{"response":{"docs":[{"id":"bcas_bcmss0837_387","title":"Finance Analysis Model by Coopers \u0026 Lybrand","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":["1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance"],"dcterms_title":["Finance Analysis Model by Coopers \u0026 Lybrand"],"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/387"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nB5032J02 Date: March 23, 1995 To: Fred Smith From: Bill Mooney Subject: Finance Analysis Model We both know that the financial situation of the district makes sound decision-making critical to the future. As resources become increasingly strained, decision-makers operate with less margin for error. The chance of making a good decision is increased by having useful information readily available. The main purpose of the Program Budget Document is to link program accomplishments with program expenditures so we would have better information to guide the district. We must always seek better ways of collecting data and analyzing it into useful information. One of the better ways might be the Finance Analysis Model. I want to share the attached pamphlet with you, and get your thoughts into further investigation of this model. Since the model is PC-based, it could probably run in our existing environment. Such a tool might assist the administration. Board, and community in making better decisions. The model has something of a history around Little Rock. Last year, Ann Brown and I encouraged Gene Wilhoit to look into using the models forerunner, the Micro-Finance Model, statewide. Additionally, one of the authors of the model, Sheree Speakman, was the lead person on the Coopers \u0026amp; Lybrand study conducted for the district. I would bet she used some of her experience from that project as material for the model. Please read the pamphlet, then let me know what you think. I will be glad to help you in any way I can. Copy to: Ann Brown Hank WilliamsLRSD a6MIN. BULDING Fax:1-501-324-2032 Aug 31 95 15:17 P.02/02 W-' '5' 2^ 53 Little Rock School District Media Advisory August 31, 1995 For more information: Suellen Vann, 324-2020 The Board of Directors of the Little Rock School District (LRSD) will hold two special meetings beginning at 6:00 p.m. tonight. August 31, 1995. The purpose of the first meeting is to complete LRSD business which was not finished at the regular monthly meeting on August 24. The second meeting, which will immediately follow the first meeting, will be held to discuss a proposal from Service Master to manage custodial operations of the LRSD. The meetings will be held in the Board Room of the LRSD Administration Building at 810 West Markham, ### iiAiAiiiiAiialRsd admin, bulding Fax:1-501-324-2032 Dec 6 95 9:43 P.02/02 Little Rock School District 1 s Media Advisory December 6,1995 For more information: Suellen Vann, 3242020 Little Rock School Board member Judy Magness is participating in Leadership Greater Little Rock. As part of her leadership project, she will be interviewing Shorter College president Dr. Katherine Mitchell, who also serves on the Little Rock School Board. The interview will take place at 8:30 a.m. today at Shorter College. This advisory is being sent since a special meeting situation exists. 810 West Markham street  Little Rock, Arkansas 72201  (501)824-200012/06/95 } 10:21 501 324 2023 LRSD COMMUNICATI ODM 002/002 I 1 y ( Little Rock School District Media Advisory I I Technology Donation for School December 6,1995 For more information: Dina Emfinger, 324-2020 , LITTLE ROCK  The Association of Black Engineers in Arkansas will present computer software worth more than $550.00 to their Partner in Education, Romine Computer Science \u0026amp; Basic Skills Interdistrict Elementary School, today at 12:00 noon in the Ubrary of the school. I ABEA hopes their gift will promote development of math, science, and technology skills in female and minority students and will encourage them to pursue related careers. ### I I r j I I \u0026lt; i I IThe Finance Analysis Model is a cooperative effort of Coopers \u0026amp;Lybrand Coopers \u0026amp; Lybrand L.L.P. a professional services firm and the CENTER FOR WORKFORCE PREPARATION Letter from Coopers \u0026amp; Lybrand L.L.P. and the Center for Workforce Preparation Coopers \u0026amp; Lybrand L.L.P. and the U.S. Chamber of Commerce's Center for Workforce Preparation are pleased to announce a cooperative effort to enhance the public's understanding of the school operating framework that supports education. Our goal is simple: to enhance the information communicated on school finance. To this end, Coopers \u0026amp; Lybrand and the Center are combining their considerable resources and know-how to support the nation's schools in effective reporting to the public on the budgets and costs that make education  and education reform  possible. Each of our respective organizations already makes a substantial annual commitment to support local community efforts to improve teaching and learning. Since 1985, Coopers \u0026amp; Lybrand has encouraged employees to participate in a unique volunteer outreach program. Supporting Youth Education. In the 1993-94 school year alone, 3,000 participating partners and staff contributed 55,000 hours of teaching and tutoring to secondary schools nationwide. Committed to serious involvement in local education programs. Coopers \u0026amp; Lvbrand offices nationwide provide school districts across the country with technical and financial assistance. The Center for Workforce Preparation assists 3,000 state and local chambers of commerce nationwide with education reform efforts by supporting the U.S. Department of Education s satellite town meetings, distributing information on effective practices in school-to-work transition, parent involvement in education and other critical education issues. Our effort is directed toward disclosing information on education today so that community members can know udth certainty how much it costs to run schools, how dollars are directed to the teaching and learning of children V and the results of these efforts. We believe the sharing of information help\nIS communities implement a shared vision of the best way to support the needs of local students and helps ensure that all who sit at the table of education reform equally informed. are The result of our coUaboration is the Finance Analysis Model , an information tool for schools that works at both the district level and at individual school sites. Our model provides a new reporting system for districts that are committed to site-based management. Our shared vision  starting with this model  is to bring best practices to American education, integrating processes developed by the business, education and financial communities into solutions that are delivered locally. We would like you to join us in bringing this new approach for sharing information to your local schools. Nicholas G. Moore Chairman Coopers \u0026amp; Lybrand Edwin Lupberger Chairman Entergy Corporation and the Center for Workforce Preparation Executive Summary Coopers \u0026amp; Lybrand L. L.P. and the U.S. Chamber ofCommerce's Center for Workforce Prepara tionhave joined efforts to createamodelforschool finance and management reporting based on each organization's school finance research. \"The Finance AnaIy-7 sis Model is a technology-based information tool that operates on a standard } personal computer. As a technology, school districts can use it from one year to the next to determine Ion?- o grange patterns in e.xpenditures. The product is designed to analyze 100 percent of a school district's general i ledger. In addition to collecting information expenditures, it analyzes information at individual school on the districf s budget or actual sites. School-bv- school data allow community leaders to view how schools within the same district compare on spending patterns, and whether some schools investi resources in teaching and learning more efficiently than others.' The Finance Analysis Model consists of a series of multi-dimensional, spreadsheets that compile information on district and school expend!-  tures. The three basic dimensions include: ? ,4 1 a functional dimension showing expenditures and budgets that comprises / 100 percent of the district's funds into one of five categories  Instruction,^ Instructional Support, Operations, Other Commitments and Leadership,-:/ 3 a program dimension that provides community leaders with accurate infor- / mation on the costs of educational programs such as special education,/ gifted and talented, bilingual, chapter 1 \u0026amp; 2, summer school, general / education and other programs\nI 1 a grade level dimension that allows school districts to determine the costs of / functions and programs in the district's elementary, middle and higb} schools, alternate schools and all other schoolsj The model is organized to present expenditures in five functions so that communities can search for the proper balance between instructional spending and other costs. Working with community leaders, school districts can use management information to identify where resources can be directed to enhance student perfor- mance.Introduction Generations of Americans have believed that the American dream of prosperity could be achieved with a sound, basic education. As the year 2000 approaches, however, parents, business and community leaders, educators and children alike are openly debating if today's education system continues to improve young minds, and whether or not the system still provides students with the skills needed to remain competitive in the work place. In the last decade of this centurv, the debate to reform the nation s education system has been influenced by both positive and negative pressures: Goals 2000 and state reform initiatives, irate taxpayers, critical reviewers, the accountability movement, funding shortfalls, \"seed grants,\" government, individuals and philanthropy. As federal and state programs continue to recognize individual schools and teachers of excellence, critics wonder why three decades of constant attempts to improve education have only resulted in higher costs, burdensome regulations and increases in student achievement. more controls without realizing significant Continuous increases in funding for education have led to one conclusion  funding does not guarantee enhanced student performance. In fact, as more federal, state and local funding o agencies have run out of options for P' providing new resources to schools, school decision-makers are having^ to do much more with the same or fewer dollarslToday it is more critical than ever to find and apply comprehensivesolutionstotheproblems facing schools  allocating scarce education dollars efficiently. A new technol- ogy, the Finance Analysis Model, being developed by Coopers \u0026amp; / Lybrand L.L.P. and the U.S. Chamber of Commerce's Center for Workforce Preparation supports community efforts to redefine education. ' ' The product organizes a school s financial records into one report that can be easily understood by teachers, parents, business leaders and students alike. The model in and of itself will not solve a school districts problems, but in the hands of citizens, school and business leaders, teachers and parents, the process assures that all members of the community can make mformed decisions to improve education for the community's children. Why is the time right for the Finance Analysis Model? First, pressure has mounted since the groundbreaking 1983 report A Nation at Risk alerted the country to declining education standards. A Nation at Risk made the most convincing argument, U.S. children must learn more math and science, embrace technology and learn how to communicate more effectively if this nation is to remain competitive in the global marketplace. The President and the nation's governors responded to this national education crisis in 1989 with a bipartisan \"Education Summit,\" resulting in the introduction of the National Education Goals. Today, the groundwork established at the summit continues to support community efforts to improve local education through Goals 2000. Second, schools continue to face problems that directly impact learning: helping S children who live in extreme poverty and deprivation: providing services to students who face physical or mental challenges\ncounseling students who have substance abuse problems\ncoping with crime in the schools and a steady increase in children having children. Many students arrive at the schoolhouse hungry and tired. They sometimes sleep through class, cut school, miss their lessons and fall further behind their peers. Mustering all conceivable resources to support the bodies and minds of children is an everyday reality for many schools. To further complicate matters, the pupil population is growing again for the first time in 12 years, particularly in major urban areas that are already under financial pressure. Third, school finance issues continue to demand the attention of many state legislatures. Traditionally, state and local governments direct funds to each school district. The district then has the responsibility to report to the state on the results of budgeting of funds and subsequent financial activity. Even with the volumes of data i these reports entail, few legislators understand how funds are actually spent in, individual schools and on students themselves. The lack of data obstructs states'  efforts to manage shortfalls in tax revenue and cutbacks in public funding. There-? fore, not only has it been difficult for states to adjust allocation patterns across? districts, but in periods of austerity, school decision-makers find it difficult to predict just how cuts would affect the student-teacher ratio, course offerings and the ? teaching and learning of students. ? In essence, educators are expected today to work miracles: to do more, for more students, under more pressure  within the same budget. Yet this pressure serves catalyst to bring about important break-throughs and visible signs of progress education reform. The time is now. Since 1983, the conditions for meaningful school improvement have all emerged. Models have been tried and refined. States and school districts have shown a real interest in reform, and key stakeholders have all come to agree that unless schools adopt better financial management and accounting techniques, school leaders will face challenges in making informed decisions. 4A Perfect Team Systemic Reform and Management Reporting Nationwide, a concerted movement toward real education improvement  often called systemic reform  is taking shape. \"Systemic reform\" is a critical concept. It rests on the belief that all levels and groups with a stake in education must be involved. The Educational Resources Information Center (ERIC) reviewed the growing efforts for systemic reform and concluded: Systemic education reform is an ambitious movement to improve education from the \"top down\" and \"bottom up\" through state policies that support change at the local level. It involves coordinated change in the whole education system, particularly in four areas: standards, curricu- ' lum, performance assessment, and teacher development. . . Sys- temic reform is unique in emphasizing that change tn one aspect of education requires change in all the other aspects. (ERIC Review, 1994, p. 2). S Despite the importance of systemic reform, few address the economic consequences of reform. How can a national effort of systemic reform for 50 million students in 15,025 school districts, and more than 111,000 schools occur without information on activities, costs, practices and outcomes? The nation^s schools need a new standard of information that is supportive of systemic reforms, a standard related to current accounting, budgeting, auditing and testing. Clear, accessible information is a key to empowering all facets of the community. Data are numbers and words\nbut information is organized data  organized to solve a problem or spotlight a concern. For example, data show test results\ninformation indicates which students took the test, and how well they did this term. Data should be the starting point, not the stumbling block, of all good education decisions. To accomplish this, information must be accurate, accessible and provide a common basis for action. Systemic reform can not survive with data that divides community leaders. The Need for School Finance Management Reporting Educators and business leaders share much in common. Both want and need the best opportunities for children to learn. Both benefit from students with access to quality learning environments that lead to results. When it comes to finance and informa- j tion, however, schools can learn from long-standing business practices, jBusinesses are customer driven\ncompanies either respond to the wants and demands of consumers, or face financial ruin. Businesses also make a concerted effort to run their operations efficiently in order to maximize profits. Companies r~ -. etficiently with management reporting tools that show their leaders how funds spent, which portions of the organization perform better than others run more are and areas in which thecompanycanreduceexpenditureswithoutaffectingoveraU performance. Similarly, companies communicate when clear-cut information exits. more effectively with employees and investors In today's tight financial environment, schools have responsive to  the taxpayer. While school districts a new customer they must be information on demographics and expenditures must report detailed to state education agencies, few are required to provide its shareholders, the local citizens, with financial information that clearly defines the cost of education. School budgets are so large and complex that the community can not understand calls for mcreased spending. This lack of community trust undermines the school district's attempt to provide sufficient resources for instruction and every facet of education, j The Move Toward Information It was not until the 1980s that educators and legislators focused on a system-wide concept of school-site management and decision-making. With this move came a need forschool-based infonnation, on-going assessments of school-by-school achievement and the patterns of spending in those same schools. Despite this need, researchers continued to focus on district-level revenue and expense analysis, which duplicated data already available. Consequently, those districts involved inschool- based management programs have been forced into unchartered territory as they attempt to organize around the development and implementation of information useful to school-based leaders and educators. Any school district, regardless of its position on school-based management, caro benefit from tools that analyze expenditures school-by-school^ The aUocahons records of school systems - including both their yearly budgets and their actual expenditures  are the financial expression of the education priorities of the commumty, its board of education and senior administrative staff. As such, one of the objectives of financial accounting for a school system is to provide reports to the public as a basis for judging past, present and future decision-making. When taxpayers are demanding better information about how fiscally-tight spent, it is important that the school district provide clear. resources are concise and timelyinformation to all interested in local education. The public simply wants to know\n^ t How much money is spent to run a school districts E How much money is distributed to each school site? } E How much money is directed to classroom instruction and pupils? I E How much money is used for pupil, teacher and program support? E How much money is allocated for operating schools and the central office? j E How much money is used on school leadership and administration at each # school and at the central office? E To what extent do tax payers get value for their tax dollars? ) When answers to these basic questions are available, then school boards and community residents can better determine how best to use or modify resources to meet district and state education goals. The need, therefore, is not to make the financial reporting system more complex but rather to construct a simplified, common sense financial reporting procedure. Early Efforts 'o' a*. In 1989, Drs. Bruce Cooper and Bob Sarrel began a study that sparked interest in school-site analysis. Cooper and Sarrel developed the so-called \"cascade\" model to analyze funding directed to New York City's 123 high schools. The cascade model traced funding at the central office, ^^39 to the high school and finally to classrooms. The Center for Workforce iSW Preparation (the Center) engaged Cooper and Sarrel in a two-year project, to expand their research. With a grant from the Lilly Endowment, Inc, th^ Center, Cooper and Sarrel developed a school-site financial analysis model. The resultant work was known as the Micro-Finance Model, The model allocated all costs to one of five functions, including Administration (Aa)J Operations and Facilities (Bb), Staff Development (Cc), Pupil Support (Dd) anc, Classroom Instruction (Ee). Second, the Micro-Finance Model separated costs, incurred at the central officeA,B,C,D,E  from those incurred at the school level,  a,b,c,d,e  and distributed expenditures school-by-school by grade level,(elementary, middle and high schools). The model also permits cost comparisons^ across functions, such as A+a (Central and School Administration), and B+b\n(Central and School Operations). To date, 54school districts in 14 states have applied i the Micro-Finance Model to over 2,200 individual schools. 1 While work was underway on the Micro-Finance Model, Coopers \u0026amp; Lybrand directed a senior partner, Sheree T. Speakman? to investigate how school districts manage information using the volumes of data produced. Speakman created a small team of individuals from business, education and academia to create a new management reporting model for education. The team began work in New York Citv in 1994 to construct a technology that would provide the public with concise information. The result of their work was the School District Budget Model, a new technology that reorganizes data found in a school district's general ledger into managements information readily understood by all. The software product defined 100 percent? of the school districts expenditures by function, program and grade level (eiemen- tary, middle and high schools). As a technology, the School District Budget ModeC provided the school district with a tool that can be used from year to year to create-\u0026gt; a long-term analysis of the district's expenditures. ? Coopers \u0026amp; Lybrand's process and tools translated bodies of current data into a document easily understood by the individuals who participate in education  parents, taxpayers, elected officials, educators and administrators  providing them access to an evenhanded portrayal of the resources that support the teaching and learning of children. The New Model -The Cento Md Coopers \u0026amp; Lybrand have joined efforts to integrate the\nA best qualities and features of the Micro-Finance Model and the School^ District Budget Model into one comprehensive management reporting f tool, the Finance Analysis ModeBIt is now being tested at the district and state levels with the full cooperation of local political, education and business leadership. The Finance Analysis Model is a technology-based management infor- ? mation tool that operates on a standard personal computed Since it is technologybased, districts can use the model yearly to develop a long-range portrait of district spending. It presents information in a format that answers the finance questions most commonly asked of superintendents, school boards, administrators and members of the community. Whether presented at board meetings, community forums or in written communications, the model can provide a common and ongoing financial language for school and community conversations. 3I What does the Finance Analysis Model do? It is designed to analyze 100 percent of a school district's general ledger. The district can choose to analyze budget figures* or actual spending, depending on the districf s accounting cycle. Since the product ' can analyze either budget or actual expenditures, school leaders can use it for both ' to determine if the district is meeting budget targets. In addition to collecting, information on the district s budget or actual expenditures, it also analyzes informa- t tion at individual school sites. School-by-school data allows community leaders to ? view how schools within the same district compare on spending patterns, and t whether some schools are more efficient than others, i iSf' The model consists of a series of multi-dimensional spreadsheets that compile 5 information on district and school expenditures. The three basic dimensions in- * dude\nlie c a functional dimension of expenditures and budgets that categorizes* 100 percent of the districts funds into one of five categories  Instruction,  Instructional Support, Operations, Other Commitments and Leadership\n I S a program dimension that provides community leaders with accurate information on the costs of educational programs such as special education^ gifted and talented, bilingual, chapter 1 \u0026amp; 2, summer school, general education and other programs\no \u0026amp; a grade level dimension that allows school districts to determine the costs of? functions and programs in the district's elementary, middle and high / schools, alternate schools and all other schools. The product provides a detailed record of the data included in each of the categories of information presented in the new model. School-by-school comparisons are made easier as the model provides percentage breakdowns for each schools expenditures. By cross-referencing these three dimensions, communities can begin to explore and explain school costs. 1 The Five Functions The five functions: Instruction, Instructional Support, Operations, Other Commitments and Leadership represent a vital process in education, starting with the core principle of schoolingteaching and learning (see Appendices I, II, \u0026amp; III for an illustration). Without all five functions, the district would fail to achieve its mission. Obviously, a school district can not operate without buildings, buses, materials, management and high quality leadership. To date, however, education has not developed a system for determining the best ratio of instructional expenses to other costs that support instruction. In the absence of real data, the argument often comes down to \"the more in the classroom and less in overhead, support, and other costs, the better.