{"response":{"docs":[{"id":"bcas_bcmss0837_469","title":"Incentive Schools: ''Little Rock School District Incentive School Survey Report,'' Planning, Research, and Evaluation Department","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--Evaluation","Educational planning","School improvement programs","School integration"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive School Survey Report,'' Planning, Research, and Evaluation Department"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/469"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n-,.4 littlE ROCK school district i'- RECEIVED SEP 2 0 1995 Office of Desegregation Monitoring INCENTIVE SCHOOL SURVEY REPORT Spring 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas August 1995 I f i f I LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, and EVALUATION DEPARTMENT INCENTIVE SCHOOL SURVEY REPORT SPRING 1995 The Little Rock School District Desegregation Plan of April 29, 1992, contains numerous provisions, directives, suggestions. and mandates concerning the operation of the district's incentive schools. One of the directives is that \"...every staff member has a duty to provide a climate conducive to learning and should hold and model high expectations for all students (LRSD Plan. Item \"D\", 177).\" Additionally, the Plan calls for student evaluators \"...to complete evaluations relative to the school. its climate and their educational experience... (LRSD Plan. Item \"E\", 177).\" To that end, a survey instrument was developed by the LRSD to collect data concerning programs offered at the incentive schools and to seek students' opinions regarding their educational experience. Curriculum, parental involvement, classroom instruction, the guidance program, extracurricular activities, and the extended day program were among those areas for which opinions were sought i via the Incentive School Survey. The survey instrument consisted of 44 items for which students were given the option of choosing I \"Always\", \"Usually\", \"Sometimes\", \"Rarely\", or \"Never\" as an answer for each item. I The questionnaire was distributed to 481 of the 541 fourth. fifth, and sixth grade students enrolled in the incentive schools in March of 1995\nthus, 89% of the enrolled students had an opportunity to serve as student evaluators. All of the students (481/481) to whom the survey was distributed completed andreturned it. LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL SURVEY REPORT SPRING 1995 Page 2 This report presents a summary of the findings. More than two-thirds of the students responded \"Always\" or \"Usually\" to 16 of 44 items on the survey. Eleven additional items received an \"Always\" or Usually\" response from between 50% and 65% of the respondees. It is clear that numerous students highly regarded their incentive school experience. Items which received the highest ranking from students, along with the percentage of students responding \"Always\" or \"Usually\", are listed below. HIGHEST RANKING ITEMS RANK 1 1 3 3 5 6 6 8 9 10 10 SURVEY ITEM % My tests are about lessons taught in class._______ The counselor teaches students about feeling good about themselves.__________________________________ Test-taking skills are taught in my classroom. My daily homework is about lessons my teacher has taught.____________________________________________ I have all the books and materials I need to learn.__________________ Listening skills are taught in my classroom._____ Study skills are taught in my classroom.__________ My parent/guardian provides a place for me to study at home._____________________________________ I attend the computer laboratory at least two times each week.___________________________________ African and African-American history and culture are taught at this school._______________________ My teacher gives me a chance to answer questions. 86 86 82 82 80 78 78 76 75 72 72LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL SURVEY REPORT SPRING 1995 Page 3 In addition to pointing out areas with which many students were pleased, the survey also provided information regarding areas that presented some problems. The ten items listed below indicate that either a program had not been fully implemented or that students viewed the activity stated in the questionnaire as being unsatisfactorily fulfilled. Of the 44 items on the survey, items which received the lowest ranking from students, along with the percentage of students responding \"Rarely\" or \"Never\", are listed below. lowest ranking items RANK SURVEY ITEM % 44 43 42 41 40 39 38 38 36 35 I participate in the take-home computer program.______________________________________ I participate in the Boy Scout or Girl Scout troop in this school. I use the foreign language laboratory. I work in the science lab at school. Students are rewarded for after-school peer tutoring. I attend Saturday school. My parent/guardian volunteers to help at school.______________________________________ My parent/guardian attends PTA meetings. I use the homework center.__________________ Extended Day helps me learn better in my classroom. 75 68 66 56 55 53 49 49 38 36LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL SURVEY REPORT SPRING 1995 Page 4 When the responses from individual schools were analyzed, a relatively consistent pattern of student opinions was apparent. More than 75% of the students in each incentive school indicated that daily homework was about lessons that had been taught and that tests also covered material taught in class. Additionally, a high percentage of student evaluators from all of the incentive schools expressed the opinion that their counselors taught them about feeling good about themselves\nthe \"Always\" and \"Usually\" responses to this item ranged from 80% to 93%. In each school, a majority of the students who responded to the survey also indicated that they were receiving instruction in test-taking skills, study skills, and listening skills. The above examples indicate that all of the incentive schools are successfully implementing many of the provisions of the desegregation plan. According to the student evaluators, numerous desegregation obligations are being met by the incentive schools. However, responses reveal that there are some areas of concern that are identical in most the schools. Following are examples of some of these areas. One problem obviously regards the use of foreign language laboratories. The item on the questionnaire which concerned these laboratories was one of the items receiving the lowest ranking. \"Rarely\" and \"Never\" responses to the use of foreign language laboratories ranged from 94% of the students at Rightsell not using such a laboratory to 42% at Rockefeller and 41% at Garland. Another area which evidently needs attention isLITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL SURVEY REPORT SPRING 1995 Page 5 the home computer program\nin each of the incentive schools, approximately 70% of the responding students indicated that they rarely or never participated in this program. The survey clearly showed that participation in Boy Scouts or Girl Scouts was limited\nMitchell and Franklin had higher levels of participation than the other incentive schools. Another area which demonstrated a need for improvement was parental involvement, either in the form of attending PTA meetings or in volunteering at school. The survey also indicated that the item concerning attendance at Saturday school was one of the lower ranking items. The foregoing examples of questionnaire items which received a high percentage of \"Never\" and \"Rarely\" responses from student evaluators provide Little Rock School District administrators and other interested parties with information regarding practices and/or programs in need of improvement. A complete reporting of student responses to the Incentive School Survey items is included in the appendix. Information derived from this report should prove useful in making decisions concerning different aspects of the incentive school program. IAPPENDIXLittle Rock School District Incentive School Survey - Frequency Report All Incentive Schools - Spring 1995 4th Sth Sth Total Enrolled 197 167 177 541 Distributed 184 140 157 481 Reponses 184 140 157 481 I tike the programs at this school. Always 164 32% Usually 94 20% Sometimes 191 40% Rarely 21 4% Never 21 4% Missing 1 I attend extended day. 235 49% 59 12% 78 16% 14 3% 93 19% 3 Extended day acttvrties are fun. 451 32% 91 19% 136 28% 6% 76 16% 4 My homework is completed during extended day. Extended day helps me team better in my classroom. My daily homework is about lessons my teacher has taught. My homework is graded. 89 19% 96 20% 158 33% 27 6% 109 23% 3 My homework is returned to me. I am rewarded for doing good work. My teacher gives me a chance to ask questions._______ My teacher gives me a chance to answer questions. My tests are about lessons taught in class. t work tn groups with other students. I work alone when completing some assignments. ____________ My parent/goardian signs homework papers._______\n......................................... My parent/guardian helps with homework. My parenVguardian attends PTA meetings. 113 24% 66 18% 107 22% 56 12% 114 24% s 316 66% 79 16% 66 14% 13 3% 6 1% 2 256 63% 82 17% 106 22% 27 6% 0 2% 138 29% 74 16% 136 29% 38 8% 90 19% 6 106 22% 72 15% 169 36% 60 1t% 79 17% r 252 53% 80 17% 94 20% 24 5% 22 5% 10 215 45% 120 27% 100 21* 20 4% 14 3% 4 349 73% 62 13% 46 10% 12 3% 9 2% 4 84 18% 172 36% 128 27% 242 51% 61 13% 66 14% 134 28% as 12% 81 17% 11% 227 48% 117 25% 131 28% 95 20% 126 27% 59 12% 40 6%  28 6% 24 5% 7 SO 11% ftO 23% 7 24 5% 36 8% 4 68 12% 177 37% s 1 ILittle Rock School District Incentive School Survey - Frequency Report All Incentive Schools - Spring 1995 My parenVguardian volunteers to help at school. My parent/guardian provides a place for me to ^dy at home. The counselor visits my classroom to help the students. The counselor teaches students about feeling good about themselves. I participate in the Boy Scout or Girt Scout troop in this school. i attend Saturday school Always 81 17% Usually 54 11% Sometimes 109 23% Rarely 66 14% Never 166 35% Missing 6 My teacher reads to the class. 1 have creative writing assignments. African and African-American history and culture are taught at this school. Role models/mentors visit this school. Lessons about other cultures are taught in my classroom. Field trips help me to learn. I use the foreign language laboratory. Students are rewarded for after school ^p6er.futoriftg\u0026gt;.............................................i My school work is placed on the bulletin board in the classroom or hallway. I use Uie homework center. I am encouraged to use correct grammar. Test taking skills are taught hi my class- room. Listening skills are taught in my classroom. Study skBls are taught in my classroom. 295 62% 67 14% 53 11% 29 4% 43 9% 4 208 43% 95 20% 133 28% 27 6% 16 3% 3 358 75% 54 11% 42 9% 11 2% 14 3% 3 93 19% 79 17% 134 28% 1S1 32% 246 52% 199 42% 181 38% 5 24% 56 12% 73 16% 162 34% 160 34% 276 59% 293 62% 291 61% 276 19 4% 42 9% 21 4% 305 64% 2 IM 11% 102 21% 97 21% : 96 20% 96 20% 113 24% 194 22* 41 9% 64 12% 103 22% 62 13% 58 12% 97 20% 82 17% 94 20* 92 19% 159 33% 148 31% 84 18% 117 25% 130 27% 136 29% 65 14% 78 17% 145 30% 73 15% 68 14% 61 13% 63 13% 70 15% 30 6% 41 9% 46 10% 40 8% 34 7% 27 6% 51 11% 41 9% 46 10% 30 6% 36 8% 32 7% 13 3% 25 5% 23 5% 226 47%  4 40 8% 31 7% 10 2% . 31 6% 22 5% 66 14* 268 57% 297 45% 36 8% 144 30% 35 7% 11 2% 16 3% 12 3% 6 a 6 % 9 to 11 24 6 7 13 7 5 7 2 ILittle Rock School District Incentive School Survey - Frequency Report All Incentive Schools - Spring 1995 Always Usually Sometimes I am taught to solve story problems in mathematics. I attend the computer laboratory at least two times each wedt. . I have all the books and materials I need to learn. I participate in the lake home computer program. I work in the science lab at school. 230 49% 89 19% 107 23% Rarely 25 5% Never 22 5% Missing 9 322 68% 300 63% 58 12% 89 19% 33 7% 82 17% IK 5% 3S 7% lol 11% 53 11% 45 9% 85 18% 27 6% 17 4% 32 7% 60 13%  9% 23 5% 323 88% 205 43% is 7 4 8 I have teamed new words because I have studied Latin. I have talked with my teacher or counselor about what I want to do when I become an adult. t76 37% 74 18% 58 12% 28 8% 138 29% e 174 37% 71 15% 122 26% 33 7% 76 16% 6 3Little Rock School District Incentive School Survey - Frequency Report Franklin - Spring 1995 4th Sth Sth Total Enrolled 39 37 37 113 Distributed 35 38 36 109 Reponses 35 38 36 109 I like the programs al this school. Always 38 a3% Usually 16 t?% Sometimes 48 Rarely 5 5% Never ? 6% Missing 0 I attend extended day. 59 54% 15 14% 13 12% 4 4% 18 17% 0 Extended day activities are fun. 40 37% 18 t7% 20 27% 6 5% 17 16% My homework is completed during extended day. Extended day helps me learn better in my classroom. My daily homework is about lessons my teacher has taught. My homewtirk Is graded. 19 17% 20 18% 43 39% 5 5% 22 20% 0 My homework is returned to me. I am rewarded for doing good work. My teacher gives me a chance to ask questions. My teacher gives me a chance to answer questions. My tests are about lessons taught in class. I work In groups with other students. I work alone when completing some assignments. My parenWsjuafdlan signs homework papers. My parent/guardian helps with homework. 22 20% 84 77% 62 57% 39 36% 24 22% 70 65% 0 56% 85 78% 21 19% 42 39% 17 1.6% 59 54% 15 14% 21 19% 20 18% at 28% 0 12 11% 16 ts% 16 15% 15 14% 16 15% 25 23% 6 6% 18 17% 30 28% 11 10% 15 14% 11 10% 21 19% 34 32% 38 36% 16 15% 20 19% 12 11% 53 49% 22 21% 23 22% 17 16% 2 2% 0 0% 0 10 0% 0 0% 6 6% 8 8% 5 5% 3 3% 4 4% S 6% 7 7% 10 18% 8 7% 12 11% 22 21% 0 0% 0 0% 2 2% 11 10% 6 6% IIOs 34% 10 9% 2 2 2 1 0 1 2 0 0 4Little Rock School District Incentive School Survey - Frequency Report Franklin - Spring 1995 My parent/guardian attends PTA meeting XAvays 16 15% Usually 10 9% Sometimes 20 18% Rarely 6 7% Never 51% Missing 0 My parent/guardian volunteers to help at school. My parent/guardian provides a place for metostifdyatbome. The counselor visits my classroom to hel the students. The counselor teaches students about feeling good about themselves. I participate in the Boy Scout or Girl Scou troop in this school. 1 attend Saturday school. 26 24% 13 12% 21 19% 15 14% 33 31% 1 My teacher reads to the class. I have CTeative writing assignments. African and African-American history and culture are taught at this school. Role modets/mentors visit this school. Lessons about other cultures are taught in my classroom. Field trips beip ma to team. I use the foreign language laboratory. Students are rewarded for after school peer tutoring. My school work is placed on the bulletin board in the classroom or hallway. I use the homework center. I am encouraged to use correct grammar. Test taking skills are taught in my class- room. . Listening skills are taught in my classroom. 67 62% 47 44% 7S 69% 37 34% 28 26% 37 35% 33 31% 50 47% 45 42% 44 41% 33 31% 7 7% 11 11%  38 36% 37 35% 53 50% 66 62% 68 64% 14 13% 17 16% 14 13% 3 3% 18 17% 16 15% 17 16% 24 22% 25 23% 21 20% 25 24% 3 3% 13 13% 19 18% 13 12% 19 18% 22 21% 17 16% 13 12% 30 28% 12 11% 9 8% 23 22% 32 30% 31 30% 19 18% 25 23% 29 27% 28 27% 14 13% 21 20% 29 28% 16 15% 14 13% 11 10% 10 9% 8 7% 6 6% t 8 7% 6 6% 1 2 2%  5% t 4 4% 4 4% 8 8% 11 11% 11 10% 6 6% 5 5% 16 10% 2 2% 12 12% 8 8% 8 8% 11 10% 2 2% 7 7% 56 51% 34 32% 14 13% 13 12% 3 3% 6 6% 8 8% 9 9% 79 75% 47 46% 11 11% 33 31%  10 9% 5%  5 5% 0 2 2 4 2 2 2 4 4 5 4 2 2 a 2 5Little Rock School District Incentive School Survey - Frequency Report Franklin - Spring 1995 Always Study stulls are taught in my classroom. I am taught to solve story problems in mathematics. I attend the computer laboratory at least two limes each week. I have all the books and materials I need to learn.___________________________ I participate in the take heme computer program. I work in the science lab at school. I have learned new words because 1 have studied talin.________________________ I have talked with my teacher or counselo about what I want to do when I become a adult. 63 59% 57 54% 66 62% 68 64% 17 16% 14 13% 48 4S% 39 37% Usually 22 21% Sometimes 13 12% Rarely 5 5% Never 3 3% Missing 3 19 18% 16 15% 3 3% 10 10% 4 8 8% 16 15% 6 6% 8 8% 12 t1% 11 10% 6 14 13% 12 11% 11 10% 31 29% 17 16% 33 31% e e% 6 6% 7 7% 17 16% 9 9% 5 5% 13 12% 5 5% 66 82% 36 34% 20 19% 18 17% 1 2 3 3  3 Little Rock School District Incentive School Survey - Frequency Report Garland - Spring 1995 4th Sth Sth Total Enrolled 31 38 36 105 Distributed 31 36 35 102 Reponses 31 36 35 102 f like the programs at this school. Always 30 29% Usually 21 21% Sometimes 42 41% Rarely 4 4% Never 5 5% I attend extended day. 43 43% 8 8% 22 22% 5 5% 23 23% Missing 0 1 Extended day activities are fun. 35 34% 18 18% 27 26% 4 4% 15 18% e My homework is completed during extended day.______________________ Extended day helps me learn better in my classroom. My daily homework is about lessons my teacher has taught. My homework is graded. 19 19% 14 14% 30 30% 4 4% 34 34% 1 My homework is returned to me. 1 am rewarded for doing good work. My teacher gives me a chance to ask questions. My teacher gives me a chance to answer questions.________________ My tests are about lessons taught in class. 1 work in groups with other students. I work alone when completing some assignments. _____________ My parent/guardian signs homework papers.____________________________ My parent/guardian helps with homework. My parent/guardian attends PT A meetings. 21 21% 74 73% 44 43% 22 22% 30% 59 60% 53 52% 73 72% ts 18% 38 38% 30 23% 50 50% 6 6% 19 19% 12 12% 15 15% 10 10% 14 14% 16 16% 20 20% 13 13% 13 13% 25 25% 10 13% 13 13% 9 8% 26 26% 10 10% lo 26% t 13 13% 34 33% 30 30% 42 42% 19 19% 21 21% 10 10% 46 46% 25 25% 39 36% 21 21% 30 30% 1 1% 2 2% 0 6 6% 3 3% 0 10 10% 29 29% 1 7 7% 8 8% t 3 3% 2 2% 3 3 3% 4 4% t 3 3% 2 2% 1 13 13% 8 9% 3 6 6% 6 6% 2 9 9% 5 5% 16 16% 11 11% 12 12% 40 40% 0 1 t 7Little Rock School District Incentive School Survey - Frequency Report Garland - Spring 1995 Always My parent/guardian volunteers to help at school. My parent/guardian provides a place for me to study at home. The counselor visits my classroom to help the students. The counselor teaches students about fe^Big good about themselves, I participate in the Boy Scout or Girl Scout troop in this school. I attend Saturday school. 8 8% 64 53% 38 37% 74% 19 19% to 10% My teacher reads to the class. 23 23% I have creative writing assignments. 29 2^ Usually 11 11% 14 14% 17 17% 9 9% 3 3%  7% 21 21% 20 20% Sometimes 18 18% 12 12% 31 30% 10 10% 8 8% 19 t9% 33 33% 34 33% Rarely 12% 5 5% 8 8% 3 3% 2 2% 4 4% 12 12% 14 14% Never 53 52% 1? t7% 8 8% 3 5% 70 69% 62 61% 12 12% 5 6% Missing 0 0 0 0 0 0 1 e African and African-American history and culture are taught at this school. Role models/mentors visit this school. 59 58% 18 18% 15 15% 6 6% 3 3% 1 24 24% 23. 23% 32 31% 13 13% 10 10% 0 Lessons about other cultures are taught in my classroom. Field flips help me to leam. 40 40% 19 19% 31 31% 6 6% 5 5% 1 I use the foreign language laboratory. Students are rewarded for after school peer tutoring. My school work is placed on the bulletin board in the classroom or hallway. I use the homework canter. I am encouraged to use correct grammar. Test taking skills are taught in my classroom. Listening skills are taught in my classroom. Study skills are taught In my classroom. to 19% 30 30% 21 23% 49 48% 29 29% 55 55% 67 66% 56 55% 19 19% 13 13% 9 9% 11 11% to 10% 7 7% 19 19% 24 24% 2t 2t% 32 31% 10 10% 22 22% e 16 16% 14 14% 27 27% 2 10 11% 26 25% t3 13% 27 27% 12 J 2% 15 15% 14 14% ? 8% 6 6%  5% 4 4% 2 2% 5 5% 2 2% 46 60% 10 10% 43 43% 7 7% 2 2% 2 2% S 0% to 0 2 2 0 0 0 8Little Rock School District Incentive School Survey - Frequency Report Garland - Spring 1995 I am taught to solve story problems in mathematics. I attend the computer laboratory at least two times each week. I have all the books and materials I need to learn. {participate tn the take home computer prograttt. I work in the science lab at school. I have teamed new words because I have studied Latin, I have talked with my teacher or counselor about what I want to do when I become an adult. Always Usually Sometimes Rarely Never Missing 45 44% 18 18% 26 25% 8 8% 5 5% 0 59 58% 71 70% t9 19% 16 16% 34 33% 29 29% 9 5 5% 9 9% 3 3% 9 9% 19 19% 15 15% 1? 17% 14 14% ? 7% 0 11 11% 9 9% 12 12% 13 13% 21 21% 4 4% 9 9% 12 12% 7 7% 4 4% 7 7% 1% 53 52% 29 28% 32 32% 0 0 0 0 1 Little Rock School District Incentive School Survey - Frequency Report Mitchell - Spring 1995 4th Sth Sth Total Enrolled 43 36 35 114 Distributed 43 14 32 89 Reponses 43 14 32 89 like the programs at this school. Always 25 28% Usually 14 16% Sometimes 43 46% Rarely 3 3% Never 4 4% Missing 0 I attend extended day. 42 46% 14 16% 15 17% 3 3% 14 16% 1 Extended day activities are fun. 31 35% IS 17* 24 27% 7 0% 11 13% i My homework is completed during extended day. ______________ Extended day helps me ieam better in my dassroom. My daily homework is about lessons my teacher has taught. My homework Is graded. 16 18% 16 18% 30 34% 8 9% 18 20% 1 My homework is returned to me. l am rewarded for doing good work. My teacher gives me a chance to ask questions. My teacher gives me a trance to answer questions, My tests are about lessons taught in class. I work in groups with other students. 1 work alone when completing some assignments. My parent/guardian signs homework papers._____________________________ My parent/guardian helps with homework. My parent/guardian attends PTA meetings. 10 22% 62 70% 49 56% 19 21% 11 13% 38 43% 32 36% 65 74% 22 25% 29 33% 1'7 20% 45 51% 11 13% 10 21 24% 13 15% 13 1S% 10 11% 11 13% 15 17% 26 29% 15 17% 0 9% 20 22% 10 11% 17 19% 2 2% 18 21% 11 12% 21 24% 24 27% 30 34% 16 18% 22 26% 6 7% 39 44% 25 28% 26 30% 19 21% 27 31% 10 12% 16 21% 2 2% 1 1% 0 4 4% 2 2% 0 7 8% 11 13% 9 10% 111 3% 1 1% 10 11% 9 10% 6 9% 2 2% 10 11% 29 33% 24 26% 10 11% 0 7% 1 1% 10 11% 6 7% 26 30% 6 7% 38 43% 0 1 0 1 0 0 2 0 tI I Little Rock School District Incentive School Survey - Frequency Report Mitchell - Spring 1995 My parent/guardian volunteers to help at school. _________ My parent/guardian provides a place for me to study at home.__________________ The counselor visits my classroom to help the students. ____________________ Tha counselor teaches students about feeling good about themselves._________ I participate in the Boy Scout or Girl Scout troop in this school. i attend Saturday school. My teacher reads to the class. Il have creative writing assignments. African and African-American history and culture are taught at this school. Role models/mentors visit this school. Lessons about other cultures are taught in my classroom. _____________ Raid trips help me to team. I use the foreign language laboratory. Students are rewarded for after school i peer tutoring.______________________ My school work is placed on the bulletin board in the classroom or hallway. I use the homework center. I am encouraged to use correct grammar. Test taking skills are taught in my class- room.......................................... .......... Listening skills are taught in my class- room._____________________________ Study Skate are taught in my classroom. Afways 16 18% Usually 10 11% Sometimes 22 25% Rarely 9 10% Never 30 34% Missing 2 53 60% 18 22% 8 9% 1 1% 7 8% 30 34% 21 24% 27 31% 8 9% 2 2% 1 58 66% 19 21% 17 19% 25 29% 29 34% 36 41% 22 25% 27 32% 14 16% 6 7% 6 7%' 28 32% 33 38% 56 66% 58 64% 51 58% 48 55% 11 12 14% 11 13% 4 5% 3 3% 9 10% 11 12% 6 7% 44 49% 0 8 9% 19 22% 13 15% 19 22% 12 14% 21 25% 17 20% 7 8% 7  6% 18 20% 7 8% 10 12% 11 13% 9 10% 13 15% 20 23% 31 36% 30 35% 24 28% 33 38% 27 32% 28% 4 5% 7 8% 30 34% 19 22% 8 9% 15 17% 14 16% 20% 7 8% 6 7% 6 7% 8 9% 8 9% 5 6% 13 15% 8 9% 7 8% 4 5% 9 10% 6 7% 2 2% 7 8% 6 7% 36 41% 6 7%  9% 0 0% 12 14% 5 6% 17 20% 61 71% 56 67% 8 9% 19 22% 5 6% 3 li 7 8% A 3% 2 3 2 5 4 a 3 6 1 2 4 1Little Rock School District Incentive School Survey - Frequency Report Mitchell - Spring 1995 Always Usually Sometimes Rarely Never Missing I am taught to solve story problems in mathematics. 44 50% 15 17% 23 26% 1 1% 5 6% 1 I attend the computer laboratory at least two times each yveelc. I have all the books and materials I need to learn. I participate in the take home computer program,..... I work in the science lab at school. es 72% 48 56% 8 9% 3 3% 7 8% 8 9% 2 2% 8 9% . 1 . 16 19% 13 15% 3 3% 6 7% 3 2 2% 8 9% 8 9% \u0026amp;2 7\u0026lt;Xlr 1 12 14% 4 5% 60 70% 3 I have learned new words because I have studied Latin, I have talked with my teacher or counselor about what I want to do when I become an adult. 23 26% 18 21% 12 14% 3 3% 31 36% K 29 33% 14 16% 27 31% 11 13% 7 8% 1 12Little Rock School District Incentive School Survey - Frequency Report Rightsell - Spring 1995 4th Sth Sth Total Enrolled 40 19 36 95 Distributed 36 18 28 82 Reponses 36 18 28 82 Always f like the programs al this school. 22 27% Usually 17 21% Sometimes 36 44% Rarely S 7% Never 1 1% Missing  0 I attend extended day. 43 52% 8 10% 11 13% 0 0% 20 24% 0 Extended day activities are fun. 21 26% 19 23% 15 19% 4 5% 22 27% 1 My homework is completed during extended day. 15 18% 15 18% 27 33% 5 6% 20 24% 0 Extended day helps me learn better In my ci assroom._____________________ My daily homework is about lessons my teacher has taught. _______________ My homework Is graded. 23 28% 50 61% 46 59% My homework is returned to me. 31 39% I am rewarded for doing good work. 17 21% 14 17% 13 16% 13 16% 9 11% 17 21% IS 22% 14 17% 13 16% 21 26% 27 33% s 6% 4 5% 4 5% 5 6% 13 16% 22 27% 1 1% 3 4% 14 18% 6 10% 0 0 t 2 0 My teacher gives me a chance to ask questions._________________________ My teadier gives me a chance to answer questions,__________________________ My tests are about lessons taught in class. _____________ 1 work In groups with other students. 44 54% 15 19% 16 20% 2 2% 4 5% 1 37 45% 59 73% 9 11% 24 29% 13 16% S 6% 3 4% 0 9 11% 8 10% 3 4% 2 2% 1 8 10% 42 51% 17 21% 6 7% 0 I work alone when completing some assignments. ________________ My parent/guardian signs homework My parent/guardian helps with homework. 32 40% 17 21% 44 54% My parenl/guardian attends PTA meetings. 16 20% 13 25 31% 15 19% 4 5% 4 5% 2 a 10% 23 28% 5 6% 28 35% t 14 17% 15 19% 4 5% 4 5% 1 1S 19% 24 30% 3 10% 17 21% 4Little Rock School District Incentive School Survey - Frequency Report Rightsell - Spring 1995 My parenVguardian volunteers to help at school. _____________ My parent/guardian provides a place for me to study at home.___________ The counselor visits my classroom to help the students. _______________ The counselor teaches students about felling good , about themselves. I participate in the Boy Scout or Girl Scout troop in this school. I attend Saturday school. My teacher reads to the class. ! have creative writing assignments. African and African-American history and culture are taught at this school. Role models/mentors visit this school. Lessons about other cultures are taught in my classroom. __________________ Field trips iiefp me to learn. I use the foreign language laboratory. Students are rewarded for afterschool peer tutoring................................. ...... My school work is placed on the bulletin board in the classroom or hallway. 1 use the homework center. I am encouraged to use correct grammar. Test taking skills are Uught in my dass- room.____________________________ Listening skills are taught in my class- room. ____________________________ Study skills are taught In my classroom. Always 14 18% Usually 8 10% Sometimes 15 19% Rarely 16 20% Never 27 34% Missing 2 58% 29 35% 88 80% 8 10% 12 15% 22 27% 26 32% 43 52% 42 51% 31 38% 31 38% 1 1% 14 18% 27 33% 28 34% 48 60% 52 64% 53 65% 55 69% 14 a 10% 13 18% 5 8% a 10% t 21 26% 31 38% 1 1% 0 0% 0 It 13% 4 5% 1 1% 0 0% 0 1 1% 2 2% 2 2% 68 84% 1 11 t3% 23 26% 7 0% 29 % 0 14 17% 29 35% 10 12% 7 9% 0 16 20% 28 32% 1t 14% 2 2% 15 18% 18 22% 21 26% 17 21% 2 2% It 14% 17 21% 14 17% 11 14% 13 16% 12 15% 12 15% 14 17% 8 10% 2 2% 0 ts 18% 21 26% 21 26% 2 2% t3 25 30% to 12% 8 10% 14 17% 11 14% 8 10% 5 fray VW 2 2% 0 7 9% 2 2% 0  e% T 9% 4 5% 72 89% 1 10 13% 9 11% 8 10% 7 9% s 3 4% 4 5% 32 40% 4 5% 22 27% 6 8% d 0% 2 2% t 1% 0 C 2 t 1 .2,I I Little Rock School District Incentive School Survey - Frequency Report Rightsell - Spring 1995 I am taught to solve story problems in mathematics. I attend the computer laboratory at least two times each week, I have all the books and materials I need to learn. ___________________ t participate in the take home computer progranii,....'........................................ I work in the science lab at school. t have learned new words because I have stixiled Latin............................ ..... I have talked with my teacher or counselor about what I want to do when I become an adult. __________________________ Always 45 57% Usually 14 18% Sometimes 15 19% Rarely 4 5% Never 1 1% Missing 3 60 74% 50 62% 11% 8 10% 28 34% 31 38% 15 4 5% 5 % 1 1% It 14% t 17 21% 9 11% 2 2% 3 4% 1  7% 3 4% 7 9% 14 17% 6 10% 13 16% 11 13% 20 24% Ml 5% 18 22% 5 % 8 10% S9 67% 39 48% 31 38% 9 11% 0 1 0I I Little Rock School District Incentive School Survey - Frequency Report Rockefeller - Spring 1995 4th Sth Sth Total Enrolled 44 37 33 114 Distributed 39 34 26 99 Reponses 39 34 26 99 like the programs at this school. Always At 41% Usually 24 24% Sometimes 27 27% Rarely 3 3% Never 4 4% Ulssing 0 1 attend extended day. Extended day activities are fun. My homework is completed during extended day. Extended day helps me leam better in my classroom.__________ My daily homework is about lessons my teacher has taught. ______________ My homework is graded. My homework is returned to me. I am rewarded fordoing good work. My teacher gives me a chance to ask questions._______________ My teacher gives me a chance to answer questions,................................................... My tests are about lessons taught in class. I work in groups with other students. 1 work alone when completing some assignments.________________________ My parent/guardian signs homework My parent/guardian helps with homework. My parent/guardian attends PTA meetings. 48 48% 14 14% 17 17% 2 2% 18 18% 0 .24.. 24% 21.. 21% 41 42% 2 2% 18 10% 1 20 20% 31 31% 28 28% 5 5% 15 15% 0 28 29% 46 47% S3 54% 27% 23 23% 41 42% 34% 67 68% 14 14% 31 31% 47 47% 44 45% 12 12% 16 17 17% 29 30% 25 25% 29 29% 15 15% 18 19% 34 35% 19 19% 13 19% 34 34% 14 14% 22 12'^ 17 17% 24 24% t1 11% 16 18% 1 17 17% 17 17% 27 27% 32 33% 27 28% 24 24% 10 10% 47 48% 30 30% 20 20% 23 23% 27 27% 4 4% 2 2% 1 3 2% 1 1% e 10 10% 11 11% 5 5% 8 6% 1 1% 14 14% 2 2% 9 9% 5 5% 16 18% 6 6% 17 17% 6 6% 1 1% 2 2% 4 4% 2 2% 9% 4 4% 27 27% 0 1 2 1 0 1 0 e 1 0Little Rock School District incentive School Survey - Frequency Report Rockefeller - Spring 1995 My parent/guardian volunteers to help at school. My parent/guardian provides a place for me to stiKlyatheme,_________ The counselor visits my classroom to help the students._________________________ The counselor teaches students about feeling good about themselves._________ I participate in the Boy Scout or Girl Scout troop in this school. 1 attend Saturday school. Always 17 17% Usually 12 12% Sometimes 33 33% Rarely 14 14% Never 23 23% Missing 0 My teacher reads to the class. have creative writing assignments. 74 75% 64 65% 84 85% 10 10% 12 12% 27 27% 34 34% 12 12% 19 19% 8 8% 3 3% 7 7% 32 32% 31 31% 7 7% 1 1% 5 % 0 14 14%  5% 12 12% 7 -7% 34 34% 27 27% 2 2% 0 0% 0 1 1% 1 1% 0 7 7% 8 8% 5 5% 4 4% 67 68% 65 88% 1 1% 3 3% 0 a 0 0 African and African-American history and culture are taught at this school. Role models/mentors visit this school. Lessons about other cultures are taught in my classroom. _______________ Field trips help me to learn. I use the foreign language laboratory. Students are rewarded for after school i peer tutoring.______________________ My school work is placed on the bulletin board in the classroom or hallway. 1 use the homework center. I am encouraged to use correct grammar. Test tailing skills are taught in my classroom^___________________ Listening skills are taught in my class-room.__________ Study skills are taught in my classroom. 58 59% 20 20% 12 12% 7 7% 2 2% 0 66 .67% 18 18% 12 12% 2 2% 1 1% 0 39 40% 31 32% 22 22% 4 4% 2 2% 1 18 18% 12 12% 21 21% 20 20% 33 .33% 64 66% 52 53% 63 64% Ml 45% 17 28 27% 30 31% 13 13% 11 11% t 16 16% 29 29% 13 13% 29 29% 0 15 15% 27 27% 10 10% 26 28% 0 38 35 3 3 0 38% 35% 3% 3% 18 . 18% 18 18% 6 8% 27% a 11 11% 11 11% 4 4% 7 7% 2 32 32% 20 20% 28 26% a 9% S 5% 1 1% 0 13 13% 17 17% 3 3% 0 0% 0 8 6% 5 5% 0 II Little Rock School District incentive School Survey - Frequency Report Rockefeller - Spring 1995 Always Usually Sometimes I am taught to solve story problems in mathematics. I attend the computer laboratory at least two yrrt^eai^ week._______ _ I have all the books and materials I need to Ieam. 1 participle in the take home computer program. I work in the science lab at school. I have teamed new words because t have stadied Latin._______________________ _ I have talked with my teacher or counselor about what I want to do when I become an adult. 39 39% 23 23% 27 27% Rarely 9 9% Never 1 1% Missing 0 74 75% 63 64% 3 3% 48 48% 45 46% 46 46% 18 9 9% 9 9% 4 4% 3 3% 9 24 24%  5% 8 8% 18 18% 17 17% 8 8% 9 9% 17 17% S 'S% 21 21% 2 2% 2 2% 0 4 4% 9 9% 4 4% 5 5% 7 79% 17 17% 27 27% 10 10% 0 0 G 0 I Gender Female Male No Response School Total Female Male No Response School Total GendeeOi Female_____ Male No Response School Total Gender Female Male_______ No Response School Total Gender Female Male No Response School Total Little Rock School Distict Incentive School Survey - Reponse Report Spring 1995 FRANKLIN Sth I p. 0 I 35 54% 46% 0% N 17 21 0 38 % 45% 55% 0% N 17 19 0 36 % A,l% 56% 0% Total N 53 56 0 109 % 48.6% 51.4% 0.0% 100.0% GARLAND N 14 17 0 31 4th * 45% 55% 0% M 28 15 0 43 65% 35% 0% Ml 22 17 0 39 % 56% 44% 0% n 17 19 0 36 ^7% 53% 0% 5i MM Gender Female Male No Response Total ....N \" i 100 84 0 I 184 % 54% 46% 0% N 15 21 0 36 hl 5 7 2 14 K 42% 58% 0% MITCHELL 5th A 36% 50% 14% ROCKEFELLER 6th N 16 18 0 34 % 47% 53% 0% RIGHTSELL Sth N 8 10 0 18 % 44% 56% 0% hl 15 20 0 35 % 43% 57% 0% N 44 58 0 102 Total K 43.1% 56.9% 0.0% 100.0% m N 16 16 0 32 N 16 10 0 26 N 14 14 0 28 Total 50% 50% 0% I 62% 39% 0% 8th' % 50% 50% 0% ALL INCENTIVE SCHOOLS Stt) 6th N 49 38 2 89 N 54 45 0 99 *\n55.1% 42.7% 2.2% 100.0% Total % 54.5% 45.5% 0.0% 100.0% ' -hxlar N 39 43 0 82 % ^7.6% 52.4% 0.0% 100.0% Total N 61 77 2 140 * 44% 55% 1% 19 N 78 79 0 157 * 50% 50% 0% hl 239 240 2 481 * 49.7% 49.9% 0.4% 100.0%\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_481","title":"Incentive Schools: Monitoring","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","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Monitoring"],"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/481"],"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\nIncludes ''1995-1996 Incentive School Monitoring Guide,'' Office of Desegregation and Monitoring\nDate\nMarch 5, 1996 To: Incentive School Principals From: Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Subject: Documentation Needed During the ODM On-Site Monitoring Visits During our visit to your school, we will need to interview you and conduct classroom observations. We will also need a workspace and a copy of the following 1995-96 records that we can take with us.                  School Map (5 copies) Discipline, Suspension, and Expulsion data by race and gender Building-level discipline plan Parent Center Committee by race, gender, and position (e.g. parent, teacher) Parent Center recommendations and an indication of the suggestions incorporated into the center The name, race, gender, and position of the parent trained to operate the center List of parent meetings including topic, time, location, and sign-in sheets A description of the mechanism designed to ensure that parents regularly sign homework List of community meetings and activities by topic, time, location, and sign-in sheets List of three key communicators by race, gender, and position Speakers Bureau roster by name, gender, race, and position, along with a list of speaking engagements including the time, location, and participant sign-in sheets Recruitment Team roster by race, gender, and position Recruitment Plan, including a list of all recruitment strategies implemented and planned Copy of the parent and student Extended Day survey, and the results of the survey Extended Day schedule Extended Week schedule Data on Saturday program participation In addition, the following records should be available for our review the day of the monitoring visit. You do not need to copy these records since we wont need to take them with us.         Documentation of staff development activities related to classroom management approaches Theme implementation plan Field Trips Building-level guidance and counseling plan An example of the monthly communications packets distributed by the Parent Center The total number of home visits conducted as of March 1996 The number of signed contracts and a description of follow-up procedures Individual student and class test profilesDate: March 5, 1996 To: From: Subject: Sterling Ingram, LRSD Director of Staff Development Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Documentation Needed for the 1995-96 Incentive Schools Monitoring While most of the documentation we need can be obtained from the building administrators, we will need the following information from the districts central administration. Please furnish the following documentation by March 29, 1996.  Description of the current incentive school parent program, including program goals, objectives, timelines, and the person responsible for this program  Documentation of parent workshops including the topic, date, time, location, evaluation results, and the number of participants by race, gender, and childs school  Volunteer documentation including the number of volunteers by race, gender, and the number of hours volunteered at each school  Documentation of the mentor program including a brief description of the types of activities shared by mentors and students, the number of participants by race and gender, and the number of hours volunteered  Records of training the district conducted for mentors  List of community meetings including time, location, and copies of sign-in sheets  List of identified parent pick-up points for school functions, and an explanation of how the district publicizes this service to parents  Current membership roster for the Parent Council with members identified by race, gender, and the organization each represents  Copies of the current Parent Council monitoring instrument (highlighting any revisions made since the 1994-95 school year), 1995-96 meeting minutes, and quarterly reports  List of the Biracial Committee members by race, gender, and high school zone  Copies of the Biracial Committee meeting minutes, and monitoring schedule for 1995-96 and the current monitoring instrument (highlighting any revisions made since the 1994-95 school year)Incentive School Documentation Cont.)  Copies of the 1995-96 Planning, Research and Evaluation quarterly reports of the Biracial Committees monitoring visits  A list of all recruitment activities planned and implemented for the 1995-96 school year, including copies of any printed material distributed, lists of meetings held, tours conducted, the persons responsible for each recruitment activity, cost of individual activities, and an explanation of how you are tracking the results of all recruitment effortsMAY U6 '96 14: P. 1 Pulaski County Special School District 925 East Dixon Kcao Lrrnj: Ro\u0026lt;2\u0026lt;, AxiccJSAS 72206 (5b I \u0026gt;490-2000 Post OmS\"Box 8601 LnTu Rccx, Mkansas 72216 FAX (501) 490-0483 I.IIQ.VI: \"4\"\u0026gt;:\"'\u0026lt; 1 1 ''' 1 v' '' y' Date\nTime: zn '\"i!- To: t p) From\niJdli Number of Pages (including cover sheet):  i! Message 11 11 .1 li II 1! IHI b I H r 1 ( h r Jilll 3^11^, MAY 06 '96 14 P,2 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216-8601 (501) 4S0-2O00 1995-96 STUDENTS attending LRSD INCENTIVE SCHOOLS May 6, 1996 School 1 P-2 P-4 K 1st 2nd 3rd 4th 5th 6'1111 Total Franklin 0 0 0 V 0 0 0 0 Garland 0 0 0 0 0 0 0 0 Mitche1\" 0 C 0 0 0 1 1 Righcse.ll 0 0 0 1 0 0 0 1 *Kockefeller 1 1 G 3 1 0 1 0 20 *Therp are 6 hiack? at Rockefeller 1 each in the following grades: K, isr, Ord , 4th, 5th and 6th. 1 Date: June 25, 1996 MEMORANDUM From: To: Subject: Melissa Ann 1995-96 Incentive School Report After having reviewed your comments attached to the incentive school report, I thought I should explain why some topics addressed in the 1994-95 report were not covered this year. The CARE program was one of the topics omitted. Since the incentive school section of the desegregation plan makes no reference to CARE, this program has only been included based on teacher comments. Monitors have never observed the CARE program. During 1994-95, some of the procedures used in CARE at Rockefeller were revised. During that monitoring visit, the teachers reported an improved, but not perfect, program. We did not have any teacher complaints regarding CARE this spring. As a result, CARE was not included in the current report. A similar situation existed regarding instructional aides. During the 1994-95 school year, we saw several instances of aides behaving badly towards students, and those episodes were reported. This past spring we did not find the same poor behaviors. The aides may not be any better on the whole, but we did not see or hear inappropriate behavior. Lacking any evidence in that regard, we did not review aide conduct in this report. On the other hand, information regarding the ongoing CDA training for the aides in the four-year-old program is pertinent and was reported.R E T N I MEMO OFFICE To: From: Subject: Date: Gene Horace Extended Day and Week June 28, 1996 Welcome Back!! I hope you had a wonderful time during your vacation. By the time you read this memo I will hopefully be in Colorado - far away from the incentive school report. Speaking of the incentive school report, there were some concerns that Ann had regarding the extended day and Saturday program sections. She felt that the findings needed more detail. I hope you dont mind, but I took the liberty of adding to the Saturday program findings based on some of her remarks and the data contained in the accompanying chart. Please feel free to make any changes to those findings as you see fit. I also tried to contact Sterling Ingram to ask some questions about the districts evailuation of both programs, but he was out of the office for the week. You might want to check with him to see if he might be able to help address Anns questions. Sorry to intrude on your post-vacation euphoria. Thanks for your help. E-S. Aon cAtjo nenl-ionecS, tuiJer drJ-\u0026lt; 1- .rccV 4hct oo oJrtenci.G.nc. i^oGcdcL. ba lo-b^e, Ticrn cd-iAerii-^c \u0026amp;\u0026gt;)\u0026gt;\u0026lt;. i'POprcha'irivc. Shs. tCC-G oE into +^-4 IccV X. b ppcrcM iINCENTIVE SCHOOLS MONITORING QUESTIONS THESE QUESTIONS WILL APPLY TO ALL FIVE SCHOOLS 1. INCENTIVE SCHOOL PROGRAM PARENTS COUNCIL. A. B. C. D. NAMES AND PHONE NUMBERS OF ALL MEMBERS BY SCHOOL. MINUTES OF MEETINGS INDICATING THE DATE AND LOCATION OF THE MEETING, WHICH MEMBERS ATTENDED AND SUBJECTS DISCUSSED. DATES AND TIMES COUNCIL MEMBERS REPORTED TO LRSD BOARD OF DIRECTORS AND THE JOSHUA INTERVENORS. WHAT SPECIFIC MONITORING ACTIVITIES HAVE TAKEN PLACE? 2 . DEVELOP AN INCENTIVE SCHOOL PLAN FOR EACH SCHOOL, A. B. HAS A PLAN BEEN DEVELOPED FOR EACH SCHOOL FOR THE 95-96 SCHOOL YEAR? WHO IS RESPONSIBLE FOR THE DEVELOPMENT AND IMPLEMENTATION OF THE PLAN? 3 . DEVELOP CURRICULUM SPECIFIC TO THE INCENTIVE SCHOOLS. A. HAS THERE BEEN AN UPDATED CURRICULUM FOR THE 95-96 SCHOOL YEAR? 4 . ENSURE THE AVAILABILITY OF ADEQUATE RESOURCES TO MAINTAIN ACADEMIC PROGRAMS. A. B. HOW MUCH MONEY IS BUDGETED TO UPDATE BOOKS, MATERIALS AND OTHER RESOURCES FOR THE INCENTIVE SCHOOLS? DISTRICT LEVEL AND SCHOOL LEVEL. WHAT SPECIFIC PLAN HAS BEEN DEVELOPED FOR THESE BUDGETS? WHAT IS CURRENT STATUS ON SPENDING TO FULFILL THIS PLANS? 5 . STAFF DEVELOPMENT ACTIVITIES. A. WHO IS RESPONSIBLE FOR THE DEVELOPMENT OF STAFF DEVELOPMENT PLANS FOR EACH INCENTIVE SCHOOL? HOW ARE PEOPLE SELECTED FOR STAFF DEVELOPMENT ACTIVITIES AT EACH SCHOOL? HOW MUCH MONEY HAS BEEN BUDGETED FOR INCENTIVE SCHOOL STAFF DEVELOPMENT? AT THE DISTRICT LEVEL AS WELL AS THE SCHOOL LEVEL? 6 . WRITING TO READ AND SCIENCE LABS. A. WHAT IS THE CURRENT STATUS AT EACH SCHOOL? HOW MANY CHILDREN ARE PARTICIPATING IN EACH PROGRAM AT EACH SCHOOL? WHO STAFFS THESE PROGRAMS AT EACH SCHOOL, BY NAME AND NUMBER OF HOURS PER DAY/PER WEEK. HOW IS THE7 . 8 . 9. 10 . PROGRESS OF EACH STUDENT MEASURED? FOREIGN LANGUAGE PROGRAMS. A. WHAT IS THE STATUS OF THIS PROGRAM AT EACH SCHOOL? HOW MANY STUDENTS ARE INVOLVED. HOW IS THE PROGRESS OF EACH STUDENT MEASURED? HAS A BUDGETING PLAN BEEN IMPLEMENTED TO DETERMINE HOW TO BEST SPEND THE MONEY? HOW MUCH MONEY IS BUDGETED TO MAINTAIN THIS PROGRAM? AT THE DISTRICT LEVEL AND THE SCHOOL LEVEL? EXTENDED DAY/WEEK PROGRAMS. A. B. WHAT IS THE STATUS OF THIS PROGRAM AT EACH SCHOOL? DO EACH OF THE SCHOOL PROVIDE A HOMEWORK CENTER? WHAT SPECIAL PROGRAMS ARE BEING OFFERED AT EACH SCHOOL? HOW MANY PEOPLE ARE INVOLVED IN EACH PROGRAM AT EACH SCHOOL? HAS A BUDGET PLAN BEEN DEVELOPED FOR EACH PROGRAM? HOW MUCH MONEY HAS BEEN BUDGETED FOR EACH PROGRAM? AT THE DISTRICT LEVEL AND THE SCHOOL LEVEL? HOW MANY STUDENTS PARTICIPATE IN EACH PROGRAM. WHAT PARENTAL INVOLVEMENT PROGRAMS ARE NOW FUNCTIONAL IN EACH SCHOOL? HOW M7\\NY PARENTS ARE INVOLVED ON A REGULAR BASIS? FIELD TRIPS. A. B. C. D. WHAT SPECIFIC FIELD TRIPS HAVE BEEN PLANNED FOR THE 1995-96 SCHOOL YEAR BY SCHOOL? WHAT EDUCATIONAL AND/OR CULTURAL EXPERIENCES ARE ANTICIPATED BY EACH FIELD TRIP? WHAT BUDGETING PLAN HAS BEEN DEVELOPED FOR FIELD TRIPS FOR EACH SCHOOL. HOW MUCH MONEY HAS BEEN BUDGETED FOR EACH AT THE DISTRICT LEVEL AS WELL AS THE SCHOOL LEVEL? WHO CO-ORDINATES THE FIELD TRIP PROGRAM AT EACH SCHOOL? HOW IS THE TRANSPORTATION EXPENSE HANDLED? INSTRUCTIONAL AIDES A. B. C. D. E. F. HOW MANY AIDES ARE LOCATED AT EACH SCHOOL? HOW MANY ARE FULL TIME? WHAT ARE THE QUALIFICATIONS OF EACH AIDE? WHO IS RESPONSIBLE FOR SUPERVISING EACH AIDE? IS THERE A PEER TUTORING PROGRAM WORKING AT EACH SCHOOL? HOW MANY STUDENTS ARE INVOLVED? HOW MUCH TIME DO THEY SPEND TUTORING? HOW MANY AIDES PER STUDENT ARE IN EACH SCHOOL? WHAT BUDGETING PLAN HAS BEEN WRITTEN FOR EACH SCHOOL TOG. IMPLEMENT THE STUDENT SUPPORT PROGRAMS? IE: INSTRUCTIONAL AIDE TRAINING,PEER TUTORING ETC. HOW MUCH MONEY IS BUDGETED FOR THESE PROGRAMS AT THE DISTRICT LEVEL AND THE SCHOOL LEVEL? 11. INCENTIVE AND RECOGNITION PROGRAMS A. WHAT PROGRAMS ARE ACTIVE IN EACH SCHOOL? HOW MANY STUDENTS ARE INVOLVED? WHAT GUIDELINES ARE USED TO DETERMINE HOW STUDENTS ARE SELECTED? WHO MAKES THE SELECTION? 12. STUDENT ACHIEVEMENT A. WHAT ARE THE RESULTS OF EACH STUDENT'S ACHIEVEMENT OVER HIS/HER ATTENDANCE IN EACH SCHOOL? HOW DOES THIS PERFORM7\\NCE MEASURE UP TO OTHERS IN SAME SCHOOL? AND OTHER INCENTIVE SCHOOLS. 13 . STAFFING A. USE ODM REPORTS. 14 . ATTITUDES/MORALE A. WHAT IS THE OVERALL FEELING OF STAFF, PARENTS, STUDENTS, AND COMMUNITY ABOUT EACH SCHOOL? AND WHY? 15 . TEACHER STIPENDS/INCENTIVES A. INCENTIVE SCHOOL TEACHERS WERE EXPECTED TO REPORT BACK TO WORK FIVE DAYS EARLIER FOR INSERVICE TRAINING? WHO RECEIVED THAT TRAINING? WHO DID NOT? ARE ANY PLANS BEING MADE TO PROVIDE TRAINING FOR THOSE THAT MISSED IT? WHAT PLAN WAS DEVELOPED TO BUDGET THE STIPENDS FOR EACH SCHOOL? HOW MUCH MONEY HAS BEEN BUDGETED BY THE DISTRICT AND THE SCHOOL? WHO CONTROLS THE SELECTION OF THE PERSON(S) TO RECEIVE A STIPEND? IS THERE AN ADDED CONTRACT BETWEEN THE DISTRICT AND THE INDIVIDUAL THAT SPELLS OUT THE TERMS SUCH AS THE AMOUNT OF MONEY TO BE PAID OUT, THE DURATION OF THE CONTRACT, RESULTS EXPECTED, ETC? WHAT IS THE PURPOSE OF THIS METHOD OF PROVIDING INCENTIVES? WHAT ARE THE RESULTS? 16. OTHER INCENTIVE SCHOOL ACADEMIC ACTIVITIES. A. HAVE ALL OF THE STUDENTS BEEN INVENTORIED IN THE LEARNING STYLES INVENTORY AT ALL SCHOOLS? HOW ARE THEY BEING USED BY THE CLASSROOM TEACHER?B. C. PARENT HOME STUDY GUIDES HAVE BEEN DEVELOPED AND ARE DISTRIBUTED? WHAT ARE THE RESULTS OF THESE HOME STUDY GUIDES? AND WHY? HAS A PARENT CENTER BEEN ESTABLISHED AT EACH SCHOOL? WHAT IS THE PURPOSE OF SUCH A CENTER? WHAT ARE THE RESULTS OF THE CENTER AT EACH SCHOOL? HOW DO YOU MEASURE THE RESULTS? 17. PARENT INVOLVEMENT. A. WHAT PROGRAMS ARE AVAILABLE AT EACH SCHOOL TO INVOLVE PARENTS? WHAT IS THE PURPOSE OF EACH PROGRAM? HOW ARE THE PROGRAMS TO BE MEASURED FOR EFFECTIVENESS? WHAT ARE THE RESULTS? AND WHY? 18. SOCIAL AWARENESS. A. WHAT PROGRAMS ARE BEING UTILIZED TO ALLOW EACH STUDENT TO GROW IN THEIR AWARENESS OF ACCEPTABLE BEHAVIOR AND THE ABILITY TO LIVE 7\\ND WORK WITH OTHER PEOPLE? HOW ARE THESE PROGRAMS MEASURED FOR EFFECTIVENESS? WHAT ARE THE RESULTS AND WHY? 19. SPECIFIC QUESTIONS ON BUDGETS A. FRANKLIN 1) . 1120-0110 REGULAR CERTIFICATED 2) . 3) . 4) . 5) . ACTUAL 94/95= BUDGET 95/96= $608,517 $512,101 20.00 FTE 18.00 FTE 1120-0117 STIPENDS ACTUAL 94/95= BUDGET 95/96= $24,731 $46,881 1120-0120 REGULAR NON-CERTIFICATED ACTUAL 94/95= BUDGET $94,180 $47,918 1120-0416 SUPPLIES-SUPPLY CENTER ACTUAL 94/95= BUDGET 95/96= $10,676 $24,064 1195-0120 REGULAR NON-CERTIFICATED ACTUAL 94/95= $84,195 BUDGET 95/96= $116,617 12.00 FTE 6.00 FTE 1.00 FTE 11.80 FTE 95 y6 = REGARDING THE INCREASE IN THE BUDGET FOR THE STIPENDS ANDTHE SUPPLIES, IS THERE A WRITTEN PLAN TO DEFINE WHERE AND HOW THIS MONEY WILL BE SPENT AND WHAT FOR? IN DETAIL? REGARDING THE REGULAR NON-CERTIFICATED BUDGETS FOR BOTH 1120 AND THE 1195 CODES. HOW MANY OF THESE ARE INSTRUCTIONAL AIDES AND HOW MANY ARE SUPERVISION AIDES? ARE THERE ENOUGH INSTRUCTIONAL AIDES TO MEET THE MINIMUM REQUIREMENTS BUDGETED? B. GARLiAND 1) . 1120-0117 STIPENDS ACTUAL 94/95= BUDGET 95/96= $40,734 $60,000 IS THERE A WRITTEN PLAN TO DESCRIBE IN DETAIL HOW, WHEN AND TO WHOM IS THIS AMOUNT OF MONEY GOING TO BE PAID? THE ENROLLMENT AT GARLAND FOR THIS CURRENT YEAR IS 255 STUDENTS INCLUDING THE FOUR YEAR OLD PROGRAM AND KINDERGARTEN. THIS IS JUST SLIGHTLY OVER $235 PER EACH STUDENT. C. MITCHELL 1) . 2) . 1120-0110 REGULAR CERTIFICATED ACTUAL 94/95= $405,164 BUDGET 95/96= $436,618 12.00 FTE 16.67 FTE 1120-0120 REGULAR NON-CERTIFICATED ACTUAL 94/95= BUDGET 95/96= $123,187 $ 94,919 18.60 FTE 10.50 FTE 1120-0311 INSTRUCTION SERVICES ACTUAL 94/95= $ 0 BUDGET 95/96= $ 13,791 1120-0331 PUPIL TRANSPORTATION ACTUAL 94/95= BUDGET 95/96= $ 19,328 3,750 1120-0410,-0416 SUPPLIES ACTUAL 94/95= BUDGET 95/96= $ 17,413 $ 25,206 THERE APPEARS TO BE SOME MAJOR SWINGS IN THE BUDGETS FOR THIS YEAR AND THE SPENDING OF THE PREVIOUS YEAR. IS THERE A WRITTEN PLAN WITH THE DETAILS TO SUPPORT THESE BUDGET ITEMS? ROCKEFELLER 3) . 4) . 5) . D) . $1). 1120-0117 STIPENDS AGTUAL 94/95= BUDGET 95/96= $ 71,219 $ 23,781 2) . 1120-0120 REGULAR NON-GERTIEIGATED AGTUAL 94/95= BUDGET 95/96= $173,108 $180,618 17.40 FTE 19.50 FTE APPEARS TO BE A SHIFT FROM THE FOUR YEAR OLD PROGRAM TO THE ELEMENTARY PROGRAM 3) . 1120-0331 PUPIL TRANSPORTATION AGTUAL 94/95= BUDGET 95/96=\n$ 31,723 $ 11,350 4) . 1120-0410/-0416 SUPPLIES AGTUAL 94/95= BUDGET 95/96= $ 40,344 $ 50,263 5) . 1195-0120 REGULAR NON-GERTIFIGATED AGTUAL 94/95= BUDGET 95/96= $ 23,474 $ 38,101 1.00 FTE 3.80 FTE ARE THERE WRITTEN DETAILED PLANS TO SUPPORT THESE BUDGETED NUMBERS? E. RIGHTSELL 1120-0110 REGULAR GERTIFIGATED AGTUAL 94/95= BUDGET 95/96= $346,684 $335,187 15.00 FTE 12.00 FTE 2) 1120-0117 STIPENDS AGTUAL 94/95= BUDGET 95/96= $ 39,054 $ 17,621 1120-0120 REGULAR NON-GERTIFIGATED AGTUAL 94/95= BUDGET 95/96= $ 62,046 $ 31,844 5.50 FTE 3.50 FTE 1) . 3) . 4) . 1120-0331 PUPIL TRANSPORTATION AGTUAL 94/95= $ 10,767 BUDGET 95/96= $ 13,1005) . 1120-0410/-0416 SUPPLIES ACTUAL 94/95= BUDGET 95/96= $ 18,763 $ 24,450 ARE THERE ANY WRITTEN DETAIL PLANS THAT SUPPORT THESE BUDGETED ITEMS?07/15/1996 15:05 501324' SI LFSD  STUE'ENT ASSISNM PAGE 02 : Tkihft, \\/l ~'/olunh^r /-/Burx. Sc/\\nl bP 5 'V UALR ScX\u0026lt;fli\nl tz-T Let t-iJ \u0026lt; 1 5Xc/U\u0026lt; Ce) H_ C?-\u0026lt;x{\u0026lt;A-C \"hj^v/Tl p/Vt e ij iCi^-z\\ ^S'A Fvfst CAtt^^h- bP\u0026lt;-'\\kUvA\n\u0026gt;C Om^p^^A ps^ P^\\ iaie7n\u0026lt;'^ D lAr^ U It s4 Fbl I ^h'is4( Alp Ha Phi Alph^ Xj//i 1 ^bek Pclice, zArSSC, A^pVxA. Alphp\\ fvvIvF^ Vo- T^cK I. PsK Ccv\u0026gt;^oAl SS =''-''\\07/15/1'396 15:05 5013'24:\n81 LRSD STUDENT ASSIGN RAGE 02 W5 111^.0^ UAIR Z'-f' Lc:\\ (\\cj^ leav'd FnJa ) SXc/Ix/' Ic^ 'Fi'v't^ L4/VlR Co IV'C ).. c/ ^c[ \"b\u0026gt;6tt2!l 'RDe''S SxfS-f E)/Tp-hs4 Pic-aHU/tcC W S ^sVzlL \u0026lt;. tAitcb.lL 31^.^'i) I \" f^C ps\u0026gt; Pb'^ fiieTHp- \n3 \u0026amp;dqA(f 30Ci.2i iAr\u0026gt; Fbl i.s4 Xw,/ia/-\\, I AiphA Ph\nAipP^ feVxck 'Poiice f AlpVxA. ^App-rv. AlpX^i f'O^^vc \\Jo ~ 'Te cL c, I .o The report contains lots of good work. Many of the subjects are covered very thoroughly and are well written. 1 really like what youve done to present a more longitudinal view of the districts progress, with attention to what weve found in previous years compared to what we see now. Wlien we do that, were getting to some of the things Orfield noted the district wasnt doing for itself. Were getting better, but some of the old syntax problems still crop up: for example, tense inconsistency, wordiness, using overuse of certain words (a pox on \"observed!\"), redundancies, some awlcward sentence construction. Dont overuse the semicolon, and also dont use it when a colon is really correct. Check with one of our punctuation guides to clarify. Wlien it makes sense, keep the format consistent from one years report to the next. Even style and wording in charts should remain the same as along as it still works. In the intro, keep the wording we worked out in the last staffing report on the July 10, 1992 Court Order on our 1992 report. Also, unless the order of the table of contents needs to be changed, maintain that from year to year. The role of the social workers and how effectively they are being used is not addressed in this report. We supported the fight to get them into these schools, and weve noted problems with their integration into the schools in past reports. Why are they essentially ignored in this report? Tills omission needs to be corrected. Weve also noted several problems the aides in the past, and have made recommendations about them. Last year we especially noted some problems at Mitchell. Yet the aides are mentioned primarily only in conjunction with whether or not they are present in their proper numbers. What gives? Fix it please. What happened to comments about CARE? Weve had quite a bit to say about that in the past, especially at Rockefeller, but this year it was completely ignored. Please add it. Keep the findings in the same order as the requirements that precede them. (See the first page in Programs and Operations for an example.) Some sections, notably parent involvement, are very brief and dont cover all the aspects of the requirements. Some provide a stark contrast to what was more thoroughly covered last year. Much will have to be fleshed out in this section. Also, especially in parent involvement, the recommendations cover aspects of district actions-or lack of action--that arent noted in the findings. Some parts of some requirements arent addressed in the findings. No part of a requirement should ever be ignored. In some places comments appear in the summary and conclusions that are not predicated by con'esponding information in the findings.Ive notated in the Programs and Operations section my concerns about the wording on the headings, and also about setting up an organization expectation through strict segmentation. Im not convinced that the way the summary and conclusions are done in the parent involvement section is going to work. The format only serves to highlight the skimpiness of certain subsections. Id go with strict narrative. Tense consistency remains a continuing problem, especially in some sections. Tlie word \"observed\" is overused ad nauseam, \"monitored.\" \"Incentive school\" is also overdone as is1994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment  The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion  Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)  Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175,184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Facilities  The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Programs and Operations  The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)  Fresh, imaginative themes are established based upon each school's unique strengths. (ODM 1992 Report, pg. 20)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15)  Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg-156)  Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172,180)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25)  The extended day program, which is based on information gleaned from SEP'S, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25)  Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan. pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186)  Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year, (ODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Parent and Community Involvement  A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management. Page 3 pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg- 38)  Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan. pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38)  Require at least two or more home visits. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29)  The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote Page 4neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224,225)  The Biracial Committee will fiimish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Parent Recruitment  The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan. pp. 215-216, 220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216,222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School  The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan. pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on' tl program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The countys teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding  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) Page 71995-96 INCENTIVE SCHOOLS MONITORING GUIDE OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Ann S. Brown, Federal MonitorENROLLMENT  The incentive school program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) 1DISCIPLINE, SUSPENSION, and EXPULSION  Data related to student discipline is disaggregated and reviewed to address issues of racial disparity. (Interdis. Plan, pg. 27)  Discipline data is carefully collected and the discipline program closely monitored in order to make modifications that are indicated by formative as well as summative information. The district analyzes the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. The district identifies and emulates these factors and closely scrutinizes progress toward reducing the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) 2GUIDANCE AND COUNSELING  Social skills are taught, when appropriate, through the core instructional program. The total school staff\" serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) 3FACILITIES  The district provides clean and safe facilities and makes all repairs fundamental to maintaining the incentive schools. (LRSD Plan, pg. 129)  All of the incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43) 4PROGRAMS AND OPERATIONS  The four-year-old program uses High Scope or a comparable curriculum model, and a parent component is incorporated into the program. (LRSD Plan, pg. 152)  Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg- 156)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184)  The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) 5 The extended day program, which is based on information gleaned from SEP's, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg.25)  Saturday programs are developed to enhance learning. These programs include but arent limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) 6PARENT AND COMMUNITY INVOLVEMENT  A Parent Center in each school provides resources and materials which are recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and the child's school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg 38)  Parent volunteer programs and school/business partnerships are developed and expanded. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38)  At least two or more home visits are required. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) 7 The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225)  The Biracial Committee furnishes copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) prepares quarterly reports that summarize all monitoring visits. The superintendent shares the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly recruitment reports from the desegregation office, evaluates the program quarterly, and recommends needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district convenes a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee consists of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument includes a recruitment assessment. (ODM 1992 Report, pg. 5) 8PARENT RECRUITMENT  The district informs the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district distributes highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment is an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57)  The district's recruitment strategies include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school establishes a speakers bureau and helps the district develop a brochure highlighting their school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD maintains a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresents a firm timetable in its recruitment plan and strictly adheres to it\ndevelops a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincreases the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) 9ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL  The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12)  Rockefeller's early childhood education policies are evaluated in terms of their impact on desegregation and educational goals. The parent committee on early childhood education evaluates policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller three-year-old program to continue on into the four-year-old program and the grades beyond. Siblings of early childhood students may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  The district will explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) 10FINANCE AND BUDGETING The district ensures that those who are responsible for managing programs and budgets have a working knowledge of the process and are completely involved in it throughout the year. (October 1994 Court Order, pg. 5) 111995-96 INCENTIVE SCHOOLS MONITORING GUIDE OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Ann S. Brown, Federal MonitorENROLLMENT The incentive school program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) 1DISCIPLINE, SUSPENSION, and EXPULSION ' Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefiilly collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative^s well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled,as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, ^5, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) '* Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. /77 186) 2GUIDANCE AND COUNSELING Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157) The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180) Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) 3FACILmES The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43) 4PROGRAMS AND OPERATIONS The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153) * Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153, ODM 1992 Report, pg. 15)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg, 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg- 156) The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4) The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) 5The extended day program, which is based on information gleaned from SEP's, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg.25)  Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) 6PARENT AND COMMUNITY INVOLVEMENT A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Participant's feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) ' Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) \" The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) ' Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) 7The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38) A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) \u0026lt; The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) 8PARENT RECRUITMENT The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57)  The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PT A groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) 9ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13) The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) The district allows students who attend the Rockefeller three-year-old program to continue on into the four-year-old program and the grades beyond. Siblings of early childhood students may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, lull-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) 10OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 1993-94 INCENTIVE SCHOOL MONITORING GUIDE Monitors GuideSIX YEAR ENROLLMENT COMPARISON School 88-89 89-90 90-91 91-92 92-93 93-94 FramMio Elwn Stack 364 343 428 352 300 Whto 28 72 S9 71 SO 40 Olh\u0026amp;f 12 S: 8 8 Garland Elem Ish Elem CIftsad after 1992*93 school yaf. Mitchell Elem Rij^ttsell E)etn: Rockefeller Elem Stephane Bem Tolaf\n% Qk Black White Other Total % BIk Black White Other Total % BIk Black White Other Total % BIk Blade White Other Total %Sik Black White Other Total % BIk Slack: White Other Total %Slk: 442 94 276 23 299 92 178 19 197 i90 220 41 261 84 196 45 241 81 255 45 300 85 227 8 233 97 448 507 8^ 345 81 83 84 88 87 268 211 262 233 181 15 18 15 17 3 2 11 2 6 21 285 240 279 256 205 94 88 94 91 88 157 142 188 182 7 4\n5 0 3 0 164 146 200 187 96 97 94 9 220 133 285 232 215 19 24 27 28 12 0 0 0 4 3 239 207 312 264 230 92 88 91 88 93 194 191 282 2391 184 16 a 92 215 33 2 250 86 226 0 :1i 226 100 1 6 4 iil! 1935 99 HI 289 ill 240 189 195 71 5 271 72 190 12 0 202 94 98 96 97 282 250 240 116 104 93 5 7 7 403 361 340 70 69 71 235 202 141 9 7' 3 1 0 245 209 98 97 in 145 97 Grand Total Black White 1,766 207 1,643 162 1,455 189 1,962 253 1,690 220 1,261 155 Other 0 18 26 20 27 38 Total % BIk 1,973 90 1,823 90 1,670 87 2,235 88 1,937 87 1,454 87 The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.  Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.STAFFING The selection and support of quality staff members will be critical factors in the success of incentive schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. (LRSD Plan, pg. 190) Progress is being made toward racially balancing both the certified and non-certified staff. (ODM 1992 Report, pg. 6) Position Black 1992-93 White Total % Black M F M F Siafh Certified Non-certified Total Percent jE^sssroom Teachers: Early Childhood Primary Intermediate Total Percent  Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features. In order to focus on racially balanced staffing, the district must have distinct goals, explicitly defined objectives, coordinated strategies, timetables, and benchmarks against which to measure progress. Without a comprehensive but specific plan for hitting its targets, the district will achieve racially balanced staffs only by happenstance. Although many aspects of staffing are beyond the control of administrators and their best laid plans, they can nevertheless make many useful assumptions and forecasts based on such factors as past staff turnover patterns and anticipated retirements.  Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the schools staffing committee. Although the LRSD must hire new staff and relocate some employees each year, the districts current practice of personnel assignments to the incentive schools is counterproductive to establishing a high quality school staff through a rigorous screening process. No employee should be assigned to an incentive school without first having been informed of the strong commitment and specific responsibilities required of staff at that school. Nor should staff be assigned to an incentive school unless they have been screened and recommended by the building staffing committee and principal. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) A staffing needs assessment process determines staff selection based upon the needs and interests of the student population. Factors to be considered include the number of students per grade level, their race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. (LRSD Plan, pg. 190) The district must staff the schools in accordance with equitably meeting the identified needs of the staff and students in a particular school, making decisions regarding plan-recommended staff positions based on criteria linked to a current needs assessment of the individual school. The district is required to determine the need for alternative classrooms and establish them where necessary. (May 1992 Order, pp. 41-42)  Institute staffing needs assessment as an annual process in the incentive schools. The assessment process for determining staffing needs in the incentive schools should be more than a perfunctory exercise in complying with the letter of the desegregation plan. A well designed and conducted needs assessment is an excellent means of determining how best to serve incentive school students while meeting the districts need for fiscal responsibility. Annually assessing the staffing needs in each incentive school will allow the district to stay abreast of the changing needs of each incentive schools population, help indicate the progress made on a comprehensive long-range strategic plan, and support general budgeting processes.  Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data. Whatever specific form it takes, the assessment should be a user-fnendly document that guides the staffing committee to certain logical conclusions based on the evidence generated by the assessment document. Data alone does not automatically show a certain need. The key is whether the needs assessors can translate \"data\" into 'information\" that suggests the level of need for certain specific positions.  Train principals and staffing committees in procedures for effectively assessing staffing needs. Training before initiating the staffing needs assessment can mean the difference between task success and failure. Training should include at least the purpose of the assessment process, types of data to be gathered, an orientation to the assessment instrument itself, introducing materials and people available to help in the process, and a \"walk-through\" of the process that includes how to analyze, correlate, and report the results. Involve the LRSD Human Resources Department as an integral part of the assessment process. Given the experience and expertise that should be resident in the districts Hiunan Resources Department (HR), that staff should be involved in the needs assessment process. Ultimately, it is Human Resources that will develop job descriptions and coordinate recruitment and hiring for positions identified by the needs assessment process. Involving HR on the \"front end\" should help ensure smooth continuity of the entire staffing process. Full-time positions recommended in the desegregation plan include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, and assistant principal. (LRSD Plan, pg, 191) The district uses a current needs assessment of each school to determine the plan-recommended positions that should be filled, whether additional or different positions may be needed, and the need for alternative classrooms. (May 1992 Order, pp. 41-42) Each school has an appropriate number of instructional aides, based on a ratio of two aides to three classrooms if no kindergarten through sixth grade class has more than 20 students, or a one- to-one aide-to-classroom ratio if any classroom, K though six, has more than 20 students. (May 1992 Order, pg. 34)  Develop specific, comprehensive job descriptions for instructional and supervision aides. Each incentive school is unique in its expectations of the aides who serve in the building. Written job descriptions will help delineate specific job responsibilities. A clear understanding of job responsibilities will enhance the working relationships between teachers and aides, as well as provide the basis for performance evaluations and developing growth plans.  Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. The training should be pre-service, so aides begin the year well-prepared and confident, as well as ongoing throughout the school year so aides knowledge can expand along with the awareness they gain from their day-to-day experiences. Tailor the training to the district needs of the instructional aides and supervision aides so that both their common and individual job responsibilities and challenges are addressed.  Provide teacher inservice training in the effective use of instructional aides that includes team-building activities for teacher and aide teams. The district must not assume that the act of pairing teachers and aides automatically produces an effective instructional team. Guided team-building activities give teachers and aides an opportunity to discover more about each other, identify and workout areas of potential conflict, and develop mutual understandings. Furthermore, training will familiarize teachers with the appropriate role of the instructional aide so teachers can determine the most effective ways in which their classroom assistants can foster a positive learning environment.TEST DATA The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (Interdis. Plan, pg. 6)DISCIPLINE, SUSPENSION, and EXPULSION School Short-term Suspensions Black White Long-term Suspensions Black White Expulsions Sont-Homes Black White Black White M F M F M F M F M F M F M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative as well as summative information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team.  Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides effectiveness. Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)GIFTED AND TALENTED ENROLLMENT The district devotes special attention to identifying and placing in gifted and talented programs black students and students from low and middle socio-economic levels. (LRSD Plan, pg. 58) Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes. (ODM 1992 Report, pg. 18) Black White School Total % Black M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens  Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program.FACILITIES The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet.  Repaint the interior of Ish, if the school remains open. The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job.  Repair or replace the leaky roof in Mitchells reading room.  Replace the loose floor tiles in Mitchells hallway.  Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell.  Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.  Take steps to correct the remaining drainage problems at Rightsell, including relocation of any downspout draining toward the foundation.  Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43)PROGRAMS AND OPERATIONS The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149) A comprehensive long-range strategic plan has been developed for implementation of the incentive school program. (ODM 1992 Report, pg. 20) Each district will make a quarterly report to the Office of Desegregation Monitoring. (Interdis. Plan, pg. 6) The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program.  Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. Reading and oral expression are infused throughout all curriculum areas. (LRSD Plan, pg. 152) Reading comprehension and reading for meaning are stressed at every grade level. (ODM 1992 Report, pg. 32)  Base staff development activities on areas of demonstrated need. Some teachers may need more training than others in a given area in order to succeed. Now that the new curriculum has been in place for a full school year, principals should be able to determine which teachers need additional assistance.  Utilize Teacher Assistance Plans (TAP) for those teachers who need the help available through the TAP approach. Teachers who are unable to effectively deliver instruction in any curricular area should get immediate help\nassistance should not be reserved for those in imminent danger of dismissal.  Encourage principals and assistant principals to attend subject area inservice meetings so they, too, are well informed and understand the new curriculum. Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)Each school as a program specialist to support the thematic emphasis. (May 1992 Order, pg. 41) Fresh imaginative themes are established based upon each schools unique strengths. (ODM 1992 Report, pg. 20)  Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.  Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily or permanently deviate from a particular plan provision.  Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.  Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the districts programs. Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.  Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures. Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Capitalize on the districts resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. For some years, the LRSD has maintained a very popular and successful elementary international studies program at Gibbs Magnet School. At every grade level, foreign language instruction is an integral part of this schools program. Administrators and program developers should tap the cumulative expertise of the Gibbs staff to assist the incentive schools. Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program.  Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. The Spanish teachers can develop daily 10 minute lessons to help classroom teachers reinforce the Spanish instruction provided by the foreign language teacher. The minilessons could also include activities centered on cultural materials.  Increase the amount and improve the quality of Spanish language materials available in each school. Once foreign language teachers are employed, they should be able to work with the districts Foreign Language Supervisor and the IRC Incentive School Specialist to acquire a variety of Spanish language materials, including computer software. The quality and quantity of foreign language materials available to schools has increased dramatically in recent years, so the district should have little difficulty locating many fine resources to enhance Spanish instruction. Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) The district uses Computer Managed Instructional Technology (CMIT) to track student progress. (LRSD Plan, pg. 153) The district uses computer-generated criterion referenced tests for student assessment. (LRSD Plan, pg. 154)  Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year. The district has had a year to pilot the program and work out some of the bugs. Administrators should be able to design an effective training program and support system that can help each school use the new technology for the purpose intended in the desegregation plan. The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those wifti disabilities. (LRSD Plan, pg. 156)  Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum.Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a childs development that every student who needs or wants a mentor should have one.  Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. New school volunteer recruits are usually highly motivated to help children and want to get \"on the job\" right away without having to wait a lengthy period for a formal group training. Volunteers should not have to delay their service any longer than is absolutely necessary in order to receive training and orientation. Having on-site training available can expedite the period between volunteer sign-up and getting to work. However, because adequate training is so vitally important to the quality of a program and school volunteers success in meaningfully helping children and teachers, under no circumstances should the scope and quality of volunteer training be compromised or circumvented for the sake of expediency. Any job worth doing for kids is worth doing well, and volunteer jobs are no exception. The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  Abandon the practice of limiting three- and four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school busses. The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Treat and teach career skills development as an integral part of school life. School personnel should consistently point out relationships between all school activities and the world of work. They must also stay informed of changing job markets and have up-to-date labor market information so they can give their students the best possible instruction. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180)Extended year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.  Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.  Seek broad-based input from incentive school staff, parents, and students to leam what course offerings or other program features make summer school most appealing to prospective participants.  Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and then act decisively upon what the evaluation reveals.  Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.  Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.  Consider implementing the recommendations made by the extended year administrative staff in the districts summary report.  Encourage partnered schools to develop some joint projects and co-activities so students will leam how to plan, organize, and cooperate on activities that they develop. Shared ventures could help increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEPs, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play.  Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. Its developmentally and emotionally healthy for students to participate in wholesome activities just for fun. Compacts provide students access to community support programs, such as volunteers and preprofessionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175, 183) Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg- 39)  Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training.  Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesnt make sense for a good opportunity to get lost in bureaucratic wastelands.  Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32)  Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there.  Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each students learning path and to help determine the effect of the variables these profiles record. Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) The school collaborates with the Arkansas Department of Human Services (DHS) and Department of Health. (ODM 1992 Report, pg. 27)  Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year.  Decide each incentive schools need for a social worker, then staff accordingly.  Require incentive school counselors to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.PARENT AND COMMUNITY INVOLVEMENT The district will establish an incentive school parent program to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include\ndesigning and administrating a needs assessment to determine community interests and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and mentorships between parents and teachers. (LRSD Plan, pp. 178, 189, 206, 207)  Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria.  Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED.  Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents. A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Evaluate the parent workshops offered to determine if they are meeting the plans goal of helping incentive school parents understand and carry out school expectations.  Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Home and school communication is evident at each incentive school. Parents attend school activities and monthly school meetings and serve as volunteers. The staff formulates early indicators and early intervention programs using alert and success cards to update parents on their childs needs and achievements. Parents have access to the school through identified transportation pick-up points within the school community. (LRSD Plan, pp. 174, 176, 183, 184, 188, 206, 210-211) Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg. 38)School 1993-94 Volunteers Hours BM BF WM WF Unidentified Total Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Parents are asked to sign all homework assignments on a daily basis. (LRSD Plan, pp. 174, 183, 210) Mechanisms are established at each school to ensure that parents regularly sign homework. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) The staff documents the number and date of visits to each students home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) School 1993-94 Home Visits Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, guardian, or other), and a brief description of the results of the contact or any other pertinent information.  Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.  Develop transportation policies and procedures, ensiuing that principals are aware of this service, know how to identify parents transportation needs, and understand how to arrange for it to support parent participation where needed. Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that the either the school, the district, or both dont place much value on the contracts or parent commitments. A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator cant be expected to carry out their responsibilities effectively.  Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made.  Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) Create job descriptions for council members that clearly identify the districts expectations of the council, membership responsibilities, and the amount of service time involved.  Outline the councils organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities.  Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available.  Develop and cany out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that address the councils desegregation plan obligations.  Develop a monitoring instrument for council use that conelates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its legal obligations.  Help the council develop monitoring and reporting procedures, guidelines, and schedules that provide members clear direction for their monitoring tasks.  Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources. The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)PARENT RECRUITMENT The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) The districts recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222) The LRSD will establish a speakers bureau to target parents of four-year-olds\nidentify a database of four-year-old white residents within Pulaski County by July 1991 for targeted marketing\nand develop a method of identifying and making systematic contact with parents of newborns and children up to three years of age. (Marketing Plan, pp. 8, 10, 11) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will\nestablish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) The LRSD Incentive School Marketing Plan includes the following strategies: implementing a tracking system\nprioritizing target audiences\nholding promotional training sessions at each incentive school\nand developing an open house program. Additional strategies include developing an annual communications program to highlight staff and student achievements\ncreating a communications process between each school and the district to encourage systematic input of newsworthy events\nand pre-testing communication materials prior to production. (Marketing Plan, pp. 5-7, 9, 12, 14, 15-17, 18) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) The Biracial Committees monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Evaluate the means parent recruiters are using to inform the community about the incentive schools hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. For example, district recruiters could distribute the hotline number to patrons as part of presentations about the incentive schools. The number could be featured in television and radio public service announcements\nit could also be placed in brochures or other printed materials to inform parents of the hotline service.  Ensure that prospective parents receive information about the incentive schools by expanding the target audience. Parents and their children are the primary customers of the districts services, so the LRSD must ensure that its message about the incentive schools is reaching the potential consumers. One way recruiters could expand their targeting efforts is by making presentations about the incentive schools to groups that include parents, such as neighborhood associations, churches, civic and social organizations, and the districts Partners in Education.  Assign specific district employees the responsibility and accoimtability for fully developing and implementing all the districts recruitment obligations identified in the desegregation plans, marketing plan, and court orders. The district must demonstrate its commitment to the incentive schools by identifying specific individuals who are responsible for incentive school recruitment, and adjusting job descriptions as necessary to reflect the duties required of these employees. Further, the district should hold these employees strictly accoimtable for implementing recruitment strategies for the incentive schools.  Develop a system to ensure that employees responsible for incentive school recruitment receive all monitoring reports and court orders that deal with the incentive schools. Before employees can be held accountable for the districts legal obligations, workers must know what they are. Employees working with incomplete or outdated information will not be able to do the thorough job that is necessary for successfully desegregating the schools.  Establish parent recruitment teams in each incentive school, staffing the teams according to qualifications and job descriptions that clearly state the team charge, the districts expectations, qualifications (such as skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated.  Implement an orientation and training schedule for the recruitment teams that utilizes the skills and expertise of parents and district personnel who have a track record of successfully promoting desegregation. The district will be wise to capitalize on the inhouse expertise that abounds in the experiences of parents and employees who have learned what works. These veterans can give suggestions, guidance, and support to others.  Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and neighborhoods for recruitment to the incentive schools.The voluntary transfer aspect of the desegregation plan is a strong ally in promoting school racial balance if the district will capitalize on this feature of their plan. For example, parent recruiters and school recruitment teams can target westside schools with high white enrollment, acquainting parents with the featiu'es of the incentive schools that offer special advantages and conveniences for downtown workers who commute from the western areas. Schools having a high percentage of white enrollment, like Otter Creek or Terry for example, could be the focus of a neighborhood blitz.  Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a school and what would prompt them to request a desegregation transfer to an incentive school for their children.  Develop a comprehensive and detailed annual recruitment plan for each incentive school. This plan should reflect each schools individual needs while also capitalizing on the schools strengths. It should take into account districtwide enrollment distribution and survey feedback from parents on what prompts them to choose a certain school for their children. It should include all the districts legal recruitment obligations\nspecify goals, objectives, and timelines\nidentify persons responsible for each step of implementation\nand delineate evaluation criteria. For example, because the best salesperson for any school is a satisfied parent, the district could focus its recruitment strategy on the parent recruitment teams in each building. Then, each team could work with the district to develop a plan that includes the districts legal obligations along with areas of interdistrict collaboration. These teams, along with the biracial committee, could regularly evaluate the effectiveness of the recruitment.  Annually identify specific recruitment goals for each incentive school and regularly track the headway made toward each goal. Each year recruiters ne\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":"alm_u0008-0000152_257","title":"Interview with Mac Portera, 1995","collection_id":"alm_u0008-0000152","collection_title":"Tom Bevill Oral Histories","dcterms_contributor":["Portera, Mac"],"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":["Smith, Donald"],"dc_date":["1995"],"dcterms_description":["The transcript timecodes may not coincide with audio playback.","Gift of Bevill family, Don Smith, and Todd Smith"],"dc_format":["audio/mpeg","image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["The University of Alabama Libraries Special Collections"],"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Tom Bevill oral histories"],"dcterms_subject":["Political science","United States. 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When permission is granted, please credit the images as Courtesy of The University of Alabama Libraries Special Collections."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["01:03:23","11 p."],"dlg_subject_personal":["Bevill, Tom, 1921-2005"],"dcterms_subject_fast":null,"fulltext":null},{"id":"abj_p15099coll2_5","title":"Johnny Fairley interview","collection_id":"abj_p15099coll2","collection_title":"Oral Histories","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Jefferson County, Birmingham, 33.52066, -86.80249"],"dcterms_creator":["Fairley, Johnny","Cook, Ben"],"dc_date":["1995"],"dcterms_description":null,"dc_format":["audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Birmingham, Ala. : Birmingham Public Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Birmingham Black Barons Oral History Collection"],"dcterms_subject":["Birmingham Black Barons (Baseball team)","Baseball--Alabama--Birmingham","Oral history","Negro leagues","African American baseball players"],"dcterms_title":["Johnny Fairley interview"],"dcterms_type":["Sound"],"dcterms_provenance":["Birmingham Public Library (Ala.)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm16044.contentdm.oclc.org/cdm/ref/collection/p15099coll2/id/5"],"dcterms_temporal":["1991/2000"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material may be protected under Title 17 of the U. 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You may use the digitized material for private study, scholarship, or research."],"dcterms_medium":["audiocassettes","MP3"],"dcterms_extent":["08:12"],"dlg_subject_personal":["Fairley, Johnny"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_p15728coll3_429870","title":"List of Dunbar graduates related to the Dunbar History Project","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","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":["This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","Educational statistics","School improvement programs","Student assistance programs"],"dcterms_title":["Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations"],"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/1139"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n{r!cei\" ~ J / 1. - IZ - fr' ~o,-A LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1995-96 ()D,M eo,\nve. a i)CC . I 2 I I (ff? 5 I LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1995-96 Program Name EXTENDED PROGRAM EVALUATIONS (Alphabetical Order) Academic Progress Incentive Grant Academic Support Program Alternative Learning Center Booker Arts Magnet Carver Math/Science Magnet Central International Studies Communications Services Dunbar International Studies Four-Year Old/City Wide Early Childhood Gibbs International Studies Henderson Health Sciences Magnet Human Resources Mann Science/Arts Magnet McClellan Community McClellan Business/Communications New Futures (Teaming) Parkview Science/Arts Magnet Transportation (Special Education) Vocational Education Williams Magnet Program Name: Administrative Summary APIG/Focused Activities Implementation Plan 1995-96 Program Description and History From 1991-1994: The Academic Incentive Grant Program was intended to provide funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disproportionality in academic achievement among groups formed on the basis of race, gender, and economic status. Each area school would be able to apply for a total of $75,000 over a three-year period. This amount would be issued to the schools in increments of $25,000 each year, and the carryover of funds would be permitted. Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators and patrons would participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs to the extent possible. The District would not assume responsibility for continuing costs that occur after the expiration of the funding period. Approval Criteria: A panel reviewed all applications according to the following: (1) A detailed and wellplanned proposal\n(2) appropriate goals and objects\n(3) We/I-documented need\n(4) innovativeness\n(5) potential for replicability\n(6) realistic budget\n(7) quality of evaluation\n(8) ability to continue after grant period ends\n(9) documentation of teacher, administrator, and patron involvement during proposal development\nand, (10) use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. Focused Activities - Each area school could have a fundamentally sound and strong basic education program. Each area school would also have the option of developing focused activities (which may center around a theme) after appropriate community and parental involvement. All focused activities must promote the desegregation objectives ordered by the court. The elementary area schools (Non-incentive and non-interdistrict) received an annual allocation for implementing the focused activities for the school year. The purpose of the focused activities was threefold: (1) to promote the school as a \"community of learning\" among parents, staff and students\n(2) to provide enrichment opportunities at the building level\n(3) to ensure equitable opportunities for participation in the elementary area schools. The focused activities of each area school would be integrated into the core curriculum or reflected in the school's environment and day-today activities. The academic performance of area school students would indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment 'activities. Area school students would participate in ongoing, 1 meaningful enrichment activities that complement and extend the core curricular activities. All area schools would be viewed by the community as providing equitable and excellent educational programs. A business case on APIG/Focused Activities was submitted to the Little Rock School District Board of Directors and approved on April 12, 1995. (The recommendation in the business case stated that the Little Rock School District will redirect its effort to provide equitable opportunities to elementary area schools by eliminating the grant writing process and providing additional funds through annual appropriations in each area schools' operating budget. Annually each elementary area school would be funded $20 per student as of the October 1 enrollment. Funds could be allocated at the beginning of the new school year and adjustments will be made after enrollments are verified later in the year. The goals of APIG, Focused Activities, Extended COE and the Desegregation Plan have been combined in such a manner that the spirit and intent of the two grant proposals are maintained.) (Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curriculum. The regular operating budget in twenty-three (23) area elementary schools will be supplemented with an allocation of $20 per student.) Recommendations: Continue to give Area Schools the opportunity to enrich their programs with the twenty dollar per student allocation in their budget. The process has only been in place for one year. 2 II I I I I I I I I ADMINISTRATIVE SUMMARY PROGRAM NAME: Academic Support Program PROGRAM DESCRIPI'ION: The purpose of the Academic Support Program is to provide support for participating students in grades one through twelve in the areas of reading, language arts, and mathematics. The program reinforces and enhances the academic achievement of these targeted students. The support is provided by certified reading specialists and English and mathematics teachers in the regular classroom, in additional classes, and in labs. All of the District's remediation programs are part of the Academic Support Program. All such programs are located at the individual school sites, except the Metropolitan VocationalTechnical Education Center. The Academic support Program offers a variety of options to individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing either direct or indirect services to identified students through additional classes, smaller class sizes, or in-class assistance at the secondary level and in-class assistance or limited pull out at the elementary level. The Language Arts Plus and Math Plus Programs are intended to reinforce regular instruction exclusively and to focus on specific student deficits. The Plus Programs add an enrichment class to schedules of targeted students. This concept utilizes . the services of regular English and mathematics teachers in whose classes the targeted students are enrolled. The Language Arts Plus and Math Plus teachers teach up to four regular periods and during the remaining periods provide tutorial and accelerated learning experiences for all academic support students enrolled in each of their regular classes. Average class size is not to exceed 15 students per period in the teachers' plus class periods. The Language Arts Plus Program approach reduces the number of separate reading classes and the number of language arts students per teacher. The Math Plus Program approach also provides a reduced number of math students per teacher. RECOMMENDATIONS: Recommendation 1 It is recommended that all schools be directed to follow the model as it is written. Administrative entities should work together to insure adequate inservicing of principals and registrars so that program design is clearly understood. Administrative Summary Page 2 Recommendation 2 It is recommended that the instructional supervisors have a greater role in program design, program implementation, and related staff development and technical assistance. The academic Support Program is designed to complement the instructional efforts of the district's language arts and mathematics departments. To maintain the integrity of these efforts makes it imperative that program supervisors exercise increased involvement in the Academic Support Program. Recommendation 3 It is recommended that the district investigate more cost efficient alternatives to the current Academic Support Program at the secondary level. On a short term basis, Math Plus at the tenth grade level can be eliminated. These students are a rather homogeneous group since all failed Algebra I in junior high school. Senior high school Algebra I teachers should utilize instructional strategies appropriate for strengthening algebra concepts. Similar alternatives should be explored for reading/language arts. The district should explore consolidating resources at lower grade levels by eliminating services at the secondary level.  I I  I ACADEMIC SUPPORT MODIFIED PROGRAM EVALUATION Evaluation Focus What follows is a modified program evaluation of the Little Rock School District Academic Support Program intended to address specific concerns at the secondary level. The current Academic Support Program was designed and implemented following a 1992 court order, in which the district was directed to redesign its support system for students with learning needs in the areas of reading/language arts and mathematics. The current concerns about the Academic Support Program have to do with perceived departures, Jrticularly at the secondary level, from the program design. Such departures may endanger the integrity of the Academic Support Program, by violating the goals of the desegregation plan with regards to student achievement and by failing to fully serve students who should be targeted in appropriate ways. Specifically, this program evaluation has been conducted to address questions about implementation of the program, administration of the program, and future funding of the program at the secondary level. In this context it has been necessary to modify the District's evaluation format in order to limit the focus of the analysis process to these three specific concerns. Therefore, the evaluation does not attempt to address the full scope of the current Academic Support Program. Secondary Program Description Purpose The purpose of the Academic Support Program is to provide support for participating students in the areas of reading, language arts, and mathematics. The program reinforces and enhances the ,icademic achievement of these targeted students. The support is provided by English, reading, and mathematics teachers in additional classes. Scope and Content All of the District's remediation programs are part of the Academic Support Program. All such programs are located at the individual school sites, except the Metropolitan Vocational-Technical Education Center. The Academic Support Program offers a variety of options to the individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing services to identified students through additional classes at the secondary level. Secondary Academic Support Pro~arn Secondary schools implement the Academic Support Program according to one of the following possible approaches: APPROACH ONE For students identified with severe reading problems, a reading class is available in five of the junior high schools to assist them in mastering fundamental reading skills and to stimulate their interest in reading. APPROACH TWO NIA APPROACH THREE The Language Arts Plus and Math Plus Programs are intended to reinforce regular instruction exclusively and to focus on specific student deficits. The Plus Programs add an enrichment class to schedules of targeted students. This concept utilizes the services of regular English and mathematics teachers in whose classes the targeted students are enrolled. The Language Arts Plus and Math Plus teachers teach up to four regular periods and during the remaining periods provide tutorial and accelerated learning experiences for all academic support students enrolled in each of their regular classes. Average class size is not to exceed 15 students per period in the teachers' plus class periods. The Language Arts Plus Program approach reduces the number of ~ eparate reading classes and the number of language arts students per teacher. The Math Plus Program approach also provides a reduced number of math students per teacher. EXTENDED SERVICES-SECONDARY To support and extend learning opportunities for targeted students, the academic team concept is supplemented by making available to these students before-school, at lunch, and after-school instructional services. Additionally, some sites may schedule periodic extended weeks in order to provide a practice and review session on Saturdays. Principals may use flexible scheduling of staff to provide some of their extended day services. The implementation of academic support programs may vary from school to school in design. However, the following common critical elements are evident in every program: instructional strategies including higher order thinking skills, close observance of time on task, use of the District's approved curriculum with appropriate materials and resources, a positive school climate that includes conveying high expectations for all students, parent involvement designed to assure a collaborative partnership between parents and school, problem analysis consisting of collecting, analyzing and disaggregating student data, and monitoring/evaluation. Yew staff members participate in development activities that assist them in use of curriculum guides as well as appropriate staff development activities for targeted students. 2     I I I Participants/Beneficiaries Target students are initially identified from the student population scoring in the lower quartile on the annual student assessment. Multiple criteria, including student grades, teacher recommendations, and student records are used to select students from the eligible population to participate in the Academic Support Program. Program Goal The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstream setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Specific objectives have been developed in order to accomplish the program goal. One of the objectives is to identify and serve students who are at-risk in language arts and mathematics. In '.):-der to meet this objective at the secondary level, several assumptions are made: 1) funding will be available for program activities 2) schools will implement the approved reading and language arts/math plus model 3) students will be identified and selected in a timely manner for the program using multiple criteria 4) staff development will be provided for teachers participating in the program 5) appropriate records will be kept on students to measure progress and meet federal and/or state regulations 6) instruction, evidence of learning, and record keeping will be monitored on a regular basis Evaluation The limited evaluation will address three aspects of the Academic Support Program: l) degree of implementation at the secondary school level during the 1995-96 school year 2) administrative coordination 3) external funding 3 Evaluation Criteria The evaluation criteria for the modified program evaluation for the Academic Support Program consists of: I) the extent to which the secondary schools are implementing the reading and language arts/math plus model. Data about the number of students served at each school compared to those eligible, the number of students in each reading language arts plus and math plus class, and the number of students who aren't in their regular language arts or mathematics teacher's plus class. 2) a listing of major program activities with a time line and the person(s) who initiated/implemented the activity. This listing will illustrate current administrative control of the Academic Support Program. 3) a description of program components and the cost of each component for the 1995-96 school year. Evaluation Results Evaluation results reflect data gathered from several sources. These data have been compiled and analyzed and yield the following results, presented in correspondence with the previously stated aspects. Aspect I Degree of Implementation at the Secondary School Level During the 1995-96 School Year Each secondary school (all junior and senior high schools) was surveyed to determine the total number of Language Arts Plus and Math Plus classes, the total number of students enrolled in each class, and the total number of students enrolled in the classes who are not being served by their regular English and/or math teachers. The surveys produced the following results: Among the eight junior high schools, there are 37 Language Arts Plus classes and 42 Math Plus classes. The total number of students enrolled in the Language Arts Plus classes is 352. Of these students, 27 are not served by their own English teacher. The total number of students enrolled in the Math Plus classes is 437. Of these students, 80 are not served by their own math teacher. Table A and Table B Among the five senior high schools, there are 36 Language Arts Plus classes and 9 Math Plus classes. The total number of students enrolled in the Language Arts Plus classes is 343. Of these students, 95 are not served by their own English teacher. The total number of students enrolled in the Math Plus classes is 72. Of these students, 2 are not being served by their own math teacher. 4 I I I TABLE A LANGUAGE ARTS PLUS ENROLLMENT SCHOOL TEACHER PERIOD ENROLLMENT # MISPLACED STUDENTS Fair High Hall 6th 12 3 Fair High Gray 6th 7 Fair High Peters 5th 15 2 Fair High Pickering 1st 8 8 Fair High Earleywine 4th 7 Fair High Thompson 6th 11 8 McClellan High B. Gray 6th 11 McClellan High McDonald 1st 8 McClellan High Tatum 1st 6 McClellan High Jones 2nd 8 4 McClellan High Hawkins 4th 6 McClellan High Paul 4th 9 UcClellan High D. Gray 3rd 8 Parkview High Henry 3rd 7 2 Parkview High Kready 3rd 12 3 Parkview High Bailey 6th 7 Parkview High Rague 3rd 16 Cloverdale Jr. Burnette 6th 9 Cloverdale Jr. VanPelt 1st 11 Mabelvale Jr. Credit-Banston 3rd 8 Mabelvale Jr. Lee 5th 6 Mabelvale Jr. Hastings 4th 5 Mabelvale Jr. Price 6th 2 Mabelvale Jr. Toledo 7th 9 Mabelvale Jr. Wolfe 1st 7 Mann Jr. Bell 7th 12 Mann Jr. Gamer 1st 11 Mann Jr. Davis 4th 7 Mann Jr. Davis 5th 9 Southwest Jr. Smithson 7th 14 Southwest Jr. McCuien 2nd 14 l-:r,ntral High Paxton 5th 8 Central High Hammons 3rd 14 Central High Nash 5th 14 Central High Sain 1st 13 Central High Prewit 1st 9 9 Central High Prewit 2nd 8 8 Central High Prewit 3rd 13 13 Central High Prewit 4th 12 12 Central High Prewit 6th 10 10 5 SCHOOL TEACHER Dunbar Jr. Rizzardi Dunbar Jr. McLeroy Dunbar Jr. Richardson Dunbar Jr. Richardson Dunbar Jr. Richardson Dunbar Jr. Mundy I\n1mbar Jr. Mundy Dunbar Jr. M. Smith Dunbar Jr. M. Smith Dunbar Jr. Flynn Pulaski Hts. Jr. Bodenhamer Pulaski Hts. Jr. Sparling Pulaski Hts. Jr. Ross Hall High Milloway Hall High Easter Hall High Hawkins Hall High Carter Hall High Runshang Hall High Gage Hall High Norman Hall High Walton Hall High McKinnon Hall High Maddison Henderson Jr. Williams Henderson Jr. Williams Henderson Jr. Olsen Henderson Jr. Olsen Henderson Jr. Palmer Henderson Jr. Williamson Henderson Jr. Key Henderson Jr. Key Forest Hts. Jr. McCree Forest Hts. Jr. McCree Total Jr. High Classes 37 Total Sr. High Classes 36 *Estimated from average PERIOD ENROLLMENT # MISPLACED STUDENTS 1st 9 2nd 11 2nd 7 4th 7 5th 9 1st 9 6th 9 I st 12 5th 8 6th 11 2nd 8 6th 11 4th 12 1st 7 3rd 9 2nd 14 5th 10 6th 5 3rd 5 2nd 5 4th 11 1st 5 1st 13 13 5th 10 6th 9 5th 10 6th 11 3rd 15 2nd 8 1st 7 7th 8 3rd 14 +14 5th 13 +13 Total Jr. High Enrollment 352 Total Sr High Enrollment 343 Average Enrollment 9.5 + 11 of McCree's 27 students have her periodically as a team teacher\n16 don't have her at all. 6 I I I I II I I TABLEB MATH PLUS ENROLLMENT SCHOOL TEACHER PERIOD ENROLLMENT #MISPLACED STUDENTS Central High Carr 1st 4 Central High Schlesinger 1st 8 Central High Schlesinger 3rd 8 1 Fair High Eskola 2nd 8 Fair High Feldman 3rd 13 1 Hall High Daniell 4th 4 Hall High Thompson 5th 9 McClellan High Larkin 2nd 10 McClellan High Larkin 6th 8 Dunbar Jr. Robinson (8th) 6th 9 Dunbar Jr. Flanigan (7th) 7th 8 Dunbar Jr. Newton (7th) 5th 8 Dunbar Jr. Cowell (8th) 2nd 8 Forest Hts. Jr. Gray (7th) 6th 7 7* Forest Hts. Jr. Gray (7th) 7th 7 7* Forest Hts. Jr. Nichols (8th) 1st 10 10* Forest Hts. Jr. Nichols (8th) 2nd 8 8* Henderson Jr. Burkepile (7th) 4th 7 Henderson Jr. Burkepile (8th) 5th 10 Henderson Jr. Grant (7th) 3rd 11 Henderson Jr. Grant (7th) 6th 6 H~nderson Jr. Thompson (8th) 7th 14 Henderson Jr. Ellington (7th) 1st 14 Henderson Jr. Slater (8th) 2nd 15 Mabelvale Jr. Lindberg (7th) 3rd 8 Mabelvale Jr. Dunbar (7th) 7th 11 Mabelvale Jr. Clark (8th) 7th 15 Mabelvale Jr. Webb (8th) 1st 10 Pulaski Hts. Jr. Allmon (7th) 1st 13 1 Pulaski Hts. Jr. Allmon (7th) 5th 11 ~ Pulaski Hts. Jr. Drake (8th) 2nd 11 Pulaski Hts. Jr. Drake (8th) 3rd 13 Southwest Jr. Ezell (7th) 2nd 9 Southwest Jr. Ezell (7th) 3rd 11 Southwest Jr. Kline (8th) 4th 10 Southwest Jr. Morgan (8th) 4th 12 7 SCHOOL Southwest Jr. Mann Jr. Mann Jr. Mann Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. ....C. loverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Total Jr. High 73 Total Sr. High 51 TEACHER Tidmore (7th) Moore (8th) McSwain (7th) Levin (8th) Benson (7th) Skidgel (8th) Skidgel (8th) Gately (7th) Gately (8th) Gately (7th) Reedy (7th) Reedy (7th) Klais (8th) Klais (8th) Klais (8th) Parkview- No Math Plus Classes PERIOD ENROLLMENT #MISPLACED STUDENTS 3rd 16 5th 15 6th 8 4th 15 7th 9 2nd 4 I 4th 14 2 4th 6 3 5th 10 10 6th 12 9 1st 11 2 4th 7 3rd 12 7 6th 10 4 7th 12 9 Total Jr. High 383 Total Sr. High 493 Average Enrollment 9.8  All Forest Heights Math Plus students are scheduled with a part-time \"team teacher.\" 8 At the secondary level, there are a total of 73 Language Arts Plus classes with a total enrollment of 695 students. The average class size is 9 .5 students. TABLEC \"ELIGIBLE\" versus \"SERVED\" LANGUAGE ARTS PLUS STUDENTS *POPULATION POPULATION PERCENTAGE SCHOOL ELIGIBLE SERVED SERVED CLOVERDALE 159 20 12.5% DUNBAR 144 92 63.9% FOREST HEIGHTS 140 27 19.0% HENDERSON 165 78 47.3% MABELVALE 122 37 30.3% MANN 98 39 39.8% PULASKI HEIGHTS 142 31 21.8% SOUTHWEST 146 28 19.2% CENTRAL 446 101 22.6% FAIR 304 60 19.7% HALL 317 84 26.5% McCLELLAN 296 56 18.9% PARKVIEW 134 42 31.3% TOTAL 2613 69S 27.0% *Includes grades 7-12. There are a total of 51 Math Plus classes with a total enrollment of 509 students. The average Math Plus class size is 9.8 students. TABLED \"ELIGIBLE\" versus \"SERVED\" MATH PLUS STUDENTS  *POPULATION SCHOOL ELIGIBLE CLOVERDALE 164 DUNBAR 124 FOREST HEIGHTS 136 HENDERSON 146 MABELVALE 104 MANN 82 PULASKI HEIGHTS 143 SOUTHWEST 136 CENTRAL 279 FAIR 161 HALL 137 M.::CLELLAN 154 PARKVIEW 63 TOTAL 1824 *Includes grades 7, 8 and 10. POPULATION SERVED 107 33 32 77 44 38 48 58 20 21 13 18 0 S09 9 PERCENTAGE SERVED 62.2% 26.6% 23.5% 52.7% 42.3% 46.3% 32.4% 42.6% . 7.2% 13 .0% 9.5% 11.7% 0.0% 28.0% {, The total number of students at the secondary level being served during the 1995-96 school year is 1,204. Of that total secondary student population tested, using the SAT-8, during the spring of 1995 4,299 fell below the 36th NCE, which is the cut-off for Academic Support Program service eligibility. 3,095 more students are eligible for service than are actually being served. Aspect 2 Administrative Coordination A review of the Academic Support Program activities reveals that there are 32 specific events which must be compiled for full implementation to occur. There are a number of specific events that may be categorized into 7 specific function categories. These ?function categories correspond to duties assigned to the following district entities: Federal Programs, R.~ading/Language Arts Department, Mathematics Department, Assistant Superintendent of Secondary Schools, and building-level principals. A number of the events require coordination of functions by two or more district entities in order to ensure that the events are fully completed. Table E, Table F and Table G. Academic Support language arts plus and math plus administration is presented in detail in Table G. Primary tasks are listed in five major categories: application preparation, student selection process, monitoring, personnel and evaluation. Each tasks shows a start and finish date and the name of the person or persons responsible for its completion. There are remaining coordinating functions that must be reconciled between Table F and Table G. 10 TABLEE TITLE I EVENTS - CROSS REFERENCED BY FUNCTION PROGRAM EVENT -J)e\nvelop program proposal Submit proposal for approval/funding Disseminate recommendation forms Share program information Conduct pre-identification process Draft student schedules Review SA T-8 results Identify pool of students Select students to be served Develop master schedule Schedule students in classes Notify parents Develop schedules for teachers Keep program records Monitor program implementation Deliver program Evaluate program / assess needs Reconcile funding and program proposal Provide technical assistance to teachers Provide technical assistance to supervisors Provide technical assistance to principals ui\u0026gt;velop model choices/curriculum/materials Select program staff Determine staff roles Provide staff development Keep abreast of state/federal regulations Serve as a liaison with state and federal officials Advise LRSD Program Supervisors on changes, etc. Monitor program to ensure funding integrity Document funding integrity Manage program budget Coordinate audits MO - Monitoring (Regulatory/Compliance) BM - Budget Management SD - Staff Development PD - Program Design MO X X X X X X X X X 11 BM SD PD EV TA X X X X X X X X X X X X X X X X X X X X X X X X X X X X X EV - Evaluation TA - Technical Assistance IM - Implementation X X X X X X X X X X X X X IM X X X X X X X X X X X ? .A 1.-- La_ TABLEF CRITICAL EVENTS RECOMMENDED ADMINISTRATIVE COORDINATION EVENT -l)c,velop program proposal Submit proposal for approval/funding Disseminate recommendation forms Share program information Conduct pre-identification process Draft student schedules Review SAT-8 results Identify pool of students Select students to be served Develop master schedule Schedule students in classes Notify parents Develop schedules for teachers Keep program records Monitor program implementation Deliver program Evaluate program/assess needs Reconcile funding and program proposal Provide technical assistance to teachers Provide technical ~sistance to supervisors Provide technical assistance to principals uc\u0026gt;velop model choices/curriculum/materials \u0026gt;- ~elect program staff Determine staff roles Provide staff development Keep abreast of state/federal regulations Serve as a liaison with state and federal officials Advise LRSD Program Supervisors on changes, etc. Monitor program to ensure funding integrity Document funding integrity Coordinate audits FP LA/MA - Federal Programs - Language Arts and Mathematics Departments - Principals COORDINATION PROVIDED BY LA/MA,FP FP LA/MA LA/MA,FP LA/MA PR LA/MA,PR PR PR PR,AS PR PR PR, LA/MA FP, PR, LA/MA LA/MA, PR, FP, AS PR LA/MA, FP, PR, AS FP LA/MA FP LA/MA,FP LA/MA PR, LA/MA, AS LA/MA LA/MA FP, LA/MA, AS FP FP FP FP FP PR AS - Assistant Superintendent for Secondary Schools 12 TABLE G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ID N1m ,i\n.-hedu\"\"' \"fun Sc.,.,.uled Finish Resource Names 1 ~~PUc,t,.T{Qtt ~l~BAIIQN 2/1/96 5/24/96 Adams/Promm Manager ' 2 Procram Description 4/24/95 5/l/95 Adams/Prlnclpal/Glascow/Parker l Budcet Summary 6/17/96 6/28/96 Adams/Hllhollen 4 Submit Project to Board 7/5/96 7/11/96 Superintendent/ Adams 5 Submit to ADE 7/25/96 8/15/96 ADAMS 6 STUDENT SELECTION PROCESS 11/1/94 7/5/95 ADAMS 7 Modify Dau lnstnimenu 11/15/94 1/l/95 Adams/Glascow/Parker 8 lnservlce Counselon 2/7/95 2/7/95 Adams/Glascow/Parker 9 Selection Deslcn l/1/95 l/10/95 Adams/Pro,ram Hanacer 10 Adoption Process l/10/95 l/ll/95 Adams/Glascow/Parker 11 Distribute Student Analysis 4/l/95 4/7/95 Adams/Suff FY95-96 13 LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ilme esource ilmes t2 Administer Student Anillysls Tuchen 1] Collect DilUI 4/17/95 4/18/95 PrfnclPill 14 Score Student Anillysls 4/20/95 4/28/95 Adilms/Surf 15 Develop Milster List 5/8/95 5/15/95 Adilms/Glils1ow/Pi1r1ter 16 Collect Sunford-Elsht Scores 5/5/95 6/5/95 Adilms/)ilclcson/Buson/Rumns 17 Collect Tucher Recommendiltlon Forms 5/5/95 6/5/95 Glils1ow/Pi1r1ter 18 Submit Forms To Office of Federal Prosrams 6/6/95 6/9/95 Gli111ow/Pi1r1ter 19 Composite Scores 6/1/95 6/16/95 Adilms/Pro,rilm Hilnil\u0026amp;er 20 Select Needy Studenu 6/19/95 6/21/95 Adilms/Pro,rilm Hilniller 21 Aademlc Performance level 6/26/95 7/5/95 Chapter 1 ll Rei. Tuchen/Glils1ow/Pi1r1ter MONITORING 7/1/94 8/JQ/95 AlMMS FY95-96 14 TARI I-\" G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ID Name llidllNIUl\"41 :uart icneau1ea finish ltesource Names 2J COMPLIANCE: student selectlon, student PEP, parent 7/1/94 8/J0/95 Adams/Prosram Hana1er/Spedallsts authoriutlon, staff collabontlon, parent Involvement, student sndes, student attendance, student behavior, pupil/teacher ratio 24 PROGRAM PROGRESS: prosress or lack of prosress, stares 9/1/94 6/4/95 Adams/Glas1ow/Parker/Prosram of Improvement, recommendatlon(s), follow-up Hana1er/Spedallsts 25 Honltorin1 Reports To Office of Federal Prosrams-BlHonthly 10/12/94 6/1/95 Glas1ow/Parker/Prosram Hana1er/Speclallsts 26 STAFF DEVELOPMENT: pre-school or orientation workshops, 8/22/95 5/12/96 ADAMS/GLASGOW/PARKER/SPECIALISTS contlnulnr and periodic lnservlce, specialized technlcal assistance, new personnel lnservlce, review of evalmtlon with school staff 27 Rudln1 8/15/95 6/4/96 Parker/Speclallsts 28 Rudln1/unrua1e Arts Plus 8/15/95 11/14/95 Adams/Speclallsts/ Adams 29 Classroom Teachers Instructional Practices 8/22/95 11/13/95 Parker/Spedallsu JO Mathematics 8/22/95 6/J/96 Glasrow/Speclallsts JI Classroom Tuchen Instructional Practices 8/22/95 11/13/95 Glasrow/Speclallsts J2 Hath Plus 8/15/95 11/14/95 Glas1ow/Speclallsts ll PERSONNEL: CHAPTER I /TITLE 7/3/95 6/28/96 ADAMS I/COMPENSATORY EDUCATION FY95-96 14 JS 16 17 ]8 19 40 41 41 44 LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MATH PLUS FY95-96 ame Job Vaancy Announcement Appllatlon on FIie Interview Vaancy Document Vaancy Document Copy to Office of Federal Proarams Personnel Roster: Chainres, Replacemenu, Corrections Reconcile Compensaitory Eduatlon Personnel Vaancy List to Personnel Office COMPENSATORY EDUCATION EVALUATION Compensaitory Eduatlon/Chaipter 1 Information Management Program Summatlve Data FY95-96 16 7/l/95 7/3/95 7/l/95 7/3/95 7/l/95 4/l/95 4/l/95 5/JL25 8/22/94 10/20/94 6/l/96 Robinson/ Adams 6/l/96 Prlnclpal/Glasrow/Parker 6/l/96 Prlnclpal/ Adams/Hurley 6/l/96 Hurley 6/l/96 Adams/Mllhollen/Hurley 4/3/95 Adams/Hurley 5/1/95 ADAMS 6/30/25 ADAMS 6/15/95 Adams/Bates 6/15/95 Prorram Manager/Adams TABLE G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 IP Name :l(nl!\u0026lt;IUI .... :uart :1cneau1ea t1nun llesource Names 45 StanfordElcht Reports 5/16/95 6/1/95 Jackson/Beason/Conley 46 Impact Summary 6/1/95 6/15/95 Proaram Mauser/Adams 47 Sustained Gains 6/1/95 6/15/95 Pro,rahl Mana,er/Adams 48 Sustained Growth 6/1/95 6/15/95 Pro,nm Mauser/Adams 49 Two Year Student Study 6/1/95 6/15/95 Proaram Mana1er/Adams FY95-96 Aspect 3 External Funding Students may receive supplemental assistance in a reading class or language arts plus class as is shown in Table H. In 1995 $665,200 was the expenditure in reading only from Title I funds. In addition, $247,816 was the expenditure for language arts plus classes funded by Compensatory Education. Math plus expenditures were $290,221. Combined costs from both funding sources was $1,203,257. In 1996, reading and language arts is funded only by Title I and math is funded only by Compensatory Education. The difference in expenditure levels between 1995 and 1996 is j\n~72,860. The decrease in funding resulted in a decrease in FTEs, as well, between FY95 and FY96. For the Language Arts Plus and reading the net decrease was 16 FTEs over the 2-year period, while for Math Plus the decrease in FTEs between FY95 and FY96 totaled 4.8 FTE's. If continuing to serve 30 per cent of the identified students in a plus class environment remains the norm, funding levels for these classes must remain at $700,000. (State Compensatory funding of $250,00 will not be awarded in FY97. In addition, Title I funding could be reduced by 10 percent in FY97.) Also, provisions must be made for salary increases and benefits. TABLEH ACADEMIC SUPPORT SECONDARY SCHOOL FUNDING SOURCE BUDGET FUNDING SOURCE FY9S FrEs FY96 FrEs TITLE I READING/LANGUAGE ARTS $665,220 19.2 $510,128 11.0 READ-ONLY READ/LAP MATH -0- -0- -0- -0- COMPED. 32 TEACHERS READ/LAP $247,816 7.8 (2 READ TEACH.) 44 MA TH TEACHERS $290,221 10.4 $185,989 5.6 TOTAL SI,203,2S7 37.4 $696,117 16.6 NOTE: Sr. High schools/Pulaski Heights Jr. High not eligible FY96. 18 Obstacles to Goal Attainment 0:: .\nacles to goal attainment are indicated by relationship to the three aspects which are the focus o: : 1is evaluation. The obstacles are as follows: i. .. Degree to implementation at the secondary level during the 1995-96 school year  Lack of staff development component for inservicing principals and registrars on bow to schedule students and classes.  Inconsistency in use of placement forms and multiple criteria to determine eligible student population.  Inconsistency in adherence to written Academic Support Program description.  Lack of involvement in program design and management at instructional supervisor level. ')) Administrative coordination  Lack of consistent communication among administrative entities: Assistant Superintendent of Secondary Schools, Director ofF~deral Programs, Director of Reading/Language Arts, Director of Mathematics/Science, and Building . Principals.  Lack of clear delineation of roles and duties among all administrative entities.  Inconsistency in interpretation of Academic Support Program design.  Inconsistency in program implementation from site to site. 3) External funding  Decrease in federal and state controlled funding.  Lack of clear communication of how different program components are funded: which teachers are paid with what funds?  Lack of clear understanding of what funds are available for materials, supplies, staff development, and technical assistance.  Lack of clear communication on state and federal regulations, laws, and guidelines. 19 II Recommendations Recommendation 1 It is recommended that all schools be directed to follow the model as it is written. The administrative entities should work together to insure adequate inservicing of principals and registrars so that program design is clearly understood by everyone. The current Academic Support Program was written to comply with a 1992 court order. The program description is very specific with regard to school implementation possibilities. Recommendation 2 It is recommended that the instructional supervisors have a greater role in program design, program implementation, and related staff development and technical assistance. The Academic Support Program is designed to complement the instructional efforts of the district's language arts and mathematics departments. To maintain the integrity of these efforts makes it imperative that the program supervisors exercise increased involvement in the Academic Support Program . .Recommendation 3 It is recommended that the district investigate more cost efficient alternatives to the current Academic Support Program at the secondary level. On a short -term basis, Math Plus at the tenth grade level can be eliminated. These students are a rather homogeneous group since all failed Algebra I in junior high school. Senior high school Algebra I teachers can utilize instructional strategies appropriate for strengthening algebra concepts. Similar alternatives should be explored for reading and language arts. The District should explore consolidating resources at lower grade levels by reducing or eliminating services at the secondary level. 20 Addendum To The Extended Evaluation For Alternative Leamini Center Program being evaluated: In-School Suspension, Alternative Learning Center: Curriculum Offering, Attendance Patterns/Rates, and Behavior Modification Procedures. Data collection: Area Classification Objective 1: Number of repons from office file. Support Objective 2: Evaluation of daily sign-in logs and attendance Jog held in office attendance file. Support Objective 3: Evaluation of the information made available for review by visiting monitors. Filed in office bookcase. Desegregation Objective 4: Evaluation of the Alternati'.'e learning Center Mission Package, intake conferences, counseling, orientation program, individualized lesson plans, In-School Detention, In-School Suspension, activity clubs, and field trips. Curriculum Objective 5: Evaluation of disaggegated enrollment data immediately after each enrollment change. Filed as \"ALC- ROLL\". Desegregation Objective 6: Evaluation of behavior modification sanction log book filed in principal's office.  Desegregation Objectin 2.: Evaluation of curriculum offerings filed with the Arkansas Department of Education through Forest Heights Junior High School. Evaluation of grades filed for each student by the alternative school faculty. Information maintained in the office files. Curriculum Alternative Learning Center Extended Program Evaluation Revised: l l /10/95 Primary Leader: Dr. Anderson, Assistant Superintendent Secondary Leader: Dr. Marshaleck, Principal Chair: Dr. Anderson, Assistant Superintendent Program Name: In-School Suspension Partial Specific Areas of Study: (Operation of Alternative Education Center) 1.) Curriculum Offered 2.) Attendance Patterns/Rates 3.) Behavior Modification Procedures J I.RSD - J\\I.C - EXf-l'ROI WPS Purpose Alternative Learning Center Extended Program Evaluation Program Description School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated educational setting. Central office staff and principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Scope and Content The Alternative Leaming Center provides learning experiences for students of the district's junior high schools who have demonstrated continued lack of success in the regular classroom setting after educational and behavior modification strategies have been applied. Students are offered a full academic load with smaller classroom settings and individualized lessons. Assessment and testing during orientation offer each teacher tools to modify classroom strategies to include the learning styles of each student. Attendance is stressed by providing door-to-door bus service for each student. Behavior modification programs are included to motivate students to become successful. Participants/Beneficiaries All students of the district's junior high school are eligible to be considered for placement into the alternative school setting. The Hearing Officer, principals, counselors, parents, or students may make application through the District Alternative Screening Committee. Students, who continue to be unsuccessful at the regular school setting in spite of modifications made by each junior high school's staff, may be assigned to the alternative school for another chance. Causes for lack of success at the regular school setting may include: lack of attendance, inattention, misbehavior, social stresses, personality conflicts, or other academic needs. One classroom of special education self-contained services is also provided. The remaining students of each junior high school benefit by having disruptions and distractions, caused by unsuccessful students, reduced. Principals and teachers may concentrate on academic strategies in the classroom instead of interruptions from misbehaving unsuccess students. When alternative school students, who become successful, are returned to the regular school setting classroom disruptions should be reduced. LRSD  ALC  EXT-PRO I. WPS Pase. 2 Program Goal The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Specific objectives have been developed in order to specify what is to be accomplished to implement the program goal. 1. Provide communications with recommending junior high schools, advisory board, alternative faculty, and C'entral office supervisors at least once each month. 2. Maintain student attendance rates above seventy-five percent. 3. Maintain availability of information for desegregation monitoring. 4. Develop school-based objectives, discipline policy, and behavior modification program. 5. Provide statistical information on race, gender, grades, awards, discipline, and schedules at least once each month.  6. Maintain records of counseling interventions, parent involvement, and due-process procedures for behavior modification. 7. Provide curriculum offerings to assist alternative students to become successful and continue progress toward passing to the next grade level. Evaluation Criteria 1. Evaluate the number of reports submitted to the district's junior high schools, central office supervisors, alternative school advisory board members, and alternative school faculty. 2. Review of attendance rosters. 3. Maintain alternative school pro-file handbook. 4. Review of school-based objectives, discipline policies, and behavior modification procedures. 5. Review statistical information on race and gender for roll, grades, awards, discipline, and other areas. 6. Evaluate the number of reports of counseling interventions, parent involvement, and due-process procedures. LRSD - ALC - EXr-PROI.WPS 7. Evaluate curriculum offerings. Evaluation Results Objective 1: Reports to the district's junior high schools, central office supervisors, alternative school advisory board members, and alternative school faculty have been completed and submitted nine times in the first twelve weeks. Reports have been submitted an average of three per month well in excess of once each month. Discussion: Objective has been met. The Student Assignment Office, Communication Office, and Special Education Office has been added to the distribution list. Objective 2: Attendance rates for the first twelve weeks are as follows:  Attendance days= Number of days in attendance for all students during a week. Attendance Average Days in Days* Attendance Roll .. Percent Week 60 12 12 Week 1: 100% 5 65 13 13 Week 2: 100% 5 57 14 16 Week 3: 87.5% 4 71 14 19 Week 4: 73.6% .. 5 79 16 19 Week 5: 84.2% 5 80 20 26 Week 6: 76.9% 4 151 30 33 Week 7: 90.9% 5 175 35 39 Week 8: 89.7% 5 139 35 42 Week 9: 83.3% 4 224 45 50 Week 10: 90% 5 139 46 50 Week 11: 92% 3 226 45 50 Week 12: 90% 5 ** All weeks except week four were well above the seventy-five percent goal. Last year the average at the alternative school was fifty to sixty percent. Discussion: Several student were assigned to the alternative setting due to poor attendance at the regular school. School buses pick up each student at his/her home. Buses are returned for students when necessary. Parents are called each day when a student is absent. We have one student who presently has 100% attendance since the first day of this school year. Object has been met. I.RSI) - 1\\1.C - l:XT-J\u0026gt;ROI WJ\u0026gt;S Objective 3: Three ring binder library was established to maintain all information available for desegration monitors or other evaluators. The binders include: 1. Alternative Leaming Center Advisory Board 2. Court Referrals Book 3. Discipline Log Book 4. Evaluation Reports Book 5. Extended Evaluation Book 6. Federal Programs Book 7. Funding Information Book 8. Serious Incident Reports Book 9. Leave/Absentee Book 10. Office ofDesegration Monitoring Book 11 . Office File Book 12. PROFILE 13. Program Budget Document 14. Safety and Security Book 15. Special Education Book 16. Substitute Book 17. Vacancy Lists Book 18. Visitor's Sign-in Book 19. V.I.P. Sign-in Book Discussion: All information needed to evaluate the effectiveness of the alternative program is maintained in an immediate access system. Objective met. Objective 4: School~based mission, objectives, discipline policies, and behavior modification are published in the Alternative Learning Center Mission Package. Other behavior modification procedures include: 1. Extensive one-on-one parent-student-principal intake conferences are required prior to enrollment. Each intake conference includes development of academic and behavior modification plans, completing a contract, and establishing requirements for success at the alternative school. 