional Leadership 4. Monitoring and Assessment of Student Achievement~ and 5. Clear School Purpose. Specific learner outcomes were developed for concentration for the next five years with improving student achievement being the primary focus. It was evident to the visiting team that the teering committee provided outstanding leadership throughout the ECOE process. A high level of pride and enthusiasm exists among administration and staff regarding the chools  plan for improvement. All faculty members were involved in the process and were knowledgeable of the process and plan. It is obvious to the visiting team that the faculty and staff worked long and hard. We understand the process was difficult and time consuming. We hope our input will improve an already strong ECOE report. District Recommendations: There are none to report at thi time. School Improvement Recommendations 1. In order to ensure action implementation the persons responsible should be smaller in size i.e., principal committee chair, or counselor. 2. Yearly re-visit the plan to make nece ary adjustments and revisions. 748 MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Strengths: 1. There are many wonderful programs in place to decrease the disparity\nL.E.A.R., Jostens Learning Lab, Title I Paraprofessionals, portfolfo assessment, and teacher-made tests. In addition, there are teachers who have completed K-4 Crusade training. 2. Teacher enthusiasm is a strength. Recommendation: Readjust time lines and write specific strategies to address disparity. INSTRUCTIONAL LEADERSHIP Strength: The school is doing much more than i indicated in the plan. Recommendations: 1. Be specific when interacting with students about why you are with them. Tell them that you are keeping up with what is happening in the classroom. 2. Be visible when teachers have special activities in their classrooms and say something about the activity. 3. Consider looking at the archival data to make a decision about the administration s invol\\'ement in classroom activities. SCHOOL CLIMATE Strengths: 1. The many clubs and activities used to encourage students positive behavior is excellent within the school community. 749 2. To help encourage positive discipline within the school community, training parents in the Discipline Management Plan is a strong asset. Recommendations: It is recommended that parents, teachers, and students be re-surveyed in the area of school discipline to see if it has improved since the last survey date. CLEAR SCHOOL PURPOSE Strength: The administrators and teachers have done an outstanding job at integrating the outcome related to the target area with the school's communication theme. Recommendation: In reference to item 1, action 1, the school may want to decide the procedure for selecting the Communications Curriculum Committee Members and when the team will be in place. PARENT AND COMMUNITY INVOLVEMENT trength: The school displays a strong commitment to the increase of parent attendance at PT A meetings. Recommendations: 1. It is recommended that the school keep track of parent attendance at PTA meetings. and find out what might keep some parent from coming by, using a brief questionnaire at the beginning of each school year. 2. It is recommended that the school use weekly newsletters in color-coded paper. with a student staff to inform parents and community of the progress of the school. 750 PERCEPTUAL SURVEY USE: CRYSTAL HILL ELEME TARY SCHOOL Crystal Hill Elementary School analyzed the perceptual data and noted the following concerns: Students did feel the principal always knew what was going on in classrooms. Parents did not feel the administration effectively informed the community about the school's progress. Parents and students expressed concern about consistent school discipline. As a result. the following outcomes and goals were developed: More opportunities will be provided for the administrators to become actively involved in daily classroom activities. School leaders will regularly address the community at PT A meetings to effectively inform parents of school progress. Improve consistent discipline throughout the community and transitional areas of the schooL with responsibility being shared by all the staff. 751 -......J Vl N 1. 2. CRYSTAL HILL MAGNET ELEMENTARY: PCSSD 14 ELEMENTS IN THE STRATEGIES TO SITE VISITS SITE VISITS ALLEN LETTER ADDRESS EVIDENCE IN ANNOUNCED UNANNOUNCED ECOESCHOOL IMPROVEMENT PLAN A. Is Activity Taking Place? A. Is Activity Taking Place B. Available Evidence B. Available Evidence Evidence that policie . Develop. teach. and uniformly A. Yes A. Yes procedures. rule and enforce rules for halls. re t-regulations are developed rooms. cafeteria. and B. Document/record B. Document/record and implemented to playground. pp. 38-40 Principal s Interview Principal' s Interview facilitate desegregation. Evidence that plans Develop transition plans for B. Conference A. No related to reducing students moving to new grade. achievement disparity p. 56 between black and nonblack students are Teach test-taking skills to progressively successful. students, pp. 56, 57 Develop strands of communications skills needed but not evident in entering 3rd and 4th grade students. p. 64 --....J V1 w 3. 4. 5. 6. Evidence that student assignments to schools. classes and programs at each organizational level are made without bias. Evidence that staff development days authorized as a result of the Agreement are used to facilitate the desegregation process. Evidence that travel time to and from school is not di proportionate among black and nonblack students and the percentage of black students transported for desegregation is not significantly greater than the percentage of non-black students transported for desegregation. Evidence that guidance and counseling is designed to meet the needs of a diverse student population. A. Yes A. Yes B. Document/record B. Document/record Principal s Interview Principal' s Interview A. Yes A. Yes B. Document/record B. Document/record Principal's Interview Observation Principal's Interview A. Not known A. Yes 8. Document/record A.