\" However, the \"perfect\" system is NOT one in which zero dollars are used for administration and supervision and 100 percent in the classroom. Yet, in the absence of real information on the need for and cost of administration in education, the arguments about spending will grow louder. The Finance Analysis Model is not anti-administration or anti-leadership. It acknowledges that each level supports, sustains and leverages the level above as part of the education process. The model is organized to BaBSV' present expenditures for all five functions so that communities can search for the proper balance between instructional spending and other * costs. Identifying and addressing this balance will not be the same for all children, for all communities, for all geographic locales or for all types of schools. What is common is that all five functions alwavs exist in every school and in every school district. Any attempt to make schools better will definitely involve manipulating the functions and costs of Instruction, Instructional Support, Operations, Other Commitments and Leadership in a svstemic way. As information from the model becomes available, trends in allocations will begin to emerge. It is hoped that lessons will be drawn, developing \"benchmarks\" on effective ratios of spending between Instruction and Instructional Support. Rural, urban and suburban districts may have different benchmarks for the value and efficiency of non-instructional resources as measured against the value of instructional spending. Taking demographics into account may demonstrate that certain children use more \"pupil support services\" than others to compensate for poor home nutrition, health and other conditions. Some districts have more costs associated with operations than others: distances from schools, heating and cooling costs, security and control needs. To act on the model's information, a thorough understanding of its five functions is critical. The five functions are as followsri Instruction^ the very foundation of education  capturing a student's interest inf learning, understanding and applying new knowledge. The model interprets in^ struction as face-to-face teaching, irrespective of whether the setting is a science labf or a field trip. Most costs of classroom instruction pertain to teachers (their salaries,^ benefits, pension), their helpers (instructional paraprofessionals, substitutes) andj materials (textbooks, tests, technology, software, workbooks, lab books, telescopes^ microscopes, paper and pencils).! Instructional Support covers all aspects of student and teacher services unrelated^ to teaching. Guidance counseling, mental and physical health, media, curriculum development, program development and library services are considered Instructional Support. Extracurricular activities, such as sports and clubs, fall within this function also. Expenditures for teacher staff development appear in this category as well. AU short- and long-term programs that support general instruction faU into this category. Instructional Support does not include the senior district administrators who are not involved in the daUy deUvery of programs to students\nthey are categorized under the Leadership function. Together, the Instructional Support function is best understood as making possible improved instruction through a better prepared and trained staff and students who are physicaUy and psychologi- cally well and are ready to learn. Hence, the support function is critical to enhancing the instructionai function., o Operations includes the infrastructure needs of schools. These needs include non- instructional pupil services (transportation, food services and safety), school facilities, non-school fadhties and business services such as payroll, human resources, finance and accounting. School and non-school facilities include maintenance costs, utilities, custodial services and groundskeeping. The senior district staff who are not involved in the daily delivery of these services are included in the Leadership hmction. I Other Commitments covers items that are not considered part of a school's day-to-day operations. Other Commitments can fluctuate significantly from one school district to the next, even within the same-\n^^|^B^^H^ state. School administrators could not make accurate comparisons with districts of similar size if Other Commitments were accounted for throughout every program and function. By allocating these obliga-, / tions to a separate category, the model makes it possible to compare* expenditures from district to district across the country. School districts and states, like other businesses, have expenses related to borrowing money (debt obligations) that must be retired, costs of pensions, other fringe benefits and incentives for early retirement. Under federal and state programs, some funds \"flow through\" the district books, such as school district children who attend school. outside the district or for eligible students in private and parochial schools who receive Chapter 1 services paid for through the district. Often, these costs are excluded from cost analyses. The goal of the model, however, is to capture all relevant costs by state, district and school to permit a full analysis of real costs. Leadership is the primary driving force in any organization: those people and functions that make plans, direct goals and oversee that the mission of the district and its schools is implemented. T^e foundation of the Finance Analysis Model is the direction given by creative, active leadership, who give shape to the use of facilities i and operations, who see that students and staff receive adequate support and that the classroom is the center of the system. Thus, the model identifies all the costs! related to managing the school system. Costs here will often include the superinten- i dent, assistants and deputies, senior administrators, legal affairs and the schoof board. Leadership also includes principals and assistant principals.. Using the Model for District and Statewide Reform The model is a first step, not a solution, to strengthening education in local communities. It provides critical information on expenditures within the school system that can guide the school board and district management in improving the flow of resources to the schools. However, education leaders and the community must work together to determine if the Finance Analysis Model report reflects the community^s education priorities. Why should the community be involved in this\nprocess? Each representative group within the community brings a different per- 41 spective to the table on how best to affect change in education. This rich texture of experience and advice can strengthen efforts to implement changes based on the report. A parent representative should be invited to review the report so that parents can understand what measures have been taken to support their children in school. A business leader should offer input on what future generations of workers need to meet employer standards, and whether those standards are reflected in the report. A school principal and a teacher need access to the report to assure that recommendations for change take into consideration the individual schools. Open participation in the Finance .Analysis Model review process can help the district avoid confrontations once decisions are made. Cotninunity leaders can take positive steps toward changing local education with the process as it provides information on central and school-site expenditures by function, program and grade level. It also can help districts: J Calculate costs by type of school\nelementary, middle, high school and other schools\nJ Establish costs accross functions, such as Instruction costs at aU schools and at the central office\n1 Set the efficiency of each school by building a ratio of direct student services to the cost of getting those resources to students (Operations, Leadership and Support at both the central office and at the schools)\nC Separate costs by program (bilingual, special and categorical education versus regular education)\nr Begin to build productivity functions to help see if more resources, applied directly to students for learning and growth, would indeed make schools work better and help students learn. Just as the model can help communities determine new directions in education, it can assist states in determining whether there is a link between funding and student performance. Statewide implementation of the process can provide state leaders with concise information on 1 every school and school district in the state, which can lead to better decisions on education funding priorities. Ultimately, information is power: it gives those using the Finance Analysis Model the chance to inform themselves and others of school x- district allocations and through comparisons suggests ways to improve the use of school resources. Comparisons made through the model can affect every school in the district, every district in the state and every state in the nation. Conciusion Coopers and Lybrand L.L.P. and the Center for Workforce Preparation have developed the Finance Analysis Model to enhance education for all children. It provides community leaders and concerned citizens with clear and accurate information on a local school districts spending by location, by program and by grade level. With this information, business leaders, parents and educators can determine if the district's spending reflects the community's education priorities. Through the model, the community can decide if funding levels are appropriate for instruction, support services and operations, as well as school and district leadership. With detailed information, decisions can be made to change the balance of resources to maximize student performance, staff development, educational facihties or any educational need. Community representatives with access to better information have the power to make better decisions. That power is available today through the Finance Analysis Model. Use the model to make bettter decisions for today's students  our future.Coopers a Lybrand L.L.P. / Center for Workforce Preparation Finance Analysis Model for Education INSTRUCTIONAL Kaaricdon: AU nghcs st jse ind reproduction reserved. Keoroductions of this publiciton, or exploicdcion of its concents. prohibited. m dtfhoie ar n pm. wichouc the prior wnccen permission of Coopers Lybrsnd is strictly Copyngnc Coopers Lybrand. LLP. Coopers A Lybrand L.L.P. / Center for Workforce Preoaritton FINANCE ANALYSIS MODEL FOR. EDUCATION 'TQ'Tfi,}. SPENDING: BUDGET OR EXPENDITURES rUNCTiOTJS SUB-FUNCTIOtlS DETAIL FUNCTIONS INSTRUCTION instructional SUPPORT operations OTHER COMMITMENTS LEADERSHIP FACE-TO-FACE teaching CLASSROOM materials PUPIL SUPPORT TEACHER SUPPORT program SUPPORT non-instructional PUPIL SERVICES SCHOOL FACILITIES non-school facilities BUSINESS SERVICES RETAINED EARNINGS DEBT SERVICE CASH CAPITAL OUTLAYS OUT-OF-OISTRICT OBLIGATIONS 4 CONTRACTS legal OBLIGATIONS SCHOOL LEADERSHIP PROGRAM management LEADERSHIP SERVICES 1994 4 Lybrand L.L.P instructional TEAC-ERS SUSSTTUTES instructional ?4RAPROF=SSIONALS PUPIL-USE TEC-^NClOGY \u0026amp; SOFTWARE INST RUCTION AL .MATERIALS. TESTS  SUPPUES I guidance a COUNSEJNG LIBRAR'^a mCqia EXTP AC -RRICU LAP STl DEN- he alt- CURRICL.J*' DEVElOR'^ENT IN-SERVICE a S~ASg DsvElD*-NT SABBA-^iCALS RROGRa'** ZEVELOR^EnT PERSONAL ATTENDANTS. SOCIAL WORKERS. therapists. PSYC'^C.OGISTS a EVALUATORS \"RanSpORTaT^qn B - Hx- NON-SCHOOL SUILD'NGS UTIL'^'IES a M AINTEN ANCE DA- A PR QC ESSIN G BUSINESS OPERATIONS I RESERVE\"  SPEClFiC UNRESERVED i PRINCIPALS assistant PRINCIPALS DEPUTIES. SENIOR ADMINISTRATORS. RESEARCH  PROGRAM EVAtUATORS SUPERINTENDENT 4 SC-OOL 8OARC legal DEPARTMENTAcknowledgements Publishers: Coopers \u0026amp; Lybrand L.L.P. 203 North La Salle Street Chicago, Illinois 60601-1296 Center for lA'orkforce Preparation 1615 H Street. NW Washington. D.C. 20062-2000 Telephone (312) 701-5500 Facsimile (312) 701-5714 Telephone (202 ' 46S-55 Facsimile (202' 46' 730 Finance Analysis Model Team\nBruce Cooper Brian Glass Hunt Holsomback Jay May Bob Sampieri Sheree T. Speakman Mike Zuntag Jeff Joseph Larry .Malones Rae .Nelson Authors\nBruce Cooper Bob Sampieri Sheree T. Speakman Editors\nLarry Maloney Jay May Sheree T. Speakman Design and Layout: Black Cat Design G Illustration\nSpecial Thanks to: David Chen Herman Badillo, Fischbein, Badillo, Wagner, Itzler Mary Fulton, Education Commission of the States Bruce Hunter, American Association of School .Administrators John T. MacDonald, Council of Chief State School Officers Martin Orland, The Finance Project Nancy Prothero, Educational Research Service Glen Robinson, Educational Research Service Tom Shannon, National School Boards Association  1995 Coopers \u0026amp; Lybrand L.L.P. and the Center for Workforce Preparation. All rights resets cd 1 QH|nn*\u0026amp;tj|landLXJ?Z Canterfar Workfotca Preparation and I Fih^ce Analy^ Model .j fdr^Educatioii I L state District School Instruction / I I - . 4 Instructional Support I Operations I I I / I i I / I / \\ Site-Based Reporting / for\nSito-Based Management i Copyright ^934^ Coopers \u0026amp; Lybrand LLP. I Coopers \u0026amp; Lybrand L.L.P. I Canter for Workforce Preparation and Quality Education Finance Analysis Model for Education *1 ill r INSraOCnOMAL OPBlATiaNS I    COMMITMENTS Restriction: All rights of use and reproduction reserved. Reproductions of this publication, or exploitation of its contents, in whole or in part, without the pnor written permission of Coopers \u0026amp; Lybrand is strictly prohibited. Copyright 1994 Coopers \u0026amp; Lybrand, L.L.P. I Coopers \u0026amp; Lybrand L.L.P. / Canter for Workforce Preparation and Quality Education FINANCE ANALYSIS MODEL FOR EDUCATION TOTAL^^aiNGt BUOGErOREXPENOnURES I INSTRUCTION INSTRUCTIONAL SUPPORT OPERATIONS OTHER COMMITMENTS LEADERSHIP SU\u0026amp;RJNCnONS EnMLHJNCnONS 1 FAC-TO-FACE TEACHING CLASSROOM MATERIALS PUPIL SUPPORT TEACHER SUPPORT PROGRAM SUPPORT NON-INSTRUCTIONAL PUPIL SERVICES SCHOOL FACILITIES NON-SCHOOL FACILITIES BUSINESS SERVICES RESERVES DEBT SERVICE CASH CAPITAL OUTLAYS OUT-OF-OISTRICT INSTRUCTIONAL TEACHERS SUBSTITUTES INSTRUCTIONAL FARAPROFESSIONALS PUPIL-USE TECHNOLOGY i SOFTWARE instructional MATERIALS. TESTS \u0026amp; SUPPLIES GUIDANCE i COUNSELING LIBRARY S MEDIA extracurricular STUDENT HEALTH CURRICULUM DEVELOPMENT IN-SERVICE i STAFF DE/ELCPMENT SABBATICALS PROGRAM DEVELOPMENT personal attendants, social workers. THERAPISTS, PSYCHOLOGISTS 4 EVALUATORS I TRANSPORTATION FOOD SERVICE SAFETY SCHOOL SUILDINGEJT^E^^AINTENANC^^^^^^H NON-SCHCOL3UILOING^iTTUTTE^^AINraANC^^^^^B DATA PapCESSING BUSINESS OPERATIONS^^^^^^^^^^H OBLIGATIONS 4 CONTRACTS LEGAL OBLIGATIONS SCHOOL LEADERSHIP PROGRAM management LEADERSHIP SERVICES  RESERVES - DESIGNATED RESERVES - UNDESIGNATED principal 4 INTEREST CURRENT CAPITAL PURCHASES parochialarivate^harte^^^^^^^^^H SCHCOL PASS-THROUGHS__________ RETIREE BENEFITS 4 OTHER SCHOOL MANAGEMENT CONTRACTS^^^^^^^^J LITIGADON AND SETTLEMENTS^^^^^^^^J  PRINCIPALS ASSISTANT PRINCIPALS DEPUTIES. SENIOR ADMINISTRATORS^^^^^^^^f RESEARCH i PROGRAM EVALUATORS superintendent^^^^^^^^^^^^B i SCHCOL BOARD_______________ legal department Copyright 1994 Coopers 4 Lybrand L.L.Pi\nKeporruaro ............ Stater Ave rages-.'  National test results from 1993-94. to 1994-95 iHr Stanfonl * xoroawi 25aioerc8noJe 2O. 22.0% atxM TStiriiercentilBf Sdts(a ACT cwnoosite score Of 19(xaoove 59.K SLM SOURCE: Artan Owamwir Arkansas Democrat^(gazette [ _ , , SATURDAY? DECEMBER 2,1995 scoring ucuc, i\u0026lt;naitmcuab*ean\u0026gt;\u0026gt;.n, education officials have marveled at this statistic because usually  Continueo from Page 1A when the pool of students fairing a- 312 school districts. It covers 16 test widens, scores drop- .,i . j In 1989-90,585 percent of those i categories, including dropout and attendance rates, teacher salaries faking the ACT scored above 19.  and scores on the nationally ad- Last year, 813 oercenLaLtheJest-l ministered Stanford .Achievement .. ' .. - Test and .American College Test Each school district receives a icopy of the document, which also takers scoi^'aboTe la Ute top score is 361 is available from the Education jansas0eniocraM:aBzL2i!0BBns\nDepartment ! Since 1991-92, Stanford Pupil scores disappoint agency chief 6th repon card shows state faces lot of work 3Y SUSAN ROTH Oemocrat-GazBilB Education Writar -Achievement Test scores have improved. School districts administer the tests co fourth-, seventh- and tenth-graders. Over time, fewer students are scoring at the low end of the scale. But since last year. Stanford scores declined. More students scored below the 25th percentile this year chan last year. The 50th percentile is considered the national average. More than half of .Arkansas pupils continue to score below the 50th percentile. Officials d they also were pleased, with the inereasing popularity of- Advanced Placement courses and., exams. Usually offered to top secondary students, .. the courses allow high achievers to tackle college-level work in high school and receive credit for it when they go on to college. This means more and more youngsters are going into college at higher levels, Wilhoit said. Its a very, very positive message for our parents,\" -Also troubling on the report Arkansas public school stu- card is an increase in the dropout dents are- still not peri'onning rate. In 1989-90. the statewide well enough to satisty the head of dropout rate was 4 percent. The the state Department of Educa- tion. The departments sucth annual school district repon card, released Friday, showed that students have improved in some ar- teeas this year, such as on American College Test scores. But pupils failed to show consistent gains in several other areas, such RQNMi card statistics. 1 Pago 12A. as on standardized achievement tests. Gene Wilhoit director of the de- ---------------partments General Education Division, refused to give the state's schools an overall grade, but he is not pleased. There is still a lot of work to do,  Wilhoit said at a Friday news conference at the department offices in Little Rock, He said he is particularly concerned about student mastery of mathematics, which has been a department focus since 199L We know right now from talking to employers that they need people with math competence and not just basic competence  Wilhoit said, They need to have a mastery of algebra, of geometrical concepts, of probability concepts. They have to know how to think mathematically on the job and solve problems. The 643-page report card compares educational achievement and demographics in the states See SCHOOLS, Page 13A rate dropped to 3 percent in 1991- 92. But in 1993-94. it was bac.k up to 3.9 percent. For individual districts, higher dropout rates correlated with higher numbers of students scoring below the 25th percentile on the Stanford .Achievement Tests, department officials said. One area showing continuous improvement was teacher salaries, which will jump again this year because of a new state law setting a minimum salary of S20,000. Other optimistic categories involved college-bound students. More students are taking the : .ACT. which is required for college ' admission. They are also steadily tArkansas Democrat ^^azctte f SATURDAY, DECEMBER '\"*-*\"** I ll. 2, 1995 T ^0809rs. Inc. LK summer programs given mediocre grade Report calls effort poorly organized and staffed BY CYNTHIA HOWELL Dernocrat-Gazette Education Writer Summer programs desi?noH Pogrom. Teachers were unable ..i.i. resigned use computers at the schools to provide remediation and 7 Aciiieuiduon and en- to children ex- in Little Rock s five incentive elementary schools were inadequately staffed and poorly organized according to a report re- leased Friday. The incentive schools in central and east Little Rock get extra funding for programs to raise the achievement levels of black thn ahroct whites to the schools. The districts deseg- ''*ros the district to offer a summer program at one or more of the schools no charge to the pupils. The remediation program was 5\"^Rockefelllr Incen- Uye Elementary last The enrichment music, writing and held in five dis- summer. programs, in- trict schools. *** Ninety-five incentive school e Drown, who heads the amended enrichment ac- federal Office of Desegregation vities at five sites. ^omtoring, said Friday that n, additional 10.9 percent of while there were bright spots in ^e incentive school pupils me summer program, it nvpra 11 muaed a state-mandated summer program. The state program is for pupils who are performing below grade level and would other- Desegregation that were bright spots in J  program, it overall rifv mediocrity that has been typical in the scho5s\" incentive Ju-T? federal monitors said chiIdren in the remediation pro- Inn* Rockefeller did not have access to the school library or the science laboratory. There were no counselors, social work 6rs, librarians or computer \u0026lt; ''**080913. Inc.   aides hired to assist with the to . -------- v V**V OVllUUlb i gain access to pupil records, f Teachers also reported prob- lems with pupil attendance and failure by the parents to take summer school grades seriously. Still another weakness cited by the monitors was the districts apparent failure to determine whether the pupils made any academic progress as the result ot the program. In the four years that ODM has monitored the incentive schools, evidence has been con- sistent that the schools have not lived 1  up to their promise, the in- monitors said in the report. Of 1,629 pupils who attend ir. ?no tive schools, 6.6 percent, or 108 pupils, attended the voluntary remediation program at Rockefeller. at- yis^ promoted to the next f grade. The monitoring office did I not report on the quality of the state program. jJ  j J^N^ENTlVS. uhOOL noTLINt 1 \u0026lt;' 'S Gcci'^i^ \u0026gt;'}CiiCc\u0026gt;f.5 J i ' ) Sr/iKi f : JJ/r : f / WU i 2 H   t f : r f SrDDics ifiT mi r~ J f! W I'll { 'G t^- Hfl  I / Ifl '\\ 'j Hll f//( { Uir ff IHi // //// J /7 /I If 1 i f /) }l Uli U! f C---' /o 1! Jifr/ 0 ^'1 XU r II w kz\u0026gt;_ /^ utr u 1/0 H' i Ip I 2d- IQ^ISa ,t *  JU )|t )K !|t )(! 11 DATE START SENDER FEB- 6 11:58 501 374 7609 TRANSACTION REPORT RX TINE PAGES TYPE P.Ol FEB- 6-91 WED 11:59 NOTE r 37\" 2 RECEIVE OK 1! K JU X j((  iK X\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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-92.28959"],"dcterms_creator":null,"dc_date":["1995"],"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 management and organization","Education, Elementary","Education, Secondary"],"dcterms_title":["Hall High School kindergarten class, closing"],"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/425"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nCorrespondence objecting to closing of kindergarten at Hall High\n WEDNESDAY. APRIL 19, 1995 Halls kindergarten defended Supporters appeal to keep high school program in budget BY CYNTHIA HOWELL Democrat-Gazette caucation Writer .\\dvocates for the kindergarten program at Hall High School appealed Tuesday to one kindergarten class where students enrolled in Child De- velopment and Superintendent Henrj classes help with the kindergartners. Parenting one school. must be based on what is good for the entire district, not just \"We can save pieces of pro- Williams to presen-e what they described as a popular high- quality program beneficial to the children as well as to high school students who work with them.  \"The Hall High kindergarten is the best kindergarten program in the district, public or private.\" Suzanne Hamilton, a district patron, said at a Little Rock School District community forum Tuesday night at the University Par.k Adult Center. She said the district appeared to decide to end the program without publicizing the issue or getting advice and reaction from staff and parents. .Of the districts high schools, all but Fair High have at least grams here and pieces there, Williams said that while his but the district could collapse staff had discussed eliminating around us.\" he said. I dont the kindergarten classes, no enjoy this. I feel like Ive been decisions had been made. He assigned the job of the hooded said the proposal hadnt even a.x man. All I do is cut.\" Vic Wright, husband of a kindergarten teacher, said the high school students who help been presented to the school board as a possible budget-cut- ting option. He said he didnt know how in the kindergarten classes much money might be saved by benefit from the program by eliminating the classes, but learning to raise children and the savings could include the possibly develop careers in salaries of teachers in those child care and teaching. He classes. Students could be in- pointed out that converting the into corporated existing kindergarten classrooms into kindergarten classes at the el- rooms appropriate for high ementary schools, he said. The district is facing cuts district money. and adjustments of up to S9 school classes would cost the Williams said that he didnt million to balance next years doubt the value of the program budget. but the school district lacks the resources to address all of so- Williams told the parents that tough budget decisions cietys problems.' *4 - Tra ij 07^ April 17. 1995 APR 2 6 1995 0! '\u0026gt;i(k uesegretiauci! nWijit.....j \\ Dear Mrs. Brown, The decision by the cabinet to eliminate the kindergarten program in the high schools for the coming year and beyond is met with disappointment and sadness. It seems unusual to close a program without requesting input from those directly involved. Pat Price, the Early Childhood Coordinator, and the building principals were unaware of the decision until it had basically been finalized. Additionally, kindergarten teachers in the high schools, high school students currently selecting the course and parents were overlooked as valuable resources in the decision making process. This seemingly demonstrates a lack of meaningful parental and community involvement in the decision making process. The persons omitted from the discussion are the very ones who have first-hand knowledge of this successful kindergarten program. Since a specific rationale for the deletion of the kindergarten program has not been provided, I am unable to address the concerns of the cabinet. However, I have been involved in the program as a student when a senior, as a parent of two sons who attended Parkview's kindergarten and now as a teacher. From my perspective, the merits far outweigh any disadvantages. Please find below a summary of the benefits of the kindergarten program for both the high school students and the five^ear olds. BENEFITS FOR FIVE-YEAR OLDS 1. Optimum \"adult\" to child ratio allowing for increased \"hands on\" time as well as more observation of positive role models. 2. Unique opportunities afforded by a high school setting: * Enriching cultural experiences including speakers and performances from the community as well as from within the school. (Recent examples include a motivational talk by Mr. Darrell Brown, a Territorial Restoration stage production, and our own drama department production of \"Snow White.\") * Kindergarten students further benefit from opportunities offered within the building through cross-departmental interaction. (Examples of this are pumpkin painting with the art class, science projects with biology lab and physics, and cooperative writing assignments with English classes.) * Music and foreign language instruction is provided weekly by teachers certified in those areas.