2. Parent-student-counselor intake conferences are held with each entering student to refine modification plans, assess individual needs, and provide guidance for success while at the alternative school. 3. A three day orientation (transition) program is required prior to attending regular classes at the alternative school. During orientation students are evaluated, assessed, and tested to determine placement in each class and underlying factors such as learning styles and needs. In addition, classes on motivation, ALC rules and regulations, and Students' Rights and Re,\\ponsibilities Handbook are included. 4. Each teacher is prepared to provide individualized lesson plans. Students are given opportunity for success during each class period. Progress is measured in small increments which allows our children-at-risk to develop patterns of l.RSD - i\\LC - EXT-PRO! WPS Page: 5 success. These patterns should allow each returned student to become successful at the regular school setting. 5. Level Zero (In-school detention) is provided to prevent classroom disruptions at the alternative school and the regular school setting when they return. During Level Zero self-control and disciplined behavior is stressed. This self-contained classroom environment is modified to provide more individual structure and order. 6. Level One (In-school suspension) is provided as an alternative to outof- school suspension. During this self-contained classroom students are required to complete normal academic lessons under strict supervision. 7. The ALC Student Handbook Mission Package teaches responsibility for individual actions. Knowledge of and adherence to rules and regulations will enable each student to become successful when returned to the regular school setting or when given the opportunity for future employment. 8. Academic related field trips to Central Flying Service and Aerospace Education Center provide an opportunity to demonstrate social skills when dealing with the public and to be exposed to high-tech career fields. 9. Activity Clubs are included to develop hands-on skills and to motivate students to attend school. Activity clubs change from time to time depending on the specific needs at the time. The clubs presently available are 1) Electronics Club, 2) Weight-lifting Club, 3) Scrabble Club, 4) Game Board Club, 5) Basketball Club, 6) Science Club, and 7) Current Events Club.  Discussion: Behavior modification is integrated into every aspect of the alternative school system. The ultimate goal is to return successful students to the regular setting and to'have them remain successful throughout the future years. When students are not successful, in spite of behavior modifications or disciplinary sanctions, other alternative strategies are addressed through the district's Hearnig Officer or the district's alternative screening committee. Over all, students disrupt the classroom much less then years past. Time-on-task has improved. Student grades have improved. Signs of student success, such as, excitement, motivation, grades, and getting along have improved. However, some students still bring disruption to the campus through gang-related behaviors and belligerent attitudes. These behaviors have the most serious disruptive impact on the alternative program. Students who engage in gang-related disruptive behaviors must be separated to prevent serious fighting. In years past we had the support of the \"Delta Service Project\" of Americorps. This year \"Delta Service Project\" did not provide service. The alternative school needs another supervisor to maintain Level Zero and Level One in separate rooms. Recommend the immediate approval of one extra instructional aide for the alternative school to supervise Level One students. Objective met, except supervision of Level One. fl, I.RSI) - /\\l.C - EXT-PRO I.WPS Page. 6 Objective 5: Student enrollment changes weekly. During the following dates the percentage of black enrollment started at eighty-five percent and is presently seventyseven percent. p E R C E N T 100 - 90 85 r-- 80- 701- ,-,- 60 8/28 . . 75 ~ 9/5 % of Black Students Each Enrollment - --- - - - - - 81 84 81 r-- 79 - 79 - r-- ~ r---~ ,-- I I ~- r- ....... -- -- -,- -- ,-- 9/19 9/25 10/3 10/9 10/16 10/30 11/6 As Of Dates D %Black - Discussion: Last year the percentage of blacks was well above 85% most of the year. This year the percentage remains around 80% so far. Objective met. Objective 6: Counseling reports are maintained and show an average of four students coun!'ielled each day since the beginning of the 1995-96 school year. Counseling included both group (Heal, Behavior Modification, and Health) and individual. Parent . involvement includes every intake conference and return conference after a sent-home or suspension. Discipline records are maintained in the principal's office and show each disciplinary conference held by the principal. One hundred seventy-five disciplinary conferences were held since the beginning of this school year. Of the conferences fortynine (28%) resulted in disciplinary sanctions. Race/Gender BM BF WM WF Disciplinary Sanctions By Race and Gender Number of Sanctions 30 4 15 none Percent of Sanctions Percent of roll 61% 56% 8% 10% 31% 19% 00% 4% I.RSIJ - ALC - 1:XT-l'ROI.Wl'S Page: 7 Discussion: The number of sanctions remain high, although somewhat less than the past years. The percentage of sanctions for the groups of students by race and gender remain similar Jo the percentage of students on roll. Objective met. Objective 7: Curriculum offerings include the four main subjects plus Health and Keyboarding/Computers. Subject Offering Number Sections Grade Level English English (Reg) 4031 5 7-8-9 Science Earth Science 6535 2 7 Life Science 6550 2 8 Physical Science 6545 1 9 Math Mathematics 4510 2 7 Pre-Algebra 4515 3 8-9 Social Study Geography 7065 2 7 American History 7030 2 8 Civics 7040 1 9 Computers Typing/Keyboard 5550 2 7 Business Education 5510 2 8 Computer Science 5010 1 9 Health Health/P.E/ 3020 5 7-8-9 Spec. Educ. Non-categorical 7580 6 7-8-9 During the first quarter one student received a 3.5 GPA, one student received a 3.0 GPA, and one student received a 2.8 GPA. Ten students (21%) received a 2.0 GPA or above. The following GPA's were compared by race and gender: Average GP A's including every student Average GPA's excluding students with 0.0 GPA BM 1.46 BM 2.04 BF 1.83 BF 1.83 WM 1.27 WM 1.78 WF 2.20 WF 2.20 Discussion: The curriculum offerings at the alternative school are sufficient to provide progress toward graduation. Students grades are approximately average in all subcategories (close to 2.0 GPA). Students are prepared to reenter their regular school setting after successful completion of the alternative school courses. However, improvement in attendance and motivation may result in a hands-on creative class. Studies indicate that students with motivational problems show improvement when offered lessons according to their learning styles. Hands-on style of teaching has produced gains in alternative pro!,\u0026gt;Tams nation-wide. We have a room set aside for woodworking: yet, it is not being used because no qualified instructor is available. Including \"Wood-Working\" or \"Arts and Crafts\" into our curriculum would provide experience in J? II I ,.. 0~. , \nJ LRSD - /\\LC - EXT-PRO I. WPS P\u0026amp;[lC 8 job-related skills. Recommend an additional instructional aide, who enjoys woodworking and crafts, be added to the faculty and a hands-on creative class be added to the curriculum. Objective met, except hands-on creative classes. Obstacles to Goal Attainment The obstacles encountered are indicated below by specific objective: Objective 4: (Behavior _Modification) The additional cost of an extra instructional aide to supervise Level One would cost the district about 10,000.00 per year. Objective 7: (Curriculum) The district is in financial distress. The inclusion of one teacher to provide a hands-on creative class would cost approx. $25,000.00 per year. This increase, at this time, would be difficult to justify. However, an instructional aide, who could supervise wood-working as an activity, instead of a class, would provide the training in job-related skills for about 10,000.00 per year. Recommendations Increase the number of instructional aides at the Alternative Leaming Center by two. One instructional aide is needed to supervise the Level One program. One instructional aide is needed to provide a hands-on creative class such as wood-working or arts and crafts. Revised 11/30/95 BOOKER ARTS MAGNET SCHOOL EXTENDED PROGRAM EVALUATION ~E!!l Description School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all Little Rock School District students in a desegregated educational setting. Central Office staff and principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Purpose Booker Arts Magnet School introduces students to and strengthens students' experiences in the arts. By utilizing the arts to complement the regular academic program, students develop an understanding of the interrelationships among  the disciplines and their place in students' lives as a whole. - Scope and Content Booker Arts Magnet School provides an infusion of visual art, music, creative movement, and drama into the Little Rock School District K - 6 curriculum. Classroom teachers facilitate this integration on a daily basis. Arts specialists assist classroom teachers with this integration and teach classes in their specialty areas such as visual art, creative movement, music, recorder, and orchestra. The goals of Booker Arts Magnet School are to nurture students' learning\nto encourage personal expression\nto use the arts to motivate achievement\nto foster self-discipline inherent in artistic achievement\nto provide opportunities for students to achieve in artistic disciplines such as visual art, music, creative movement, and drama\nto relate all fields of learning to academic achievement\nto encourage the development of poise and self-confidence\nand to involve parents in students' educational programs. Participants/Beneficiaries Students in grades K - 6 in the Pulaski County area who attend Booker Arts Magnet School. Program Goal The intent of the School Operations goal is to provide equitable educational opportunities for all students in the Little Rock School District. Evaluation Criteria Objective L 1. Meet the guidelines related to the extracurricular and cocurricular activities. 1.2 Comparative review of data regarding numbers of applicants and participants by race. 2. Develop and implement the school recruitment plan. 2.2. Increase in the number of students participating in nontypical programs. 4. The school profile will reflect equitable representation of the school population. 4.2. Track the utilization of the program in order to determi~e the number and cost. Eval~ation Results Objective L 1. All students and patrons were informed about cocurricular/ extracurricular activities available for students. 1.2. Printed information concerning extracurricular/cocurricular activities was made available to parents. 2. The School Recruitment Plan was developed and implemented. 2.2. A steady increase in the number of students, particularly minority students, in the orchestra and recorder programs has occurred. 4. All barriers to equitable participation of students were identified and addressed. The barriers were removed with the exception of a lack of orchestra instruments to accommodate the increased interest in the program. 4.2. All costumes and instruments are available to students at no cost. However, an adequate number of instruments was not available. Objective L: To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. Monthly Calendar of Events, the Parent/Student Handbook, Orchestra Program and Recorder Program applications, daily announcements, and memos to parents fully informed all students and parents of co-curricular and extracurricular fine and performing arts activities for students. Enrollment in orchestra and recorder classes has dramatically increased (133% and 135% respectively) over the past two years. This increased interest has created a shortage of instruments. Booker Arts Magnet School has always provided the use of instruments to students free of charge. Currently, 215 students are enrolled in the orchestra program with only 60 instruments available for usage. A shortage of 45 violins, 26 violas, 28 cellos, and 14 basses exists. More interest is anticipated as students are provided with additional performance opportunities. An inadequate and insecure storage system for instruments is in use. Parents and staff have also expressed  great interest in reinstating piano labs as a part of regular music instruction. Booker Arts Magnet School's enrollment is well below its capacity of 656. The enrollment was 595 during 1993-94 school year. It dropped to 574 on October 1, 1994 and then fell to 555 on June 5, 1995. Utilizing the school recruitment plan, staff and parents have made great efforts to increase enrollment. However, the October 1, 1995 enrollment is sti~l far below capacity. The fine arts program at Booker Arts Magnet School is virtually the same as when the program was initially implemented in 1982. The student population and patrons' vision for the program have altered greatly since its inception. Thus, a change in the program is necessary. Discussion Objective 7 was partially achieved. Because parents and students were fully informed of available co-curricular and extracurricular activities, an increase in enrollment in orchestra and recorder classes occurred. This increase further accentuated an existing problem shortage of orchestra instruments. A lack of sufficient instruments is a barrier to equitable participation. Reinstating the use of piano labs is also perceived as a need by staff and patrons. The arts program ls a critical component in the recruitment of students to Booker Arts Magnet. Enrollment has dropped over the last few years. Changes in the school program and extensive use of recruitment stra~egles are necessary to bring the student population back to capacity. Evaluation Criteria Objective ll 1. Assessment of individual school improvement plan will show an increase in student achievement and a reduction in disparity by race and gender. 1.1. Formulation of guidelines, plans, and interventions. 1.2. Disaggregated outcome-based data. 1.3. Outcomes evaluations conducted on a comparative basis. 1.4. (Report will be used to make and implement recommendations of corrected actions) 1.7. Assessment process and remediation plans for areas in need of improvement. Objective ll 1. A five-year Comprehensive Outcomes Evaluation Plan  was developed and is revised periodically. 1.1. Guidelines and strategies were developed to lead to specific achievements increases and interventions for students. 1.2. Student achievement and discipline data disaggregated. 1.3. Comprehensive Outcomes Evaluation plan ~as updated monthly. 1 . 4. Students' progress was monitored through the use of interim reports, report cards, classroom assessments, and classroom monitoring reports. 1.7. Annual report listed assessment process and remediation plans tor areas in need of improvement. Objective.!]_: To ensure school-wide planning and individual academic achievement\nto address disparities, individual needs and student success, and to provide staff development on an ongoing basis. After an extensive review of test data, data indicated that over the last two years students scoring at or below the 25th percentile increased by 4.58 per cent and students scoring above the 50th percentile increased by 5.05 percent. Further analysis of the Stanford 8 achievement data indicated that minority students scored significantly lower on standardized tests than non-minority students. Booker Arts Magnet School's Comprehensive Outcomes Evaluation plan includes actions to further i nfuse the arts into the curriculum to increase student achievement and reduce disparity by race and gender. Discussion Objective 13 was partially achieved. Research data indicates that infusing the arts into the curriculum gives teachers more teaching skills and resources, increases positive feelings among students toward learning, enhances and reinforces concepts in other subject, and gives variety and breadth to instructional activities in the classroom. Integration of the arts into the curriculum of students experiencing difficulty in school enabled them to become relaxed and allowed them to discover and appreciate their strengths. Annual extended pre-school inservice strongly influenced student achievement as evidenced by increased standardized test scores during the early years of the arts magnet program when such inservices were held. Computer technology has increased since the first computer lab was established using Comm.adores. The Academic Support Program Tandy Lab reinforces reading and math while the other lab provides enrichment and reinforcement for all areas of the curriculum. The current computer lab functions _with many different and outdated computers and software. New hardware and software is essential to compliment the existing fine arts program and the future of the performing arts program. Obstacles to Goal Attai!!.ment Objective L: The objective was partially achie-ved due to lack of funds. Objective!~: The objective was partially achieved due to lack of funds. Recommendations Recommendation~ Drama should be incorporated in the curriculum at Booker Arts Magnet School. Objective 1: To provide opportunities for all students to develop poise and self-confidence and to creatively ~xpress themselves through the inclusion of drama into the curriculum. Evaluation Criteria: comparative profiles. Yearly analysis of participation data and Expected Benefits: The student population at Booker ~rts Magnet School will increase. Booker Arts Magnet School will receive positive feedback from patrons and community. Impact Analysis: The inclusion of drama into the curriculum at Booker Arts Magnet will positively impact student enrollment. The inclusion of drama into the curriculum will positively impact the Desegregation Plan and Court Orders by recruiting students to the school program, thus increasing enrollment and attracting ,2./ additional non-black students. Patrons have long been favorable to the inclusion of drama into the program. The inclusion of drama is not anticipated to pose any risk to the current school program. However, not including drama in the program will serve as a deterrent in the recruitment process. As patrons now have an opportunity to consider many and varied magnet school programs for their elementary children, it is critical to make each program as attractive as possible. The inclusion of drama will strengthen the entire school program at a time when enrollment is below capacity. Resources Analysis An additional full-time teacher certified in drama will be necessary to implement the change from fine to performing arts. Inservice for current staff members will also be necessary. (See Recommendation 2, Objective 1 for further explanation). In addition, copies of plays/programs, materials for costumes, and materials for sets will also be needed. The cost to implement this objective will be approximately $35,000.00 annually. Force Field Analysis Staff, students, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. The inclusion of drama will assist Booker Arts Magnet School in becoming the only performing arts magnet elementary school in the central Arkansas area. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan If this recommendation is approved, implementation will begin in July, 1996. The principal will make a recommendation for staffing and order necessary materials. A program design will be developed for the inclusion of drama in the arts program. Objective 2: To expand the instrumental music program at Booker Arts Magnet, thus increasing the number of students having an opportunity to participate. Evaluation Criteria: comparative profiles. Yearly analysis of participation data and Expected Benefits: The student population at Booker Arts Magnet School will increase. Booker Arts Magnet School will receive positive feedback from patrons and community. Impact Analysis: Expansion of the instrumental music program and reinstatment of piario instruction at Booker Arts Magnet will positively impact student enrollment. The Desegregation Plan and Court Orders will be positively impacted by the expansion of this program. Patrons have long been favorable to the expansion of the existing program and also to the reinstatment of piano instruction. The changes in this program are not anticipated to pose any risk to the current school program. In fact, the failure to implement these changes will serve as a deterrent in the recruitment process. Due to the wide range of parental choices among magnet school programs today, it is necessary to offer as attractive a program as possible to patrons. The timing of this expansion will aid in increasing student enrollment to near capacity. Resources Analysis Additional orchestra instruments are necessary for implementation of this objective. Also a secure storage system and yearly maintenance are necessary. Multi-station piano labs are also needed to accommodate a full class. The cost for the additional instruments is approximately $18,481.50. Yearly repair and maintenance costs are $2,5000.00. Cost for the storage system is approximately $29,384.00. Cost for a piano lab to accommodate a full class is -~46,000. The total cost for implementation of this objective in 1996-97 is approximately $41,921.00\nfor 1997-98, $53,031.50\nfor 1998-99, $5,333.00, and for 1999-2000, $3490.00. Force Fi eld Analysis Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan If this recommendation is approved, implementation will begin in July, 1996. Instruments will be purchased over the next four years. Storage will be purchased in 1996-97. Piano labs will be purchased in 1997-98. The principal will order the necessary equipment and services. Objective~: To expand the use of artists-in-residence to enrich the arts curriculum Evaluation Criteria: Classroom visitation Expected Benefits: The students will be exposed to many and varied mediums of expression in the arts. Booker Arts Magnet School will receive positive feedback from patrons and community, and enrollment will increase. /I 1-... ,., o ,...,,./\nJ---------~~-------------------------------~ Impact Analysis: The utilization of artists-in-residence at Booker Arts Magnet will positively impact achievement in the arts and student enrollment. The utilization of artists-in-residence will positively impact the Desegregation Plan and Court Orders by recruiting students to Booker Arts Magnet, increasing enrollment (specifically, non-black students). Patrons have provided positive feedback about the utilization of artists-in-residence since the opening of Booker Arts Magnet. The expansion of the use of artists-in-residence is not anticipated to pose any risk to the current program. However, failure to implement the use of artists-in-residence will serve as a deterrent in the recruitment process. As patrons now have an opportunity to select among a plethora of magnet school programs, it is essential that Booker Arts Magnet School offer the most attractive program possible in order to increase student enrollment to capacity. Resources Analysis Stipends for various artists-in-residence are needed to implement this objective. The anticipated cost will be $10,000.00 annually. Force Field Analysis: Staff, students, patrons, community members, and the Little Rock Sc h.c ol district will be in support of the recommendation due to the anticipated benefits of the program. Detractors of this recommendation will be those individuals who oppose any additional funding for magnet schools. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 1996. The principal will locate artists-inresidence, contract with them, and monitor utilization. Objective~: To utilize up-dated brochures, flyers, and community workshops to recruit students to Booker Arts Magnet. Evaluation Criteria: Increased enrollment Expected Benefits: Student enrollment will increase. Non-black patrons will be attracted to Booker Arts Magnet. Waiting lists will increase in size. Impact Analysis: The utilization of updated brochures, flyers, and community workshops will positively impact student enrollment at Booker Arts Magnet. The Desegregation Plan and Court Orde.rs will also be positively impacted by the increase in enrollment. Patrons will respond positively to recruitment efforts and assist in these efforts. No risks are anticipated for the current program. Failure to make recruitment efforts will result in a D loss or no growth in enrollment. As all schools are participating in recruitment efforts to attract students, it is in the best interest of Booker Arts Magnet School to publicize program offerings. Resources Analysis Funds to print new brochures, flyers, postage, and materials for community workshops are needed to implement this objective. The anticipated costs will be $5000.00 annually. Force Field Analysis: Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of this recommendation will be those individuals who oppose any additional funding for magnet schools. General Implementation Plan: If this recommendation is approved, implem-entation will begin in July, 1996. The principal will oversee updating of the brochure, procure printing services, mail flyers, and purchase materials for workshops. Recommendation~ Inservice will be provided to staff on program design and mission of school to ensure commitment to program. Objective~: To ensure school-wide commitment to program by staff to increase student achievement. Evaluation Criteria: implementation Formulation of revised program design and Expected Benefits: The staff will have a clear understanding of the program design and provide complete support to the arts program. The students will be the major recipients of an infusion of the arts in the basic curriculum. Complete infusion of the arts will give teachers more teaching skills and resources, increase positive feelings among students toward learning, enhance and reinforce concepts in other subjects, and give variety and breadth to instructional activities in the classroom. Impact Analysis: This recommendation impacts the total program of Booker Arts Magnet School. Without total support of the staff, the program will not be successful and students will not reach their total capacity for learning. This recommendation would have a positive impact on the Desegregation Plan and the Courts by providing a totally committed staff that utilizes the arts to provide students with successful experiences.  Resource Analysis: Stipends for 3-day workshop@ $50.19 per teacher (48) per day= $7,227.36. Force Field Analysis: Staff, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan: If the recommendation is approved, implementation will begin in July, 1996. Inservice will be scheduled by the principal. Objective: To ensure more integration of the arts into the curriculum\nto address disparities, individual needs and student success, and to provide staff development on an ongoing basis. Evaluation Criteria: Core group of teachers selected Expected Benefits: Integration of the arts into the curriculum will be beneficial to student performance. Impact Analysis: Without a core groups of arts infusion enthusiasts would  be virtually impossible to implement a change in the schedule and arrangement of classes to ensure more integration of the arts into the curriculum. Resources Analysis: Stipends for three-day planning session@ $50.19 per teacher (10) per day= $1,505.70. Force Field Analysis: Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individual who oppose any additional funding to magnet schools. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 1996. Planning workshop will be scheduled by the principal. Recommendation~ The computer lab at Booker Arts Magnet should be updated. Objective 1: To provide a computer lab with hardware and software that will enable Booker Arts Magnet School students to reinforce and enrich the basic curriculum. Evaluation Criteria: Data will reflect an increase in student performance, positive discipline and attendance. Expected Benefits: Students will be able to utilize the computers and software to enrich and reinforce the basic curriculum as well as the arts curriculum. ~mpact Analysis: With the addition of the new computer technology, students at Booker Arts Magnet School will be able to take the arts infusion to newer heights. Students will be able to use computers to illustrate reports, to create art, to compose music, and to extend their knowledge of artists and their compositions. Without the new technology, students will not be able to develop technology skills needed for success in the 21st Century. Resources Analysis: There would be no personnel changes. The approximate cost would be $130,000 for the computer lab. Force Field Analysis: Students, staff, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 199~ with completion of the project in 2000-01. Business Case is recommended yes no Plan modification is recommended yes no Overall recommendations are likely to have what type of budgetary impact: No budgetary impact Increased costs Decreased costs I 1TTLI\" R C\u0026gt;CI\u0026lt; S CHOOi DISTRICT CARVER MAGNET SCHOOL Addendum/Needs Assessment Report Carver's program being evaluated is the educational technology component. The data collected is derived from the quarterly report of Carver's Program Budget Document for 1994-95, staff needs assessment surveys and the Technology Team composed of the Principal, Media Specialist, Science Specialist, Math Specialist, Computer Specialist, Curriculum Specialist, Primary teacher and Intermediate teacher. Extended Evaluation Section VI Recommendations Carver will have a state of the art educational technology program designed and implemented which will include: 1. Selection/installation of new hardware/software 2. Staff development training Area Classifications Objectives 1. All carver students will Curriculum improve achievement, self and esteem and accomplishment Desegregatio:i through computer-assisted individualized learning. 2. Teachers will improve understanding and the use Curriculum of technology as a tool to and enrich the curriculum as Desegregation they link technology usage to the school improvement goals. I. Program Description School operations include the total integrated learning experiences which meet the academic, social, and developmental needs of all Little Rock School District students in a desegregated educational setting. Central office and staff Principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Purpose: To increase student educational achievement by improved use of educational technology through staff development and computer system up-grades. Scope and Content: The program will encompass the following components: Technology Inventory - a complete listing of current educational technology available at the school will be created. The inventory will identify: * Types and capacities of individual computers and internai computer networks * Software programs installed on school computers * Placement of the computers across the building . * Levels of student utilization of school technology * Building capacity (wiring) for additional network installation Core Team Selection - Staff from Carver will be selected to as a core team of trainers to the entire educational staff. team selection will include teachers, administrators, and specialists. serve Core topic Consultant - An independent computer consultant with expertise in educational technology will be contracted to assist in the development of the core Team training curriculum and other program activities. The consultant will be selected based on referrals from other school districts where similar programs have achieved cost-effective success. The consultant will work in conjunction with the Instructional Technology /Library Program at the LRSD Instruction Resource Center (IRC). The IRC is the district's inhouse resource for staff development, topic area supervision, and other staff/curriculum enhancements. Based on a review of the school technology inventory, interviews with teachers and other assessments, the consultant will provide the following services: * Development of a training curriculum for the core team * Development of a training curriculum for the entire educational staff * Recommendations on additional school-based networks - what they could do and how they could be used * Recommendations on implementing a central administration network that would allow teachers greater efficiency in accessing and maintaining student files * Identify program with proven effectiveness for minority and/or low scoring students * Recommend programs on interactive and literature based instruction, student portfolio assessment, and other areas. * Recommend an effective process for use of existing and new technological resources to meet program goals, particularly individualized instruction and classroom scheduling . . Core Team Training - The core team will receive intensive training in computer systems, effective usage of educational technology, selection of appropriate hardware systems and software programs to meet school needs, and techniques for sharing this information with others. The training of the core team will be guided by the program consultant and IRC specialists from the LRSD. Core Team members will attend off-site seminars and workshops, as well as follow a self directed course of study at the school. Training of the core team will establish them as effective trainers for the full school staff. School Staff Training - Training of the entire school staff will progress in relation to the capacity building of the core team. Under direction of the District's IRC specialists and the program consultant, a training curriculum will be developed utilizing oneon- one contacts, as well as small group and full staff presentations by the core team. A secondary team will also be established, creating an umbrella effect to facilitate the training process and clarify the learning for the teachers. Particular assistance will be provided by the IRC contract with Jostens, a company with established computer programs and networks at Carver. Through the IRC-Jostens linkage, specific assistance can be developed to increase teacher understanding and utilization of the installed programs. Both the core team and full staff training I\\,..._ ,.. o_,  ... ,\nJ process is designed to overcome the common school tendency to buy new hardware/software but inadequately train people to use it. Selection/Installation of New Hardware/Software Based on recommendation from the IRC staff and the program consultant. New equipment will be purchased and installed. Then, the Carver staff will be appropriately trained in its usage. Specialized software will be chosen for distinct administrative and educational needs. The programs will be selected based on the educational research and recommendation of the IRC staff, the program consultant and Carver's faculty and administration. Participants/Beneficiaries: All students will improve achievement through computer-assisted individualized learning. All students will improve self esteem and accomplishment but particular emphasis will be on students with low test scores on standardized tests. Teachers will improve understanding and use of technology as a tool to enrich the curriculum. II. Program Goal The intent of the school operations goal is to provide equitable educational opportunities for all students in the Little Rock School District. III. Evaluation Criteria 2. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. 1. Utilization of the school climate survey 1.1 Agendas of meetings 2.1 Reports of Supervisors, Assistant Superintendents 2.3 Staff Development rosters 2.3 Quality of education survey results 3.1 Completion of program design 3.2 School profiles and monitored building plans 4.1 Development of and sharing of school-based objectives, discipline policies, etc. 4.2 Statistical improvement in student behavior and achievement  3. To develop and implement policies which influence school climate and improve discipline and student attendance while meeting individual student needs and learning styles. 1. Comparative data annual school report for student attendance and student management quarterly reports 1. Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions 2.1 Quarterly reports should include positive as well as negative reports which show an increase in the citizenship honor roll in elementary schools. 7. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 1. Meet the guidelines related to the extracurricular and co-curricular activities 1.1 Log of announcements, media usage, other community contacts 2. Develop and implement the school recruitment plan 3.1 Yearly (annual) analysis of participation data and comparative profiles 10. To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. 1. Principal Evaluation Process 1.1 Conduct of staff development 1.2 Principal Feedback 1. 3 Assistant Superintendent evaluations of school climate and programs and principal management of these 14. Provide staff development on an on going basis to staff and information to parents relative to student success. 1.1 Provision of staff development Evidence of enhanced classroom instruction with improved student performances IV. Evaluation Results Objective 2: To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. Result: Active, well attended PTA meetings, school improvement teams, use of closed circuit T.V., news programs featuring \"at risk\" students, partnership utilization of AETN, weekly grade level/Specialists planning meetings attendance at professional conferences, and the development of the Student/Parent handbook were evidence of this belief. Every room in the facility is utilized to its maximum capacity. The GT Specialist shares a room with the two Curriculum Specialist. The Special Education specialist shares a room in the afternoon with the Speech Specialist. Carver could use an expanded wing of rooms to accommodate our 600 plus students and teachers. Objective 3: To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. Result: Positive discipline practices and training through in-service, student handbook presentations, committee reviews, Pupil Service Team interactions, Good Citizens Teas, home visits and the Caught Being Good program reinforced this objective. Funds from our Rockefeller Grant for School Improvement were used to provide inservice training in the Discipline with Dignity approach.  Objective 7: To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. Result: All children and parents were provided knowledge of all extra and co-curricular activities through the monthly Carver Courier, mailed to all households. Each family received a magnet proclaiming our years theme \"Healthy Lifestyles\" with monthly mail-outs and student work to stick to their refrigerator and learn along with their children. Carver's success stories were published throughout the year in the local paper and on television. Sixth grade students, teachers and parents attended Space Camp in Huntsville, Alabama for the first time as an added opportunity for learning more about the Young Astronaut Program. I Objective 10: To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. Result: This was accomplished through attendance at local and national conventions and transference of the latest educational strategies to staff and revitalization of Carver's curriculum. The institution of our monitoring program for all children scoring in the 25th percentile and it's cooperative/collaborative staff approach moved children's scores upward and bolstered their self esteem. Objective 14: Provide staff development on an on going basis to staff and information to parents relative to student success. Result: All parents are scheduled for parent conferences two days of each school year. Additional parent conferences are scheduled whenever a child's grades drop below a C average or when behavior problems begin to effect classroom climate. v. Obstacles To Goal Attainment Objective 2: Objective achieved. Necessary resources were provided to support a climate based on the belief and expectation that all children can and do learn.  This achievement would be greater with physical expansion of our building and improved educational technology. Our Desegregation Settlement capacity is 613 students. October 10, 1995 we had 626 students. {see Attachment) Individualized computer instruction would supplement teacher instruction and improve learning opportunities for all students. Objective 3: Objective achieved. Carver developed and implemented policies which improved school climate and discipline and attendance while meeting individual student needs and learning styles. This achievement would be greater with improved . educational technology. Attendance and discipline would be improved as we would increase student performance by low achievers. Computer programs offer immediate results and positive feedback which raise a child's self esteem and increase motivation for class  participation. Objective 7: Objective achieved. The school program provided and ensured opportunities and encouragement to all students to participate in extra curricular and co-curricular activities and assessed the results of school practices, paying special attention to their impact on minority and disadvantaged students. This achievement would be greater with improved educational technology. The hands-on approach and individualized learning process available through computers is especially effective in increasing student performance of low achievers. Objective 10: Objective achieved. The Principal had sufficient authority to improve the school and advocate for students and showed accountability for results and opportunities for all students. This achievement would be greater with improved educational technology. Gains projected for students will be equally evidenced by teachers. Their confidence in use of technology will motivate an increased commitment to student learning. Computers would become another tool for both instruction and learning. Objective 14: Objective achieved. Staff development was provided on an on going basis as was information to parents relative to student success. These achievements would be greater with improved technology. Staff surveys the last two years show educational technology to be a high priority with this staff and parents. Computers would become another tool for both instruction and learning. VI. Recommendation Carver will have a state of the art technology program designed and implemented which will include: 1. Selection/installation of new hardware/software 2. Staff development training Objective 1: All Carver students will improve achievement, self esteem, and accomplishment through computer-assisted individualized learning. Evaluation Criteria: Standardized tests, portfolio assessment, logs.  (Stanford, ABACUS)' improved attendance, teacher evaluation, grade and discipline  Expected Benefits: 1. Hands-on approach and individualized learning process available through computers is especially effective in increasing student performance by low achievers. 2. Computer programs off er immediate results and positive feedback which raise a child's self esteem and increase motivation for class participation. 3. Children are generally more willing to take a chance with a computer as opposed to raising their hands in class. 4. Keyboarding and the neatness of computer printers offer a sense of accomplishment to students as they struggle to develop penmanship skills. 5. Computers can offer 3-D imagining concrete conceptualization for pre operational and concrete operational students. (Especially important to under achievers and helpful in bridging the disparity gap.) 6. Students can gain a community and global awareness using computers for communication with E-mail. 7. More self-directed learning after knowledge of how to access different systems. Objective 2: Teachers will improve understanding and use of technology as a tool to enrich the curriculum as they link technology usage to the school improvement plan goals. Evaluation Criteria: Teacher/student usage log, computer evaluation reports for parent contact of student progress, improved student performance on all test. Expected Benefits: 1. Teacher training in classroom management skills for adequate student time - on task at classroom computers, particularly for students with low test scores. 2. Computer assisted administration such as programs for grade book management or student portfolio compilation and assessment. 3. Teacher confidence in use of technology and sense of accomplishment in assisting student development will motivate and increased commitment to student learning. 4. Computers will become another tool for both instruction and learning. 5. Teachers access to latest information at a moments notice will allow for immediate monitoring and adjustment. 6. Lends itself beautifully to enrichment as well as remediation. 7. Teachers are no longer isolated in the classroom or building. Internet will allow for global communication and perspective. Objective 3: Advanced Carver students and students with special academic requirements will have their needs met through the audiographic teleconferencing form of distance learning. Evaluation Criteria: Standardized tests, teacher evaluation, improved attendance, and discipline logs. Expected Benefits: 1. Students with special needs will participate in here-to-fore particularly in the areas of science. have the opportunity to unavailable coursework, foreign languages, math and 2. Classroom teachers will be able to provide a broadened range of individualized instruction in a high-quality, cost-effective way. Impact analysis: Carver Basic Skills/Math Science Magnet School, offers a K -  6 process-focused curriculum with special enhancements to the core curriculum that attract students from Little Rock, Pulaski County and North Little Rock. An upgraded state of the are computer technology program can only serve as an added attraction to white students who often choose to attend private schools. The recruitment of white students to the District is one of the goals of the Desegregation Plan. The District is under court order. During the 1994-95 school year Carver was one of three schools to raise out overall score average and to decrease our number of student in the lowest quartile. Disparities still exist. School staff have identified the reduction of these disparities as a priority objective in the school improvement plan. It is also a goal of the Desegregation Plan. The improved knowledge and use of computer technology by staff and students will allow us to do this more successfully. ~ 'JI, - a White - 1994 Stanford Achievement Test Mean Percentile Rank Total Math Total Reading Complete Battery Black White 0 - . White - Black White Other Brade K 57 52.6 43.8 3.5 Grade 1 67 52.2 38.8 8.9 56 93 95 67 92 93 60 93 93 Grade 2 84 48.8 51.1 63 92 44 80 52 89 Grade 3 90 50.0 45.5 4.4 51 85 89 44 75 82 45 82 89 Grade 4 92 50.0 47.8 2.1 59 82 71 :51 78 71 59 84 73 Grade 5 96 51.0 48.9 47 89 31 80 43 88 C3rade 6 87 58.6 39.0 2.2 69 92 99 39 88 98 54 91 98 Total 573 51.8 45_4 2.7 This educational technology program recommendation addresses five areas listed in the National Education Goals: 1. School Completion - The program outcome of greater educational success and appreciation of the school environment by elementary school students will carry over to the high school level and contribute to the goal of a 90 percent graduation rate. Increased familiarity with educational technology will facilitate student learning in their high school years when such technology takes on a predictably larger role in the overall learning environment. 2. Student Achievement and Citizenship - Program outcomes of increased educational attainment in reading and math support the goals of students leaving grade 4 with demonstrated competency over challenging subjects.  3. Science and Math - Program outcomes of student improvement in mathematics will contribute toward the national goal of becoming first in the world in this area. 4. Disciplined Schools - Program outcomes of establishing a structured classroom environment where students have scheduled time for individualized computer assisted learning will contribute to an overall environment that promotes self discipline and goal setting and is conducive to learning. 5. Teacher Education and Professional Development Program outcomes of increasing teacher capacity in use of educational technology offer teachers direct access to the knowledge and skills needed to instruct and prepare all American students for the next century. This educational technology program recommendation addresses the state of Arkansas and the Little Rock School District Learner Outcomes. In 1991 the Arkansas Board of Education published a set of Learner Outcomes that are directly supported by program goals. These include: 1. Students will acquire core concepts and abilities from the sciences, the arts, humanities, mathematics, social studies, language arts, foreign languages, physical/health education, practical living studies and existing/emerging technologies. 2. Students will apply various thinking/problem solving strategies to issues related to all subject matter fields and to real life situations. 3. Students will exhibit/demonstrate attitudes and attributes that will promote mental, physical and emotional health. 4. Students will demonstrate good citizenship and function as positive members of the local, national, and world community. Also in 1991, the LRSD published a set of eight Student Learning Outcomes, four of which are directly supported by the program. These outcomes state that all students who graduate from the 12th grade will: The 1. 2. 3. 4. 5. 6. 7. 8 .  9. 10. 11. 1. Adequately master reading, writing, speaking, listening, communicating, critical and creative thinking, and mathematical skills sufficient for effective, efficient functioning. 2. Locate and use needed information from printed materials and/or other resources. 3. Identify problems and needs, apply problem solving strategies, and analyze information for meaning and/or action. 4. Use tools of technology at an effective, efficient, flexible, and adaptable level. risks of not implementing the program are: Increased white flight Increased disparity on standardized tests Stagnant math/science program Teacher frustration with technology Inadequate computer skills of teachers and students Lower test scores Falling further behind students from other states and countries in computer technology Inability to use the encyclopedia in the computer lab because the present system needs more memory space than we have Loss of instructional time in lab due to inadequate and inconsistent operation of all the aged computers Limiting the opportunities for addressing research based learning styles of African Americans. (Kinesthetic and visual) Limiting the opportunities for teaching Lazar's intelligences: Analylitical, Inter/Intra Personal, Auditory, Artistic, Muscle Memory \u0026amp; Spatial With Arkansas leading the nation in the area of Computer technology and many other districts in the state already connected to world wide networks, we at Carver in a Math/Science magnet are falling farther behind by the minute. The time is right for us to offer our students the opportunity to not only compete with others in the state, but to lead as is expected in a Math/Science Magnet school. We needed this technology program yesterday. Resources Analysis: Personnel: A core team of 8 - 10 present staff members with keen computer technology interest will be selected. The core team will receive training in computer systems, effective usage of educational technology, selection of appropriate hardware systems and software programs to meet school needs, and techniques for sharing this information with others. The training of the core team will be guided by the program consultant and IRC specialists from the LRSD. core Team members will attend off-site seminars and workshops, as well as follow a self directed course of study at the school Training of the core team will establish them as effective trainers for the full school staff. Training of the full school staff will progress in relation to the capacity of the core team. Under direction of the District's IRC specialists and the program consultant, a training curriculum will be developed utilizing one-on-one contacts, as well as small group and full staff presentations by the core team. A secondary team will also be established, creating an umbrella effect to facilitate the training process and clarify the learning for the teachers. Particular assistance will be provided by the IRC contract with Jostens, a company with established computer programs and networks at Carver. Through the IRC-Josten's linkage, specific assistance can be developed to increase teacher understanding and utilization of the installed programs. Both the core team and full staff training process is designed to overcome the common school tendency to buy new hardware/software but inadequately train people to use it. The Media Specialist, Math Specialist, Science Specialist and Computer Specialists will be the leaders of the core team and the five year implementation. Financial Analvsis: Year 1 Year 2 Year 3 Year 4 Year 5 96 - 97 97 - 98 98 - 99 2000-2001 2001-2002 28,130.00 28,130.00 28,130.00 28,130.00 28,130.00 Total for 5 years of $140,650.00 Sources of revenue funding are the North Little Rock, Pulaski County, and Little Rock School Districts and the State of Arkansas and other possible grants. Carver's Science and Math Specialists are working on two grant proposals at this time. Force Field Analysis: The primary supporters of this recommendation are the present parents of carver Students and perspective parents. All students and staff of Carver will support this endeavor. The East Enc Community Development Corporation will also be a supporter. Perhaps community night classes could be offered at Carver in computer technology to increase the knowledge and skills of those parents, students and other community members of this area. The courts and the ODM should support this recommendation as it will only serve to enhance the Desegregation Plan. General Implementation Plan: Year One . RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Select core team November 1996 Principals 2. Select consultant February 1997 Core team IRC Specialist 3. Perform inventory March 1997 Consultant Computer \u0026amp; Media Specialist 4. Determine May 1997 Consultant software needs IRC Specialist 5. Design network to June 1997 Consultant support software IRC Specialist needs ,.._ . ,. :J Year Two . RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON(S) 1. Upgrade cable August 1997 Consultant and electrical IRC Specialist needs 2. Purchase saver September 1997 Consultant and components IRC Specialist Principal Procurement 3. Purchase October 1997 Consultant software IRC Specialist Core Team 4. Purchase October 1997 Principal computers for Consultant library IRC Specialist Procurement 5. Train core team January 1998 IRC Specialist Independent in-service groups Core team Year Three: RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON(S) 1. Purchase August 1998 Principal computers for Consultant lab IRC Specialist Core team Procurement 2. Train classroom May 1999 Core team teachers Year Four. RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Purchase August 1999 Principal remaining Consultant computers for IRC Specialist classrooms Core team Procurement 2. Train remaining May 2000 Core team faculty members Year Five: RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Purchase August 2000 Principal remaining Consultant computers for IRC Specialist classrooms Core team Procurement 2. Train new staff October 2000 Core team members 3. Evaluate the December 2000 Consultant project Core team IRC Specialist Principal \"The Most Beautiful High School in Am~rica\" Central High School 14th and Park Streets Phone 376-4751 INTERNATIONAL STUDIES MAGNET PROGRAM In-depth Program Evaluation Program Description Little Rock, Arkansas 7220: The International Studies Magnet program at Central High is designed to prepare students to function effectively in the global comrnuni ty. Through this program, students develop awareness and knowledge so that they can relate to people of other cultures and countries, learn to communicate proficiently in at least one foreign language, develop skills for analyzing complex global issues, and have a solid working knowledge of history and geography. Purpose For more than three decades, the Little ~ock School District has experienced many social problems which resulted from racial and ethnic imbalances in the district. To complicate matters, the demographic, economic, and sociological features have been in constant change. Seemingly, many of the middle class and the upper-middle class parents are unwilling to support and are ready to abandon the public education system of Little Rock. A condition 2 of blight and desertion has been created by this behavior. In an effort to counteract this systematic cycle of neglect and abandonment, the International Studies Magnet program was established, beginning the fall semester of the 1990-91 school year. Scope and Content The International Studies Magnet program at Central High School serves as a culmination for international studies, representing those students who have developed through the programs at Gibbs and Dunbar and those who enter the IS Program at the high school level. The Central High School IS program and students will focus on interdisciplinary and multiperspective strategies that will increase the students' awareness and acceptance of all aspects 0 world cultures--from economics and global issues to humanities and geography. Students will recognize and accept their relevance in today's world and will develop the ability to function in and contribute to an interdependent global community of trade and cooperation. Participants/Beneficiaries Primarily, the students enrolled in IS courses are the participants and beneficiaries of the IS program. However, the Central student body at large will benefit and participate from the program and will be able to take IS courses where space is available. 3 Moreover, the entire Central family, the Board of Directors, the district, the Pulaski County School District, and Pulaski county at large will benefit from the positive impact that the International Studies Magnet program will have. Program Goal The intent of the International Studies Magnet program is to provide equitable global educational opportunities for all students enrolled in the program as well as other Central students whenever space is available. It is further intended to facilitate the achievement of racial balance by encouraging, recruiting, and retaining white students from the North Little Rock and Pulaski County School Districts. Also, the program will be further balanced by recruiting black students who are already in the Central zoning area. Evaluation Criteria The evaluation criteria to be used as set forth by the district is as follows: 1. The magnet component of the program will result in the further desegregation of the school by attracting M-to -Mand out-of-zone students to the program. 2. The identification of the magnet program costs for personnel, supplies, equipment, materials, staff development, etc. will be determined. The cost per 4 None Attendance Zone and M-to-M Students Black White Other Total 237 118 23 378 International Studies Magnet Students Black White Other Total 27 87 9 123 As the above data shows, Central has attracted -377 out-of-zone and M-to-M students. This number comprises 24% of the school's entire enrollment, which is 1,588 students. There are 528 white students enrolled this school year. Out of that number, 118 are M-to Mor out-of-zone, which comprises 22% of the entire white student enrollment. This information is based upon the data provided by the Student Assignment Office. Additionally, the IS Magnet was assigned 175 seats. Of that number, 123 seats are filled, which is 70% of the allotted space. Objective 2: [Identify the magnet program cost for personnel, supplies, equipment, materials,staffsf development, etc. Determine the cost per student based on magnet participation levels.] Thecostst incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel - No additional cost was incurred for personnel. The teachers and the specialist were already a part of the I 5 equipment, materials, staff development, etc. Determine the cost per student based on magnet participation levels.] The cost incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel - No additional cost was incurred for personnel. The teachers and the specialist were already a part of the faculty. The specialist was not compensated monetarily for the duties she performs. She was merely given one period off per day to perform magnet school duties. b. Supplies - Teachers will be able to purchase all of the supplies needed to effectively facilitate the teaching of their students. The cost for supplies has not been determined. c. Equipment - Some foreign language teachers have requested VCR's to facilitate the teaching of their classes, which would be shared with other IS teachers in their proximity. No equipment has been purchased at tn\nc ~\n~0 d. Materials - The amount of $1,990.00 teaching materials. e. Staff development - Monies have not development. 2. The cost incurred in delivery of the mag minimal, and the benefit to students was 5 equipment, materials, staff development, etc. Determine the cost per student based on magnet participation levels.] The cost incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel No additional cost was incurred for personnel. The teachers and the specialist were already a part of the faculty. The specialist was not compensated monetarily for the duties she performs. She was merely given one period off per day to perform magnet school duties. b. Supplies  Teachers will be able to purchase all of the supplies needed to effectively facilitate the teaching of their students. The cost for supplies has not been determined. c. Equipment Some foreign language teachers have requested VCR's to facilitate the teaching of their classes, which would be shared with other IS teachers in their proximity. No equipment has been purchased at this time. d. Materials - The amount of $1,990.00 has been spent on teaching materials. e. Staff development Monies have not been spent for staff development. 2. The cost incurred in delivery of the magnet program was minimal, and the benefit to students was outstanding. 