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_383","title":"Desegregation Committee report","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":["1996-06-14"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School integration","Education--Evaluation"],"dcterms_title":["Desegregation Committee report"],"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/383"],"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\nPart I taken to eliminate outdated requirements and those governed elsewhere under law. Such action would allow the district to take advantage of or experiment with new educational reforms. For example, the Incentive School Program was designed to promote and ensure academic excellence in schools that were difficult to desegregate. The program contained a multitude of obligations driven by an exhaustive list of programs and activities. Yet, current programming has not resulted in the accomplishment of the goals of the incentive schools\ntherefore, the district must now redesign the Incentive School Program and seek modification of the Desegregation Plan. In order to help close the achievement gap between students, it is crucial that intervention be in place as early as possible in a childs life. Therefore, we recommend that the highly successful four-year-old program be added wherever economically feasible. We also recommend that it be a priority that four-year-old programs be placed in schools where the 8Part I M n students are the most economically deprived. It is also important that programs such as Reading Recovery be considered for implementation so that very young students with reading problems can be targeted and a W larger, life-long problem which affects all aspects of a students n performance will be prevented. H M The districts plan must include accountability, evaluation and institution of a more efficient, ongoing monitoring system to ensure that the M goals are achieved. in III I III III M M 9n R n Part 11 - Specific Recommendations R student Achievement R Academic Suppon R  Decisions for which Title I Programs are used should be school-based provided R schools follow established local, state and federal guidelines. H  Review and revise academic support programs so they are integrated and current R with state, federal and desegregation plan guidelines. H  Select measurement tools that will determine how well students have learned that R which is required of them. Standards and expectations should be equally high for all R smdents recognizing that achievement may occur at differing paces. R  Provide ongoing quality inservice to all persons involved in the implementation of R programs. M Staff Development M  Review and update the staff development components in accordance with the current needs of the district. R R 10Specific Recommendations  Monitor and evaluate the effectiveness of the ongoing staff development activities and revise as needed. M  Provide comprehensive training to all staff and patrons so that everyone is knowledgeable of the desegregation plan and the districts mission and goals. M  Continue to investigate and research sources of strategies, models and activities that have proven to be successful in urban settings. M Student Safety and Discipline w  Annually evaluate and update the districtwide and school-based safety and security M plans. Id  Educate smdents and all staff on procedures and responsibilities. Id Id  Provide training for all staff in awareness, prevention and intervention of school violence.  Implement conflict resolution training programs for students and all staff members. M Id 11Specific Recommendations H  Establish district policies and contract language that emphasize a safe school environment for all. PI PI  Establish an effective comprehensive alternative education program (e.g. special schools, schools within a school, in-school suspension). PI  Seek additional funding for special and extended services for all students by PI collaborating with local, state and federal agencies (city board of directors. United Way, Childrens Hospital, Children and Family Services, private and public grants PI sources) to maximize and utilize services for students. PI Special Schools Inceniivg Schools H m PI  Maintain the current number of incentive schools, but change the designation to PI remove the negative connotation that the words incentive schools now carry PI (e.g., magnet schools of excellence, special magnet). III  Offer a strong basic skills program that gives the students an opportunity to gain the Ill competencies essential to move successfully through each grade level. M PI 12Specific Recommendations n n (a) Promote and enhance leadership and staff understanding of the incentive school concept. w H (b) Ensure the availability of adequate resources to implement academic programs. M M  Extend the school day by a minimum of 30 minutes daily in order to provide additional instructional time. W  Review the effectiveness of the extended day/week (Saturday)/year programs. Id Look for other options that can accomplish the same objectives for students. Id  Develop an evaluation component with a time line for measuring student and school Id improvement. (a) Use the instructional management system as designed. M (b) Provide quality support and training for staff using the hi management system. Ill Id M 13Specific Recommendations  Review and revise as needed the effectiveness and usefulness of the support programs recommended in the incentive school program as outlined in the plan (pp. H 152-161).  