* There are many multi-cultural opportunities. This year the presence and influence of We Fulbright exchange teacher from Russia is felt as she spends many hours instructing the kindergarten students. Due to the enrollment of several foreign exchange students at Hall each year, multi-culturai opportunities are natural as well as numerous. * Beginning the first month of school, kindergartners attend computer lab, while most kindergarten students do not have such an opportunity until second semester. * Finally, the actual physical plant/facility, specifically the gym. allows for daily gross motor development regardless of the weather. BENEFITS FOR HIGH SCHOOL STUDENTS 1. The Child Development/Parenting course allows high school students a lab setting in which to observe, participate, and monitor children in addition to studying theoretical situations. First-hand experience provides additional understanding and continuity. 2. Life skills and, more specifically, positive parenting skills are taught modeled and reinforced daily. If indeed we are as a nation to be successful in reaching by the year 2000 the national education goal identified as school readiness, \"Every child will start school ready to learn,\" is It not imperative that we \"break the cycle\" of poor parenting or the absence of parenting? 3. At the same time these students, often college-bound, have the opportunity to work and plan with children in order that they be better able to assess whether teaching and/or the general field of education is their best career choice. In other words, the course allows for a training ground not only for future parents, but also for future educators. 4. Since acceptance into this program is based on recommendations which assess dependability, attendance, and attitude, it offers the opportunity for success measured by something other than G.PA a 5. Almost universally, an Increase in the self-esteem of the high school students is _ result of the admiration expressed by the kindergarten students. Also contributing to their sense of selFworth are the high expectations set very early in the program. Students respond positively to these expectations and from this experience, they realize they can. meet those expectations and they carry the value of this achievement with them as they take on the roles of adults, parents, or teachers. Thank you for your time and consideration of these things which I find to be significant to the education of our young people. Sinurely, garten Teacher - 'J Q_^ hlji. uywi 't/uu coMay 1, 1995 Antje Nordman 2204 East Meadowbrook Bryant, AR 72022 Dear Ms. Nordman: Thank you for writing to our office to express your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). I have visited Liz Wright's classroom many times and know what an excellent program she offers. I am also aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came Ifom the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of the budget reduction efforts. The federal district court closely monitors the district's budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded the district to keep their cuts as far away from the children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, Melissa Guldin Associate MonitorOffice of Desegregation Monitoring United States District Court  Eastern Distnct of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 May 1, 1995 Sharon Baugh 3009 Breckenridge Drive Little Rock, AlR 72207 Dear Ms. Baugh: Thank you for writing to our office to e.xpress your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). I have visited Liz Wright's classroom many times and know what an excellent program she offers. I am also aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came from the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of the budget reduction efforts. The federal district court closely monitors the district's budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded the district to keep their cuts as far away from the children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, Melissa Guldin Associate MonitorRECE?V^D MAY 1 1 1995 Office of Desegregation Monitoring April 18, 1995 TO WHOM IT MAY CONCERN: HAVING TAUGHT AT HALL HIGH SCHOOL FOR NEARLY 20 YEARS AND BEING FAMILIAR WITH THE KINDERGARTEN PROGRAM, I WOULD BE VERY DISAPPOINTED TO SEE THIS PROGRAM ENDED. IT OFFERS MANY UNIQUE OPPORTUNITIES TO BOTH THE 5 YEAR OLDS AND THE HIGH SCHOOL STUDENTS. DURING THE TIME I TAUGHT SCIENCE AND I INVOLVED MY STUDENTS IN WORKING DIRECTLY WITH THE SCIENCE INSTRUCTION OF THE KINDERGARTEN STUDENTS. SOME OF THESE STUDENTS WENT ON TO MAJOR IN ELEMENTARY EDUCATION WITH CERTIFICATION IN THE SCIENCE FIELD, SOMETHING DESPERATELY NEEDED IN ELEMENTARY EDUCATION. ALSO, PARENTS OFTEN PUT THEIR CHILDREN IN THIS PROGRAM WITH THE INTENT TO MOVE THEM TO PRIVATE EDUCATIONAL FACILITIES AFTERWARD BUT REALIZING HOW MUCH MORE WAS PROVIDED IN PUBLIC EDUCATION, DECIDED TO REMAIN IN THE PUBLIC SCHOOL PROGRAM. I DO NOT KNOW HOW SUCCESSFUL THIS PROGRAM IS AT THE OTHER HIGH SCHOOLS IN LITTLE ROCK, BUT I KNOW THAT THE PROGRAM AT HALL IS AN EXCEPTIONAL ONE. IT HAS A DEDICATED TEACHER WITH THE ABILITY TO COORDINATE THE TWO LEVELS OF STUDENTS TO PROVIDE VARIED AND OUTSTANDING EDUCATIONAL EXPERIENCES. I FEEL THAT EACH HIGH SCHOOL PROGRAM SHOULD BE LOOKED AT INDIVIDUALLY TO DETERMINED ITS EFFECTIVENESS AND ON THAT BASIS DETERMINE WHICH SCHOOLS SHOULD BE ABLE TO RETAIN THEIR PROGRAMS. ASSET TO THE LR SCHOOLS. PLEASE DO NOT DESTROY SUCH AN RESPECTFULLY YOURS, SHARON BAUGH RECEitycn APR 26 1995 s- district JUDGE(ZJZ.: UKI? U i! 1 UniCC April 18, 1995 TO WHOM IT MAY CONCERN: HAVING TAUGHT AT HALL HIGH SCHOOL FOR NEARLY 20 YEARS AND BEING FAMILIAR WITH THE KINDERGARTEN PROGRAM, I WOULD BE VERY DISAPPOINTED TO SEE THIS PROGRAM ENDED. IT OFFERS MANY UNIQUE OPPORTUNITIES TO BOTH THE 5 YEAR OLDS AND THE HIGH SCHOOL STUDENTS. DURING THE TIME I TAUGHT SCIENCE AND I INVOLVED MY STUDENTS IN WORKING DIRECTLY WITH THE SCIENCE INSTRUCTION OF THE KINDERGARTEN STUDENTS. SOME OF THESE STUDENTS WENT ON TO MAJOR IN ELEMENTARY EDUCATION WITH CERTIFICATION IN THE SCIENCE FIELD, SOMETHING DESPERATELY NEEDED IN ELEMENTARY EDUCATION. ALSO, PARENTS OFTEN PUT THEIR CHILDREN IN THIS PROGRAM WITH THE INTENT TO MOVE THEM TO PRIVATE EDUCATIONAL FACILITIES AFTERWARD BUT REALIZING HOW MUCH MORE WAS PROVIDED IN PUBLIC EDUCATION, DECIDED TO REMAIN IN THE PUBLIC SCHOOL PROGRAM. I DO NOT KNOW HOW SUCCESSFUL THIS PROGRAM IS AT THE OTHER HIGH SCHOOLS IN LITTLE ROCK, BUT I KNOW THAT THE PROGRAM AT HALL IS AN EXCEPTIONAL ONE. IT HAS A DEDICATED TEACHER WITH THE ABILITY TO COORDINATE THE TWO LEVELS OF STUDENTS TO PROVIDE VARIED AND OUTSTANDING EDUCATIONAL EXPERIENCES. I FEEL THAT EACH HIGH SCHOOL PROGRAM SHOULD BE LOOKED AT INDIVIDUALLY TO DETERMINED ITS EFFECTIVENESS AND ON THAT BASIS DETERMINE WHICH SCHOOLS SHOULD BE ABLE TO RETAIN THEIR PROGRAMS. ASSET TO THE LR SCHOOLS. PLEASE DO NOT DESTROY SUCH AN A a.i^y r,-\nRESPECTFULLY YOURS, / I SHARON BAUGH kOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 May 1, 1995 Ange Nordman 2204 East Meadowbrook Bryant, AR 72022 Dear Ms. Nordman: Thank you for writing to our office to express your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). 1 have visited Liz Wright's classroom many times and know what an excellent program she offers. I am also aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came from the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of foe budget reduction efforts. The federal district court closely monitors foe district's budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded foe district to keep their cuts as far away from foe children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, Melissa Guldin Associate Monitor ( Dear Mrs. Brown, AP? 2 1995 Office of /.lonjiOfiiTg I am a parent of two children who have had the wonderful experience of having participated in the Hall High School Kindergarten. The kindergarten at Hall High is such a positive experience for so many people that I am extremely concerned and saddened by the decision to have it closed. Students in this kindergarten learn not only the educational requirements, but have a role in our high school community. They learn manners, rules, vocabulary beyond their expected level, caring for other people, as well as becoming friends with officer Vint, our on-campus policeman. Our kindergarten students at Hall have been able to be exposed to the Russian language and culture from our Russian exchange teacher this year. In the past, our upper level Spanish students have taught these young people Spanish and they recieve music lessons from our music teacher. The children have also been able to participate in and observe assemblies. The Child Development/Parenting course at Hall would also suffer greatly without the kindergarten program. Students who feel that they might like to work in or run a daycare or be an elementary teacher or aide would no longer get first hand experience. Some of our students at Hall are parents who learn valuable parenting skills by participating in this program. Children in the kindergarten are proud to be a part of Hall High School. Some of the children have big brothers and/or sisters who are able to see that these children get to their class and home safely. One young man likes to check on the progress of his older brother in his high school class. Liz Wright, the kindergarten teacher, does so much more at Hall than instruct kindergarten. She has been an intregal part of our SAP (Student Assistance Program) meeting the increasing need their special needs and problems. to communicate with high school kids about she cares about all of our students, of our faculty's social committee. She is there to listen and She is also in charge Dr. Anderson has stated that at the end of a difficult day he enjoys an occasional visit to the kindergarten class to see the happy little faces and perhaps to get a little hug. Please reconsider this decision to close our kindergarten program at Hall, benifit. We need our happy little faces and they, too, Sincerely, Antj e Nordman Hall High Schoolr.' \"1 May 4, 1 995 Dr. Henry Williams, Superintendent Little Rock School District 810 Markham Street Little Rock, Arkansas 72201 0/  995 '^ Dear Dr. Williams: It is quite disturbing to find that, once again, the Little Rock School District is attempting to eliminate the high school kindergarten programs. My child participated in the program during the 1989-1990 school year and still fondly recalls the wonderful experiences the program provided her. I was extremely involved in the program myself, serving as Mrs. Wrights room mother. I spent countless hours directly involved in the classroom assisting with activities. I feel most qualified to defend the good qualities this program has. I am an elementary teacher myself who has spent eight years teaching in the classroom and another two years substitute teaching. These ten years experience have been in Georgia, Louisiana. Arkansas, and now Michigan. The system my children are now in is in a suburb of Detroit, Novi, and is most impressive. However, I have yet to find any kindergarten program that comes anywhere near the quality of your high school kindergarten programs. First and foremost is the benefit the program offers to the young children. This is such a sensible way to 'wean\" children from their mother's one-on-one care. They are in smaller groups, enabling them to see that others around them also have needs, but not yet overwhelming them with high pupil-teacher ratios. The high school students can help nurture their needs and guide their activities. With the additional help of the high school kids, the teacher can plan activities that are impossible in the traditional kindergarten setting. The high school itself provides countless opportunities for the children through their art. drama, music, foreign language, and physical education departments. It is lagniappe that this program benefits the high school students also. Many teenagers today see pregnancy and children as a 'way out* of their existing circumstances or simply as the \"cool* thing to do. This program shows them how very patient and well prepared you must be to be a parent. It also shows them how rewarding it can be to work with children. The affection shown to the high school students is so beneficial to their positive self-esteem ! The memory is still vivid in my mind of a six-foot young man saying 'good-bye* to his 'students' on his last day of high school with tears rolling down his cheeks. Another asset of the program is that, hopefully, many young people would find teaching to be the profession of their choice. In conclusion, I feel it sad that every five year-old in the country cant have the opportunity to be involved in such a rewarding program. Please strongly consider leaving this program in place. Let it be a shining star in the Little Rock School District\nsomething unique that other systems throughout the state or the country do not offer. Dont allow this program to fall victim to the mediocrity we see in so many public school systems. Sincerely. Patricia B. Holt 4S4O9 Addington Lane Novi, Michigan 48374 cc: E. Wright S. Wright A. Brown R. Mayo K. Mitchell K. O'Malley J. Magness J. Riggs L, Poindexter P. Gee S. JohnsonDear Dr. Williams, My name is Sarah Holt. Five years ago I was In Hall High School for kindergarten. It was different than other schools in good ways. One way was how the teenagers came In and helped us. One of those teenagers ended up being a great role model for me at that time. I really looked up to everyone who came In to help us. Since Mrs. Wright had so much help from the high school students, she could plan activities that were very involved. We couldn't have done those activities in larger groups. Mrs. Wright was an exceptionally good teacher. She always had fun activities planned and gave me a great beginning in my education.! know if I feel this way the high school kids do too. it would be awful if you shut It down because then other kids would miss out on the fun. Sincerely, Sarah K. HoltC/.' . ''-i-  May 4.. 1 99S I Dr. Henry Williams. Superintendent Little Rock School District 810 Markham Street Little Rock. Arkansas 7 2201 '95 if Dear Or. Williams: It is quite disturbing to find that, once again, the Little Rock School District is attempting to eliminate the high school kindergarten programs. My child participated in the program during the 1989-1990 school year and still fondly recalls the wonderful experiences the program provided her. I was extremely involved in the program myself, serving as Mrs. Wrights room mother. I spent countless hours directly involved in the classroom assisting with activities. I feel most qualified to defend the good qualities this program has. I am an elementary teacher myself who has spent eight years teaching in the classroom and another two years substitute teaching. These ten years experience have been in Georgia. Louisiana. Arkansas, and now Michigan. The system my children are now in is in a suburb of Detroit. Novi, and is most impressive. However. I have yet to find any kindergarten program that comes anywhere near the quality of your high school kindergarten programs. First and foremost is the benefit the program offers to the young children. This is such a sensible way to 'wean' children from their mother's one-on-one care. They are in smaller groups, enabling them to see that others around them also have needs, but not yet overwhelming them with high pupil-teacher ratios. The high school students can help nurture their needs and guide their activities. With the additional help of the high school kids, the teacher can plan activities that are impossible in the traditional kindergar'ten setting. The high school itself provides countless opportunities for the children through their art. drama, music, foreign language, and physical education departments. It is lagniappe that this program benefits the high school students also. Many teenagers today see pregnancy and children as a \"way out\" of their existing circumstances or simply as the -cool\" thing to do. This program shows them how very patient and well prepared you must be to be a parent. It also shows them how rewarding it can be to work with children. The affection shown to the high school students is so beneficial to their positive self-esteem ! The memory is still vivid in my mind of a six-foot young man saying \"good-bye' to his 'students' on his last day of high school with tears rolling down his cheeks. Another asset of the program is that, hopefully, many young people would find teaching to be the profession of their choice. In conclusion. I feel it sad that every five year-old in the country cant have the opportunity to be involved in such a rewarding program. Please strongly consider leaving this program in place. Let it be a shining star in the Little Rock School District\nsomething unique that other systems throughout the state or the country do not offer. Dont allow this program to fall victim to the mediocrity we see in so many public school systems. Sincerely. Patricia B. Holt 45409 Addington Lane Novi, Michigan 48374 cc: . Wright S. Wright A. Brown R. Mayo K. Mitchell K. O'Malley J. Magness J. Riggs L. Poindexter P. Gee S. JohnsonDear Dr. Williams, My name is Sarah Holt. Five years ago I was in Hall High School for kindergarten. It was different than other schools In good ways. One way was how the teenagers came in and helped us. One of those teenagers ended up being a great role model for me at that time. I really looked up to everyone who came in to help us. Since Mrs. Wright had so much help from the high school students, she could plan activities that were very Involved. We couldn't have done those activities in larger groups. Mrs. Wright was an exceptionally good teacher. She always had fun activities planned and gave me a great beginning in my education.! know if I feel this way the high school kids do too. It would be awful if you shut It down because then other kids would miss out on the fun. Sincerely, Sarah K. Holt'i'\u0026gt;\u0026lt;-( C'^ I ) V ifK'-'i'lc I I i N6'\u0026gt;6| mt (/K37q I 4 PH  ' I Mf /?\u0026lt;a6 MI DCR #4 ( iC GIqi r5. Br\u0026lt;Oior\u0026gt; Of-Pice ofj'ilbni-k)\n}0\\ (V)art^vz/-/)i S-j- SttiMSlO LJ-Hle i2bcB 'At (V)art ^vz/-/) i S-j- Wd I HncOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor May 9, 1995 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371-0100 Penny Johnson 9812 Satterfield Dr. Little Rock, AR 72205 Dear Ms. Johnson: Thank you for writing to our office to express your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). I have visited Liz Wrights classroom many times and know what an excellent program she offers, and I well remember Virginia Minors tenure at Hall as well. I am aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came from the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of the budget reduction efforts. The federal district court closely monitors the districts budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded the district to keep their cuts as far away from the children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, Melissa Guldin Associate MonitorMay 8, 1995 Mrs. Ann Brown Office of the Desegragation Monitoring 201 East Markham St., Ste. 510 Little Rock, AR 72201 Dear Mrs. Brown: Recently I read in the District was considering newspaper that at Hall High School. 5~tt *\u0026lt;r 9 W95 d^-o-**^*^** the Little discontinuing the kindergarten Rock School Approximately twenty years ago my twin attended this particular kindergarten. program sons My only regret was that I had not been aware of the program for my two older sons. The individual attention afforded the children by the high school students invaluable. They were taught the basics to prepare them the contact with the senior high students made of the school in general. They had role help but think it also prepared the senior desired. for was invaluable, first grade but models. them feel a part I cannot e.!! the senior general. high students to become educators and parents, if they so It is hard at this point to recall specific details of the year at kindergarten but my sons have good, positive memories. They planting peanuts in the spring and harvesting One now teaches at Catholic High School. can still recall them in the fall. sons good, positive have encountered some of their high years and are always pleased to be remembered. school teachers They over the I hope that you will reconsider this decision. program is a vital and f ive important part The kindergarten of the education of the especially year old but more specifically for the high school students in this time when high. If importance we can of good make these parenting the teen-age pregnancy rate is so young and education. people think about the it will school district and state more money than it will cost. save the Sincere1 Penny on 9812 Satterfield Dr. Little Rock, AR 72205 BAY- 9-95 TUE 15:30 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 May 8, 1595 District Judge Susan tf. Wright 600 West Capitol Little Rock, AR 72201 Dear Judge Wright: REC^ \"Vi may 9 1995 Office of Desegregation Monitoring Recently l read in the newspaper that the Little Rock School *'^-^i^ti-hg..d.iscpntinuin5_ th.e_ kindergar_ten program at Hall High School. Approximately twenty years ago mv twin sons'\" newspaper that the Little - Approximately twenty years ago my twin sons atvended this particular kindergarten. My only regret was that I had not been aware of the program for my two older sons. My only regret was that I The individual attention afforded the children by the high school students was Invaluable. They were taught the basics to prepare them for first grade but the contact with the senior high students made them feel a part of the school in general. They models. I cannot help but think it also prepared the high students to become educators and parents, if they so for had role senior desired. the senior general. It is hard at this point to recall specific details of the year _ sons have good, positive memories, recall planting peanuts in the spring and harvesting f_ll. One now teaches at Catholic High School. have encountered some of their high school teachers over the years and are always pleased to be remembered. at kindergarten but my can still them in the fall. the They school teachers They hope that you will reconsider this decision. I nope mat The kindergarten program is a vital and Important part of the education of the year old but more specifically for the high school students especially =- - *- five the education of high. If in this time when importance we of can make the teen-age pregnancy these young people ' think rate is so good parenting and education, it will school district and state more money than it will cost. about the save the nee r el. \"(1 '5 cm ns Penny _______ 9812 Satterfield Dr.\"' nson Little Rock, AR 72205 /9g5 Us.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor May 9, 1995 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376.6200 Fax (501) 371.0100 Paula K. Wood 3007 Alameda Drive Little Rock, AR 72204 Dear Ms. Wood\nThank you for writing to our office to express your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). I have visited Liz Wright's classroom many times and know what an excellent program she offers. I am also aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came from the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of the budget reduction efforts. The federal district court closely monitors the district's budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded the district to keep their cuts as far away from the children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, PrkjMyn Melissa Guldin Associate Monitorcc: Paula K. Wood 3007 Alameda Drive Little Rock, AR 72204 Phone: 562-9445 May I 1995 Mrs. Ann Brown Office of the Desegregation Monitoring 201 East Markham St., Suite 510 Little Rock. AR 72201 Of/ics Ct 06^83.-931,on Jvjonitonn: April 27, 1995 Dear Mrs. Brown, I recently learned that the kindergarten classrooms in LRSD High Schools are to be discontinued. I dont know who made this decision, however I am certain that this decision must have been made by someone who has not invested any time observing these programs. I am a teacher at Hall High School. I also co-sponsor a student assistance group for young mothers at our school. Having a kindergarten class coordinated with a child development class may be one of the most important programs our schools can offer. It is evident that many young parents do not know how to care for a small child or know what behaviors are normal for growing children. Many teenagers have unrealistic expectations for their children and use punishment for managing behavior rather than positive reinforcement of good behaviors. Much of the child abuse and neglect in our society is a result of ignorance. The kindergarten program provides, for some of these students, the only positive parenting role models and hands-on experience they will ever have. I teach a Community Based Instruction class, which is made up of students with varying disabilities. Some of my students have worked one period a day in the kindergarten. 11 is good for the kindergarteners to learn about people with disabilities, and even better for my students self confidence and esteem to be able to help others Please revisit this issue. I would be happy to discuss any questions you may have if it would be helpful. I am sure that no one would purposefully discontinue a program that is such a success with so many people. Sincerely, Paula K. WoodMay 9, 1995 Penny Johnson 9812 Satterfield Dr. Little Rock, AR 72205 Dear Ms. Johnson: Thank you for writing to our office to express your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). I have visited Liz Wright's classroom many times and know what an excellent program she offers, and I well remember Virginia Minor's tenure at Hall as well. I am aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came from the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of the budget reduction efforts. The federal district court closely monitors the district's budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded the district to keep their cuts as far away from the children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, Melissa Guldin Associate MonitorOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371.0100 May 12, 1995 Liz Wright 506 Hall Drive Little Rock, AR 72205 Dear Liz\nAnn asked me to respond to your letter. Thank you for writing to our office and expressing your views on the importance of the high school kindergartens. Our office has received many letters and calls of support for the Hall kindergarten program. As a teacher, I know how gratifying it is to have parents recognize your efforts. It is a shame that this outpouring of sincere support was prompted by the surprise announcement to eliminate the program. As you noted, district official apparently made this decision without any input from the parents or community. Both the District Court and the Court of Appeals have placed great emphasis on parent involvement. Our office closely monitors the districts efforts, or lack thereof, to involve the community in decision making. The Court is also concerned about the districts budget and budgeting process\ntherefore, we closely scrutinize activities in those areas. Since the LRSD superintendent described the elimination of the high school kindergarten classes as a budget decision, any efforts to go forward with such a recommendation will also result in careful scrutiny of the financial implications. Weve known each other a long time, Liz, and Ive visited your classroom at Hall (and before that at Central) many times. I know what an excellent job you do with both your kindergarten and high school students. Many of my friends have children who have been in your classes, and they rave about the education you provided for their children. Personally, I do not believe that the district should abandon such a successful and popular program. While it seems that any plans for immediate change have been abandoned, you can expect that our office will keep watch on future developments. Sincerely, Melissa Guldin Associate MonitorI CP April 17,1995 RECHVEO MAY 1 1 1995 26 ,995 Office of Desegregatioii Moi.iiOiing Dear Judge Wright The decision by the cabinet to eliminate the kindergarten program in the high schools for the coming year and beyond is met with disappointment and sadness. It seems unusual to close a program without requesting input from those directly involved. Pat Price, the Early Childhood Coordinator, and the building principals were unaware of the decision until it had basically been finalized. Additionally, kindergarten teachers in the high schools, high school students currently selecting the course and parents were overlooked as valuable resources in the decision making process. This seemingly demonstrates a lack of meaningful parental and community involvement in the decision making process. The persons omitted from the discussion are the very ones who have first-hand knowledge of this successful kindergarten program. * Since a specific rationale for the deletion of the kindergarten program has not been provided, I am unable to address the concerns of the cabinet. However, I have been involved in the program as a student when a senior, as a parent of two sons who attended Parkview's kindergarten and now as a teacher. From my perspective, the merits far outweigh any disadvantages. Please find below a summary of the benefits of the kindergarten program for both the high school students and the five^ear olds. BENEFITS FOR FIVE-YEAR OLDS 1. Optimum \"adult\" to child ratio allowing for increased \"hands on\" time as well as more observation of positive role models. 