6 a. There are 123 students enrolled in the IS Magnet program for the 1995-96 school year. The budget allocated for the operation of the program was $7,435.00. The cost for each student enrolled is $60.45. b. Many of the students enrolled at Central are the highest in not only the Magnet program but in the state, also. Without the IS Magnet program, Central would not have the number of Merit Scholars, etc., and many of our most gifted students would have to attend elsewhere. obstacles to Goal Attainment Objective 1: The objective stated in item number one was not completely fulfilled. The IS program attracted 123 white students out of the 175 seats allotted. The program needs to be expanded and more resources provided for staff development, equipment, etc. Objective 2: In terms of the goals of the IS Magnet program as stated in objective number two, the rewards far outweighed the investment in the program. Recommendations It is recommended that the International Studies Magnet program be augmented as stated below in reference to objective one (1) and two (2) . I I I Recommendations It is recommended that the International Studies Magnet program be augmented as stated below. It is recommended that the IS program be established as a node on the Internet. The Internet was initially created for use by the Department of Defense in 1969. Since then, it has grown to include educational institutions and corporations, as well as any other type of establishment one could think of. It is the largest collection of computer networks in the world, connecting well over 17 million people worldwide. As we are quickly moving out of a manufacturing economy and into an information economy, it is important that we give students the tools to compete in the real world. It is nigh impossible to do so without giving them access to adequate equipment and services. In 15 years, one will not be able to survive in this society without the aid of a computer. An unlimited amount of information is contained within the Internet. It is said that man's knowledge doubles every four to five years. More than likely, in some form or another, this rapid influx of information will be archived electronically along with the vast amounts of information that man has accumulated over the centuries. Any information on any subject may be found on the Internet. From important research data from leading colleges and universities to over 75% of all government documents that can be viewed (and some that can not) by the public are all archived electronically and available on the net. One could, with only a few keystrokes, be able to look up everything on a given Congressman, President, or 7 J1 --- , ... ::,------------------~~~~-------------- 8 any other government official. One could even correspond to the official via E-mail. If not for the Internet, finding vast amounts II of this type of information and this level of involvement in government, just short of actually voting, would be a daunting task, to say the least. The Internet is also about people. Through the Internet, students are able to experience the ambiance of distant cultures with the touch of a button. Students would be able to log onto the databases of top universities, accessing all kinds of information on just about anything one could think of. The net could be integrated into all aspects of student life. School based organizations could (i.e. clubs, the Wellness Clinic, etc.) communicate with similar organizations of other schools, trading ideas and suggestions. More importantly, a bond would be established between our school and other schools worldwide. The . departing seniors would no longer have to fear going somewhere distant for, more than likely, they will already have been reassured by a welcoming face from a friend at the intended destination. A working relationship could be established between Central and other schools. The community could also be involved. Information on government programs, entitlements, revitalization grants, etc. can easily be found electronically. The benefits of installing a networked, school-wide system that would be able to access the Internet would greatly outweigh the costs . Many schools, the Arkansas School for Math and Science and Clinton Elementary, for example, have already been networked 9 and are established as nodes on the Internet. The Internet is for everyone to use, and the district would be doing its students, as well as the community and future generations to come, a great disservice by not investing now in such a rich commodity. The International Studies Magnet program consists of 18 teachers. There are 119 students enrolled in the program. Of these students, only one percent is black. A balance at the school could be achieved by having the black students who meet the requirements of the IS program declare themselves as IS students. In that the program was designed to achieve racial harmony, the ration between black and white students should be balanced. Even though the IS program impacts approximately 50% of the schools' population through the enrollment of students in the IS English, IS Drama, foreign language and social studies courses, the program itself needs to be balanced. The IS program at Central should be continuation of Gibbs and Dunbar International Magnet Schools. Thus, more leadership is needed to make the bond a reality. In addition, the IS program needs leadership to strengthen the curriculum coordinate the program with the staff and students, provide resources and training the international studies to the staff, and increase the visibility of the program for the Pulaski County community at large. In order to be successful in these endeavors, the coordinator needs to be given a ten month contract and a one-half day teaching load. The coordinator should teach two classes in the morning and have a one hour preparation time. The afternoons will be devoted 10 to the IS activities and related business in the area designated at office space for the coordinator. Expected Benefits Not only will meeting the objectives set forth benefit the IS Magnet population, but it will also benefit the student body at large. Also, of the paramount importance, if will increase the white student enrollment. Further, the quality of the program and the effective teaching methods used will improve student achievement and will enable students to be more agreeable to attending Central High School. Impact Analysis The International Studies Magnet program will be supported by technology that will motivate and stimulate students as they progress in understanding the global village concept while developing academic skills. Resource Analysis Provided is a listing of .hardware and software that must be purchased to join the Internet. Included is the projected budget for staff development of teachers, etc. (see attachment). Force Field Analysis The primary supports of these recorranendations will be the Central High family, the district, the Board of Directors and the Pulaski County community at large. Those who oppose will be persons who do not promote the global village concept or integration. Also, since the IS program will I I 11 attract students who might have enrolled in the Pulaski County School District and the North Little Rock School District, they should be considered detractors. Since the IS program will bring positive publicity to Central High, a noted school worldwide, it is expected that the city of Little Rock will have a positive response. Date 11/95 4/96 4/96 5/96 5/96 8/96 6/97 Negative reactions can be reduced by all .those involved. General Implementation Plan Timeline Activity Plan presented to Board of Directors for Approval Bid for Hardware/Software Opened Hardware/Software Ordered Hardware/Software Installed Additional Materials/Supplies Ordered Staff Development Begins On-going Monitoring/Assistance Provided Evaluation of Current Theme Implementation Person(s) Responsible Superintendent Purchasing Purchasing vendor Theme Specialist Theme Specialist Vendor Coordinator Principal Coordinator CurriculumSupervisors Central High School International Studies Magnet In-depth Program Evaluation Recommendation and check-off of the budgetary impact statement Business Case is recommended yes --~no Plan modification is recommended yes __ _,no 12 Overall recommendations are likely to have what type of budgetary impact: No budgetary impact Increased costs Decreased costs Central High School International Studies Maqnet In-depth Program Evaluation ADDENDUM Program Description . The International Studies Maqnet proqram at Central  Hiqh School,. is designed to prepare students to function effeot'-ively in the qlobal community. Through this program, students de~elop awareneas :and knowledge so that they can relate to people of '. other cultures .and countries, learn to communicate proficiantly. in at leat .,one foraiqn language, develop akills for analyzing complex global issues, and have a 1olid working knowledge of history and geography. How the Data Was Gathered  The data in this evaluation is .based upon the 1-m.formation obtained .. from the Student Assignment Office, centralsAttendance Offtce, International Studies files, and a questionnaire given to students in International studies courses. Recommendations It is recommended that the International Studie Magnet proqram be augmented as stated below. Curriculum The curriculum of the International Studies  Magnet needs to: be expanded to attract more student\u0026amp; by adding D\\ore di1ciplina1 - to _-- t he Magnet program, establishing a continuum between Dunbar and ... central, and. :by makinq the IS program a node on the Internet. Additionally, the coordinator needs to be provided with time to strengthen the curriculum, coordinate the program with staff :and student , provide resources and training for the members of th IS staff, and increase the visibility of the program for the Pulaski eounty community at large. Desegregation Becomin9 a node on the Internet, expanding the oour1e offering  , and providing more time for the coordinator' position w.111 facilitate the desegregation of central High Sobool. Havinq acca to the Internet will virtually ensure an increase in enrollment. The best schools, teachers and coursea without regard . to 9eography, distance, resources, etc. will be. available to tha atudents. Installing the Internet, expanding the\nproqram to include other disciplines, and provid1nq ample time for the coordinator will serve as the \"magnet\" . -needed to attr.ct the  necaaaa.ry enrollment. Addendum Central High School International Studies Magnet Paga 2 Support Area 'l'he Guidance Department needs to be added to the IS Mac,nat ataff. In that they are the staff members responsible for enrollin9 atudents in the program and helping to recruit them for it, -tima need to be provided for in-service so that they can be fully aware of what the program involves . . Also, the vice-principala need to ba cognizant of the requirements for enrollinc\nin tha IS proqram and to be abreast with the concepts of the proqram ao that they can, also, assist in the recruitment of students~ fl'harefore, traininq needs to be provided for the vice-principals a well. ADMINISTRATIVE SUMMARY PROGRAM NAME: Communications PROGRAM DESCRIPTION: The Communications Department of the Uttle Rock School District is responsible for both internal and external communications for the largest school district in Arkansas. These responsibilities include communications among students, employees, the Board of Directors, parents, the news media. the business community, and all city residents. A major responsibility of this program is to fulfill the public relations function as outlined in the desegregation plan. With limited personnel and equipment resources, the Communications Department successfully fulfills its publication responsibilities, including newsletters, school calendars, brochures, and news releases. However, community outreach, recruitment, and dissemination of information via broadcast methods are not successful due to underutilization of Cable Channel 4 and lack of video production capabilities. RECOMMENDATIONS: . It is recommended that additional resources be committed to video production to improve recruitment efforts and community outreach through better utilization of Cable Channel 4. This will result\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_523","title":"Little Rock Schools: Bale Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995/1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Hardin Bale Elementary School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Bale Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/523"],"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\nLittle Rock School District Hardin Bale Elementary School, named for local businessman and Little Rock School Board member, Hardin Bale, was dedicated in 1959. Bale Elementary is located five blocks west of the University of Arkansas at Little Rock  a wonderful location for college-bound parents. Southwest Junior High School is conveniently located adjacent to Bale Elementary, which assures parents nine years of education in one localized area. Bale's programs are designed, organized and implemented to provide all students with success-oriented, comprehensive and progressive educational opportunities. Each student is provided with the opportunity for maximum intellectual and interpersonal development at all levels of achievement. This allows each student to compete with his/her own potential and internal motivation. The school stands by its motto  \"Making excellence prevail at Bale. ft cn ft hiuu wi \u0026lt; e o 7) n I z p 0o0 c ft O O r3* ft (\u0026gt;/I si- S cn S-? -sj Oo -5I NJ f5t 2. S - 2 S  ft S' O ft J O c o 6 z o 3 Excellence Prevails At Bale First Class Schools For World Class Kids Numerous extracurricular activities available in many LRSD schools are offered at Bale. They include the Just Say No Club, educational field trips, peer tutors, a Multicultural Fair, Red Ribbon Week and DEAR (Drop Everything and Read.) Bale is unique, however, in ofi^ering the only Recorder Choir and Talking Hands Sign Language Club in the District at elementary level. The school also has an ongoing gardening project, giving each grade level a plot of land to develop. Community support is alive and well at Bale, too! The Arkansas Department of Human Resources is the schools Partner in Education and supports the teaching staff by encouraging their employees to become active volunteers in the Junior League of Little Rocks WOW (Wonders of Works) mentor program. This innovative program matches selected sixth graders with professionals and gives the student an opportunity to learn about their mentors workplace first hand. (o0 E I Q Va 0n)i E ai \u0026gt; 03 A North W. 32nd Bale ElemeDtary o c  Asher Ave.  Early childhood program for four-year -olds  Located near UALR and adjacent to Southwest Junior High School  Full-time specialist for hearing impaired students  Bales Bright Ideas,\" a special parenting resource room open to all parents  Full-time specialists in speech, reading, math, gifted and talented, music and computer skills  Certified Staff, 51 percent with graduate degrees  Before and after school CARE Program, 7 a.m. - 5:30 p.m.  Participant in the Learning for Life pilot project which teaches life skills of self-esteem. confidence, discipline, reliance and a sense of fair play and team spirit FOR MORE INFORMATION, CONTACT Bale Elementary School 6501 West 32nd Street Telephone 570-4050 or LRSD Student Assignment Office 501 Sherman Telephone 324-2272 Bale School has a sound and comprehensive philosophy, based on the intellectual, physical, social and emotional needs of the students. The dedicated and capable staff work togetherwith parents and community supporters to provide the very best education and environment available for each child enrolled in the school. Located in a residential neighborhood just a few blocks west of the University of Arkansas at Little Rock, Bale Elementary School offers a small, caring school community in a location that is easily accessible. This location offers many parents the opportunity to be more active in their children's school experiences. Whether its sharing a lunch date, attending school day performances or simply being closer for those inevitable calls about childhood illnesses, parents will find that having their children attend Bale is as convenient for them as it is enriching and satisfying for their children. 1021 '97 OS : 13 501 324 2023 LRSI) COlMl'MCATI ODM @001 'OOI Little Rock School District F ax TO: (. entral Arloinsas Media Page I tif 1 Photo OpporttniiU October 2], 1997 For more iaidimation\nZeomee Hen\n324-2020 Miss Arkansas Stacy Freeman will kick off Red Ribbon Week actitities at Bide Ebraentary School this morning at 9:00 a.rrt. Ms, Freeman will participaie in an assembly in lie school cafetena. 810 West Markham Street Lii Ie Kock, Arkansas 72201  i501l324-2000 Arkansas Democrat \"^(Gazette\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_536","title":"Little Rock Schools: Fair Park Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995/2004"],"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","Fair Park Elementary School (Little Rock, Ark.)","School facilities","Educational planning"],"dcterms_title":["Little Rock Schools: Fair Park Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/536"],"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\nMs Linda Leakey L\nitleRock,AR. 72205-3722  01 ' CclirfctfulS NitliohR,! Sl:.'^*\u0026lt;% S F FEB 1 5 1995 Office of Oesegregaiion Little Rock School District Fair Park School Relocation A Business Case January, 1995 Addition Modification Z Deletion $637,000 savings l//'KFair Park School Relocation Business Case 2 Executive Summary For several years, the Little Rock School District (LRSD) has faced Though many strategies were developed to cut costs, most have been \u0026lt; austere budgets. , , * ------------------------- one time cuts. A comparison of the district's total building capacity and total enrollment shows vacant seats. While a larger than normal number of desegregation, the number of vacant seats many seats are necessary for is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. e savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional i.s.sup. roooarrii ___j __i.-__._ issue, specific research criteria were used in making the decision about which school to close. Fair Park has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Fair Park Elementary School is considered for closing: 1. 2. As of October 1,1994, the school was filled to only 80.34% of its capacity\nThe capacity of the school itself (351) is below the district average of 425 for ekmentary schools. Therefore, if the school were at capacity, the size itself is significantly below the average\narea 3. 4. 5. 6. 7. Enrollment since 1989 has declined from 332 to 282 and is expected to continue\nThe school is out of racial balance by 12.34%. It has not been within balance as far back as 1989 in spite of efforts to reverse this\nThe per pupil cost has increased\nOperational costs for the building have increased to make this school as one on the most expensive to operate annually\nThe building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings\nBy the opening of school for 1995-96, Fair Park students will be relocated, faculty wiU be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met\n1. New attendance zones affected by this relocation will reflect a better racial balance\nSHtomuMK Or Hntn-P **iliT-i TuiirnjiiiTiWiii nr FtnMcrxvFair Park School Relocation Business Case 3 2. 3. 4. The community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n0. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. Leaders within tire community are made aware of the relocation plan and have the opportunity for input\ns Immediate cost savings is realized\nand, The relocation of students and staff at will be complete before the opening of school tnr T QQ^ 04. for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the commumty will be concerned about relocating the students. A number of school buddings have been abandoned in the city, piese are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will w^t assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. Students and staff will their friends\nexperience some disappointment in being separated from 2. 3. Commumty reaction will be strong against the decision for fear of the impact on the community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency or the community\n4. The general community may react to the redrawing of attendance general area of the city. zones in that Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto Swtwmwd tw O Hmvt r Wt oi'Ot'ws R- ranttcoocPair Park School Relocation Business Case 4 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Fair Park\n5. Immediate and year-to-year cost savings will be realized of approximately $637,000\n6. The Fair Park School facility may be available to the community for use pending court approval. risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96. H this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. ____________ Milestone _______________ 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval_____________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers. _______________ 5. Compile list and mailing labels of all students living in the Fair Park School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone\nand, c) those who do not attend Fair Park School but live in the attendance zone._ 6. Develop notice of relocation and date of community information meeting to send to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood ___________________ 7. Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community infonnation meeting to: a) parents \u0026amp; students\nb) community groups and churches: c) media (press release)____________________________________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting__________________ 10. Conduct community information meetings by___________________ 11. Notify finance person to include this as a budget reduction strategy________ 12. File motion with the U. S. Federal Court to relocate students at Fair Park School Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 2/10/95 2/10/95 212^135 2/22/95 2/28/95 3/3/95 3/15/95 Person Modeste Modeste Williams Modeste Mayo Mayo Modeste Mayo Mayo Williams Williams Williams SoMitMtaM K n HMn r WdliMM. Swiwnniiih^ m OIW'W, K- FwcocrFair Park School Relocation Business Case 3 Milestone 13. Develop letter to parents and students with 14. Inventory building_______ announcement and reassignment. 15. Design plan for new attendance zones in southwest.______ 16. Mail letter to parents and students with announcement and assignment 17. Remove materials and equipment from schSoT ' 18. Reroute transportation of students 19. Secure building 20. Reassign staff 21. Send final assignment notices Date 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo Background For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A comparison of the district's total buUding capacity and total enrollment shows vacant seats. While a larger than normal number of many seats are necessary for ^segregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, ^rious consideration must be given to closing some schools. It is a reasonable strategy' The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close.  Based on the criteria used. Fair Park Elementary School is a school that must be considered for closing. It is located north of 1-630 and just west of University Avenue in the City of Little Rock. See Attachment A. Reasons for this conclusion are explained in this business case. I Problem Definition Fair Park has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Fair Park Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 80.34% of its capacity\n2. The capacity of the school itself (351) is below the district average of 425 for area elementary' schools. Therefore, if the school were at capacity, the size itself is . significantly below the average\n3. Enrollment since 1989 has declined from 332 to 282 and is expected to continue\nllllulll il K t\u0026gt; HMn P WiliMm.iwfvnnMaMm rpKriiFair Park School Relocation Business Case 6 4. 5. 6. The school is out of racial balance by 12.34%. back as 1989 in spite of efforts to reverse this\nThe per pupil cost has increased\nIt has not been within balance as far Operational costs for the building have increased to make this school as one most expensive to operate annually\non the 7. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings\nFigure I illustrates some of these trends. Figure 1 Fair Park Elementary Enrollment History Criteria Enrollmenfl % Black % Out of Balance Capacity Attnd. Zone TtlF 1989-90 199Q-91 1991-92 1992-93 1993-94 1994-95 AZ % Black 332 72.00 12.00 94.59 345 80.87 20.87 98.29 320 80.31 20.31 91.17 243 79.01 19.01 69.23 263 76.05 16.05 74.93 343 49.27 282 72.34 12.34 80.34 348 53.44 I Analysis of Alternatives Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were age of building, increasing costs, and low capacity. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency Enrollments are for October of each year. - Attendance zone data is available for two years only. 'oriMHIvdK Of Hf\" r WilliMM SwrjwinMb W miifin tc nruinrFair Park School Relocation . Business Case 7 for tax-payers. To be a good alternative, it must address adequately all concern. The alternative solutions considered are listed below\nareas of 1. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually\n2. Kedrnn, the attendance zone to increase the number of students attending Fair Park School. This reduces the per-pupil costs at Fair Park but will increase costs elsewhere since another attendance zone must be reduced to enlarge Fair Park's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate students from Fair Park to solve the problem. This alternative addresses all three areas of the problem. a) A plan to relocate students wiU be devised. One possible scenario appears in Attachment C\nb) An immediate savings of approximately $637,000 will be realized by eliminating the need for management staff, food service, building maintenance. and utilities to name a few\nc) Staff win be relocated according to the provisions of the negotiated contract. d) The curriculum offered at Fair Park will be offered at other schools under the program for that particular school. 4. Intensify recruitment efforts. Recruitment has been tried. The results have not been significant. If the enrollment of Fair Park were increased by this effort, it would have a negative impact on neighboring attendance zones. Recommendation Alternative 3 is recommended. 3. Relocate students from Fair Park to solve the problem. This alternative addresses all of the problem areas. I Objective By the opening of school for 1995-96, Fair Park students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources Plan. necessary^ to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met: Or. Hmm* T WditFair Park School Relocation Business Case 8 1. 2. 3. 4. New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n5. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. Leaders within the community are made aware of the relocation plan and have the opportunity for input\n7. 8. Immediate cost savings is realized\nand, The relocation of students and staff at will be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. I Impact Analysis The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramoimt concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. Students and staff will experience their friends\nsome disappointment in being separated from 2. 3. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency or the community\n4. The general community may react to the redrawing of attendance zones in that general area of the city. DxlaaMUU O Hmrv P w MpK.rr-Fair Park School Relocation Business Case 9 Positives 1. 2. 3. 4. Students will receive assignment to schools equal to current programs\nSpecial activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto New patrons are included in appropriate school correspondence and activities with those who have been enrolled\nElementary schools in contiguous areas are capable of absorbing the student population of Fair Park\n. Immediate and year-to-year cost savings will be realized of approximately $637,000\n6. The Fair Park School facility may be available to the community for use pending court a T-iT^-r 7 o 1 approval. Risks implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. The risks of implementation of this solution are several. Some are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. I Resources Analysis Personnel No additional positions are necessary to implement this proposal. Instead, some positions will be eliminated. No one zoill lose his or her job, however. Attrition will be used to eliminate positions. oi/nzt iw- fnK (wFair Park School Relocation Business Case 10 Financial A savings of approximately $637,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. Revenue Source A source of revenue is unnecessary. Implementation of this proposal cost-reducing strategy for the district's budget. creates a I Force Field Ana lysis Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and adirunistration of the school district are well aware of the improvement this solution wiU bring for student opportunities and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities\nThat a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and unplemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. I General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Soard of Directors for approval_____________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers._______________________ 5. Compile list and mailing labels of all students living in the Fair Park School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone\nand, c) those who do not attend Fair Park School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo Oi RT rwicoccFair Park School Relocation Business Case 11 Milestone 6. Develop notice of relocation and date of community information meeting to send to- a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood 2- Conduct informational meeting with the pnncipal, faculty, and staff ahnnt thp nn-pcc Q nnllAx  ---------------_______________ 8. Mail notice of possible relocation and date of a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release) community information meeting to: 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings by ' ------------------- 11. Notify finance person to include this as a budget reduction strategy______ 12. File motion with the U, S. Federal Court to relocate students at Fair Park School .13. Developletter to parents and students with announcement and reassignment 14. Inventory building ' ------------------ 15. Design plan for new attendance zones in southwest._______ 16. Mail letter to parents and students with announcement and assignment_______ 17. Remove materials and equipment from school ----------- 18. Reroute transportation of students  -------------------- 19. Secure building ------------------------ 20. Reassign staff ~ ------------------------------------ 21. Send final assignment notices twMWMM K O Hmn r Date 2/10/95 2/10/95 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo BT ntntxnnrFair Park School Relocation Business Case 12 Copy of map of Little Rock with Fair Park Elementary and other schools ShMiuiM hv O H*M* F MMIt BC nnuLDor 4 Jefferson School V\\ i I nr Liffie Rock Sc^i \\ \\  \\ ool District t) - urForest Pa ark School \\ \\ X \\ \\ ' \\ \\ \\ kittle S( \\North Little Rock School DistridC:\nA L net SchoolSl LqWil lams Magnet School: A A hall'High'dcho^ 1  . 2.7- I- r AIR PARK SCHOOL XJ I I J, 'School  r High SchooL X t W4 IHE B I- 630  J-kPulaskrHeights ^ulasl\u0026lt;rheights School) School i: tW 7 I LRSD Adm VS . e\nWoodruf \n I JJ School  r -rankkn InceritiveSch^ DrKingJntermsfrra^chow --L.rL. .Dr. King Interdistnc lanc .Qrhnnl-i-----\u0026gt; M I I I phens School LI 1,1 I -J i.rT~rT TTTT Dunbar Junior High School II i-i.i 1.1.j-m-iH I School iljbs Magnet^Fair Park. School Relocation Business Case 13 of pages from 1994-95 Budget relating to the cost of Fair Park Elementary School boMiMMd Or Hmn // RC FWKXXXX JMM 4Mni JMta JMM tMM dMfl Unit Func ObJ * Description Little Rock School District Department Budget 0023 FAIR PARK ELEMENTARY 1105 FOUR YEAR OLD PROGRAM _________________0 j j 0 REGULAR CERTIFICATED________ _________________0120 REGULAR NON CERTIFICATED ________________0210 SOCIAL SECURITY TAX__________ _______________ 0240 INSURANCE____________________ ________________0380 FOOD SERVICES________________ ________________0410 supplIes_____________________ 0416 SUPPLIES - SUPPLY CENTER____ ________________0540 EQUIPMENT-PERSONAL PROPER 0548 EQUIPMENT - SUPPLY CENTER 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN _______0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX_______ _______0240 INSURANCE__________________ _______0410 SUPPLIES____________________ 0412 LOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES  SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY________________________ 0110 REGULAR CERTIFICATED 0120 REGULAR NON CERTIFICATED__ 0210 SOCIAL SECURITY TAX 0240 INSURANCE_____________________ 0326 REPAIRS-EQUIPMENT 0342 POSTAGE _______0360 PRINTING 4 BINDING-INTERN _______0410 SUPPLIES_______________________ 04 i 6 SUPPLIES  SUPPLY CENTER ______ 21 TEXTBOOKS - LOCAL SOURCES 0540 EQUIPMENT-PERSONAL PROPER _______0548 EGUIPMENT  SUPPLY CENTER 1120 ELEMENTARY 1124 ELEMENTARY MUSIC_________ 0110 REGULAH CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale\n8/ 5/94 Page: 71 Prog: BUIXH)2 Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 0.00 0.00 0.00 0.00 0.00 'o^bo 0.00 0.00 0.00 0.00 0.00 10,411.00 ___687.75 1,000.68 0.00 1,977.93 0.00 3,600.00 0.00 17,677.36 0.00 9,907^00 745.82 997.20 2^57265 2,849.80 209.03 245.13 918.07 18,444.70 1.00 1.00 24,089.00 20,066.00 3,190.73 3,315.00 5,400.00 3,233.00 0.00 3,600.00 0.00 62,893.73 00 2.00 300 61,488.31 4,703 86 3,081.67 256.47 0.00 0.00 69,530.31 406,546.70 35,187.90 33,793.04 25,237.13 2.84 282.92 109.00 605.15 __3i580,75_ 239^27 1,347.06 469.90 507,401.68 0.00 0.00 0.00 3.00 3.00 12.00 5.00 17.00 68,212.00 4^864.25 2,624.26 212.22 412.00 45.32 76,370.05 68,212.00 5,188.08 2,229.66 436.66 0.00 0.00 76,066.42 2.00 2.00 69.014.00 4,987.08 2,210.00 200.00 200.00 44.00 76,655.08 2.00 2.00 421,628.06 33,567.28 35,039.40 23,663.51 515.00 257.50 257.50 1,414.77 _____1,701.68 _____257^0 772.50 0.00 519,074.70 396,583.85 23,946.98 31,403.34 17,078.75 4.05 163.66 302.80 906.46 ___3,246.62 0.00 472.75 0.00 476,111.48 13.50 4.00 17.50 352,097.00 28,721.70 31,300\n44 17,127,50 300.00 100.00 96.50 ___1^200.00 1,700.00' 257.50 500.00 200.00 433,600.64 10.50 3.00 13.50 15.256.00 1,167.00 592.00 17,233.50 1,318.32 565.96 0.50 17,635.00 1,274.34 552.50 0.50Unit Func Obi ~ Description 1124 ELEMENTARY MUSIC J I 95 ACADEMIC SUPPORT PROGRAM _______0120 REGULAR NON CERTIFICATED _______0210 SOCIAL SECURITY TAX________ _______0240 INSURANCE__________________ 1195 ACADEMIC SUPPORT PROGRAM 1220 RESOURCE ROOM____________ 0110 REGULAR CERTIFtCATED _______0210 SOCIAL SECURITY TAX _______0240 INSURANCE_____________ 1220 RESOURCE ROOM Little Rock School District Department Budget Actual 92/93 0.00 FTE 92/93 Budget 93/94 I 17,015.QQ^T Actual 93/94 19,117.78 FTE 93/94 0.50 Budget 94/95 19,461.84 FTE 94/95 0.00 OOP O.PP o'po too too 10,411.00 796.44 1.292.94 12,500.38 6,246.71 45642 600.11 7,302.94 too too 6.246.6P 451.39 663.PP 7.360.99 0.60 0.60 14.392.56 1,101.13 765.59 16,259.28 tso tso 15,226.00 1,085.78 653.15 16,964.93 -30t452.00 2,046.64 1,117.86 33,616.52 0.50 0.50 -2200t00 1,806.84 1,105.00 27,915.84 t.oo too 1580 ACADEMIC PROGRESS GRANTS _______0117 STIPENDS______________________ _______0210 SOCIAL SECURITY TAX__________ _______0331 PUPIL TRANSPORTATION________ _______0360 FOOD SERVICES________________ _______0410 SUPPLIES______________________ 0540 EQUIPMENT-PERSONAL PROPER 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED _______0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX _______0240 INSURANCE_____________ 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES_______ _______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX _______0240 INSURANCE_____________ 2120 GUIDANCE SERVICES 2134 NURSING SERVICES 0120 REGULAR NON-CERTIFICATED ___________0210 SOCIAL SECURITY TAX________ 0240 INSURANCE__________________ 2134 NURSING SERVICES Dale\n8/ 5/94 Page: 12 Prog: BUD002 4,703.31 751.69 ___940.37 ____29.00 2,585.63 1,079.24 10,089.44 18,044.54 1,360.55 84579 20,270.88 26,719.00 2,043.86 1,518.67 30,281.53 12^44,45 1 j58.26 _L273.28 17,575.99 0.50 0.50 0.60 0.60 0.40 0.40 0.00 0.00 0.00 0^00 0.00 0.00 0.00 OOP O.OP ____OjOO 0.00 3,222.67 4.426.44 7.651.11 0.00 0.00 0.00 ooo OOP 0.00 18,438.00 1,314.83 665.41 20,418.24 11,043.59 844.81 356.48 12,246.86 0.50 0.50 18,436.00 1.332.37 ___552.50 20.322.87 0.50 0.50 14,162.00 1,009.90 648.44 15,820.34 14J03,67 t139.61 1,089.98 17,03326 25.557.47 1,604.61 933.42 28,095.50 10^50.49 ___837.66 ___7009 12,489.09 0.60 0.60 0.40 0.40 32.058.00 2'.316.57 1.105.00 35.479.57 J5,432.65 1,115.19 331.50 16,879.34 1.00 too 0.30 0.30Unit Func Obj  Description _______2222 _ SCH^L LIBRARY SERVICES 0 i 10_ REGULA^ 5^'^7nCATEp noncertificated . -23i0_SOCIAL-security TAX _______p240_INSURANCE _______0410 SUPPLIES __________ ______0416 SUPPLIES  SUPPLY CFNTFB 2222 SCHOOL LIBRARY SERVICES -34ip__pFFIC^F THE PRINCIPAL 0116 REGULAR CERTIFICATED _______0120 REGULAR NON-CERTIFICAT^ 0124 CLERICAL OVERTIME_ ________0210 SOCIAL SECURITY TAX 0240 INSURANCE___________ _______0410 SUPPLIES _______0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL 2542 UPKEEP OF BUILDINGS ________0120 REGULAR NON-CERTIFICATFn 012 4 C LERI CAL OVERTIME__ 0210 SOCIAL SECURITY TAX ________0230 PUBLIC EMPLOYEES RETIR^T 02^ INSURANCE 0321 UTILITY SERVICES-NATURAL 0322 UTILITY SERVICES-ELECTRIC _______0323 UTILITY SER-WATER/SEWAGE/ 2542 UPKEEP OF BUILDINGS 25^ OTHER SUPPORT SERVICES-BU 0416 SUPPLIES  SUPPLY CENTER Little Hock School District Department Budget Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 40.513.26 12^69.00 -^^-237-^ 2.99007 2.090.80 ____180.95' 62.081.99 44.209.33 16.996.66 _________0.00 _____4^82.36 3.010.54 ________^95 _________0.00 68,925'66 ______0.00 1,964*69 ___698*30 1,686.60 _ 7,304.82 26*673.70 2,327.05 69.022.77  '  ---  . . . tel , _____ 1,9 I / .OO 2590 OTHER SUPPORT SERVICES-BU L9?7 6^ L91Z-66 0023 FAIR PARK ELEMENTARY 873.357.37 Dale\n8/ 5/94 Page. 7.3 Prog: BUD002 J .00 1.00 2.00 1.00 too 2.00 3.00 3.00 31.00 ___4t729.11_ ____6.698.61 ____2.804.26 2,732.79_ _______176.65 ______257.50 56,399.12 ____42,729.iJ ____12,983'00 4,622.20 _____2J75J0 2,043.39- ________184.16- 63.141.98 1.00 2.00 ______41.729.lf ______5J72^4O ______3.403^65' 1.547.00 _______1,141.00 t141.00 54.334.16 1.00 0.40 1.40 47,375.24 16,059.30 0.00 4,621.13 2,566.65 176.85 257.50 71,056.67 21,574.11 ______0^0 1,660.80 394.30 1,202.79 5,500.00 43,500.00 2,000.00 75,832.00 2.000,00 2.000.00 918.162.05 _46J2^9___ 31,731.99__ ____135^2___ 5,966.42 3,136.92 0.00 ______0^0 87,096.34 15,432.56_ ____780.21___ 1.240.28 167.45 1,06462 8,606.37__ 37,247.41 1,682.45_ 66,241.35 2.395.52 2.395.52 910.017.61 1.00 1.00 2.00 2.00 2.00 30.00 47,631.90 17,19465 0.00 4,664.49 2,21000 ____180.00 260.00 72,161.04 22,962.97 ______0.00 1.660*80 0.00 2,210.00 9,000.00 37,000.00 2,50000 75,353.77 2.000.00 2.000.00 904.418.87 too 1.00 2.00 2.00 2.00 27.80Fair Park School Relocation . Business Case 14 A possible scenario for relocating students !i\u0026gt;miiil0*. Hw P. WiMi Rc.ntntKJXv- Fair Park School Relocation Business Case 15 Possible Scenario for Fair Park Relocation 1. four-year-old class must be relocated intact or a plan modification must be submitted to eliminate this class. 2. Reassign the one hundred and thirty-two students (85 black and 47 non-black) who are not living m Fair Park's attendance zone back to their area school. 3. non-blacks) to reassign. blacks and 5 non-blacks) hundred and twenty-one students (99 blacks and 22 4. Encourage twenty-two non-black students to apply interdistrict schools. to magnet schools, or 5. 6. 1. 8. 9. Reassign 22 non-black students to Brady. Offer 99 black students seats in Incentive Schools. Encourage M-to-M transfers. Reassign zone blocks 511, 512, 513, and 554 to McDermott. McDermott current capacity IS 494 however, in past years it has been higher in to warrant an assistant prmcipal. Effect of Racial Balance on receiving schools: 3 a) b) Magnet and Interdistrict school's racial balance will remain the same. Brady's racial makeup will improve. Brady is currently 64% black and 32.2% non-black. The new balance will be 62.2% black and 37.8% non-black. c) McDermott racial balance wiU shift to 69.3 black if all former Fair Park black students transfer to McDermott. Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the affected magnet schools. ?iii\u0026gt;iiiui \u0026lt; W Or. Hrnn f WiUi m/()/ ir FimuniirFEB-21-95 TUE 15:55 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 FAIR PARR ELEMENTARY SCHOOL 6\\6 North Harrison Little Rock, AR 72205 Ph. 671-6260 February 21,1095 U. 5. District Judge Susan Webber Wright 600 West Capitol Little Rock. AR 72201 Dear Ju^l^e Wright: The Faculty at Fair Park School asserts that we function In a highly productive manner and should remain a school family In the Fair Park building for these reasons: 1. We have a stable, Integrated faculty who work well together In academic pursuit. We work well together to solve difficult situations that arise with children. Teachers know the families of our children and provide food, clothing, love and a safe haven from gang threats. There Is camaraderie and we have little faculty turn-over. 2. We have worked toward the court ordered racial balance for years and years only to have the attendance zone redrawn and have our white children lost to magnet programs and adjacent area schools. We are the victim of unfair assignment practices. Over and over we have had to re-establish our credibility with new parents coming from new, sometimes far away, neighborhoods. The neighborhood surrounding Fair Park in Is transition. Older families are selling homes. We have an opportunity, again, to recruit new. young families. We are within 20% of our enrollment capacity. We need less than 60 children to meet our maximum enrollment.fiiti-iirys lut lOJbo bUbHN M WKlliHt t-fiX NU. bUlJ^4bb/b H. U3 if we are closed 2S2 children will be relocated adding to the confusion of the attendance zone charts and busing. Adjacent area school are filled to capacity and our white parent have said they will go to private schools if their children are bused out of the area. 3. We have had parents leave our school who have lost faith In empty promises of administrators to help us achieve racial balance and improve our school facilities. We were promised a new roof for a millage Increase, playground improvement when we were able to attain grant for playground eeiulpment, and a recruitment brochure to help to attract new families. There Is no new roof, parents left in the aftermath of the grant money bungle, and we still await a brochure. After ten year we did get new carpet last summer. 4. We have a faculty attuned to the needs of the many pedal, at risk children that attend Fair Park. We have 2 to 3 children per classroom on medication. This is disproportionate to other schools. Many teacher have advance degrees and pedal training In dealing with children with special needs. All of us accept children where they are academically\nabout one half of our beginner enrollment is below grade level. We work with these students through the grades until they achieve grade-level In sixth grade on standardized tests. In this arena, being a smaller school afford a limited environment that benefits our students. We commend Dr. William on hi choice of a principal for our school. Dr. Branch provides leadership for every facet of our day\nfrom academic through discipline, he Is a strong child advocate. He is a believer In conflict-management. He keep children out of resource placement and centers for the disturbed. He retiulres parents to be responsible for their children and take part In the child's behavioralFEB-21-95 TUE 15:56 SUSAN M WRIGHT FAX NO. 5013246576 P. 04 and learning program. He never raises his voice, he never shows anger\nhe Is a model of decorum. In the short time he has been at Fair Park we see a marked Improvement In our school climate and morale. This year he has been Instrumental In establishing a basketball team with cheer leaders and a Gentlemen's Club for at risk young men. Budget Suggestions The proposed budget says that w-e ivill save 1.1 million dollars by closing Fair Park and Badgett. We feel that is not true because our building contains asbestos that Is encapsulated and deemed safe In its present state. The expense of disposing of these toxic materials will discourage buyers. The renovation of this building for the IRC would rei^uire rewiring and changing the classrooms Into office space. This would not be feasible because of abestos contamination. The playgrounds would have to be converted to parking space since we have virtually none. An empty building or a storage building would encourage unsavory activities in an enduring, crime-free neighborhood. We suggest that In Heu of closing Fair Park, we prove that Abacus does not work and the system be returned for a saving of $500,000 to $\\.000.000 ^tlll owed. have the Josten's computer lab program which teaches and tests math and reading skills for all children In our building. It Is programmed to correlate with our district curriculum and the Stanford S tests. This could be used as a management program at no added expense to the district.FEB-21r95 TUE 15:57 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 Conclusion appreciate that the Little Rock School District must make extensive budget cuts but preying on the most vulnerable schools Is not what the court has mandated and will not provide the necessary budget relief. Sincerely, THE FAIR TARR FACULTY C\u0026lt;4C 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 February 27,1995 Fair Park Elementary School Staff 616 North Harrison Little Rock, AR 72205 Dear Staff Members: I am responding to your letter on behalf of Judge Susan Webber Wright. Although she is sensitive to the concerns community members and educators have about desegregation and other educational issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead she relies on us in her Office of Desegregation Monitoring (ODM) to discuss school matters with individuals and organizations. I am one of the associate monitors working at the ODM. As you are well aware, the administrative decision to recommend closing Fair Park is one part of the districts overall strategy to trim millions from the budget for the 1995-96 school year. While the superintendent has made that recommendation to the Board of Directors, no decision has been reached. The closing of any school requires court approval. Our office and the court will closely monitor developments to ensure that the districts actions comply with the desegregation plan and prior court orders. Thank you for taking the time to share your concerns with the court and this office. Sincerely, Margie Powell Associate Monitor LRSD P^AblT SERUICES TEL:501-570-4027 Mar 03,95 13:00 No .003 P.02 LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 72204 TO: FROM: lol . Russell Mayo, Associate Superintendent 5Jgl^s C. Eaton, Director, Plant Services SUB J: SATE: Support Data I Pair Park \u0026amp; Badgett Elementary Schools March 3, 1995 meeting, please find enclosed the consideration that we used in primary areas of determining the renovation and IBS:! for Pair Park and Vadgett llementaV? support of our school closing initiatives. Schools in Upgrades, as defined for the context of this study, is orimarilv an evaluation based on what this Direetoraf a to :SiS:7?s\":cUS nire^tVrktnZeVs t^ie rch\"oi:S pyogj^am. Most of the upgrades deal with space expansions and administrative and media center areas trailer technology. Renovation is a J^mpUatlon of center areas. Renovation is maintenance and repair and new work items necessa^T to bring the consists, primaril^ .of roofing groSSS^kp^ovem^nt\n\"^^'\"\"\"\"' conservation, asbestos, and aadq^tt Flgpientarv school Upgrade Pro-iectsi 1. Expansion of administrative area $65,000 2. ,3. Expansion of the media center Additional classrooms $85,000 $75,000 TOTAL $215,000 Elgmentarv School Renovation Proients\n1. General grounds work $35,000 2. 3 . Waterproofing Window replacement and in-fill $35,000 $60,000 4 . New classroom lighting $85,000LRSD PLANT SERVICES TEL : 501-570-4027 Mar 03,95 13:02 No .003 P.03 5, Central HVAC 200,000 6. Playground enhancements $15,000 7 . Interior/Exterior painting $23,000 8 . Air conditioner replacement $40,000 9. Asbestos removal $244,000 TOTAL $737,000 FftlX Park Elementary School Upgrade Projects\n1. Fire alarm system $25,000 2. Classroom expansions/replaceraents $200,000 3, Grounds enhancements $$5,000 4. Administrative expansion $70,000 1. 2. 3. 4. 5. 6. TOTAL $360,000 Park Elementary School Renovations\nGeneral work order backlog Roof replacement Boiler replacement Asbestos removal Grounds' enhancements Central HVAC TOTAL DCE/rlh/sd $20,000 $120,000 $85,000 $80,000 $15,000 $280,000 $600,000LRSD. PLANT SERyiCES TEL:501-570-4027 Mar 03,95 13:00 No .003 P.Ol LITTLE ROCK SCHOOL DISTRICT SCHOOL PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, AR 72204 FAX (501) 570-4027 DATE: TO: FROM: Dr.'Rna^ll i^aij .)c\u0026gt;ug SENDER'S PHONE #! 5T0-40\u0026gt;Q SPECIAL INSTRUCTIONS\nNumber of Pages (including this cover page) S Fax Phone Number V/) - 01 So  --- i J JUN- 8-95 THU 16:11 SUSAN W WRIGHT FAX NO. 5013246576 P. 01 June 5.1995 Hon. Susan Webber Wright U.S. District Judge SOO VJest Capitol Little Kock. AR 72205 OS Dear Judge Wright, On Thursday night June 1st, while Fair Park Schools PT A was awarding cert if Icates to parents and other VIPS for volunteer work In our school, the Little Rock School \u0026amp;oard met and discussed closing Badgett and Fair Park again. In February, the parents, the teachers, and the constituents AKA as cltlzens/tax p\u0026amp;nereNotere these two school communities made It very plain to the members of the school board and the superintendent that budget cuts should not Include these small schools. The vote was taken and the parents, the teachers and the constituents AKA as citizens/ tax payers/ voters of these two communities remember very vividly what that vote was: Ms. Linda Poindexter. Mrs. Judy Magness Mrs. Pat Gee Mr. Revin OMally Dr. Katherine Mitchell Mr. John Riggs W \"Yes\" \"No\" \"Yes\" 'Yes\" \"No\" The motion was dead as a result of that vote...and we rushed back to tell the children their schools would not be closed next year. Newsweek magazine. May 29,1995, featured \"WHAT WORKS, an article showing grass-roots solutions to Americas problems. One section. Jk 'Set High Standards,\" says just what parents, teachers and even the kids Kava been saying over and aver to board members and administrators:JUN- 8-95 THU 16:11 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 Th* b*s^ way to impfomont d(p*ct*tions fs to I*t pHncip*fs Mid run thdr Mvn ochools minimal Interference from the central office. And the best way to keep that sens* of community is to keep schools smsn.\" \"difuill schools work bocau** they allow mor* ucc*** for parent*, stay maniigeaM* and thus s*f*r-nd most cruokil'-lot t**ohrs kn^ thoir students ov*r tim*\" \"Thtf inoet ImportuHt: yjirUikId in student nchiayenwit Is th* iz* of th* school,\" Fair Park and \u0026amp;ad^ett are small schools, they are safe schools and they are working.. Let the students have this stability. The boards vote to close. If Implemented, will wipe out many years of community work and dedication at these sites. Flease consider all our children and their schools across the city as the school board seeks budget cuts. Withjust four votes, they can eliminate entire school or^nizatlons. Which schools will they eliminate next? Sincerely, Fair Park Elementary School Faculty ^OtX 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 June 13, 1995 Opal Rice 5013 Stonewall Little Rock, AR 72207 Dear Opal: I am responding to the Fair Park Facultys letter on behalf of Judge Susan Webber Wright. Although she is sensitive to the concerns that community members have about the schools and desegregation, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. Since school had dismissed by the time we received your letter, I am mailing this response to your home. I was present at the school board budget session when the discussion of possible school closings came up once again. As Im sure you read in the newspaper account, the suggestion to revisit the school closing decision did not meet with unanimous acceptance. At this time, no action related to either Badgett or Fair Park is on the agenda for the June meeting of the Board. If the Board of Directors did decide to close Fair Park or Badgett, the district would have to present their justification in federal district court. The Eighth Circuit Court of Appeals has said that a lack of funds alone is not sufficient justification for decision-making. While it is certainly not impossible for the district to close schools, any such decision will be carefully reviewed by the court. Judge Wright has repeatedly admonished the Little Rock School District to remember their promises and commitments to the patrons. Thank you for taking time to share your views with Judge Wright. Please feel free to call me if you have additional questions or concerns. 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 June 13, 1995 Opal Rice 5013 Stonewall Little Rock, AR 72207 Dear Opal: I am responding to the Fair Park Facultys letter on behalf of Judge Susan Webber Wright. Although she is sensitive to the concerns that community members have about the schools and desegregation, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. Since school had dismissed by the time we received your letter, I am mailing this response to your home. I was present at the school board budget session when the discussion of possible school closings came up once again. As Im sure you read in the newspaper account, the suggestion to revisit the school closing decision did not meet with unanimous acceptance. At this time, no action related to either Badgett or Fair Park is on the agenda for the June meeting of the Board. If the Board of Directors did decide to close Fair Park or Badgett, the district would have to present their justification in federal district court. The Eighth Circuit Court of Appeals has said that a lack of funds alone is not sufficient justification for decision-making. While it is certainly not impossible for the district to close schools, any such decision will be carefully reviewed by the court. Judge Wright has repeatedly admonished the Little Rock School District to remember their promises and commitments to the patrons. Thank you for taking time to share your views with Judge Wright. Please feel free to call me if you have additional questions or concerns. Sincerely, Melissa Guldin Associate Monitor'Z'I-IS' FROM THE OFFICE OF STUDENT ASSIGNMENT BADGETT AND FAIR PARK INFORMATION On June 22, 1995, the LRSD School Board voted to close both Badgett and Fair Park Schools. Pending court approval, Badgett students, including 4 year olds, will be reassigned to Washington unless they elect other choices. Fair Park students residing north of 1-630 will be reassigned to Brady. Most of Fair Park students living south of 1-630 will be reassigned to Franklin. A portion of students living south of 1-630 will be reassigned to McDermott. Four year old students currently assigned to Fair Park will be reassigned to Bale. Student Assignment Office personnel will conduct a meeting at each school before July 20 to explain other choices students and patrons may make. Letters explaining reassignment and the date of each school meeting will be mailed no later than July 10 if the court has approved the closings. Students assigned to Badgett and Fair Park that do not reside in the attendance zone of Badgett and Fair Park will be reassigned to their attendance zone school.(lap. NOV -2 1995 'J LD Otfice oi Ds5S3rC,ajO:i wi\u0026lt;3r,.icrhii IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION '^^GTc.Rn CJ3' 'iC'AKKy^.'-i'SAS 2 4 1995 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL., Defendants. * * * * * * * * k * * * No. LR-C-82-866 Sy:_ Vf^^'UHrwACK, CiEnK CLShk J^-McS IV. I, i ! ORDER Before the Court is the motion of the Little Rock School District (\"LRSD) for modification of desegregation plan, filed on June 30, 1995. At that time, the LRSD was seeking the Court's permission to close Fair Park Elementary School and Badgett Elementary School beginning the 1995-96 school year. The motion is now moot, the LRSD having withdrawn the request. Also before the Court is the motion of the Pulaski County Special School District (PCSSD) for approval of new school sites, filed on July 21, 1995. The PCSSD was seeking the Court's permission to build a new Daisy Bates Elementary School and a new junior high school at Crystal Hill. This new construction, as well as the purchase of computers for use by fifth and sixth grade students in the PCSSD, was to be financed from a millage increase the PCSSD intended to ask the voters to approve. Because the PCSSD determined not to ask for a millage increase, the motion for new construction is moot. 2 5 6 6Because these motions (docket entry # the Clerk is directed to 2432 \u0026amp; # 2443) are moot, remove them from the pending motions report. SO ORDERED this day of November 1995. ^iTED States otsTRiM\nIiT JUDGE n-ns DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 56 AND/OR 79(a) FRCP ON lANCE 2 BY_i 2r i'L 53 'i\nc-! 'C I IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION i,: r: LITTLE ROCK SCHOOL DISTRICT PLAINTIFF OS\n- Ci\n-- VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS JOSHUA INTERVENORS' OPPOSITION TO LRSD'S MOTION FOR MODIFICATION OF DESEGREGATION PLAN AND JOSHUA INTERVENORS' MOTION TO SUPPLEMENT THEIR REQUEST FOR THE LRSD TO SHOW CAUSE WHY IT SHOULD NOT BE HELD IN CONTEMPT OF COURT The Joshua Intervenors supplement their inital objections to the proposed 95-96 budget of the Little Rock School District with respect to the closing of Fair Park and Badgett Elementary schools and further reguest that the Court reguire the District to show cause why it should not be held in contempt of court for its June 30, 1995 request herein for modification of the desegregation plan. For its supplemental motion, Joshua states as follows: 1. The motion as made by the District is not in compliance with the Court's order of February 8, 1995. Parent involvement was minuscule. The District failed to \"solicit and sustain community involvement\". See Court's order p. 6. 2. The motion as made by the District is not in compliance with the directives of the Court with respect to involving the Joshua Intervenors in the process. Joshua was not involved inthe process. 3. The motion as made by the District is not in compliance with \"milestones'* of its general implementation schedule. 4. Student assignments have already been made without court review and approval. 5. The implementation activity stands to disrupt student assignments at other schools. 6. The plan forces mandatory attendance zones upon the pupils of the closed schools contrary to the desegregation plan, and it treats them differently from other students who had choices of schools, interdistrict. Incentive and magnet. Wherefore, the Joshua Intervenors move the court to disallow the proposed budget changes which would close Fair Park and Badgett Elementary schools, to require LRSD to show cause why its actions are not contemptuous, and for special enhanced counsel fees for Joshua's counsel for this action. Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 By: CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing was hand delivered to all counsel of record on this 6th day of July, 1995. Jimmie Lou Fisher Treasurer of Sfate State of Arkansas Office of the State Treasurer Telephone: (501) 682-5888 RECESV^n Fox: (501) 682-3820 S. Jill I 0 1995 Ofiics of Desegregation Monitoring The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 June 27,1995 '-'DDgp- Re: Fair Park and Badgett Elementary Schools Dear Judge Wright: Please accept this letter as a request to give serious consideration to vetoing the Little Rock School Board's recent decision to close Fair Park Elementary School and Badgett Elementary School. My niece attended kindergarten at Fair Park Elementary School during the 1994-95 school year. Her parents, like many others, had several educational options available to them but chose to support neighborhood public schools. I was pleased with their decision and our familys experience was a positive one. As an elected constitutional officer, I am fully aware of the monumental task of balancing constituents needs with fiscal responsibility. Although I have not had the opportunity to fully study the complexities of this issue, I believe closing these schools should be considered only after all other options have been exhausted. Thank you for your time and consideration of this matter. Sincerely, 11 lie Lou Fisher I Treasurer of State 220 state Capitol Building  Little Rock, AR 72201 JIMMIE LOU FISHER TREASURER OF STATE 220 State Capitol LITTLE ROCK, ARKANSAS 72201 P\u0026gt;M i I r\\ V 27 JU I? , I OF 4 eq:- HoiiAirii- The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 llu.lul,l.,l.lll...........IIIhI.I6-27-95 5L!SAN 'A. jUN 23 1995 Judge Susan Webber Wright 600 W Capitol Room 302 Little Rock, Ark 72201 OlSiGQ Of 0 199S u. S. DISTRICT JUDGE ^^^9regsiio ^oniiorin^ Dear Judge Wright: Since you have heard Fair Park Elementary School is up to be closed for 1995-96 School year. I am a concerned parent of Adrienne Abraham, she entered Fair Park School 19.94-1995 School year. done well at Fair Park. Adrieene has Ms. Lewis really works well withthe children, in a Quiz Bowl held for Kindergarten pupils. Mrs. Lee Lewis, was her Kindergarten teacher. Adrienne won a trophy This was the first time a Quiz Bowl was held for Kindergarten students and I was honored that Adrienne got a chance to participate. Adrienne received 1st place in the Quiz Bowl and a letter from the gifted and Talented teacher thanking us for working with Adrienne. Dr. Samuel Branch is a good Principal and Ms. Baker is a good Secretary at the school. Fair Park teachers are always having good learning material sent home to help the students advance themselves. work close with the children. The teachers really she helped Adrienne a lot. I was really pleased with Ms.Lewis, Adrienne attended to 5 yrs. old. at the age of 2 how to tell between animals. Headstart helped Adrienne a lot too. Headstart from 3 yrs. I taught her her shapes, colors and tell the difference My son Edward Jr. is 4 and just graduated from Headstart and I had enrolled him at Fair Park for Kindergarten and now they are closing the school. We had gotten the assignment that he had been accepted. I hope that we can still get a chance to send our children back to Fair Park School. I really like the location, the security it has for the children. Dr. Branch would greet the children on the parking lot each morning and if he didn't another man would (teacher), just hope something can be done to save the school. I Sincerely, Mrs. Queen Abraham Parent of Adrienne A. Abraham former student of Fair Park Mrs. Queen Abraham 5816 West 14th Street Little Rock, Ark 72204 r  .rM '7 .. usaG PorUS.\u0026lt;Wa\u0026lt;Jy Judge Susan Webber Wright 600 W Capitol Room 302 Little Rock, Ark 72201 72201-3323 01 .....\n\n,ll.l.l.\u0026gt;ll\u0026gt;llt\u0026lt;\u0026gt;llHll\u0026lt;HllRECE'V ID i JUL 1 W5 Office of Desegregi^OT Moniiorinj,! June 27,1995 District Judge Susan Webber Wright Federal Building 600 W. Capitol Little Rock, AR 72201 Dear Judge Wright The ruling of the Little Rock School Board to close Fair Park Elementary School has not only upset me as a teacher in that school, but I feel that the parents of the children have been lead down a path lined with hidden meanings. Our parents have only had one school meeting to voice their concerns and wishes for their children. It was my understanding that the court desegregation plan was to involve the parents at every step of the decision making. Please allow our parents and faculty to continue as one family. We are making such progress with all our children. With the addition of the 4yr. old classes, we have had parents select our school because of this class offering, and the schools central 1ocation. Now these new parents are told the school that they have chosen is closing and they will be sent somewhere else. Maybe to a school that is too far for the parents to provide transportation. Before even entering the Little Rock School System the parents are already met with a change. This is not a good way to build faith and unity with our new parents. I know you have always put the children first. Please do not let the district use the children as a guick fix for their problems. Sincerely Mrs. Valerie Kodell PreK Teacher, Fair Park3 / P-O. 8ox Or. UX21 b /(j ($~q/ '\"tier C/ ' 7 ': '\u0026gt;  J Z-aj') , 1 I cc'fcmf !^(/ Ccypr/^r -^.--) O I 14514 Woodlawn Little Rock, AR 72205 June 25,1905 Honorable Susan Webber Wright U. S. District Judge \u0026amp;00 VJest Capitol Little Rock. AR 72205 RECEIVED JUL 10 1995 ^557? OF JUW 28 J9g^ Dear Judge Wright: Office of Desegregation Monitoring s. Q'Strjct- 1 am a first grade teacher at Fair Park Elementary. 1 could not attend the court session today because of work responsibilities, but 1 have a story for you about the specialness of our school and our principal. As a first grade teacher I keep an eye on the kiddles in the up-coming classes. Last year one of these kindergartners passed me in the hall, running so fast that I saw only flying sneakers as they bounded through the door, out the building, and into the street. His flights became a habit. The principal sent him to a special school where he could receive intensive counseling. When school started in August, the fly-away kid was back and appeared on my class roll. Timothy had not changed. He rackd thrdughthe halls into the street. He circled the classroom, eyeing, hitting, pushing, kicking. He walked on desk tops. He frightened my students. He trashed the room. Sometimes without warning, he was goneinto the hall, out of the building. Our new principal. Dr. Samuel Branch, set up procedures and began working with him. He enlisted help: nurse, counselor, aides, custodians and finally his mother\nshe came to school with him, every day, all day. He continued in therapy. v\u0026gt; Teachers in the north wing, Timothys hall/runway, worked with him. He had to walk the entire length of that long hall after lunch recess to get to our classroom...and eventually he did walk. He stayed in the classroom without his mother at his side, though she was still in the school. He was able to talk about, admit to, and change poor behavior. Sy the end of school, this cooperative effort produced a calmer student who was reading and writing. He was working well in his math class. He took a healthy pride his academic achievement. On the Standford \u0026amp; standardized test, he did well, but scored high above average in decoding words. As he reads his way through the second and third grades with that exceptional decoding ability, his comprehension skills should reach the higher levels. With continued nurturing, this child , a black male, has a future... 1 dare believe, a great future. This is the strength of our faculty. We work together. Many of us have been here a long while\nthere is little teacher turn-over at Fair Park. We respect each other\nwe help each other. This is particularly important since about 70% of our students come from low income homes where their opportunities have been limited. Though Timothys need was is greater, we have other children from the inner-city who need a special touch. Our smallness works for us, not against us, as we reach for de-seg goals. As principal. Dr. Branchs first priority is the child. His leadership provided opportunities for my student to claim his potential in the first grade. Because Timothy lives north of 630, the district plan would place him next year in another area school, with no special services, but with twice the enrollment. Will he have the environment he needs to continue to flourish? The Fair Fark family is a good educational team. Please let us exist. Sincerely, Anne Riley FIRST GRADE TEACHERANNE RILEY 4314 WOODLAWN LITTLE ROCK, AR 72205 t i , E -USA-G --S- FoiU\u0026amp;oUfcaaonlr HON. SUSAN WEBBER WRIGHT U.S. DISTRICT JUDGE 600 WEST CAPITOL LITTLE ROCK, AR 72205 Hill ll.uluhluUlluul.lulHlIe  RECEsVED c ? CHAMSERS CS=' SUSA\u0026gt;^ JUN W'yCHT 1 1995 .'III 1 0 1995 Office of Desegregation Monitoring * U. S. DISTRCT JUDGE ? iLfiJeZz^ 2^ ,?Z2z)L ,. Cf^C/a, f-IL{ i 4 -yj L,/'\nLv-^ JJ' K^ c^ /xii'-fn IU.Q, ?^ /\n. y/iu Xt: ij^/5vUpJp^ J --I_^/ W iua.tUCa4tM*u- ^aa^5V-l) i I R D I K.95 RS RECEIVED Office of Desegregation Monitoring CHA?- =? SA'' JERS-c,.,.,  .SiEP 'VRl---' JUN 30 '995 Jill to 1995 j. s. nu- , n  June 23, 1995 Office of Desegregation Uunnormg district JUDCc I am writing on behalf of my son, Christopher Stron i\u0026gt; \u0026gt; in reg ard to the Fairpark School closing. We are a Caucasian, middle class family with both parents working. Speaking on behalf of myself, I will do whatever it takes to send my son to private school rather than sending him off to wherever! When the rumors started about the cidsing I worked in the back ground calling and writing the Governor, the Superintendant, Vice Superintendant, and School Board members. When I phoned the Superintendant's office to ask about the status of the closings, A woman working under the Superintendant informed me that they handle the majority of situations, and if they could not, lie would. I explained that this was the worst time to threaten a school closing being that it was- registration for private schools and the majority of Caucasian families, like us, would probably pre-register their children for private schooling. She replied that this was probably their purpose of submitting the proposal at that time. We are the last of a dying breed of Caucasian's in LK Public Schools. There aren't probably even 20% Caucasian pupils in Fairpark, but I know for sure after the attitude of LR School District in any number of circumstances, my child will be in Private school. 3o I would assume the purpose of LR School District is to remove the existing Caucasian pupils out of the Public Schools. When you ask someone a question as to \"What is the status of the Fairpark closingi' and the reply is that more than likely itwill close, is aggrevating. And the only reason for its closin 2 is to cut the budget. Our school is in a wonderful neighborhood. These children come into our commumity with absolutely no fears of the outside world, which the majority fear in their own neighborhoods! They can learn and play without thinkin o about o angs and drive-by-shootings, and personally I don't have to worry about my son's well being while he is there. This enables me to perform better at my j ob. My son is two blocks away from my home, if need be, I can be there in a minute. He is an asthmatic and time is everything! Whenever there have been any questions about anything they have always kept me on top of it. I'm a mother who wants to know my child is okay mentally as well as physically and he knows that if he needs us, we're only a phone call away! So please, take into consideration our children and their parents and keep ''Our School Open. Thank You, / Cathy Strong 613 N. Pierce Little Hock, AR 72205 ()I3 W-Pierce /je.nrkS. . E='h^- / } is ) '\nleKoJJ 'BuLGizAft lj\u0026gt;C)O Copt+cUL UZ. Fklc 73SOJRECEiVED JUL 1 0 1995 Office of Desegregation Monitoring \\Jo _t\u0026lt;AKH^ (\u0026gt; CMOti (2CrQAfi: ^395 ________dL'.am n)V^d/Uiv\u0026gt;__ (J)\u0026lt;y\n^ CCC^IU)^d-.UC^ .oatoji.^ Cem de)d _Umt |awtbnb__ bchA)o-|ia%j. to2\u0026gt;. 6p^ 0mxiAc/i Cjno. UTV boiri- iMo iJjIj JoQklW . W..__ ! UOs^Cenc^ do r Clad- QMcU^ _Z]QQn_tdf2dQiC^ -dtu/) (kkKi UviiL. coo^ Cmb kUo LaoC^iM lAH ______ L^vom .dOMlII I I I I I 1 I I i I I I (oCD LC. t.: I i lory I i 1 tCZboto\n^ U3w*2j^ 7226 ( f I I I I I I I IRECEIVED Jill 10 1995 igr@gation Monitorii^ Otfics Of Oessgragation M( 3 0 1995 ^-\u0026gt;1'  Q.CC9. ) ^17U\u0026gt; f // 1 -7 7'n ' 9, 1 I // 0^. y/L L . ft/, A 7. . _________ \u0026lt; m--^i I I I 1 I I I I I C ?' i ' I I t I I u I ^'TcTr V ---------- \\/3S5 I ! j. OIJGlory X\\xSlbH-(\u0026gt; Colk'ctmy ^ N^t(Oh\u0026amp;l St\u0026amp;tic . d'vuaunly qJ- 1REC Si MIL JO 1995 QIS' ^UH 0 'gai: EZCjE-m. cd '1 , ^4(Cbi Cl (O11 laLu-^I l. cn t- eVt C r, f /I -h^ b Ua r \u0026gt; Hr. Os? A L, 0 L \\z( r. .  dtctu dL hod Q du^r^cdim dl. .zrvL..4^iAjZ?L d\u0026lt; bOctV CXjorVynp. SjV CXju^J ^.Ca UO 4v \"tC , td SrLC5uJ-d (Xv^d SJcg_ IO r 4-C/ynp. CLcjz-xAXiaJ SAj ibuL^Aru^ -CS rvcCLb'de ijr Xc t-C yxx^ rdo^ -tkCt. tAjuc- Gd- pooCL. SV Idbe^i +vJci  E SrtZ^ pcvJO v^AUbixi-d (JL Ct-A^A \"''^^cxjrid '-pcx'tbb e4\\^\u0026amp;nKje k\\\u0026lt;iuJr LUi- kj2J43''tV^ SZLmI f tr^ 'ICTTYA R- ip C^WcLc ^lQ- dUudU/vJ\" i34tAA-fi_ CjL CCrr\\ \\/ (sSaAXvU ^1 \u0026lt;O_ ' H uCuJ^ aX^vul^ n\\jJUC\u0026gt;K^ td tzUC\u0026gt;UJV^ \"X VO^^^viici HE^ pX-CbO d^rAJD -J b (q^zT^ ^^Ovc'^uAuc 3 \u0026lt;3.3 ij^aJj 7^^C)\u0026lt;/ / i J \"saSSJ^, C::^ 600 LjO. \u0026gt;a,rece^veb,^ .111 1 0 1995 JLifJ Ci 0 J99!:, Monli^l  Jt lUGE ^bddy AbbcL Azoid . dbud ^0/9^ Mta^sd ''^0 J ! J t J d/ L . /I I .\"] / /1a/ Al JlA d-d/dSil dJiLd. ddaM .LdiLtMjb ib dlUv TgA ddbioA '^9LGJJJ i/lbb^ ______ /xd AtCb d799M d AcbU ^bj7d 4ajo^AA A .do .d^VLidC Mzbibd^ db _ dMcy pod-b-d/PU \\ dl\u0026lt;do j\u0026amp;) ^adC cdc/.\u0026lt;j^ / CM6/ldjLigtd, -6hj^ jbdjoo, ibb dlbud JjOMdl diet Jto^ '7 GjjxjJ - A'^d TAdu/ywndu)ib : diA AnaJd /b\u0026gt;oz -i)wi^ LQ) Jdad)^5 ddJio\u0026amp;J ^WM' (^JidcLuiyd^ ihdd Vujio! dkd -90 'OZIA-^ i 1^blddd(jfifu^^ ddiv3- y^/vud^ (DuAjLL/id \\ . / l\u0026lt;) /I/O (j ,da(A/(/.JIB 1 0 1995 - - wr/ght Office of Desegregation Monitoring  M. JOOGc June 27,1995 The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 Re: Fair Park and Badgett Elementary Schools Dear Judge Wright: Please accept this letter as a request to give serious consideration to vetoing the Little Rock School Board's recent decision to close Fair Park Elementary School and Badgett Elementary School. During the spring of 1994 our family was recruited by the Little Rock School District and Superintendent Williams to enroll our daughter in the public school system. During this time we were also highly recruited by the staff and parents of Fair Park Elementary. After careful consideration, we decided to enroll our daughter in Fair Park Elementary. Throughout the 1994-95 school year, our experiences with Dr. Samuel Branch (the principal), Mrs. Lee Lewis (our daughter's teacher) and the entire school staff were only positive reinforcement of our decision to place our child in her neighborhood school. She excelled in her first year of school\nin fact, she was one of the seven winners of e Kindergarten Quiz Bowl. You can imagine our dismay when we learned that the School Board had voted to close our school on Thursday, June 22, 1995. We must admit we do not understand the complexities of operating a school district. However, as a family, we do understand a budget and \"living within our means\". The School District contends that it must eliminate a ten million dollar ($10,000,000.00) deficit and that closing Fair Park and Badgett Elementary Schools will save two million dollars ($2,000,000.00). It is tmclear whether this savings is \"gross\" or \"net\", assuming it will cost the surviving schools additional money to accommodate the increase in students. It is also unclear what additional cuts will be made to eliminate the eight million dollar ($8,000,000.00) balance. As a family we have found that we can balance our budget and live within our means without eliminating necessities, or some luxuries, if we will be disciplined in our spending and work toward defined, realistic financial goals. It seems that these principles would work equally well for the School District. The equitable solution is for each school to absorb that portion of the deficit equal to its' percentage of the overall operating expenses of the district.The Honorable Susan Webber Wright June 27, 1995 Page 2 The Little Rock School District caimot expect parents to continue to support the district if it cannot provide a stable learning environment for the students. The Little Rock School District cannot expect taxpayers to continue to support the district if it cannot balance its budget and responsibly manage the resources already available to it. The Little Rock School District can expect voters to reject a school board and administration who are not up to the task of providing a stable learning environment on a balanced budget. Thank you for your time and consideration of this matter. Sincerely, Rhys G. and Debbie Lynn Rogers 7404 M Street Little Rock, Arkansas 72207Mr. and Mrs. Rhys G. Rogers 7404 M Street Little Rock, AR 72207 I The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 JIIhI.I June 27, 1995 SUSAi CHAN-igEHS J!