Using a needs-assessment instrument, reevaluate e effectiveness of the existing H incentive schools staffs. Staff should be allowed to transfer out of the incentive M school and/or be involuntarily transferred to other schools. M (a) Implement high quality, ongoing staff development H activities for incentive schools by analyzing staff development needs for all staff. w m (b) Establish a viable program for staff recruitment. Id  Utilize the master-teacher concept in order to provide additional support for Id teachers and support staff through mentoring. Id  Establish an effective recruitment plan for attracting and maintaining master M teachers and strong instructional leaders. Id Id 14H Specific Recommendations n H  Develop a quality staff development program so that individual school needs will be H addressed. M  Use parents/community/city/volunteers to remove environmental obstacles (i.e., H abandoned cars and condemned building) in neighborhoods immediately H surrounding the schools. M Alternative Schools M  Develop and implement a comprehensive alternative education program that provides both prevention as well as intervention. H (a) Alternative programs should provide extra counselors, M psychologists, and other staff to help the students to M return to their schools. Id (b) In no way should these schools be used to merely detain students. M The alternative schools must function as temporary places to M assure that students receive maximum benefits from educational 11 programs offered while they are enrolled. Id Id 15Pi M Specific Recommendations H n (c) A task force should be appointed to develop the program that will H use local, state and federal funding as support. M Area Schools H The school district should continue to fund this area and the assistant M superintendent should be certain that principals take advantage of the allocated resources. M M The school district must develop job descriptions and provide adequate training to aides in all schools. M M Parental Involvement M  Identify promising practices and what works ideas and models\npromote them M as success prototypes and devise a system to disseminate them throughout the district and community. M M  Equip parent recruiters by promoting their teammanship, developing comprehensive job descriptions, targeting their marketing, and connecting them more closely to the schools, in order to ensure their success. m M 16n Specific Recommendations  Work tn expand ways which enable and enoure parental involvement in the childrens education both at home and at school.  Devise and implement comprehensive staff development to train all staff in methods 4 of supporting parent involvement. 14  Promote widespread awareness of school events (such as open houses) throughout the school district and community. 14  Publicize the academic achievements and other outstanding accomplishments of students, staff and schools. Id Public Relations w w m K M M M M The district offers many excellent school programs, but many of its successes are not known by the public. M W  Develop a districtwide system for public relations that interface with parent involvement, community organizations and tri-district collaboration for such involvement. M fed 17HI HI Specific Recommendations HI HI  Recognize the important roles that the school board and administration play in fostering positive public relations and promoting public confidence. HI HI  Establish a system for consistently disseminating successful ideas and approaches used by schools in the district. HI HI  Recognize that public relations goes on throughout the entire year and exists in M every interaction between school personnel and citizens. All district employees and students should relate positively to the community with their every action. M M  Cultivate an atmosphere of mutual respect and equal treatment throughout the district.  HI 111 III Id Id HI Id 18HI Addendum School Finance The committee is aware of the financial challenges the District has faced throughout the last several years. Although no formal presentation of the Districts HI fiscal condition has been made before the committee, an appreciable amount of time has been spent reviewing the financial condition of the LRSD. Each of our Hi recommendations was considered within these restraints. The Little Rock School District is not a resource-poor district. Earlier in the year, the District faced what appeared to be an insurmountable budget deficit. Growth in local assessments, improved tax collections, a modest gain in state funds under the new school funding formula, and effective short-term management decisions were key factors in moving toward a balanced budget for next year. Continued improvement in Id the management of the districts human and financial resources will be extremely important to the districts ability to meet its desegregation obligations while providing Id quality, equal educational opportunities for all students. Id n M w H M H M M hl I In consideration of the Districts financial condition, this committee encourages the LRSD to take advantage of its stable resource base and also to pursue budget strategies that will yield recurring benefits. Accordingly, this committee recommends M that the district develop and implement plans to bring long-term financial soundness to Id 19M School Finance M the District s operations. The committee believes this is a critical first step for the District in order