2. Unique opportunities afforded by a high school setting: * Enriching cultural experiences including speakers and performances from the community as well as from within the school. (Recent examples include a motivational talk by Mr. Darrell Brown, a Territorial Restoration stage production, and our own drama department production of \"Snow White.\") * Kindergarten students further benefit from opportunities offered within the building through cross-departmental interaction. (Examples of this are pumpkin painting with the art class, science projects with biology lab and physics, and cooperative writing assignments with English classes.) * Music and foreign language instruction is provided weekly by teachers certified in those areas.There are many multi-cultural opportunities. This year the presence and influence of the Fulbright exchange teacher from Russia is felt as she spends many hours instructing the kindergarten students. Due to the enrollment of several foreign exchange students at Hall each year, multi-cultural opportunities are natural as well as numerous. Beginning the first month of school, kindergartners attend computer lab, while most kindergarten students do not have such an opportunity until second semester. * Finally, the actual physical plant/facility, specifically the gym, allows for daily gross motor development regardless of the weather. BENEFITS FOR HIGH SCHOOL STUDENTS 1. The Child Development/Parenting course allows high school students a lab setting in which to observe, participate, and monitor children in addition to studying theoretical situations. First-hand experience provides additional understanding and continuity. 2. Life skills and, more specifically, positive parenting skills are taught, modeled and reinforced daily. If indeed we are as a nation to be successful in reaching by the year 2000 the national education goal identified as school readiness, \"Every child will start school ready to learn,\" is it not imperative that we \"break the cycle\" of poor parenting or the absence of parenting? 3. At the same time these students, often college-bound, have the opportunity to work and plan with children in order that they be better able to assess whether teaching and/or the general field of education is their best career choice. In other words, the course allows for a training ground not only for future parents, but also for future educators. 4. Since acceptance into this program is based on recommendations which assess dependability, attendance, and attitude, it offers the opportunity for success measured by something other than G.P.A. 5. Almost universally, an increase in the self-esteem of the high school students is a result of the admiration expressed by the kindergarten students. Also contributing to their sense of self-worth are the high expectations set very early in the program. Students respond positively to these expectations and from this experience, they realize they can meet those expectations and they carry the value of this achievement with them as they take on the roles of adults, parents, or teachers. Thank you for your time and consideration of these things which I find to be significant to the education of our young people. Sin rely, Liz Hal ght \"111: [uh Kindergarten Teacher RECEIVE April 17, 1995 APR 2 6 1995 Office of Desegregation Moniiu.,..j \\ Dear Mrs. Brown, The decision by the cabinet to eliminate the kindergarten program in the high schools for the coming year and beyond is met with disappointment and sadness. It seems unusual to close a program without requesting input from those directly involved. Pat Price, the Early Childhood Coordinator, and the building principals were unaware of the decision until it had basically been finalized. Additionally, kindergarten teachers in the high schools, high school students currently selecting the course and parents were overlooked as valuable resources in the decision making process. This seemingly demonstrates a lack of meaningful parental and community involvement in the decision making process. The persons omitted from the discussion are the very ones who have first-hand knowledge of this successful kindergarten program. Since a specific rationale for the deletion of the kindergarten program has not been provided, I am unable to address the concerns of the cabinet. However, I have been involved in the program as a student when a senior, as a parent of two sons who attended Parkview's kindergarten and now as a teacher. From my perspective, the merits far outweigh any disadvantages. Please find below a summary of the benefits of the kindergarten program for both the high school students and the five^ear olds. BENEFITS FOR FIVE-YEAR OLDS 1. Optimum \"adult\" to child ratio allowing for increased \"hands on\" time as well as more observation of positive role models. 2. Unique opportunities afforded by a high school setting: * Enriching cultural experiences including speakers and performances from the community as well as from within the school. (Recent examples include a motivational talk by Mr. Darrell Brown, a Territorial Restoration stage production, and our own drama department production of \"Snow White.! Kindergarten students further benefit from opportunities offered within the building through cross-departmental interaction. (Examples of this are pumpkin painting with the art class, science projects with biology lab and physics, and cooperative writing assignments with English classes.! Music and foreign language instruction is provided weekly by teachers certified in those areas.There arc many multi-cultural opportunities. This year the presence and influence of the Fulbright exchange teacher from Russia is felt as she spends many hours instructing the kindergarten students. Duc to the enrollment of several foreign exchange students at Hall each year, multi-cultural opportunities are natural as well as numerous. * Beginning the first month of school, kindergartners attend computer lab, while most kindergarten students do not have such an opportunity until second semester. * Finally, the actual physical plantffacility, specifically the gym, allows for daily gross motor development regardless of the weather. BENEFITS FOR HIGH SCHOOL STUDENTS 1. The Child Developmenl/Parenting course allows high school students a lab setting in which to observe, participate, and monitor children in addition to studying theoretical situations. First-hand experience provides additional understanding and continuity. 2. Life skills and. more specifically, positive parenting skills are taught modeled and reinforced daily. If indeed we are as a nation to be successful in reaching by the year 2000 the national education goal identified as school readiness, \"Every child will start school ready to learn,\" is it not imperative that we \"break the cycle\" of poor parenting or the absence of parenting? 3. At the same time these students, often college-bound, have the opportunity to work and plan with children in order that they be better able to assess whether teaching and/or the general field of education is their best career choice. In other words, the course allows for a training ground not only for future parents, but also for future educators. 4. Since acceptance into this program is based on recommendations which assess dependability, attendance, and attitude, it offers the opportunity for success measured by something other than G.P.A. 5. Almost universally, an increase in the self-esteem of the high school students is a result of the admiration expressed by the kindergarten students. Also contributing to their sense of self-worth are the high expectations set very early in the program. Students respond positively to these expectations and from this experience, they realize they cap meet those expectations and they carry the value of this achievement with them as they take on the roles of adults, parents, or teachers. Thank you for your time and consideration of these things which I find to be significant to the education of our young people. Sin^rcly, J \\X\u0026gt; garten Teacher L'}y\\jtcL \u0026lt;1^ C))^ i'll - -J 4/^ uw\\\u0026lt; 6V (JU(JKj Lcz \\baaliL. 'tluu co -^TKJ r 5^^ May 15, 1995 Dear It recently came to my 6 1995 attention that there is some discussion concerning the elimination of the kindergarten program at Hall High School. As a parent, former teacher with the Little Rock School District, and the mother of a child who attended kinder-garten at Hall, I um deeply concerned about the possibility of eliminating this fine program. My son , Will Trice, couldn't have gotten off to a better start in school due to his exceptional year at the Hall High kindergarten. It was a tremendous advantage for him to be in a kindergarten program withing a high school setting, high school students and their programs The interaction between and activities^ and the kindergarten children provided enrichment that could not have been matched in any other setting. The music and drama programs. the communication with foreign exchange students, the availability of the computer lab and media center, the activities with the applied arts department are just a few advantages for the kinder-garten students in a high school setting. There is an obvious advantage for high school students to work with small children as they gain special skills that will help them to become better parents in the future. Please consider, carefully, before eliminating a program that has proved itself over many years. This is one program that works! 3Jiic.y Tri, ! r  I fi ^0 I Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 May 19, 1995 Mary Mayeaux 614 North Taylor Little Rock, AR 72205 Dear Mary: It was good to talk to you on the telephone last week. I appreciate you taking time to write Judge Wright to express your concerns about the Hall High kindergarten and the Little Rock School District. It is also nice to hear from a member of the public who thinks the Office of Desegregation Monitoring performs a needed function. It seems a shame that our visits are usually prompted by some type of crisis in the school district. Evidently, the district will not make any changes in the high school kindergartens for 1995- 96. I know what a great experience Hall has been for David, and I hope he and Mark both enjoy being together at Gibbs next year. Lets keep in touch. Sincerely, Melissa Guldin Associate Monitorex A R n-*S Cr ' B 1995 ^'iCT JCCGE i^lp -?a.. I 1^3^06 if /] t 7^iSli:-^ ( 'P hyWL /^ ''9 A/yy. 'fi /I -7- I 7U. jc-*- 6'^ a  /l (6 y- .L 1/ t.{ XL^-t'^ I .'b\u0026lt;. z CctlJ-d- '7 'b''L. / yXj ^Uyj/C''^ !^\u0026lt;--l^at^Lci'\\^ _.^^yr7n -n t i My .GtjJ Vzy zy^- X u \u0026gt;CC7^ /- c^.^^ulzL __^\u0026lt;)__iU/Kafy:. ...Mz:^_ V ^vL^riyTyZ 'n^^ . ,n /.ly. _. z^!': fn,' (Z'l^JbbU^J .7 4' t, 1 __ ... .CC'^'C^ . XX^ J [ b yXLCiX'1^ 16\u0026gt; ^7 . X XXch /X. /. ' I 'I A., / ,1 ^\u0026gt; tr- X^Li. :^X..X\u0026gt;C~- 1/ /KjzjlXjX .LAKl.^ ^J\u0026gt; . X^yuL. clL(J,dJ^TX-. /pJ^y^L. _____ ox-XX liduL u\u0026gt;\u0026lt;bL,. 4\u0026gt; czy^^ ^cW-i . -..Xyi\u0026amp;C(y^--'___ xU-' ^y. a\u0026amp; J . 1 '^LA /odJi y^ry^ \u0026gt;') 7 ff' L-'\u0026gt;y. zl /^c\u0026lt;^ tyu/L __________\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_p15728coll3_22569","title":"Harry B. 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Midwestern Regional Office"],"dc_date":["1995"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Hate crimes--Government policy--Ohio"],"dcterms_title":["Hate crime in Ohio"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/marshall/usccr/documents/cr12h284z.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_34273680"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["86 p. : ill. ; 28 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_480","title":"Incentive Schools: Enrollment registration","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":["1995/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","Education--Evaluation","School enrollment"],"dcterms_title":["Incentive Schools: Enrollment registration"],"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/480"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSchool Enrollment Summary Year Black White Total %Blk Mitchell 1989-90 220 19 239 92 1990-91 183 24 207 88 1991-92 285 27 312 91 Six Year Comparison: 1989-90 to 1994-95  14% increase in total enrollment  37% decrease in white enrollment  18% increase in black enrollment 1992-93 232 32 264 88 1993-94 215 15 230 93 1994-95 260 12 272 96 Two Year Comparison: 1993-94 to 1994-95  18% increase in total enrollment  20% decrease in white enrollment  21 % increase in black enrollment Rightsell 1989-90 194 17 211 92 1990-91 191 2 193 99 Rockefeller Stephens Total 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 282 239 184 225 215 195 282 250 240 248 225 190 235 202 141 1,643 1,455 1,962 1,690 1,261 1,372 7 10 5 4 35 76 121 111 100 122 1 12 10 7 4 180 215 273 247 193 224 289 249 189 229 250 271 403 361 340 370 226 202 245 209 145 1,823 1,670 2,235 1,937 1,454 1,596 98 96 97 98 86 72 70 69 71 67 99 94 96 97 97 90 87 88 87 87 86 Six Year Comparison: 1989-90 to 1994-95  9% increase in total enrollment  76% decrease in white student enrollment  16% increase in black enrollment Two Year Comparison: 1993-94 to 1994-95  21 % increase in total enrollment  20% decrease in white enrollment  22% increase in black enrollment Six Year Comparison\n1989-90 to 1994-95  48% increase in total enrollment  249% increase in white enrollment  15% increase in black enrollment Two Year Comparison: 1993-94 to 1994-95  9% increase in total enrollment  22% increase in white enrollment  3% increase in black enrollment Note: LRSD closed Stephens Incentive School after the 1993-94 school year. Six Year Comparison: 1989-90 to 1994-95*  12% decrease in total enrollment  24% increase in white enrollment  16% decrease in black enrollment Two Year Comparison: 1993-94 to 1994-95*  10% increase in total enrollment  16% increase in white enrollment  9% increase in black enrollment Note\nThe 1993-94 totals do not include Ish School, which closed after 1992-93, and the 1994-95 totals do not include Stephens School, which closed after 1993-94 SUMMARY AND CONCLUSIONS RECOMMENDATION 1. Page 2B0BSSPE1.XLS Four Year Old 94-95 Unit 17 18 19 22 23 25 26 28 31 34 35 36 37 39 40 42 44 45 46 52 Unit Name Bale__________ Brady_________ Badgett Baseline_______ Fair Park______ Franklin_______ Garland_______ Chicot________ Cloverdale Elem Mitchell_______ M.L. King______ Rockefeller Geyer Springs Rightsell_______ Romine_______ Washington Wilson________ Woodruff______ Mablevale Elem Watson Sum of Budget 89606.43 57360.21 102110.61 99862.73 62893.73 155681.3 57293.21 59221.35 160067.69 41192.09 174301.09 295636.85 104416.85 45360.01 90299.61 151496.77 50190.04 96522.58 48403.04 102784.66 $2,044,700.85  k  Page 1LRSD INCENTIVE SCHOOL DOUBLE FUNDING 1990-91 1991-92 1992-93 1993-94 1994-95 (Budgeted) 1995-96 Ajea School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment (when actual budget unknown) Projected Area School PerPupil Expenditure Double Funding Obligation Incentive School Projected Per-Pupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment Actual Enrollment Actual Obligation Based Upon Oct. 1 Enrollment Actual Expenditure Over or Under $1,887.46 (X) 6% (=) $2,000.71 (+) $1,887.46 (=) $3,888.17 IXL 1,375 (=) $5,346,233.75 1259 $4,895,206.03 $6,833,005.68 $1,937,799.65 * Based upon 1994-95 area school budget 1993-94 area school enrollment Per-pupil expenditure (area school) $2,249.24 m 5.8% (=) $2,379.70 (+) $1,887.46 (=) $4,267.16 1,259 (=) $5,372,354.44 2235 $9,537,102.60 $9,242,255.96 ($294,846.64) $2,602.66 (X) 8% (=) $2,758.82 (+) $1,887.46 (=) $4,646.28 2,235 (=) $10,384,435.80 1937 $8,999,844.36 $9,418,773.90 $418,929.54 $2,678.60 $2,678.60 (+) $1,887.46 (=) $4,566.06 IXL 1,750 {=) $7,990,605.00 1454 $6,639,051.00 $8,642,246.81 $2,003,195.81 $24,151,934.95 8,994 $2,685.34 Page 58 *$2,685.34 ' \u0026gt; $2,685.34 (+) $1,887.46 (=) $4,572.80 IXL 1,454 $6,648,851.20 Budgeted Amt: $6,664,904.48 $1^3.28 4(^'3, 3%\u0026gt;7n.aft 6[KV1 Expenditures and Budgets Used for Double Funding Calculations School Name Actual 93-94 Utilities Actual 93-94 Less Utilities Per Pupil Budget 94-95 Utilities Budget 94-95 Less Utilities Enrollment Octi 1993 Per Pupil Bale Brady Badgett Baseline Fair Park Chicot Western Hills Cloverdale Dodd Meadov^liff Geyer Springs Wilson Woodruff Mablevale Wakefield Watson $1,165,211.25 $1,121,638.48 $686,853,56 $1,046,959.92 $910,017.61 $1,619,203.18 $909,702.70 $1,036,001.67 $852,795.10 $989,665.59 $834,274.19 $1,209,887.38 $745,465.03 $1,225,013.15 $1,141,353,36 $1,230,108.91 $16,724,151,08 $33,346.45 $44,615.10 $27,966.77 $57,504.03 $47,536.23 $63,894.53 $48,623.98 $36,545.84 $42,876.89 $37,882.58 $38,985.56 $48,834.66 $31,985.17 $49,333.45 $38,500.04 $57,731.80 $706,163.08 $1,131,864.80 $1,077,023.38 $658,886.79 $989,455.89 $862,481.38 $1,555,308.65 $861,078,72 $999,455.83 $809,918,21 $951,783.01 $795,288.63 $1,161,052.72 $713,479.86 $1,175,679.70 $1,102,853.32 $1,172,377.11 $16,017,988.00 $3,735.53 $2,712.91 $3,486.17 $2,884.71 $3,279.40 $3,055.62 $2,593.61 $2,589,26 $2,773.69 $2,193.05 $2,761.42 $3,279.81 $3,023.22 $2,409.18 $2,467.23 $2,652.44 $2,808.70 $1,056,119.49 $1,082,673.15 $711,871.49 $954,238.93 $904,418.87 $1,665,024.95 $895,302.85 $1,062,880.57 $792,569,26 $1,030,111.70 $889,186.41 $1,143,942,77 $812,668.36 $1,333,783.30 $1,096,024,44 $1,264,399.71 $16,695,216.25 $35,610.00 $41,500,00 $28,900,00 $57,100.00 $71,000.00 $69,900.00 $41,400.00 $65,000.00 $38,050.00 $35,400.00 $36,500.00 $46,900,00 $34,700,00 $60,100.00 $37,000.00 $55,400.00 $754,460.00 $1,020,509.49 $1,041,173.15 $682,971.49 $897,138.93 $833,418.87 $1,595,124.95 $853,902.85 $997,880.57 $754,519.26 $994,711.70 $852,686.41 $1,097,042.77 $777,968.36 $1,273,683.30 $1,059,024.44 $1,208,999.71 $15,940,756.25 303 397 189 343 263 509 332 386 292 434 288 354 236 488 447 442 5703 $3,368.02 $2,622.60 $3,613.61 $2,615.57 $3,168.89 $3,133.84 $2,572.00 $2,585.18 $2,583.97 $2,291.96 $2,960.72 $3,098.99 $3,296.48 $2,610.01 $2,369.18 $2,735.29 $2,795.15 Forest Park Otter Creek Terry Pulaski Heights McDermott Jefferson Fullbright $1,081,979.30 $877,709.48 $1,327,023.54 $1,051,634.65 $1,367,742,56 $1,386,166.54 $1,400,551.11 $8,264,285,31 $46,347.16 $53,082.86 $53,402.20 $42,695.45 $54,475.66 $47,023.44 $62,419.36 $359,446.13 $1,035,632.14 $824,626.62 $1,273,621.34 $1,008,939.20 $1,313,266.90 $1,339,143.10 $1,338,131.75 $8,133,361.05 $2,261.21 $2,418.26 $2,270,27 $2,535.02 $2,580.09 $2,657,03 $2,573.33 $2,471.40 $1,061,390.39 $906,899.29 $1,359,572.17 $1,046,741.59 $1,323,527,09 $1,400,384,59 $1,482,113,58 $8,580,628,70 $43,500.00 $52,700.00 $47,900.00 $50,250.00 $62,100.00 $54,000.00 $59,000.00 $369,450.00 $1,017,890.39 $854,199.29 $1,311,672.17 $996,491.59 $1,261,427,09 $1,346,384.59 $1,423,113.58 $8,211,178.70 458 341 561 398 509 504 520 3291 $2,222,47 $2,504.98 $2,338.10 $2,503.75 $2,478.25 $2,671.40 $2,736.76 $2,495.04 M.L. King Romine Washington $1,902,991,37 $1,273,786,59 $2,182,962,72 $5,359,740.68 $87,371.46 $52,418.95 $79,736.42 $219,526.83 $1,815,619.91 $1,221,367.64 $2,103,226.30 $5,140,213.85 $3,283.22 $3,656.79 $2,917.10 $3,196.65 $1,780,160,90 $1,294,178.25 $2,288,685.19 $5,363,024.34 $70,845.00 $58,500.00 $73,700.00 $203,045.00 $1,709,315,90 $1,235,678.25 $2,214,985.19 $5,159,979.34 553 334 721 1608 $3,090.99 $3,699.64 $3,072.10 $3,208.94 Franklin Garland Ish Mitchell Stephens Rightsell Rockefeller $1,607,057.54 $1,489,885.73 $0.00 $1,333,678.59 $1,242,640.87 $1,182,801.44 $2,113,811.34 $8,969,875.51 $60,278.63 $31,198,45 $0.00 $54,797.53 $35,595,51 $40,955,33 $104,803,25 $327,628,70 $1,546,778.91 $1,458,687.28 $0.00 $1,278,881.06 $1,207,045.36 $1,141,846.11 $2,009,008.09 $8,642,246.81 $4,483.42 $7,115.55 $5,560.35 $1,532,787.86 $1,198,522.28 $0.00 $1,157,109.41 $8,324.45$ 3.00 $6,041.51 $5,908.85 $5,943.77 $1,149,130.10 $1,915,554,83 $6,953,104.48 $58,500.00 $34,600.00 $0.00 $56,300.00 $0.00 $41,100.00 $97,700.00 $288,200.00 $1,474,287.86 $1,163,922.28 $0.00 $1,100,809.41 $0.00 $1,108,030.10 $1,817,854.83 $6,664,904.48 345 205 0 230 145 189 340 1454 $4,273.30 $5,677.67 $0.00 $4,786.13 $p.oo $5,862.59 $5,346.63 $4,583.84 ALLELEM.XLSSheetl Area Scool Per Pupil Double FUnd $ $ $ 2,698.87 1,887.46 4,586.33 1416 $6,494,243.28 $6,069,741.02 $ 424,502.26 Page 1fflAPK^P 353 H I \u0026lt;^1 r /7 3 y 1'^ /^ I I n l\\0ci6fLFeuC(C I IQ-T- /(^ O o 73*6 152^ __ s ! 51^ ^'3 /S Ci /y/c. IWG 'The under-enrollment resulted in increased costs for educating each child in the incentive schools for this reason: Every school has fixed costs that represent a sizable overhead\nbut at the incentive schools, desegregation plan staffing and program requirements impose an exceptionally high overhead burden that is not directly proportional to enrollment. If an incentive school operates at 75 percent of capacity, for example, the cost to the district is essentially the same as operating that school at 100 percent of capacity. This means that, by diligently recruiting eligible children to each school up to the maximum permissible class size, there would be no increased cost to the system to have a fully populated school rather than one only three-quarters enrolled. Secondly, although the incentive schools have offered a host of special programs and services, the district has made little effort to evaluate the effectiveness of these features with an eye to refining, enhancing, eliminating, or otherwise making needed changes in the schools' offerings. To allot resources to programs that yield a high return on the investmentespecially when measured in terms of success for childrenis defensible, even laudable\nbut to spend high dollars without constantly monitoring and evaluating the extent of \"the bang for the buck\" is inconsistent with solid management principles as well as with the intent of the desegregation agreements. Thirdly, the district has also missed opportunities to effect significant efficiencies in the incentive schools. For example, it is possible to combine two very small classes into one which still meets the guidelines for pupil-to-teacher ratios. The district could also evaluate the educational merit and relative cost of enlarging classes somewhat and adding more classroom aides, rather than maintaining very small classes that are staffed with additional teachers. SUMMARY and CONCLUSIONS In 1993-94, the LRSD spent more than two million dollars over its incentive school double funding obligation. The district did not fill the schools to capacity, neglected to evaluate programs and adjust them accordingly, and failed to exercise stringent administrative oversight to contain costs. Consequently, during a time of severe budget constraints, the district spent far more money in the incentive schools than it was obligated to invest. When the LRSD overspends in the incentive schools, less monies are then available for other schools, buildings which serve the majority of LRSD black students, the class for whom the desegregation settlements were to specifically benefit. In sum, the district has not positioned itself to try to achieve appropriate economies in the incentive schools while still providing the promised level of financial support and concomitant outcomes for students. RECOMMENDATIONS ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Page 107Including four-year-olds 1990-91 1991-92 1992-93 1993-94 1994-95 (Budgeted) Area School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment (when actual budget unknown) Projected Area School PerPupil Expenditure Double Funding Obligation Incentive School Projected PerPupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment Actual Enrollment Actual Obligation Based Upon Oct. 1 Enrollment Actual Expenditure $1,887.46 $2,249.24 $2,602.66 $2,678.60 *$2,698.87 Over or Under (X) 6% (X) 5.8% (X) 6% (=) $2,000.71 (+) $1,887.46 (=) $3,888.17 1,375 (=) $5,346,233.75 ____________ $4,895,206.03 $6,833,005.68 $1,937,799.65 (=) $2,379.70 (+) $1,887.46 (=) $4,267.16 1X1 1,259 (=) $5,372,354.44 2,235 $9,537,102.60 $9,242,255.96 ($294,846.64) (=) $2,758.82 (-r) $1,887.46 (=) $4,646.28 2,235 (=) $10,384,435.80 1j937 $8,999,844.36 $9,418,773.90 $418,929.54 $2,678.60 (+) $1,887.46 (=) $4,566.06 1X1 1,750 (=) $7,990,605.00 1,454 $6,639,051.00 $8,642,246.81 $2,003,195.81 $2,698.87 (-r) $1,887.46 (=) $4,586.33 1X1 1,454 $6,668,523.82 1,596 $7,319,782.68 Budgeted Amt: $6,664,904.48 ($654,878.20) * Based upon 1994-95 area school budget 1993-94 area school enrollment Per-pupil expenditure (area school) $23,118,495.03 8,566 $2,698.87 There is no 1995-96 projection made because this report is made far earlier in the budget cycle than previous years. No reliable budget or enrollment data is currently available. \u0026gt; Including four-year-olds 1990-91 1991-92 1992-93 1993-94 Area School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment (when actual budget unknown) Projected Area School PerPupil Expenditure Double Funding Obligation Incentive School Projected Per-Pupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment Actual Enrollment Actual Obligation Based Upon Oct. 1 Enrollment Actual Expenditure 1994-95 (Budgeted! $1,887.46 (X) 6% (=) $2,000.71 (-\u0026gt;) $1,887.46 (=) $3,888 17 1,375 (=) $5,346,233 75 ___________1,259 $4,895,206.03 Over or Under $6,833,005.68 $1,937,799.65 Based upon 1994-95 area school budget 1993-94 area school enrollment Per-pupil expenditure (area school) $2,249,24 $2,602.66 $2,678.60 *$2,698.87 (X) 5.8% (X) 6% (=) $2,379.70 (+) $1.887.46 (=) $4,267.16 1,259 (=) $5,372.354.44 ___________2,235 $9,537,102.60 $9.242,255.96 ($294,846.64) $23,118,495.03 8,566 $2,698.87 (=) $2,758.82 (+) $1.887.46 (=) $4,646.28 IXL 2,235 (\") $10,384,435.80 ____________1J37 $8.999,844.36 $9.418,773.90 $418,929.54 $2,678.60 (\u0026lt;) $1,887 46 $2,698.87 (+) $1,887.46 (=) $4,566.06 1,750 () $7,990,605 00 ___________1,454 $6,639,051.00 $8,642,246.81 $2,003,195.81 () $4,586.33 (X) 1,454 $6,668,523.82 _______V596 $7,319,782.68 Budgeted Amt: $6,664,904.48 ($654,878.20) Page 78FTE 94-95 projection 25 26 34 36 39 41 49 Franklin Garland Mitchell Rockefeller Rightsell Stephens Ish 62 50 50 72 44 46 Projected Enrollment 343 202 219 380 189 324 1333 1454 Budget 1993-1994 1,567,895.13 1,408,766.60 1,311,925.15 1,764,565.20 1,264,255.01 1,271,662.69 42,611.25 8,631,681.03 Actual 1993-1994 1,546,778.91 1,458,687.28 1,278,881.06 2,009,008.09 1,141,846.11 1,207,045.36 Budget 1994-95 1,470,801.12 1,155,781.08 1,067,628.08 1,772,486.00 1,094,589.52 Per Student Cost 4,288.05 5,721.69 4,875.01 4,664.44 5,791.48 Utilities have been removed from these budget \u0026amp; actuals______|_________ Budget dated 7/26/94 is the source I Budget 93-94 8,642,246.81 5943.77 Obligation 5918.55 8605571.70 36,675.11 8605580.93 6,561,285.80 $6,648,851.20 (87,565.40) Page 1 4,922.19 4572.80Elementary School 1994-95 Budget Bale Brady Badgett McDermott Baseline Fair Park Forest Park Chicot Western Hills Jefferson Cloverdale Elem Dodd Meadowcliff Geyer Springs Pulaski Heights Wilson Woodruff Mabelvale Terry Fulbright Otter Creek Wakefield Watson Total Area Sch Budget Area Sch Per Pupil Expenditure Total Utilities $ 1,056,119.49 $ 1,082,673.15 $ 711,871.49 $ 1,323,527.09 $ $ 954,238.93 904,418.87 $ 1,061,390.39 $ 1,665,024.95 $ 895,302.85 $ 1,400,384.59 $ 1,062,880.57 $ 792,569.26 $ 1,030,111.70 $ 889,186.41 $ 1,046,741.59 $ 1,143,942.77 $ 812,668.36 $ 1,333,783.30 $ 1,359,572.17 $ 1,482,113.58 $ 906,899.29 $ 1,096,024.44 $ 1,264,399.71 $ 25,275,844.95 $ $ $ $ $ $ $ $ $ $ $ $ $ $ 35,610.00 41,500.00 28,900.00 62,100.00 57,100.00 48,500.00 43,500.00 69,900.00 41,400.00 54,000.00 33,500.00 38,050.00 $ 35,400.00 $ $ $ $ $ $ $ $ $ $ 36,500.00 50,250.00 46,900.00 34,700.00 60,100.00 47,900.00 59,000.00 52,700.00 37,000.00 55,400.00 $ 1,069,910.00 Elementary Area Schoo 1993-94 Enrollment Budget 1995-96 Budget 1994-95 Enrollment 4-Year-Old Program $ $ Total 4-Yr-Old Total Utilities 4-Year-Old Program Total 4-Yr-Old 89,606.43 57,360.21 $ 102,110.61 $ $ $ 303 397 189 509 18 17 16 99,862.73 62,893.73 59,221.35 $ 160,067.69 $ 104,416.85 $ $ $ 343 263 458 509 332 504 386 292 434 288 398 31 15 18 40 18 50,190.04 96,522.58 48,403.04 $ 102,784.66 $ 1,033,439.92 23,172,495.03 354 236 488 561 520 341 447 442 8994 2,576.44 17 15 0 16 221 $ 1,083,387.59 $ 1,149,455.90 $ 705,780.58 $ 1,324,461.87 $ $ 974,549.40 925,563.40 $ 1,132,508.11 $ 1,619,962.49 $ 927,759.48 $ 1,440,461.57 $ 1,108,921.38 $ 918,043.56 $ 1,146,039.01 $ 824,349.76 $ 1,005,827.72 $ 1,161,523.47 $ 736,629.81 $ 1,346,067.80 $ 1,366,303.23 $ 1,546,659.74 $ 940,017.05 $ 1,180,715.44 $ 1,204,877.93 $ 25,769,866.29 $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 35,610.00 41,500.00 28,900.00 62,100.00 57,100.00 48,500.00 43,500.00 34,950.00 41,400.00 54,000.00 33,500.00 38,050.00 35,400.00 36,500.00 50,250.00 46,900.00 34,700.00 60,100.00 47,900.00 59,000.00 52,700.00 37,000.00 55,400.00 $1,034,960.00 $ 108,257.56 309 35 $ $ $ $ $ 60,127.84 93,566.33 99,836.65 51,435.59 59,275.80 $ 146,846.13 $ 105,151.88 $ $ $ $ 51,031.96 88,158.77 49,432.29 97,699.79 $1,010,820.59 23,724,085.70 408 177 494 326 282 432 503 317 502 392 298 411 300 420 345 243 474 559 542 359 413 427 8933 2,655.78 17 25 36 36 18 47 37 18 36 18 36 359I INCENTIVE SCHOOL DOUBLE FUNDING As a part of the 1989 settlement agreement, the Little Rock School District agreed to double fund each incentive school. The commitment to this enhanced financial support appears in both the Interdistrict Plan and Little Rock School District Desegregation Plan. The explanation of incentive school double funding belowfirst appeared in the 1992 ODM Incentive School Monitoring Report. We have added current year findings. REQUIREMENTS Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) BACKGROUND None of the desegregation plans nor the financial settlement agreement specifically defines double funding, but in oral arguments before the Court of Appeals for the Eighth Circuit on June 21, 1990, counsel for the LRSD explained double funding as a dollar amount twice the average per-pupil expenditure in the district's area schools, not including transportation and administrative costs. The lawyer cited $2000 as the approximate extra amount that would be spent on each incentive school student above what is spent for each area school student. During those June 1990 oral arguments, the judges expressed pointed concern about the great amount of money such a double funding obligation would represent, but the LRSD attorney was firm in the district's commitment and ability to double fund the incentive schools. However, there was no discussion of what effects any increases in the district's average per-pupil expenditure in area schools might have upon double funding. Since that time, the district's basic per-pupil expenditure has risen substantially because of increases resulting largely from the successful millage campaign in 1990 and Arkansas Act 10. To control incentive school costs, the LRSD has tied its double funding obligation to the \"base year\" of 1989- 90. The LRSD computed the base year average per-pupil expenditure by dividing the total 1989-90 instructional expenses for all area schools by the October 1, 1989 total enrollment. This calculation yielded a base year per-pupil expenditure of $1,887.46, the amount the district uses as the fixed double funding obligation. For each subsequent year, the district multiplies the previous year's actual per-pupil expenditure by an inflation factor. This amount then becomes a projected per-pupil expenditure to which the double funding obligation is added. The sum is then multiplied by the number of incentive school students who have been recorded as the previous year's October 1 enrollment data (not including the children enrolled in classes for infants through three-year-old's at Rockefeller), resulting in the floor amount the district is obligated to spend. This year, the four-year- Page 75 olds were excluded from the obligation calculation. The rational for excluding them is that they are not included in any other allocation of funds, such as MFPA. There is no state funding for the four- year-old program, it is paid for by the district on the basis of actual expense and not enrollment. This section of the monitoring report was prepared prior to the end of the 1994-95 fiscal year, so we calculated the districts 1994-95 double funding obligation by using budgeted figures. In past years, the actual expenditures have exceeded the budgeted amounts. The following table shows the history of double funding and the double funding projection for 1994- 95, excluding the four-year-olds, all based on figures supplied by the LRSD. LRSD INCENTIVE SCHOOL DOUBLE FUNDING 1990-91 1991-92 1992-93 1993-94 1994-95 (Budqeted) Area School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment (when actual budget unknown) Projected Area School PerPupil Expenditure Double Funding Obligation Incentive School Projected Per-Pupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment Actual Enrollment Actual Obligation Based Upon Oct. 1 Enrollment Actual Expenditure Over or Under $1,887.46 $2,249.24 $2,602.66 $2,678.60 *$2,698.87 (X) 6% (X) 5.8% (X) 6% (=) $2,000.71 (+) $1,887.46 (=) $3,888.17 1,375 (=) $5,346,233.75 T259 $4,895,206.03 $6,833,005.68 $1,937,799.65 (=) $2,379.70 {+) $1,887.46 (=) $4,267.16 (X) 1,259 (=) $5,372,354.44 2J35 $9,537,102.60 $9,242,255.96 ($294,846.64) (=) $2,758.82 (+) $1,887.46 (=) $4,646.28 2,235 (=) $10,384,435.80 1,937 $8,999,844.36 $9,418,773.90 $418,929.54 $2,678.60 (+) $1,887.46 (=) $4,566.06 1,750 (=) $7,990,605.00 1,454 $6,639,051.00 $8,642,246.81 $2,003,195.81 $2,698.87 (+) $1,887.46 (-) $4,586.33 1,454 $6,668,523.82 1,416 $6,494,243.28 Budgeted Am1: $6,069,741.02 ($424,502.26) 1X1 * Excluding four-year-olds: Based upon 1994-95 area school budget 1993-94 area school enrollment Per-pupil expenditure (area school) $23,118,495.03 8,566 $2,698.87 There is no 1995-96 projection made because this report is made far eartier in the budget cycle than previous years. No reliable budget or enrollment data is currently available. FINDINGS The LRSD double funds the incentive schools through implementation of the settlement plan features. Many, but not all, of the special programs, activities, personnel, and equipment described in the incentive school section of the desegregation plan are in place. This year, the per-pupil budgeted amount is $4,286.54, an amount that is 6.5% below the double funding obligation. Because actual expenditures usually exceed the amount budgeted, the LRSD will probably meet the double funding obligation. Page 76Despite the closing of Stephens, according to the October 1 official enrollment report, the remaining incentive schools had 35 more children in the four-year-old program and 107 more enrolled in K-6 than in 1993-94. Enrollment increased at each one of the incentive schools. As pointed out in last years report, under enrollment results in increased costs for educating each child because of the fixed costs. The efforts of the district to increase the enrollment while holding the line on expenditures resulted in cost contaitunent and better use of the dollars spent. SUMMARY and CONCLUSIONS In 1993-94, the LRSD spent more than two million dollars over its incentive school double funding obligation. This year, although the chart shows they are not double funding the incentive schools, they are closer to meeting their double funding obligation. As stated in the finding, because the time we monitored the incentive schools was much earlier than last year, actual expenditures could not be obtained. Therefore, we used budgeted figures, which usually are smaller than actual expenditures. If actual expenditures are larger than the budgeted amount, the district may or may not meet its double funding obligation. Continued monitoring and evaluation of the programs and services in the incentive schools is necessary to get the greatest return on the programs that are determined to be effective in improving the success of children. RECOMMENDATION ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Page 77Including four-year-olds 1990-91 1991-92 1992-93 1993-94 1994-95 (Budoeted) Area School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment (when actual budget unknown) Projected Area School PerPupil Expenditure Double Funding Obligation Incentive School Projected Per-Pupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment Actual Enrollment Actual Obligation Based Upon Oct. 1 Enrollment Actual Expenditure Over or Under $1,887.46 (X) 6% (=) $2,000.71 (+) $1,887.46 (-) $3,888.17 1,375 (=) $5,346,233.75 1,259- $4,895,206.03 $6,833,005.68 $1,937,799.65 * Based upon 1994-95 area school budget 1993-94 area school enrollment Per-pupil expenditure (area school) $2,249.24 $2,602.66 $2,678.60 *$2,698.87 (X) 5.8% (X) 6% (=) $2,379.70 (+) $1,887.46 (=) $2,758.82 (+) $1,887.46 $2,678.60 (+) $1,887.46 $2,698.87 (-r) $1,887.46 (=) $4,267.16 (- 11 (=) $4,646.28 (=) $4,566.06 'sA ) (=) $4,586.33 (X) 1,259 (=) $5,372,354.44 2,235- $9,537,102.60 $9,242,255.96 ($294,846.64) $23,118,495.03 8,566 $2,698.87 (X) 2,235 1X1 1,750 1,454 (=) $10,384,435.80 223^ (=) $7,990,605.00 1,454 $6,668,523.82 1,596 $8,999,844.36 $9,418,773.90 $418,929.54 $6,639,051.00 $8,642,246.81 $2,003,195.81 $7,319,782.68 Budgeted Amt: $6,664,904.48 ($654,878.20) Jf - S'! .^1'^ There is no 1995-96 projection made because this report is made far earlier in the budget cycle than previous yearn. No reliable budget or enrollment data is currently available. I 1^*^ _ I J. , o Page 7829 that may be raised by the Court. And I would think that if it's raised by ODM, then it would be -- and not resolved by the parties, then it would somethinc appropriate for the Court. 't THE COURT: Well, let me tell you my side. have a substantial concern. I really do. I de And even if Joshua and all the other parties agree to amend these racial balance guidelines, I don't want you to believe that if the Court approves the amendment, that the Court is in any way absolving the district of its obligation to continue to recruit students of both races to meet it's racial balance goals as set forth in the plan. And I think that if the Court should agree to the guidelines that are set forth in the student assignment handbook, that at least sends the message tc the community and to the district, particularly, that the Court is no longer concerned with the recruitment obligations that the district undertook to recruit. again, students of both races to meet those guidelines in the schools in the district. I realize the argument that the district has is sometimes that these goals as set forth in the plan are really unattainable in given situations. And I realize that's true, because the numbers -- the students just are not there in the right proportions. plan. But if you ask the Court to amend the I want you to re-enforce to the Court your continuing commitment to reach those goals that are set CANDACE MATTHEWS, CCR, CVR (501) 227-6779eg 30 forth in the plan. Othezrwise, I don't believe, in gooc faith, I could approve the amendment. And does the 0D^' understand that. I have not discussed this with her ir this direct term, but you understand what I'm saying? MS. BROWN: Yes, ma'am, I believe I do. THE COURT: So, when you talk to the parties, keep in mind that if the Court goes along with the amended racial balance guidelines, I don't want to absolve the district in any way of its obligation to continue tc recruit students of both races to desegregate these schools. because that's that is what you have committed to. Another thing that I brought up, last hearing, was modification of your interdistrict school assignment policy, which allows you to place only about 9 percent Bl- of your own interdistrict interdistrict schools. white students in What have you decided to de with respect to this, Mr. Heller? Or do you have a witness on this. Does anyone -- is Dr. Mayo here? MR. HELLER: Honor. that. Dr. Mayo is out of the state, your And there has been no official action yet to de That's been discussed among the counsel members. but there has not yet been a proposal presented to the Board. THE COURT: Let me say this: In discussing -- Dr. Williams, did you want to say something about this? CANDACE MATTHEWS, OCR, CVR (501) 227-6779DR. WILLIAMS: Yes, ma'am. 31 I just wanted to say that we agreed that we would allow more students tc attend. THE COURT: You would allow more you've set another ceiling on the number of interdistrict white students? DR. WILLIAMS: We're working on it. THE COURT: You are. You plan to set a ceiling, though. DR. WILLIAMS: Yes, ma'am. THE COURT: I want to emphasize. I know that you have stated, on the record, that you are reluctant just to open the doors to white students in your owr district and these interdistrict schools, really for a couple of reasons. One is the plan requires you tc recruit whites from the county. And the other, is you do get the M to M transfer money. One thing I have not done, and I mentioned this to the monitors, I have not really sat down with the monitors to assess the financial impact of your receiving or not receiving N to M money in these interdistrict schools. Keep ir mind that you're obligated to continue to desegregate these schools no matter whether the students come fron Pulaski County, which is where you want them to come from, or Little Rock. I am interested in seeing these interdistrict Little Rock Schools desegregated. I realize that the plan calls. first, for them to be CANDACE MATTHEWS, CCR, CVR (501) 227-6779 T 32 recruited from the whites to be recruited from the county. If that is not fully successful, it would satisfy the Court to see them recruited from those schools in the western reaches, northwest Little Rock, that are predominately white. s And I'm very interested in seeing this modification. And furthermore, I would like the monitors to take look at what is the a financial impact. It might not be as much as yon think. It really might not be. Because you have tc pool your M to M money now in any event with the county. And when you don't educate one of yours and send one of yours off, I know you get money. But yon also get extra money for keeping -- I mean for bringinc them in from the county. So, I just really don't know what the -- have you ever done an analysis of that on a per-pupil basis, Mr. Heller, to your knowledge? MR. HELLER: Your Honor, the only analysis we did was back when we first proposed the incentives or the interdistrict schools to the special master. And we did an analysis which showed that at the ideal composition by districts, those schools would generate enough M to M transfer money to fund them --to nearly fund them. But we haven't done an individual impact of the difference between having a Little Rock student enrolled or having a Pulaski County student enrolled recently. THE COURT: But you don't get minimum foundation CANDACE MATTHEWS, CCR, CVR (501) 227-677933 money from students you send. The receiving district gets that. Yet you do get M to M money for the students you send\nis that not correct? MR. HELLER: Well, the receiving district is supposed to receive the full cost of educating the student. The sending district gets one-half of its table rate. THE COURT: But no MFPA money? MR. HELLER: Well, I guess that is it. The table rate they would otherwise get for a student remaininc in the district. they get half of that. When the students I THE COURT: Oh. So, it is just half and not -- knew that you got something for sending a student. But in any event, I know that the district has said that this is its reason that -- I want to emphasize that, tc me. it's more important that you desegregate these schools than it is that you get the M to M money. Which, of course, is very much to your advantage. Anc there are a lot of empty seats in these in. say, King, right now. Ml MR. HELLER: Your Honor? THE COURT: Yes, sir. MR. HELLER: Our concern has also been. your Honor, the impact on the sending schools. But I think that's something that might be a more appropriate limitation than just an overall percentage limitation. CANDACE MATTHEWS, CCR, CVR (501) 227-677934 THE COURT: Well, I certainly agree that we want to watch the impact on descending schools. But I de believe that the figures that the monitors supplied last time will show that some of these schools car benefit by sending whites to central Little Rock, if we can persuade them that it would be to their benefit tc attend. And by setting the 9 percent ceiling, there were parents who, reportedly, were upset by that. And I don't like to upset parents. I know - I recognize that there are some faces in the audience who I believe } are the faces of parents. Because I haven't seen you here before. And I assume that that's why you're here. Mr. Walker, I'm sorry -- I won't I haven't let me ask -- I'll ask you this, first, and then I'll ask about Clinton about the not the President, the school. You indicted that you would provide the Court with a proposed Order on the Stephens matter. Are you still intending to do that, or do you want the Court tc prepare the Order? Keep in mind, I know whose duty it is to prepare it. It's mine. MR. WALKER: No, your Honor. I do intend to de so. And you'll have one before the end of the day. THE COURT: All right. Fine. Well, that will  give us something to work on. In a case like this, I almost never sign off on the draft counsel prepares. It's very unusual for counsel to prepare a draft. I know it is usual or customary in state court for this CANDACE MATTHEWS, OCR, CVR (501) 227-677935 sort of thing to be done. But we do have we are blessed with somewhat greater resources, and I have an excellent staff. So, I will look forward to getting it. What is the status on recruitment of black students for the Clinton, the William J. Clinter Interdistrict School, that the county is building? MR. BOWLES: Your Honor, we, at this time, have about 98 students registered for Clinton from the Little Rock School District. There is some informatior that's going to be going out to the students' residence jointly with Little Rock. We are making preparations to recruit those students who will be at Stephens if. in fact, Stephens is closed. And we have some other recruitment tools that we're using jointly with the Little Rock School District to increase that number tc as close to the 200 as possible. THE COURT: How many of the 98 are from Stephens, or do you know? MR. BOWLES: At this point, I don't know, your Honor. That information can be obtained, but we've not cycled it by schools at this point. They may have that in the Little Rock School District. THE COURT: Well, I believe you can count on Stephens being closed. That's what these everyone had asked the Court to do. and I said. \"Fine.\" stopped short of signing off on the stipulation. I CANDACE MATTHEWS, CCR, CVR (501) 227-6779Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (SOI) 371-0100 Date: April 18, 1995 To: Russ Mayo \\ aU From: Brown Subject: Registration Figures According to your March 30, 1995 Desegregation Update to the Board of Directors, all student assignment letters were scheduled for mailing by April 17, 1995. Since that date has now passed, please immediately forward to me the following information, current to date: . 1. The number of students who have registered for the 1995-96 school year, including new students, returning students, M-to-M transfers, intradistrict transfers, and magnet assignments. Include all kindergartens, four-year-old programs, and other early childhood classes. 2. The number of students by school, grade level, race, and gender. 3. For magnet schools (the original, six stipulation magnets), registration by sending district and the number of vacant magnet seats still remaining by district and by grade level. 4. The number of vacant seats currently remaining at each LRSD school by grade level. 5. The number of attendance zone students who still have not registered for next year, by school attendance zone and grade level. 6. Tlie extent to which the number of students attending school in their home attendance zones has changed up or down from last year, by both number and percentage, for each schools attendance zone. (List and compare the figures for both 1994-95 and 1995-96.) In addition. Id appreciate your clearing up some confusing information that appears on page two of the March 30, 1995 Desegregation Update. Item #1 reads, 'Two years ago by this time, about 1,200 kindergartners registered. Last year, it was 1,400, and this year it is 1,490. We are doing a better job with advertising pre-registration...\" Yet, the chart immediately following does not reflect the narrative numbers for 1994-95, so the initial impression the table gives is that kindergarten registration is considerably below that of last year. Perhaps the chart mixes the final first-day total kindergarten enrollment for 1994-95 with the preliminary February registration numbers for 1995-96? Please explain.Page Two April 18. 1995 Also on the same page in tlie Update, the chart depicting four-year-old applications for the 1995- 96 school year does not contain a comparison to 1994-95 numbers from a similar time during last years recruitment period. Therefore, please provide me the total number of black children and white children who had applied for the four-year-old program for the 1994-95 school year at the conclusion of the pre-registration period last year (or at the date which most closely corresponds to the date of the four-year-old information in the Update. Please designate the date of the preliminary 1994-95 numbers as well as those for 1995-96.) Thank you very much.Attachment 3 LRSD Enrollment v. Attendance Zone Attendance Zone Summary May 2, 1995 Attachment 3 April 27, 1995 Central HS\" FairHS Hall HS McClellan HS Sub-Total Cloverdale JH\" Dunbar JH Forest Heights JH Henderson JH Mabelvale JH Pulaski Heights JH Southwest JH Sub-Total u n CD 842 493 422 648 2405 415 384 349 478 267 265 341 2499 u n CD Z 3 o c 01 I o 366 176 165 161 868 tT 69 131 124 103 269 110 877 1208 669 587 809 3273 486 453 480 602 370 534 451 3376 c lU W5 869 945 857 4246 643 679 789 860 574 733 624 4902 N \u0026lt; _c 5! c December 2, 1994 76.70% 76.99% 62.12% 94.40% 77.08% 75.58% 66.72% 60.84% 70.00% 64.46% 72.85% 72.28% 68.87% JO u ra m 864 489 428 661 2442 440 409 335 496 281 301 363 2625 o n CD Z 387 182 176 157 902 81 79 156 176 107 308 112 1019 c 2 o 1251 671 604 818 3344 521 488 491 672 388 609 475 3644 \u0026lt;u E o c lU 1646 915 917 943 4422 613 736 720 917 527 830 570 4913 N \u0026lt; c 0) u c V o IC 5 April 27,1995 76.00% 73.33% 65.87% 86.74% 75.64% 84.99% 66.30% 68.19% 73.28% 73.62% 73.37% 83.33% 74.17% -0.7% -3.7% 3.8% -7.7% -1.4% 9.4% -0.4% 7.4% 3.3% 9.2% 0.5% 11.1% 5.3% \u0026lt;u u c  0) c Q ot 43 2 17 9 71 35 35 11 70 18 75 24 268 Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Terry Wakefield Watson Western Hills Wilson Woodnjff Sub-Total Grand Total 70 112 141 104 171 212 83 105 61 241 138 141 135 75 200 102 173 163 69 50 166 113 105 230 246 96 142 52 2405 ^09 46 53 52 85 91 37 78 55 191 9 242 15 37 245 113 189 109 3 194 180 0 13 277 66 75 90 68 36 2649 4394 116 165 193 189 262 249 161 160 252 250 380 156 172 320 313 291 282 166 263 230 166 126 382 296 321 186 210 88 634? 12994 180 300 309 377 454 382 286 283 422 445 546 269 285 483 486 478 414 256 356 407 225 388 551 391 422 304 347 230 10276 19424 64.44% 55.00% 62.46% 50.13% 57.71% 65.18% 56.29% 56.54% 59.72% 56.18% 69.60% 57.99% 60.35% 66.25% 64.40% 60.88% 68.12% 64.84% 73.88% 56.51% 73.78% 32.47% 69.33% 75.70% 76.07% 61.18% 60.52% 38.26% 61.75% 66.90% 70 132 154 103 189 262 86 99 63 227 157 146 140 86 202 130 172 162 74 55 153 113 101 258 265 111 158 44 3912 8979 32 52 52 93 76 33 62 49 210 8 263 17 37 277 102 203 90 2 186 189 5 15 299 52 61 88 76 40 2669 4590 102 184 206 196 265 295 148 148 273 235 420 163 177 363 304 333 262 164 260 244 158 128 400 310 326 199 234 84 6581 13^ 163 316 305 368 439 415 275 256 441 428 565 267 274 505 434 493 392 256 351 441 220 420 550 391 426 286 353 220 10250 \"lO^ 62.58% 58.23% 67.54% 53.26% 60.36% 71.08% 53.82% 57.81% 61.90% 54.91% 74.34% 61.05% 64.60% 71.88% 70.05% 67.55% 66.84% 64.06% 74.07% 55.33% 71.82% 30.48% 72.73% 79.28% 76.53% 69.58% 66.29% 38.18% 64.20% 69.29% -1.9% 3.2% 5.1% 3.1% 2.7% 5.9% -2.5% 1.3% 2.2% -1.3% 4.7% 3.1% 4.2% 5.6% 5.6% 6.7% -1.3% -0.8% 0.2% -1.2% -2.0% To^ 3.4% 3.6% 0.5% 8.4% 5.8% -0.1% 2.5% 2.4% -14 19 13 7 3 46 -13 -12 21 -15 40 7 5 43 -9 42 -20 -2 -3 14 -8 2 18 14 5 13 24 -4 236 575 Secondary numbers are based on May 2, 1995 data. Elementary numbers are based on December 2, 1994 94_95AZ.XLS Office of Desegregation 5/3/95Attachment 2 1995-96 STIPULATION MAGNET SEAT SUMMARY/MAY 1, 1995 LRSD ALLOCATION VACANCIES AS OF 5/1/95 STUDENTS ON WAITING LIST BOOKER # VAC. 80 29 18 47 12 11 23 34 34 26 24 26 33 32 25 10 10 10 12 12 12 11 69 84 52 81 70 65 84 52 81 70 65 CARVER 60 21 14 35 50 54 GIBBS WILLIAMS 15 32 10 21 14 14 40 12 17 11 60 15 15 13 12 14 21 14 16 11 23 35 80 82 20 68 52 54 29 48 58 40 65 67 74 38 63 69 36 57 40 55 89 82 23 69 13 12 11 54 53 76 80 65 47 41 65 66 37 59 61 40 65 69 74 92 116 145 116 122 87 96 little Roch School DmItkI K 1 2 3 4 5 6 K 1 2 3 4 5 6 K 1 2 3 4 5 K 1 2 3 4 5 6 B 4 4 4 6 5 4 3 8 2 6 3 3 2 4 0 7 8 6 6 1 2 1 3 3 1 1 3 3 3 W T B W T B 0 6 6 6 6 7 5 2 8 2 5 3 3 9 2 0 1 2 1 0 2 1 1 2 2 1 2 4 4 6 5 2 5 3 6 6 4 9 7 (19 0 0 0 0 0 9 4 0 5 4 6 6 4 0 2 4 2 3 5 2 2 5 5 4 5 9 0 T 0 0 4 0 3 1 2 0 1 0 0 0 1 2 1 3 0 0 0 1 0 0 2 1 1 9 3 0 0 1 3 0 0 0 1 2 0 0 0 0 0 1 0 1 1 6 1 2 1 4 0 0 0 2 4 1 3 0 0 0 2 0 1 3 0 3 . 