-' V JUN 30 199 Michael Sewell 905 N. Taylor Little Rock, AR 72205 Susan Webber Wright 600 West Capitol Room #302 D Little Rock, AR 72201 ,1111 1 0 1995 Dear Ms. Wright Oftice of Desegregation Monitoring I am writing to in regard to-the potential closing of Fair Park and Badgett Elementary schools. I am a single parent of a child attending Fair Park and the PTA President for the school year just ending. Of course I am corresponding with you because I do not wish to see Fair Park closed. The school board has given the parents of these two schools the false sense of security that they would be spared at least another year. Doing this by voting against the proposal at least twice during the school year. I feel that it was, to say the least, underhanded that they chose to meet and vote again on this issue after school was dismissed for the summer (less opposition). It is my opinion that our schools were the least likely to cause major repercussions than closing a school with more influential parents. The reasons given to the parents for the proposed closing were basically two reasons: a) Costs to maintain the facility (repair/replace roof and air conditioning) b) Below capacity attendance and low in-zone attendance. As for the two reasons above I respond with these facts / comments: Under the new proposal the Fair Park building will still be utilized for teacher training. that the repairs would still have to be made. This would seem to me Regarding Fair Park being below capacity, this is true\nbut, that is a Selling point for me. I am in the process of trying to acquire information regarding enrollment, at all Little Rock schools and the individual facilities date of construction.Again, I contend that these two schools are targets for cost savings due to the fact they are less volatile in respect to attendees. The below in-zone attendance is in part due to the fact our school is located only a few blocks from a private school. If we were to look into it, I'll bet that the public school attendance in the Pleasant Valley area surely shows similar data due to the private schools in that area. It is very disappointing to me to see our schools closing! The main problem causing the financial woes of the Little Rock School District are plain to see. Declining attendance is the number one cause. fears of big city violence! Why?? Parents the problem is racially motivated. Yes, it's true to that some of Parents are being forced to send their children to schools across town, even though there are schools possibly across the street from their homes, what to do. People do not like to be told The violence found here in our city is frightening, however, it is something that the people of the community will have to face up to. create the gangs. It's our problem. The education system did not In fact I give them credit for trying to make the schools safer through the hiring of security guards. Unfortunately, most of the problem centers around the home. There is a school approximately six blocks from our home\nbut, my daughter will not be allowed to attend this school even though there are students that are considered not to be in-zone attendants going to this school. (Again, not fair.) I do not want to appear so negative, but I am. There are good things that have come from our small schools. A better education. Big is not necessarily better. If our educational test scores were compared with other schools, I think they would prove it. (I'm checking) Fair Park, in case you didn't know, is composed of a seventy- five percent black student body. I am white and this is not a problem for me. Most of the children come from lower to middle class families. white neighborhood, school than others. Our school is located in a mostly This is a more racially integrated I have been told by various members of the faculty that Fair Park has been used as a dumping ground for undesirable children (learning problems) from other schools. Theseteachers have done an outstanding job and I am proud to be a part of the school. If Fair Park is closed, I and my daughter are going to move out of the Little Rock School District. fact. I do not want to do this. This is a simple My daughter is an honor student and enjoys where she is at\nbut, if it's not going to be there next year, neither are we. Please consider all factors carefully before making your decision to close these schools. Thank you for taking the time to listen. Sincerely, Michael Sewell 11 i j I RECEIVED JUL I 0 1995 n 3jg1^ (A\u0026amp;cr\ne of Desegregation Monitoring feCLy U ' CCL^ cWC. 20 MckM \"?9ao) ( RECEIVTED 'J^I~-__3 1995 a DISTRICT judge .? plour {icmr I J f)l^ G^koc J 6:X^- Cc^ C\u0026lt;9y\u0026gt;^^c( Jcj(J i\u0026gt; .. loUj .. GJ /^yA A^cay^jK^-Ata yT^yyo.- A___ re^tii/K . .6d^ t i Ji I - I- / jCb JM... (AcjZlj/j \\ (joh . ........... t _1 f. ~ Z /n( t K . i f K I I , 1 I I t- I Ly.... -. /14J.-h-bA.e^r ____ ^iZrCrdz^ __________' ...hjZ (Stict p-CXt .....GiEsu^dl i'-'C . 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J f \u0026lt;d ,_J Ke4^ .p i i [i \"l ! rCuSl^Y- lo^ ____ ')^^JU.do VjCAjc h /yd dO-Li, GJIa (dc^ 3 d c^d aya^ td.  i(^GA\u0026gt;e^_ , (5^ - '^ - (jJLyKi\\eAji, I A, odnM-J I idP-Sb , / ... y'~^b Cs^cjxr^d ..-Qe bcdlj^c,, Tr ii', (~Pt\u0026gt; a/KyK!i._ _ b culci' -fc^ hcOj-cfc-C' , fr :kfe.3 ...bU'L^iJ.^.RC -^fcCLi--Zh\u0026lt;rS( 2-.__A.idv\\-. J, ,LCt\u0026lt;U=i-cf 7^^ .(\u0026gt;S^..3Z^--i:S^:L:Ck^Q^ .____ AjL^\u0026lt;jWg-r h\\\u0026lt;ao\u0026lt;^ roxCiifit __LtKZfck__ fCf\\QJuO IX. ______ ^ho Vg,^ \u0026amp; ox tk /)r)\u0026lt;xc dbTfr/di-. 1. a 1 .. /.._ 7 L d^ -____^ocd- _____________________________ , [\u0026gt;\u0026amp;Q:'(4X...C'r:r...(j-J'XCh L^CC'^rt^^L. V'J\u0026lt;?'3.. dbsa^c^, J^..b:\u0026gt;di...l ojo-k.^H-jCC^c . T1^ b c.tX-r'd bbxi J L^a/jL\u0026lt;A 6-pr^t Ai' i . dArtkcid bj}, I\\ fKbU a dlttbi i Jc^disLcJ c:^ D_ _ _ dchy^ \"two ZqZ-\u0026amp;^ (X^.\\ichJ- b^ 0\u0026gt;La 'bbot ,^jri-oXi-^r- u\u0026amp;tib bra k? LC f .i^C^Ctn ITJL /^^'p(3b''^ pC^- . ^c-/LCck 1^\nu Jio J^-ix sa.i/e^f) O ! I ZC-fT^f-Zx) --r- 'f/ - -------_ . ...jiQ I i)C^CL\\dc- ZiXiX f -. end ad/xiu /'ZdJ-dbyZ- f I I ,. I,--. i : i I ^-r\u0026gt;..^ dOZ^ Cydl FTA /^Z/ RECB 1 Jill 10 1995 Office of Desegregation Monitoring ''^ Qc 'vfeit \u0026gt; dDor^ 3oX p)ck AF. UcttLT -^/oPOO 79301 .. 3 1995 '^^I^ISTRICTJUDG^ fhjA name fn^ 15 Hid ba S/\u0026lt;^ai3, Aq h (P'f\\dl Oo^joF-c '^l,ZaFd-k CwvvL\u0026gt;n4-^ Obtio/^O {^(/uuc [FrF ((S^e/Q-fcL^  Fcouf Pa^rl\u0026lt; J-'^ /-S Soc/o\u0026lt;^e 'h oar hOu^S '/5 a sma/l ^d^ool c^/H ^oocf S^Carib(^\u0026gt; ^l/Zah^'k teezi h^ lO(2Aej^^6i/d /6aS' Abro^d^ro( Fs^  \\/^wjl g^ctrs. 2^- /)Or hX\\je^ o2 /^/rd a. (AF sdooJi (2coru\u0026lt;sL ^Q^/ OAT/C/ dcF s/} '' ' \u0026gt;0- Sho /s do(F^ l/dM (oao , (^rc\u0026lt;i^S(a.rd (dojos/^ caa\u0026gt;^ /s d-o (2^ Feu^ 2 / ' n. 'WC^ ijOtd^d rndriklj^'^'^t /Ww yJ- dd\\i\u0026amp;i boa/id /Ty^^k-e\niJhu (?^i^i?y'Ci oe. CjciuJ^o^ ipQj-i-ffc/ wv Sl^(J3/U^, fkdlbA S4\u0026lt;i-rri5 ^SIQ^ fWfi-jl^^ Av\u0026lt;\u0026gt; i-^AR -)S-^i)^I ! Fair Park, Badgett at top of the list for possible closing BY CYNTHIA HOWELL Democrat-Gazette Education Writer Fair Park and Badgett elementary schools may close permanently at the end of this year to help the Little Rock School District balance its 1995-96 budget. The district must make S8 million in cuts to balance its budget. Dr. Russ Mayo, rAAansasDemocrat (bazette FRIDAY, JANUARY 27,1995 associate superintendent for desegregation. said Thursday that a number of factors, including enrollment, were considered by administrators in identifying schools that could be See CLOSE, Page 9B | TZTose  Continued from Page 1B shut down. District administrators will discuss the future of the two schools at two upcoming community meetings. The first meeting will be at 7 p.m. Tuesday at Fair Park. 616 N. Harrison St. in the north-cen- trai part of the city. The second meeting is scheduled for 6:30 p.m. Feb. 7 at Badgett. 6900 Pecan Road, near Little Rock Regional Airport. -Adams Field. Badgett and Fair Park are among the smallest of the districts 35 elementary schools, with official student enrollments this year of 177 and 282. respectively. Besides enrollment, other factors considered included the physical conditions of buildings. the cost of potential re- Mayo said. taries are filled to capacity Closing the two schools could Closing Badgett also save the district up to $900,000 creates some reassignment challenges next year, Mayo said. .4 more ac- because the nearby schools are curate estimate will be avail- magnet schools, most of which able once final decisions are are filled by student application made about where students at and not based on attendance the schools would be reas- zones. signed. The savings would come  - ,  -------------- All of our planning to this from reducing the number of point was based on a scientific principals in the district and the approach. Mayo said Thurs- building operating costs. The day. \"From here on out. we will district also may be able to re- duce the number of teaching positions. 'All of our planning to this point was based on a be considering emotions. The final decision on whether to close the two schools will be made by the Little Rock School Board when board members decide this spring on a budget for next year. Mayo said parents SCienttjic approach. From and other community members will have time to make their here on out, we will be considering emotions.  Dr. Russ Mayo feelings known to board members before decisions are made. He said he and other district staff members will be available ~\nto answer questions about the Closing the schools could af- recommendations for closure. pairs and renovations, the feet more than just the families adaptability of buildings to support modern instructional programs, the number of children in a school's attendance zone, the schools racial composition and the ability of the district to successfully recruit children to the school.  When alt the factors were combined. Fair Park and Badgett were at the top of the list, with children in Badgett was one of 14 schools the two transferred to the Little Rock schools, as attendance zone district from the Pulaski Coun- boundary lines for other ty Special School District in schools may have to be modi-  . ------- 1986. as part of a federal court tied, Mayo said. Decisions on order that extended the bound- those possible changes havent aries of the Little Rock district been decided. to the city limits. One of the problems admin- The county district had a istrators face with closing Fair Badgett school for many years. Park is that nearby schools like The school was first named Forest Park, Jefferson, Pulaski Frasier Elementary in honor of Heights and Williams elemen- a former principal. In 1926 it was renamed Badgett for the township where it was. A new Badgett was built at its current site in 1964. The schools capacity is about 250 students, according to a February report from the federal Office of Desegregation Monitoring. This year. Badgetts enrollment is 75 percent black and 25 percent white, which is out of compliance with federal court guidelines calling for a 60- 40 racial ratio. About 64 percent of the Badgett students live in the Badgett attendance zone. Fair Park, which was opened in 1927 and has a capacity of about 350 students, also is out of compliance with the racial balance guidelines. The enrollment is about 72 percent black and 28 percent white this year. The school was expanded in 1951 and renovated and expanded again in 1980. About 57 percent of the Fair Park students actually live in the schools zone. The Little Rock district has closed other schools in recent years. Ish Elementary was closed in 1992-93. Stephens Elementary was closed this year but is to be rebuilt When the new. larger Stephens School is opened in 1996-97, the nearby Garland Elementary will be closed.Arkansas Democrat \"^(azcttc WEDNESDAY, FEBRUARY 8, 1995  3B Parents plead for Badgett school  LRs best-kept secret ( BY CYNTHIA HOWELL community members and stu- boundaries to the city limits. As '  a result. Little Rock got 14 dents was unconvinced. One by one. audience mem- county schools. If you dont want us. Ill bet the county will take us back. Badgett Elementary is the ----------- ------------------------------------ Little Rock School Districts bers described the community . best-kept secret and doesnt school as a place of safety and .--------------------...  deserve to be closed, parents racial harmony, where their said Jodi Crowder, whose chil- ' and community members children are shown love and dren are the fourth generation  pleading for the schools future concern by longtime Principal in her family to attend the i told district administrators Mary Golston and her staff. school. ...................................... \"Tuesday. The parents are pleased The tiny school near Little with this school and feel it is Rock Regional Airport, Adams the districts best-kept secret, ' Field, is one of two elemen- Claude Johnson told district ad-  , taries the district may shut ministrators. If other parents down next year in an effort to knew about this school, we trim $8 million in expenses. wouldnt have any trouble at- Dr. Russ Mayo, associate su- trading students here. perintendent for desegrega- Parents said that parents tion. said at a meeting on Bad- who tried to get their children getts future that closing the into Badgett were told by the school and Fair Park Elemen- districts student assignment Look at downsizing the administrative operation, anoth- er audience member said. Take it off the top. Dont take it from the children. Shiem Swift, a Dunbar Magnet Junior High student who attended Badgett, said the elementary schools teachers are willing to help students  even to walk them home if necessary. Jerry Peters, director of the Little Rock branch of Webster University in St. Louis, accused the district of picking on Badgeit because its in a working-class neighborhood with little political clout. Breaking up a successful team of parents, staff, students and community would be a mistake. Peters said. Webster University is Badgetts business partner No final decision has been made about closing Badgett and Fair Park. That will be left to the seven school board members  four of whom attended the meeting Tuesday  later this spring when the 1995- 96 budget is prepared. No final decisions have been made about where Badgett children might attend school next year. Washington Magnet Elementary and Clinton - Magnet Elementary are possibilities. Mayo said. tary, located in north central office that they couldnt, even Little Rock, could save the if they lived in the schools at- school district about $1.1 mil- tendance zone. lion. Enrollment at the school We have too many schools was 279 tn 1988-89 but is down ,.for too many children, Mayo to 177 this year with only one 'said, adding that the cost of class per grade. renovating Badgett so that it The Little Rock district ac- could support modern educa- quired Badgett in 1986 from the .tional programs would be pro- Pulaski County Special School hibitive. District under an Sth U.S. Cir- . But the crowd of more than cuit Court of Appeals order ex- \"  grandparents, panding the Little Rock district 3 '100 parents,FRIDAY. FEBRUARY 24, 1995 CoovTiBht  Lrttls Rock ifw Backers plead for Hillcrest school 8Y CYNTHIA HOWELL Oefnocrat-Gazette Education Writsf Advocates for Fair Park Elementary School pulled out all the stops in a campaign Thursday night to convince the Little Rock School Board that their Hillcrest neighborhood school shouldnt be shut down. Parents and a student offered testimonials about the scnools importance in their lives. Teacher Opal Rice spoke about staff unity and commitment. Wally Lovelace, a real estate agent, told the board that people ask to buy houses in the neighborhood so their children can attend the Fair Park. And neighbors talked about the hazards an empty building would pose and the school playgrounds conve-r nience as a neighborhood FAIR PARI^ QDISrr c  n r-. Aransas OomocfaiXSazenafOavwj\npark. geta 'sZA^fKn SPIRIT -H Fair Park Element School cheedeade-s An- ' ilarB opalerda sm efrmombe rps ahreenatrsd s^imd- LaSonySa cOhg^lei sBboyi u. - parents and neighbors of Badgett Elementary School, which may also be closed ne.xt year, and from advocates for the district's school nurses program. main open before the Uttle .ro\n^ Sch^TBoarS'^m^Ung^n^^ rtg^ In all. more than 30 people came before the board Thursday night to defend programs rrojeciea cn^nT TI\" 'losing the cut uo the district can--------- projected S9.1 million deficit from its 1995-96 budget. Projected cuts include erase a two schools. Cuts  Continued from Page 10 sharply reducing the early childhood education programs, hiring a private company to run the school buses, eliminating grants to the area schools and cutting 19 nursing positions. Board members made no de- CKions during a lengthy meeting Thursday on the cuts. .Another budget work session is set for 5 p.m. Tuesday. Im here to represent the students' views about Fair Park. fourth-grader Deanna Jones told the school board. .-And we we say keep it open. Our school is not fancy and could use a little fixing up. but we like it just fine.  Diane Nesbitt, a parent at the school, gave the board petitions, signed by 900 people, to keep the school open. She also presented the board with a large red cardboard hean. covered with photographs of Fair Park children. Dont break our heart! Nesbitt told the board. Parents from Badgett Elementary. located in extreme east Little Rock, described the school as a place of comfort, love and safety for generations of children. They said its a school where the principal greets children when they get off the buses and teachers come out of the building to talk to parents who drive up to the school at the end of the day. If its not broke, dont fix it Claude Johnson told the school board, speaking of Badgett. We dont need your help. We are asking you to back off and leave us alone. Were doing just fine. .Also making appeals Thursday were:  Bus drivers who oppose hiring a private company to run the school buses.  Advocates for the 19 school nurse positions.  .A member of the advisory committee for the community education program at .McClellan Community High School. Kelly Tucker asked the board to consider some changes in the program but retain it. Bus driver and parent Michael Campbell told the board that inefficiency in the transportation department is at least partly the result of old. deteriorating buses. In regular business Thursday, the board stopped short of authorizing the formation of committees to research how close the district is to complying with desegregation standards set by the U.S. Supreme Court. See CUTS, Page 90 Superintendent Henry Williams suggested earlier this month paying seven committees of employees and citizens to do the research as a way to accelerate an end to the 12-year-old school desegregation lawsuit Board member John Riggs IV made a motion that e district ask U.S. Di,strict Judge Susan Webber Wright for a conference to determine whether the committee approach was an appropriate way to work the district out of the case. Wright decided earlier this week to call such a conference, .tiu Brown, desegregation monitor. said. Brown had told Riggs of the judges intentions Thursday. The board also:  Gave conditional approval to establishing a city neighborhood alert center at Ish Elementary School.  .Approved eliminating the learning foundations course at Pulaski Heights. Forest Heights. Southwest and Cloverdale junior highs.' Arkansas Democrat 7^ (gazette SUNDAY, MAY 7, 1995 CATwwiaht O I ll Q\u0026lt;v*b NMrtrMTWn I nr Fair Park kindergartners bowl quizzers, parents over BY CYNTHIA HOWELL Democrat-Gazette Education Writer Dont try to sneak anything by the kindergarten pupils at Fair Park Elementary School Theyre small but smart. Just ask their teachers, who staged a quiz bowl Friday for 14 of their young charges. Two hours and 175 questions later seven of the 14 children still standing and had missed a single answer. were not It was amazing, said Nona Whittaker, a teacher of the gifted and talented at the school. We had parents and school board members here to watch, and some of the parents were crying. The seven winners were AdriAbraham, enne Aldridge. Brooke Jordan, Sharon Leakey, Evan Nesbitt, Mattie Rogers and Jessica Webb. The quiz bowl questions in mathematics, science, social studies and trivia were provided by the Little Rock School District s office of gifted and talented education. Do you know which state in the United States is an island? Or how about, which U.S. president freed the slaves? What organ of the body pumps blood? What is the difference between fiction and nonfiction? If you have five pieces of candy and give two away, how many are left? And can you name the individual Ninja Turtles? The Fair Park Seven didnt even break a sweat as they responded to those questions asked by Catherine Gill, the schools former principal, who was serving as moderator. My objective was to teach I the children how to compete J and how to accept winning and 1 losing, Whittaker said Friday : after the contest. The pupils  prepared for the contest for  Qumcy about six weeks. Whittaker worked with them 30 minutes week, and the children practiced at home with their parents and in their classrooms with two teachers, Rebecca Brown and Lee Lewis. a Whittaker learned a few lessons on her own as the result of the quiz bowl. Primarily, don't underestimate children. She did and had to go out Friday afternoon to get more trophies.Letters Arkansas Democrat $azcttCj MONDAY, JUNE \"'2,1995 .--------------------uni.. Rock Inc- Keep Fair Park, Badgett schools I I On Thursday night, June 1, while Fair Park Schools PTA was awarding certificates to parents and other VIPS for volunteer work in our school, the Little Rock School Board met and discussed closing Badgett and Fair Park agcdn. In February, the parents, the teachers and the constituentsa.k.a. citizens, taxpayers and voters of these two school communitiesmade it very plain to the members of the school board and the superintendent that budget cuts should not include these small schools. The vote was taken and the parents, the teachers and the constituents remember very vividly what that vote was\nLinda Pon- dexter, no\nJudy Magness, yes\nPat Gee, no\nKevin OMalley, yes\nKatherine Mitchell, yes\nand John Riggs, no. The motion was dead as a result of that vote, and we rushed back to tell the children their schools would not be closed next year. Newsweek magazine for May 29 featured an article showing grass-roots solutions to Americas problems. One section says just what parents, teachers and even the kids have been saying over and over to board members and administrators: The best way to implement high expectations is to let principals and teachers run their own schools with minimal interference from the central office. And the best way to keep that sense of community is to keep schools small. Small schools work because they allow more access for parents, stay manageable and thus safer, andmost cruciallet teachers know their students over time. The most important variable in student achievement is the size of the school. Fair Park and Badgett are small schools, they are safe schools, and they are working. Let the students have this stability. The boards vote to close, if implement^, will wipe out many years of community work and dedication at these sites. Please consider all our children and their schools across the city as the school board seeks budget cuts. With just four votes, they can eliminate entire school organizations. Which schools will they eliminate next? J OPAL RICE Little RockArkansas Demixrat fSTtOazcltc   WEDNESDAY, JUNE 14, 1995  Transit, fate of schools top agenda BY CYNTHIA HOWELL Democral-ORzette Education Writer After months of discussion, the future of two Little Rock elementary schools and the district's trniisporinlion department could be decided tonight by the Uttle Rock School Board at a special meeting at 5:30. The meeting's agenda says the proposed 1995-90 budget will be discussed. But board members said Tuesday they expect to vote on closing Badgett and Fair Park elementary schools and on hiring a private company to operate most of the school bus system. Those moves are designed to help the financially strapped district cut expenses for the coming school year. Both proposals have been defeated before. The board deadlocked 3-3 in April on a proposal to close Badgett, in extreme east Little Rock, and Fair Park, in central Little Rocks Hillcrest neighborhood. The schools are among the district's smallest, need renovations and are under-enrolled  Badgett with 177 pupils. Fair Park with 282. Closing them could save $1.1 million next year, district officials have said. But staff and parents of children at the schools have begged the board not to close them, saying their smallness means more individual attention for pupils. Earlier, board President Linda Pondexter and members Pat Gee and John Riggs IV voted against closing the schools. Katherine Mitchell, T. Kevin OMalley and Judy Magness voted to close. Afier that, a seventh board member, Stephanie Johnson, was appointed to the board. Johnson has declined to say how she might vole. District administrators are expected to make a presentation tonight about school bus services that Laidlaw Transit Inc. could provide. Last year, the board rejected a proposal for privatizing the bus system but let district officials ask for bids from companies again this spring. District bus drivers oppose privatization and have proposed their own changes in the transportation system to cut costs. The Laidlaw proposal would save the district nearly $700,000 next year and $1.4 million over the three-year contract, according to school district officials summary of the contract provisions. Laidlaw, based in Ontario, Canada, and Cincinnati, Ohio, is the largest transit company in North America. It transports 1.8 million students a day in 40 stales provinces. and five CanadianSATURDAY, APRIL 27, 1996 LRSD board to mull fate of school LRSD  Continued from Page 1B Instiuctioti Resource Center Fair Park Elementary on agenda for Monday BY CYNTHIA HOWELL Democrat-Gazette Education Writer For the second time in as many years, the Little Rock School : Board will consider removing i Fair Park Elementary at 616 N. ! Harrison St, from the districts ranks of regular schools.  ! Board member Judy Magness\nsaid Friday she will propose : transferring Fair Park pupils to ! other schools next fall and using the building to house the Little Rock School Districts Instructional Resource Center. Fair Parks fate is expected to be discussed at a special meeting at 6:30 p.m. Monday. The board also will consider other budgetcutting proposals and could vote on some of them. According to state law. any teachers and administrators who might be laid off or transferred because of budget cuts must be notified by May 1 of potential changes in their jobs. Converting Fair Park to the Instructional Resource Center could leave some children attending schools closer to home. Magness said. Money that would usually be spent at Fair Park could be disbursed to other schools, she added. And rather than being shut down and boarded up, the Fair Park building, in the Hillcrest neighborhood, would be used daily by Instructional Resource Center employees, who include the districts curriculum supervisors. The center now operates in rented space at Sixth and Ringo streets. The board voted earlier this month to move the center to the vacant Ish School at 3001 S, Pulaski St, and to relocate the Little Rock Adult Education Center from East Side School to the vacant Oakhurst School at 4800 W, 26th St. ! Some of the staff members at the Adult Education Center have objected to moving to Oakhurst because of the buildings deteriorating condition and poor access I to public transportation. Magness suggested that if the See LRSD, Fige 7B moves to Fair Park, the Adult Ed ucation Cenler could be put al Ish. At one point last summer the school board voted to close Fair Park and Badgett elementarie,s as a money-saving measure. But the board backed away from that move in a deal with civil rights attorney John Walker. conditioniiig systems. The consultants also found that the cafeteria, kitchen, library and office areas were small and inadequate. Other budget ending strategies to be considered by the board Monday include reorganizing the districts administrative stall, hiring a private company to operate buses for special education students, staggering school starting limes for more efficient use of buses and reducing junior high schools seven period class days to six class periods, which would Walker had threatened to pur sue a contempt of court motion against district olficials for violating their school desegregation plan in planning budget cuts. Fair Park is one of the district'.s smaller schools, with an en rollment of 270 this year. It was built in 1929. A facilities consultant last year ranked the school 33rd out of 35 elementary schools, citing its lack of handicapped accessibility and its need for new interior finishes and plumbing, heating and air reduce personnel costs. Other proposals include reducing administrators annual contracts by one month and eliminating a centrally located truancy center, where Little Rock police officers can deliver truants. The district is projected to generate S148 million in revenues next year, but expenses are projected at $151 million. The board must cut at least $3 million to balance the budget and more than that to give employees a raise.9 ?. 3 s- 5\nP s s-gss^g gftiS'SwS^'fDe sOsihi? B-sg-s u O o 3= fD o Q \u0026amp; g ft ? c = r* (t\u0026gt; 1 o o g\u0026amp;g-g a rt\u0026gt; OQ S' .. w \u0026amp;s v\u0026gt; o o (/) 9 Q 3.2 S- Cl'S 0 8  li? 2- 3 E 3173 \" fe!\" bIsb n-- ES8 w j: o o w 2- S 2 5- 2. g-^Sg.S\n3 w p'S S p  g-R \" CTj? WO g o J\" '\u0026gt; f/j  tr S^s B.'S 3 5 3. g  - I Arkansas l\u0026gt;nuKrat 'arnuclle  TUESDAY, APRIL 30, 1996 Saved again, Fair Park stays open Budget constraints ax 40 Ll\u0026lt; teachers BYCYNIHIAIK)WELL Uonioemt Unzollo EfiuenUon Willot ' Ijittle Hoek's Eair I^ark Elementary tSebou! seems to have almost as many lives as a eat. After a lengthy discussion and pleas from seliool supporters, the Little Hock School Board voted S,,og!5-'^  C- o ='^^gSP-K\nS3,gg.,g-^ 2 V) ft \u0026lt; 3 'IQ n O  i-b -  o 3 3 \u0026amp;  x* i,s.t cn 1^?-? s S- 2 o 8 S S ffi 2 ? ---------------------3 2-3 ! ** s ' dQ. P .. f* a SBe.9SsS-^^ = S|.5' 9 2. ^3 222PPFJ'OPp2. c-B-ffg- G-| g.a P- H c-xa Y- s322,o_cxg-Q . .Saglgg-g\"- so\u0026amp;S.si^ BaSaEo-S ,g  R  s S' fjq 3 . wj ta \u0026gt; ri' cr O S-g s s s w c a o w o o a o a   \u0026gt; d P 3 CT O G. w (t 9 :sa j: CH xJSjq ET'S 32.S 2.3 5  S S o H sBss 3 w a. \u0026gt;5 Q ft - (T\u0026gt; S'^S^-g-gSa 2 o . - 2 w O 2 ST \"g--#. SEB re \u0026amp;^ao.S 2-as-. 5? ^r\n_  ft aj \u0026amp;  3 \u0026amp; 9 o ft O 2 j= 3 S.  2. IS w B 5 c 2 FT ft $0 5 \u0026amp; ft , ft w C/l 2=0 ^5^2,5 o 3 p-aa 2? 3 2. 'P S. P u a unanimously Monday night against closing the small school in Moiidny H ex ft C -rJ O  3 H o ,1= c B g g g ,, Hw'ft cu^'9 ex 5' CTK \u0026amp;5I E \" r- 8 2 9 H r' - \u0026amp; \u0026amp; O n? -a tP E= Ft- ri. OS S CD s a ^90 o 3 ft jq 2 . j: t- o. 3 S-s -^s t/) HO. o- y P - , c* , ro o wS.tawP ?T s-s 51 s etc  a sg O , J . 30 B-S l.fO o O ij. Ct ft -* \u0026lt; w o !9S'g'S'^K'g3n\u0026gt; OSBog.-g s ^S--WWF-p w^ohssL. S =1 5 3 '2. g 5  _  CW a 8-7 3 (Z\u0026gt; B O \u0026gt;4 2E.' 2-2.0 .3 \u0026amp; ff cr !:r 3 rt tj o 3\n w s s.'* B S ft cn o  0-0 ft\u0026gt; 9 cr 3 S'- ft B' P o o- 3 Is gg o B the Hillcrest neighborhood next year, but warned parents and neigliborhood leaders to find ways to increase enrollment. In other business at a budget meeting Monday, the board approved about $1.6 million in cuts for next year to balance (lie districts $146 million budget, 'fhe cuts include\n 40 leaching positions at a savings of $1.1 million.  $200,000 in unspecified administrative costs.  $267,(MK) in student busing costs.  A 20 percent  or $25,0(K) cut -- in employee car allowances. Employees whose jobs will be eliminated or changed will be notified by certified mail by Wednesday, as reiptired by state law. The board voted against making some controversial cuts. Besides choosing not to close Fail- Park, the board voted against hiring a private company to operate its transportation system for handicapped studenis. At SupcMiiiteiulenl Henry Williams recommendation, the board also deeifhd against reducing the seven period class day in secondary schools Io six periods. Such a move would have saved mhney but refluced shident (tp- portunities to take elective courses. ' rhe board also voted against consolidating the administration of (he early childhood program and the Home Instruction Program for l^re-school Youngsters. Both programs serves preschoolers  one at school, the other in the home. 'Hie board s vole on Ealr Parks future was the fourth in two years. Aller school district adminis- Iralors recommended closing the .school last summer, the board voUkI to keep it open, voted a few weeks later to close it and then reversed itself again in a deal with civil rigliLs lawyer John Walker, who was seeking a con- tempt-of court citation against the district in U.S. District Court. Board member.Indy Magnes.s proposed Monday that Fair Park pupils be reassigned to other schools, some of which would be closer to the children's homes. She said the building could be used to bouse the district's In- strudionnl Resnnice (Y'liter, made up of the districts curriculum supcuvisors. file ceuler is now in rented space but is slated to move to the vacant Ish School file father of a Fair Park child S00 ClfTS, Pag 8BArkansas Democrat (i^azette  SATURDAY, MARCH 11,2000 I J Pupils father attacks teacher in classroom Teacher Debbie Cothran told officers that about 2:05 p.m. the father of a student hit her face with his fist. Cothran had a bruise on the right side of her face, police said. The man attacked Cothran and threatened her after getting into an argument with her about her treatment of his daughter, police A parent observing a classroom said. The attack was witnessed by Thursday at Fair Park Elementary, ' ___ 616 N. Harrison St., attacked a the schools principal and an en- teacher, a school employee told tire class of prekindergarten stu- Little Rock police. dents, police said.May 3. 2 0 0 1  FRIDAY, DECEMBER 14, 2001  Parents plead cases, but two schools stay in budget axs reach LR board hears of virtues of smallness, then adds Fair Park to possible closures BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Faced with the possible loss of their neighborhood schools next year to budget cuts, parents and others from the Badgett and David O, Dodd elementary school communities Thursday extolled the virtues of their small schools to the Little Rock School Board. Board members were sympathetic and made no final decisions. However, by the end of the meeting, the School Board not only directed Superintendent Kenneth James to continue planning for the possible closing of Badgett and Dodd as a way to save about $1.7 million, but also asked him to prepare a feasibility study on closing a third small school. Fair Park Elementary at 616 N. Harrison St, where about 200 pupils attend classes. The presidents of the parentteacher associations from both Dodd and Badgett presented the School Board with petitions Thursday pleading to keep then- schools. Were going to refuse to let Dodd close, Tiwana Noon- er, a parent of three Dodd pupils, said. Were going to fight. Dodd parents and community members pointed to the number of grants that the school has received in recent years to restructure the way reading and language arts are taught. Those The district is getting $2.4 - - - million less in state funding this grants and programs may not\nyear than initiaUy budgeted be- all be transferable to other cause of shortfaUs that were announced last month in state tax collections. That loss is expected to be carried forward into the next school year when the dis- schools, they said. Additionally, they argued that the specially trained staff members will be scattered across the district, diluting the effectiveness of their training. Diane Krippendorf, a community member, also pointed out that as many as 200 new homes are planned for the Dodd attendance zone, which should boost the schools enrollment over the next few years. District officials said the new homes might bring in 14 to 20 new children for the school in each of the next two years. James has said that the possible school closings are just one See SCHOOLS, Page 9B Schools  Continued from Page 1B area for potential budget cuts, and that he and his staff are preparing recommendations for more reductions. In response to School Board members who said they cant decide on closing schools without knowing what their other options are, James said he will give them some proposals after the first of the year. James, who has been Little Rocks school superintendent for about six months, just last week raised the issue of closing one or more of the district's smallest schools next fall as a way to help offset escalating costs and a declining revenue forecast that is already affecting the districts $224 million budget. trict must meet contractually obligated teacher pay increases. According to preliminary - - - plans, Badgett pupils would be The School Board must make assigned to Rockefeller and a decision on the school closings Washington elementary schools, by Jan. 10 to be able to notify Charter school pupils, who at- affected parents of the changes tend the school by applying, before registration starts for the would return to the schools that  2002 school year. That regis- serve the attendance zones in i tration period  when parents which they live throughout the can make a variety of school district. choices for their children  begins Jan. 28. As for Dodd pupils, they would be divided among West- James repeatedly acknowl- ern Hills, Romine and Otter edged that the district is decid- Creek elementary schools if their ing the issue on a very fast time school is closed, line that is contrary to districts  Two bands of small children policy that calls for school clos- set the tone for Thursdays meet- ings to be considered for at least ing, marching in two circles on 12 months, except in emergen- the administration buildings front steps, waving posters and James assured the board that chanting in support of their is entering dire financial straits, schools, as board members ar- You dont take the largest cut rived for the meeting. Dont in state aid in the history of the close Dodd school, yelled one state and think it is business as group. usual, he said. Please dont close Badgett Badgett and Dodd are targets school, the others said. for closing because of their small enrollments. Badgett, at 6900 Pecan Road near the citys airport, has 153 students in its regular program and another 80 enrolled in the districts charter program, which is housed in the same building. Dodd, 6423 Stagecoach Road, has 188 pupils, which is 69 percent of the buildings capacity. The average elementary school in the district has about 360 students. The district would save $536,048 by closing the regular Badgett school and another $479,669 by closing the charter program, plus $738,909 by closing Dodd. By closing the schools, the number of teaching positions in the district could be reduced by about 20. A similar number of support staff positions also could be reduced. District officials speculated, however, that most of the people in jobs at the affected schools could be absorbed into other schools as vacancies occur because of retirements and resignations. IGroup sounds cry to protect LR elementary Dodd, 2 other schools futures on line as district makes cuts  MONDAY, DECEMBER 31, 2001  BY AMY SCHLESING ARKANSAS DEMOCRAT-GAZETTE Theres a battle brewing in the Little Rock School District over a proposed death sentence for one of the districts smallest and highest scoring elementary schools. The Little Rock School Board will decide Jan. 10 whether to close David O. Dodd, Fair Park and Badgett elementary schools to help balance an overdrawn budget. While parents of students at all three schools dont want to see the doors close on the neighborhood schools, one - e . u I X rr trict average and have been the group of parents, school staff redpients of several re- and rf-al pcfafp npvf InnArc hac . and real estate developers has launched an organized campaign to keep at least one of them open. Kathy Porfiris, organizer of the letter-writing campaign to save Dodd Elementary School, has rallied the parents, neighboring real estate developers and staff of the school to fight to keep it open. Little Rock School Board member Baker Kurrus said the issue isnt one of conflict  its one of economics. \"Theres not a fight to close Dodd, and there's not a fight to keep it open. Im not going to fight with anyone. Im going I to focus on giving our kids the best education possible, he said. Porfiris said her efforts are on behalf of all three schools proposed for closing, but said her heart stays with Dodd Elementary School, since it has been the education base for all four of her children. Her youngest, Jimmy, is a fourthgrader at the school. Dodd is at 69 percent capacity this year with 188 students studying in classrooms built to hold 271 students. Those students have literacy scores that exceed the discent grants, the largest of which is a $150,000 Comprehensive School Reform Development grant from the Arkansas Department of Education. Judith Yeager and Barbara Kennedy, administrators of the state grant program, wrote a letter to the School Board, praising the achievements of Dodd Elementary School. Dodd has an outstanding [kindergarten-fifth grade] literacy and technology program in place due to the restructuring made possible by the CSRD grant. We do not feel that it is a wise use of taxpayers money to See SCHOOL, Page 2B  I School  Continued from Page 1B spend $150,000 of federal and state funds to successfully restructure a school and then have the Little Rock School District Board decide it should be closed, Yeager and Kennedy said in the letter. When the School Board meets Jan. 10, however, the deciding factor will be money, not test scores. Superintendent Kenneth James said closing Dodd, Fair Park and Badgett elementary schools will help offset a $2.4 million cut in state funding the district had counted on for the coming year. Closing Dodd and Fair Park will each save the district $700,000 annually and Badgetts closing will save another $500,000, James said. The movement of charter students back to their neighborhood schools would save about $480,000, for a total projected savings of $2.4 million. Its always hard to close schools, James said. \"People are very close to their schools and I understand that, but regardless of what happens here, its still my job to bring ideas to the board on how to make cuts and balance the budget. James warned that a larger cut j in state funding could happen after the new year if the economy remains on a path to recession. Couple that with salary obligations, and weve got to make a minimum $6 million cut to balance the budget, he warned. The schools are targets for closing because of their small enrollments and high per-student costs. Badgett, at 6900 Pecan Road near Little Rock National Airport, Adams Field, has 153 students in its regular program and another 80 enrolled in the districts charter program at the site. Dodd, at 6423 Stagecoach Road, has 188 students. Fair Park Elementary, off Kavanaugh Boulevard, has 200 students. Those displaced students will be distributed throughout the district. According to preliminary plans, Badgett students would move to Rockefeller and Washington elementary schools, with the schools charter students returning to the schools in their attendance zones. Dodd students would be divided among Western Hills, Romine and Otter Creek elementary schools. The district has not discussed a moving plan for Fair Park students. Porfiris organization will meet with the School Board Jan. 7 in a last-minute effort to influence their Jan. 10 vote. Tlie board plans to bring the principals from the other schools that would absorb the Dodd, Fair Park and Badgett students if the schools are closed. It almost sounds like they have their minds made up, she said. Id really like to think that we have a chance and not just blowing in the wind. Kurrus said he has gone to great length to inform people that school closure is no more than an option at this point. I dont think anybodys made up their minds. Weve got to do something, we cant just afford to ignore that we will lose revenue while our expenses continue to climb. But were considering different options, not just closing schools, he said. If the schools are closed, it will affect more than the students. Porfiris said new housing developments near Dodd Elementary will suffer with the loss of a neighborhood school. She has recruited Becky Finney, a real estate developer with Rainey Realty to fight the closure of Dodd. Pecan Ridge, Tall Timber and Kenwood subdivisions have expansions in progress. The School Board estimates those growing subdivisions would increase Dodd enrollment by up to 20 students next year and 15 students the following year. Kurrus said nothing is off limits for balancing the budget. The one thing he deems sacred are teacher salaries and raises. To have the best teachers, I feel that we have to reward them financially, he said. Kurrus said streamlining the districts administrative process, ending property tax breaks as corporate incentives and get the district out of court over desegregation are all good options for balancing the budget. Porfiris is banking on alternatives to save Dodd. And if it comes down to fire the caretaker, heck, well come up there and mow the grass ourselves, she said.J a n u a r y 3. 2 0 0 2 District sets sessions on closing 3 schools AKKANSAS DEMOCRAT-GAZETTE The Little Rock School District will hold a series of public meetings, beginning today, at three low-enrollment schools under consideration for closing. The meetings are scheduled at:  Badgett Elementary, 6900 Pecan Road, 6 p.m. today. J  Dodd Element^, 6423 Stagecoach Road, 6 p.m. Monday.  Fair Park Elementary School, 616 N. Harrison St., 6 p.m. Tuesday. The meetings-are open to the public. The district proposes closing schools beginning July 1 because of state budget cuts. The Little Rock School Board will consider the proposal during its regular meeting Jan. 10 at 5 P- p. at the School District headquarters at 810 W. Markham St.H Si 75 LR parents face closing of 3 schools pl hl T Arkansas Democrat-Gazetle/STEPHEN B. THORNTON Badgett Elementary School parent Jerry Peters (left) Zeigler (center left), Rockefeller Elementary Principal asks Little Rock School Superintendent Ken James a Anne Mangan, and Sadie Mitchell (right), the districts question Thursday night during a public hearing at associate superintendent for school services. Mangan Badgett to discuss the school's possible closing. Lis- and Zeigler attended because Bad^tt students tening are Washington Elementary Principal Gwen would attend their schools if Badgett cl^es. Badgett meeting held\n2 more set BY PATRICK HEALY ARKANSAS DEMOCRAT (JAZFITE As solemn-faced parents, teachers and administrators discussed the fate of Badgett Elementary School with urgent voices, the children played. Arm in arm, they pranced across the schools packed gym, inspected TV cameramen and galloped through the banana-yellow hallways while adults discussed shutting down Badgett, in east Little Rock, and two other Little Rock elementary schools. Tlie Tliursday meeting was the first of three meetings scheduled before the School Board votes whether to close Badgett, Dodd and Fair Park elementary schools. Other meetings are scheduled at Dodd on Monday and at Fair See BADGETT,Vage 4B Badgett  Continued from Page 1B Park on Tuesday. The meetings are designed to let school officials explain the shutdown proposal and hear community concerns. We're still in shock, and we .still dont want it to happen,\" said Kim Dunahay, Badgetts Parent Teacher Association president. Even if they vote to close the school, the fights not going to stop. The School Boards vote, rescheduled from Jan. 10 to Jan. 15, comes at a time of financial crisis, said Sadie Mitchell, the districts associate superintendent for school services. In addition to the $2.4 million state funding cut, the school dis-trict must pay $3 million in promised raises. Altogether, the school district must slice $6 million from its annual budget of $220 million. Superintendent Ken James Proposed AUendance Zones Fl  J J Bl Arkansas Democrat-Gazetle/STEPHEN B. THORNTON students if the school is closed. The informational meeting Thursday night al the school was the first of three meetings to discuss potential school closings. said, Were going to have to junious Babbs, associate superintendent for deseg-make some tough decisions. regation for the Little Rock School District, discusses The board is considering clos- proposed attendance zones for Badgett Elementary ing Badgett, Fair Park and Dodd eleinentaries primarily due to nickel-and-dime that to death. applauding when parents praised ular elementary schools, their low enrollments, James Normally, a proposal to close Badgett and spoke against Its Weve tried regular school, said. Tliis year, 153 students at- schools must be announced one closing. said Carrie Igwe, whose fourth-tend Badgett, 188 go to Dodd, and year before the shutdown date. I like it here because most of grade son, Caleb, has attention its tend --------------- 200 attend Fair Park. But with the budget cuts, James the teachers are nice, and they deficit hyperactivity disorder The average Little Rock ele- said, schools must act fast. let you come into their class- and attends the charter school. ' Everybody has to be rooms and they give you treats,\" He has special needs.   *     } Igwe said her son did poorly mentary school has 363 students. ----- If the tliree schools are closed, touched, James told the crowd. 10-year-old Kenetra Lowe said their students would attend dif- \"'rhis is not a win-win situation. after the meeting. Id rather stay in his classes until he came to The one-hour meeting went here. I may be shy to go to an- Badgett. Igwe said she doesnt the next school year. more smoothly than past dis- other school. I wouldnt have any want her son to return to regu- Some teachers would find cussions about closing Badgett, friends on the first day. lar classes, and she balks at pri-   Parents and educators ex- vate school tuition. ferent schools at the start of other jobs in the district, but oth- In 1995, a proposal to close Bad- -------------------------------- _ ers could be laid off, James said, gett met with parents protests pressed concern about the 83 We don't have the kind ol It certainly seemed reason- and a court challenge that forced students who attend Badgett's money to send him to a private able to me, board Vice President the School Board to back down, charter school. The students, school, she said, unless the Lit- But on Thursday, audience many of whom have learning dis- tie Rock School District is going    '   '  ' to pay it for us. Judy Magness said. \"Whenyouve ---- ... . . got to cut $6 million, you cant members listened quietly, tw\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_678","title":"Little Rock Schools: McClellan Community High","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":["1995/2002"],"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","McClellan Magnet High School (Little Rock, Ark.)","School management and organization","School improvement programs","Student assistance programs","School facilities"],"dcterms_title":["Little Rock Schools: McClellan Community High"],"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/678"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nOld Glory' MAY 19 1995 Ms. Ann Brown \u0026amp; Staff Office of Desgregation 201 E. Markham, Suite 510 Heritage West Bldg. Little Rock, AR 72201 Office of Desegregation Monitoring  1' You are cordially invited to attend the Open^iouse. and (Dedications^ oftfic .'?V ' T\\\u0026gt;' f ! I 5 \u0026gt;* TV 1 i 1I C[inic T uesday May 30,1995 4:00 - 6:00 p.m. McClellan Health Clinic 9417 Geyer Springs Road t. 111 h, 5 R.S.V.P. 570-4149 by May 25 ieL 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 March 6, 1995 Mr. William Fields, President McClellan Community School Advisory Council 9910 Ramona Little Rock, AR 72209 Dear Mr. Fields: As I'm sure you are aware, the desegregation plans and court orders place a great deal of importance on the Community School Program as a means for desegregating McClellan High School. The school district is obligated to involve the McClellan Community High School Advisory Council in making decisions about the program's operations and funding. Court Orders issued on December 30, 1992 and August 26, 1993 have been particularly explicit about the role of the Advisory Council, including budget planning and adjustment. I am very interested in determining how the Advisory Council has been operating, and especially the extent to which the Council has been involved in decisions that affect the school. I will appreciate your forwarding to me the following information immediately: 1, 2. 3. 5. 6. 7. 8. 9. 10. Copies of the Council minutes up to the present time, begiiming with the 1993-94 school year. A list of current Council membership by race, gender, and affiliation (such as school employee, business person, retiree, etc.), and the date each member joined the Council. A list of current officers and date of election. Bylaws and the date they were ratified by the Council. Council guidelines for selecting new members. Council guidelines for electing officers. A list of standing committees and a brief summary of their responsibilities. The job description of the program coordinator. Any other information that would be helpful in assessing the make-up and activities of the Council.March 6, 1995 Page Two Also, you may be aware that a business case, which would significantly change the McClellan Community School Program, was recently presented to the Little Rock School District Board of Directors. Please write a short description telling me how the advisory council was involved in developing this or any other business case that proposes to change the community program or its funding. Thank you very much for your assistance. If you have any questions, please do not hesitate to call. Sincerely yours, A Ann S. Brown cc\nJodie Carter/:a RECE!VEC Office of Desegregasion Moniic MAR 8 1995 ig Community Education A beacon of hope for our children's future... \\ Presented by: .V The McClellan Community Education Advisory Council \\ February 23, 1995 Community Education: A Smart Investment for the Little Rock School District Introduction J. Southwest Little Rock residents dont have to look too far to see the effects of drugs, crime and gang activity, but they also dont have to look too far to see a beacon of hope...right in their own backyard. Some would say the era of neighborhood schools is long gone...but try telling that to the community who benefits daily from the programs and activities provided by Community Education. It is difficult during times of critical financial cutbacks, for the Little Rock School District not to seek cuts from its many programs. But it is also critical to take note of the programs that do work and are effective, and to take responsibility for exploring feasible financial strategies to keep them alive. One must also keep in mind the long-range outcome of these decisions, and the immediate effects they can have on the community. The City of Little Rock, the U.S. Department of Education, area businesses, churches, and community organizations have demonstrated their support for Community Education in the form of dollars and resources. These contributions directly impact not only Little Rock School District students, but the community in which they live. The following approved business case is being submitted by the Community Educations Advisory Council Executive Committee, noting that the business case submitted by the McClellan Community School Principal was factually erroneous, did not involve Communitv Education staff or Advisory Council members in its development, and was submitted without the staff or Councils knowledge or approval. The following business case is being submitted as/amStcat^i?pfen1or^the^^ Education program, and the following recommendations are hereby set forth by the Community Education Advisory Councils Executive Committee to be considered by the Little Rock School District Board, Administration, and Beacon School Steering Committee: 1. lo merge Community Education programs and services wwiitthh the BBeeaaccoonn SScchhnonoll program at Cloverdale Junior High\n2. To merge Community Educations inventory and other community resources with the Beacon School program at Cloverdale Junior High\nand 3. To modify Community Educations personnel and operating budget to reflect a % cut of its 1994-95 budget paid by the Little Rock School District It is the position of the Community Education Advisory Council that these three dations will ensure the continuation of Community Education programs and services. This modification plan will provide the Little Rock School District with $80,000 in budget cuts through a collaborative effort with the City of Little Rock and other community partners. The plan will also provide a well-trained, highly qualified and motivated program staff to recommen-cuts work in a collaborative effort with the Beacon School Program, including over $100,000 in inventory and community resources. Its truly a win-win proposition! Community Education: A Smart Investment for the Little Rock School District The Proposed Solution The following proposal will outline a strategy for each recommendation that will maintain Community Educations current programs, services, and obligations to the Southwest Little Rock community, as well as afford the Little Rock School District with much needed budgetary cuts. Recommendation #1 To merge Community Education programs and services with the Beacon School program at Cloverdale Jimior High School. Overview of Current Programs and Services Community Education is a community-based program that provides a wide variety of programs, services, and recreational activities to Central Arkansas residents, in particular residents of Southwest Little Rock, by utilizing an existing school facility to serve the community after school, evenings, and weekends. Community Education is a concept that provides opportunities for all local community bers, schools, and organizations to become partners in addressing educational and community concerns. The Community School is open year-round with educational opportunities' available to all residents of Central Arkansas. The Community School, in collaboration with other community agencies, provides academic, extracurricular, sports, health, social services, college and work force preparation programs for citizens of all ages, particularly Little Rock School District youth. mem- The goals of the Community School are: to provide programs and services that meet the needs of the community it serves\nto utilize existing school facilities, after school hours, for the provision of programs and services\nand to offer a variety of classes focusing on educational and personal enrichment, prevention, health, recreation, vocational, and job skill development through the reallocation of existing community resources. The Community School currently provides the following programsJ^sCTvices 3^_______ to the Little Rock School District, the City of Little Rock, and the surrounding community. resources reflecting many of the goals of the Beacon School Program! operates after school, evening, summer, and weekend hours\norganizes positive recreational and socialization opportunities for children and youth\nprovides after school tutoring and homework help program for all ages\noffers summer day camp for children ages 6-12\nCommunity Education: A Smart Investment for the Little Rock School District provides summer jobs for youth\norganizes various community projects such as^nfey and June Bug Days\ncoordinates ACT Lock Ins and Care packai K packages for college students (encouraeine students to stay in school)\nprovides a wide range of health and wellness services\noffers GED, literacy programs, and other educational opportunities for older youth and adults\nand encourages positive community involvement and family participation. The Southwest Little Rock Healthy Family Center a.- -The Healthy Family Center program model is designed to develop, implement, and support a comprehensive, community-wide education, prevention and intervention program for children, youth and families in the Southwest Little Rock area, one of the most troubled neighborhoods in the Little Rock School District. The Center will provide direct prevention/ intervention services to participants aimed to reduce factors that contribute to drug and , alcohol use, abuse, and addiction, teen pregnancy, gang involvement, and school dropouts. The programs and activities provided at the Center offer an^ternative to drugs, gangs, and violence. Through membership in the Center, youth earn ^(Qlloalr^sr\u0026lt;.//jj^^:s and other incentives for participation and performance in approved educatiioonnTTddrruugg pprr\u0026lt;evention, life skills, conflict resolution, support groups, and other self improvement classes and activities, in addition to community service work. This service model is based on integrating the existing services, talents and resources of school personnel, service agencies and organizations, churches, businesses and corporations, local and state governments, parents, neighborhood ' associations and civic groups to meet the needs of high risk youth in the Southwest Little Rock area. Community Education has received a federal grant for a two year period from the U.S. Department of Educations Drug-Free Schools and Communities Emergency Grant Initiative to implement the Healthy Family Center program, much in line with the Beacon School Program model, /Ci A comprehensive case maanaageemeentt prrogrraam iiss onee off ttlhe main components of the Healthy Family Center. Trained adult mentors serve as facilitators of peer support groups to identify needs, discuss problems, situations, and other issues that affect the daily lives of young people. The adult mentors are managed by licensed case managers who provide additional counseling services, referral to services, and follow-up care to youth participants and their families. The Community School s Healthy Family Center brings in the resources of community agencies, organizations, and service providers to meet the needs of youth and family participants. The following list represents the magnitude of resources that are currently offered through the Health Family Center, as well as the collaboration that exists between the Healthy Family Center and other SWLR service providers. 4 Community Education: A Smart Investment for the Little Rock School District The Parent Center The MELD Program (Minnesota Early Learning and Development) Program provides parenting and prenatal classes, role modeling, mentors, and support groups, health checks, drug information, meals, and other support services provided by The Parent Center, a Division of Centers for Youth and Families\nThe Step Up Center Substance abuse assessment and referral services for youth who have been identified as using/ abusing drugs and/or alcohol\nand substance abuse support groups for youth and their families are provided by The Step Up Center\nThe Little Rock School District , A Mobile Resource Unit travels throughout the Southwest Litde Rock area providing substance abuse information, WIC services, AFDC and food stamp applications, immunizations, flu shots, blood pressure checks, and other primary health services provided in a collaborative effort with the Arkansas Department of Health, the Little Rock School District, the Rice Depot, Little^Roc^ightog. Back, and the Arkansas Department of Human Services. \"Creative Solutions for Arkansas, Inc. A computerized on-line information, referral, and tracking system that will link the Healthy Family Center, the above service providers, and thirteen (13) area schools via modem to an exclusive network that will enable users to share information regarding the needs of youth participants and their families, and to establish a more responsive service delivery system for the Southwest Little Rock community. Developed and provided by Creative Solutions for Arkansas, Inc. The Healthy Family Center program is currently operating out of McClellan High School, and provides programs and services Monday - Friday from 4:00 p.m. - 9:00 p.m., and Saturdays from 9:00 a.m.  1:00 p.m., and organized Saturday evening activites as well. The Healthy Family Center has a program staff of 42 individuals who schedule, develop, coordinate, and manage the programs and services provided after school hours. Program staff includes: A Healthy Family Center Coordinator A Information Management Coordinator Three (3) Case Managers Fifteen (15) Support Group Mentors (10) Peer Tutors A Creative Expression Coordinator Two (2) Security Officer^ Four (4) Healthy Family Center Youth Staff A Summer Camp Coordinator during the summer 5Community Education: A Smart Investment for the Little Rock School District Three (3) Summer Camp Curriculum Specialists One full-time Summer Health Services Specialist during the summer Community Education will receive over $500,000 for a two year period to staff and operate the Healthy Family Center. A smooth transition of the Community Educations Healthy Family Center program to the Beacon School Program could occur without endangering the guidelines of grant funds, if this recommendation obtains School Board approval. Recommendation # 2 To merge Community Educations inventory and other community resources with the Beacon School prograamm aatt CClloovveerrdale Junior High. nas that the  /VvLh.  The Advisory Council recommeni le entire inventory of Community Education be merged with the Beacon School Program (see attach^ inventory list) as welTas other com-munity resources that'have Been\"gene'rated by Community Education. Communi^t^ducation leveraged the following community resources and support, more than/tripplmgme Little Rock School Districts investment: Federal Grant................................ Class Tuition.................................. Corporate Donations................... City Tax Allocation......... ............ Community Festivals................... Agencies Support......................... Neighborhood Associations....... 2 Cool 4 School Summer Camp Medical Donations........................ Total............................................ $235,000 (2 years) 50,000 8,500 5,000 10,300 4,150 275 7,250 100,000 $420,475.00 Thousands of citizens have visited and participated in Community Education programs, classes, and activities. Supportive participation by community members translates into support for the Little Rock School District. Recommendation # 3 To modify Community Educations personnel and operating budget to reflect a 55% cut of its 1994-95 budget paid by the Little Rock School District, The Advisory Council is submitting the following modifications to the Community Education budget that is funded by the Liule Rock School District, The recommendation is thnrTKe  Little Rock School District maintain two (2) full-time positions, two (2) part-time positions, and $ 10,000 of operating expenses for office, brochure and postage expenses. The Advisory 6 Community Education: A Smart Investment for the Little Rock School District Council requests that the following positions be funded by the modification plan: Full-Time Positions Program Director Office Manager/Bookkeeper Part-Time Positions Technical Writer Receptionist Name Brenda Scrimager Rhetta Mayfield Name Susan Williams Pam Adcock The Little Rock School District will cover the cost of a copy machine, telephone, program ( supplies, and fax service. (See attached budget for specific figures and budget totals.) Implementation Plan April 1, 1995 Community Education will be moved to the Beacon School site and a smooth transition of programs and services will occur at Cloverdale Junior High School. May 1, 1995 All Community Education inventory and other community resources will be merged with the Beacon School Program. June 1, 1995 Implement Healthy Family Center summer program and continue programs and services. Hire additional staff with city funds. August 1, 1995 Conduct 6 month review from participating community agencies and organizations and submit evaluation status report to the Little Rock School Board and the Beacon School Steering Committee. Summary This proposal is being submitted as a modification plan to the McClellan Community Education programj,,to.be-c-onsidered-in4ieu-of deletionrhy-thc-tkl ~ .to.be-c-onsidered-m4ieu-ofdeletionrby-thc-trttl\u0026lt;Ro It is the recommendation of the Advisory Coundlth\nRock School Board and Ad- mmistratioi lat Community Education and its programs, resources, and ^aff, merge with the Beacon School program at Cloverdale Junior Higf^SchooI in order to develop a unified, collaborative program that will best serve e youth and families of Southwest Little Rock and the surrounding area. It is the primary intent of the Advisory Council to ensure that Community Educations programs and services continue, that the Healthy Family Center program is a success, and that the hard-work, dedicated staff of Community Education continue their work in Southwest Little Rock. The investment of the Litde Rock School District in Community Education is minimal in comparison to the resources, support, and funds that opportunity for us all. are in turn leveraged. This is a unique 7McClellan Community Education Proposed Budget 1995 - 1996 Fiscal Year FUNDED THROUGH LITTLE ROCK SCHOOL DISTRICT Budget Line Item ADMINISTRATION: Director Office Manager/Secretary Technical Writer (Part Time) Receptionist (Part Time) Fringe Benefits Total Administration Budget Amount $44,321.04 $19,667.76 $6,760.00 $5,200.00 $8,024.10 $83,972.90 OPERATIONAL EXPENSES: Printing Supplies Total Operational Expenses $5,000.00 $5,000.00 $10,000.00 TOTAL PROJECTED BUDGET $93,972.90 FUNDED THROUGH CITY OF LITTLEROCK Budget Line Item ADMINISTRATION: After School Activities Coor. Youth Workers (4 part time) Evening Supervisor (part time Fringe Benefits Total Administration Budget Amount $6,240.00 $13,572.00 $8,736.00 $2,183.92 $30,731.92 OPERATIONAL EXPENSES: Print Brochure (2 times) Class Brochure Layout Total Operational Expenses $3,000.00 $400.00 $3,400.00 TOTAL PROJECTED BUDGET $34,131.92 TOTAL PROPOSED BUDGET $128,104.82t McClellan community EDUCATION ftI E i 1 hf H i M I E C I N RI I \"T S E Y /g mm C O M R U R 1995-1996 X E o McClellan Community High School Office of Community Education 9417 Geyer Springs Road Little Rock, Arkansas 72209 Phone: (501) 570-4149 XI o co in co McClellan Community Education is designed to develop a partnership between the school and community in order to provide educational opportunities and services to McClellan students, parents, other patrons, Little Rock School District employees, residents of Southwest Little Rock and neighboring communities.tCIKBBBBg LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100  Little Rock, Arkansas 72209 February 26, 1996 RECEIVED MAR 1 8 1996 Linda Pondexter, President Little Rock School Board 810 W. Markham Street Little Rock, AR. 72201 Office of Desegregation Mcmionng Dear Madam President \u0026amp; Little Rock School Board Members\nWe the undersigned wish to express our support for McClellan Community Education. We feel that Community Education assists the Little Rock School District in fulfilling its mission to provide quality, integrated education to all patrons by providing numerous - courses and programs. Currently, Community Education offers educational programming for people of all ages. These programs include: Community Education courses\nthe McClellan Community Education Tutorial Program\n2 Cool 4 School Summer Day Camp\nACT Workshops and Lock-in\nand a variety of activities and services. We feel that it would be a great loss to McClellan and the community if Community Education was no longer available. Please join us in support of McClellan Community Education. Sincerely, McClellan Community Education Advisory Board Members / Student Patrons \u0026lt; (Lhsvel.a ___axad\u0026amp;icd I'l/nJir/ J^hki(KaMtoL. iL3lz2ZS13OOpLjQ(:^ L- ^nMLC..~ftHzinirk/)O lk)k)-\n|X (JUni-xvin, nna.Student Patrons ~ ~ ' u Wes^Jiffidfe^ bnC^Student Patrons  a ia. 1 ,0 Ai^V \"7/z 3 J __w\\j Av-tJ\"-- I dm'] f n m? g [v^rs J (I'cprib JAiyryc ^xg?hQ \\ vrvC\\\\'\\\\\\O \u0026lt; \\^p\\a 0^ CXxkdA^ S\u0026lt;\n)^-s-___ P^T^O/V B^a-5 Id\n/ s -Student Patrons 9c\\r'\\rj')tiC P/L \u0026lt;73 ALiXAli^^^ Cr^Tli^ W l\u0026lt;i7Lf^l. arilL^iC 'IZZo'i P lC k CaV \u0026lt;1-. \\ 1^ trc ,tS'yo^i:xA^^c'gd~*^^'3 1 #?(vt: ~itTi\\ ^ZKY)^^ /6 2^. ^-^Sl \u0026lt; klUl^ j^ocU. 7^202. JS^'^ P,.k\u0026lt;tt'^ 3C:)2 7^. /(x\u0026gt; f S kkri __U,^C\u0026lt;S\u0026gt; ^hOMlAA. 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C Oti^ , t\\(^ ~iai\u0026amp;b D 7!^^ i44/^ e,^,2A L/7 7^7. 7zzg7o f^iTuj ^f7YyxPA7()Qin ^pJjj.yyyi DnVfc Li-M^ ^^cki I 7a0x^6 jbV?v^ Ucdl^c^ (d\u0026gt; JlZ^J '770^ 72^/7. ^X)AB77^y\\J\\aAK^j]PJazz\n?y^, 77ib!^ zTs., 1 7a -7A:i6\u0026lt;/ u 3/7 '^,7^ '/\\^ LjdiX'J a-t\u0026gt;i \u0026lt;7 C'- if7^ \u0026lt;4 774L^74 7\u0026gt;772(i4 cAQ/\\(^\u0026lt;i \u0026lt;^cu}lcrk^i5^i7e} M. MfM.ijr, i2. 7^b2s- icfa ^/?, fie / (TctM^ I401 uJakt^i.rx: LiMj,7Lj!',M'J^M cStg-phoG^^ LairnA ftibr i^h-V CLr. CA\u0026gt;Qe^~^3^lp -7^-^ fd Y)~W\u0026lt;jA^ g. ^/IjT^'yryd^ ( ^(jol7rdn7i.(J- ^/\n^t,3777 '77^7':i Adult Patrons v^/-7u/7 7^-71')^!^^ 7 7/,^ SbO. '7'^') -C- ciicY-iy u. Ed. \u0026amp;.)C 'tnrbe^ IoId^ ^^6fci/ib(Ar r4tS 7 i- 1 iir. /' . ,^ , -lastD^ /'lAA Z/.7 ! n C^J- 'Z Alo^c/e-^ 714 !/) / C A 72 ZlZf/C, A7C7^7c4, .ji.^tun Y/^1 lfO\u0026lt;^ (\u0026lt; L^ r c /,C-/.i^ ^C, ' A/L/, /AcJA^ ?W ^1_________p/L, o/nO^fy, :iiC 1/^1/ 77ai^f\\ /iscrn^tiamhf^AT^-C}/.Adult Patrons + cAv^ywiAOiu pvclj. l_/L.-l'!--l- fogwj^s m:.bp(\u0026gt;\u0026gt;aQ,Cktc o\ni\\p'\n^ yz-^,z'j !i.llJ A. WL s\n_: ^/ 17}kib-. /' 72~/^ VlljdY Y.2.\u0026gt;/- 'lv'.,i 23'^lil-rt^.tt.-lltoH :-------..........  i ^ro KU n (Uffl\u0026lt;: M -,-zM  AA foy jf /)^ h / /j A A J [) l\\p A , f J^/t- 6-/2/p2- k^^Ok ru ^6//iA\u0026lt;zPi2\\^ ]\u0026gt;r, m\\A PO. UP. ,nd iPlD^7^C)Q ___1^007. 2^ j!^^' 2./^-/^ ^Mx^^ACk, /r}.^r}JP,I^.A^^ 27^-^ -f 1^11 'rCrff^p/tW jo=/^\u0026lt;^^^^Ld:j2 /2c^ C\\. Y \u0026lt;^fCi /Lt r16~vt ^Ztl J UJI PrtzM WtJ? !.- IaJ 1 V A Adult Patrons r/K? iVe^r ^STutzzW, ulX '[V\\(xA^AJl^JrJ^ (ja 1^/0 2 \u0026lt;y I SoLA-//ui?c.z.. L.!?. nSLAC^t ________f-O./^j41^15^M13.\n:iN-i\u0026gt;/3y UOzr. \u0026amp;.rk^2^ l^iJ^ ------------------------ Cjy^a 'Ti YajX^. 172.J3Z2^ \u0026gt; Va3.oI(\\c^x.5^ Qk\\ fbii /Ij l-l? '7'f'i.^'^ JL /y^ '2:i^2crs^ St^r-Lonrrl 'A k c AgspAdc. /^AMryJk l^Ll^-------------- lAJ^'vula. j-il(.i Oi^D, a \u0026lt;A\u0026lt;./\u0026gt;^ ' ^Idd/xfa/^ 1)/. 7-2S/j=1 '-m/j/u^yhMAJ- 1. //1135 \"Kt'\u0026gt;nJimi/i\\^iJ^JJ- ^A'AM'/jI'k^ '1jli. 2oo2^Oku // Adult Patrons /^iz-r S 7i^i------------------------- ^l?)lb'i/fA(ld hii/liDffl, Ac. l'0aL\\ l6j^, 4^. \\^JLlJLj O.iJ^___\u0026gt;^ao l^nLAli^^lJ:^ (tc 1^00 y^- Bl/v^Olf' iTt 1^'/ fyjL^ /o M,(K7' r. CxV'A^Srj .^Ci /^fhDxtA \u0026amp;iij^ Bif^i.n.d ZK 7,?\u0026lt;^^3~ 'noaoc^^y' KVIk^iuuI U) Ajlhuwl- 5^ rM .y^y yl/y y^ay Q'uKy ^^^e(rc-cL \u0026lt;,i/?/)^ 7Adult Patrons 15^/ '7^\u0026lt;^c /Lua. ^/1/1 \u0026lt;: IC ^^QVYf\\.\u0026amp;,^^ ^yteA. OVyif^k^Xi^^ , -\n^5//) ysi^3 5^/ McClellan Community Education 1996-1997 Revised Budget Administration: Full Time Employees: Director Office Manager Receptionist Total Full Time 38,404.56 20,663.13 11,558.00 $ 70,625.69 Full Time Employee Benefits: Retirement (12%) Hospital ($1,963.00) Life ($65.00) Di Lt (.587%) State Tax ($65.00) Hospital Indenity ($67.00) Dental (205.00) $ $ $ $ $ $ $ 8,475.08 5,889.00 195.00 414.57 195.00 201.00 615.00 Total Benefits Total Administration Salary and Benefits $ 15,984.65 86,610.34 Part Time Employees: Night Supervisor Security Total Part Time Salaries 8,640.00 8,677.50 17,317.50 FICA Total Administrative 6,727.65 $ 110,655.49 MCE Tutorial Program $ 28,602.17 Total Projected Expenses $ 139,257.66 $ $ $ $ $ $ $ $ $30,000 Operating Expenses are to be paid from Community Education's current Activity Account which has acccumlated to $53,160.06 since 1991. Page 1McClellan Community Education Student Programs McClellan Student Council ACT Tutoring Services ACT Lock-In McClellan CE Tutorial Program - A.M. \u0026amp; P.M. McClellan CE Homework Help Program 2 Cool 4 School Summer Day Camp Healthy Family Center Mentoring Case Management Educational Enrichment - 'Creative Arts Program' Tutoring Program LRSD Students K-121. 2. 3. 4. McClellan community education Community Education Program Needs/Interests Assessment Spring 1996 Have you ever taken a Community Education class? 44 Yes If not. Why not?  no interest 4 not affordable 24_ no free time 90 No 26 didnt know about classes A no transportation 9 inconvenient time __ other\nplease explain What are the best days for you to attend classes/activities? Monday 47 Thursday 46 Saturday 55 Tuesday 14 Friday Do you prefer a class/activity that meets: 83 once a week 31 twice a week 18 on weekends  5. If on-site child-care were available while you attended class, would you take advantage of it? 26 Yes 77 No 6 If yes, what are the ages of your children needing childcare? 9 7 0-3 years 4-6 years _ 6-12 years 7. Do you have a problem with transportation which would prevent you from taking a class? Yes ^No 8. Are you most interested in taking a course: 3^ to refresh knowledge and skills of present job. 48_ to increase possibility for promotion in present employment. 41_ to learn skills required for different employment. 9 to return to college. 78_ for personal improvement or recreation. 9. Of the following classes/activities, please check the ones which interest you. A. RECREATION AND SPORT 4 Bridge 1^ Modem Dancing 1^ Square Dancing 10 Tennis 12 Softball 11 Basketball 2 Mens Calisthenics 4 GymnasticsZTumbling 6 Chess  Ballet W Ballroom Dancing Golf U Volleyball Fishing 8 Wildlife/Hunting 4_5 Acrobics/Gym exercise B. C. D. DO IT YOURSELF 15 Plumbing 25 Landscaping/Lawn care 2D Fashion design 27 Interior decorating 16 Small engine repair 27 Foods/cooking 36 Auto care for women _2 Other ENRICHMENT COURSES 28 Reading improvement 5 Creative writing 14 Estate planning/wills 14 Oil/watercolor painting 13 Quilting _8 Stitchery 10 Guitar _5 Community theatre _P Macrame 4 Choral group 16 Foreign language _8 Advanced photography _2 Other HUMAN RELATIONS 13 Single parenting First aid/CPR _1 Coping with divorce Self-esteem 39 Home repairs 3^ Gardening 2i Upholstery 19. Sewing 11. Carpentry 16 Cake decorating 20 Furniture refinish/repair Speed reading Family finance 9 Jewelry making 5 Basic design in art 4 Leather craft 9 Knitting/crochet 10 Wood working 23 Flower arranging 1 Decoupage 5 Great books 1^ Basic photography 13 Calligraphy 13^ Parent effectiveness 1 Pre- \u0026amp; post natal Stress management 12 Family relations 3 Support groups (AA, NA, Co-Dependency, Cocaine Anonymous, ACoA) E. EDUCATION EMPLOYMENT 47 Introduction to Computers 23 Small Business Development _5 Electrical Technology _4 Real Estate _5 Professional Child Care 3 Food Service 27 Data Processing 11 Teaching Assistant n Literacy 19 Office Management _5 Commercial Drive Licensing 4 Basic Retail Clerking _6 College Math, Algebra 26 Accounting 23 24 2 Tj-ping/Kejboarding Clerical/Secretarial Marketing Patient Care Aide 16 Social Work Assistant 3 Building/Construction 2 Dental Assistant 3 Pilot License Testing 10 Banking 10 _5 0 Speed Writing Graduate courses Other 10. If there are other classes/activities which you are interested in, please list them. Tourism, air bursh painting, piano lessons, video production classeszor AD I i i / . 1 I f /1AJJ3 11. Please rank the top three (3) concerns you have for your communi ty/neighborhood. 14. Please check your appropriate age group and sex. 6_3_ Drugs 2^ Unemploym^ _3J Poor Citjf Se^cei 9 Health Cime  2 Public Transportation Violence 6 Houaing I Ediicationa! system \"\"41 Crime'*- H, Lack of recreation 1^ Lade of adult education opportunities 9 Lade of community pride 1^ Lack of afterschool program for youth 12. Would you be willing to serve on the Community Education Advisory Council to address problems and concerns of this community and school? 9 18-23 32^ 26 -45   3r 46 -'53 36 + ll'-Nto'  \"Il  Female IS. If McClellan'Community Education classes were discontinued, would you: 23 Yes 72 No 13. If yes, please give us your name, address and daytime phone number. Name: - \" 78 consider it a loss.   Q not care. . - - 47 be disappointed. .'i. 72 expect a replacement. _5 give up on continuing your education. 4 figure that it was in the best interest of the Little Rock School District. 4 other (please explain) See below Address:\nu City, State: y,. Zip: Daytime phone number: 16. In support of McClellan Community Educaiton, I have enclosed a donation of: . $5.00 j:r.- 2 $10.00 _$25.00  .,' 4 I - other: $ m\nQuestion 15 Other: - Find another class - Oomnunity will lose excellent opportunity for learning. - Search for another way to get trining to inprove - Consider producing a 60 second publication service video to air oncable for informing the community about classes. 3I\nI IRepresentative Edward F. Thicksten P,O. Box 2019 Alma, AR 72921-2019 301-632-2117 Business 501-632-4288 Residence 501-632-2149 FAX STATE OF ARKANSAS COMMITTEES CHAIRMAN Joint Budget DISTRICT 11 Part of Crawford County MEMBER Education State Agencies and Governmental Affairs Joint Committee on Energy March 11. 1996 Ms. Linda Ponde.xter. President Board of Directors Little Rock School District S10 West Markham Street Little Rock, Arkansas 72201 Dear Ms. Pondexter: I am writing to you and the members of the Board of Directors of the Little Rock School District concerning the McClellan Community Education Program. Please accept this letter as a statement of my support for the continuation of this valuable education program, which provides a myriad of educational services to the students of McClellan High School as well as to the surrounding community. In addition to working with the community to foster a strong learning environment and providing supplemental instruction to students who score below the 25th percentile on the Stanford 8 Achievement Test, the Director, Ms. Marion Baldwin, is actively involved in the development of programs and activities that address the educational needs of McClellans students. Ms. Baldwin also serves as an advisor to the McClellan Student Council. As the Chairman of the House Joint Budget Committee, 1 understand the difficult choices that must be made to ensure fiscal stabilitv and responsibility. However, I would encourage you to consider the totality of benefits provided bv the McClellan Community Education Program and continue to fund this worthwhile program. Thank vou for vour consideration in this matter If 1 may be of further assistance to y ou regarding this or an\\ other matter, please do not hesitate to contact me Sincereh. Edward F Thicksten State Representative cc: Dr. Henry Williams Ms. Marion Baldwin Jennifer Edwards 9211 Oak Grow Lana Utlla Rock, AR 722096222 Taiaphons (501)560-2067 To Whom It May Concern: It has come to n^ attention that the LRSD is considering cutting community education as a way of dealing with its budget crisis. I think that this would be an incredible loss to those of us who have utilized the community education program. I personally took the ACT prep course. My guidance counselor recommended the program to me after I took the PSAT and did very well on tny verbal section, but showed some problems with the mathematics section. After taking the prep course, I took the December ACT and scored a 30, this was the first time I had taken the ACT. The prep course for the ACT proved to be of enormous value to me. I received scholarships to attend TCU in Fort Worth, Hendrix in Conway, and UCA in Conw^. TCU and UCA both invited me to participate in die Honors Programs. These programs are for those students who are identified as having an enormous potential for contributing academically and socially to the university community. I am currently a member of the Honors Program at UCA. I have maintained my ACT scholarship for the four years I have been at UCA. I am a member of Alpha Chi, Psi Chi, and Who's Who, in part because of my participation in the Honors Prograco. The ACT prep course has proved invaluable to me. For a simple fee of S50.00, my parents and I have saved $8,000.00 in tuitioa Aldiougb the results will not be the same for every student, I strongly believe that the ACT prep course is a necessary part of the community education progranL ft can make the difference from being conditionally admitted, to being unconditionally admitted, ft has been my experience that this can make a big difference for many students. Sincerely, March 7, 1996 Mrs. Pat Leach McClellan Community High School Office of Community Education 9417 Geyer Springs Road Little Rock, Arkansas 72209 Dear Pat: Word Perfect 5.1 offered by the Thank you for teaching me --- McClellan Community High School Office of Community Education. I wanted to tell you how much easier you have made my workload. I can do a memo in less than ten minutes. I*7h came to this position at HUD in November 1995, it took me two hours, and I was wasting so much paper trying to learn. came to When I But when you told us about the \"magic\" key, (Fl) the first day you taught, it changed my whole life! I also appreciated the individual time The class was fun. 1 --- you gave to me when I did not understand how to do Your patience and calm voice were so much something, appreciated. Pat, be sure to our first day of class, to help us. tell Donna Larking that she was very good on She, also, gave us individual time Mrs. Roby's cookies were good, too! Sincerely, Carolyn Henry Multifamily Housing Representative Department of HUD 1/ cc: Mrs. RobyThrough the process of community education the Community Education Office fosters community support for McClellan Community School and the Little Rock School District. Via planned programs and activities the Community Education Office enhances community involvement and coordinates an education service for the community.For information regarding currently offered Community Education courses or to suggest possible course offerings for the future, please contact our office located at 9417 Geyer Springs Road Little Rock, Arkansas 72209 Phone: (501) 570-4149* r A/C'f'*^'/ \u0026lt; Zi Po X, -^ f ft _ _Jn.- \u0026gt;\u0026lt;A-  * 1 McClellan community EDUCATION i c I O N Mt N I E T S c o M P U E R S nmw E N R I R E C R E A I O N l_ TVI N 1 i i 1 1 1995-1996\u0026gt;^0'' S\nV. LITTLE ROCK SCHOOL DI John L. McClellan Community High School 9417 Geyer Springs Road February 26, 1996 Phone 570-4100  Little Rock, Arkansas 72209 RECE5VED Linda Pondexter, President Little Rock School Board Slow. Markham Street Little Rock, AR. 72201 MAR 1 8 1996 Office of Desegregation Monitoring Dear Madam President \u0026amp; Little Rock School Board Members: We the undersigned wish to express our support for McClellan Community Education. We feel that Community Education assists the Little Rock School District in fulfilling its mission to provide quality, integrated education to all patrons by providing numerous courses and programs. Currently, Community Education offers educational programming for people of all ages. These programs include: Community Education courses\nthe McClellan Community Education Tutorial Program\n2 Cool 4 School Summer Day Camp\nACT Workshops and Lock-in\nand a variety of activities and services. We feel that it would be a great loss to McClellan and the community if Community Education was no longer available. Please join us in support of McClellan Community Education. Sincerely, McClellan Community Education Advisory Board Members lyvAjM) L 7 1 i I Student Patrons SOiMLAnkLO 7^ Al __/'l/rs}ir/ k^kovAflc (Lh^le,. /oh/i^ (^i^- ZSzii QJTL r ZZjJiLiik ''\u0026amp;tnMLL1Ht]ij.O^ 'Y^tri^cL^ Ikk'^k-__ (JjTli'XVin, vnj. W7^ M  V@ JStudent Patrons Sc(\u0026gt;}iP~^_________ 6^\u0026lt;3/k2. ___________ I IStudent Patrons a 1 p txh, '^iVy P/z 13 coCi^ \u0026gt;^i(l_______________\\ ,____I_ m r g i v^tTs C\\?A ilticer5t'z JAtVyr ^bo \\C\u0026gt; \\vrvpV\\V\u0026lt;r^ AZ/c/-\\ol/:^5 '\\^p\\n Vgicx-^ ov 0f\\Aui5jA. iSz^ \u0026lt;-S H 5 Pq.(7| PEEOSJOAllM ^rPpP(f\\ b(5nPkVfn'f^Student Patrons ^3/)^ Pc f'-ljlf^AA K, 7A.t.U.'tfA [ __^i/J!^ .. 7J yJi\u0026lt;l-XTLH. LlvUlfia^ic lo. L,^J-Li\u0026gt; . -72.^! ^Sf^ Ylts t^trC .vS^XIg^x'x^v^cTcP^^B^ (.\u0026gt;?fvL .\u0026lt;}:LiLSbu\nU)^4^eck 72202. ^/YY}^ IG 2.^ X}\\k^ OtimA 363 /Jrf'/^fbdc /(jy fS ktn ,Cf^'A\u0026lt;kQi. kXD GiSt^s \u0026lt;\"\u0026gt;3 \\^V S .^MaJc/X. 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L7, ^(\u0026amp;^aJ is \\/\u0026gt;dcc Ld^ Lk\u0026lt;^ IS -7^-^/?) ^/lj2AArry(7\u0026lt;r^ 3 ] ) ?)^)ri' Dr, 7)r,Adult Patrons Hp.n iu, /Q G\u0026gt;h. 1^0 4 A- Ar S bOMb-w-ub/^ NL pp puA A^/Ainy/AAA- Al yA/ 14 -tg. (}i^ XA CXy AfLzxl Io1o?\u0026gt; _An L.JC '^^0 3 ^// i.l'l''' -'-i :r 1 (^I^tAAOiy^ 44,, C^.xJ\u0026lt;\u0026gt;i4v^ / 0/^K^ c^^^y\\.fsLiA.^ L-) ^ I V SJj, ( 'c/ C} b. 0(\u0026gt;i/i^h____2 Ahc'rd^e/} C'J- 15 L, -z Q4 \u0026amp;. 7M AJlA, ArL f \u0026lt; ( f 2^/// ?k^ ____________p/b Oj//A(^^ qAA!/ (k^/i 'i\u0026gt; 3 ,-^#Z/ /V. '?:iA.D VT^/ar 4/LAdult Patrons . y^/l  222^2. eAvo^m^ q3\"iqiiz\n'D^.:^c, e/t. 7^t- fofaaicJ^ii rw, h)O^a.P\u0026gt; ,(M n\nno?s \u0026lt;2 C^atrtA s^. XQ^ WL 2 U. fh.UL haki2Biii\u0026amp;2i2\u0026lt; \u0026lt;ir7fjr^(\u0026lt;__ 7/ ij^kTtr. OiKt,^,A/?M- ')^2^.7' ,' yAl/JCckJl--Ik--.. ZA- 727jJY 23^ kA A. L7U.aH !DCi S^/r - C~[^ 7 2.7.'0^ ______________^(\u0026gt;90/^/./^AC y:3. I oy ^^lQ\u0026lt;L3iyy^^Ca^'ry^____^6/yAc\n^C2i4\\(^ Ivy'^C^/l^kk UO, ,nd iDlDlJc ^ij'/ /f/ __7^\n'6f Mx^Ck. 5?0/OreAA. /n.ii^n^.Q.A^. 1^i Ar, 'A,Adult Patrons A/|z\u0026lt;.ric/t U^Ob LdLL7?Ai^ '^OlVWI (1a 1^/02 ^OLVWt 6a f Pazm AU^x i7}ci^6i 'T^lTfx:^ 6^? c I ^c^7Zui?cZ nSL^C(\\ /f),(i^}iL^]/T/cil-J/JiAM-__7-^^^ 3''3~(:\u0026gt;6 ) j?s.^'V.^x^.Qsfc.iQi. X/T. 7^'^7 J'-^J3Z3^ iA3.biRnxc^ Qk\\ .Vj?iCOick).P I 7 J 7? '^ 0 2C,0 77. /-J 1/1/ SfriAJfwl -QA k i-AgSpAdf tAAZVdirw.llg IH O' - a s '77i-3as.- ^5-0 ( ^1 7^..Z'2SXi.'=1. 7/iAjL7/Kft^ //7a 07^ 7\u0026lt;i J(7^3^/) 77]F^i/r77(^ Sou2..I I I I I I I I Ss I Si '/1f^ IB //\" Adult Patrons hrlfiM'Ac,\n^2. ::? i J t^i'\u0026lt;^'^ i-t^-c- L 1^___UM hOA g4at. t^\u0026lt;' 1^. I.H.I, O.lIX- IbvUAli^il^l 1  \\ f / U^vyvvVtZt^Myy ,2--^ i . cl /2. ciVA\u0026gt;Hsrf + \u0026lt;^1 /^pzMvx^ ^Ccuv r)e\u0026amp;rMeoc\u0026amp;^- '^l-y)\u0026lt;y^ -*4 .2 Ai? MjM/ -r- Miiw'ntiTin f'ftMiiHMwrfliiirn'tiiTariit Adult Patrons 15^1 *7 ^/1/1 \u0026lt; /b\u0026lt;^J QVYrs.x\u0026gt;.^^ ^x^yizXvn fOSoo b5j^) fr)a}j^jAk-(14 1:25.:^^ y^i^3McClellan Community Education 1996-1997 Revised Budget Administration\nFull Time Employees\nDirector Office Manager Receptionist 38,404.56 20,663.13 11,558.00 Total Full Time $ 70,625.69 Full Time Employee Benefits\nRetirement (12%) Hospital ($1,963.00) Life ($65.00) Di Lt (.587%) State Tax ($65.00) Hospital Indenity ($67.00) Dental (205.00) $ $ $ $ $ $ $ 8,475.08 5,889.00 195.00 414.57 195.00 201.00 615.00 Total Benefits Total Administration Salary and Benefits $ 15,984.65 86,610.34 Part Time Employees\nNight Supervisor Security Total Part Time Salaries 8,640.00 8,677.50 17,317.50 FICA Total Administrative 6,727.65 $ 110,655.49 MCE Tutorial Program $ 28,602.17 Total Projected Expenses $ 139,257.66 $ $ $ $ $ $ $ $ $30,000 Operating Expenses are to be paid from Community Education's current Activity Account which has acccumlated to $53,160.06 since 1991. Page 1McClellan Community Education Student Programs McClellan Student Council ACT Tutoring Services ACT Lock-In McClellan CE Tutorial Program - A.M. \u0026amp; P.M. McClellan CE Homework Help Program 2 Cool 4 School Summer Day Camp Healthy Family Center Mentoring Case Management Educational Enrichment - Creative Arts Program' Tutoring Program LRSD Students K-12McClellan community education Community Education Program Needs/Interests Assessment Spring 1996 1. Have you ever taken a Community Education class? 44 Yes 2. If not. Why not? no interest 4 not affordable 24 no free time 90 No 26 didnt know about classes A no transportation 9 inconvenient time __ other, please explain 3. What are the best days for you to attend classes/activities? 67 Monday 47 Thursday 46 Saturday 55 Tuesday 14 Friday 4. Do you prefer a class/activity that meets: 83 once a week 31 twice a week 18 on weekends 5. If on-site child-care were available while you attended class, would you take advantage of it? 26 Yes 77 No 6 If yes, what are the ages of your children needing childcare? 9 T 0-3 years 4-6 years _ 6-12 years 7. Do you have a problem with transportation which would prevent you from taking a class? B DO IT YOURSELF 15 Plumbing 25 Landscaping/Lawn care 20 Fashion design 27 Interior decorating 16 Small engine repair 27 Foods/cooking 26 Auto care for women _2 Other C ENRICHMENT COURSES 28 Reading improvement 5 Creative writing 14 Estate planning/wills 14 Oil/watercolor painting 13 Quilting Stitchery 10 Guitar _5 Community theatre _P Macrame 4 Choral group 16 Foreign language _8 Advanced photography _2 Other D. HUMAN RELATIONS 13 Single parenting 22 First aid/CPR 1 Coping with divorce 31 Self-esteem M Home repairs Gardening 21_ Upholstery 19 Sewing 11 Carpentry 16 Cake decorating Furniture refinish/repair Speed reading Family finance 9 Jewelry making 5 Basic design in art 4 Leather craft 9 Knitting/crochet W Wood working 23 Flower arranging 1 Decoupage 5 Great books Basic photography 13 Calligraphy Parent effectiveness 1 Pre- \u0026amp; post natal 40 Stress management Family relations _ Yes IOOno 8. Are you most interested in taking a course: 3^ to refresh knowledge and skills of present job. 48_ to increase possibility for promotion in present employment. 41_ to learn skills required for different employment. 9 to return to college. 78_ for personal improvement or recreation. 3 Support groups (AA, NA, Co-Dependency, Cocaine Anonymous, ACoA) E EDUCATION EMPLOYMENT 9. Of the following classes/activities, please check the ones which interest you. A RECREATION AND SPORT 4 Bridge Modem Dancing Square Dancing 10^ 1 ly 2 Tennis Softball Basketball Mens Calisthenics 4 Gymnastics/Tumbling h Chess 4 Ballet W Ballroom Dancing (\u0026gt; Golf Volleyball Fishing 8 Wildlife/Hunting Aerobics/Gym exercise 47 Introduction to Computers 23 Small Business Development _5 Electrical Technology _4 Real Estate _5 Professional Child Care 3 Food Service 27 Data Processing 11 Teaching Assistant _0 Literacy' 19 Office Management _5 Commercial Drive Licensing _4 Basic Retail Clerking _6 College Math, Algebra 26 Accounting ^3 T^Tjing/Keyboarding ^4 Clerical/Secretarial 10 Marketing Patient Care Aide 16 Social Work Assistant 3 Building/Construction 2 Dental Assistant 3 Pilot License Testing 10 Banking 10 Speed Writing 5 Graduate courses 0 Other ___ 10. If there are other classes/activities which you are interested in, please list them. Tourism, air bursh painting, niarro lessons, video production classes11. Please rank the top three (3) concerns you have for your communi ty/neighborhood. 14. Please check your appropriate age group and sex. 62 Drugs Unemployment 3 Poor City Services 9 Healthcare 2 Public Transportation W. Lack of adult education opportunities 9 Lack of community pride 12 Lade of afterschool program for youth Violence 6 Housing 20 Educational system 41 Crime H Lack of recreation 2 32 32 18 18-25 26-45 46-55 56 + n. Male 34 Female 15. If McClellan Community Education classes were discontinued, would you: 12. Would you be willing to serve on the Community Education Advisory Council to address problems and concerns of this community and school? 23 Yes 7^ No 13. If yes, please give us your name, address and daytime phone number. Name: 78 consider it a loss. 0 not care. 47 be disappointed. 22 expect a replacement. _5 give up on continuing your education. 4 figure that it was in the best interest of the Little Rock School District. 4 other (please explain) See below Address: City, State: Zip: Daytime phone number: 16. In support of McClellan Community Educaiton, I have enclosed a donation of: _ $5.00 2 $10.00 _$25.00 other: $ Question 15 Other: - Find another class - Cemmunity will lose excellent oppoirtunity for learning. - Search for another way to get trining to inprove - Consider producing a 60 second publication service video to air oncable for informing the conmunity about classes.Representative Edward F. Thicksten P.O. Box 2019 Alma. AR 72921-2019 501-632-2117 Business 501-632-1288 Residence 501-632-2149 FAX DISTRICT II Part of Crawford County COMMITTEES STATE OF ARKANSAS CHAIRMAN Joint Budget MEMBER Education State Agencies and Governmental Affairs Joint Committee on Energy March 11. 1996 Ms. Linda Pondexter, President Board of Directors Little Rock School District S10 West Markham Street Little Rock, Arkansas 72201 Dear Ms. Pondexter: I am writing to you and the members of the Board of Directors of the Little Rock School District concerning the McClellan Community Education Program. Please accept this letter as a statement of my support for the continuation of this valuable education program, which provides a myriad of educational services to the students of McClellan High School as well as to the surrounding community. In addition to working with the community to foster a strong learning environment and providing supplemental instruction to students who score below the 25th percentile on the Stanford 8 Achievement Test, the Director, Ms. Marion Baldw in, is actively involved in the development of programs and activities that address the educational needs of McClellan s students. Ms. Baldwin also serves as an advisor to the McClellan Student Council. As the Chairman of the House Joint Budget Committee, 1 understand the difficult choices that must be made to ensure fiscal stability and responsibility. However, 1 would encourage you to consider the totality of benefits provided by the McClellan Community Education Program and continue to fund this worthwhile program. Thank you for y our consideration in this matter If 1 may be of fiirther assistance to y ou regarding this or any other matter, please do not hesitate to contact me Sincereix. Edward F Thicksten State Representative cc\nDr Henry Williams Ms. Marion Baldwin Jennifer Edwards 9211 Oak Grove Lane Utile Rock. AR 722066222 Telephone (501) 560-2007 To Whom It May Concern: It has come to attention that the LRSD is considering cutting community education as a way of dealing with its budget crisis. I think that this would be an incredible loss to those of us who have utilized the community education program. I personally took the ACT prep course. My guidance counselor recommended die program to me after I took the PSAT and did very well on my verbal section, but showed some problems with the mathematics section. After taking the prep course, I took die December ACT and scored a 30, this was die first time I had taken die ACT. The prep course for die ACT proved to be of enormous value to me. I received scholarships to attend TCU in Fort Worth, Hendrix in Conw^, and UCA in Conw^. TCU and UCA bodi invited me to participate in the Honors Programs. These programs are for those students who are identified as having an enormous potential for contributing academically and socially to the university communify. I am currently a member of the Honors Program at UCA. I have maintained my ACT scholarship for the four years I have been at UCA. I am a member of Alpha Chi, Psi Chi, and Who's Who, in part because of my participation in die Honors Program. Ilie ACT prep course has proved invaluable to me. For a simple fee of S50.00, my parents and I have saved 58,000.00 intuition. Althou^ the results will not be the same for every student, I strongly believe that the ACT prep course is a necessary part of the community education program. It can make die difference from being conditionally admitted, to being unconditionally admitted. It has been my experience that diis can make a big difference for many students. Sincerely, J *March 7, 1996 Mrs. Pat Leach McClellan Community High School Office of Community Education 9417 Geyer Springs Road Little Rock, Arkansas 72209 Dear Pat: Thank you for teaching me Word Perfect 5.1 offered by the McClellan Community High School Office of Community Education. I wanted to tell you how much easier you have made my I can do a memo in less than ten minutes. workload. When I it took me camo to this position at HUD in November 1995, two hours, and I was wasting so much paper trying to learn. But when you told us about the \"magic\" key, (Fl) the first day you taught, it changed my whole life! came The class was fun. I also appreciated the individual time you gave to me when I did not understand how to do Your patience and calm voice were so much something, appreciated. Pat, be sure to tell Donna Larking that she was very good on She, also, gave us individual time our first day of class, to help us. Mrs. Roby's cookies were good, too! Sincerely, Carolyn Henry Multifamily Housing Representative Department of HUD I i 1/ cc: Mrs. Robyc 5 lUi a E o McClellan Community High School Office of Community Education 9417 Geyer Springs Road Little Rock, Arkansas 72209 Phone: (501) 570-4149 ol 111 BCl o 03 in \u0026lt;D McClellan Community Education is designed to develop a partnership between the school and community in order to provide educational opportunities and services to McClellan students, parents, other patrons. Little Rock School District employees, residents of Southwest Little Rock and neighboring communities.Through the process of community education the Community Education Office fosters community support for McClellan Community School and the Little Rock School District. Via planned programs and activities the Community Education Office enhances community involvement and coordinates an education service for the community.For information regarding currently offered Community Education courses or to suggest possible course offerings for the future, please contact our office located at 9417 Geyer Springs Road Littie Rock, Arkansas 72209 Phone: (501) 570-4149Willie J Edwards 9211 Oakgrove Ln Little Rock, Ar. 568-2887 pager 399-6111 Z/.y- '  rtB 2 .. 1995 CltiCO c! J\niirr. kuiuEianng 0 February 23,1995 Dr. Williams: I would to like to ask your help in a matter of great importance to me and a number ol other individuals. I have been with the McClellan Advisory Board since it's start .We have worked hard to bring about change for the better in our school and community. We had a wonderful relationship with the director and school board prior to August 93 In, or around, August of 93 the director, Malla Dagget, resigned. Brenda Scrimager was selected as the new director in December of 93. It was rumored then that this director, Brenda Scrimager, was telling different individuals that she would not work with this advisory board and counsel. It has become apparent that this rumor was true. Since Ms Scrimager was awarded this position, we have not had timely meetings and she has re\u0026amp;sed to follow bylaws, giving verbal degrading of advisory board and school administration and teachers that don't agree with her. It has come to light recently that the last board election was also rigged. I was informed today, February 23, at 8\np.m that she has now elected her own set of officers to help her proceed with her agenda. Please look into this matter because Community Education is one of the best things to come along in this district. Thanking you in advance, Willie J EdwardsL, i LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road  Phone 570-4100  Little Rock, Arkansas 72209 Era Lao H MEMORAKDCM TO: Advisory Council FROM Scrimager DATE: February 27,1995 MAR Ci'ica d 1995 :cc'? RE: Executive Council elections Whoops my fault, this memo was found under my desk - Im sending the results of the Executive Council elections. If you have any questions please call me at 570-4149, I thought some of you may have forgotten because I havent heard from you in such a long time. D fe'. LITTLE ROCK SCHOOL DISTRICT f.-i'x\"' B E John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100  Little Rock, Arkansas 72209 MEMORANDUM A a TO: Advisory Council members MAR - 1995 FROM: ^^^'l^enda Scrimager ICI DATE: January 15, 1995 RE: Board elections Listed below are the names of the new C.nmmunity Education Executive Board. President - Bobby Thomas Vice President - John Twyford Secretary - Paige Beavers Treasurer - Kelly TuckerMarch 1, 1995 OHic- Vi This is just a reminder that the next Advisory Council meeting will be Thursday March 16, 1995. The meeting will last from 6:00 pm to 8:00 pm in the Media Center.\nMlf f 9 1995 LPSL 'SUPTS OF\"ICE Oc: t1PP 09 35 10:11 QdWti  Mi '.liCi\"'':} / 254 FOl DRAFT I t i McClellan community education iPRooRAM  The District remains supportive of the' \"community school\" concept which links citizens and their schools together in wavs that are mutually beneficial.  n conanunity school  The District has provided full financial support for four years providing time for the maturation and development of potential community partnerships. As articulated at the inception of the program, the district was to sustain the concept for limited period (need to verify the exact nu^^ of years in original planning framework) while practice and outside financial resources were  I  The District will provide one additional year of financial support allowing additional time for the status of self-sufficiency to attained. This would provide a total developmental time period of five years which is adequate for the community education concept to be embraced, adopted, and supported by the gowmunity. i According to the budget figures produced by the community advisory council, anticipated r6Ve~iiz..----- tuition will meet or exceed ^50,000 council indicates a projected dtS^ approximately $90,000. inusfi^enerated from class/coursa \u0026gt; The community advisory ict operational budget of  The District will provide a budget of $40,000 to assist the commxxnity advisory council in the operation of the community education program for one additional year with the understanding that self-sufficiency must be attained by the 96-97 school year. program will remai.h housed at the McClellan High School. District will provide technical assistance to the Comunity Education Program in the form of grant writing expertise in securing funding sources. to assist review will take place mid-yelr so that all parties \" info-r-m-e-d-- -a-s- -t-o- --t-h-e- oprrooagrreessss bbeeiinnog mmaadn ea ktAowuaarv,d! achieving self-sufficiency status. The Distr4 will work with the McClellan Community Education to ensure that the integrity of the governance, and operations of the Community Education Program originally defined are recognized. Advisory -C structure, as ffencf. Little Rock School District MEMORANDUM To: From: Date: Subject: Ann Brown, Federal Monitor Russ Mayo, Associate Superintendent jijtL August 15, 1995 Response to memorandum of August 9, 1995 4UG / 5 J995 Office of Dose^ The following is a response to your memorandum of August 9, 1995. My response to each of the three items is as follows: 1. We did not feel it necessary to do a plan modification for the McClellan Community School because all components of the program are being offered. We could find no reference to a minimum amount of money that must be budgeted for the program. Some money will come from other sources for this next school year. That which appears in our plan is more an historical account than specific action to be taken. The only exception is on page 94 as you 2. 3. have noted\nWe have reviewed page 94 of the desegregation plan relating to the McClellan Community School. The appropriate items from that page have been added to our list of obligations. I have requested a report of the status and progress of the McClellan Community School. When I receive it, 1 will forward it to you\nand. As noted in item 1 above, obligations relating to McClellan Community School have been added to the list. It now appears as a listing. If you have other questions, please let me know. C: Dr. Henry P. Williams, Superintendent Chris Heller, LRSD Attorney Jerry Malone, LRSD Attorney U.MCCLELDOCOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: August 9, 1995 To: From: Russ Mayo irown Subject: McClellan Community School As Im sure you know, the McClellan Community School program was incorporated into the current LRSD desegregation plan at the behest of the Little Rock School District Board of Directors, with the concurrence of the parties and the approval of the Court. As such, it is an important aspect of desegregation in the district. 111 appreciate the following current information about McClellan: 1. Please explain the statement, which appears in your July 13, 1994 memorandum to Dr. Williams, that \"McClellan was a reduction which does not require a plan change.\" 1 am puzzled by this assertion, because the desegregation plan clearly establishes McClellan as a community school, and court orders (for example, those of August 4, 1992 and December 30, 1992) have reemphasized the importance of the community school, the Advisory Council, and an adequate budget for the program. 2. Page 94 of the LRSD desegregation plan promises that ODM and other groups will regularly receive reports on the progress of the community school and any recommendations for changes. Please forward to me the school districts report on the status and progress of the McClellan Community School for the 1994-95 school year. 3. 1 note that the McClellan Community School is among those desegregation obligations that does not appear in your listing of \"Obligations from the Pulaski County Desegregation Case\" dated August 1995. Because the community school has been prominently featured in both the desegregation plan and court orders, please explain why it was omitted from your listing. Tlianks for your assistance. z c\u0026gt;z// e-/\u0026gt;/ Little Rock School District MEMORANDUM RECEIVED To: Ann Brown, Office of Desegregation Monitoring From: Russ Mayo, Associate Superintendent Date: September 5, 1995 Subject: McClellan Community School Report SEP 7 ms Office of Desegregaion Mcni\nipg Attached is the McClellan Community School Report you requested in your memorandum of August 9, 1995. C: Henry P. Williams, Superintendent Victor Anderson, Assistant Superintendent - Secondary PnnitaMcClellan Community Education Fiscal Year End Report for 1994/1995 Prepared August 16,1995 McClellan Community Education (MCE) has been in existence since the 1990-1991 school year. Initially a Three-Year Plan was developed which set for the goals of the program. Since its inception, MCE has provided a variety of programs and services to the community. By expanding the use of the school facility MCE as an anchor for the community. serves Program operations for 1994-95 were slightly impeded by the absence of an active director. Office personnel were challenged to maintain community support, input and participation. However, with the guidance and support of the McClellan Community School Advisory Council and a $265,000 grant to establish the Healthy Family Center (HFC) MCE was successful in its efforts toward these following goals: Goal 1. To enhance the educational format at McClellan through eradication of racial disparities on test scores. ACT Language taught by Shirley Ferguson with nine enrolled. ACT Math taught by Anita Henson with 15 enrolled. ACT Reading taught by Shirley Ferguson with 10 enrolled. ACT Science taught by Monica Parish with 16 enrolled. After school tutoring through HFC with 52 enrolled. Goal 2. To expand participation in Advisory Board. 8,000 class brochures mailed in the fall and spring announcing classes. 1,400 HFC monthly newsletters mailed announcing classes and services. 1,400 Summer Camp brochures mailed. 130 weekly MCE campus newsletters distributed on campus and to Advisory Board. Goal 3. To expand the use of the well-child clinic. Healthy Clinic renamed the Mala Daggett Health Clinic. Nurse Theresa Bour replaced by Karen Terry. Dr. Sam Schultz came for medical services on Tuesday afternoons. New COPE Representative is Mary Gupton who coordinates early childhood services. Established a new day care, IMAGE Day Care, at 65th and Butler. McClellan mothers and children were feed into the program. Day Care ran by Pastor Harville.Deborah Sweat, College of Nursing, come every other Friday for services, population and community of the goals and objectives of II Iw Qvl Offered classes taughf by local businessmen, community leaders, and senior citizens. Ron Walls taught Critical Thinking, Betty Turner taught Communications, Dr, James Parins taught Grant Writing, Rob Thrope taught Investments in the 9O's, Henry Rambert taught Ladies Car Maintenance, John Sanders taught Ballroom Dancing, Lisa Buckner taught Brochure Design, rack Carmichael taught Developing Your Child's Self-Esteem A _ I  . . X _  \u0026gt; a** * Caroline Stanley taught Diamonds Are a Girl's Best Friend Jan Dean taught Yoga, Clergy involved the Community Education and Pastor Harville, program are William Reids MCE Director attended PTSA meetings and fielded questions from PTSA members. Goal 5. To expand the use of the School's facilities. Increase the number of recreational classes. .,^11 K II L-  -------------- Recreational classes offered were volleyball, ballroom dancing and yoga. Established the HFC after school tutoring program. Held the 2 Cool 4 School Summer Day Camp on campus. Advertisement in class brochure for organizations, HFC, and PTSA. Task Force lifted canopy surrounding the auditorium, resurfaced the tennis court, and installed awnings on corridor walkways. successful in meeting some of its goals for the 1994-95 fiscal year. With meaningful input from the MCE Advisory Counal. collaboration with local businesses and organizations, and the support of the McClellan Community School and its patrons, MCE is currently in the process of establishing objectives for the 1995-96 fiscal year. Holding to the principle that education is our most valuable resource and believing that the educative process is the most important means of meeting individual and community needs MCE has conducted evaluation of campus resources. an II?patrons enroll in our computer courses. This requires that we have the most up-to-date computer technology available. Currently this is not the case. Attached is a needs request which was presented by the McClellan Business Department. Prior to the change in leadership for MCE, 15 computers were ordered (P.O. attached). This purchase order was cancelled however without Principal Jodie Carter's knowledge by the previous director. As a result of this action, MCE will be impaired in its delivery of services. an Since this time the McClellan Community Advisory Board has selected interim director. With the assistance of the MCE staff, HCF staff, McClellan Community School and the input, support and participation of the community, Marion Baldwin, Interim Director, is dedicated to the challenge of putting community education back on track.CKM ATTACHMENT 1 Little Rock School District In order to upgrade the McClellan Business Department, we need the following: Replace two computer labs with computers with 8 memory - Total number of computers in lab - 45 computers - Cost of each computer approximately $2,000 each. Printers Color and Laser 8 Printers - Approximate cost $10,000 Third Lab - Replace 12 computers - $2,000 each Two keyboarding rooms - Transfer equipment in the two labs to the two keyboarding rooms. (six new printers needed - Cost $2,000) Junior Executive Training and Marketing Classroom - Add ten computers Cost $2,000 for each computer Add four printers - Cost $1,400 New software needed for all classrooms - Cost approximately $5,000 ****** We do not meet the minimum standards required by the state of Arkansas. We must have memory of 8 or above to meet standards, teach WordPerfect 6.1 to meet standards. Also, we must At the present time, we have 80 computers, meet the required standards. Only eight of the computers 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361LITTLE ROCK SCHOOL DISTRICT 'encoi E37 INVOlCeiN TRIPLICATE TO: LITTLE ROCK4OMOOL DISTRICT ACCOUNTS PAYABLE 10 WEST MARKHAM LITTLE ROCK, AR 72201 INfHUmES PERTAaiMa TO THIS ORDER , i KaaetMtcmnmtPUKCH/iSiNG V^_,lRTMeNT. LITTLC ROCK SCHOOL DISTRICT, tseo t STHSTRerr. LITTLE ROCK, AR 72202, PHONE NUMR (901) 324-2230.  SEE TERMS ANO CONDITIONS BELOW u PURCHASE ORDE P/0 75001'19' IMPORTANT PURCHASE ORDER NUMBE MUST APPEAR ON ALL INVOICES, PACKAGES AND CORRESPONDENCE TO\nCOMPUTER WAREHOUSE 4000 LANDERS Rd AD S'.'171: 0 NORTH L.ITTLE ROCK. AR ^SHIP TO: LITTLE ROCK SCHOOL DISTRICT SUPPLY CENTER WAREHOUSE 1000 EAST SIXTH STREET DATE: 'ai 1? 525 LITTLE ROCK. AR (301) 324-2230 TuhN JEFFERS (Dellvwy Houra 8:M AM-3:30 PM) ATTN: COMMUNITY ED REQUIRED: 6/01/9S SHIP\nFOB LITTLE ROCK REQ: OOOO0O7B5 lANiT*  Ol'AN . I v r rnnt  I DESCRIPTION I DISCOUNT T UNIT PRICE TOTAL: 1 EA 1.74Q,0000 \u0026lt;?6 . 20.00 CWI ^i8S- i.N COMPUTERS, TOWER VERSION EA 99.0000 1 ,^85.00 SOUNDBLAS \"ER 16 VALUE EDITION 15 EA .0000 1,1Q5.00 CSlOOO tech speaker KIT EA 19.9500 299,25  AVI-CSIO u TECH HEADPHONE KIT ** T95-133 *** -4.^ Sub Total Taxes . 1 \"3^ '5 1,751.26 Pd. TOTAL 30,940.61 **********+ ORDER MUST BE IN ONE SHIPMENT, RECEIVED . INVOICE RECEIVED NO LATER THAN 6/9/95 IF YOU SHOULD HAVE ANY QUESTIONS, PLEASE call, r- rrv AT (501) 324-2260. THANKS   ACCOUNT 16.00.00.3100.01 \u0026lt;560 AMOUNT 30,940.61 AS, CONDITIONS \u0026amp; INSTRUCTIONS: T'-f%rchaae vaNd only arhen signed by Director of Purchasing. 2. Goods to be deMvarad F.O.B. as per address in SHIP TO block. 3. Order may be cancaSarf lor poor delivery or if items are not as specified. 4. District will not honor any commitment made without a purchase order. 0. 5. Priof Io Of Included with shipment, please send Material Safety Data Shaal^^^lproducts conuinino haierdout aubatances or shipment may be refused. \u0026gt;' '.\u0026lt;ye * 'A. -  -____. _________.uB /A T 6. Pnce increase or iocreaees in shipping cost in excess of $25 above total P.O. must receive prior school district approval. 7 Do not overship or substitute without prior Purchasing Department approval SCHOOL/DEPT. COPY APPROVED Purchasing Director mBBB s Al lAunntivi J LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 * Little Rock, Arkansas 72209 MEMORANDUM TO: FROM: DATE: SUBJECT: Dr. Vic Anderson, Associate Superintendent Secondary Schools Little Rock School District Jodie Carter, Principal McClellan Community High School August 16,1995 McClellan Community Education Director's Position The McClellan Community School Executive Board met Monday, August 14, 1995 and determined that Marion Baldwin will be the Interim Director. Advertisement for the Director's position will begin so that the vacancy may be filled. c: Dr. Richard Hurley, Director Human Resources RECE!V='' ***4$^ SEP ii I 1995 Office of Desegregation Monitoring ROCK SCHOOL !' DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100  Little Rock, Arkansas 72209 AGENDA McClellan Community School Advisory Council Meeting Monday, September 25,1995 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Vote on Potential Board Members (Mitchell Moore, Leatrice Russ, Charley, Hilton, Jr., Loletha Wilkins, Herbert Louks, Dudda Sanders) 4 Director's Report inclusive of Financial Report 5. Re-establish Committees 6. Tailgate Party Summary 7. Report on $50,000.00 City Grant 8. Report on Task Force Monies ($5,000.00) 9. Memorial for Mahlon Martin to SVIMC Cancer Center William Fields Kelly Tucker Nancy Reedy Willie Edwards Rosemary Lawson Bobby Thomas Jo Powell 4. EXTENDED EVALUATION of the MCCLELLAN COMMUNITY HIGH SCHOOL BUSINESS/COMMUNICATIONS MAGNET PROGRAM November 13, 1995 PROGRAM PBSCRIPTION PURPOSE The Business/Communications Magnet Program at McClellan Community High School was developed in the spring of 1992 as a means of achieving the desegregation goals of both the school and the Little Rock School District. The business/communications theme was selected because of McClellans already-existing business program, the largest in the district. The program was designed to serve students in McClellans attendance zone, students from other LRSD attendance zones, and students in the North Little Rock and Pulaski County Special School Districts. The program seeks to provide students with a comprehensive and equitable educational program that will 1) lead to a thorough knowledge of business and communications concepts, and 2) provide marketable skills in various fields of business and communications. SCOPE AND CONTENT McClellans Business/Communications Magnet Program actually consists of two separate programs of study: one in business and one in communications. However, since these two areas share many concepts and skills, several courses fall into both areas. Each of the two programs contains three strands from which students may choose. Although the strands share many of the same courses, there is enough difference to allow students to explore their specific interests. The three strands in the Business Magnet Program are:  Business FYinciples and Management  Marketing and Advertising  Economics and Finance The three strands in the Communications Magnet Program are:  Oral Communications  Written Communications  Visual/Product Communications In each of the six strands, students must complete prerequisites (1 unit), requirements (3/4 to 4 units), and electives (1to 2 units). There is a recommended, year by year plan for completing7 McClellan Magnet Page 2 these courses. If a student completes the 1 unit of prerequisites and 5'/4 units of required and elective courses, he/she is declared a magnet completer. The title \"Magnet Graduate\" is then placed on the diploma and final transcript, and the student wears a white cord with their graduation gown, signifying completion of a special course of study. PARTICIPANTS/BENEFICIARIES Any McClellan student may enter the Business/Communications Magnet Program providing they show interest in the program and voice their intent to complete a magnet strand. (If a students admittance into the program would cause the racial balance to go out of established boundaries, their name would be put on a waiting list\nthey can still enroll in magnet classes.) Students from outside McClellans attendance zone as well as students from the North Little Rock and Pulaski County Special School Districts may enter the program. At this time, however, only white students from these areas may enroll in the program due to the fact that McClellans overall racial balance is out of compliance with current guidelines. There are currently 203 students enrolled in the program, with 32 seniors, 112 juniors, and 59 sophomores. The racial balance is 58.6% black and 41.4% white. PROGRAM GOAL There are two program goals, or objectives, to be dealt with in this extended evaluation. 1. 2. The magnet component of the program will result in the further desegregation of the school by attracting M-to-M and out-of-zone students to the program.\" \"The costs incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program and the achievement of the participants.\" EVALUATION CRITERIA Evaluation criteria for this extended evaluation are whether each of the above program goals can be demonstrated to be in the affirmative.  McClellan Magnet Page 3 EVALUATION RESULTS Evaluation results reflect data gathered from several sources. These data have been compiled and analyzed and yield the following results, presented in correspondence with each of the previously stated program goals (objectives). OBJECTIVE 1 \"The magnet component of the program will result in the further desegregation of the school by attracting M-to-M and out-of-zone students to the program.\" TABLE 1 M-to-M and Out-of-Zone Students at McClellan (Fall, 1995)* Black White Total Out-of-Zone 98 31 129 M-to-M (NLR) 1 0 1 M-to-M (PCSSD) 7 7 0 Total 98 39 137 from Student Assignment statistics (11/8/95) and the Board of Directors Meeting Agenda (10/26/95) DISCUSSION Table 1 shows that McClellan has attracted 137 M-to-M and out-of-zone students for the current semester. Of 177 non-black students enrolled at McClellan this fall, 39 (22%) of them have been attracted from other attendance zones or from out of the district. The total of 98 out-of- zone black students is curious, given that McClellans black percentage would be out of compliance even if the only black students enrolled were from the schools attendance zone. If these 98 out-of-zone black students had not been placed at McClellan, the schools black percentage would stand at 78% instead of the current 80%.McClellan Magnet Page 4 OBJECTIVE 2 \"The costs incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program and the achievement of the participants.\" Part A: Participation Rates TABLE 2 Participation Rates in McClellans Magnet Program for Each Year of Existence October 1992 57 October 1993 67 October 1994 150 October 1995 203 TABLE 3 October 1 Enrollment Figures for McClellan Since 1990 1990 1023 1991 1000 1992* 985 1993 886 1994 897 1995 904 First year of Magnet Program TABLE 4 October 1 Enrollment Figures for Other LRSD Area High Schools 1993 1994 1995 Central 1879 1637 1591 Fair 918 917 905 Hall 976 1031 928McClellan Magnet Page 5 Discussion, Part A McClellans Magnet Program continues to grow in popularity. Table 2 shows that enrollment in the program has almost quadrupled in the 3*/i years of its existence. Table 3 shows that a downward trend in McClellans enrollment ended soon after the inception of the magnet program and the extensive recruitment efforts related to it. While McClellan has enjoyed a slight increase in enrollment since 1993, the other LRSD area high schools have all shown a decrease, as seen in Table 4. Part B: Achievement of the Participants 1. McClellans overall scores on the Stanford Achievement Test have shown a general improvement since the Magnet Program began in the 1992-1993 school year. TABLE 5 McClellan Stanford Achievement Test Scores, Comparison Data for 1993-1995 10th Gr. BASIC BATTERY lOth Gr. COMPLETE BATTERY 1993 1994 1995 1993 1994 1995 Black 38.7 41.1 39.6 37.4 39.6 39.6 White 53.5 47.1 55.2 53.6 47.8 56.4 Overall 42.8 42.0 43.7 41.7 41.8 43.8 nth Gr. BASIC BATTERY nth Gr. COMPLETE BATTERY 1993 1994 1995 1993 1994 1995 Black White Overall 36.8 50.4 41.5 37.8 53.6 41.9 39.9 52.3 42.9 36.2 50.8 41.1 36.7 53.4 41.1 39 51 42McClellan Magnet Page 6 2. The Magnet Program has contributed to the honors and awards won by McClellan, its teachers, and its students. School Honors On December 2, 1995, McClellan will be named the recipient of the prestigious National Programs of Excellence in Business Education Award. Competing with schools from across the country, McClellan was chosen as the outstanding example of quality in business education in the United States for 1995. This award that names McClellan as the top business education high school in the country for 1995 will be presented at the national convention of the American Vocational Association in Denver. Teacher Honors McClellans Stephens Award winners for 1993 and 1994 were teachers in the Magnet Program. The innovative methods used in their magnet courses - Economics 1 \u0026amp; 11, Marketing, and Marketing Management - are part of the reason these teachers were singled out for these awards. Several Teacher of the Year awards have been shared by three McClellan magnet teachers since 1992. There have been five state level awards: Business Teacher of the Year, Vocational Teacher of the Year, Marketing Teacher of the Year, New Business Teacher of the Year, and New Vocational Teacher of the Year. There have been three national level awards: Region IV American Vocational Teacher of the Year, Region IV New Vocational Teacher of the Year, and Southern Business Education Teacher of the Year. Student Honors Involvement in the Magnet Program or in magnet classes has contributed to the success of several students and student groups. In 1994 and 1995, students in the magnet course Junior Executive Training have won first place honors at the Arkansas Executive Business Games. McClellans chapter of the Future Business Leaders of America is the largest chapter in Arkansas and it has won more awards than any other state chapter for the past several years. All FBLA members are involved to some degree in magnet courses\nalmost all magnet students are members. At the National FBLA Conference in 1994 and 1995, the skills students have gained in their magnet courses have contributed to the winning of several awards, including the award for top Annual Business Report in the country for 1995. Since the inception of the Magnet Programs, magnet students have used their business skills to achieve leadership positions in FBLA on the district and state level: District VIII president (twice), vice president, and parliamentarian\nand state vice president (twice) and president. National honors for individuals have gone to two students involved in the magnet program. In both 1994 and 1995, McClellan students were named the National Region 4 Outstanding Business Education Student by the American Vocational Association.McClellan Magnet Page 7 McClellan magnet students are also achieving on another level. Magnet teachers have received feedback numerous times through letters or phone calls as to the high skill levels found in their students. Employers tend to find McClellan magnet students better prepared for the workplace, both in business skills and human relations skills. Discussion, Part B As shown in Table 5, for the three years since the magnet program began, Stanford Achievement Test scores at McClellan have improved. The magnet program has in all probability contributed to this improvement. The substantial amount of equipment and materials brought into the school with the magnet program has benefited not only magnet students, but also a majority of nonmagnet students. A great many non-magnet students enroll in magnet courses, and almost every McClellan student benefits from the magnet computer labs. Increased levels of learning  and thus increased test scores ~ may be directly related to the magnet-funded equipment and materials. The entire student body is reaping the benefits of magnet funding. The magnet program has also contributed to an increase in school honors. For a young program such as McClellans to win a national award for excellence is a testament to the hard work and dedication of the magnet teachers and staff. Word of the program has spread statewide, and now nationwide. This positive reputation draws attention to McClellan teachers and students and may contribute to their selection as honorees in various categories. With the upcoming national award, this winning trend should continue and increase. OBSTACLES TO GOAL ATTAINMENT OBJECTIVE 1 \"The magnet component of the program will result in the further desegregation of the school by attracting M-to-M and out-of-zone students to the program.\" This objective has been met to a small degree. Perhaps the biggest obstacle to attaining this goal was the high percentage of black students already present at McClellan at the inception of the magnet program in 1992. McClellan has had the highest percentage of black students of all LRSD high schools since 1990. This results mainly from the fact that McClellans attendance zone is heavily black. A year before the magnet program began, Student Assignment reported that McClellans satellite zone was 100% black and the remainder of McClellans zone wasMcClellan Magnet Page 8 around 65% black. It is understandable, then, that when the magnet program began in 1992, McClellans black population was at 67%. At that time, however. Central, Hall, and Parkview were still below the 60% level. Because other LRSD high schools had a more racially balanced population, the out-of-zone and out-of-district white parents may have simply refused to consider McClellan as a viable choice. As the percentage of black students in McClellans attendance zone, and thus at the school, has continued to grow, white parents from other zones and districts may continue to ignore McClellan as a choice for their children. Since McClellans attendance zone is saturated, with no room for new housing developments, and since there is a trend in the zone toward an increasing black population, this obstacle will become more and more difficult to overcome. McClellans current black population stands at 80%. To reduce its black component to even 65%, McClellan would have to attract about 210 additional white students from other zones and districts. This would be difficult for even the strongest magnet program. Unfortunately, McClellans magnet program has recently been weakened. Other LRSD high schools may now offer the courses Desktop Publishing / and II, two of the specialty courses that originally set McClellans program apart from other schools. At the same time, nothing has been added to the McClellan magnet curriculum to replace the loss of these two courses. This reduces the attraction of the McClellan program, providing another reason why parents would not look to McClellan as a choice. As more technology becomes available to all high schools, this trend will most probably continue. Much of McClellans current magnet curriculum may eventually be available at the other LRSD high schools. Unless a policy is adopted of continually adding new or more advanced courses to the McClellan magnet program, the program will eventually have no drawing power at all. A weakened magnet program and an attendance zone with a high black component: These are two serious obstacles to the achievement of Objective 1. OBJECTIVE 2 \"The costs incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program and the achievement of the participants.\" McClellan has been successful in increasing participation rates in the Business/Communications Magnet Program. Its magnet students - and non-magnet students -- have found success on many levels. However, many of the same obstacles to Objective 1 also apply here. Part A: Participation Rates At the time of the magnet programs inception in 1992, McClellans high black component (67 %) mirrored the black component of McClellans attendance zone (above 65 %). If McClellan had originally been given a more racially balanced attendance zone, and had thus kicked off theMcClellan Magnet Page 9 new magnet program with a racial balance similar to Central, Hall, or Parkview, one could speculate that more white parents from outside the zone and district might have considered McClellan as a viable choice. As already stated, this attendance zone problem continues to be detrimental to McClellan today. Part B: Achievement of the Participants Many factors, from state-of-the-art equipment to hard-working teachers and students, have contributed to the achievement thus far of McClellans magnet participants. As stated previously, this success has spread to the entire school. The hard work will continue, but the unbalance attendance zone and the weakened program may make it more difficult to attract students into the program. These weak areas will eventually begin to diminish success levels. RECOMMENDATIONS Recommendation 1 It is recommended that McClellans attendance zone be adjusted in such a way as to bring its black component more into line with the attendance zones of the other LRSD area high schools. OBJECTIVE The objective of Recommendation 1 is to provide McClellan with a more racially balanced attendance zone. Evaluation Criterion Evaluation criterion for this objective is whether McClellans attendance zone becomes more racially balanced. Expected Benefits McClellan will have an attendance zone with a racial balance more in line with the other LRSD area high schools. This new zone make-up will result in a more racially balanced student population for McClellan. This will in turn be an additional selling point for the school and its magnet programs. With a continuation of McClellans rigorous recruitment program, the racial balance of the school should experience even more improvement. Impact Analysis This recommendation will support the Desegregation Plan by providing McClellan with anMcClellan Magnet Page 10 attendance zone with a racial balance that is more in line with the other LRSD area high schools. This change in zones would most certainly be unpopular with the schools which would lose students. There is the argument, of course, that McClellans zone has been unbalanced from the beginning, and that McClellans extremely high black percentage demands quick and perhaps severe action. Risks of taking this recommendation include the possibility of patrons who are unhappy at the thought of their children attending McClellan. McClellans rigorous recruitment program, already in place, could offset much of these complaints. The risk of not taking this recommendation is that the racial balance of McClellans attendance zone will continue in the same direction, making the task of desegregating the school even more difficult. Resources Analysis Implementing this recommendation would take much study and planning by a number of district personnel. Board members, and possibly patrons. Force Field Analysis The primary supporters of this recommendation would be the staff of McClellan and the people of Southwest Little Rock. There is a large degree of unity in the neighborhoods of Southwest Little Rock, and these citizens could be mobilized to support this move. The main forces against this recommendation, of course, would be the schools that would lose students, as well as some of the parents whose children would be involved. The first force could be dealt with by comparing the racial balance of the other schools with the racial balance of McClellan\nthe fairness of this recommendation would be difficult to argue with. The second force could be influenced or won over by McClellans recruitment efforts. General Implementation Plan The officials assigned to carry out this recommendation would need to look at several possible ways of altering McClellans attendance zone, listing the benefits and drawbacks of each. Viewpoints of the principals of affected schools would need to be sought. Public forums might be held. Recomipendation. 