to meet its desegregation obligations, to assure the safety and security of its students and staff, and to restore public confidence in the Little Rock Public Schools. H M M H M M M M UN UN UN nN 20 mH 14 I Summary 4 114 4 114 14 4 The Little Rock School District is a reflection of the community it serves. The quality of any community is inextricably interwoven with the quality of its schools and visa versa. The community is both critic of and provider for its schools. Community involvement and the generation of community ideas for desegregation are essential to help build broad-based community support. The Little Rock School District Board of Directors needs to strongly reaffirm and communicate to the public its commitment to providing quality desegregated education for all of its students. H Furthermore, the district needs to convince the community unequivocally of its M M ability to educate all its students in a safe and orderly environment. The board and administration must focus their attention on making the Desegregation Plan workable, fiscally responsible, and a win-win situation for all children in the district. P4 14 14 The Board Of Directors needs to insist that its policies and procedures current and consistent with the goals and mission of the district so that future are hri leadership will have a clear understanding of the Boards and communitys expectations for leading our schools to excellence. 14 I I 14 The recommendations in this report are this committees vote of confidence in the Little Rock School District. We are of the strong and unwavering belief that if they are acted upon, then our community will marshal the necessary support to produce a 14 21M w Summary n H fully desegregated district with the results that after more than a decade of struggle can have a unitary system which offers quality education for all its students. , we M n M m 14 14 4 4 4 4 4 4 22IK SIGNED: IK II Cora McHenry, Co-Chair / J \\3TdlL' Estelle Matthis n Bill Bowen, Co-Chair Rev. C. E. McAdoo H H Alf] Dodie Am o Dr. Patricia McGraw H Hl Kris Baber Bedy-Mitchell II  Ann Brown II M Irma Hunter Brown Thelma Phillips Win Rockefeller II / /' M Eleanor Coleman Alice Rowe HI Dr. Danny Dillard Frank Smith Hl III Teresa Youn Pl Frank Martin *Court Concern for Appropriateness m Report RECEIVED JUN 1 8 1996 Office of Desocregalion Monitoring 0 n IS 0 Desegregation Committee Little Rock School District 10 n June 14, 1996 I 1PI / O jt / p Little Rock School District p p RECEIVS53 13 1996 June 18, 1996 p Cf Dasegregation p p Ann Brown, Federal Monitor ODM - 201 E. Markham, Suite 510 Little Rock, AR 72201 p Dear Ms. Brown: p p On behalf of the Board of Directors, I would like to takp thi  you for your contribution to the Little Rnck n  PPortuni the personal sacrifice that w was required in order to complete   -\u0026gt;'*1 vfcxx Ill UiUCi LU review of the Districts desegregation documents in a opportunity to thank I realize a very thorough very short period of time. p meeting on Thursday, June 20,1996, ---- at a special commitment to the students of the Little Rock School recognized for your service and District. Sirucerely, llA i I p p 810 West Markham Street Linda Pondexter, President Board of Directors Little Rock, Arkansas 72201  (501)324-2000R R R Ms. Linda Pondexter, President Board of Directors Little Rock School District 810 West Markham Little Rock, AR 72201 June 17, 199\u0026lt; Di/,', JUN / 8 }99dl R Dear Ms. Pondexter: Office of Desegregarion Monjicr.'ng R R The special Citizen Desegregation Committee approved by the Board at its February 22, 1996 meeting has completed its task. We are hopeful that the result of our work provides some guidance to the Board as it struggles to bring closure to a long, expensive and decisive dilemma. pq R Members of the committee, collectively, have spent more than 40 hours reviewing documents, listening to presentations from the administration and other parties to the plan, interviewing selected school staff and deliberating issues the committee deemed central to fulfilling its charge. n n R This report does not purport to be an exhaustive analysis of the technical aspects of the Desegregation Plan or a conclusive opinion on the degree to which the district has, or has not met its obligations under the plan. Rather, it seeks to look toward a stable future for the LRSD and means for the District to build capacity to deliver a high quality educational program for all students in a desegregated setting. A number of the observations and recommendations in the report have undoubtedly been referenced in other communications to the District. The committee chose to repeat these issues as a plea for the district to move immediately and aggressively toward addressing these concerns. R On behalf of the entire committee, we thank the administration for its able and prompt responsiveness to the committees requests for information and for providing access to staff when requested. The staffs assistance played an important role in helping us to clarify issues, test perceptions, and reach consensus on items included in the report. We also thank you for the confidence you expressed in us by designating us to chair the committee and for naming such an outstanding, committed group of individuals with whom to work. Each one on the committee has spent hours in private study to absorb the detailed information necessary to complete the committees task and helped each of us to see our blind spots and recognize our common bond. Finally, if after reviewing this report the Board has any questions, we as co- chairs would welcome the opportunity to appear before the Board at its convenience. Sincerely, jm r^nro Pi K/fpT-Ttf^ni-t/ Din Cora D. McHenry Bill Bowen Co-Chairperson Co-Chairperson ww H w w M w Committee Members Cora D. McHenry, Co-Chair Bill Bowen, Co-Chair Kris Baber Ann Brown Irma Hunter Brown Eleanor Coleman Dr. Danny Dillard Pankey Fells Frank Martin Estelle Matthis Rev. C. E. McAdoo Dr. Patricia McGraw Betty Mitchell Thelma Phillips Win Rockefeller Frank Smith H Alice Rowe Teresa Young M W J I A A 2I Overview w w The Little Rock School District today is uniquely positioned to meet n the goals of its desegregation plan. Though the District continues to cope m with problems that are common to urban school districts such as safety and n security, urban flight, racial issues, financial issues and aging buildings. H the impediments to the districts ability to gain unified status and to N maintain a quality and equitable academic program for ail students can be overcome. A broad segment of the Little Rock community is showing a w renewed interest in and support for a desegregated school system. There w is now a solid base to provide the necessary support to reach the districts w desegregation goals\nhowever, the LRSD cannot do this job alone. The w w time is ripe to reach out to the larger community via businesses, churches and civic organizations to ensure that this district remains the flagship district of the state. The central question is: ARE WE, AS A III COMMUNITY, COMMITTED ENOUGH TO DESEGREGATION AND M UNITED ENOUGH TO SUPPORT A DESEGREGATED SCHOOL JI SYSTEM? M ff 3Overview H W The Little Rock School District has submitted a motion to the district H court setting forth its assessment of the degree to which it has met the n obligations of the plans. The committee did not address the issues n contained therein. n Recognizing that within the committees time limit and other n restraints it is not possible to fashion a viable set of alternatives to the w myriad aspects of the desegregation plan which has commanded the fH attention of so many for so long, and has been the subject of numerous m reports and hours of work by school personnel, the committee limited its R focus to the goals and charges given it by the Board. R Our mission has been to examine the Little Rock School Districts M Desegregation Plan, Interdistrict Plan and the Settlement Agreement in M order to\nJI 1. Determine the extent to which the Board has been able to M meet the goals of the current desegregation plan. n 4H W Overview n 2. Identify barriers impeding the Boards ability to implement the current plan. n 3. Make recommendations for possible alternative actions that M will make it feasible for the board to meet its desegregation n obligations. n n The committee presents its findings and recommendations for your consideration. n n The report is in two parts. Part I describes the major issues w (overriding concerns) that were found throughout our examination and w deliberation of each aspect of the desegregation plan, and previous efforts IH at its implementation. Part II contains specific recommendations in four areas: Id 1. special Schools (Incentive, Alternative and Area) 2. Student Achievement 11 3. Parental Involvement M 4. Public Relations 5HM I Part I n n A lack of stability in the district over the last decade from the n administrative level through school staffing patterns and student assignment, appears to be a major impediment. This lack of stability has M created a leadership void resulting in a disjointed effort to implement the n plan and an erosion of public confidence in the schools. n H An uneven allocation of resources to schools, unstable student placement and uneven implementation of the plans provisions have n resulted in inequitable opportunities for students. The student assignment plan, as currently written, has not been used to address demographic w changes. The plan should be flexible enough to allow the greatest number of children to take advantage of programs regardless of rigid student III assignment ratios. nd bl The absence of a strong, coordinated staff development program causes several problems. There is evidence that a number of persons M n 6 R Part I R R (employees and patrons) are unfamiliar with the requirements of the plans, R missions and goals of the district as they relate to desegregation. The academic program is unevenly delivered in some instances because of a R lack of skills, resources and administrative support to achieve the desired R outcome. Additionally, parental involvement should be an essential R component of any staff development program. The current staff n development activities produce pockets of excellence in some schools and M evidence of neglect in others. M Desegregation is a workable and manageable change process if the R staff is well prepared for it. R R Parental involvement is critical to student success. Broadening the R III interpretation of parent involvement, reaching out to all parents and enhancing community-based parent organizations will do much to create a cohesive adult support system for all students. Many state and federal requirements now govern areas where there in were few regulations when the plan was drawn. Immediate steps should be M 7\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcri_bcri-ohpc_45","title":"Margaret Givner Brown","collection_id":"bcri_bcri-ohpc","collection_title":"Birmingham Civil Rights Institute Oral History Project Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Jefferson County, Birmingham, 33.52066, -86.80249"],"dcterms_creator":null,"dc_date":["1996-06-13"],"dcterms_description":["Margaret Givner Brown discusses growing up in Birmingham before getting involved with the Movement as a child. 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