1 8 3 0 0 2 01995-96 STIPULATION MAGNET SEAT SUMMARY/MAY 1,1995 LRSD ALLOCATION VACANCIES AS OF 5/1/95 STUDENTS ON WAITING LIST PARKVIEW SCIENCE # VAC. B W T B T B T 10 100 30 29 59 0 0 0 115 47 162 11 18 4 4 8 4 4 8 149 0 150 12* 24 5 6 11 5 6 11 104 0 105 PARKVIEW ARTS Band 10 46 14 13 27 41 42 11 13 63 63 12 15 56 56 0 0 0 1 4 3 7 4 3 7 0 2 5 7 2 - 5 7 0 Dance 10 39 13 10 23 35 41 11 14 57 57 12 16 40 40 0 0 0 6 4 4 8 4 4 8 0 2 6 8 2 6 8 0 Speech/ Drama 10 56 17 18 35 76 25 101 11 11 114 119 12 66 69 0 0 0 2 3 5 2 0 5 0 6 2 1 3 2 0 3 0 Orchestra 10 14 4 4 8 0 1 1 5 0 5 11 4 1 1 6 1 2 1 2 6 0 12 0 0 0 0 0 0 0 8 0 8 Visual Arts 10 39 12 11 23 53 27 80 11 94 103 12 43 43 0 0 0 1 1 0 1 1 0 1 9 0 0 0 0 0 0 0 0 Vocal Music 10 37 11 11 22 0 0 0 38 11 49 11 10 2 2 4 2 4 68 0 68 12 11 T 3 5 2 3 5 41 0 41 Students should have completed Chemistry and Algebra II iittlr Roell School District1995-96 STIPULATION MAGNET SEAT SUMMARY/MAY 1,1995 LRSD ALLOCATION VACANCIES AS OF 5/1/95 STUDENTS ON WAITING LIST MANN ARTS # VAC. 200 58 58 116 229 33 262 251 38 289 285 31 326 B w T B W T B W T 7 8 6 1 1 2 9 6 1 1 2 0 0 1 0 0 1 0 0 2 MANN SCIENCE 7 8 9 100 29 29 58 187 47 234 10 202 232 37 26 239 258 0 0 0 0 0 0 0 0 0 0 2 2 4 1 2 3 little R\u0026lt;xk School OitIrkI/} Little Rock School District MEMORANDUM {995 To: Ann Brown, Federal Monitor From: Russ Mayo, Associate Superintendent kUtjiT fviOfittcrin^ Date: May 3, 1995 Subject: Registration Information Requested 4-18-95 In response to your memo dated 4-18-95 requesting information regarding registration, I have enclosed several documents that will explain the questions you have. 1. The number of students who have registered for the 1995-96 school year, including new students, returning students, M-to-M transfers, intradistrict transfers, and magnet assignments. Include all kindergartens, four-year-old programs, and other early childhood classes. Response: Attachment 1 This is a current counts reports that will show the actual number of all students registered for the 1995-96 school year. This includes new students, returning students, M-to-M transfers. intradistrict transfers, and magnet assignments. It also includes all kindergartens, four-year-old programs, and other early childhood classes. 2. The number of students by school, grade level, race, and gender. Response: Attachment 1 This report indicates the number of students registered by race and gender by school and grade level. 3. For magnet schools (the original, six stipulation magnets), registration by sending district and the number of vacant magnet seats still remaining by district and by grade level. Response: Attachment 2 This is a magnet seat summary for the original six stipulation magnets as of 5-1-95 for the 1995- 96 school year. Please note that this is only information from LRSD. This information also includes information on the number of students on Waiting Lists, which might be useful. Information on other districts has not been made available to us. I am uncertain on whether or not they have completed their registration process.Ann Brown Response May 3, 1995 2 4, The number of vacant seats currently remaining at each LRSD school by grade level. Response: Attachment 1 The counts reports show the total number of students assigned and the total capacity per grade level. The vacant seats may be determined by simply subtracting the number assigned from the capacity. Waiting lists are currently being worked to fill vacancies for the 1995-96 school year. At Booker Arts Magnet (55.3%) black students are being placed when they can be matched with white students. 5. The number of attendance zone students who still have not registered for next year, by school attendance zone and grade level. Response: Currently we have no way of determining the exact number of students living in each attendance zone of the Little Rock School District. Therefore, we cannot determine the number of students who have not registered for the 1995-96 school year in their attendance zone. We are open to your suggestions. 6. The extent to which the number of students attending school in their home attendance zones has changed up or down from last year, by both number and percentage, for each schools attendance zone. (List and compare the figures for both 1994-95 and 1995-96) Response: Attachment 3 The Enrollment v. Attendance Zone chart represents the number of students registered for their attendance zone schools in 1994-1995 and projected for 1995-96 by race. This chart also indicates the percentage and the change (+ or -) for the 1995-96 school year. Concerning your comments on the March 30, 1995 Desegregation Update, your conclusion is accurate. The table below represents the data you requested on the four-year-old program registration: Four-Year-Old Applicants Date 3-14-94 2-21-95 Black \"6^ 586 White 173 139 Total \"837 725 % Black 79% 81% C: Dr. Henry P. Williams, SuperintendentDate: May 8. 1995 To: Melissa and Bob From: Subject: LRSD registration information Russ Mayo has finally sent me the registration information I requested last month. Polly has a copy of the letter I sent Russ and the data we received. Id like the two of you to collaborate on reviewing the information. Please let me know by next week (after the Abacus Report is into the team editing stage): 1. 2. 3. 4. 5. 6. Whether the information is complete, i.e., are my questions all answered? Both the good and bad news embedded in the data. Be specific. Where the district is compared to last year, especially as far as racial balance and filling the schools goes. Anything the district needs to clarify, expand, or revise. Your suggestions for any follow up communication you think I need to initiate. Anything else I should know or think about. Tlianks very much. ( 05/09/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 02 / Little Rock School District MEMORANDUM To: Board of Directors Through: From\nDate: Russ Mayo, Assd May 8,1995 hs. Superintendent date Superintendent Subject\nDesegregation Update May. The attached information represents the desegregation update for the month of05/69/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 03 Little Rock School District Desegregation Update Board of Directors Meeting May 25,1995 LRSD Btracial Committee The Bi-racial committee began monitoring on May 2,1995. The monitoring visits to all Incentive Schools will be completed by May 31,1995. LRSD Tool/Board Action Required ACTION Board review of tentative budget Conduct Board Work Session tentative budget on SCHEDULED START 5-25-95 5-29-95 SCHEDULED FINISH 5-25-95 5-31-95 LRSD Pre-Registration Counts by School SCHOOL Central 'Hall Parkview Fair McClellan Mann Punbar________ Forest Heights Pulaski Heights Southwest______ Henderson Cloverdale Mabelvale Booker Bale ~ Brady Badgett McDermott Carver Baseline________ Fair Park Forest Park Franklin________ Garland Gibbs Chicot__________ Western Hills BLACK 1057 632 404 665 735 444 495 513 484 444 624 507 392 298 228 228 127 251 318 228 184 199 385 232 164 318 192 205 as of May f WHITE ~ 548 261 364 243 190 388 226 191 346 107 180 94 131 221 79 121 35 232 278 71 64 238 26 9 127 105 91 T 299 r ,1995 OTHER 47 28 33 _______7 14 21 14 22 7 20 26 8 3 19 10 18 0 19 17 5 7 8 14 27 14 6 ~~..... 7 total 1652 921 801 915 939 853 735 726 837 571 830 609 _526 538 317 367 162 502 613 304 255 445 425 268 305 429 290 511 % BLACK 64.0% 68.6% 50.4% 72.7% 78.3% 52,1% 67.3% 70.7% 57.8% 77.8% 7S.2% 83.3% 74.5% 55.4% 71.9% 62.1% 78.4% 50,0% 51,9% 75.0% 72.2% 44.7% 90.6% 86.6% 53.0% 74.1% 66.2% 40.1%05/09/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 04 i Des^ngation Update Board of Directors Meeting 2 SCHOOL Cloverdale Dodd Meadowcliff Mitchell King___________ Rockefeller Geyer Springs Pulagkt Heights Rightaell_______ Romine Waahington Williams Wilson Woodruff Mabelvale Terry Fulbright______ Otter Creek Wakefield Watson TOTAL BLACK 343 174 283 243 306 260 203 213 207 218 451 251 259 135 306 217 254 153 328 335 16,096 WHITE 65 89 100 8 229 142 69 215 8 75 213 226 87 77 119 311 299 191 50 79 7,917 OTHER 8 7 0 3 16 18 3 15 4 14 26 14 8 11 11 30 16 7 14 8 661 TOTAL 416 270 383 254 553 420 275 443 219 307 690 491 354 223 438 558 569 351 392 422 24,674 % BLACK 82.5% 64.4% 73.9% 95.7% 55.7% 61.9% 73.8% 48.1% 94.5% 71.0% 65.4% 51.1% 73.2% 60.5% 70.3% 38.9% 44.6% 43.6% 83.7% 79.4% 65.2% LRSD Desegregation Transfers Attached you will find the information requested regarding the Secondary Desegregation Transfers.J 05/09/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 05 Rationale for Junior High Desegregation Transfers 19HM Ttie Student assignment office received (208) desegregation transfer applications for Junior high schools. 46% of the applications were granted for a total of 96 students. 78 seventh grade students, 40 seventh grade students were granted transfers to PHJH, 29 to FHJH, 3 to MJH, 5 to hjh and 1 to SWJH. 10 eighth grade students, 4 to fhjh, 4 to phjh and 2 to HJH. 8 ninth grade students were granted transfers, 1 to FHJH, 6 to PHJH and 1 to hjh. Black students from the Cloverdate and southwest attendance zones received the majority of Junior high transfers because the transfers benefited the sending and receiving schools where racial balance Is a concern. Pulaski Heights JR High could have received more black students because of their racial balance, but capacity is limited. Transfers were granted to all students except, where racial balance would not remain constant or Improve. Therefore, 16 eighth grade applicants and 5 ninth grade applicants were denied. Racial balance before and after transfers were as follows\nSCHOOL Cloverdile Forett Heightt Hentlerson Mabelvale Pulaski Heights Southwest^^ $ 83.3% 71.3% 737% 74.4% 55.5% 76 3% I 1 832% 71.3% 75.0% 74.5% 58.0% 77.6%J 05/09/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 06 LITTLE ROCK SCHOOL DISTRICT 1995-96 DESEGREGATION TRANSFER APPLICATION SUMMARY JUNIOR HIGH SCHOOLS 7TH GRADE: 8TH GRADE\nSTH GRADE: TOTAL APPUCATIONS RECEI\\KD: Total 169 26 18 208 Black 12S 23 10 1S8 MTl/ta 44 3 3 50 %Blk 74% 88% 77% 76% II# OF REQUEST TO SCHOOL OF REQUEST FROM SCHOoH GRADE 8th TOTAL BLACK 0 0 2 1 0 5 2 10 WHITE 0 0 2 0 0 1 0 3 TOTAL 0 0 4 1 0 6 2 13 SCHOOL CLOVERDALE DUNBAR FOREST HEIGHTS HENDERSON MABELVALE PULASKI HEIGHTS SOUTHWEST BLACK 1 2 4 1 0 0 2 10 WHITE Q 0 0 2 0 0 1 3 TOTAL \"l 2 4 3 0 0 3 13 GRADE BTH TOTAL SLACK 1 0 6 4 0 8 4 23 WHITE 0 0 0 0 0 3 0 3 TOTAL 1 0 6 4 0 11 4 26 SCHOOL CLOVERDALE DUNBAR FOREST HEIGHTS HENDERSON MABELVALE PULASKI HEIGHTS SOUTHWEST SLACK 2 4 3 3 4 0 1 23 WHITE 0 1 0 2 0 0 . 0 3 TOTAL 2 5 3 5 4 0 7 26 GRADE 7TH TOTAL SLACK 12 0 26 5 8 66 6 125 W1ITE 1 0 13 4 7 18 1 44 TOTAL 13 0 41 9 15 84 7 169 SCHOOL CLOVERDALE DUNBAR FOREST HEIGHTS HENDERSON MABELVALE PULASKI HEIGHTS SOUTHWEST ALACK 24 12 9 16 21 0 43 125 WHITE 4 4 6 18 2 0 10 44 TOTAL 28 16 15 34 23 0 S3 169 95-W DC5BG JH TRANSFERS Pige 1t M/'as/nsa 15.58 3815242281 LR5B STUBCNT ^55151-114 PA5C 8? 199S-S6 SmraOR HIGH PBSEgRKGATION TRAWSPBRS TOTAL APPLICATIONS RECEIVED: lOTH GRADE IITH GRADE 12TH GRADE 176 21 4 APPLICATIONS GRAOTED: lOTH GRADE IITH GRADE 12TH GRADE 119 21 4 percentage of total applications granted 71.6* APPLICATIONS DENIED: 10TH GRADE IITH GRADE 12TH GRADE 57 0 0 RATIONALE All 11th and 12th grade applications were granted because space was available and the number of applicants was so small as to not impact the racial balance at any of the four schools. Racial balance inhibited the movement of 57 10th grade  The racial percentages of each school's 10th grade class before applicants. were as follows: Central Hall Fair McClellan considering desegregation transfers 59.4% 73.8% 73.6% 83.1% Therefore, any black students who requested a transfer out of Central to Hall, to Fair, or to McClellan were denied. Likewise, any white students who requested a transfer out of McClellan were denied. Two black students, one at Hall and one at Fair, who requested transfers to McClellan, also were denied.05/09/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 08 LITTLE ROCK SCHOOL DISTRICT 10TH GRADE DESEGREGATION TRANSFERS IjO OF REQUEST TO SCHOOL 1| II# OF REQUEST FROM SCHOOL^ GRADE 10th TOTAL BLACK 2Q 54 51 7 138 WHITE 13 11 14 0 38 TOTAL 39 65 65 7 176 SCHOOL Cwrtnl Fair Hall MeCMIan BLACK WHITE YofAL 52 13 16 57 I 138 22 2 11 3 38 7A 15 27 60 176Sheets Chart 4 LRSD Elementary Enrollment Years Page 1\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_491","title":"Incentive Schools: Facilities","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":["1995"],"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 facilities","Education--Finance"],"dcterms_title":["Incentive Schools: Facilities"],"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/491"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\niSFgS! TO: Henry FROM: 1: SUS J: DATE: LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 'i TJ -i amg -h 72204 J99S \u0026lt;3 Superintendent C. Eaton, Director, Plant Services Special Report on Incentive Schools September 22, 1995 OCT J 0 199j Office Of Desesregaii if I am forwarding to you information on the action taken by Facility Services, with regard to recommendations in the May 17, Incentive Schools Monitoring Report. 1995, Essentially all of the actions recommended in that report have been acted upon, some still remiain to be done because of scheduling of higher priority work in other schools. The charts accompanying this Directorate and this District schools at a higher priority. \u0026lt; of all of our other schools. report go to verify that this continue to keep their incentive Our per capita cost far exceeds that DCE/apl/ris cc : Dr. Russ Mayo, Associate Superintendent, Desegregation Mr. Sterling Ingram, Director of Staff Development OBFRANKLIN ELEMENTARY SCHOOL 1. RECOMMENDATION\nentire building. To carry through on promises to paint the ACTION: Franklin Elementary School has been completely painted and was finished during the summer of 1995. Facility Services has a long range plan I should point out that and facilities are scheduled for painting as far as eight (8) to ten (10) years in advance. is a bad term to use with regard to scheduled work. scheduled for 1995 and was painted in 1995. Promise ten (10) 2 . Franklin was REC OMMENDATION: Continue to repair roof leaks as they occur. ACTION: At the present time, there are no roof leaks reported at Franklin, nor have there been in the past three (3) months. This Directorate has an on-going program through the use of private contracts and roofing consultants to continually inspect all of our roofs and repair them as necessary 3 . RECOMMENDATION: Replace the damaged unsightly metal plates with new ceiling tiles. ceiling tiles and ACTION: The replacement of damaged ceiling tiles was necessitated by old roof leaks. Once the roof was repaired, the ceiling tiles are normally replaced. repaired. However, in buildings such as Franklin the ceiling tile design is quite old and replacement tiles are almost impossible to find. that match as closely We use a method of replacing tiles with tiles as possible. If these tiles are not available or if the area is too large to be replaced with small tiles, then we use a method such as may be seen in the cafeteria at Franklin. This method is to use sheets of waterproof board and then paint the sheets so as to match the existing ceiling color. It 13 considered an adequate and appropriate repair for ceiling tiles. It is 4 . RECOMMENDATION: stocked. Ensure that all restrooms are clean and fully ACTION\nI have discussed this issue with the principal and have personally visited the restrooms on two (2) or three (3) occasions over the past couple of months. Each time I found the restrooms to be clean and to have the required paper materials as necessary. GARLAND ELEMENTARY SCHOOL 1. Remove custodial clutter from public space and increase the attention given to general cleanliness. RECOMMENDATION: ACTION: two (2) months. I have inspected Garland at least twice within the last I found that building to be quite clean and thecustodial area has been rearranged and cleaned so as to present an uncluttered appearance. However, please be advised that this does require continuous monitoring on the part of the principal. 2 . RECOMMENDATION\nReplace the damaged exterior doors. ACTION: The exterior doors at Garland were inspected and those requiring replacement were replaced. to be in good condition and secure. The doors are now considered MITCHELL ELEMENTARY SCHOOL 1. Survey the entire system of gutters and roof drainage to assess their current condition. RECOMMENDATION: damaged gutters making sure appearance of the originals. the replacement gutters Repair or replace all match the ACTION: We have recently renewed our roofing contract effective September of this year. Within the next sixty (60) days, gutters will be assessed and will be replaced. r Mitchell Elementary School,, we will attempt to replace gutters that match as closely as possible\nhowever, gutters matching exactly are impossible to find because of the age of the facility. the Due to the age of 2 . RECOMMENDATION: Repaint the exterior trim. ACTION: Repainting the exterior trim at Mitchell Elementary School is a very low priority right now. It has not been scheduled. The It has not been scheduled. interior of the building has been repainted within the last two (2) years. The cost to scaffold the front of that building and paint the exterior trim is disproportionate to the benefit that we would receive by doing this. If resources allow and sufficient funds are available, we will attempt to contract and paint portions of the exterior of the building later on this year. 3 . RECOMMENDATION: Find the cause of the persistent leaks that plague the south stair hall and eradicate the problem, taking to preserve the decorative metal ceiling in the area. care ACTION: The leaks that persist in the south stair hall are due to children intentionally stopping up the drains in the urinals and sinks and flooding the floor. When this happened, seals in the plumbing system, which are quite old, have a tendency to leak, principal has taken necessary action to ensure that children are The monitored when they attend the restroom. The leaks have been repaired and we anticipate painting the ceiling within the next thirty (30) days. 4 . RECOMMENDATION: Evaluate the condition of the floor in the main hall and repair or replace all loose and missing floor tiles.ACTION: have been replaced as identified as being loose, but at any given time, will work their way loose. Floor tiles wooden floor which has been covered The floor at Mitchell is they have been additional tiles an in lay Wooden floors have a over with a form of plywood. weather. This is As this happens, tendency to expand and shrink with the the tiles will work their way free. a common occurrence in any facility where tiles have been placed over wooden floors. We will periodically monitor this and have provided tiles and glue to the custodial staff to replace them as they become loose. We should point out that only one (1) color is now available in that size tile. we 5. Repair and repaint the damaged and discolored ceilings in the cafeteria, reading room and math classroom. RECOMMENDATION: ACTION: The damaged and discolored ceilings in the reading and math The cafeteria ceiling is scheduled to be painted within the next thirty (30) days. classroom have been repainted. 6. Replace the missing covers and light fixtures throughout the building. RECOMMENDATION: We are ACTION: We are in the process of counting the light fixtures requiring covers and are attempting to find a company which will provide covers only for that type fixture. this will be It is anticipated that completed within the third quarter. RIGHTSELL ELEMENTARY SCHOOL 1. Redirect the down spout that continues to cause a moisture problem in the basement. RECOMMENDATION: ACTION: The down spout that has caused problems in the basement has been corrected. 2 . RECOMMENDATION: Repair the damaged walls in the basement. ACTION: After a period of drying out, have been repainted. the walls in the basement We will reinspect them this year to see if some sort of finish can be applied which would smooth out the plaster. However, these are the original old walls of the building and repairs to them are sometimes costly and hard to achieve. 3.  Evaluate the condition of old books, furnishings and the carpet in the media center and replace those damaged beyond repair. RECOMMENDATION: ACTION: The media center has been re-carpeted and the furnishings have been inspected and deemed serviceable. 4. Correct the problem of low water pressure in restrooms to ensure hygienic conditions. RECOMMENDATION: ACTION: One sink There was no problem with low pressure in the restrooms. recjuired a washer to be replaced. This has been completed. 5. RECOMMENDATION: Ensure that all restrooms are supplied with soap and paper goods. ACTION: I have visited Rightsell on numerous occasions and have found the restrooms to be supplied adeguately for the children. ROCKEFELLAR ELEMENTARY SCHOOL 1. RECOMMENDATION: Replace the broken door glass on the west side of the building. ACTION: This door glass has been replaced RECOMMENDATION: Install a school sign facing the Interstate 630 to help publicize the prime location of the school. ACTION: school sign was installed on the east side of Rockefeller Elementary School. REC OMMENDATION: Replace all worn and frayed carpet. ACTION: Rockefellar is scheduled for carpet replacement in 1997. However, adequate funding has delayed our carpeting projects by at least two (2) years. All schools are evaluated constantly and the worst carpet in the district receives the highest priority, will continue to employ this procedure in determining which of our We facilities will need carpet replacement that is commensurate with our funding. 2 . 3 . AGENERAL INFORMATION During 1995, expenditures in the incentive schools, basis.  . on a per capita outweigh expenditures in all other elementary schools. As the chart shows, the average expense per capita in our elementary schools was $196.00 dollars, our per capita expense in the incentive schools was $355.00 dollars, in the magnet schools, $166.00 dollars and in the areas schools $171.00 dollars. The cost in upkeep of the incentive schools, due to the age and condition of the buildings and our need to keep these schools as looking as good as possible to support our desegregation effort, has always been a higher priority with this Directorate. years. The second chart indicates the average spending per school for each of the incentive schools over the last three (3) years. I think that these charts support the statements that the incentive schools continue to be a higher priority within this district. DCE/apl/raIncentive Schools Cost per Student $600 Cost per Student $500 $400 \u0026lt;/) co o Q $0 $200 $100 i $300 Incentive Schools ^verag  Rockefeller Costs for 1993-1995 IFranklin Rightsei Garland Ish pMitchel I Stephens LRSD School Cost Elementary Schools 1995 s $0 I I $100 Avg $200 $300 $400 glncentiv ^Magnet \nAreaC,\nAfy Entire Life Is A Series Of Lists \u0026amp; Notes For example, this one. 5- V. 17'M fl (/AA,i^\u0026lt;ZAZ Uu :5:- wlUuj ' 'S^' l*\u0026gt;s^ si CP27PN  PMooe* PwMT*. I 212\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_467","title":"Incentive Schools: ''Foreign Languages, Culture Activities for K-6 Classroom Teachers,'' Office of Communications, English, ESL, Foreign Languages, and Reading, Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995"],"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","Student activities","English language--Study and teaching--Foreign speakers","Education--Curricula"],"dcterms_title":["Incentive Schools: ''Foreign Languages, Culture Activities for K-6 Classroom Teachers,'' Office of Communications, English, ESL, Foreign Languages, and Reading, Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/467"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nJ ] Attachment A-2 ] ] FOREIGN LANGUAGES CULTURE ACTIVITIES FOR K-6 CLASSROOM TEACHERS 1 1 ] 1 1 1 1 Prepared for Incentive Schools Office of Communications, English, ESL, Foreign Languages, and Reading Little Rock School District J RECEIVED FEB 2 4 1995 Office of Desegregatioa iv ...ujfe ] ] ] ] ] ] ] ] ] SUGGESTED TOPICS FOR ALL LEVELS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Alphabet Numbers 1-10 Classroom items Calendar Seasons Weather Clothes Food Family Colors Days of the Week Transportation Adjective Comparisons Animals Rooms of the House Body Parts Types of Buildings Action Verbs Reflexive Verbs How to .] ] FOREIGN LANGUAGES CULTURE ACTIVITY ] ] Title: Children's Story Book Author: Elizabeth McFadden Topic: Writing ] objective: Students are to create at least a 10-page illustrated children's story book or \"How to\" book in the target language. ] ] Level: Novice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At primary and interaediate levels, activities must be conducted mostly in English.) Length: 5 days Materials: ] 1. 2. 3. notebook paper typing paper markers or crayons 4. 5. textbook children's books ] ] Pre Activity\nBring to class samples of basic children's books (ABC's, Dr. Seuss, Alphaber, etc.) for students to use as tools for brainstorming topics of interest. \\ttached.) (See 1 1 Activity: DAY 1: Divide students into pairs. Some students may prefer to work independently. and drawings. Spend time brainstorming simple ideas for stories DAYS 2-3\nStudents will work on and turn in their scripts to be proofed and approved by the teacher. DAYS 3-4: After final revisions are made , students may rewrite onto the typing paper the script, then add and color their illustrations. Post Activity: DAY 5: Students will share with the class their completed stories and show their illustrations. Suggested Assessment: Points may be assigned using the following rubric: . 50 points 1. 2. 3 . 4. originality presentation vocabulary usage adherence to assignment 15 points 25 points 10 points TOTAL: 100 points] ] FOREIGN LANGUAGES CULTURE ACTIVITY Title\n1 Day of the Dead Celebration (To be used with the activity titled \"Bread of the Dead.