2 It is recommended that the LRSD adopt a policy by which a new magnet course will be added to a schools magnet curriculum when one of their existing magnet courses is put into the general course offerings of the LRSD.McClellan Magnet Page 11 OBJECTIVE The objective of Recommendation 2 is to maintain or increase the ability of magnet programs to attract out-of-zone and M-to-M students. Evaluation Criterion Evaluation criterion for this objective is whether this policy is successful in maintaining/ strengthening magnet programs so that they remain attractive to out-of-zone and M-to-M students. Expected Benefits Magnet programs will continue to grow and be strengthened, allowing them to attract new students. Impact Analysis The most important positive impact of this recommendation is that magnet programs will be maintained or strengthened, allowing them to continue to attract out-of-zone and M-to-M students. This will support the Desegregation Plan. The risk of not taking this recommendation is that the LRSD may appear to be purposely weakening magnet programs which the courts have set up to further the desegregation efforts. Resources Analysis At McClellan, no new personnel will be needed unless there is major growth in the size of the student body. Existing magnet staff would teach any new courses. Many McClellan magnet teachers welcome the chance to take further training needed for new curriculum demands. The cost of new magnet courses would vary depending on many factors. The fact that a new magnet course is being added, according to this recommendation, means that a previous magnet course is now being expanded to all schools. The district should consider the cost of adding a new magnet course at the same time that they consider the cost of expanding an existing magnet course to all schools. Force Field Analysis The primary supporters of this recommendation will be magnet school personnel and supporters. These people should be enthusiastic about the chance for their program to grow. The primary detractors may be LRSD officials concerned about the costs of adding to the magnet curriculum. These costs, of course, can be avoided by choosing not to expand magnet courses to all schools.McClellan Magnet Page 12 General Implementation Plan When the LRSD considers expanding a magnet course to all schools, the magnet program from which the course is taken should be notified and asked to propose ideas for new courses to replace the course. The regular guidelines for new course proposals  form, timelines, etc. -- would be used.  Business Case is recommended___yes___no  Plan modification is recommended___yes___no  Overall recommendations are likely to have what type of budgetary impact: No budgetary impact___ Increased costs___ Decreased costs___G/- John L. McClellan Community High School A Business and Communications Magnet School RECESVFH FEB 7 1996 Principal\nJodie T. Carter Assistant Principals: Brenda Graham Everett Hawks Cherrie Walker Office of Desegregation Monitoring Dear Parents: The time has come! You and your freshman must decide which high school will best meet your needs. Academic offerings, specialty courses, athletic programs - these are all important factors to examine. How does McClellan rate in these areas? Academically, McClellan is equal to any high school in Arkansas. Our Honors Programs  Advanced Placement courses in English, American History, European History, Biology, and French, as well as Honors classes in several subject areas - thoroughly prepare students for success in college. Several of our teachers have won Stephens Awards for excellence in the classroom, and we have several winners of national and state teacher-of-the-year awards. McClellan is academically sound! McClellans Business/Marketing Department was recently chosen as the top program in the nation for 1995-96! This award reflects the advanced and comprehensive instruction available in computers, business concepts, and communications that is available from our Business/Communications Magnet Program. This program has value for all students, regardless of their plans after high school. Knowledge of computers and good written and oral communication skills are necessary for success in almost any college endeavor or career. Our Magnet Program provides these skills. Well-equipped and well-staffed, this program has proven invaluable to many of our graduates. The strength of our athletic program is shown by recent Conference Championships in football, basketball, girls volleyball, and girls track. Our teams also compete successfully on the state level\nwe were State Champion Runners-Up in basketball (1993) and football (1994), and we are currently ranked near the top in the state in basketball. In addition to athletic skill, our coaches also teach character, as evidenced by our winning of the 1994 Conference Sportsmanship Award. Please examine the enclosed materials\nsee if McClellan might be the place for you. Call us at 570-4121 to schedule a visit or to talk to teachers, parents, or students. We want you to learn firsthand what McClellan Magnet High School can offer you! Sincerely, Steve Geurin Magnet Coordinator 9417 Geyer Springs Road  Little Rock, Arkansas 72209  Phone 570-4100McClellan The Three Business Magnet Programs Means Business! THE POWER OF CHOICE... Every choice is the right choice when McClellan magnet students select an area of study. With six magnet strands to choose from in the fields of Business and Communications, McClellan students can spend their time exploring possibilities instead of facing limitations. 1 Business Principles \u0026amp; Management For careers and college study in business ownership and management, accounting, financial services, etc. Students take these required courses:  Computer Tech: Business Applications  Computerized Accounting I  Introduction to Business  Junior Executive Training 2 Marketing \u0026amp; Advertising For careers and college study in retail management, advertising, sales, marketing research, media, etc. 3 For careers and college study in banking, accounting, stocks and bonds, financial services, etc. Students take these required courses:  Economics I \u0026amp; II  Junior Executive Training  Money \u0026amp; Banking  Computer Tech: Business Applications  Introduction to Business THE POWER OF KNOWLEDGE... With over 225 computers on campus, many of which are networked in state-of-the-art labs, McClellan provides a potential for learning that is unlimited. McClellan Business Magnet graduates-with their high degree of computer literacy and business sense-have more power in the tough world of higher education and careers. Elective courses include:  Business Law  Advanced Desktop Publishing  At FBLA GOALS UTIL1ZEO Students take these required  Advertising  Fashion Merchandising  Introduction to Business  Marketing  Marketing Management courses: Elective courses include:  International Business \u0026amp; Banking  Computer Tech: Database FIND OUT MORE... Call McClellan's Magnet Coordinator at 570-4121, or visit our campus at 9417 Geyer Springs Road. We think you'll be pleasantly surprised! Jt Elective courses include:  Business Etiquette  Entrepreneurship All magnet courses are available to any interested McClellan student. Enter The The Three Communications Magnet Programs Communications f EVERY CHILD IS DIFFERENT... Parents have always known it. Now at McClellan, we're addressing this fact by offering Communications Magnet programs in written, oral, and visual communications. Based on their own individual preferences, students can choose an area of study that will help them express their unique ideas in an exciting and productive way. A WELL-ROUNDED EDUCATION... Whether experiencing the excitement of broadcasting with our daily students-produced television news program, cultivating writing skills in our Communications Writing Lab, or creating works of art in our screenprinting/airbrush studio, McClellan Communications Magnet student are never at a loss for exciting educational activities. When combined with our Advanced Placement and Gifted \u0026amp; Talented courses, plus our in-depth computer curriculum, the Communications Magnet Program produces students who know how to communicate for success.! !\\ k I .1 . i 0 . 1 Written Communications For careers and college study in advertising, law, journalism, television production, technical writing, etc. Students take these required courses:  Journalism I  Journalism II  Technical or Creative Writing  Word Processing I \u0026amp; II Elective courses include:  Mass Media Independent Study  Desktop Publishing All magnet courses are available to any interested McClellan student. 2 Oral Communications For careers and college study in television and radio, public relations, law, speech pathology, interpreting, etc. Students take these required courses:  Communications I  Public Speaking  Drama I  Mass Media I \u0026amp; II Elective courses include:  Drama II  Debate s 3 Visual/Product Communications For careers and college study in commercial or graphic art, advertising, interior design, architecture etc. Students take these required courses:  Art Design/Graphic Design  Advertising  Introduction to Painting  Mass Media I \u0026amp; 11  Introduction to Art Elective courses include:  Architectural Drafting  Screen Printing/Airbrush John L. McClellan Community High School A Business and Communications Magnet School Little Rock School District 810 West Markham Street Little Rock, AR 72201 Non-Profit Organization U.S. Postage PAID Permit No. 2608 Little Rock, AR BROWN, JONATHAN M 1201 WELCH ST LITTLE ROCK AR 72202 i 11 It iiII II IIi! IlHililliiliilllllilllilJohn L. McClellan Community High School A Business and Communications Magnet School RECEIVES? fcrr.- FEB 7 1996 Principal: Jodie T, Carter Assistant Principals: Brenda Graham Everett Hawks Cherrie Walker Office of DesegregaiiOii Moniionng fcuJb. . Dear Parents: The time has come! You and your freshman must decide which high school will best meet your needs. Academic offerings, specialty courses, athletic programs - these are all important factors to examine. How does McClellan rate in these areas? Academically, McClellan is equal to any high school in Arkansas. Our Honors Programs - Advanced Placement courses in English, American History, European History, Biology, and French, as well as Honors classes in several subject areas - thoroughly prepare students for success in college. Several of our teachers have won Stephens Awards for excellence in the classroom, and we have several winners of national and state teacher-of-the-year awards. McClellan is academically sound! McClellans Business/Marketing Department was recently chosen as the top program in the nation for 1995-96! This award reflects the advanced and comprehensive instruction available in computers, business concepts, and communications that is available from our Business/Communications Magnet Program. This program has value for all students, regardless of their plans after high school. Knowledge of computers and good written and oral communication skills are necessary for success in almost any college endeavor or career. Our Magnet Program provides these skills. Well-equipped and well-staffed, this program has proven invaluable to many of our graduates. The strength of our athletic program is shown by recent Conference Championships in football, basketball, girls volleyball, and girls track. Our teams also compete successfully on the state level\nwe were State Champion Runners-Up in basketball (1993) and football (1994), and we are cunently ranked near the top in the state in basketball. In addition to athletic skill, our coaches also teach character, as evidenced by our winning of the 1994 Conference Sportsmanship Award. Please examine the enclosed materials\nsee if McClellan might be the place for you. Call us at 570-4121 to schedule a visit or to talk to teachers, parents, or students. We want you to learn firsthand what McClellan Magnet High School can offer you! Sincerely, Steve Geurin Magnet Coordinator 9417 Geyer Springs Road Little Rock, Arkansas 72209 Phone 570-4100rj McClellan 77ze Three Business Magnet Programs Means Business! THE POWER OF CHOICE... Every choice is the right choice when McClellan magnet students select an area of study. With six magnet strands to choose from in the fields of Business and Communications, McClellan students can spend their time exploring possibilities instead of facing limitations. THE POWER OF KNOWLEDGE... With over 225 computers on campus, many of which are networked in state-of-the-art labs, McClellan provides a potential for learning that is unlimited. McClellan Business Magnet graduates-with their high degree of computer literacy and business sense-have more power in the tough world of higher education and careers. FIND OUT MORE... Call McClellan's Magnet Coordinator a t 570-4121, or visit our campus at $417 Geyer Springs Road. We think you'll be pleasantly surprised! 1 Business Principles \u0026amp; Management For careers and college study in business ownership and management, accounting, financial services, etc. Students take these required courses:  Computer Tech: Business Applications  Computerized Accounting I  Introduction to Business  Junior Executive Training Elective courses include:  Business Law  Advanced Desktop Publishing All magnet courses are available to any interested McClellan student. 1 SVC j - i I i 2 Pag, ieit 2 Marketing \u0026amp; Advertising For careers and college study in retail management, advertising, sales, marketing research, media, etc. Students take these required courses:  Advertising  Fashion Merchandising  Introduction to Business  Marketing  Marketing Management Elective courses include:  Business Etiquette  Entrepreneurship 3 For careers and college study in banking, accounting, stocks and bonds, financial services, etc. Students take these required courses:  Economics I \u0026amp; II  Junior Executive Training  Money \u0026amp; Banking  Computer Tech: Business Applications  Introduction to Business Elective courses include:  International Business \u0026amp; Banking  Computer Tech\nDatabase CLUB /McClellan Means Business! THE POWER OF CHOICE... Every choice is the right choice when McClellan magnet students select an area of study. With six magnet strands to choose from in the fields of Business and Conununications, McClellan students can spend their time exploring possibilities instead of facing limitations. THE POWER OF KNOWLEDGE... With over 225 computers on campus, many of which are networked in state-of-the-art labs, McClellan provides a potential for learning that is unlimited. McClellan Business Magnet graduates-with their high degree of computer literacy and business sense-have more power in the tough world of higher education and careers. FIND OUT MORE... Call McClellan's Magnet Coordinator at 570-4121, or visit our campus at 9417 Geyer Springs Road. We think you'll be pleasantiy surprised! 1 The Three Business Magnet Programs Business Principles \u0026amp; Management For careers and college study in business ownership and management, accounting, financial services, etc. Students take these required courses:  Computer Tech: Business Applications  Computerized Accounting 1  Introduction to Business  Junior Executive Training Elective courses include:  Business Law  Advanced Desktop Publishing FBLA GOALS UTILIZED MM All magnet courses are available to any interested McClellan student. 2 Marketing \u0026amp; Advertising For careers and college study in retail management, advertising, sales, marketing research, media, etc. Students take these required courses:  Advertising  Fashion Merchandising  Introduction to Business  Marketing  Marketing Management Elective courses Include:  Business Etiquette  Entrepreneurship 3 For careers and college study in banking, accounting, stocks and bonds, financial services, etc. Students take these required courses:  Economics I \u0026amp; II  Junior Executive Training  Money \u0026amp; Banking  Computer Tech: Business Applications  Introduction to Business Elective courses include:  International Business \u0026amp; Banking  Computer Tech: Database CLDB ... ' LRSD ADMIN. BULDING Fax:1-501-324-2032 May 20 96 17:07 P. 01/01 PRESS RELEASE 'J 4 PRESS RELEASE Jai.i fcjr\nLe firs^ annuv1 H'? * ?\nIT \"ration SatvrJ.^ June 8. 1935 4.1 cm s .rri. tc 5 0 . m . .rstfi'pue -Ciallar. 'ctiTi'.nuni cy Klah -ocated 4 L. (^ay^y 'if .OC 31C''uO   ,6 Ai'kc ij  MCcXC.\\ Wn^r,. *?!*? .a, -.'cpartm-ent ey Sapr.ist rr/j z of Hirr\u0026gt;-*.r i srv-ces, ci Health. Baptist\n4edina 0*\" Cftvrch, ano \"a.nv o *er aganc: . .. e R'\nc .ci-ocl Lx.at\"-.. .: through ^he Healthy Frirr'  \\ er.tt'rgsncy gra f unc7\nnograr. of * 5. Eepar ,!ie. J-or Drug Iree Sch 'Ol? shq CorT..'.n j .. provioe f r .i n fcieakf.i sjf I nd 2u2Z^\\ !vi nun\n, matrons.. :3 J rh i.'*. ! i. a  r-Rf\n'. t, certification. and ex.\n. th r f :: n f\u0026lt;z !: i on adou t ser'/t ces I zivs-z to Ij.it t:2e Rc^k Fi-Oi Co LhS'  rrst regi strance. Door px,23 very honr. Be eur to jom the Healthy 3*iffi.Uy uelehr atxon on Saturday, June 8, 199s KdClellan Coiiuaunlty High Sehool. sen Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: January 25, 1995 To: Jodie Carter, Principal, McClellan High School From: Horace Smith, Associate Monitor, Office of Desegregation Monitoring Subject: Magnet Program Information As part of ODMs ongoing monitoring of secondary schools with magnet programs, I would like to receive the following information regarding the McClellan High School Business/ Communications Magnet Program by Friday, February 10, 1995. If you have any questions or concerns, please dont hesitate to call me at 376-6200. Thank you for your assistance. Documentation Requested  For each year since the programs inception, magnet program enrollment by race, sex, and grade level.  1994-95 magnet program course enrollments by course title, race, sex, and classification.  For each year since the programs inception, the number of students new to the school attracted as a direct result of the magnet program by race, sex, and grade level.  1994-95 magnet program staff by race, sex, and the title of the magnet courses they teach.  Furnish an existing comprehensive magnet program description (e.g. philosophy, goals, objectives, structure, curriculum) and any literature describing individual course offerings.  Documentation of yearly recruitment activities by the school (e.g. recruitment committee meetings, presentations, site visits to the school by potential parents and students, recruitment visits by staff to other schools) since the programs inception.,7 Sc? 1 J f995 Office of Oese3rs33i\ncii (viociionny ^OU /:\\(Ze COlSPiALLV iNAZireP ro COMl Ff^z\u0026gt;A^, C^PT. 15, 6:00 T^.H. e\u0026gt;y \u0026gt;iC:LCLAtj CDUCAHOW ^oLn J^cClellan CommunUiiji \\\\ie7tjTy A Business/Communications Magnet TELEPHONE 570-4100  9417 GEYER SPRING ROAD  LITTLE ROCK, ARKANSAS 72209 September 22, 1995 SEP 2 7 1995 Dear Friends: Office of Desegregaiiofi Monitoring On Sunday, Auditorium October will be 1, 1995, dedicated the at Oma G. John L. Business/Communications Magnet High School. 'tfacovelli McClellan The program will start at 3 p.m. honoring Mrs. Oma G. Jacovelli who was a dedicated public servant. Mrs. Jacovelli worked untiringly for the Little Rock and Pulaski County Schools and was a special friend to education in all areas. Because of her commitment to our schools. it is very fitting that McClellan's Auditorium is being renamed in her honor. Please join the faculty and staff of McClellan, the Little Rock School Administration, the Little Rock School Board, and the Jacovelli family at this dedication ceremony and at the reception to follow. .incerelyV ^die Carter \"Principal og/^jygs 13:36 501 324 2023 LRSD COMMUNICATI  ODM 002/002 I 1 ! i y J I Little Rock School District ( 1 1 Media Advisory I i September 29, 1995 Dedication of Oma G. JacoveUi Auditorium For more information: Dina Teague, 324-2020 1 i i The auditorium at McClellan Business/Communications Magnet High School will become \"The Oma G. JacoveUi Auditorium\" during a dedication ceremony Sunday, October 1 at 3:00 p.m. at the school. ! Mrs. JacoveUi was a member of the LRSD Board of Directors from December of 1987 until her death last March. She was a founder of the Community School which is located at McClellan High School and was a strong advocate for all schools in southwest Little Rock. i Family members, LRSD administrators and board representatives, members of the school staff, and other community leaders will speak at the dedication ceremony. ### I ! i-.c \u0026lt; I LITTLE I \u0026gt;4 I I ' ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 October 15, 1995 Ms, Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, AR 72201 PCT 1 7 1995 Office of Desegrasaiioc. Dear Ms. Brown: Thank you very much for coming to McClellan on Sunday, October 1, to help dedicate the Oma 0. Jacovelli Auditorium. We know that you are a very busy person, and we appreciate your helping us make this an outstanding day for the family and friends of Oma. She would have loved the day I Your speech was fantastic I You were truly superb. The family. administration/faculty/staff, and friends of Mrs. Jacovelli were so excited about the remarks made on that day. You are such a caring person, and we thank you sincerely. It was very special. Also, thank you very much for the many things that you do for our school and for all the schools in Pulaski County, made a difference, and we appreciate you very much. You have really If we can ever do anything for you, please do not hesitate to let us know. We all care all John L. McClellan so much, and we will continue to work very hard to bring the best education possible to our students. Sincerely, Phy 14. its Smit id acul t yTS t a f f / and Administration A Business/Communications Magnet G .1 d .3B!?I Jsi/ G iiuonri^ 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 November 20, 1995 Mr. Jody Carter, Principal McClellan Community High School 9417 Geyer Springs Road Little Rock, Arkansas 72209 Dear Jody, The Office of Desegregation Monitoring is preparing a monitoring report on the secondary schools in the Little Rock School District which have magnet programs: Central High School, Dunbar Junior High School, Henderson Junior High School, and McClellan High School. 1 am writing this letter to ask your assistance in gathering data and in establishing a schedule for monitoring visits. The report will be written in eleven sections: (1) enrollment and recruitment, (2) staffing, (3) themes, (4)curriculum and instruction, (5) discipline, suspensions, expulsions, (6) guidance and counseling, (7) student achievement, (8) parent and community involvement, (9) facilities, (10) transportation, and (11) finance and budget. To the extent it is practicable, the report will focus on the magnet program and its effects. We will gather much of the data from district files but will need your assistance in collecting information available at school. I will visit with you in person before the monitoring visit to discuss procedures and to establish a monitoring date. Please have these items available to us during the monitoring visit: 1. A copy of the master schedule 2. Class enrollments for courses identified as magnet offerings 3. Program and course descriptions for magnet offerings as available 4. Curriculum guides for magnet curriculum as available 5. Textbooks and manuals used in magnet courses 6. Descriptions of enhancements of the magnet program as available 6. Brochures and other printed material related to student recruitment and parent involvement 7. A building floor plan.We will also need your help arranging interviews with appropriate staff in these areas: 1. Guidance and counseling 2. Magnet curriculum 3. Recruitment 4. Parent and community involvement 5. Desegregative effects of the magnet program. The district staff have offered to assist with data collection regarding enrollment, discipline, achievement, transportation, and budget. I will call you soon for an appointment that will allow us to clarify issues related to this report and to establish a schedule of monitoring visits. Gene Jones Associate Monitor Office of Desegregation Monitoring United States District Court  Eastern District of Arltansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 MEMORANDUM Date: November 28, 1995 From: Gene Jones To: Jody Carter Subject: ODM Monitoring Visit This memorandum is to confirm Thursday, December 7, 1995, as the date for the ODM monitoring visit to McClellan High School. The ODM staff will arrive at 9 a.m. and remain until the relevant data for the magnet program has been compiled. We will come to your office for a brief conference with you or those you designate. Please be prepared at that time to direct us to those staff members with access to information necessary for monitoring the items on the monitoring guide as we discussed during our recent visit. Thank you for the hospitality and candor you have shown us during this process.Office of Desegregation Monitoring Uniled 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 December 11, 1995 Mr. Jody Carter, Principal McClellan Community High School 9417 Geyer Springs Road Little Rock, Arkansas 72209 Dear Jody, Thank you for the hospitality extended to the ODM monitoring team last Thursday. The information packets you prepared for us made the visit workable and enabled us to gather the needed information quickly and handily. Steve Guerin was particularly helpful to me in gaining and understanding of why programs developed in their unique ways. The classroom visits gave us a one-day view of the magnet programs that will be useful in analyzing the desegregative effects of your efforts. The students were orderly and helpful to us as we moved around the campus. The result of the monitoring will be a report on the four LRSD secondary schools with magnet programs. We expect it to be issued in the spring of 1996. Your good work at McClellan is apparent, and I wish you continued success. Sincerely, Gene Jones, Associate Monitor12/11/95 10:52 QoOl 324 2023 LRSD COMMUNICATI ODM 002/004 -.1 Little Rock School District News Release McClellan Named Top Business School in the Nation December 11,1995 For more information: Dina Emfinger, 324-2020 LITTLE ROCK  McClellan Business/Communications Magnet High School was named the recipient of the 1995 National Programs of Excellence Business Education Award at the National Vocational Conference in Denver, Colorado on December 2. This award signifies that McClellan's business department is the top business education program in the nation. As the winner, the department received a 'plaque, a $1,000 award, and an all-expense paid trip to the conference for one member of the department. Entries for the award were judged in many areas including business faculty, facilities, curriculum, departmental philosophies and objectives, student organizations, honors, award, and recognitions. Recommendation letters from principal Jodie Carter, students, and personnel from the State Department of Education were included in McClellan's entry. The McClellan High School business program offers more business courses and has more instructors dedicated to its business department than any other school in the state. In addition to the high school offerings, McClellan provides an excellent program of adult classes. (more)12/11/95 10:53 501 324 2023 LRSD COMMUNICATI @003/004 ODM ' McClellan Named Top Business School in the Nation December 11,1995 Page two of three The business program also supports the largest Future Business Leaders of America (FBLA) chapter in the state and one of the largest Distributive Education Clubs of America (DECA) chapters. McClellan business students have won hundreds of awards from both organizations and are elected to their respective state and district offices each year. \"I think that the selection committee was impressed that it did not take a brand new school with endless resources to create a such a successful program,\" said Phyllis Smith, business department chair. \"The determination and teamwork of our staff members are what make our business program an outstanding one.\" Students see that teachers will give extra time needed to make each project successful. The business faculty makes every effort to do their part to carry out the activities necessary to help students flourish and learn. Ms. Smith and Tony Hunicutt attended the conference in Denver. Other members of the business department are Angela McCallie, Shirley Hodges, Audrey Sinith, feri Bob King, Nancy Leslie, Pat Leach, and Brenda Stuckey. ' Ms. Smith is currently the President of the National Association of Classroom Educators in Business Education. She is also the local advisor and District VUI (FBLA) Coordinator in Arkansas. In 1992, Mrs. Smith was named the FBLA Advisor of the Year, and she was honored on the state and national level.  She has been named the Arkansas Business Teacher of the Year twice and was named the National Economics Business Teacher of the Year in 1986 and National Business Teacher of the Year in 1988. McClellan Business/Communications Magnet Program High School enrollment is open to students living in its attendance zone and to other students who wish to apply for the magnet program. In addition to the magnet program, McClellan offers a full standard curriculum, advanced placement courses, a gifted and talented program, and honors classes. McClellan also hosts a Community (more)12/11/95 10:54 Q501 324 2023 LRSD COMMUNICATI ODM 004/004 McClellan Named Top Business School in the Nation December 11,1995 Page three of three School which offers tutoring programs, ACT prep courses for McClellan students, night classes for all ages, and summer programs for children and teenagers. Pre-registration for the 1996-1997 school year will be February 5-16,1996. For more information on enrollment, call McClellan at 570-4100, or the LRSD Student -Assignment Office at 324-2272. NOTE: Dr. Henry Williams will recognize Jodie Carter and Phyllis Smith of McClellan High School and will congratulate diem on receiving this award by presenting a Superintendent Citation to the school at the regular board meeting December 21. on ###1.2/11/95 10:52 501 324 2023 LRSD COMMUNICATI ODM @002/004 . r I 5 3 Little Rock School District News Release McClellan Named Top Business School in the Nation December 11,1995 For more information: Dina Emfinger, 324-2020 LITTLE ROCK  McClellan Business/Communications Magnet High School was named the recipient of the 1995 National Programs of Excellence Business Education Award at the National Vocational Conference in Denver, Colorado on December 2. This award signifies that McClellan's business department is the top business education program in the nation. As the winner, the department received a plaque, a $1,000 award, and an all-expense paid trip to the conference for one member of the department. Entries for the award were judged in many areas including business faculty, facilities, curriculum, departmental philosophies and objectives, student organizations, honors, award, and recognitions. Recommendation letters from principal Jodie Carter, students, and personnel from the State Department of Education were included in McClellan's entry. The McQellan High School business program offers more business courses and has more instructors dedicated to its business department than any other school in the state. In addition to the high school offerings, McClellan provides an excellent program of adult classes. (more) I12/11/9J5 10:53 501 324 2023 LRSD COMMUNICATI ODM 0003/004 I ! McClellan Named Top Business School in the Nation December 11,1995 Page two of three The business program also supports the largest Future Business Leaders of America (FBLA) chapter in the state and one of the largest Distributive Education Clubs of America (DECA) chapters. McClellan business students have won hundreds of awards from both organizations and are elected to their respective state and district offices each year. \"I think that the selection committee was impressed that it did not take a brand new school with endless resources to create a such a successful program,\" said Phyllis Smith, business department chair. \"The determination and teamwork of our staff members are what make our business program an outstanding one.\" Students see that teachers will give extra time needed to make each project successful. The business faculty makes every effort to do their part to carry out the activities necessary to help students flourish and learn. Ms. Smith and Tony Hunicutt attended the conference in Denver. Other members of the business department are Angela McCallie, Shirley Hodges, Audrey Smith, Jeri Bob King, Nancy Leslie, Pat Leach, and Brenda Stuckey. Ms. Smith is currently the President of the National Association of Glassroom Educators in Business Education. She is also the local advisor and District Vin (FBLA) Coordinator in Arkansas. In 1992, Mrs. Smith was named the FBLA Advisor of the Year, and she was honored on the state and national level. ' She has been named the Arkansas Business Teacher of the Year twice and was named the National Economics Business Teacher of the Year in 1986 and National Business Teacher of the Year in 1988. McClellan Business/ Communications Magnet Program High School enrollment is open to students living in its attendance zone and to other students who wish to apply for the magnet program. In addition to the magnet program, McClellan offers a full standard curriculum, advanced placement courses, a gifted and talented program, and honors classes. McClellan also hosts a Community I (more)12/11/95 10:54 501 324 2023 LRSD COMMUNICATI ODM @004/004 McClellan Named Top Business School in the Nation December 11,1995 Page three of three School which offers tutoring programs, ACT prep courses for McClellan students, night classes for all ages, and summer programs for children and teenagers. Pre-registration for the 1996-1997 school year will be February 5-16,1996. For more information on enrollment, call -McClellan at 570-4100, or the LRSD Student Assignment Office at 324-2272. NOTE: Dr. Henry Williams will recognize Jodie Carter and Phyllis Smith of McClellan High School and will congratulate them on receiving this award by presenting a Superintendent Citation to the school at the regular board meeting December 21. on j i ### I IO'- w ep AGENDA McClellan Community School Advisory Council Meeting Monday, March 25,1996 6:00 p.m. McClellan Media\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_1199","title":"Magnet Review Committee: Budget","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"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","Education--Finance","Education--Evaluation","Educational statistics","Magnet schools"],"dcterms_title":["Magnet Review Committee: Budget"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1199"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n ' rjalfa.l!lllili It-Ii i!!i\nl/i:illlli1i1ii':: ==: 11:1111:1: 1 I ii : \u0026gt;Jlli.il~ ii I \": I11::~\n!ft, CERTIFIED 01 Principal 6.0 $357,193 6.0 $375,279 6.0 $340,086 6.0 $346,907 STAFF 02 Asst. Prin. 10.0 $438,462 10.0 $433,972 10.0 $473,907 10.0 $477,647 03 Specialists 37.2 $1,078,799 39.2 $1,211,895 39.2 $1,224,208 39.2 $1,266,529 04 Counselors 10.4 $356,314 12.4 $405,435 12.4 $452,360 12.4 $456,579 05 Media Spec. 6.5 $222,455 6.5 $224,104 6.5 $230,137 6.5 $233,047 06 Art-Perf./Prod. 0.0 $0 0.0 $0 0.0 $0 0.0 $0 07 Music 0.0 $0 0.0 $0 0.0 $0 o.o $0 08 Foreign Lang. 0.0 $0 0.0 $0 0.0 $0 0.0 $0 09 Vocational 12.6 $489,335 12.6 $483,977 12.6 $404,921 12.6 $409,206 10 Special Education 7.8 $245,166 7.7 $282,681 7.7 $263,527 8.2 $283,351 11 Gifted 5.0 $159,822 5.4 $158,016 5.4 $189,153 5.4 $1 90,921 12 Classroom 177.6 $5,354,901 175.9 $5,377,867 175.9 $5,582,275 175.9 55,642,152 13 Substitutes 0.0 $147,417 0.0 $182,975 0.0 $154,925 0.0 $154,990 14 Other-Kindergarten 14.0 $426,571 14.0 $448,552 14.0 $459,595 14.0 $463,885 TOTAL CERTIFIED SALARY 287.1 $9,276,435 289.7 $9,584,753 289.7 $9,775,094 290.2 $9,925,214 SUPPORT 15 Secretaries 19.0 $355,081 19.0 $360,333 19.0 $323,508 20.0 $337,934 STAFF 16 Nurses 5.4 $148,996 5.4 $156,152 5.4 $155,272 5.4 $160,236 17 Custodians 28.5 $335,694 28.5 $360,957 28.5 $355,219 29.0 $372,933 18 Paraprofessionals-Chptr 1 0.0 $0 0.0 $0 0.0 $0 0.0 $0 19 Paraprofessionals-Other 6.0 $143,913 6.0 $122,210 6.0 $132,853 6.0 $142,764 20 Other-Aides 39.5 $256,806 37.0 $237,662 37.0 $270,749 37.0 $278,875 21 FringeBenefits(20) ~  $1,366,607 ~ $1,213,301 ~  $1,282,054 ~ $1,297,521 TOTAL SUPPORT SALARY 98.4 $2,607,097 95.9 $2,450,615 95.9 $2,519,655 97.4 $2,590,263 TOTAL(10-20) ~ $11,883,532 - $12,035,368 ~  $12,294,749 ~ $12,515,477 PURCHASED 22 Utilities ~ $507,373 ~ $598,876 ~ $619,066 #.i6.P\u0026lt;lC $626,335 SERVICES 23 Travel ffi. $33,980 ~ $20,580 ~ $33,907 ~ $38,500 (30) 24 Maintenance Agreements ~ ~ ,~xli\": ~ 25 Other ~: $92,772 ~ : $119,669 ):).c~ $74,250 ~ . $69,500 TOTAL (30) 1##..:. $634,125 ~:.: $739,125 ~Ki:if $727,223 ~: $734,335 MATERIALS, ~2::..:6+..P'-'-rin-'c-'ip:....a....',ls.:......:..O_ffi-'--ce,\n__ _- -it,\n,~,,.'.':'\"..\",.:: '.* ---::-::-::-::--:-::-::,-max:~.~:!o'o:i - --=-=-=-=--=-=:-fl\"-lb~)~:l~: --=-=-=-=-=:-fl\"--:!~\u0026lt;~'-'-'~:!\u0026gt;:.- -=-::-:-::-\"77\":~ SUPPLIES 27 RegularClassroom ~: $309,128 ~ $328,856 ~l(@: $302,337 ~ $313,418 (40) 28 Media ~: $53,842 ~ $34,277 ffl#i $57,242 ~ $57,100 CAPITAL OUTLAY (50) 29 Other ~ $11,647 ~ $18,873 ~ $19,510 ~ $16,800 TOTAL(40) ~ $374,617 ~ $382,006 ~ $379,089 ~ $387,318 30 Equipment ~ $106,283 ~ $67,029 itXiooicX $93,646 ~ $86,598 31 Building Repair, etc. ~ - ~ ~ ~ TOTAL (50) ~- $106,283 ~- $67,029 ~ $93,646 ~: $86,598 OTHER 33 Dues and Fees ~ $12 416 ri.ii iiiitii $13,017 ~ $15,655 ~ (60) 34 Other b:laooc s12, 0 416 ..xji(.!.K..:o.~.~.\n...a. c. ~ ~ TOTAL (60) ~ $13,017 ~ $15,655 ~ $14,500 $14,500 TOTAL(30-60) ~ $1,127,441 4 $1,201,177 ~ $1,215,613 ~ $1,222,751 TOTAL (10-60) 385.5 $13,010,969 385.6 $13,236,545 385.6 $13,510,362 387.6 $13,738,228 TOTAL LINE ITEl~S- (SECOND PAGE) ixlixxx. $537,465 ~ $413,629 ~ $796,728 ~  $876,136 'f'#YG.~Nt:f./\nJ.:OT:\nMMfW%, ~ -\\-~'l'.~~W~ : . : ilJ3'$.$.0~1t~1 ~ tl.t4~i~:\n~ ~41J:$~J~O 11~~!m::rr:~11:1::11:!i:~i:t1:::::: ~::~:~~x\n::m \n::~~~:\nt\n::~~\n:~~~~~ Stipends $19,871 $16,269 $29,125 $29,125 Other Objects Indirect Costs $458,905 $348,726 $685,103 $764,511 Vocation al $29,864 $17,222 $32,000 $32,000 Athletics $27,741 $28,627 $29,000 $29,000 Gifted Programs $51 $500 $500 Plant Services $1,009 $15,000 $15,000 Reading $500 $500 Science English ($2,058) $1,500 $1,500 Special Education $2,082 $2,785 $4,000 $4,000 XXlOOO( XXlOOO( XXlOOO( Total Line Items $537,465 $413,629 $796,728 $876,136 (r\u0026amp;Pul:\u0026gt;llCosC t !i!~~Wfft tfflHff.lifM i~S~tH? l~f~HlF 3rd Qtr. ADM or Proj. 3679.6 3570.5 3530.0 3530.0 Total Costs $13,548,434 $13,650,174 $14,307,090 $14,614,360 e,te.up11c9\u0026amp;ttr:uwm1t\nrnni:\n:m$$.\nm\nwrnm:\n1::$$.l32a:!: wmrnJMi~:!i mrn:nt,in~.:. CERTIFIED 01 Principal 1.0 $52,699 1.0 $54,600 1.0 $55,764 1.0 $56,095 STAFF 02 Asst. Prin. 1.0 $51,060 1.0 $52,028 1.0 $52,028 1.0 $52,334 03 Specialists 7.0 $239,870 7.0 $253,810 7.0 $247,392 7.0 $245,325 04 Counselors 1.4 $35,997 2.0 $79,221 2.0 $66,806 2.0 $67,430 05 Media Spec. 1.0 $35,134 1.0 $37,012 1.0 $37,836 1.0 $38,190 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 30.2 $926,604 30.2 $907,324 30.2 $937,495 30.2 $985,475 10 Special Education 1.3 $49,377 1.3 $51,124 1.3 $51 ,389 1.3 $51,869 11 Gifted 1.0 $34,242 1.0 $36,073 1.0 $36,876 1.0 $37,222 12 Chapter 1 13 Substitutes $17,757 $24,191 $20,000 $20,000 14 Other-Kindergarten 4.0 $110,916 4.0 $120,022 4.0 $125,362 4.0 $126,532 TOTAL CERTIFIED SALARY 47.9 $1,553,656 48.5 $1,615,405 48.5 $1,630,948 48.5 $1,680,472 SUPPORT 15 Secretaries 2.0 $30,341 2.0 $46,344 2.0 $31,932 2.0 $31 ,932 STAFF 16 Nurses 1.0 $25,725 1.0 $27,301 1.0 $28,104 1.0 $28,104 17 Custodians 4.0 $42,176 4.0 $44,290 4.0 $51,384 4.0 $51,384 18 Paraprofesslonals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 8.0 $64,657 7.0 $37,000 7.0. $63,323 7.0 $63,624 21 Fringe Beneflts(20) I~ $225,867 ~ $198,345 ~ $209,385 ~ $21 4,360 TOTAL SUPPORT SALARY 15.0 $388,766 14.0 $353,280 14.0 $384,128 14.0 $389,405 TOTAL(10-20) ~ $1,942,422 ~ $1,968,685 ~ $2,015,076 ~ $2,069,877 TOTAL(30) ~ $81,041 ~ - $94,163 ~: $98,615 ~ - r:M-:-SUA-:-:T:::PE==PR:-:-LIAl:-:EL--:SS:-,~ 2\ns~:P....,.r'---in=c~ip=a:1cs\n-=o,\n._-cc1_1i=ce~=~==-i!~'=iii.m=#/~e\n..r:n~.*/.is: it===~s- 3\n-\n7\n,- 77 =:. -\n-\n4~~:1.~#!~II $44 36 ~: $ 34 900 ~ : 27 Regular lassroom      , .... ...... .. ,4 ~ -- , ~: (40) .,_2_8_M~ed~ia_______ $4,743 ~: $5,380 ~: $4,800 ~ 29 Other #.d.i\u0026lt;l( $1,255 m. $2,624 ~ $1,255 ~ $99,750 $35,155 $4,800 CAPITAL OUTLAY (50) OTHER (60) $1,000 TOTAL(40) ~ $43,772 ~ $52,440 ~ $40,955 ~ $40,955 30 Equipment ~ $10,090 ~ $12,832 ~ $6,000 ~ $6,000 31 Building Repair, etc. 32 Other TOTAL(S0) ~ $10,090 ~: $12,832 !L~.. $6,000 ~ $6,000 33 Dues and Fees 34 Other TOTAL (60) ~ $0 i $0 ~ $0 ~ $0 TOTAL (30-60) ~ $134,903 ~ $159,435 ~ $145,570 ~ $146,705 TOTAL(10-60) -62.9 $2,077,325 62.5 $2,128,120 62.5 $2,160,646 62.5 $2,216,582 TOTAL LINE ITEMS-(SECOND PAGE) ~ 75446.0 ~ $59,394 ~ $113,512 ~ $126,220 fitt tt~~~PrrP-tltWlMMH ~ m\nlZ~~/rnN . :t11tmm,,1.\\ ~ f:) j2'~Jfa$j: ~ ,:):):$.?~a4~)~M Stipends $1,500 Other Objects Indirect Costs $75,260 $57,435 $109,849 $122,557 Vocational Athletics Gifted Programs $16 $155 $155 Plant Services $166 $2,505 $2,505 Reading $84 $84 Science English ($337) $251 $251 Special Education $341 $459 $668 $668 xxxxxx XX)()()()( xxxxxx Total Line Items $75,446 $59,394 $113,512 $126,220 ,~eum.1.,#wrr\nrn\n,1\nnn 1.m~mm:rm: :im\n:~nmmm\ntqf$.$1timn 1.~~=\n.J 3rd Qtr. ADM or Pro]. 604.4 588.0 566.0 566.0 Total Costs $2,152,TT1 $2,187,514 $2,274,158 $2,342,801 PetPU\u0026amp;lCo.itfN%l@Mt@ MWM$3'~ !:Mt:'.@iliJ$3'~  :tttffM'O.tS.I ttJM~l39.: R\u0026amp;~~~~~:s~~,~::::::::t::::~:: =t::: :\n:~\n::,:~~:1\n::: ~ :: '::\n:::::::\n~:::':\n: :.~::\n:::::::::~:::::\n:=:: ti~\n::\n~a CERTIFIED 01 Principal 1.0 $57,676 1.0 $67,263 1.0 $49,235 1.0 $52,141 STAFF 02 Asst. Prin. 1.0 $32,092 1.0 $41,640 1.0 $39,569 1.0 $40,782 03 Specialists 7.0 $212,014 8.0 $245,103 8.0 $259,133 8.0 $263,095 04 Coun:.elors 1.6 $50,547 2.0 $45,473 2.0 $62,791 2.0 $63,378 05 Media Spec. 1.5 $43,532 1.5 $47,207 1.5 $48,443 1.5 S48,896 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 23.0 $572,789 24.3 $581,394 24.3 $690,567 24.3 $698,233 1 O Special Education 1.0 $30,734 1.0 $33,001 1.0 $26,869 1.5 $44,484 11 Gifted 1.0 $32,46!\n1.4 $47,830 1.4 $45,303 1.4 $45,726 12 Chapter 1 13 Substitutes $16,814 $12,271 $17,150 $17,150 14 Other-Kindergarten 4.0 $116,101 4.0 $117,112 4.0 $120,344 4.0 $121,467 TOTAL CERTIFIED SALARY 41.1 $1,164,768 44.2 $1,238,294 44.2 $1,359,404 44.7 $1,395,351 SUPPORT 15 Secretaries 3.0 $65,657 3.0 $60,742 3.0 $50,964 3.0 $49,502 STAFF 16 Nurses 1.0 $29,857 1.0 $31,556 1.0 $32,359 1.0 $32,359 17 Custodians 4.0 $34,361 4.0 $43,531 4.0 $41 ,956 4.0 $44,188 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 11.0 $71,921 11.0 $75,921 11.-0 $78,184 11 .0 $88,772 21 Fringe Beneflts(20) ~ $190,533 ~ $171,444 ~ $191,607 . $198,572 TOTAL SUPPORT SALARY 19.0 $392,329 19.0 $383,194 19.0 $395,070 19.0 $413,392 TOTAL(10-20) ~ $1,557,097 ~ : $1,621,488 - $1,754,474 , ~ $1,808,743 PSUERRCVHIACSEESD 22 23 TUrtailvit 8 ie 1 s ~ $53,586 ~.P\u0026lt;if $6$6 8 , 0 9 4 7 64 31---$-'-75....:,_965-i,\n,~:mx\"\"x:,:,,:\n:\n.m.\n--$-'-7-'7,_41-3-! ~ $12,253 ~  $9,000 \"ffl./ $9,000 (30) 24 Maintenance Agreements ~ ~  :'.~ 25 Other ~ $9,911 ~ $13,840  $10,700 ~ $10,700 L...----...L.::c:.+:..:,__:___T_O _T _A_L_(3_0_) _- +lniai~o,i .~i.o..i.:i.' li\u0026gt; l : f------:$--75--',---75\"\"\"0..i\u0026lt;..i #~l..(.\" .m\no~\n.:::\n+-:- -$8-c--::-:-9-'--=,2~n::-+j~!:!jf~: $95,665 .:..=:.:.\".~...,..\n\n..\n+-:: _$ :..:9:..:.7~,1:..:.13=--! MATERIALS, 1-=2:.::6+P:,.\nr.:.\n.ln.:.=c:!:.lp-=-al:.,,:'s:....O::\nl.:.\n.flc:..:e:___ __~ ~\n:1X.l4!iilii.lt,\nJ~i--:-=--::-:::c-=-ittim:li0\n~,.\n\"Xj\n:r--:----:-:-::-=-itili\"..l !1 ii!il~J\u0026amp;m:'.:'.i--:-=--=-::-=-it~~i--::-=--=-::-:-1 SUPPLIES 27 Regular Classroom ~ $52,759 ~  $54,466 ~~.~ $63,330 ~: $63,330 (40) 28 Media ix'imi. $13,271 ~: $5,356 ~:*-l!: $11,500 ~: $11,500 CAPITAL OUTLAY (50) 29 Other TOTAL(40) 30 Equipment 31 Building Repair, etc. 32 Other TOTAL(50) imb. $2,593 ~ $3,498 ~  $3,500 ~ $3,500 ~ $68,623 ~ $63,320 ~ . $78,330 ~ $78,330 ~ - $27,894 ~: $19,490 ~: $19,000 ~ $19,000 ~ $27,894 ~ $19,490 ~ $19,000 ~ $19,000 OTHER 33 Dues and Fees  $3,908 ~ $5,643 ~ $3,000 ~ (60) i-:34:.:.+0.::..t.::..h:...:.er--'-'-----'-----f.o'-. ixiood ~ ~ : L-~-::::L.-----1..:::.:_+.::.::.:.:::\n....----=T:-:O::-::T:-:A-,-L-:-(6:-:0\"\"\")-----ffl~ $3,908 ~ - $5,643 ~~ $3,000 ~l $3,000 $3,000 TOTAL(30-60) ~ $176,174 ~ $177,730 ~ $195,995 ~ $197,443 TOTAL(10-60) 60.1 $1,733,271 63.2 $1,799,218 63.2 $1,950,469 63.7 $2, 006,186 TOTAL LINE ITEM$-(SECOND PAGE) ~ $86,058 ~ $64,923 ~ $129,543 j(~ $128,244\n:::\n::::,\n:'::,~o,ror#c:,:\n:x,:::: ~\n:\n:,::ttJU$~: ~ :rtt~a~at ~ :::it~mm~~m~: ~ -t s2.m3M~ ,,.,.,,  tlthr  ti~, .......... ttS.mttiat?t ta.wrifbtt 1993-94 1994-95 1995-96 Stipends $12,453 $6,044 $13,100 $13,100 Other Objects Indirect Costs $73,425 $58,412 $112,956 $111,657 Vocational Athletics Gifted Programs $15 $145 $145 Plant Services $162 $2,385 $2,385 Reading $82 $82 Science English ($329) $239 $239 Special Education $333 $467 $636 $636 xxxxxx )00()()()( )00()()()( Total Line Items $86,058 $64,923 $129,543 $128,244 $.iriffilm.l\nQ.QJOMMW)UHJ i~lit:W Jm.fSMJtt tB~tmn 1~~t 3rd atr. ADM or ProJ. 588.3 597.9 582.0 582.0 Total Costs $1,819,329 $1,864,141 $2,080,012 $2,134,430 HWlPU~l'.CoitMWHrnxww tlMK13i~ i ttM{IJ.'1.i\u0026amp;.i UttffJ.3tnG MttM'.$3.)~J CERTIFIED 01 Principal 1.0 $56,515 1.0 $59,233 1.0 $44,496 1.0 $46,919 STAFF 02 Asst. Prln. 1.0 $55,922 1.0 1.0 $43,068 1.0 $43,328 03 Specialists 5.8 $160,752 5.8 $127,098 5.8 $154,817 5.8 $164,21 9 04 Counselors 1.0 $39,485 1.0 $40,670 1.0 $40,670 1.0 $41,050 05 Media Spec. 1.0 $36,471 1.0 $38,684 1.0 $39,257 1.0 $39,624 06 Art-Perl./Prod. 07 Music 08 Foreign Lang. 09 Classroom 17.0 $482,159 15.0 $462,587 15.0 $433,026 15.0 $435,154 10 Special Education 1.5 $53,235 1.5 $70,319 1.5 $52,851 1.5 $53,344 11 Gifted 1.0 $35,493 1.0 $33,443 1.0 $34,246 1.0 $34,566 12 Chapter 1 13 Substitutes $13,666 $11,733 $14,000 $14,000 14 Other-Kindergarten 2.0 $52,144 2.0 $57,912 2.0 $59,580 2.0 $60,136 TOTAL CERTIFIED SALARY 31 .3 $985,841 29.3 $901,679 29.3 $916,011 29.3 $932,340 SUPPORT 15 Secretaries 2.0 $27,701 1.4 $15,692 1.4 $18,779 1.4 $1--8,779 STAFF 16 Nurses 0.8 $11,304 0.8 $11,856 0.0 $12,446 0.8 $12,446 17 Custodians 3.0 $33,776 3.0 $39,012 3.0 $39,803 3.0 $39,003 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 6.0 $26,782 5.6 $33,307 5.6 - $32,907 5.6 $33,445 21 Fringe Beneflts(20) ~ $141,032 ~ $114,688 ~ $123,740 ~ $124,892 TOTALSUPPORTSALARY 11.8 $240,594 10.8 $214,555 10.8 $227,675 10.8 $229,365 TOTAL(10-20) 'fflhli $1,226,435 ~ $1,116,234 ~ - $1,143,686 ~ $1,161,705 $4,000 TOTAL(30) ~ $36,254 ~- $42,173 ~ $48,792 ~ $49,763 MATERIALS, 26 Prlnclpal's Office I-__:~~~~\n::':\n.\n:: t.:iii !---=-=~~4!~i:!li:~t.l-~l\ng,\n.\ni+-_.:.\n~~~'.llif\u0026gt;iii:l::t~.:l::::t t-_ _.:.\n~:-=-:--1 SUPPLIES 27 Regular Classroom $23,541 ~ $20,882 ~: $25,068 ~ - $25,000 (40) 28 Media $6,489 ~ $3,934 ~ $6,600 -~ $8,000 29 Other if~:~: $1,016 ~ $1,397 -'.'.:':',!\n.\n, j_ '\"7:$:.::2.:..,:,4755~~~J\n1,,,l9\u0026gt;ff~:~:l---:=::c-::-:-::-l .--,,-----=---,-,---+:,---,,---T:...::O:....:T..:..A=L...l.(4.:..:0:t..)- --E~\n:\n:~:~\ni,:)1.' !!--....\n$\n_.\n3'-::1\"-:,04c=-6~~il'.4\ni'.i.li:$.ltii:+ -~$2~6~,2~1-=3'-\" ':.it...i.~ .-:1.i.'.i:r -___:.$~$34 2 ::-.!.',S4:::'12:'=--3 6 ........ ....::~.:::::::*:_: :_ ___:.$~33\n:-',,0::-:0::-:::0~ CAPITAL 30 Equipment @.IQC) $2,594 ~ $1,312 ~ $3,700 OLITLAY 31 Building Repair, etc. ~ ~ -- (50) 32 Other ~ ~ ~ ~ OTHER (60) TOTAL (50) ~ $2,594 ~ $1,312 ~ $2,646 ~ $3,700 33 Dues and Fees ~ $1,132 ~ $215 ~ $1,155 ~ $1,000 34 Other ~ ~ ~ ~ TOTAL(60) ~ - $1,132 ~ $215 ~ $1,155 ~ $1,000 TOTAL(30-60) ~ - $71,025 ~ $69,913 ~ $86,716 ~ $87,463 TOTAL(10-60) 43.1 $1,297,460 40.1 $1,186,147 40.1 $1,230,402 40.1 $1,249, 168 TOTAL LINE 1TB $-(SECOND PAGE) ~ $41,553 ~ $29,105 ~ $57,993 ~ $70,963  : \u0026lt;\u0026lt;'14~1M-Mt\u0026lt;ttt ~ '\n.J,:~\n~\n~: : : ::::\u0026lt; :\\l1~1$~ii #P~ tj:~\n~$$? ~ ::tl t~ ~13.1:ffi Other Objects Indirect Costs $41,301 $28,874 $56,089 $69,059 Vocational Athletics Gifted Programs $8 $80 $80 Plant Services $91 $1,305 $1,305 Reading $42 $42 Science English ($185) $129 $129 Special Education $187 $231 $348 $348 xxxxxx lOClOOO( lOClOOO( t{et P:OpllC.offMPP@@mrn ,~~rnm 1fflf.tft@Wii j\n~f~Wtt ,~~Ht% 3rd Qtr. ADM or Pro]. 329.0 295.7 289.0 289.0 Total Costs $1,339,013 $1,215,252 $1,288,395 $1,320,131 Jffit:E'-u.P.!lCoSf:rmtt:wwrn\niM@l$.,f'.Q.~l: t%i%$4?$.10:i iWWilif~:: tHltt$.J.iS.Gai CERTIFIED 01 Principal 1.0 $64,174 1.0 $65,081 1.0 $60,588 1.0 $60,956 STAFF 02 Asst. Prln. 1.0 $36,843 1.0 $38,931 1.0 $40,047 1.0 $40,205 03 Specialists 04 Counselors 4.0 $141,471 5.0 $173,230 5.0 $182,894 5.0 $184,602 1.4 $40,611 1.4 $45,279 1.4 $41,011 1.4 $41,394 05 Media Spec. 1.0 $34,592 1.0 $25,446 1.0 $28,846 1.0 $29,874 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 21.0 $631,616 20.0 $630,446 20.0 $660,714 20.0 10 Special Education 1.5 $13,370 1.1 $25,764 1.1 $28,877 1.1 11 Gifted 2.0 $57,618 2.0 $40,670 2.0 $72,728 2.0 12 Chapter 1 13 Substitutes $15,588 $17,314 $16,000 14 Other-Kindergarten 3.0 $107,925 3.0 $112,836 3.0 $113,639 3.0 TOTAL CERTIFIED SALAR 35.9 $1,143,808 35.5 $1,174,997 35.5 $1,245,344 35.5 SUPPORT 15 Secretaries 2.0 $42,678 2.6 $27,786 2.6 $41,377 2.6 STAFF 16 Nurses 1.0 $31,904 1.0 $33,664 1.0 $35,551 1.0 17 Custodians 3.5 $43,163 3.5 $44,866 3.5 $46,660 4.0 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 9.0 $32,748 9.0 $37,175 9.0 $44,618 9.0 21 Fringe Benefits(20) ~ $171,101 ~ - $147,956 ~ $166,961 ~ - TOTALSUPPORTSALARY 15.5 $321,594 16.1 $291,447 16.1 $335,167 16.6 TOTAL(10-20) ildo\u0026amp;iii- $1,465,402 ~ $1,466,444 ~ $1,580,511 ~ PURCHASE 22 Utilities ~ $38,623 ~ $44,468 ~ $57,280 ~ SERVICES 23 Travel ~ $3,793 ~ $4,601 ~ $5,000 ~ (30) 24 Maintenance Agreements ~ ~ ~ ~ 25 Other ~ - $16,400 ~ - $9,938 ~ $8,000 ~ TOTAL (30) ~ - $58,816 ~ - $59,007 ~- $70,280 ~ MATERIALS, 26 Prlncipal's Office ~ ~ ~ ~- SUPPLIES 27 Regular Classroom ~ $38,631 ~: $55,228 ~ $31,698 ~ (40) 28 Media ~ $6,234 ~ $4 645 ~ $11,000 ~ 29 Other ~ $1,475 ~ $2095 ~ $2,200 ~ CAPITAL OUTL-\\Y (50) TOTAL(40) ~ $46,341 ~ $61:968 Pffi $44,898 ~ 30 Equipment ~ $25,034 ~ $6,799 ~ $22,700 ~ 31 Building Repair, etc. iiooooci ~ ~- ~ 32 Other ~ imn: ~ ~ TOTAL (50) ~ $25,034 ~ $6,799 ~ $22,700 ~ OTHER 33 Dues and Fees ~ $190 ~ $720 ~ $2,000 ~ (60) 34 Other ~ ~ ~ ~ $691,929 $29,146 $73,407 $16,000 $114,700 $1 ,282,212 $39,684 $35,551 $51,012 $41,317 $170,901 $338,466 $1,620,677 $59,353 $5,000 $8,000 $72,353 $39,700 $10,000 $2,300 $52,000 $15,598 $15,598 $2,000 TOTAL (60) ~ $190 ~ $720 ~ $2,000 ~ $2,000 TOTAL(30-60) ~ $130,381 ~ $128,494 ~ $139,878 ~ $141,951 TOTAL(10-60) 51.4 $1,595,783 51.6 $1,594,938 51.6 $1,720,389 52.1 $1,762,628 TOTAL LINE ITEI $-(SECOND PAGE) ~ $60,881 ~ $49,480 ~ - $103,657 ~ $110,833 !:J'\\GIViNO:r.qr.Mi/WWl@ ~ :nM~~E\\ ::  MJ:1~il.1~f ~ %4:t~\n()Mi ~ @!J.t\nst:l\n~u Mn!J~,~]%1.@/iil!Itfrn::: t~uattt :Ctt~t  ttfmfgattlt tt8ud0it :,:::::::,,:::::::::::::::::::::: ...... 1992-93 1993-94 1994-95 1995-96 Stipends $1,537 $1,676 $10,000 $10,000 Other Objects Indirect Costs $59,199 $47,427 $90,829 $98,005 Vocational Athletics Gifted Programs $12 $120 $120 Plant Services $130 $1,935 $1,935 Reading $63 $63 Science English ($265) $194 ~194 Special Education $269 $377 $516 $516 xxxxxx xxxxxx )()(JOO()( Total Line Items $60,881 $49,480 $103,657 $110,833 e~PQWl:t.0$\nt#illrnrnww 1.~'S~WMi 1'-~%Ni 1.B4-$.$iii'\u0026amp;i' l~@tkii1 3rd Qtr. ADM or Proj. 473.3 485.8 468.0 468.0 Total Costs $1,656,664 $1,644,418 $1,824,046 $1,873,461 ~ -P-Oi:\u0026gt;lf-WlMM@f.mt iUNMl3$.00 mHMllJ~  tJ%$'3=D.1 )it:WN$4~003 CERTIFIED 01 Principal 1.0 $63,612 1.0 $64,520 1.0 $64,256 1.0 $64,647 STAFF 02 Asst. Prin. 3.0 $143,289 3.0 $148,979 3.0 $145,767 3.0 $146,644 03 Specialists 3.6 $102,810 3.6 $111,283 3.6 $113,157 3.6 $107,924 04 Counselors 2.0 $71,228 3.0 $69,852 3.0 $111,241 3.0 $112,280 05 MediaSpec. 1.0 $39,713 1.0 $41,729 1.0 $41,729 1.0 $42,11 9 06 Art-Perl./Prod. - 07 Music r:08:-::-tF=-o-re-:-i-gn-L=-a-n_g _ ------t----t------ir----+-----+----i----+---+---- 09 Vocational 5.6 $186,730 5.6 $207,954 5.6 $190,845 5.6 $192,581 10 Special Education 1.3 $46,551 1.3 $49,016 1.3 $50,084 1.3 $50,552 11 Gifted 12 Classroom 46.8 $1,370,771 46.8 $1,424,850 46.8 $1,443,934 46.8 $1,458,375 13 Substitutes $34,413 $71,832 $36,135 $36,200 14 Other TOTAL CERTIFIED SALARY 64.3 $2,059,117 65.3 $2,190,015 65.3 $2,197,148 65.3 $2,211,323 SUPPORT 15 Secretaries 4.0 $65,214 4.0 $66,063 4.0 $68,494 5.0 $85,094 $32,360 $70,181 STAFF 16 Nurses 1.0 $31,416 1.0 $32,359 1.0 $32,359 1.0 17 Custodians 6.0 $68,427 6.0 $68,890 6.0 $60,373 6.0 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 1.0 $21,650 1.0 $24,845 1.0 $23,937 1.0 $33,356 1-2-0+0t-h-'er---A-id_es ______3_ _ 5_ +--$4-6-',6-9-3-+--2.-4-+--$4-2,'-95-1-+--2.4- -+--$-2-8'-1, -0-1+--2-.4-+---$28,101 21 Fringe Beneflts(20) ~ $292,062 #.l\u0026lt; $266,922 ~ $275,254 ~ $277,471 TOTAL SUPPORT SALARY 15.5 $525,462 14.4 $502,030 14.4 $488,518 15.4 $526,564 TOTAL (10-20) ~ $2,584,578 ~ $2,692,045 ~ $2,685,666 ~ $2,737,886 TOTAL(30)  $183,959 ~ $198,959 ~ $214,521 iai $215,603 ,M:u1\n~~\n- 1--::c::~+:=-~-i~..:.~i-f'-l~a..:./c=': 0 ~-'a~'- 11 ....:~~..:.e_m __ __, ______ ...,..__._. ...... --$6,--3-,9-84--.~j:\n\n, ~,~,. ~., .,.,. ,.,-~1---$-:-:7--9--,,3--3-1=.i...: ,,,,::::\"\"::::,,.::::: +---c$-4-9-,1-:6-8.,..=: ...,:.:.,,,\n,,::::\n:+:- --c-$4- 9-,1-6-8-- 1 (40) 28 Media ~ $9,352 -~ $9,547 ~ $15,700 ~ $15 ,700 CAPITAL OUTLAY (50) 29 Other ~ $2,172 -~ - $2,923 - $4,000 ~ $4,000 TOTAL(40) m. $75,508 ~ $91,801 ~ $68,868 ~ $68,868 30 Equipment ~ $17,579 ~ $15,510 ~ $27,300 ~ $27,300 31 Building Repair, etc. 32 Other TOTAL(S0) ~ $17,579 ~ $15,510 ~ $27,300 fflffi $27,300 OTHER 33 Dues and Fees ~ $1,377 ~ $1,764 ~ $4,500 ~ $4,500 (60) 34 Other T~~\nt~6-~o) = $2~~:!~ = ~:~:. $3~:~~~ = $3~:~~~ TOTAL (10-60) 79.8 $2,863,000 79.7 $3,000,079 79.7 $3,000,855 80.7 $3,054,157 TOTAL LINE ITEM -(SECOND PAGE) ~ $137,573 ~ $109,678 ~ $201,987 ~ $210,72-i @WMi4.~iffit'MttMiWW ~ \\U~Q.$'.1$.( ~ t~1lterv ~ - :~mJf4ti ~ #}.$$J~\naa1\\ l~li~~llllll\n:il!11llllllll!l!lli!li::!JII!: \n\n~:,:c:m :~:\n~~r \n\n~~i:trn ~!1!~!et:tt Stipends $4,378 $4,530 $4,600 $4,600 Other Objects Indirect Costs $104,172 $80,835 $162,057 $170,794 Vocational $14,932 $8,890 $16,000 $16,000 Athletics $13,857 $14,777 $14,500 $14,500 Gifted Programs Plant Services $229 $3,450 $3,450 Reading $115 $115 Science English ($467) $345 $345 Special Education $473 $646 $920 $920 )0()()()()( )0()()()()( )0()()()()( Rtf P.ObJt\nCostt't'.'Y':''?'?\\\n' i.~~===t\u0026lt; 1'~Q4t}''=''.' t~S$.\\P::= 1fflfmt==t='t 3rd Ctr. ADM or Proj. 836.3 827.8 835.0 835.0 Total Costs $3,000,573 $3,109,757 $3,202,842 $3,264,881 eereup11coatrv\\:::zr:~:1 ::\n:,=:.:+a :ssa:= \n\n::wss:mr ::p=-rctS:t:836== ==,-:==yr\n:fl\nm:o=: M:!1:J!~~~~~:\u0026lt;:t:=i1::12i:~:i\n~ :\n::=\n:\n~:~:=:::::1:~1:~: =~\n! :1:=~r~'\n'.:,::i\n:1 ~~r :\n::\n:::::~:::\n::::\n~~:: :r:,: ~\n: / CERTIFIED 01 Principal 1.0 $62,517 1.0 $64,582 1.0 $65,747 1.0 $66,149 STAFF 02 Asst. Prln. 3.0 $119,256 3.0 $152,394 3.0 $153,428 3.0 $154,354 03 Specialists 9.8 $221 ,882 9.8 $301,371 9.8 $266,815 9.8 $301 ,364 04 Counselors 3.0 $118,446 3.0 $124,940 3.0 $129,841 3.0 $131,047 05 MediaSpec. 1.0 $33,013 1.0 $34,026 1.0 $34,026 1.0 $34,344 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Vocational 7.0 $302,605 7.0 $276,023 7.0 $214,076 7.0 $216,625 1 o Special Education 1.2 $51,899 1.5 $53,457 1.5 $53,457 1.5 $53,956 11 Gifted 12 Classroom 39.6 $1,370,962 39.6 $1,371,266 39.6 $1,416,539 39.6 $1 ,372,986 13 Substitutes $49,179 $45,634 $51,640 $51,640 14 Other-Kindergarten 1.0 $39,485 1.0 $40,670 1.0 $40,670 1.0 $41,050 TOTAL CERTIFIED SALARY 66.6 $2,369,244 66.9 $2,464,363 66.9 $2,426,239 66.9 $2,423,513 SUPPORT 15 Secretaries 6.0 $123,490 6.0 $143,706 6.0 $111 ,962 6.0 $1 12,943 $19,416 $116,365 STAFF 16 Nurses 0.6 $18,790 0.6 $19,416 0.6 $14,453 0.6 17 Custodians 8.0 $113,791 8.0 $120,368 8.0 $115,043 8.0 18 Paraprofesslonals-Chptr 1 19 Paraprofessionals-Other 5.0 $122,263 5.0 $97,365 5.0 $108,916 5.0 $109,408 20 Other-Aides 2.0 $14,005 2.0 $11,308 2.-0 $23,616 2.0 $23,616 21 Fringe Benetits(20) ~ $346,012 ~ $313,946 ~ $315,107 ~ $311,325 TOTAL SUPPORT SALARY 21.6 $738,351 21.6 $706,109 21 .6 $689,097 21.6 $693,072 TOTAL(10-20) ~ $3,107,595 ~ $3,170,472 ~ $3,115,336 ~  $3,116,586 PURCHASED 22 Utilities ~ $179,513 ~ $213,303 ~ $183,100 ~ $183,753 SERVICES t-2-3+T-r-av_e_l --------t\n~,\n,,\nC.~\n,\nJl.\"'\"$,... ----\n@:l,.\n,\nS~\n,i+\n ...---$.,...1-,3-1...,.0.\nQ:j,\n,\n'~\"'Jl\n' ..t---$.,...1-,5-0_0,J\"\"\"o\n,~\n-\n~\n\"\n':,i+: --$,-6-,0-0-,---iO (30) 24 MalntenanceAgreements ~ ~ ~ ~iiiiiiiii:ii 25 Other l~~ $18,792 ~ -- $40,933 ~ $14 750   $10,000 TOTAL(30) ).~~ $198,305 ~ $255,546 -~ - $199:350 ~--- ---'$1:...9:~9,~75:...:3~ , MATERIALS, i-:2::6t-Pr:..:.:in.:.:c:.:!:lp:.::a::.,:l's:..0:::.f:..:.:fi=-ce=-------iilft\n~\n/:,\n:\n:\n:J\nJ.i ---:--:-:----:-c.i.\niJ\u0026amp;:l\n.\nm'.\n:\n\n:\n,~---=-=--=--::--l\n~~:\n\u0026gt;\n,:::\nJ.:- --=--=-=-~--F.,\ni~~::\n:\n:\n\n:\n4: - - -----1 SUPPLIES 27 Regular Classroom ~  $92,439 ~ $74,513 ~  $98,173 ~  $101,065 (40) 28 Media ~ $13,753 ~ $5,415 :~ $7,642 ~  $7,100 CAPITAL OUTlAY (50) OTHER (60) 29 Other ~ $3,136 ~ $6,336 ffl $6,100 ~ $6,000 TOTAL(40) ~ $109,327 ~ $86,264 ~ $111,915 ~ $114,165 30 Equipment ~ $23,092 ~  $11,086 - $16,000 - $15,000 31 Building Repair, etc. 32 Other TOTAL (50) ~ $23,092 ~ - $11,086 - $16,000 ~  $15,000 33 Dues and Fees ~  $5,809 ~ $4,675 ~ $5,000 ~  $4,000 34 Other ~ ~ ~  TOTAL (60) ~ $5,809 ~ $4,675 ~ $5,000 ~ $4,000 TOTAL (30-60) mm $336,534 ~ $357,571 ~ $332,265 ~ $332,918 TOTAL (10-60) 88.2 $3,444,128 88.5 $3,528,043 88.5 $3,447,601 88.5 $3,449,504 TOTAL LINE ITEM S-(SECOND PAGE) ~ - $135,955 ~ - $101,049 ~ - $190,036 ~ $229,152 (Jt iM\u0026lt;!QBMIJlffP rAVt@Wt   ..   : ''\".' .J~m~ -\n:n~ :~ :~ =1::~uinm~ :: -$3,6!.tt~ Stipends $1,353 $2,519 $1,425 $1,425 Other Objects Indirect Costs $105,548 $75,743 $153,323 $192,439 Vocational $14,932 $8,332 $16,000 $16,000 Athletics $13,884 $13,850 $14,500 $14,500 Gifted Programs Plant SeNices $232 $3,420 $3,420 Reading $114 $114 Science English ($473) $342 $342 Special Education $479 $605 $912 $912 xxxxxx xxxxxx xxxxxx Total Line Items $135,955 $101,049 $190,036 $229,152 e~eow1\n Kr:::\n:\nx7\n:g: iffl\n\n:\n:\n::\n:~m~\n:\ns\n18M+.SS::\n:v\n18.ffi::x\n:\n3rd Otr. ADM or Proj. 848.3 775.3 790.0 790.0 Total Costs $3,580,083 $3,629,092 $3,637,637 $3,678,656 fffltiPlili:\u0026gt;.lt:C.o.it%!W%MWW JMJ.MM~zao.t W#Wf.4.i~tf M%%M'$0$.i tWM\nt1J.Jas=1.t ADDITIONAL CLERICAL POSITION I. EXECUTIVE SUMMARY The district is committed to safe, secure school environments, accurate attendance reporting, sound financial accounting, and to the educational, social and emotional growth of all its students. We at Mann are involved daily with our expected responsibility and obligation to our school community. Our goal continues to focus on and to carry out district mandates effectively and efficiently. We eagerly accept our charge, remaining one of the district's successful schools. Due to the complex nature of being a magnet, this business case proposes an additional clerical position, making it possible for us to continue our goals at an optimal level. A Background Mann Magnet serves a consistent enrollment of 850 students from all three school districts: Little Rock, North Little Rock, and Pulaski County. There is an urgent need to establish and maintain a sense of community for our diverse population. Our clientele of parents have high expectations because, for the most part, we represent for them an opportunity to explore an attractive curriculum in a public school setting. Our students are transported to us on different buses, and since they must perform, attend mandated field trips, participate in activities relating to science and the arts--our two specialty areas, we must provide nurturing, after school duty, and support for them. Through the years, there have also been increased demands on administrative staff to take care of extra clerical needs, related to attendance, possible litigating concerns, and other reporting. These demands lessen the effectiveness of the Assistant Principals, taking away from their expected job responsibilities. There are three secretaries in our office--principal's secretary, registrar and bookkeeper/attendance secretary, a slot of which either area--attendance or bookkeeping--constitutes a full-time job. B. Problem Given the recent increase of paperwork and all requirements connected with it, assistant principals are devoting an inordinate amount of time to clerical minutiae. Normally, these certified personnel staff members should be Clerical Position assisting with improvement of instruction and implementing disciplinary interventions for our students. There are a number of factors contributing to this problem:  Mann serves a diverse population from the three schools districts, making it necessary to establish a sense of community which is county wide versus that which is typically found  in an area neighborhood school.  There are increased demands on administrators due to attendance accounting accuracy.  Existing clerical personnel are overextended with a myriad of daily responsibilities connected with the effective, efficient running of a junior high school. C. Analysis of Alternatives The administrative team and clerical staff generated and analyzed alternatives: 1. Train and maintain a strong volunteer pool of parents to give clerical assistance. a. Breach of confidentiality is possible. b. Consistent pattern of service and times needed is lacking. 2. Seek clerical assistance from the district's pool of secretaries. a. Not available at this point 3. Seek additional monetary resources for existing clerical staff, that is for one who has a night/evening job. An advantage is that one person could do both jobs, using time away from the regular job hours\nthis is more economical for the district. A disadvantage is possible burn-out plus the possibility of being misunderstood as preferential treatment for staff member involved. Clerical Position Page 3 4. \"Do Nothing.\" The bookkeeper/ attendance slot is unattractive to employees, causing dissatisfaction with oneself because of daily overload. Assistant principals will not receive relief from menial tasks at hand. 5. Hire an additional clerical person, who would serve as attendance secretary and as an aide for the assistant principals. This will best accomplish Mann's needs. 6. Half-time Person. While this may look attractive and cost effective, the job is not such that it can be accomplished effectively in one half day. The job's responsibility continues throughout the school day hours. D. Recommendation It is recommended that a clerical position be added to Mann's clerical staff, giving relief to the bookkeeper/ attendance slot and to the assistant principal's paperwork burden. This addition would give the assistant principals more time to share their expertise in professional ways, such as disciplinary intervening and instructional improvement. E. Objectives The objective of this recommendation is to preserve and maintain an effective school which keeps a positive image for our district. F. Impact Analysis The addition of a clerical position will allow assistant principals to give attention to their expected job responsibility, rather than to clerical duties. Furthermore, the position of bookkeeper/attendance secretary will be divided into a more workable and manageable job responsibility, making for sound financial accounting and accurate attendance reporting. This addition of a clerical staff member will have a positive impact on the Desegregation Plan because of the added effectiveness and efficiency that are certain to occur. Assistant principals will be able to assist more with the Clerical Position Page 4 academic, and social environment of Mann, helping to maintain a sense of community for the parents, students, and staff. G. Resource Analysis It is estimated that $15,000 would be more than enough for this position and minimal training would be required. H. Force Field Analysis Primary supporters of this proposal will be the principal, all assistant principals and office staff. Also, parents, teachers and students will benefit. The primary detractors will be those who dislike the magnet school concept. I. General Implementation Plan The principal, working with the Human Resources Director, will have the responsibility of implementing this increase in staff. August 1995 is the desired beginning time. J ' Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 Donna Grady Creer Executive Oirector June 26 , 1995 The Honorable Susan Webber Wright Judge , U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: JUN 2 1995 'i~CO .-, ..,., Oltice of Deseg~s\n2:\ncn :1,cr.,io\n:ng ... . ... At its June 13, 1995 meeting, the Magnet Review Committee, by formal motion and unanimous 6-0 vote, approved the interdistrict magnet schools budget for the six original magnet schools for the 1995-96 school year (Draft 2). The total amount budgeted, $14,614,360, is based on a per pupil expenditure of $4,140 per student and a projected thirdquarter enrollment of 3,530 students. This budget shows an increase of $87.00 per student over the 1994-95 budget. As you know, the Little Rock School District and the CTA are currently in salary negotiations. At the same time, Little Rock School District is requesting a reduction of (501 ) 758-0156 two days in the school year which, in turn, will also impact the salary negotiations. Consequently, at the conclusion of the salary negotiations, the salary figures in the enclosed budget submitted for approval may have to be re-calculated. When the information from the salary negotiations is received, the budget may have to be revised for your approval. It is the intention of the Magnet Review Committee, therefore, to submit this budget with the recognition that some flexibility may be necessary. The Magnet Review Committee respectfully requests the Court's review and approval of the 1995-96 interdistrict magnet schools budget attached herewith. The Magnet Review Committee is committed to maintaining the existing quality of the interdistrict magnet schools. We will continue to work with the host district as we exercise The Honorable Susan Webber Wright -2- June 26, 1995 stringent oversight of the magnet schools budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sincerely, !fi~m, Chairperson Magnet Review Committee BA/DGC:sl Attachment: 1995-96 Interdistrict Magnet Schools Budget (Approved Draft 2) cc: Ann Brown, Federal Monitor - Office of Desegregation Monitoring CERTIFIED STAFF SUPPORT STAFF 01 Principal 6.0 02 Asst. Prin. 10.0 03 Specialists 37.2 04 Counselors 10.4 05 Media Spec. 6.5 06 Art-Perl./Prod. 0.0 07 Music 0.0 08 Foreign Lang. 0.0 09 Vocational 12.6 10 Special Education 7.8 11 Gifted 5.0 12 Classroom 177.6 13 Substitutes 0.0 14 Other-Kindergarten 14.0 TOTAL CERTIFIED SALARY 287.1 15 Secretaries 19.0 16 Nurses 5.4 17 Custodians 28.5 18 Paraprofessionals-Chptr 1 0.0 19 Paraprofessionals-Other 6.0 20 Other-Aides 39.5 21 Fringe Benefits(20) ~ - TOTAL SUPPORT SALARY 98.4 TOTAL(10-20) ~ PURCHASED 22 Utilities ~ SERVICES 23 Travel ~ (30) 24 Maintenance Agreements bxio.\u0026amp; 25 Other ooixloo TOTAL (30) @.ijif MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40) 28 Media CAPITAL OUTLAY (50) 29 Other TOTAL (40) 30 Equipment 31 Building Repair, etc. 32 Other $m!riS #.l:~ ~ ~ $357,193 $438,462 $1 ,078,799 $356,314 $222.455 $0 $0 $0 $489,335 $245,166 $159,822 $5,354,901 $147,417 $426,571 $9,276,435 $355,081 $148,996 $335,694 $0 $143,913 $256,806 $1,366,607 $2,607,097 $11,883,532 $507,373 $33,980 6.0 10.0 39.2 12.4 6.5 0.0 0.0 0.0 12.6 7.7 5.4 175.9 0.0 14.0 289.7 19.0 5.4 28.5 0.0 6.0 37.0 ~ 95.9 ~ ~ ~ ~ $92,772 ~ - $634,125 ~: ~: $309,128 ~ $53,842 ~ $11,647 ~ $374,617 ~ $106,283 ~ $375,279 6.0 $433,972 10.0 $1,211 ,895 39.2 $405,435 12.4 $224,104 6.5 $0 0.0 $0 0.0 $0 0.0 $483,977 12.6 $282,681 7.7 $158,016 5.4 $5,377,867 175.9 $182,975 0.0 $448,552 14.0 $9,584,753 289.7 $360,333 19.0 $156,152 5.4 $360,957 28.5 $0 0.0 $122,210 6.0 $237,662 37.0 $1,213,301 ~ $2,450,615 95.9 $12,035,368 ~: $598,876 $20,580 ~ ~  $119,669 ~: $739,125 ~ - ~ $ 328,856 ~ $ 34 ,277 ~ $18,873 ~ $382,006 ~ $67,029 ~ TOTAL (50) ~ $106,283 ~ - $67,029 ~ OTHER (60) 33 Dues and Fees 34 Other ~ - $12,416 ~ - $13,017 ~ $340,086 6.0 $473,907 10.0 $1 ,224,208 39.2 $452,360 12.4 $230,137 6.5 $0 a.a $0 0.0 $0 a.a $404,921 12.6 $263,527 8.2 $189,153 5.4 $5,582,275 175.9 $154,925 0.0 $459,595 14.0 $9,775,094 290.2 $323,508 20.0 $155,272 . 5.4 $355,219 29.0 so a.a $132,853 6.0 $270,749 37.0 $1,282,054 ~ $2,519,655 97.4 $12,294,749 ~ $619,066 ~ $33,907 ~ ~ $74,250 ~ . $727,223 ~: $302,337 ~ $57,242 ~ $19,510 ~ $379,089 ~ $93,646 ~ $93,646 ~ - $15,655 ~ ~ $346,907 $477,647 $1 ,266,529 $456,579 $233,047 $0 $0 $0 $409,206 $283,351 $190,921 $5 ,642,152 $154,990 $463,885 $9,925,214 $337,934 $160,236 $372,933 $0 $142,764 $278,875 $1 ,297,521 $2,590,263 $12,515,477 $626,335 $38,500 $69,500 $734,335 $313,418 $57,100 $16,800 $387,318 $86,598 $86,598 $14,500 TOTAL (60) #.~~ $12,416 ~ $13,017 ~ $15,655 ~ $14,500 TOTAL(30-60) ~ $1,127,441 ~ - $1,201,177 ~ $1,215,613 ~ $1,222,751 TOTAL (10-60) 385.5 $13,010,969 385.6 $13,236,545 385.6 $13,510,362 387.6 $13,738,228 TOTAL LINE ITEl~S- (SECOND PAGE) ~ $537,465 ~ $413,629 ~ $796,728 ~ $876,136 w\nrn\nma~~~n@m ~ \\\\t.t$8~~ : --.