\") Author: Suzanne Caldwell Jopic\nSpanish Holidays Objective: Students will gain cultural and self understanding through participation in a celebration of a typical Spanish holiday. Level\nNovice (K-4) (NOTE\nIntermediate (5-8) Advanced (9-12) At novice and intermediate levels, activities must be conducted mostly in English.) ength: 30 minutes Materials: picnic or table cloth fake tombstone made of poster board artificial or real flowers favorite foods brought by students [reparation: A few days before, the teacher should tell students that they may bring a treat to eat in class (or ask room mothers to provide snacks). ^itudents to bring a few real or artificial flowers. Also asl\u0026lt; \u0026gt; Activity: Teacher asks questions to review the United States's customs of celebrating 1! alloween: b. T d. What day is October 31? How do we celebrate this day? Is there anything scary about this holiday (to elicit responses that it has to do with ghosts, dead people, etc.)? What does this tell us about the way people in the U.S. feel about death? Is this the way you feel about death and dead people? Activity: 1. 1 Teacher will explain Latin American attitudes toward death and the Latin American holiday that is a counterpart to Halloween. [While the North American avoids or tries to disguise death, the Hispanic finds death to be just another aspect or side of life. One Mexican woman explained that a family member who is dead is as close and as real as if he were merely asleep in the next room. In all the Latin American countries, the Day of the Dead is celebrated with visits to the cemetery. in memory of their dead friends and family members. The people put flowers and candles on the grave Many times, the visits last several hours during which the family eats, drinks, and chats beside the grave of a loved one. In many parts of the world, the people believe that the souls of the dead return to their houses on October 31 or November 1. While in North America a dead person is considered scary or gruesome, the Hispanic dead person is received like a lost friend. In some countries,, the family puts some of the favorite food or drink of the dead person on the grave or in some corner of the house.] The teacher will then tell the students to bring the favorite foods or snacks that have been brought or provided to a place in the classroom set aside as a grave, marked with the headstone. The teacher could have students decide ] ] 4. 1 1 1 1 1 11 collectively on a name and identity of the dead person. The name, dates, epitaph, etc., could be written on the poster board tombstone. The students will spread a cloth beside the grave and share the treats. A special plate will be prepared for the dead person. The students or teacher can place flowers on the grave if desired. name and identity of the dead person. ] ] 1 - -------- They will then sit and tell \"stories\" about the person when he/she was alive. To end the ceremony, the teacher can taste the treat left on the plate of the dead person and declare that he must have come and eaten, because the flavor has gone from the food. The students then say good-bye to the dead person and return to their seats for closure. Post Activity: pe teacher will draw out reactions to this 4iem to examine their own feelings. new custom from the students and help 1. 1 How are the two celebrations of this holiday similar? (time of year, treats, association with death) How are the two celebrations of this holiday different? dead person, setting, slightly different date) How do you feel about the way people from Hispanic countries celebrate this holiday? (attitude toward How do you think a person from an Hispanic country would feel about our treatment of this holiday? Has this activity affected the way you feel about Halloween? about Hispanic people? about death? '^ggested Assessment: J'ite a short paragraph describing the Hispanic celebration of the Day of the Dead. Include your feelings. 1 I J J I I 1] ] FOREIGN LANGUAGES CULTURE ACTIVITY 'itle: Bread of the Dead ] ] Author: Cindy Wage Topic: Spanish Holiday Food 1 objective: Students will make and sample \"Bread of the Dead\" while studying the holiday. ] Level: Novice (K4) Intermediate (5-8) (NOTE: Advanced (9-12) At novice and intermediate levels, activities must be conducted mostly in English.) 3 Length: 1 class period I Materials: ] 1. 2 . one loaf of frozen bread dough one orange peel, grated I J Pre Activity: This activity may be combined with the activity which describes the customs and rituals associated with the \"Day of the Dead.\" J Activity: On All Saints' Day, November 1, Mexicans prepare \"bread of the dead\" or Pan de los Muertos. Use this simple recipe to make the bread in class: Let the dough thaw about 1 hour, until workable. dough the size of a tennis ball and reserve. Break off piece of into a large ball, grated orange peel. Shape the rest of the dough Flatten the large ball slightly and sprinkle with Now use the reserve dough to shape a skull and crossbones or a cross for the top of the loaf. Bake at 375 for 25 minutes or until there is a slight hollow sound when the golden crust is tapped. Post Activity: N/A J Suggested Assessment: N/A J I 1 o I 1] 1 FOREIGN LANGUAGES CULTURE ACTIVITY Title: Greetings and Greeting Customs 1 Author: Jennifer Lusk Topic: Greetings and Greeting Customs Objective: Students will use appropriate greetings and greeting customs in a variety of situations. ] Level\nNovice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) Length: 3-5 minutes Materials: Teacher, door sign, other students optional ]Pre Activity: Students should be thoroughly familiar with the target language greetings before this activity is used. -- . .. (If not there will be a major pile-up of Students should learn not only greeting vocabulary, but appropriate gestures, forms of address, etc. students at the door!) ctivity\nBefore class I put a sign on the door telling who I am. Students must come in and give me an appropriate greeting in the target language. (This is J a great way to check if the students know the difference between formal and informal greetings. It also gives me the chance to see if students know am. appropriate greeting gestures. . , For example, Germans give firm handshakes and look one another in the eye when greeting one another.) This activity takes just a few moments to complete while the students entering the room. are 1 ] ] ] J I J 1 J Post Activity\nYou can use the same \"Meet them at the door\" technique to drill the students on other basic information. (For example, ask the students their ages in the target language, ask them their names in the target language, etc.) J Suggested Assessment: After we have practiced greetings at the door, I give students a short I pop quiz (worth 5-10 points) practicing. (You can quickly go around the room giving students a different in the same manner in which they have been 1 J arson to greet each time.) JFOREIGN LANGUAGES CULTURE ACTIVITY Title\nHispanic Food Author\nCindy Wage Topic\nFood ] Objective\nStudents will prepare and sample two typical Hispanic foods: Paella and Caribbean drink. ] Level\nNovice (K-4) Intermediate (5-8) Advanced (9-12) ] (NOTE: At primary and intermediate levels, activities must be conducted mostly in English.) Length\n] Materials\n] See attached recipes. ] Pre Activity: Discussion of Spanish foods. Begin with a brainstorming activity where students talk about foods that they think are \"typically Spanish.\" (As you know, most students will come up with food that is either Tex-Mex or Mexican -| in origin. The teacher might want to then explain the differences in Spanish I nd Mexican foods.) The information in Appendix 2 might help to generate some * -iiscussion. Teacher might also want to mention the importance of the banana ] as a staple food in Caribbean countries such as Puerto Rico, Dominican Republic. Cuba, and the J Activity: Making of Paella should be assigned to one or more groups of students, dish should be prepared at home and brought to class on day assigned. This The (You may want to get Caribbean drink can be prepared in class by students. They could also bring in a I XiJUcCi.ll LlXXilA. t^CLll UC C^Cll. Cm Xll J students to bring ingredients on voluntary basis, few extra blenders!) ? All preparations for drink can easily be done in class. J J Post Activity\nIn school library, look in a cookbook and find more information about Prepare a brief list of dishes that you would like 1. Hispanic cuisine. 2. to taste or try to make. See if you can get all the ingredients. Choose a recipe. Find out how J much it will cost to make the recipe with a friend.  J Suggested Assessment: This activity lends itself more to a participation grade than any other form You may want to use the following rubric to grade the final of assessment, product: resentation: ' J .dherence to recipe: (Is the food attractively presented?) (Did students follow recipes and use all 10 Student Participation: ingredients listed?) ' J Total Points: 05 10 25 r k] APPENDIX 1 ] SPANISH PAELLA ] ] ] 2 cups rice (arroz) 1 cup diced chicken breast (polio) 1 cup sliced link sausage (chorizo) 1 cup fresh shrimp (Camerones) 1 bell pepper (Pimentos verdes) Green olives, 10-12 or small can (olivas verdes) 1 small onion, chopped (cebolla) 1 can tomatoes (tomates) 2 Tbs. olive oil (aciete de oliva) 2 cups water (agua) ] ] Chop chicken, slice sausage, and peel shrimp, tomatoes, and peppers in olive oil. sausage, Saute onions, for 10 minutes. baking dish. Add chicken and shrimp and cook Add sliced sausage, rice, and olives. Put into and olives. Pour water over rice mixture and bake % hour or until water is absorbed. ] CARIBBEAN DRINK ] J 3 bananas (platanos) 1 cup milk (leche) \\ teaspoon lemon juice (jugo de limon) teaspoon vanilla \\ cup sugar (azucar) Ice (hielo) J Peel and chop bananas, well. Put all ingredients into blender and blend J J J J J J J] 3 APPENDIX 2 3 COMPARISON OF SPANISH AND MEXICAN COOKING 3 Many people do not have a clear idea of the differences between 3 Spanish and Mexican cooking. Because of the similarity in the languages, people assume that the foods are equally similar, truth is that the two cuisines are very different. The 3 Spanish foods are based on very basic, simple tastes. to shy away from overly spicy foods. Spaniards tend ingredients as olive oil, Their foods are based on such garlic, and parsley. Almonds appear 3 frequently both raw and in sauces, main dishes, and desserts. In coastal areas there is a huge abundance of fresh fish and shellfish. Eggs and egg yolk sweets are also used in a great variety of dishes. 3 3 Because of Spain's physical geography, the land is not really suitable for dairy or cattle grazing. It is, however, ideal for raising olives, grapes, and small animals. The Spanish have (naturally!) developed a taste for eggs, pork, lamb, veal, and olive oils. Vegetables and fruits are eaten accordina to recion and the land It is, animals. season. Vegetables and fruits are eaten according to region and Cured ham, green and red peppers, and garlic are other. equally popular ingredients. Because of the reliance on small 3 animals, cheeses are usually made from goat's or sheep's milk. 3 Mexican cooking, on the other hand, is based on cilantro (spice), tomatillos, tomatoes, and hundreds of varieties of chilies. a heavy reliance on corn in Mexico as well. There is J used in tamales. The ears and husks are the stalks are used as cattle feed. the corn silk is used to make medicinal teas, and utilized! Every part of the corn plant is Mexican food often uses lard for frying. The basic J ingredient common to most Mexican recipes would have to be chilies. They range in flavor from mild to very hot and are used fresh, dried, and crushed. The difference in the two cuisines can be seen best in the dish tortilla. In Spain a tortilla is an omelet. It is often eaten as a 3 part of tapas (a variety of appetizers eaten near midday). Mexico, the tortilla is a flat bread made from ground corn. used in soups. In It is as a wrapper for a great many dishes. integral part of many traditional main dishes. and as an I3 ] FOREIGN LANGUAGES CULTURE ACTIVITY Title: ] Mexican Market (We suggest that you use the following activities to create and operate a simulated Mexican market.) 1 Author: Cindy Wage Topic: Crafts and Markets Objective: Students will make various crafts and display them in a simulated Mexican market. Level: Novice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) Length: 4-5 Periods ] Materials\n(See following individual exercises.) Pre Activity: Teacher will ask students: 1. 2. 3. 4. Where do you buy your food? Where do you buy your clothes? Where do you buy household items? furniture? decorative items? 5. Have you ever been to a farmer's market? Were there items other than food? What were they selling? Have you ever been to a flea or craft market? there? What did they sell Teacher tells students: A Mexican Market is like a cross between a craft fair, a flea market, and a farmer's market. It is very popular in Hispanic countries. in small towns, it may be the only place to shop. In fact, Activity\nMake craft items following directions on the attached sheets, display items as in a farmer's market. Students Post Activity: A unit on numbers and bargaining would be a reasonable extension of this Spanish vocabulary can be used in foreign language classes. activity. L,.----- ---------------- -------- I students may buy and sell with fake pesos. The the value varies from country to country. Exact values are not important as Suggested Assessment: You may want to use the following rubric to grade the final product: Creation of 4 craft items: Presentation: Attractiveness of craft items Booth set-up 60 points (15 pts. per item) 10 points 10 points Attentiveness and cooperation: 20 points Total Points: 100 points ] ] J J J J J] ] FOREIGN LANGUAGES CULTURE ACTIVITY itle: Rebozo/Mexican Shawl (We suggest that you use the following activity to create and operate a simulated Mexican marlcet.) Author\nCindy Wage Topic\nCraft Objective\nStudents will malce a rebozo and learn the history and current uses of the shawl. ] Level\nNovice (K-4) (NOTE\nIntermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) Length\n60 Minutes Materials\n] 3. 4. unbleached muslin or bed sheet cut 1 yard by 2^ yards crayons 2 brown paper saclcs iron Pre Activity\nJ ''ell the students about the rebozo and show a real one or a picture of one. J Activity\nMa)ce a rebozo by using the above materials. Choose a pattern and color, as representative of your group, just as each region of Mexico has its own rebozo . Everyone participates in coloring the muslin or sheet to complete the J chosen design. material with a paper saclc over which a hot iron is placed. style. Crayons provide the color, which is then set by covering the The iron will melt the crayons ! appearance. slightly. which will give the rebozo more finished a q Post Activity\nJ Role play the short slcit attached to demonstrate the uses of a rebozo. Suggested Assessment\nAssess students by asJcing questions about the history and the uses of the rebozo. I J This craft may be included in the Mexican mar)cet. I [ J] Skit #1 ] (Group of four students a purchase Speaker #1\nLook at this. ] everyone. (Holds up a shawl} I roK/^r^ T_ _ . _ ' ] tt2: I have seen many of the Indian them. It must be women wearing a typical part of Mexican attire. ] #3: Oh, yes. It is worn as a coat, a purse a hat anH would you believe it? A baby ' and carrier! ] #4: How do they carry their babies in a shawl? ] tfl: I don t know. (Hands shawl you show us? to Speaker #3} Can ] #3: 'J Now let me see. (Ties it in this placed around shoulders i   She carries the child on her back with the shawl as support for the little snawl manner: shawl with large knot in front) one. #2\nJ May I show you howfj have hat. (Places the right end Thiv\nb\n7o\"S at^V^o bec\"^^^^ I a turban. ] #4\nThis is all very interesting. And I hearing something about the remember 1 rebozo. Dark-colored tradition of the time, but on holidays and ones are worn most of the special occasions. J can expect to see the prettiest colors you thof u Nreitiest colors and desiPTT? that can be made. You can even tell by tL Sgn region of Mexico the wearer is and colors what from. J] REBOZO ] ] ] The Mexican shawl (rebozo) (pronounce ra-bo-so) has historical significance as a Mexican tradition that has survived since the Spaniards first settled in present-day Mexico. Spanish students find the rebozos origin an intriguing one, and the style and use of the shawl will instruct in the regional traditions of the country. ] J 1 When the Moors occupied Spain, their beliefs regarding the modesty of women were evident in shawls worn about heads and faces. Spanish women disapproved of the required face covering, so they changed the style to a more feminine version called the mantilla (man-te-ya). Spanish priests considered the Moorish tradition a rather sensible one, and upon their arrival in Mexico, introduced the covering. Their shock at the limited clothing worn by the Mexican Indians made them all the more adamant that the covering (which they called a rebozo) be used. The rebozo is still worn today and its uses have made it essential to village women. J J The rebozd, which is worn draped about the shoulders as a shawl, about the head like a turban, or tied around the back to carry infants, identifies the womans region. Natives can quickly identify a woman's home region simply by noting^the weave, pattern, color, and fringe of her rebozo. Some are gaily embroidered, but others are somewhat drab. Simple patterns are used for everyday utility, and the bright rebozos are kept for fiesta and holiday wear. On Sundays in church you can witness the village women wearing their best rebozos, displaying a tradition that spans the centuries. J \"I J ] J J J1 ? REBOZO ] h Once you have studied the rebozo tradition, you are ready to begin the project itself. You will need ] J, J material cut to be 1 yd. by 274 yds. (unbleached muslin or an old bed sheet) crayons (You will want a large variety of colors.) 2 paper sacks (grocery-store type) an iron Having assembled the above-listed materials, you can begin work on the rebozo. Working with fellow students, choose a pattern and color, as representative of your group, just as each region of Mexico has its own rebozo style. Everyone can easily participate in coloring the bedsheet or muslin material to complete the chosen design. Crayons provide the color, which is then set by covering the material with a paper sack over which a hot iron is placed. The iron will melt the crayons slightly,'which will give the rebozo a more finished appearance. \" J J J J 1 11^ F' JI ^!l W vi JSkS A *ll 11 J' J , ]  J L:] ] FOREIGN LANGUAGES CULTURE ACTIVITY Title: J Author: Ojos De Dios (We suggest that you use the following activities to create and operate a simulated Mexican market.) Cindy Wage ' Topic: Craft Objective: Students will make a God's Eye, typical of the Mexican Indians. Level: Novice {K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE\nIntermediate (5-8) Length\n1 class period Materials\n1. r- unsharpened pencils, popsicle craft sticks, or 3/4 inch dowels cut in nine inch lengths several colors of yarn - u Pre Activity\n3 Explain the history of the craft. t: Indians of Mexico and Central American for hundreds pattern is the symbol of the eye of God. -entral diamond are said to symbolize t 1 i: ^ye. The ojo de dios has been made by the of years. The diamond The bands of color around the the wisdom and light coming from the J Activity\nEach student will need two dowels and approximately 3 yards of yarn for the I center color, 10 to 20 for the middle color and let them work off the skeins J Of yarn for their last color and the pom poms. This will prevent waste. Try to vary the color and lengths of the yarn so that each student's project will . be unique. Make a cross with the two dowels. With one end of the yarn, tie i the cross in place using square knots. This will prevent waste. With one end of the yarn, tie Start winding the yarn around the crossed sticks beqinninq yarn arouna tne crossed sticks beginning at the bottom center of the cross and moving in a clockwise direction winding yarn around J each stick once then moving to next stick. Hold the yarn fairly tight as you Wind it. J Keep winding around the sticks. yarn before it. The yarn should lie in neat rows. To change colors, put the end of the first color and the beginning of the second color of the sticks. Hold the two yarns in place with your thumb, the second color. As you wind, lay each yarn down next to the The yarn should lie in neat rows. J yarn behind one J Start winding After you have wound the second color around twice yarn ends will be held in place. ' the J Keep winding the yarn on and making patterns with the colors. C before you get to the end of the sticks, approximately 1*'. om poms on the ends of the four sticks or just the bottom. To make the pom pom, wrap the yarn around a 2\" piece of card board or three fingers about 6 to 7 times and tie in the middle, leaving enough yarn to tie on the sticks. stop winding a You can tie 11 J I hSI '] ] Post Activity: Have a market and let the children ] aake up play pesos for the children to \"sell\" their crafts. use as currency. You may even want to Suggested Assessment: ] This activity really lends itself well to a participation grade. If __i..^o to be awarded, they should be awarded on the basis of the number of \"God's 1\" completed or on how well the students paid attention - - - - directions. are Eyes ! If points and followed r ] ] J 1 [ L J J J J [J J I J J hI 1 iMj Ojo de Dios , t5S| 2 Lft-ck ^ol L .''A J. 5. Keep winding the yarn on and making patterns with the colors. Stop winding a little before you get to the end of the sticks, approximately -1\". You can tie pom poms on the ends of the four sticks or just the bottom.'. To make the pom pom wrap the yarn around ' a 2\" piece of card board or three fingers about 6 to 7 times, tie in the middle, leave enough yarn to tie on the sticks. ]  1 ach student will need two dowels and , J iximately 3 yards of yarn tor the center or, 10 to 20 for the middle color and let . ioj' wcirr\u0026lt;.oil-ol f^'f sksins-for thoir Uist-coio! he pom f\u0026lt;.ns, lh\u0026gt;. will prevent waste. /\"lO vary the color and lengths of the yarn that each students project will be unique. 1 \u0026gt; a cross with the two dowels. With one , .J \u0026gt;1 the yarn, tie the cross in place, using uare knots. 3. Keep winding around he sticks. As you wind, l-y each yarn down next to the yarn  bsfore it:-The-yam shouldIn nnatjowc. pr P' 1 I 4. To change colors, put the end of the first color and the beginning of the second color yarn behind one of the sticks. Hold the two yams in place with your thumb. Start winding the second color. Alter you have wound the second color around twice, the yarn ends will be held in place. '7 jtart winding the yarn around the crossed .icks. Following the winding pattern in the ram below. Hold the yarn fairly tight as wind it. I J J J J J Title: FOREIGN LANGUAGES CULTURE ACTIVITY Spanish Fans and Their Uses Author: Suzanne Caldwell L Topic: Gestures 1 ] Objective: Level: Students will communicate using typical gestures from Spain. Novice (K-4) 1 Intermediate (5-8) Advanced (912) primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Advanced (9-12) Length: 30 to 50 Minutes Materials: ] 1. 2. colored construction markers or crayons paper or plain white paper Pre Activity\n1 Teacher will generate a discussion using the following script: communicating other than speaking and writing ] 2. are they? Are some more acceptable than others? What 3 . Can you tell me the following things without speaking: good-bye\nI'm hungry\nI'm choking\nHe's crazy\nI'm cold\nBe quiet? J . ------------' 3i 111 uuiu\nDe quiet.' Gestures in target language countries may vary just as the language varies, in Spain especially, women used to communicate with their fans. The fans usually had pictures painted finished with lace. may vary just as the language J'- in the summer? At one time, on them, and sometimes they were Why would a fan be a common accessory, especially the rules of polite society would not allow younq ladies and gentlemen to communicate freely, and so they developed a system of J gestures using this common accessory. Today you will make a fan and practice some of the old signals between sweethearts. accessory. Activity: J^- Ta)ce a sheet of paper. J'- J ... draw a design on it that means something to you, sheet of paper in an accordion-like manner, pinch the folds together at one end, and you have a fan. Here are some gestures to practice, learned from an Sevilla who remembered using them in her youth: Open the fan and hold it chest high with the design facing This means \"I love you.\" Then fold the sheet of some gestures to practice elderly lady in a. b. outward. J c. d. J Turn the fan around and hold it chest high with the design facinc inward. This means \"I don^t love you. Close the fan and touch the opposite shoulder with it. \"I will meet you later.\" Close the fan and hold it down by your side, talk to you now\nmy mother is watching.\" ost Activity: J  2 . With a partner, meanings. This means This means \"I can't make a list of 15-20 North American gestures and their J 3 . With the same partner, make up some new, logical gestures with the fan These may be shared with the class. IL ] 4 , The fans should be displayed on the bulletin board school. or somewhere in the L Suggested Assessment: Students can be graded merely on participation lists and the appearance of their fans. or on the quality of their ] ] ] ] ] J J J J J J J J J ] fe] Title\nFOREIGN LANGUAGES CULTURE ACTIVITY Where in the World? ] Author: Pat Singer Topic: Geographical location of Hispanic countries Objective: Students will locate Hispanic countries by continents using a world map. L Level: Novice (K-4) I ] (NOTE: Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) ] Length: 1-2 hours Materials: J 1. 2. 3. 4. transparency and copies of \"Continents of the World\" transparency and copies of \"The Hispanic World\" crayons attached list of Hispanic countries L ] Pre Activity: 1. 2. J Display transparency of \"Continents of the World.\" As)c students the following guestions\n(Cover -the title.) L J J J J J J J J 3. a. b. c. d. e. If What is this? (world map) What do you thinJc the circles represent? How many are there? (7) (continents) What are the names of the continents? (Africa, Australia, Antarctica, Europe, Asia, North America, South America) Who would lilce to write a #1 on the continent of ____? until all are labeled.) more review is needed. 'Continents of the World.\" or simply desired. numbers and write a matching )cey. Activity\n1. 2. 3 . 4. 5. 6. (Continue distribute copies of Students can label the continents with (#1 = Africa, etc.) Display transparency of \"The Hispanic World.\" As)c students to identify the continents or partial continents. America, South America, Europe, Africa) Explain that 3 of these continents contain Hispanic countries. \"Which ones are they?\" (North America, South America, Europe) Elicit from students the definition of a Hispanic country. whose official language is Spanish) Distribute copies of \"The Hispanic World\" and crayons. (North Aslc, (A country Focusing on one continent at a time, identify the names and locations of the Hispanic countries. students before supplying it yourself. Elicit as much information as possible from As each Hispanic country is named and located, it should be colored both on the individual copies and on the transparency. **NOTE: (See attached list of Hispanic countries.) countries that are not Hispanic should not be colored. The discussion can be extended by taDcing about neighbors to the north. south. east. seacoast, etc. and west\nbodies of water\ncountries with/without a J II  Conti nenis O-P the V/orldi 1 o \\ I I I I r4 1 I, 0, 6^ I I C/The. ni'spa.nie V/orld ] :] J iJ J J J J J 1 FOREIGN LANGUAGES CULTURE ACTIVITY Title\nLollipop Colors in Spanish 1 Author: Susana Smith ] ] ] Topic: Colors Objective\nLevel: Length: Students will identify colors in target language. Novice (K-4) Intermediate (5-8) Advanced (9-12) At novice and intermediate levels, activities must be (NOTE: conducted mostly in English.) 30-50 minutes Materials: 1. - 3. wooden tongue depressors or popsicle sticks glue scissors 4 . 5. 6. crayons white paper or cardboard pattern for 235-3\" circle 1 Pre Activity\nJ 1. Teacher will ask class \"What is your favorite color?\" and write responses 1 J ifferent on board. Teacher i will tell class that people in other areas of world give ] 3. names to the same colors. Teacher will write the names of the chosen colors in the target language beside the English names of the same colors. ] Activity\n1. Teacher will hold up crayon and say name of color in Spanish, using the phonetic guide if needed. (Underlined syllable is stressed.) J L. red blue green pink purple rojo azul . verde rosado morado (ro ho) (ah sool) (bear day) (ro sah tho) (mo rah tho) ] 3. Students will trace and cut out 5 circles each, circle one of the five specified colors. They will color each Glue sticks to circles to make lollipops in the 5 specified colors. Post Activity\n1. Teacher will ask class to hold up the lollipop in their favorite color. Teacher will ask all students whose favorite color is \"rojo\" J the lollipop that is rojo. colors. to hold up She will do the same with the other four J Suggested Assessment: eacher can ask students individually to hold up each color of lollipop. This activity can be used J comfortable. with whatever language the teacher feels] J Title: ] Author: ] FOREIGN LANGUAGES CULTURE ACTIVITY Crepe or Tissue Paper Flowers (We suggest that you use the following activities to create and operate a simulated Mexican market.) Cindy Wage Topic: Craft for the Market ] Objective: Students will make brightly colored which may be purchased from vendors paper flowers like the ones on the streets of Mexico. Level: Novice (K-4) Intermediate (5-8) Advanced (9-12) primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Advanced (9-12) Length: 30 to 60 Minutes Materials: 1. h: thin floral wire, 6\" and 12 pieces colored crepe or tissue paper floral patterns (attached) Pre Activity: Brightly colored flowers are often sold in Mexican markets, flowers are not always of the fresh-cut variety, inner plates, made out of red, yellow for sale. ' However, these Huge flowers, as big as m J----------- or pink tissue paper are also offered Today we are going to make some flowers out of tissue paper. J Activity: Gather petals and loop 6\" wire tightly around base to hold petals IXS middle, also held in place with the 6 wire. The 4-,^ 12\" Wire around the completed flower and twisting to hold in place. Now cover the stem with Remember -and secure it in place with tape or glue. crepe or tissue paper Post Activity: \"iThi Jals This craft can also be another item sold and displayed in the market also be used for decoration for a holiday fiesta. It can ^Suggested Assessment: This activity lends itself more to a participation grade than -Of assessment. any other form ] ] ] 1 1 J J J I I] ] nou. ] ] Cut one from crepe paper for flowers center. Roll edges of petals by placing edge between thumb and forefinger and rolling slightly. ] Cut 10 petals ] ] ] ] ] Rouo OATweR uec^ -J. ] 4 ] 4 4 4 I1 L.  Title: 1 Author: 1 1 Topic: 1 2 FOREIGN LANGUAGES CULTURE ACTIVITY Mexican Pottery (We suggest that you use the following activities to operate a simulated Mexican market.) Cindy Wage create and Craft Objective: Students will make Mexican pottery from 1 of 3 claymaking methods. Level: Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) Length: 30 to 50 Minutes J Materials:  1. 2. cornstarch clay salt clay edible clay (i cup cornstarch, 2 cups baking soda, 1^ cups water) (2 cups flour, 1 cup water, 1 cup salt) (1 18 oz. jar of peanut butter, 2^ cups non-fat dry milk) Pre Activity: I Show clay pottery (Mexican pottery if available). ___ _____ _______ Mexicans use clay pots, cups and plates Vvery'^day? Once a week in the markets, villagers offer clay creations of toys, ' ' Mexican pottery is made for J and elaborate candlesticks. artwork, .ctivity: Make the clay using one of the three recipes. JCprnstarch Clay: stir the above ingredients for cornstarch clay in a sauce pan. r-----j-i-j-.- -  . ^Cornstarch Clav: J Remove thick mixture from pan and pour into bowl to When cool enough to handle, knead the clay with hands until smooth and pliable. cool. Salt Clav: I.. Edible Clav: J Stir until thick, with tempera paints. Knead clay and shape. Let dry and paint Combine the above ingredients for edible clay and stir until thick and well mixed. Shape and enjoy. This clay will not harden. Shape and enjoy. iPost Activity: JThis craft can be used in the simulated market, along with the other craft projects described on other sheets. 1  Suggested Assessment: This activity lends itself more to a participation grade than any other form of assessment.1 u. FOREIGN LANGUAGES CULTURE ACTIVITY Capitals and Calendars } chor: Pat Singer Topic\nThe Spanish calendar \"Jbjective: Students will compare and contrast the English and Spanish calendars. ^Bvel: Novice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At novice and intermediate levels, activities must be conducted 1 length\nI 3 . mostly in English.) 2 hrs. (includes Post Activity) terials: attached script copies of English calendar copies of Spanish calendar 4 . 5. copies of translation key transparency of Spanish calendar 3re Activity\n1. 1 Elicit from students capitalization rules (see attached). Teacher writes on board or overhead as students respond. Activity: J Distribute to students a copy of the Spanish calendar and translation key. Students skim over these I J information. Students follow these commands:  Touch the days of the week.  Touch the name of the month.  Touch the word for Tuesday. pages to familiarize themselves with the (Continue until all the days have been J: 6 . J touched.) Immediate feedback can be supplied with overhead transparency of Spanish calendar as teacher or students touch the correct word. Distribute a copy of English calendar to each student. Students scan both calendars, looking for similarities and differences. Elicit these similarities and differences from students and make a list on board or overhead (see attached). Post Activity: Distribute copies of blank Spanish calendar. ] he current month on board (see script). Teacher writes the Spanish word for Students make a current month's alendar, Spanish style. week. Be sure students do not capitalize months or days of the Be sure the dates are lined up properly since Monday is the first day of Ine Spanish calendar week. -display students' work. Students could color and illustrate any holidays. juggested Assessment: udents identify the differences and similarities of the English and Spanish endars. 1] ] SCRIPT Capitals and Calendars ] Pre Activity: 1 Among all the capitalization rules that are elicited, be sure the following two are included:  Months of the year are capitalized.  Days of the week are capitalized. ] Activity: ] #6 - Differences to be noted: The month is not capitalized in the Spanish calendar. The days of the seek are not capitalized in the Spanish calendar. The Spanish calendar week begins with Monday instead of Sunday. ] Similarities to be noted: 1 The major format is the same, with the month at the top and days of the week below. - - . Numerals designate the dates. 1 Post Activity: Months of the Year\n(The underlined syllable is the stressed syllable.) J enero ay nay row febrero - fay bray row J marzo abril mar so ah breel J J mayo - my oh junio - hoon yo julio - hool yo agosto - ah ghost oh septiembre - sept vaim bray octubre - oak two bray noviembre - knowv yaim bray diciembre - dees vaim bray J J J J I I] SPANISH CALENDAR TRANSLATION KEY ] Monday lunes loo nace ] Tuesday martes mar tace ] 3 3 3 3 Wednesday miercoles *me vair ko lace Thursday jueves hwav base Friday viernes *bee vair nace Saturday sabado sah bah though Sunday domingo doe mean go 3 *The first two syllables should be pronounced as one syllable. The underlined syllable is the stressed syllable. J J J J 3 J I J 1 1 IJ tthfo I mo-rtes )es V/ernes 3 dofnm^o - L_ I0 1 8 10 II IS. IS ^0 S7 1^ IS/ 6\u0026gt; 17 13 17 SI S3 S(7- 55\" 2b S3 S7 30June Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 1^ /3 / 8 5 3 \"A I ^9 /o n 1/ /7 ^0 ^3 (p ^3 301 1.. FOREIGN LANGUAGES CULTURE ACTIVITY Title: Let's Go Shopping! 1 Author: Pat Singer Topic: The Mexican Market 1 Obj ective\nThe students will be exposed to seven typical items sold in a Mexican market and make their own individual markets. 1 Level: 1 Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) Length: 1^ to 2^ hours or perhaps 3 sessions each 45 minutes 1 Materials: 1. 2. P- J 4. 5. script for Mexican market information copies of Pronunciation Key copies of illustrated market items with item names 1 crayons, scissors, glue copies of activity sheet \"Welcome to the Mexican Market\" Pre Activity: ] 1. Elicit from students the names of stores in their community where one can buy clothing? toys? blankets? food? craft items? kitchen items? Tell students what the Mexican market is like. food? (use script) J Activity: 1. J J 2. 3. 4. J J J Je: Distribute copies of Pronunciation Key of 7 typical items sold in Mexican markets. Read together. Distribute copies of illustrated market items. Read each of the following descriptions and ask students to touch that drawing. -The sombrero is a wide-brimmed hat. -The poncho is a kind of a sleeveless blanket coat worn by men, and has a slit in the middle to slip over the head. -The re^ozo, a shawl worn by women, is a piece of material which, when folded in half, often forms a triangle. -The sarape is a blanket that is folded to form a narrow rectangle and is worn by men over one shoulder. The mananita is a sleeveless blanket coat worn by women and is slit open in the front. -The cobija is a blanket. -The pj^nafea is a pot, covered with papier mache, decorated, and filled with goodies to be hung and broken at pairties. Students color these items using bright colors and lots of designs. Distribute copies of \"Welcome to the Mexican Market.\" \"  Have students fold J so the doors meet at the center and, when opened, display the market stalls. 1I 1 The Mexican Market Pre-Activity 1 (Continued) 3 1 8. Following the attached example, students cut and paste the market items in the stalls as they desire. The end results is that the items appear to be hanging. (Note\nWhen pasting the poncho, cobija, mananita, and rebozo, fold in half and paste back half onto paper, only the top of the pinata and sombrero. the 3-D effect! sarape, Paste Students will be delighted with Students cut and paste the item names in the boxes below each item, sure they are matched appropriately. Be I Post Activity: * Display students' markets as a bulletin board, Mexican Market.\" entitled \"Welcome To The 1 Suggested Assessment: This activity might lend itself best to a participation grade. However, you J could have students match the name of each market item with the appropriate description, as in \"Activity #4.\" ] ] J J J ] J J J J JT 1 SCRIPT LET'S GO SHOPPING 1 Pre-Activity: Mexican Market Information 1 1 In Spanish speaking countries, open-air markets are yery common and are much more likely to be found than are shopping malls. Almost anything a family would need is sold at these markets. They are very similar in appearance to what we know of as craft fairs or farmers' markets, where each vendor sets up his/her own booth or stall. Also, it is a very common sight to see the items for sale hanging in the stall area. 1 1 1 ] ] J THE MEXICAN MARKET PRONUNCIATION KEY J J ] el poncho el pown cho el sarape el sah rah pay el rebozo el ray bow sow la mananita lah mahn ya knee tah la pinata lah pean yah tah el sombrero el sowm bray row J la cobija lah koh bee ha J Note: The underlined syllable is stressed. J J JX ** Fold on dotted lines I el poncho t I el sarape Cut out slit in center el rebozo la mananita la pinata I el sombrero la cobija I I I fd the. Marke't Weleonne. Mexican o 0 1 r 1 T1 ] T\nAl T\u0026lt; 01 L( 1 L: I I I I 1 ] Le He I I 1. I 2. IJ:' 1 5, Pl 1. I ]  Sh Dr 3. 1  1 Ac Me 1. 2. 0* ? cf CU 1 Pc Da de 1. 1- Su ITh SU  J J 1 n h a D (i I 1 I I I 1 I I i I I I I I Welcome. Mexican 0 fo the. Mcrkei' Q 6y I I I1' ] ] ] PRE ACTIVITY: Mexico's Independence Day SCRIPT - LONG LIVE INDEPENDENCE (Part I) biggest and noisiest of the holidays. on September 15th \u0026amp; 16th. seen, green/white/red. i\" throughout Mexico\"*^ L 1 -----3--------- are decoratQf-'oHo---- 2 street corners, vendors sell flags and other\nStalls are set up to sell food and handmade Churches and marketplaces are decorated. Pinatas hang from tree limbs. Fireworks, and dancing can be seen and heard everywhere! crafts. , - . . ----------* Pinatas hang from tree limbs parades, mariachi bands, r  '  iiiws. IThis holiday commemorates the day, r go), a priest, called for the people to rebel acrainst their Snanitih ^lers and become independent. On that date, at 1^:00 p m , rlir HiSi ItS? helrd FJther^Hidai?*h'V'^ of Dolores. As the townspeople came running, M Hidalgo shouting that it was time to fight for their liberty from^pai?^^''* independence started a long fight for freedom doll go), a priest September 15, 1810, when Father Hidalgo (ee bo 4-.S i-_i ggainst their Spanish Today in Mexico, . . , Father Hidalgo is remembered independence. Each year, on that date. as the Father of Mexican .UI. u Hidalgo's plea for independence throughout Mexico. The celebrations begin on ar ii\noo p.m., r~ - is read in town Iseptember 15th, i _____ ____ uuj Hidalgo's famous words, know as \"el grito,\" the sh^t continue into the night and following day! \"Viva la Independencia! '   The celebrations begin cn as the President publicly proclaims Father Then the festivities I Viva la libertad! idependence, long live liberty, long live Mexico!) Everywhere you hear echoes of, Viva Mexico!\" (Long live J LEGEND OF THE MEXICAN FLAG 'he Mexican flag is green, white, and red. symbol of Mexico. -^1 .  ..In the center of the flag is the eagle perched on a cactus with a snake in its According to the legend, the Aztecs looked for the xiiy uu cue xegeno, me Aztecs looked for the symbolic eagle for n Abonb TJn looking for a place to settll down. n about 1300 A.D., the Aztecs are said to have found such c... __   ------------the middle of Lake Texcoco in the vallev of exico. There they built their capital citv. They had canals for streets^and on a cactus on an island an eagle, perched hexi ^loa There they built their capital city. Tney naa loating gardens upon which they planted their crops. T_l ov.r.r^/e. bullt OU top of tho iTulns of the famous ztecs. Mexico's capital. Today, Mexico City, r city of the J J 1V SCRIPT - LONG LIVE INDEPENDENCE (Part I) ACTIVITY: Instructions for Making Party 'Favors\" ] NOISE-MAKERS I You will need: 1 coke can per student copies of paper pattern crayons, scissors, glue, masking tape pebbles or dried beans 1 1 1 1 1 1 1 1 1 I J J J J 1. 2. 3. 4. 5. 6. 7. 8. 9. Rinse out coke cans and let dry. Students color the paper pattern as follows: 1 red circle, 1 green circle rectangle - green/white/red (Make sure the white stripe is the middle one.) Students write their name with a black marker on one circle. Students cut out pattern pieces. Glue rectangle around body of coke can. Drop some pebbles or dried beans inside each coke Cover hole in top with masking tape. Students glue a circle on each end of the coke When dry, shake and celebrate! SMALL MEXICAN FLAGS You will need: 1. 2. 3 . 4 . can. can. copies of flag (choose the size you prefer) crayons (green, red, brown) scissors, glue craft popsicle sticks Students color the flag as follows: - Left stripe is green. - Center stripe is white. - Right stripe is red. - Eagle is brown. - Snake is green. - Cactus is green. - Blooms on cactus are red. Students cut out the flag. Glue each flag to a popsicle stick. When dry, wave them as you parade around the room! PENNANTS You will need: 1. 2. 3. construction paper (green, white, red) markers (green, black, red) scissors, glue very thin dowels (1 for each pennant) suggested slogans written on board for students to copy Draw a triangle on each paper so the shape will resemble that of pennant. Whatever size you prefer will be great. a Students choose the color pennant they desire. Students copy the slogan they prefer onto the pennant, using markers. - red/green pennants - use black markers - white paper - use red/green markersI Instructions for Making Pennants (Continued) 1 SLOGANS 1 1 Long Live Independence! Long Live Liberty! Long Live Mexico! Padre Hidalgo - Father of Mexican Independence Mexican Independence Day - September 15th \u0026amp; 16th 4. 5. 1 Students cut out the pennants and attach to thin dowel. When dry, wave and have fun! 1 POST ACTIVITY: Instruction for making party decorations LARGE BANNERS 1 I - t 1 You will need: long white paper - the size you desire for banner markers (red, green, black) suggested slogans (same as for pennants) 1. 2. Copy slogan of choice onto banner. 3. Decorate, if desired, with drawings pertinent to the holiday, such garland, flowers, fireworks, Mexican flag, etc. Mexico's national colors, plus black.) Hang finished banners in classroom and/or school hallways. as (Be sure to use only I i 1 1 LARGE MEXICAN FLAGS You will need: 16\"x36\") copies of emblem for large flag white paper the size of finished flag (possibly large construction paper - red \u0026amp; green (12\"xl6\") scissors, glue 1 1. 2. 3. 4. 5. Color emblem, following directions in ACTIVITY \"Small Flags.\" Glue 12\" X 16\" green construction paper onto left side of large (16\" X 36\") white paper. Glue 12\" X 16\" red construction paper onto right side of the same white paper. Cut out finished emblem and glue in the middle of the center white strip. Display finished flags in classroom and hallways! J I ** TISSUE PAPER FLOWERS J Instructions for making these flowers can be found in the culture activities packet dealing with crafts in the Mexican market, sure to use only green, white, and red tissue paper. However, be J  J i1 tJoiSQ - 1 1 1 1 1 1 1 I I I J J (! III ] ] 1 1 1 1 1 ] ] ] ] J ] .. .............................. \"HI Illi I ESC IWTfTlBI J J r J 1 FOREIGN LANGUAGES CULTURE ACTIVITY ] Author: Long Live Independence! (Part II) Pat Singer Topic: Mexico's Independence Day *] Objective: Students will celebrate Mexico's Independence Day with a skit and appropriate food. 1 -* Level: Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) Length: 45 to 60 Minutes 1  1. jMaterials: information script about Mexico's Independence Day (see Part I) props for skit (detailed below) food (detailed below) 2. cassette tape of Mexican music (if available) ^Pre Activity: 1. ] 1 3. If Part I was npi done, share with students information from the attached sheet about Mexico's Independence Day. If Part I w^ done, review by eliciting from students information about this holiday. ] The Mexican flag has 3 colors, green/white/red. Have students guess what each color might represent. Then explain that green represents hope, white represents peace, and red represents liberty, shed blood of those who fought for it.) (It was won by the Activity: Have a party and celebrate! ? ] Begin with re-enacting father Hidalgo's famous shout. turned off to simulate night time. Set an alarm clock to go off, and as it does, shine a flashlight on a hanging cardboard clock showing 11:00. Then, Father Hidalgo emerges wearing a black poncho, chair ringing a bell and shouting! Lights can be He stands on a ] Father Hidalgo Townspeople (class) \"It's time to fight for independence!\" \"Long live independence!\" J Father Hidalgo Townspeople (class) \"It's time to fight for liberty!\" \"Long live liberty!\" 1 Father Hidalgo Townspeople (class) \"It's time to fight for independence!\" \"Long live independence!\" \"Long live liberty!\" \"Long live Mexico!\" 1 1 Townspeople should shake noise-makers and wave flags and pennants if these articles were made in Part I.p 1 1 ACTIVITY: Mexico's Independence Day - Part II (Continued) I p- 1 1 1 ] Enjoy food that represents the 3 national colors students bring in the food, excitement! Per Class (2) 2-3 large bags 2-3 containers 2-3 containers 2-3 containers 2 gallons of Mexico! Have They love it and it adds to their Menu Item tortilla chips avocado dip (green) picante sauce (red) sour cream (white) red fruit punch Play a tape of Mexican music (if available) during the \"fiesta.\" Post Activity: ompare and contrast the celebration of Mexico's Independence Day with our (The similarities are numerous. The main 2^fferences are the national colors, the history leading to independence, and the use of pinatas. Add any additional ones you notice.) T celebrations of July 4th. J dif f ATAnnOS -1  1 Add any additional ones you notice.) Suggested Assessment: You may want to give the student a comprehension test covering the information J ntroduced, reviewed, and experienced in these activities. The test format ^multiple choice, true/false, open-ended, fill in the blank) will depend upon the level of the students. J L J 1 Li J J J JI 1 1 1. Title: FOREIGN LANGUAGES CULTURE ACTIVITY Mexican Fifteenth Birthday 1 Author: Pat Singer Topic: Family Birthday Celebrations 1 Objective: Students will be exposed to the Mexican Fifteenth Birthday Celebration. L 1 Level: 1 1 Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) L 1 Length: 1 to 1^ hours Materials: I 1. P J 3. copies and/or transparency of photograph copies and/or transparency of photograph with translated announcement script of reference material on Mexican Fifteenth Birthday Pre Activity: Elicit from students different occasions that families celebrate (births, J birthdays, weddings, anniversaries, good report card, winning a baseball game, etc.) 3. J Make list on board or overhead. Which of these occasions can you commonly read about in the newspaper? Which of these usually have photographs to accompany the newspaper article? J Activity: 1. 2. J- 7- Distribute copies or display transparency of photograph only. Explain that this is an authentic photograph from a newspaper in Mexico. Referring back to occasions discussed during the pre activity, aak students which occasion they think this photograph might represent and why. (They will probably guess a wedding.) ask Tell students that this is not a wedding photograph, but rather a very special birthday photograph. Discuss with students which birthdays, if any, special in their families or in our culture. are considered extra 6. etc.) (possibly \"sweet 16\", 21st, J- Distribute copies or display transparency of photograph with translated announcement. J Read together and ask comprehension questions, such as: is it? (Cindy Alaniz), How old will she be? (15), going to be held? (at the V.F.W.), Whose birthday Where is the party (May 25), Who is invited? (friends and family), What's the date of the celebration? Who is Maria Alicia J Alaniz? (Cindy's mother) Share with students the information about the Mexican Fifteenth Birthday. (Use the script of reference material.) J1 1 Mexican Fifteenth Birthday (Continued) ost Activity\n1 Students compare and contrast the Mexican Fifteenth Birthday Celebration with a wedding celebration. (see script) 1 Suggested Assessment: Students write 10 facts about the Mexican Fifteenth Birthday. (see script) ] ] ] ] J J L J JJ J J J J J JI 1 SCRIPT - MEXICAN FIFTEENTH BIRTHDAY 1 1 1 1 ACTIVITY\nREFERENCE MATERIAL ON MEXICAN FIFTEENTH BIRTHDAY In Mexico the celebration of a young lady's fifteenth birthday is a very big It marks the point at which she formally enters society and passes from childhood to adulthood. and special family celebration. Family and friends celebrate this event by first gathering together in church special service. The young lady wears an elegant white, or pastel 1 long gown, with a beautiful headpiece. They give thanks to God that J she has overcome the obstacles and challenges of childhood and pray for wisdom, strength, and blessings in the years to come. The young lady wears an elegant white, j From the church,\n\"  The young lady enters the ] all go to a home or hotel ballroom for a formal reception, room accompanied by 14 couples, all dressed in She and her father dance the first dance, which is a Strauss The next two dances are waltzes also, regional or popular music. formal attire. waltz. Then, the music changes to There is much food, drink, dancing, and merriment. -| Although this is a very expensive event, J celebrate similarly. this family event! families at all income levels They save for many years because of the importance of J POST ACTIVITY: J IMILARITIES .1 1. 2. 3. J'- 5. 6. Friends and family members celebrate in a church service and then enjoy a reception at a home or hotel ballroom. Invitations are sent out. A photograph and article appear in the local newspaper. The young lady wears an elegant and formal white or pastel colored Iona gown.  7. There are attendants to the young lady who are formally attired. The first dance is reserved for the young lady and her father, lady and her husband at a wedding.) It is expensive! (Young IDIFFERENCES 1. J'\nThe reason for the celebration. The age of the young lady. Some traditional wedding activities such flowers, garter, etc. as throwing the bouquet of JsUGGESTED ASSESSMENT: Facts about Mexican Fifteenth Birthday ^3. 7. |8. 9. Young lady wears a long white or pastel colored gown. The celebration begins with a church service. The reception is at a home or hotel ballroom. Young lady has 14 attendants, formally attired. The first dance is for the young lady and her father. The first three dances are waltzes. Then popular music is played. Formal invitations are sent out. It is expensive. Many families save for years for the event.J J J ] \u0026gt; Mayo 16\n1991 J ] ] ] ] W! *\u0026gt;ra\nBHB   W V *?'\u0026gt; :.tJS\u0026gt;S' i \u0026lt; -'?r-ir' .4.. .. * 1 tui \u0026lt; * 4-1 - JV-  s'i -i' , x\" y y .fe- ^l-' ] ] ] ] ] 1 ^^Mayct\n165^1991 1 ] 1 ] ] ] ] 1 .T-if ^4^ i ] FIFTEENTH BIRTHDAY 1 ] with great enthusiasm, details are being finalized for the Fifteenth Birthday Celebration of the beautiful Miss Cindy Alaniz, beloved daughter of Mrs. Maria Alicia Alaniz. The party ] is scheduled for May 25th, and friends and family members are receiving elegant invitations for the dance to be held at the V.F.W. Congradulations, and may it be an unforgettable day for Cindy! ] ]\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 "}],"pages":{"current_page":500,"next_page":501,"prev_page":499,"total_pages":6766,"limit_value":12,"offset_value":5988,"total_count":81191,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40200},{"value":"StillImage","hits":35114},{"value":"MovingImage","hits":4552},{"value":"Sound","hits":3248},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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