- \u0026lt; ~)il.14$50~1x.~m ~ mit4tt'~490i ~ J$14,614t.\u0026lt;r ~ ......---.. -~ - ... , ,~~ i: ~--- - \n/,iii j 1)t_/1.\" 'j II i 1 i} 1r,o~ \\..,\\,..\n\n.... , ::J '. CC \"1 1\u0026gt; Mg!}~f,fil:,S~. ......:.r.,._...: '. .. :. : .!..: _i.:.:.:.:.::r,':.:.l:\n.:..r . .::\n:,.:,:.\n.:  :.i\n.. ~:::~::ai.tr ::t=Aciuw.:  t:::(Jud~ \u0026lt; nrnBvd.t:tt \n: \n':.::rx:: 1993-94 1994-95 1995-96 Stipends $19,871 $16,269 $29,125 $29,125 Other Objects Indirect Costs $458,905 $348,726 $685,103 $764,511 Vocational $29,864 $17,222 $32,000 $32,000 Athletics $27,741 $28,627 $29,000 $29,000 Gifted Programs $51 $500 $500 Plant Services $1,009 $15,000 $15,000 Reading $500 $500 Science English ($2,058) $1 ,500 $1,500 Special Education $2,082 $2,785 $4,000 $4,000 xxxxxx xxxxxx xxxxxx Total Line Items $537,465 $413,629 $796,728 $876,136 fflitiPcltitl:P.~lrnnmm:mrn ,~~%MM ,~$.!W1%W W$J.4f$.6(@@t:! ,~ ~(\\%Pl 3rd Otr. ADM or Proj. 3679.6 3570.5 3530.0 3530.0 Total Costs $13,548,434 $13,650,174 $14,307,090 $14,614,360 Pwf Pti$1'Cost,:,\n:t\n#N%Wl %M/%$3.iffllz.\n%f\\i\ni%$3:HZJili W@lW\\$4:fOS.$?: U@i@l$4MM\u0026gt;0 CERTIFIED 01 Principal 1.0 $52,699 1.0 $54,600 1.0 $55,764 1.0 $56.095 STAFF 02 Asst. Prln. 1.0 $51,060 1.0  $52,028 1.0 $52,028 1.0 $52,334 03 Specialists 7.0 $239,870 7.0 $253,810 7.0 $247,392 7.0 $245,325 04 Counselors 1.4 $35,997 2.0 $79,221 2.0 $66,806 2.0 $67.430 05 Media Spec. 1.0 $35,134 1.0 $37,012 1.0 $37,836 1.0 $38,190 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 30.2 $926,604 30.2 $907,324 30.2 $937,495 30.2 $985,475 10 Special Education 1.3 $49,377 1.3 $51,124 1.3 $51,389 1.3 $51,869 11 Gifted 1.0 $34,242 1.0 $36,073 1.0 $36,876 1.0 $37,222 12 Chapter 1 13 Substitutes $17,757 $24,191 $20,000 $20,000 14 Other-Kindergarten 4.0 $110,916 4.0 $120,022 4.0 $125,362 4.0 $12f 532 TOTAL CERTIFIED SALARY 47.9 $1,553,656 48.5 $1,615,405 48.5 $1,630,948 48.5 $1,f 80,472 SUPPORT 15 Secretaries 2.0 $30,341 2.0 $46,344 2.0 $31,932 2.0 $31 ,932 STAFF 16 Nurses 1.0 $25,725 1.0 $27,301 1.0 $28,104 1.0 $28,104 17 Custodians 4.0 $42,176 4.0 $44,290 4.0 $51,384 4.0 $51,384 18 Paraprofesslonals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 8.0 $64,657 7.0 $37,000 7.0, $63,323 7.0 $63,624 21 Fringe Benefits(20) ~ $225,867 ~ $198,345 ~  $209,385 ~ $214,360 TOTAL SUPPORT SALARY 15.0 $388,766 14.0 $353,280 14.0 $384,128 14.0 $389,405 TOTAL(10-20) ~ $1,942,422 ~ $1,968,685 ~ $2,015,076 ~ $2,069,877 PURCHASEDi,.:2:::2+::-U'-'-til_itl_es _____- -1.\na\n,\n,\n1).\na\n,\n:+~+ _$7., ...1..:..,4,-9_2-+,,,ilo\n,\u0026gt;o,\n,\n*+.\n~+:_ __\n_$7...\n5..:..,6_7~6-+jc,,\n)i:l~,\n,.\n.,,'i\u0026gt;\n,+--$-:84,-'-::,1..,.15.,.....,~,,,,)\\:l,\n,\n{\u0026gt;.,\n,~,\n\n..--$-:8--:c5~,2-=-50-:--i SERVICES i,.:2:::34 T.\n_r..,\na_ve_l _____- -1.,,Xl-\n,\n~~,,..~.~. . . . . _$ 4__\n_,654_...,,.,o,,,,\u0026amp;).,,:c\u0026lt;}.,., +__$ 4__\n_,9_3_9-+jc.,,\u0026lt;i~,O~*.,,~t---$-5'-,0_00--i':.,~ ~'  $5,000 (30) 24 Maintenance Agreements ~ ~ ~ ~ 25 Other ~ $4,895 ~  $13,548 l~f $9,500 ~  $9,500 TOTAL(30) ~  $81,041 ~  $94,163 l~f $98,615 ~ $99,750 MATERIALS, ~26==4:..Pr\n,\nln.:.::c~ip:.::a:,,:l's\n..O::::..f\n,\nfic::::..e:___ _- -!._~..,\n.. \n\n.'.\n..\n.. .,\n\n.\n i.--7::-::-::,::~li~\n,oo..,.\nt\ni?.'.41i.i.,ij +---::-,-,-c-=-=-!i~~~J.\u0026gt;~.o.i~t\u0026gt;'.t--=-:---=-::-c:-+.~~,:~:-~~\u0026lt;+--=-=-==- SUPPLIES 'Zl Regular Classroom ~ $37,774 ~ . $44,436 ~ $34,900 ~ . $35,155 (40) 28 Media iiJc:m. $4,743 ~  $5,380 ~ $4,800 ~ $4,800 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ $1,255 ~ $2,624 ~ $1,255 i#ffi $1,000 TOTAL(40) tii. $43,772 ~ $52,440 ~ $40,955 ffl_ffi $40,955 30 Equipment ~ $10,090 ~ $12,832 ~ $6,000 ~ $6,000 31 Building Repair, etc. 32 Other TOTAL(S0) ~ $10,090 ~ $12,832 ~ $6,000 ~  $6,000 33 Dues and Fees 34 Other ~ TOTAL (60) ~ $0 ~ $0 ~ $0 ~ $0 TOTAL (30-60) ~ $134,903 ~ $159,435 ~ $145,570 ~ $146,705 TOTAL(10-60) 62.9 $2,077,325 62.5 $2,128,120 62.5 $2,160,646 62.5 $2,216,582 TOTAL LINE ITEMS-(SECOND PAGE) ~  75446.0 ~ $59,394 ~ $113,512 ~ $126,220 :: 1992-93 Other Objects Indirect Costs $75,260 Vocational Athletics Gifted Programs $16 Plant Services $166 Reading Science English ($337) Special Education $341 XXXlOO( )()()()()()( XXXJOO( Total Line Items $75,446 1993-94 $1,500 $57,435 $459 $59,394 1994-95 1995-96 $109,849 $122,557 $155 $155 $2,505 $2,505 $84 $84 $251 $251 $668 $668 $113,512 $126,220 e.~tetimi::e.~wmrw:irmrr i~tmnt i~~mr:rni 1~mi:rn1 i~wrt 3rd Ctr. ADM or Pro]. 604.4 588.0 566.0 566.0 Total Costs $2,152,n1 $2,187,514 $2,274,158 $2,342,801 Per-,PUoll'.Cosl'f\\,w\u0026gt;,-,.,,.,\n.\n,t,h ,c}.,6dEJ!56Z:S :,,,,,,:,.,,dt.:JU20c .,,-,,fa.,,,v,ota, :,,.,i,,,,.,,., . .. 139!' CERTIFIED STAFF 01 Principal 1.0 02 Asst. Prin. 1.0 03 Specialists 7.0 04 Coun:\nelors 1.6 05 Media Spec. 1.5 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 23.0 1 O Special Education 1.0 11 Gifted 1.0 12 Chapter 1 13 Substitutes 14 Other-Kindergarten 4.0 TOTAL CERTIFIED SALARY 41 .1 $57,676 1.0 $32,092 1.0 $212,014 8.0 $50,547 2.0 $43,532 1.5 $572,789 24.3 $30,734 1.0 $32,46f:I 1.4 $16,814 $116,101 4.0 $1,164,768 44.2 $67,263 1.0 $49,235 1.0 $52,141 $41,640 1.0 $39,569 1.0 $40,782 $245,103 8.0 $259,133 8.0 $263,095 $45,473 2.0 $62,791 2.0 $63,378 $47,207 1.5 $48,443 1 .5 $48,896 $581 ,394 24.3 $690,567 24.3 $698,233 $33,001 1.0 $26,869 1.5 $44,484 $47,830 1.4 $45,303 1.4 $45,726 $12,271 $17,150 $1 7,1 50 $117,112 4.0 $120,344 4.0 $1 21 ,467 $1 ,238,294 44.2 $1 ,359,404 44.7 $1,395 ,351 SUPPORT 15 Secretaries 3.0 $65,657 3.0 $60,742 3.0 $50,964 3.0 $49,502 STAFF 16 Nurses 1.0 $29,857 1.0 $31,556 1.0 $32,359 1.0 $32,359 17 Custodians 4.0 $34,361 4.0 $43,531 4.0 $41 ,956 4.0 $44,188 18 Paraprotessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 11.0 $71,921 11.0 $75,921 11.-0 $78,184 11.0 $88,772 21 Fringe Benellts(20) ~ $190,533 ~ $171,444 ~ $191 ,607 ~ $198,572 TOTALSUPPORTSALARY 19.0 $392,329 19.0 $383,194 19.0 $395,070 19.0 $413,392 TOTAL(10-20) ~  $1,557,097 t~f $1,621 ,488 ~ -- $1 ,754,474 ~ $1,808,743 PURCHASED 22 Utilities ~ - $53,586 ~ - $66,973 ~: $75,965 ~ - ~77,413 SERVICES ~2\n,\n,3~T=r'-a--'-ve-:-l.\n__ _____- !..i. e~s__. ___ t--s=-=1-:::2\"'=,25:=-3:::-+!.ef\nc~i.\u0026amp;\n\u0026gt;*\u0026lt;t--'--::$78'-\"..4-::-64:--f.!~mi)#i/jiceooJ - t----:::s-='9,'-=oo-::-:o:-+-~~e~:~-,A. t---- S9,ooo (30) 24 Maintenance Agreements ~ ~ - ~ : 25 Other iXlQODQ $9,911 ~ $13,840 ~ - $10,700 ~  $10,700 TOTAL(30) ~ $75,750 ~ $89,277 ~ $95,665 ~ $97,113 MATERIALS, L:2:.=::6+.::-P_rin.....:c-!'lp_a-:::l's':--0.\n_l_flc.:...e\n,.._ __+ ~!iii)i\n~~~~~~t-----:=-===-+~~lti~~+*~t-----:~-:-:::::-til!~~m ~~tii!::t-----:==::-t!l~','!':i'i''!\u0026lt;'!'l~mi------:==:- SUPPUES r27 Regular Classroom ~ $52,759 !~ $54,466 ~ ~ $63,330 t~f $63,330 (40) 28 Media ~ - $13,271 ~: $5,356 m\niji: $11,500 ~  $11,500 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ - $2,593 ~: $3,498 ~ $3,500 ~ - $3,500 TOTAL(40) ~ - $68,623 ~:: $63,320 #.a'' $78,330 ~ - $78,330 30 EQulpment !\u0026amp;'laoo': $27,894 ~ - $19,490 ~ - $19,000 ~  $19,000 31 Building Repair, etc. 32 Other TOTAL (50) ~ $27,894 ~ $19,490 ~ $19,000 ~ $19,000 33 Dues and Fees ~ $3,908 ~ $5,643 ~ $3,000 a# $3,000 34 Other TOTAL (60) ~ - $3,908 ~ - $5,643 ~ - $3,000 ~ $3,000 TOTAL(30-60) ~i $176,174 ~ - $177,730 ~ - $195,995 ~ $197,443 TOTAL(10-60) 60.1 $1,733,271 63.2 $1,799,218 63.2 $1,950,469 63.7 $2,006,186 TOTAL LINE ITEMS-(SECOND PAGE) ~ $86,058 ~ $64,923 ~ $129,543 ~ $128,244 ~::~:~!:E:~::!!::!~~:!::l:!::!'.'.::!!~ ~~\n~~:\u0026lt;I\n~\n~~\u0026lt; ~~!~~~~nt ~\n~~~eltm Stipends $12,453 $6,044 $13,100 $13,100 Other Objects Indirect Costs $73,425 $58,412 $112,956 $111,657 Vocational Athletics Gifted Programs $15 $145 $145 Plant Services $162 $2,385 $2,385 Reading $82 $82 Science English ($329) $239 $239 Special Education $333 $467 $636 $636 XXXJOO( XXXJOO( XXXJOO( Total line Items $86,058 $64,923 $129,543 $128,244 Mimlffl.1,:09~\\:iiWWlliiNW '-~tWM 1-UW/WNP 1~iM@ t~~i:lP 3rd Ctr. ADM or Pro]. 588.3 597.9 582.0 582.0 Total Costs $1,819,329 $1,864,141 $2,080,012 $2,134,430 Ri.t~O:WC.oa.t#\\WM%%@ :@Mti~ !~ i MRW($$ff.18'.i %%%$3.!$.1.-iG \\%Kl$$1~ i: CERTIFIED 01 Principal 1.0 $56,515 1.0 $59,233 1.0 $44,496 1.0 $46,919 STAFF 02 Asst. Prin. 03 Specialists 1.0 5.8 $55,922 $160,752 1.0 1.0 $43,068 1.0 $43,328 5.8 $127,098 5.8 ' $154,817 5.8 $164,219 04 Counselors 1.0 $39,485 1.0 $40,670 1.0 $40,670 1.0 $41,050 05 Media Spec. 1.0 $36,471 1.0 $38,684 1.0 $39,257 1.0 $39,624 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 17.0 $482,159 15.0 $462,587 15.0 $433,026 15.0 $435,1 54 1 O Special Education 1.5 $53,235 1.5 $70,319 1.5 $52,851 1.5 $53,344 11 Gifted 1.0 $35,493 1.0 $33,443 1.0 $34,246 1.0 $34,566 12 Chapter 1 13 Substitutes $13,666 $11,733 $14,000 $14,000 14 Other-Kindergarten 2.0 $52,144 2.0 $57,912 2.0 $59,580 2.0 $60,136 TOTAL CERTIFIED SALARY 31 .3 $985,841 29.3 $901 ,679 29.3 $916,011 29.3 $932,340 SUPPORT 15 Secretaries 2.0 $27,701 1.4 $15,692 1.4 $18,779 1.4 $18,779 STAFF 16 Nurses 0.8 3.0 $11,304 0.8 $11 ,856 0.8 $12,446 0,8 $12,446 17 Custodians $33,776 3.0 $39,012 3.0 $39,803 3.0 $39,803 18 Paraprofesslonals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 6.0 $26,782 5.6 $33,307 5.6 - $32,907 5.6 $33,445 21 FringeBenefltS(20) ~ $141,032 ~ $114,688 ~ $123,740 ~ $124,1392 TOTAL SUPPORT SALARY 11.8 $240,594 10.8 $214,555 10.8 $227,675 10.8 $2'.'9,365 TOTAL(10-20) ~ - $1,226,435 ~ $1,116,234 ~ $1,143,686 ~ $1,161,705 TOTAL(30) ~ $36,254 ~ - $42,173 Qiiie $48,792 ~ - $49,763 MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom ~ ~ ~ ~ xxlooa: $23,541 ~ $20,882 ~ $25,068 ~ $25,000 (40) 28 Media ~ $6,489 ~ $3,934 m.iP. $6,600 ~ $8,000 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ - $1,016 ~ $1,397 ~ $2,455 ~ TOTAL(40) ~ $31,046 ~ $26,213 -~.- $34,123 fiti': $33,000 30 EQuipment ~ - $2,594 ~ $1 ,312 ~ $2,646 ~ $3,700 31 Building Repair, etc. 32 Other TOTAL(SO) ~ $2,594 ~ $1,312 ~ $2,646 ~ $3,700 33 Dues and Fees ~ $1,132 ~ - $215 ~ $1,155 ~ $1,000 34 Other TOTAL(60) ~ - $1,132 ~ $215 ~ $1,155 ~ $1,000 -TOTAL(30-60) ~ $71,025 ~ $69,913 ~ $86,716 ~ $87,463 TOTAL (10-60) 43.1 $1,297,460 40.1 $1,186,147 40.1 $1,230,402 40.1 $1,249,168 TOTAL LINE ITEI AS-(SECOND PAGE) ~ $41,553 ~ $29,105 ~ $57,993 ~ $70,963 W\u0026lt;? G~~OilOl~A@w: -~ r~-~,~~EM~13i\n~ il1~t$.~2:: ~ :1'\u0026amp;88~39\u0026amp;    :ffi .. ,~~1$.V ~f~~~'~\n~\n!::\nl!li:i:\n::/1::::::!\n:: \n~~=\n::~:~\n=::::::::\n::::~::\n\n::!~::::\n:: Stipends $150 Other Objects Indirect Costs $41,301 $28,874 $56,089 $69,059 Vocational Athletics Gifted Programs $8 $80 $80 Plant Services $91 $1,305 $1,305 Reading $42 $42 Science English ($185) $129 $129 Special Education $187 $231 $348 $348 XXXXlO( xxxxxx XXXXlO( P.iteQ~i~ tNWMMMW ,~~wrnt 1~~ff{l 1~twx )~Qe:bt} 3rd Otr. ADM or ProJ. 329.0 295.7 289.0 289.0 Total Costs $1,339,013 $1,215,252 $1,288,395 $1,320,131 Pitlmi10QatffWUlrnmrn 1:Mi%~Q1([ W1%%Mftf.O.\\: Wfmi$1.J5tU WM\u0026amp;$ifSG\u0026amp;  1~:=l\nIUOGEll~0P-OSA~DRAFT?}..  .. $2 .. \u0026amp;3. j2-93- = 93--9f.I.@ ~-~ .,.,. ~95 ,( .94-9$,.,. .as~-8\u0026amp; wm~MagnetSchool\"'\n   :.   F .. T.E. Actual F.T.E Aetuaf. \\. F,T.E. Budget .F.1:E. CERTIFIED 01 Principal 1.0 $64,174 1.0 $65,081 1.0 $60,588 1.0 STAFF 02 Asst. Prin. 1.0 $36,843 1.0 $38,931 1.0 $40,047 1.0 l-:0:-:3-+.:::Sp:....ec_ia-.lis_ts ____- 1-----,-4.\n..o.:-+--'-::--:-~,...,--f--..::.:..:.+__\n$:..:1..:..73=..:,.=.23:.:0+-5.0 $182,894 5.0 04 Counselors 1.4 $45,279 1.4 $41,011 1.4 $141,471 5.0 $40,611 1.4 05 Media Spec. 1.0 $34,592 1.0 $25,446 1.0 $28,846 1.0 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 21.0 $631 ,616 20.0 $630,446 20.0 10 Special Education 1.5 $13,370 1.1 $25,764 1.1 11 Gifted 2.0 $57,618 2.0 $40,670 2.0 12 Chapter 1 13 Substitutes $15,588 $17,314 14 Other-Kindergarten 3.0 $107,925 3.0 $112,836 3.0 TOTAL CERTIFIED SALAR 35.9 $1,143,808 35.5 $1,174,997 35.5 SUPPORT 15 Secretaries 2.0 $42,678 2.6 $27,786 2.6 STAFF 16 Nurses 1.0 $31,904 1.0 $33,664 1.0 17 Custodians 3.5 $43,163 3.5 $44,866 3.5 18 Paraprofesslonals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 9.0 $32,748 9.0 $37,175 9.0 21 Fringe Benefils(20) ~ $171,101 ~ . $147,956 XiOxl\u0026lt; TOTAL SUPPORT SALARY 15.5 $321,594 16.1 $291,447 16. 1 TOTAL(10-20) ~ $1,465,402 ~. $1,466,444 ~ . PURCHASEC 22 Utilities ~ $38,623 ~ $44,468 -~ SERVICES 23 Travel ~ $3,793 ~ $4,601 ~ (30) 24 Maintenance Agreements ~ ~ ~ 25 Other iiiicboor $16,400 ~ $9,938 ~- TOTAL(30) ~i'.)!~ $58,816 ~  $59,007 ~ MATERIALS, 26 Principal's Office ~ ' ~ ~  SUPPLIES 27 Regular Classroom -it $38,631 ~t $55,228 ~ (40) 28 Media ~ $6,234 ~ $4,645 ~ ' CAPITAL OUTLW (50) 29 Other . $1,475 ~ $2,095 ~ TOTAL(40) ~ $46,341 ~ $61,968 ~ 30 Equipment ~ $25,034 ~ $6,799 ~ 31 Building Repair, etc. ~  imxf ~  32 Other ximSl ~ ~ TOTAL (50) ~ $25,034 ~ $6,799 ~  OTHER 33 Dues and Fees ~ $190 ~ $720 ~ (60) 34 Other ~ ~ ~ $660,714 20.0 $28,877 1. 1 $72,728 2.0 $16,000 $113,639 3.0 $1,245,344 35.5 $41,377 2.6 $35,551 .1.0 $46,660 4.0 $44,618 9.0 $166,961 ~ $335,167 16.6 $1,580,511 ~ $57,280 ~ $5,000 \u0026amp;.ffl ~ $8,000 ~ $70,280 ~ ~ - $31,698 ~ $11,000 ~ $2,200 ~ $44,898 ~ $22,700 ~ $22,700 ~ $2,000 ~ -gs:.\n~ /c audgat\\: $60,956 $40,205 $184,602 $41,394 $29,874 $691,929 $29,146 $73,407 $16,000 $114,700 $1,282,212 $39,684 $35,551 S5 i,012 $41,317 $170,901 $338,466 $1,620,677 $59,353 $5,000 $8,000 $72,353 $39,700 $10,000 $2,300 $52,000 $15,598 $15,598 $2,000 TOTAL(60) ~ $190 ~ $720 ~ $2,000 ~ $2,000 TOTAL(30-60) ~ $130,381 ~ $128,494 ~ $139,878 ~ $141,951 TOTAL(10-60) 51.4 $1,595,783 51.6 $1,594,938 51.6 $1,720,389 52.1 $1,762,628 TOTALUNEITEHS-(SECONDPAGE) ~  $60,881 ~ $49,480 ~ $103,657 ~ $11 0,833 M::k:i 8.NO:lJ'QT.4k,:::f\\t~ :#l:l~~~+   .   Wlf$.0~j.1U:i~ Hlti82Al~:,   :tt.t\nt.73,46.:g 1993-94 1994-95 1995-96 Stipends $1,537 $1,676 $10,000 $10,000 Other Objects Indirect Costs $59,199 $47,427 $90,829 $98,005 Vocational Athletics Gifted Programs $12 $120 $120 Plant Services $130 $1,935 $1,935 Reading $63 $63 Science English ($265) $194 $194 Special Education $269 $377 $516 $516 lOOOOO( xxxxxx xxxxxx Total Line Items $60,881 $49,480 $103,657 $110,833 Per:Poptl,Co$t\\MM#MUtJ ,~~\nmw i:fffli\niM:'@d tBti%i# 1~$.6.MM 3rd Qtr. ADM or Proj. 473.3 485.8 468.0 468.0 Total Costs $1,656,664 $1,644,418 $1,824,046 $1,873,461 PetptJ,,CostWW:%@%f@, \u0026amp;HW\nl:t$00/ @@\u0026amp;!138$.f WiM/$3''- it.JfaKMtoo.31. 1~~8.UOOET PAOPOSAL(DRAFT\n?)- . . 92-93  S2-93 ~ t 93-$4 94-95 $4-9$ ~:-~ -95-96\" MANN:'Maai atSc\nhoo.l .  ' :.,~. i=:i:e r .Actual t F.tEt\n=:~, \\,, F-T.E %Boog.~ ) \"F:lSE ) 'Budget CERTIFIED 01 Principal 1.0 3.0 3.6 $63,612 1.0 $64,520 1.0 $64,256 1.0 $64 ,647 STAFF 02 Asst. Prin. 03 Specialists $143,289 $102,810 3.0 $148,979 3.6 $111,283 3.0 3.6 $145,767 $113,157 3.0 3.6 $1 46,644 $107,924 04 Counselors 2.0 $71,228 3.0 $69,852 3.0 $111,241 3.0 $112,280 05 Media Spec. 1.0 $39,713 1.0 $41 ,729 1.0 $41,729 1.0 $42,119 06 Art-Pert./Prod. 07 Music 08 Foreign Lang. 09 Vocational 5.6 $186,730 5.6 $207,954 5.6 $190,845 5.6 $192,581 10 Special Education 1.3 $46,551 1.3 $49,016 1.3 $50,084 1.3 $50,552 11 Gifted 12 Classroom 46.8 $1,370,771 46.8 $1,424,850 46.8 $1,443,934 46.8 $1 ,458,375 13 Substitutes $34,413 $71,832 $36,135 $36,200 14 Other TOTAL CERTIFIED SALARY 64.3 $2,059,117 65.3 $2,190,015 65.3 $2,197,148 65.3 SUPPORT 15 Secretaries 4.0 $65,214 4.0 $66,063 4.0 $68,494 5.0 $85,094 $32,360 $70,181 STAFF 16 Nurses 1.0 $31,416 1.0 $32,359 1.0 $32,359 1..0 17 Custodians 6.0 $68,427 6.0 $68,890 6.0 $60,373 6.0 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 1.0 $21,650 1.0 $24,845 1.0 $23,937 1.0 $33,356 20 Other-Aides 3.5 $46,693 2.4 $42,951 2.4 $28,101 2.4 $28,101 21 Fringe Benefits(20) ~ $292,062 ~ $266,922 ~ $275,254 ~ $277,471 TOTAL SUPPORT SALARY 15.5 $525,462 14.4 $502,030 14.4 $488,518 15.4 $526,564 TOTAL (10-20) ~ $2,584,578 ~ $2,692,045 ~ $2,685,666 ~ $2,737,886 PURCHASEDL22--1~U_til_it'~1e_s _____ -+\n,:~~*~i~'.~:'._$~1~37~, 7 28~0,--+.\n,~~!C}~~~--:x~:_s_1~6_2,~8 7 74:-t'~~'.'.m' :m~~-$~1~77 7 ,~2 7 21:-tit~im~.rn--$~1~78~, 7 30=:3:-1 SERVICES t-.:r2::.:3+T:..::rac...ve.:c.l _- :----~fi\n!~\u0026gt;.\u0026lt;~i..,.i.:.\n+_....:$-'-1 ....:1'. ::.21_4-iiii~.,..\u0026amp;~\u0026amp;Xl.-:iS,\nf, _ ___\n,$_\n_\n1' c::2.:c66,.:.~i'is{\u0026gt;~m~ _...\n$\n....1..:..0,:..:.0.:c00:c..+,~\n,\n~H _ __\n$_1 0.....:_Oo_o..., (30) 24 Maintenance Agreements ~  ~ ~  ~ 25 Other ~ $35,464 icxP..i: $34,819 ~ : $27,300 ~ $27,300 $215,603 TOTAL (30) =.:. :: .:::.: $183,959 ii=.l $198,959 ~.:..::.. .: :. :..:.::.:.:: $214,521 ~ .-MA-TERI------AL---:S-, .... 26~--P-rln_c.,..ip-a..,\n.l's..::O~lfl=-ce=!.--~~.,._,\n,\n~-~.:..:.:c=-f i ,_. ,_ ~ SUPPLIES i-.:2::.:7:.+:,,R~eg....:u~la:..::r~c~1ass=r=-oo~m---....i~\n~'.-~~~:-. -~$~637 , 7984~~.c~)om::o.~..o:..:: *c-~s~179,~3731~~:,-~g~~H:-~$4:-=9,~1~68:--#~~.J3~i~.H\n---=$~49~,716~8:-1 (40) 28 Media ~ $9,352 ~ : $9,547 ~ $15,700 ~: $15,700 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ $2,172 :ioo\"i:ioo $2,923 ~ $4,000 ~ $4,000 TOTAL (40) ffi $75,508 ~ . $91,801 ~ $68,868 ~: $68,868 30 Equipment ~ $17,579 ~: $15,510 ~ $27,300 ~ $27,300 31 Building Repair, etc. 32 Other TOTAL (50) ~ $17,579 ~ $15,510 ~ $27,300 ~ $27,301) 33 Dues and Fees ~ $1,377 ~ $1,764 ~  $4,500 ~ 34 Other TOTAL(60) ~ $1,377 iloo(xf $1,764 ~ $4,500 ~ 4,500 -TOTAL(30-60) ~ $278,422 ~  $308,034 ~ $315,189 ~ $316,271 TOTAL(l0-60) 79.8 $2,863,000 79.7 $3,000,079 79.7 $3,000,855 80.7 $3,054,157 TOTAL LINE ITEMS-(SECOND PAGE) ~ $137,573 ~ $109,678 ~ $201,987 ~ $210,724 :~(l~mt\u0026amp;.Nrnmw ~\n:p~ooo\ns1s.\ni m#x 1:Clti(i8\n1s1w ~ ris12~m ~ @$~\n264~t l~!1~1~l!!ll~f1!!i:!!:!:ii!:ji:~~~\\! ~1:~:\nt ~:::~={) ~:~~attrn !~::~~~!et') Stipends $4,378 $4,530 $4,600 $4,600 Other Objects Indirect Costs $104,172 $80,835 $162,057 $170,794 Vocational $14,932 $8,890 $16,000 $16,000 Athletics $13,857 $14,777 $14,500 $14,500 Gifted Programs Plant Services $229 $3,450 $3,450 Reading $115 $115 Science English ($467) $345 $345 Special Education $473 $646 $920 $920 xxxxxx xxxxxx xxxxxx f'erfupJ{ .. .C~.::::'.::::::,:::'':27%.'' i~9~fY':'.'.'.1~$4:t\nt\\ i~t:'4 1E'.~'.''i'S'). 3rd Ctr. ADM or Pro\n. 836.3 827.8 835.0 835.0 Total Cos1s $3,000,573 $3,109,757 $3,202,842 $3,264,881 ffiii,J?up/1 (AAdf\\\u0026lt; :i h\u0026lt;\\ Y ':.\\$3NIB::: '', 4 ~ 1$1, \u0026gt;t,$3,~ i \"'\u0026lt;~JhOi CERTIFIED 01 Principal 1.0 $62,517 1.0 $64,582 1.0 $65,747 STAFF 02 Asst. Prln. 3.0 $119,256 3.0 $152,394 3.0 $153,428 SUPPORT STAFF 03 Specialists 9.8 $221,882 9.8 $301 ,371 9.8 $266,815 04 Counselors 3.0 $118,446 3.0 $124,940 3.0 $129,841 05 Media Spec. 1.0 $33,013 1.0 $34,026 1.0 $34,026 06 Art-Perl./Prod. 07 Music 08 Foreign Lang. 09 Vocational 7.0 $302,605 7.0 $276,023 7.0 $214,076 10 Special Education 1.2 $51 ,899 1.5 $53,457 1.5 $53,457 11 Gifted 12 Classroom 39.6 $1,370,962 39.6 $1 ,371,266 39.6 $1,416,539 13 Substitutes $49,179 $45,634 $51,640 14 Other-Kindergarten 1.0 $39,485 1.0 $40,670 1.0 $40,670 TOTAL CERTIFIED SALARY 66.6 $2,369,244 66.9 $2,464,363 66.9 $2,426,239 15 Secretaries 6.0 $123,490 6.0 $143,706 6.0 $111 ,962 16 Nurses 0.6 $18,790 0.6 $19,416 0.6 $14,453 . 17 Custodians 8.0 $113,791 8.0 $120,368 8.0 $115,043 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 5.0 $122,263 5.0 $97,365 5.0 $108,916 20 Other-Aides 2.0 $14,005 2.0 $11,308 2.-0 $23,616 21 Fringe Beneflts(20) b\u0026amp;loo6i $346,012 ~ $313,946 xxx,cn $315,107 TOTALSUPPORTSALARY 21 .6 $738,351 21.6 $706,109 21 .6 $689,097 TOTAL(10-20) .l $3,107,595 ~ $3,170,472  :: $3,115,336 9$,-96  Ffr::E f 1.0 3.0 9.8 3.0 1.0 7.0 1.5 39.6 1.0 66.9 6.0 0.6 8.0 5.0 2.0 XXlOOO( 21.6 ~ 95-96 Budget $66,149 $154,354 $301,364 $131 ,047 $34,344 $216,625 $53,956 $1,372,986 $5 1,640 $41,050 $2,423,513 $112,943 $19,416 $116,365 $109,408 $23,616 $311 ,325 $693,072 $3,11 6,586 $179,513 ~ ~ PURCHASED~22~~Ut~il~ltl~es,\n__ ____ ~~~~\"~~~:#4:_-'--'----i'-'~+.+--~$-21_3~,3~0~3~00!*-\u0026lt;~~#\u0026lt;*-~~--:--'--:--++F'+----:-:--'--:--I SERVICES 23 Travel ~ $1,310 ~ $183,100 ~ $1 83,753 $1,500 ~ $6,000 (30) 24 Maintenance Agreements ~ ~ ~ ~ 25 Other ~ . $18,792 ~ $40,933 ~~: $14,750 ~  TOTAL(30) MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40) 28 Media CAPITAL OUTLAY (50) OTHER (60) 29 Other TOTAL(40) 30 Equipment 31 Building Repair, etc. 32 Other TOTAL(50) 33 Dues and Fees 34 Other ~ .: $198,305 ~ $255,546 ~  $199,350 ~ ~'. ~ ~ . ~: ~  $92,439 ~: $74,513 ~ - $98,173 ~ -. ~ $13,753 ~ $5,415 ~ $7,642 ~ ~ $3,136 ~ $6,336 ~ $6,100 ~ ~ $109,327 ~ $86,264 ~ $111 ,915 ~ ~ $23,092 ~ $11,086 ~ $16,000 ~ ~ $23,092 i~ $11,086 ~ $16,000 ~  ~ - $5,809 ~ $4,675 ~ $5,000 ~ $10,000 $199,753 $101,065 $7,100 $6,000 $114,165 $15,000 $15,000 $4,000 TOTAL (60) ~ $5,809 ~ $4,675 ~ $5,000 ~ $4,000 TOTAL(30-60) ~ $336,534 ~ $357,571 ~ $332,265 ~ $332,918 TOTAL(10-60) 88.2 $3,444,128 88.5 $3,528,043 88.5 $3,447,601 88.5 $3,449,504 TOTALLINEITEM$-(SECONDPAGE) ~ $135,955 ~ - $101,049 ~ $190,036 ~ $229,152 ''' ., Qr\nANtt.J:Qt~MiMW :. . :. %1t$.80~0\u0026amp;.3 -~ \u0026amp;{~\n~  : :: tt~i6$V ~ ~ {l3~~8t(j5:S !!\n:~!!\n!!!!:::!::!:!!i!:::~!!\n:::! ~'\n!~:tn ~\n~~t' ~~~:arnm ~::~~e.Fl+ Stipends $1,353 $2,519 $1,425 $1,425 Other Objects Indirect Costs $105,548 $75,743 $153,323 $192,439 Vocational $14,932 $8,332 $16,000 $16,000 Athletics $13,884 $13,850 $14,500 $14,500 Gifted Programs Plant Services $232 $3,420 $3,420 Reading $114 $114 Science English ($473) $342 $342 Special Education $479 $605 $912 $912 xxxxxx xxxxxx xxxxxx Total Line Items $135,955 $101,049 $190,036 $229,152 gjt,pm(C.i#.tMWAMMM# ,~~HJW 1-.\n~t{W': j9Q4fflt%W 1-=-.wmn 3rd Otr. ADM or ProJ. 848.3 ns.3 790.0 790.0 Total Costs $3,580,083 $3,629,092 $3,637,637 $3,678,656 iiijJWD(t~MJ?:i!tifil~ f.W!@W~zao.tl ~1l%%~1J.i84tf Wt@tM~SOJ.1 ~llftfil~ i-)..t ADDITIONAL CLERICAL POSITION I. EXECUTIVE SUMMARY The district is committed to safe, secure school environments, accurate attendance reporting, sound financial accounting, and to the educational, social and emotional growth of all its students. We at Mann are involved daily with our expected responsibility and obligation to our school community. Our goal continues to focus on and to carry out district mandates effectively and efficiently. We eagerly accept our charge, remaining one of the district's successful schools. Due to the complex nature of being a magnet, this business case proposes an additional clerical position, making it possible for us to continue our goals at an optimal level. A Background Mann Magnet serves a consistent enrollment of 850 students from all three school districts: Little Rock, North Little Rock, and Pulaski County. There is an urgent need to establish and maintain a sense of community for our diverse population. Our clientele of parents have high expectations because, for the most part, we represent for them an opportunity to explore an attractive curriculum in a public school setting. Our students are transported to us on different buses, and since they must perform, attend mandated field trips, participate in activities relating to science and the arts-our two specialty areas, we must provide nurturing, after school duty, and support for them. Through the years, there have also been increased demands on administrative staff to take care of extra clerical needs, related to attendance, possible litigating concerns, and other reporting. These demands lessen the effectiveness of the Assistant Principals, taking away from their expected job responsibilities. There are three secretaries in our office--principal's secretary, registrar and bookkeeper/attendance secretary, a slot of which either area-attendance or bookkeeping--constitutes a full-time job. B. Problem Given the recent increase of paperwork and all requirements connected with it, assistant principals are devoting an inordinate amount of time to clerical minutiae. Normally, these certified personnel staff members should be Clerical Position Page 2 C. assisting with improvement of instruction and implementing disciplinary interventions for our students. There are a number of factors contributing to this problem:  Mann serves a diverse population from the three schools districts, making it necessary to establish a sense of community which is county wide versus that which is typically found in an area neighborhood school.  There are increased demands on administrators due to attendance accounting accuracy.  Existing clerical personnel are overextended with a myriad of daily responsibilities connected with the effective, efficient running of a junior high school. Analysis of Alternatives The administrative team and clerical staff generated and analyzed alternatives: 1. Train and maintain a strong volunteer pool of parents to give clerical assistance. a. Breach of confidentiality is possible. b. Consistent pattern of service and times needed is lacking. 2. Seek clerical assistance from the district's pool of secretaries. a. Not available at this point 3. Seek additional monetary resources for existing clerical staff, that is for one who bas a night/evening job. An advantage is that one person could do both jobs, using time away from the regular job hours\nthis is more economical for the district. A disadvantage is possible burn-out plus the possibility of being misunderstood as preferential treatment for staff member involved. Clerical Position Page 3 4. \"Do Nothing.\" The bookkeeper/attendance slot is unattractive to employees, causing dissatisfaction with oneself because of daily overload. Assistant principals will not receive relief from menial tasks at hand. 5. Hire an additional clerical person, who would serve as attendance secretary and as an aide for the assistant principals. This will best accomplish Mann's needs. 6. Half-time Person. While this may look attractive and cost effective, the job is not such that it can be accomplished effectively in one half day. The job's responsibility continues throughout the school day hours. D. Recommendation It is recommended that a clerical position be added to Mann's clerical staff, giving relief to the book.keeper/ attendance slot and to the assistant principal's paperwork burden. This addition would give the assistant principals more time to share their expertise in professional ways, such as disciplinary intervening and instructional improvement. E. Objectives The objective of this recommendation is to preserve and maintain an effective . school which keeps a positive image for our district. F. Impact Analysis The addition of a clerical position will allow assistant principals to give attention to their expected job responsibility, rather than to clerical duties. Furthermore, the position of book.keeper/ attendance secretary will be divided into a more workable and manageable job responsibility, making for sound financial accounting and accurate attendance reporting. This addition of a clerical staff member will have a positive impact on the Desegregation Plan because of the added effectiveness and efficiency that are certain to occur. Assistant principals will be able to assist more with the Clerical Position Page 4 academic, and social environment of Mann, helping to maintain a sense of community for the parents, students, and staff. G. Resource Analysis It is estimated that $15,000 would be more than enough for this position and minimal training would be required. H. Force Field Analysis Primary supporters of this proposal will be the principal, all assistant principals and office staff. Also, parents, teachers and students will benefit. The primary detractors will be those who dislike the magnet school concept. I. General Implementation Plan The principal, working with the Human Resources Director, will have the responsibility of implementing this increase in staff. August 1995 is the desired beginning time. , Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 Donna Grady Creer Executive Director (501 ) 758-0156 June 26, 1995 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: II' t\nqg S DISl\"R!CT JUDGE At its June 13, 1995 meeting, the Magnet Review Committee, by formal motion and unanimous 6-0 vote, approved the interdistrict magnet schools budget for the six original magnet schools for the 1995-96 school year (Draft 2). The total amount budgeted, $14,614,360, is based on a per pupil expenditure of $4,140 per student and a projected thirdquarter enrollment of 3,530 students. This budget shows an increase of $87.00 per student over the 1994-95 budget. As you know, the Little Rock School District and the CTA are currently in salary negotiations. At the same time, Little Rock School District is requesting a reduction of two days in the school year which, in turn, will also impact the salary negotiations. Consequently, at the conclusion of the salary negotiations, the salary figures in the enclosed budget submitted for approval may have to be re-calculated. When the information from the salary negotiations is received, the budget may have to be revised for your approval. It is the intention of the Magnet Review Committee, therefore, to submit this budget with the recognition that some flexibility may be necessary. The Magnet Review Committee respectfully requests the Court's review and approval of the 1995-96 interdistrict magnet schools budget attached herewith. The Magnet Review Committee is committed to maintaining the existing quality of the interdistrict magnet schools. We will continue to work with the host district as we exercise The Honorable Susan Webber Wright -2- June 26, 1995 stringent oversight of the magnet schools budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sincerely, {!i~m, Chairperson Magnet Review Committee BA/DGC:sl Attachment: 1995-96 Interdistrict Magnet Schools Budget (Approved Draft 2) cc: Ann Brown, Federal Monitor - Office of Desegregation Monitoring -- - - - -- ::::,,,- - 1'1agnet Review Co1nmittce Donna Grady Creer Executive Director March 13, 1996 1900 cirth Main Street Suite 1()1 North Little Rock, Arkansas 72114 - - =--.=---, --:,'\"'!!.'\\ - .. 1 t -  -  The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302  ' .... Little Rock, AR 7220 l Dear Judge Wright: ...: In a letter dated June 26, 1995, the Magnet Review Committee submitted the l 995-96 interdistrict magnet schools budget (labeled Draft 2) in the amount of 514,614,360 sc , - sa-01s.\nfor your approval. The total amount budgeted was based on a per-pupil expenditure of $4,140 per student and a projected third-quarter enrollment of 3,530 students. This budget showed an increase of 587.00 per student over the 1994-95 budget. However, since that time, the LRSD and the MRC have revised the budget\no better reflect the current status of the six original magnet schools, taking actual personnel salaries into account which reflect the results of finalized contract negotiations. Additionally, the actual number of students enrolled in the six original magnet schools has increased. These factors have resulted in a downward adjustment for the l 995-96 budget from $4,140 per-pupil expenditure to $4,063 per pupil, a decrease of 577.00 per student from the projected budget (Draft 2) submitted to you on June 26, 1995, with a resulting overall increase of S l 0.00 per student over the 1994-95 budget. The total revised budget amount for the 1995-96 magnet schools budget is now $14,788,255. The Magnet Review Committee approved this revised budget (Draft 3) during its regular meeting on February 27, 1996. The MRC now respectfully requests your approval. The Magnet Review Committee is committed to maintaining the existing quality of the interdistrict magnet schools. One of our primary goals is to ensure efficient and effective cost containment while continuing to deliver attractive instructional programs. We will continue to work with the host district as we exercise prudent oversight of the magnet schools' budget. Thank you for your consideration and response to this important matter. Sincerely, ~~/,J.. Dr. Bobby Altom, Chairperson Magnet Review Committee Attachment: 1995-96 lnterdistrict Magnet Schools Budget (Approved Draft 3) cc: Ann Brown, Federal Monitor - ODM Magnet Review Co1nmittt!e Donna Grady Creer Executive Director March 13, 1996 1900 North Main Street Suite 101 North Little Rock, Arkansas  7'.?.114 -. ... ,._ - -,,..,-_~-\"'\\ ----,'. ~ . t ... -- . - - - The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: ..... . ,  .... In a letter dated June 26, 1995, the Magnet Review Committee submitted the 1995-96 interdistrict magnet schools budget (labeled Draft 2) in the amount of S 14,614,360 ,so, l ~sa-01 s.:\nfor your approval. The total amount budgeted was based on a per-pupil expenditure of 54,140 per student and a projected third-quarter enrollment of 3,530 students. This budget showed an increase of 587.00 per student over the 1994-95 budget. However, since that time, the LRSD and the MRC have revised the budget to better reflect the current status of the six original magnet schools, taking actual personnel salaries into account which reflect the results of finalized contract negotiations. Additionally, the actual number of students enrolled in the six original magnet schools has increased. These factors have resulted in a downward adjustment for the 1995-96 budget from 54,140 per-pupil expenditure to 54,063 per pupil, a decrease of $77.00 per student from the projected budget (Draft 2) submitted to you on June 26, 1995, with a resulting overall increase of S 10.00 per student over the 1994-95 budget. The total revised budget amount for the 1995-96 magnet schools budget is now $14,788,255. The Magnet Review Committee approved this revised budget (Draft 3) during its regular meeting on February 27, l 996. The MRC now respectfully requests your approval. The Magnet Review Committee is committed to maintaining the ex,sting quality of the interdistrict magnet schools. One of our primary goals is to ensure efficient and effective cost containment while continuing to deliver attractive instructional programs. We will continue to work with the host district as we exercise prudent oversight of the magnet schools' budget. Thank you for your consideration and response to this important matter. Sincerely, ~ ~/,\"- Dr. Bobby Altom, Chairperson Magnet Review Committee Attachment: 1995-96 lnterdistrict Magnet Schools Budget (Approved Draft 3) cc: Ann Brown, Federal Monitor - ODM Donna Grady Creer Executive Director March 13, 1996 Magnet Review Ccnnmittee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 7220 l Dear Judge Wright: In a letter dated June 26, 1995, the Magnet Review Committee submitted the 1995-96 interdistrict magnet schools budget (labeled Draft 2) in the amount of $14,614,360 (501 ) 758-0150 for your approval. The total amount budgeted was based on a per-pupil expenditure of $4,140 per student and a projected third-quarter enrollment of 3,530 students. This budget showed an increase of $87.00 per student over the 1994-95 budget. However, since that time, the LRSO and the MRC have revised the budget to better reflect the current status of the six original magnet schools, taking actual personnel salaries into account which reflect the results of finalized contract negotiations. Additionally, the actual number of students enrolled in the six original magnet schools has increased. These factors have resulted in a downward adjustment for the 1995-96 budget from $4,140 per-pupil expenditure to $4,063 per pupil, a decrease of $77 .00 per student from the projected budget (Draft 2) submitted to you on June 26, 1995, with a resulting overall increase of $10.00 per student over the 1994-95 budget. The total revised budget amount for the 1995-96 magnet schools budget is now $14,788,255. The Magnet Review Committee approved this revised budget (Draft 3) during its regular meeting on February 27, 1996. The MRC now respectfully requests your approval. The Magnet Review Committee is committed to maintaining the existing quality of the interdistrict magnet schools. One of our primary goals is to ensure efficient and effective cost containment while continuing to deliver attractive instructional programs. We will continue to work with the host district as we exercise prudent oversight of the magnet schools' budget. Thank you for your consideration and response to this important matter. Sincerely, /3,--uy ~/ ,d Or. Bobby Altom, Chairperson Magnet Review Committee Attachment: 1995-96 lnterdistrict Magnet Schools Budget (Approved Draft 3) C Se./t' !!J /\" .. ! ,,,,nt!'1I cc: Ann Brown, Federal Monitor - OOM F.Y.I. To:-,.......:c..:.:~'---- ,a, I ,I From: ......_......:\n. __ _ Return D Keep or Recycle IS  Magnet Review Committee 1900 North Main Street  Suit~ 101 North Little Rock, Arkansas 72114 Donna Grady Creer Executive Director March 6, 1996 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: (501) 758-0156 R CE L=\nf,,,,J.- Ot. f,'vt n ./ I -\n:,\n2.,, ...... 4J!ic.e-. of ()est~,rc-~atlo:1 Mor:,,.\nr\n,11) In a letter dated June 26, 1995, the Magnet Review Committee submitted the 1995-96 interdistrict magnet schools budget (labeled Draft 2) in the amount of $14,614,360 for your approval. The total amount budgeted was based on a per-pupil expenditure of $4,140 per student and a projected third-quarter enrollment of 3,530 students. This budget showed an increase of $87 .00 per student over the 1994-95 budget. Since that time, the budget has been revised to better reflect the current status of magnets, taking salaries into account which reflect the results of finalized contract negotiations and an increased number of students. These factors have resulted in an adjustment from $4,140 per-pupil expenditure to $4,063 per pupil, a decrease of $77 .00 per student from the budget (Draft 2) submitted to you on June 26, 1995, or an increase of $10.00 per student over the 1994-95 budget. The total revised budget amount for the 1995-96 magnet schools budget is now $14,788,255. The Magnet Review Committee approved this revised budget (Draft 3) during its regular meeting on February 27, 1996. To date, a response has not been received from the Court with regard to the budget previously submitted. Since we are now well into the 1995-96 school year, and the State of Arkansas cannot release additional fu'nds for per-pupil expenditure without Court-ordered approval (in this case, it is $10.00 per student over the 1994-95 budget), the Magnet Review Committee is respe~tf ully requesting your approval of the revised 199 5-96 interdistrict magnet schools budget. The Magnet\nReview Committee is committed to maintaining the existing quality of the interdistrict magnet schools. One of our primary goals is to ensure efficient and effective cost containment while continuing to deliver attractive instructional The Honorable Susan Webber Wright -2- March 6, 1996 programs. We will continue to work with the host district as we exercise prudent oversight of the magnet schools' budget . Thank you for your consideration and response to this important matter. Sincerely, 13~~ Dr. Bobby Altom, Chairperson Magnet Review Committee Attachment: 1995-96 lnterdistrict Magnet Schools Budget !Approved Draft 3) cc: Ann Brown, Federal Monitor - ODM 1995-96 BUDGET PROPOSAL(ORAFT 3) 93-~ 93.94 SUMMARY FOR MAGNET SCHOOLS (.w : .. :- ..=:~ ET.E.  'Actual CERTIFIED 01 Principal 6.0 $375,279 STAFF 02 Asst Prin. 10.0 $433,972 03 Specialists 39.2 $1 ,211,895 04 Counselors 12.4 $405,435 05 Media Spec. 6.5 $224,104 06 Art-Perf./Prod. 0.0 $0 07 Music 0.0 $0 08 Foreign Lang. 0.0 $0 09 Vocational 12.6 $483,977 10 Special Education 7.7 $282,681 11 Gifted 5.4 $158,016 12 Classroom 175.9 $5,377,867 13 Substitutes 0.0 $182,975 14 Other-KinderQarten 14.0 $448,552 TOTAL CERTIFIED SALARY 289.7 $9,584,753 SUPPORT 15 Secretaries 19.0 $360,333 STAFF 16 Nurses 5.4 $156,152 17 Custodians 28.5 $360,957 18 Paraprofessionals-Chptr 1 0.0 $0 19 Paraprofessionals-Other 6.0 $122,210 20 Other-Aides 37.0 $237,662 21 Fringe Benefits(20 x:'IOOr:xXX' $1,213,301 TOTAL SUPPORT SALARY 95.9 $2,450,615 TOTAL (10-20) XXXXXlO( $12,035,368 PURCHASED 22 Utilities ~ $598,876 SERVICES 23 Travel ~ $20,580 (30) 24 Maintenance Ai:ireements ~ 25 Other i:ii!i:iix $119,669 TOTAL(30) xmxxx $739,125 MATERIALS, 26 Principal's Office ~ SUPPLIES 27 Regular Classroom ii$3\u0026amp;xic $328,856 (40) 28 Media xrim:x $34,277 29 Other ~ $18,873 TOTAL (40) xxxxli:xx $382,006 CAPITAL 30 Equipment ~ $67,029 OUTLAY 31 Building Repair, etc. XXXXX)O( (50) 32 Other rixri:xx TOTAL(S0) 'iJ:iiiii_ $67,029 OTHER 33 Dues and Fees xxxxxiix $13,017 (60) 34 Other ioixxli:ioc TOTAL(60) lO:Xioo\u0026amp; $13,017 TOTAL (30-60) lxxxxxicx $1,201,177 TOTAL (10-60) 385.6 $13,236,545 TOTAL LINE ITE:MS  (SECOND PAGE) i\u0026amp;oo\u0026amp; $413,629 :tr (\nRANO\nJOTAthM/=t: xrim:' @:$13\n650~17,f 94-95 94-95 94-95 ' 95-96 F.T.E.  Bud~I Actual, . F.T.E. 6.0 $340,086 $337,925 6.0 10.0 $473,907 $498,372 10.0 39.2 $1,224,208 $1,262,967 39.2 12.4 $452,360 $418,344 12.4 6.5 $230,137 $232,294 6.5 0.0 $0 0.0 0.0 $0 0.0 0.0 $0 0.0 12.6 $404,921 $408,793 12.6 7.7 $263,527 $303,215 8.2 5.4 $189,153 $197,313 5.4 175.9 $5,582,275 $5,544,709 176.9 0.0 $154,925 $141,654 0.0 14.0 $459,595 $430,419 14.0 289.7 $9,775,094 $9,776 ,005 291.2 19.0 $323,508 $331 ,216 20.0 5.4 $155,272 $153,060 5.4 28.5 $355,219 $351,307 29.0 0.0 $0 0.0 6.0 $132,853 $130,786 6.0 37.0 $270,749 $269,245 37.0 XlOClOOix $1,282,054 $1 ,221 ,134 JOOOO\u0026lt;XX 95.9 $2,519,655 $2,456,748 97.4 lOOOOOO( $12,294,7 ,i9 S 12,232,753 lOOO(XXX xxxio6oc $619,066 $529,201 )000000( l(XlOOOOC $33,907 $28,648 XXXlOOC( 00()0000( :xioo\u0026amp;xJi xioooooi $74,250 $125,316 lOOOOOO( xxxxxxx $727,223 $683,165 xxxxxxx xxxxxxx )000000( .i\u0026amp;o6ci\u0026amp; $302,337 $353,700 XlOOO(XX xiooiiixic $57,242 $38,223 fxiooo6ix i00006o: $19,510 $17,581 iooo\u0026amp;xx ~ $379,089 $409,504 i6ooo\u0026lt;xx JOOOOCXi( $93,646 $122,540 lOOOOOO( ilOOOOOO( xioooocx iiioo6ooc xxxxxxx iooo\u0026amp;xx $93,646 $122,540 xx:xiiXXX xx.iooooi $15,655 $13,975 xxxxfu riiiooiiooc iioooocx i006oooc $15,655 $13,975 iOOoo\u0026amp;x :iooooixx $1,215,613 $1,229,184 i\u0026amp;xxxxx 385.6 $13,510,362 $13,461,937 388.6 ri'xlixxx $796,728 $816,097 xxx:ioo6i rirox'\n$.'.i$14\n'30l\ntl90-:=  t?S14\n218\n030' xroxx Mt.., ..'.,. -.\u0026lt; , i_.,. 1990' ! Office of DeseQregat1cn Monitoring i. ..... ~ . .., 95-96 Budget $352,057 $464,082 $1 ,266,519 $465,882 $238,456 $425,646 $290,265 $195,300 $5,692,303 $154,990 $473,402 $10,018,902 $333,302 $160,858 $365,905 $142,191 $288,560 $1 ,320,650 $2,611,466 $12 ,630,368 $626,335 $38,500 $103,500 $768,335 $335,418 $57,100 $16,800 $409,318 $86,598 $86,598 $14,500 $14,500 $1,278,751 $13,909,119 $879,136 ()S1:4\n1B8\n'25S Unt.ftem:Costikt.lW@m WWAetuaHb \\\\Budget}+ Jt:Aettial}}} \\%Budget%/ L\u0026lt;~Fff/,L,~:s::\n:::~\u0026lt;a::\n:\n. 1993-94 1994-95 1994-95 1995-96 Stipends $16,269 $29,125 $18,594 $29,125 Other Objects Indirect Costs $348,726 $685,103 $735,687 $764,511 Vocational $17,222 $32,000 $15,065 $32,000 Athletics $28,627 $29 ,000 $25,586 $32,000 Gifted Programs $500 $498 $500 Plant Services $15 ,000 $17,460 $15,000 ReadinQ $500 $188 $500 Science English $1 ,500 $500 $1 ,500 Special Education $2,785 $4,000 $2,518 $4,000 xxxxxx xxxxxx xxxxxx Total Line Items $413,629 $796,728 $816,097 $879,136 Paff\u0026gt;iipl(:t:on%%M@MM Ml't99:t:94dt +iJ99~@t }di~~-S i%f1995.\n96\\}t 3rd Qtr. ADM or Proj. 3570.5 3530.0 3522.8 3639.7 Total Costs $13,650,174 $14,307,090 $14,278,030 $14,788,255 l:P,lf Pllpil'Coitl.WW::NMW HJP(T:$3\n8231 ,::rtttl4,{f53\\ :\ng:,\nJp,:$4\n053 ,r:t#{l,4\n-063': 1996 ~Ince- or D eser\nrt::gdl:\n,., 1,. Jr ~vr r:g 1995-96 BUDGET PROPOSAL(DRAFT3} '  Book ff Mai:inet scii'bcifWiwt \u0026lt;\n\\ .,.. ' CERTIFIED 01 Principal STAFF 02 Asst. Prin. 03 Specialists SUPPORT STAFF 04 Counselors 05 Media Spec. 06 Art-Pen ./Prod. 07 Music 08 Foreign Lang. 09 Classroom 10 Special Education 11 Gifted 12 Chapter 1 13 Substitutes 14 Other-Kindergarten TOTAL CERTIFIED SALARY 15 Secretaries 16 Nurses 17 Custodians 18 Paraprofessionals-Chptr 1 19 Paraprofess:onals-Other 93-94 93-94 9+-95 . 94-95 .,. F .T:.E: ,,_, Actual \\ -.,. F.T.Ea ,  .. Budoet ': .. 1.0 $54,600 1.0 $55.764 1.0 $52,028 1.0 $52,028 7.0 $253,810 7.0 $247,392 2.0 $79,221 2.0 $66,806 1.0 $37 ,012 1.0 $37,836 30.2 $907,324 30.2 $937,495 1.3 $51 ,124 1.3 $51,389 1.0 $36,073 1.0 $36,876 $24,191 $20,000 4.0 $120,022 4.0 $125,362 48.5 $1,615,405 48.5 $1,630,948 2.0 $46,344 2.0 $31,932 1.0 $27,301 1.0 $28,104 4.0 $44,290 4.0 $51 ,384 '9+-95  $56,095 $52,333 $217.496 $67,432 $38,190 95-96 F-T.E. 1.0 1.0 7.0 2.0 1.0 $965,196 30.2 $51,870 1.3 $37,221 1.0 $25,235 $126,536 4.0 $1,637,605 48.5 $31,932 2.0 $28,104 1.0 $50.716 4.0 1995-96 $57,267 $37,008 $252,138 $70,167 $39,021 $992,776 $52,948 $38,031 $20,000 $127,935 $1 ,687,291 $32.424 $29,177 S52,596 20 Other-Aides 7.0 $37,000 7.0 $63,323 $55,860 7.0 $64,050 21 Fringe Benefits(20) JOOOOOO( $198,345 XlOOOOO( $209,385 $199.799 XXXlOOOC $216,151 TOTAL SUPPORT SALARY 14.0 $353,280 14.0 $384,128 $366,411 14.0 $394,398 TOTAL (10-20) XXlOOOO( $1,968,685 XlOOOOO( $2,015,076 $2,004,016 xxxxxxx $2,081,688 PURCHASEDi-:2:.:\n.24-U,\n....\nti...:\nliti.\n.,\nes\n__ ___- --,--,t~,,~\n.\n.~\n.~ , . -_\n_$7...:\n5.:..\n,,6,\n....\n76\n..ib o\ni.x\nx\ni\nii\nx.\n.\n.\n,\n.\n.\n1--........\n$,\n_84\n,.:..\n,1~15\n.+--~$~66..:..:,3.\n.\n93~'xicioocxx\n.\n.\n+--...:\n$.\n.,\n85:.:.:,2:..:.50=-I SERVICES 23 Travel riolioooo $4,939 IXlOOOOOC $5,000 $3,817 i6oooool $5,000 (30) 24 Maintenance Agreements i00006\u0026amp; XlOOOOOi JOOOOOix 25 Other xiocxxxx $13,548 lOOiio:xx $9,500 $10,475 i\u0026amp;'io\u0026amp;xx TOTAL (30) MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40) 28 Media CAPITAL OUTLAY (50) OTHER (60) 29 Other TOTAL (40) 30 Equipment 31 Building Repair, etc. 32 Other TOTAL (50) 33 Dues and Fees 34 Other iooooci\u0026amp; $94,163 .)000000(\" $98 .615 $80,686 xiooo:xx mii:ii. ~ XlOOOOO( ~ $44,436 ~ $34,900 $48,677 iOOOOO\u0026amp; .. ioooOOoc $5,380 ~ $4,800 iooooooc txiooiio\u0026amp; $2,624 xi\u0026amp;xio\u0026amp; $1,255 $3,218 )000000( xxxxxxx $52,440 ixxiocixx $40,955 $51,895 llOOOOOOI $12,832 ioooo\u0026amp;x $6,000 $15,651 xxxxxxx :\u0026amp;xi\u0026amp;xx ~ XlOOOOOi 1iioooo\u0026amp; iixiooooc ioooooci lOOOCiooi $12,832 lOOOOOO( $6,000 $15,651 1000000: lOOOOOOi ioo6oooi )000000( xiooixxx lociioo6i\" xxioooo( $9,500 $99.750 $42,155 $4,800 $1,000 $47,955 $6,000 $6,000 TOT AL (60) ioo66\u0026amp;x $0 ~ $0 $0 100\u0026amp;icix $0 TOTAL (3Q-Q0) ~ $159.435 xxiiioo\u0026amp; $145,570 $148,232 1io6:xioci $153,705 TOTAL(10-60) 62.5 $2,128,120 62.5 $2,160,646 $2,152,248 62.5 $2,235,393 TOTAL LINE ITEMS-(SECOND PAGE) ioo6oo\u0026amp; $59,394 ~ $113,512 $130,151 ~ $126,220 ~f~\n:~\n.ffe~tu\n.,:~i '.'.:\n:\n 1~::~~y\ny-~9~~: =~-: A~1~=:~ : , \\''~9~~~~ ~  Stipends $1 ,500 $2,550 Other Objects Indirect Costs $57,435 $109,849 $117,710 $122,557 Vocational $2,410 Athletics $4,094 Gifted Programs $155 $80 $155 Plant Services $2,505 $2,794 $2,505 Reading $84 $30 $84 Science English $251 $80 $251 Special Education $459 $668 $403 $668 XXXlOO( XXXlOO( XXXlOO( Total Line Items $59,394 $11 2,512 $130,151 $126,220 Per'Pupll:Cost'{Wtt =\\:W \\,\\1993-94/) ~:.,\n\u0026gt;1994-95:,,\n.:: ?i\\'.199~95f? ( h1995\n96 j:: 3rd Otr. ADM or Proi. 588.0 566.0 559.6 582.2 Total Costs $2,187,514 $2,274,158 $2,282,399 $2,361 ,614 PerPui,ilCostiMKHtWn. y:p\n#$3\n720.f Wli#W$'.4Jtts\n fWM+t\u0026lt;t'079( t/: '$4,056 ' 1995-96 BUDGET PROPO~ORAFJ.3) ..c: A\\ if 9l-94 .. 93-9\" 94-95 ... :_\n,: 94-95 .:.{ 94-95 .. , \" 95-96 95-96 Carve/Ma Qnet s~ ,~J\\~tlt~t@~?i\u0026amp;itrttttt/:: ::/.\n. ,.f..T.E. :,::,\n: .. Actual .\"' F.T.E. t\\ Budget #: ... ,\u0026gt;'Actual t\u0026gt; . F.T.E. '' B\\ldqet ... CERTIFIED 01 Principal 1.0 $67,263 1.0 $49,235 $49,673 1.0 $53,423 STAFF 02 Asst. Prin. 1.0 $41,640 1.0 $39,569 $39,816 1.0 $41 ,827 03 Specialists 8.0 $245,103 8.0 $259,133 $287,352 8.0 $258,643 04 Counselors 2.0 $45,473 2.0 $62,791 $63,337 2.0 $65,001 05 Media Soec. 1.5 $47,207 1.5 $48,443 $48,897 1.5 $50,145 06 Art-Perf./Prod. 07 Music 08 Foreion Lano. 09 Classroom 24 .3 $581 ,394 24.3 $690,567 $630,244 24.3 $685,053 10 Soecial Education 1.0 $33,001 1.0 $26,869 $45,076 1.5 $46,512 11 Gifted 1.4 $47,830 1.4 $45,303 $52,136 1.4 $46,862 12 Chapter 1 13 Substitutes $12,271 $17,150 $23,223 $17,150 14 Other-Kindergarten 4.0 $117.112 4.0 $120.344 $88,097 4.0 $124.713 TOTAL CERTIFIED SALARY 44.2 $1 ,238,294 44.2 $1 ,359.404 S1.327,849 44.7 $1,389,329 I SUPPORT 15 Secretaries 3.0 $60.742 3.0 S50.964 $47,887 3.0 $47,603 STAFF 16 Nurses 1.0 $31 ,556 1.0 S32,359 $31 ,806 1.0 $33.472 17 Custodians 4.0 $43,531 4.0 $41,956 $41,564 4.0 $37,592 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 11.0 $75,921 11.0 S78,184 $89,247 11.0 $91 ,224 21 Fringe Benefits(20) xxmxx $171 ,444 xxxxxxx $191 ,607 $177,960 icxxxxxx $197,214 TOT Al SUPPORT SALARY 19.0 $383,194 19.0 $395,070 $388,465 19.0 $407,106 TOTAL (10-20) xmxxx $1 ,621,488 'lCXXXXXX $1 ,754,474 $1,716,314 xmxxx $1 ,796,435 PURCHASED 22 Utilities minx $66,973 filmx S75,965 $67,508 m:xxxx STT,413 SERVICES 23 Travel liicmxit $8,464 lmxxn $9.000 S7,524 xmxxx $9,000 (30) 24 Maintenance Agreements rimh ~ xxnxxx 25 Other wxix~ $13,840 fuilix $10.700 $14,292 xx:xxxxx $10,700 TOTAL (30) xfum $89,277 fuxxxx $95,665 $89,323 xxxxxxx S97,113 MATERIALS, 26 Principal's Office xxxxxxx xxxxxxx xxxxxxx SUPPLIES 27 Regular Classroom xxxxxxx $54,466 xxxxxxx $63,330 $66,365 xmxxx $63,330 (40) 28 Media xxxxnx $5,356 xxmoo: S11,500 $1,039 mxxxx $11,500 29 Other mxxxx $3,498 nmxx $3,500 $3,113 mxxx $3,500 TOTAL (40) i\u0026amp;mxx $63,320 xxfuri $78,330 $70,518 xmxxic $78,330 CAPITAL 30 Equipment i\u0026lt;xxilix $19,490 xhXlixx S19,000 S14,917 xroxxx S19,000 OUTLAY 31 BuildinQ Repair, etc. ~ J(XXXXXX xmxxx (50) 32 Other ~ ~ xxooxx TOTAL(50) xxxxxxx $19,490 fumx $19.000 $14,917 xmxxx $19,000 OTHER 33 Dues and Fees mxxxx $5,643 xxmxx $3.000 $6,495 xxxxxxx $3,000 (60) 34 Other xxxxxxx rxiium: xmxxx TOTAL (60) xxm:xx $5,643 .xmxxx $3,000 $6,495 xxxxxxx $3,000 TOT Al (30-60) ~ $177,730 ~ilixioc $195,995 $181,252 xxm.xx S197,443 TOTAL (10-60) 63.2 $1,799,218 63.2 $1 ,950,469 S1,897,567 63.7 $1,993,878 TOTAL LINE ITEMS-(SECOND PAGE) l6\u0026amp;xxxx $64,923 xxxxro S129,543 $145,549 ~ $128,244 nttMtGRAN0:J'..0TAtnn::::::t@ xxxxxx MMS1t864M1': xxxm :::: :\n$2\noao\n012 ttt2\n04:ims xxxxxx: f { $2\n122t122:: ~L@.t1~1Jj~:'.\n~:'.i1:~r ./i\\~:3u:kt /:}\n~9::n }:!''.~~~:~\u0026amp;@ w~=~g~~=~\u0026gt; Stipends $6,044 $13,100 $9,973 S13.100 OtherObiects Indirect Costs $58.412 $112,956 $125,067 $111 ,657 Vocational $2,561 Athletics $4,350 Gifted Proorams $145 $85 $145 Plant Services $2,385 $2,968 $2,385 Reading $82 $32 $82 Science English $239 $85 $239 Soecial Education $467 $636 $428 $636 xxxxxx xxxxxx xxxxxx Total Line Items $64,923 $129,543 $145,549 $128,244 P.er:P..upltCosfJMWH%%) Sk1.993.94.M WJ9:94-9S\\W \\%1994-95@? i k199S,.9th? 3rd Qtr. ADM or Proi. 597.9 582.0 582.5 607.3 Total Costs $1,864,141 $2,080,012 $2,043,116 $2,122,122 Pif:P..ubilCostW#@l:@MH\\ @W@!$3}118 M'iMlS!,5741 HHtt$3\n501'. /f%=:tS3I494' 93.94 ,:: 93.94 .,,\\ :.94-95\n~95 ..   9'-95 :~5-96  .. 95-96 F.T.E.. \\t Actual ::'.X: -F..T.E.. :.. Budget.  ActuaF t\nF.T.E . ., .. Budget . CERTIFIED 01 Principal 1.0 $59,233 1.0 $44,496 $40,467 1.0 $46,100 STAFF 02 Asst Prin. 03 Specialists 1.0 1.0 $43,068 $65,021 1.0 $42,313 5.8 $127,098 5.8 $154,817 $164,180 5.8 $164,921 04 Counselors 1.0 $40,670 1.0 $40,670 $41,051 1.0 $41,861 05 Media Spec. 1.0 $38,684 1.0 $39,257 $39,625 1.0 $40,457 06 Art-Perf./Prod. 07 Music 08 ForoiQn Lang. 09 Classroom 15.0 $462,587 15.0 $433,026 $423,335 15.0 $437 ,493 10 Special Education 1.5 $70,319 1.5 $52,851 $71.708 1.5 $54,480 11 Gifted 1.0 $33,443 1.0 $34,246 $34,567 1.0 $35,377 12 Chapter 1 13 Substitutes $11,733 $14,000 $14,238 $14,000 14 Other-Kindergarten 2.0 $57,912 2.0 $59,580 $60,096 2.0 $61 ,759 TOTAL CERTIFIED SALARY 29 .3 $901 ,679 29.3 $916,011 $954,287 29.3 $938,761 1.4 $15,692 1.4 $18,779 $12,127 1.4 $18,906 0.8 $11 ,856 0.8 $12,446 $10,787 0.8 $12,968 I SUPPORT t--15-+-Se_cr_e_tan_ e_s _____ --+----------+------\"--+----+---.\n...._~ STAFF 16 Nurses PURCHASE SERVICES (30) MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 17 Custodians 3.0 $39,012 3.0 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 5.6 $33,307 5.6 21 FrinQe Benefits(20) !lOOOOOO( $114,688 lOC000CX TOTAL SUPPORT SALARY 10.8 $214,555 10.8 TOTAL (10-20) xioooo\u0026amp; $1,116,234 fuxxxx 22 Utilities :\u0026amp;icxicii $35,582 lioocxxxic 23 Travel XXlOOOO( IXlOOOOO( 24 Maintenance Agreements lxioooocx 25 Other lxiaxioa $6,591 lxioooooi TOTAL (30) $42,173 .XX)()(X)() 26 Principal's Office llOOOOOCX :oooccci 27 Regular Classroom liilOoo\u0026amp;x $20,882 xioix:ioo( 28 Media $3,934 OOlOOO 29 Other . xiooooii $1,397 x:coocxx TOTAL (40) ')()0000()' $26,213 xiooooo\u0026lt; 30 Equipment XlOOCXXX $1,312 xixxxxx 31 Building Repair, etc. fu:iixicx 32 Other )000000( l)O()OOO(X TOTAL (50) IJOOCcixlC $1,312 lx:coixxx 33 Dues and Fees I XlOOOOO( $215 llOOOOOO( 34 Other IXlOOOOOC lxxri:xloi TOTAL (60) lxxxxxxx $215 1xx:ccixic TOTAL (30-60) 1)00000()( $69,913 ~ TOTAL (10-60) 40.1 $1,186,147 40.1 TOTAL LINE ITEMS-(SECOND PAGE) lxioooooi $29,105 mxxxx j?/ : GRANOffOTAt:f) xxxxxx %$1\n215\n252 xxxxxx $39,803 $40,155 3.0 $41 ,024 $32,907 $26,814 5.6 $35,152 $123,740 $11Q ,391 IXXXXX)O( S127, 199 $227,675 $209,273 10.8 $235 ,248 $1,143,686 $1,163,560 xioooro $1 ,174,009 $41,385 $31,890 lOOOOOO( $42,263 $3,407 $1,479 lOC000CX $3,500 XlOOOOO( $4,000 $7,117 I~ $4,000 $48,792 $40,487 llOOOOCXX $49,763 1)000000( $25,068 $25,601 l'ii:iiiix $25,000 $6,600 $2,305 I ioiioooix $8,000 $2,455 $1,542 lioooooo $34,123 $29/1.9 !lOCCXXicx $33,000 $2,646 $12,842 .ii:iiiixxx,c $3,700 .~ ioo\u0026amp;xxx $2,646 $12,842 )00000()( $3,700 $1 ,155 $1,321 xxxxxxx $1 ,000 ~ $1,155 $1,321 15oo\u0026amp;x $1,000 $86,716 $84,098 li\u0026amp;iooiiix $87,463 $1,230,402 $1,247,658 40.1 $1,261,472 $57,993 $55,825 I~ $70,963 { $1\n288\n395:  '$.1\n'303\n433 xxxxxx ) $1\n332\n435 . =~~\n:t\n1:iEllt!~!:\n!\nl1~ mt~~~:!~mr t\u0026lt;~9~~:h~ Mi\n~~::\n~~F ~x\n~9~~~= t Stipends $0 Other Objects Indirect Costs $28,874 $56,089 $51,498 $69,059 Vocational $1,055 Athletics $1,791 Gifted PrOQrams $80 $35 $80 Plant Services $1,305 $1,222 $1,305 Reading $42 $13 $42 Science English $129 $35 $129 Special Education $231 $348 $176 $348 x:xxx:xx x:xxx:xx x:xxx:xx . Total Line Items $29,105 $57,993 $55,825 $70,963 Pit'ipjJpili(:ostJ@:@{Hf:m JM1993~/J %499~% #M9~9S}:l':: :ib'$99S:.9\u0026amp;\\( 3rd Qtr. ADM or Proj. 295.7 289.0 289.1 296.3 Total Costs $1 ,215,252 $1 ,288,395 $1 ,303,483 $1 ,332,435 Pei.PUmlCosh)%%W%9 +rnrr\" ~110: MCH$4\n'458' Mt#S-4\n509{ 5Yh $4\n497 ' 1995-96 BUDGET PROPOSAL(ORAFT.3) , 93-94 93-94   94-95 ., .. 9,4-95 .. : . 94-95 .. 95-96 . .'\\ 95-96 ., .. ,  Wlllla'ms Mai\nnet School }fr ' wt \\:.. '' , .f.T.E. ... ,, . . ,Actual F.T.E. ..: Budget .. Actual\\\\, F.T.E. \" Budget CERTIFIED 01 Principal 1.0 $65,081 1.0 $60,588 $60,896 1.0 $62,128 STAFF 02 Asst. Prin. 1.0 $38,931 1.0 $40,047 $40,205 1.0 $41 ,246 03 Specialists 5.0 $173,230 5.0 $182,894 $184,522 5.0 $188,658 04 Counselors 1.4 $45,279 1.4 $41 ,011 $41 ,395 1.4 $40,195 05 Media Spec. 1.0 $25,446 1.0 $28,846 $29,117 1.0 $30,706 06 Art-Pert JP rod. 07 Music 08 Foreiqn Lanq. 09 Classroom 20.0 $630,446 20.0 $660,714 $666,653 20.0 $685,214 10 Special Education 1.1 $25,764 1.1 $28,877 $29,147 1.1 $29,957 11 Gifted 2.0 $40,670 2.0 $72,728 $73,389 2.0 $75,030 12 Chapter 1 13 Substitutes $17,314 $16,000 $11,467 $16,000 14 Other-Kindergarten 3.0 $112,836 3.0 $113,639 $114,639 3.0 $117,134 TOTAL CERTIFIED SALARY 35.5 $1 ,174,997 35.5 $1 ,245,344 $1 ,251 ,430 35.5 $1,286,269 SUPPORT 15 Secretaries 2.6 $27 ,786 2.6 $41,377 $37,966 2.6 $40,728 STAFF 16 Nurses 1.0 $33,664 1.0 $35,551 $35,551 1.0 $36,694 17 Custodians 3.5 $44,866 3.5 $46,660 $46,384 4.0 $47 ,837 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 OlherAides 9.0 $37,175 9.0 $44,618 $38,036 9.0 $44,948 21 Fringe Benefits(20) iooo(xxx $147,956 ~ $166,961 $156,998 ~ $172,638 TOTAL SUPPORT SALARY 16.1 $291,447 16.1 $335,167 $314,935 16.6 $342,845 TOTAL (1020) xxxxxxx $1,466,444 ~ $1,580,511 $1 ,566,365 )OO(XXXX $1 ,629,113 PURCHASE 22 Utilities ~ $44,468 ii:ii:i:I. $57,280 $39,636 1xioooocx $59,353 SERVICES 23 Travel ~ $4,601 XXXlOOQ( $5,000 $558 'xxt:t:t:XX $5,000 (30) 24 Maintenance Agreements xxxxxxx ~ 'wim 25 Other ~ $9,938 I~ $8,000 $13,763 ioo\u0026amp;xxx $8,000 TOTAL (30) lx:i\u0026amp;looo: $59,007 ~ $70,280 $53,957 x:i066ooc $72,353 MATERIALS, 26 Principal's Office ioiiooiio( xi:iixit. i!i:iixix SUPPLIES 27 Reqular Classroom ~ $55 ,228 ~ $31 ,698 $54,558 XlOOOOO( $39,700 (40) 28 Media i\u0026amp;mi:x $4,645 I~ $11,000 $4,034 )OCJOOO(X $10,000 29 Other ~ $2,095 xx:xxxxx $2,200 $1,713 itxd:fu. $2,300 TOTAL (40) ioixio:xx $61 ,968 ~ $44,898 $60,306 'Xiiim. S52,000 CAPITAL 30 Equipment xxxxxxx $6,799 ~ $22,700 $15,921 l'mYYY:) $15,598 OUTLAY 31 Building Repair, etc. ~ i\u0026amp;:\u0026amp;iooi :i:x:\u0026amp;xxx (50) 32 Other m:i:i:ri 'Xiii:l:t::t. ~ TOTAL (50) liiooaxx $6,799 ~ $22,700 $15,921 x:ioo'.:oo'. $15,598 OTHER 33 Dues and Fees )0()(')000( $720 xxri:xxx $2,000 $1,544 ~ $2,000 (60) 34 Other x:cixxxx IXJ0006o: ~ TOTAL(60) lOOOOOO( $720 xxxxxxx $2,000 $1,544 Xl'6o6o\u0026amp; $2,000 TOTAL (30-60) I~ $128,494 I lOOClOOOC $139,878 $131,729 xxnix:x $141,951 TOTAL (10-60) 51.6 $1,594,938 51.6 $1,720,389 $1 ,698,093 52.1 $1 ,771 ,064 TOTAL LINE ITEMS(SECOND PAGE) ldooooo( $49,480 lxmxioi: $103,657 $106,906 i\u0026amp;xxxxx $110,833 tt#3RANDTOIALJ/J{: xxxxxx )}$1\n'644\n418: xxxxxx Ft$1'\n824i-046\\ tts.1\nMs\nooo::: xxxxxx .m: su111\ncsrrr :)Actual)} f?BudQet+ \u0026gt;J.. ctual\\W \\YBudgel'\"'\"\"- 1993-94 1994-95 1994-95 1995-96 Stipends $1 ,676 $10,000 $3,232 $10,000 Other Objects Indirect Costs $47,427 $90,829 $95 ,639 $98,005 Vocational $1 ,958 Athletics $3,326 Gifted Programs $120 $65 $120 Plant Services $1 ,935 $2,270 $1 ,935 Reading $63 $24 $63 Science English $194 $65 $194 Special Education $377 $516 $327 $516 xxxxxx xxxxxx xxxxxx Total Line Items $49,480 $103,657 $106,906 $110,833 fl\"ef'.Plipii:eostmrnnwmw1 tM$93\n.94:mf tWf9$'4\n_95M WM!l9+.:95iW lJAoo5\n96lt 3rd Qtr. ADM or Proj. 485.8 468.0 449.8 484.7 Total Costs $1 ,644,418 $1 ,824,046 $1,SD5,000 $1 ,881 ,897 P.er'Piilil-OostNWWW%t)\nwm$3\n385t %t@1$3\n-S91!i V@,- S4\n01a =A6l$3)88:r 93-94 . 94-95 .. }/:.94-95 , .. ,:, 94-95 .,. 95-96 95-96 .:. Acttral , f.T.E.  .Budget , 'Actual =:.  f.T.E. ,,:= Budger:-,t CERTIFIED 01 Principal 1.0 $64,520 1.0 $64,256 $64,646 1.0 $65,818 STAFF 02 Asst. Prin. 3.0 $148,979 3.0 $145,767 $146,643 3.0 $144,212 03 Specialists 3.6 $111 ,283 3.6 $113 ,157 $102,932 3.6 $104,130 04 Counselors 3.0 $69,852 3.0 $111 ,241 $74 ,142 3.0 $114 ,903 05 Media Spec. 1.0 $41.729 1.0 $41 ,729 $42,120 1.0 $42,951 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Vocational 5.6 $207,954 5.6 $190,845 $192,183 5.6 $213,657 10 Special Education 1.3 $49,016 1.3 $50,084 $50,553 1.3 $51 ,631 11 Gifted 12 Classroom 46.8 $1 ,424,850 46.8 $1 ,443,934 $1,464,542 46.8 $1 ,481 ,399 13 Substitutes $71 ,832 $36,135 $36,319 $36,200 14 Other TOTAL CERTIFIED SALARY 65.3 $2,190,015 65.3 $2,197,148 $2,174,079 65.3 $2,254 ,901 SUPPORT 15 Secretaries 4.0 $66,063 4.0 $68,494 $68,815 5.0 $80,258 STAFF 16 Nurses 1.0 $32,359 1.0 $32,359 $32,359 1.0 $33,472 17 Custodians 6.0 $68,890 6.0 $60,373 $66,778 6.0 $71 ,548 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 1.0 $24,845 1.0 $23,937 $33,357 1.0 $31,293 20 Other-Aides 2.4 $42,951 2.4 $28,101 $33,285 2.4 $28,900 21 Fringe Benefits(20) $266,922 XlOOOOO( $275,254 $263 ,037 lOOOOOO( $286 ,1 01 TOTAL SUPPORT SALARY 14.4 $502,030 14.4 $488,518 $497,631 15.4 $531 ,573 TOTAL (10-20) 1)000000( $2,692,045 ~ $2,685,666 $2,671.710 mxm. $2,786,474 P~:~~!\nD~~:\n~~::1:~::is~===========\n:~-~~:~::~=~~::=~~~~~~=~~~=~~==~:~~~:~~::==~~1 $162,874 xxio:io\u0026amp; $177,221 $155,343 iXXlOOO(X $178 ,303 $1 ,266 xxxxxxx $10,000 $10,011 )(XXXXXX $10,000 (30) 24 Maintenance Agreements :xxxioooi 25 Other )OOO(X)OC TOTAL (30) MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40) 28 Media CAPITAL OUTLAY (50) 29 Other TOTAL (40) 30 Equipment 31 Building Repair, etc. 32 Other TOTAL (50) 33 Dues and Fees ioooixloc tii\nim. i\u0026amp;:ttccx 1)()00000( liiix:nx liooociciix liooooocx mxxl6I xioooocii )000000( lOOCCXXl( $34,819 $198,959 $79,331 $9,547 $2,923 $91,801 $15,510 $15,510 $1,764 ioociooo( )000()00( XXXlOOO( $27,300 $45,210 lOOOOOO( ~ $214,521 $210,564 )000()00( XlOOCioi:x ~ xxmo:x $49,168 $81,026 lO:XXXXX JOO( $15,700 $9,486 )000000( i\u0026amp;mxx $4,000 $2,421 xxxxxxx mo\u0026amp;xx $68,868 ~92,933 ~ )000000( $27,300 $37,285 ioooiioo( xxiii6o\u0026amp; oooo\u0026amp;xx xi06oo6c ~ xiooo6cx' $27,300 $37,285 ocioooooc OTHER xxioooot $4,500 $1,104 xxxxxxx (60) 34 Other XlOOOOO( JOOOOOO( JOOOOOO( $44,300 $232 ,603 $64,168 $15,700 $4,000 $83 ,868 $27,300 $27,300 $4,500 TOTAL (60) 'iiii:m. $1 ,764 xxi\u0026amp;iooi $4,500 $1,104 ~ $4,500 TOTAL (30-60) ioooooix $308,034 rixxloQc $315,189 $341,886 ~ $348 ,271 TOTAL (10-60) 79.7 $3,000,079 79.7 $3,000,855 $3,013,596 80.7 $3,134.745 TOTAL LINE ITEMS-(SECOND PAGE) llOOOOCXX $109,678 ~ $201,987 $191,880 XiOO:i\u0026amp;x $210,724 l/t i\\GRANDT.OTAldltt} rixrix \\ $3~109,757 iixxxi \\ $3\n202\n842, ,t:$3\n205,476 mrix D S3!345\n469 ~11i.\n1lil f1l~!l!iil~[\n~1li\ni!i M~:~~\n th ~s~it t~1~::::rn \u0026gt;~9~~~ Stipends $4,530 $4,600 $480 $4,600 Other Objects Indirect Costs $80,835 $162,057 $176,565 $170,794 Vocational $8,890 $16,000 $3,616 $16,000 Athletics $14,777 $14,500 $6,140 $14,500 Gifted Programs $118 Plant Services $3,450 $4,190 $3,450 Reading $115 $46 $115 Science En!llish $345 $120 $345 Special Education $646 $920 $605 $920 xxxxxx xxxxxx xxxxxx Total Line Items $109,678 $201 ,987 $191 ,880 $210,724 3rd Qtr. ADM or Proj. 827.8 835.0 842.8 836.7 Total Costs $3,109,757 $3,202,842 $3,205,476 $3,345,469 1995-96 BUDGHPROPOSAL(DRAfT3)   93-94 93.9,4 94-95 94-95 :, , .. 94-95 ,: . 95-96 95-96 Paric~w M~gn~ts~hool  \nih,%Mg, ,., ) F.T.E Actual .. : f.T.E. . .. Blldgett\n .//Actualt\\ .f.T.E. Bud,iet CERTIFIED 01 Principal 1.0 $64,582 1.0 $65.747 $66,148 1.0 $67 ,321 STAFF 02 Asst Prin. 3.0 $152,394 3.0 $153,428 $154 354 3.0 $157 ,476 03 Specialists 9.8 $301 ,371 9.8 $266,815 $306,485 9.8 $298,029 04 Counselors 3.0 $124,940 3.0 $129 ,841 $130,987 3.0 $133 ,755 05 Media Spec. 1.0 $34,026 1.0 $34,026 $34,345 1.0 $35,176 06 Art-Perf./Prod. 07 Music 08 Forei,in Lang. 09 Vocational 7.0 $276,023 7.0 $214,076 $216,610 7.0 $211,989 10 Special Education 1.5 $53,457 1.5 $53,457 $54,861 1.5 $54,737 11 Gifted 12 Classroom 39.6 $1,371,266 39.6 $1 ,416,539 $1 ,394,739 40.6 $1,410,368 13 Substitutes $45,634 $51,640 $31 ,172 $51,640 14 Other-Kindergarten 1.0 $40,670 1.0 $40,670 $41,051 1.0 $41 ,861 TOTAL CERTIFIED SALARY 66.9 $2,464,363 66.9 $2,426,239 $2,430,752 67.9 $2,462,351 SUPPORT 15 Secretaries 6.0 $143 ,706 6.0 $111 ,962 $132,489 6.0 $113,383 STAFF 16 Nurses 0.6 $19,416 0.6 $14,453 $14,453 0.6 $15,075 17 Custodians 8.0 $120,368 8.0 $115,043 $105,710 8.0 $115,308 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 5.0 $97,365 5.0 $108,916 $97,429 5.0 $110,898 20 Other-Aides 2.0 $11,308 2.0 $23,616 $26,003 2.0 $24,286 21 Fringe Benefits(20) ix:io:iooi $313 ,946 )00()000( $315,107 $303,948 ~ $321,347 TOTAL SUPPORT SALARY 21.6 $706,109 21.6 $689,097 $680,032 21 .6 $700,297 TOTAL (10-20) xxxxiboi $3,170,472 ~ $3 ,115,336 $3,110,784 'iiiim. $3 ,162,648 PURCHASED 22 Utilities xxxioOoc $213,303 XlOOOOO( $183,100 $168,431 ~ $183,753 SERVICES 23 Travel 1000000( $1,310 xri:x:iooc $1 ,500 $5.259 riioooo: $6,000 (30) 24 Maintenance Agreements ~ )0,00()()0( .......... )0000()()( 25 Other !000000( $40,933 xxxxxxx $14,750 $34,459 XXXXXlO: $27,000 TOTAL (30) ixxio:xx $255,546 xxxim. $199,350 $208,148 'XXXXXXY- $216,753 MATERIALS, 26 Principal's Office xxixxx1. )()()00()()( )()()()()00( SUPPLIES 27 Regular Classroom ioooo\u0026amp;x $74,513 )'.X)QOOO( $98,173 $77,470 xmxxx $101 ,065 (40) 28 Media ~ $5,415 )000000( $7,642 $21,359 )000000( $7,100 29 Other XX)QOO(X $6,336 XlOOOOO( $6 ,100 $5,574 xxioo:xx $6,000 TOTAL (40) l005oooc $86,264 XlOOOOO( $111,915 $104,403 IXlOO:XXX $114,165 CAPITAL 30 Equipment mxxxx $11,086 ~ $16,000 $25,924 )00000()( $15,000 OUTLAY 31 Building Repair, etc. iOO()OOO( ~ \u0026gt;::xXXXXX (50) 32 Other xxxxioi:x XXXXXX'X ~ TOTAL (50) xmiooc $11,086 xxioocxx $16,000 $25,924 rii\u0026amp;iooc $15,000 OTHER 33 Dues and Fees xioooocx $4,675 ro:xxfu: $5,000 $3,511 ~ $4,000 (60) 34 Other io655\u0026amp;ii: iii::iixx. JOOO()()(X TOTAL (60) xxxioooc $4,675 xxxxxxx $5,000 $3,511 XXXlOOO( $4,000 TOTAL (30-60) xioooooc $357,571 iiixi:iY. $332,265 $341,987 ~ $349,918 TOTAL (10-60) 88.5 $3,528,043 88.5 $3,447,601 $3,452,m 89.5 $3,512,566 TOTAL LINE ITEMS-(SECOND PAGE) JOOOOOO( $101,049 m:xio:x $190,036 $185,785 lxxxili\u0026amp; $232,152 t ?GRANDTOTAIJ/ lit:: rifux t?S3\n629,'IHIV mm: M\\$3\n637{637:' tt$3)638\n55!t miix\n)$3\n744\n718 I Unelteni CostsWt,Ytt :/@Actuil ::'ik ?}Budget\u0026lt;? :\n:_\nActual .. ) ti Budget// ''''''\"'='':s:,,\n,,,,,,,,c:\n:c,,,:c., .. , 1993-94 1994-95 1994-95 1995-96 Stipends $2,519 $1,425 $2,359 $1 ,425 Other Objects Indirect Costs $75,743 $153,323 $169,208 $192,439 Vocational $8,332 $16,000 $3,465 $16,000 Athletics $13,850 $14,500 $5,885 $17,500 Gifted Programs $115 Plant Services $3,420 $4,016 $3,420 Reading $114 $43 $114 Science English $342 $115 $342 Special Educafion $605 $912 $579 $912 )00000( )00000( )00000( Total Line Items $101,049 $190,036 $185,785 $232,152 3rd Qtr. ADM or Proi. 775.3 790.0 799.0 832.3 Total Costs $3,629,092 $3,637,637 $3,638,556 $3,744,718 .... )I, - Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 Donna Grady Creer Executive Director March 6, 1996 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: (501 ) 758-0156 --  In a letter dated June 26, 1995, the Magnet Review Committee submitted the 1995-96 interdistrict magnet schools budget (labeled Draft 2) in the amount of $14,614,360 for your approval. The total amount budgeted was based on a per-pupil expenditure of $4, 140 per student and a projected third-quarter enrollment of 3,530 students. This budget showed an increase of $87 .00 per student over the 1994-95 budget. Since that time, the budget has been revised to better reflect the current status of magnets, taking salaries into account which reflect the results of finalized contract negotiations and an increased number of students. These factors have resulted in an adjustment from $4,140 per-pupil expenditure to $4,063 per pupil, a decrease of $77 .00 per student from the budget (Draft 2) submitted to you on June 26, 1995, or an increase of $10.00 per student over the 1994-95 budget. The total revised budget amount for the 1995-96 magnet schools budget is now $14,788,255. The Magnet Review Committee approved this revised budget (Draft 3) during its regular meeting on February 27, 1996. To date, a response has not been received from the Court with regard to the budget previously submitted. Since we are now well into the 1995-96 school year, and the State of Arkansas cannot release additional funds for per-pupil expenditure without Court-ordered approval !in this case, it is $10.00 per student over the 1994-95 budget), the Magnet Review Committee is respectfully requesting your approval of the revised 1995-96 interdistrict magnet schools budget. The Magnet Review Committee is committed to maintaining the existing quality of the interdistrict magnet schools. One of our primary goals is to ensure efficient and effective cost containment while continuing to deliver attractive instructional .. -' . - The Honorable Susan Webber Wright -2- March 6, 1996 programs. We will continue to work with the host district as we exercise prudent oversight of the magnet schools' budget. Thank you for your consideration and response to this important matter. Sincerely, 61~ Dr. Bobby Altom, Chairperson Magnet Review Committee Attachment: 1995-96 lnterdistrict Magnet Schools Budget !Approved Draft 3) cc: Ann Brown, Federal Monitor - ODM ' 1995-96 BUDGET PROPOSAL(ORAFT 3) 93-!M 93-94 94-95 94-95 94-95 95-96 95-96 SUMMARY FOR MAGNET SCHOOLS :: F.T.E. Actual . F.T.E. Budget .t,ctual F.T.E. Budget CERTIFIED 01 Principal 6.0 $375,279 6.0 $340,086 $337,925 6.0 $352,057 STAFF 02 Asst. Prin. 10.0 $433,972 10.0 $473,907 $498,372 10.0 $464,082 03 Specialists 39.2 $1 ,211,895 39.2 $1 ,224,208 $1 ,262,967 39.2 $1 ,266,519 04 Counselors 12.4 $405,435 12.4 $452,360 $418,344 12.4 $465 ,882 05 Media Spec. 6.5 $224,104 6.5 $230,137 $232,294 6.5 $238,456 06 Art-Perf./Prod. 0.0 so 0.0 $0 0.0 07 Music 0.0 $0 0.0 $0 0.0 08 ForeiQn LanQ. 0.0 $0 0.0 $0 0.0 09 Vocational 12.6 $483,977 12.6 $404,921 $408.793 12.6 $425,646 10 Special Education 7.7 $282,681 7.7 $263,527 $303.215 8.2 $290,265 11 Gifted 5.4 $158 ,016 5.4 $189,153 $197 ,313 54 $195,300 12 Classroom 175.9 $5,377,867 175.9 S5,582,r5 ~5.544,709 176.9 $5,692,303 13 Substitutes 0.0 $182,975 0.0 $154,925 $141 ,654 0.0 $154 ,990 14 Other-Kindergarten 14.0 $448,552 14.0 $459,595 $430,419 14.0 $473,402 TOTAL CERTIFIED SALARY 289.7 $9,584,753 289.7 $9,775,094 $9 ,776,005 291 .2 $10,018,902 ! SUPPORT 15 Secretaries 19.0 $360,333 19.0 $323,508 $331 ,216 20.0 5333,302 STAFF 16 Nurses 5.4 $156,152 5.4 $155,272 $153,060 5.4 $160,858 17 Custodians 28.5 $360,957 28.5 $355,219 $351 ,307 29 .0 $365,905 18 Paraprofessionals-Chptr 1 0.0 $0 0.0 $0 0.0 19 Paraprofessionals-Other 6.0 $122,210 6.0 $132,853 $130,786 6.0 $142,191 20 Other-Aides 37.0 $237,662 37.0 $270.749 $269,245 37.0 $288,560 21 Fringe Benefits(20) 'm:mi, $1 ,213,301 XXXlOOO( $1 ,282,054 $1,221 ,134 )0()()()00( $1 ,320,650 TOTAL SUPPORT SALARY 95.9 $2,450,615 95.9 $2,519,655 $?,456.748 97.4 $2.611 ,466 TOTAL (10-20) XlOOCOO( $12,035,368 lOOOOOOC $12,294,, ,i9 ~ i 2,232.753 XlOOOOC( $12,630,368 PURCHASED 22 Utilities  )()()()000( $598,876 xxiooo\u0026lt;x $619,066 $529 ,201 )0()()()00( $626,335 SERVICES 23 Travel xxxxxxx $20,580 xxxxxxi\u0026lt; $33 ,907 $28,648 XlOOOOO( $38,500 (30) 24 Maintenance AQreements xi\u0026lt;XXXl6( oooooiio: xx:xxxxx 25 Other x:iii:iix $119,669 XlOOOOO( $74,250 $125,316 lOOOOOO( $103 ,500 TOTAL (30) xxxxxxx $739,125 iccixxxx $727,223 $683,165 xxxxxxx $768,335 MATERIALS, 26 Principafs Office ~ xxxxm xxxxxxx SUPPLIES 27 Regular Classroom xxiolxxx $328,856 'lxi:txi:J. $302,337 $353,700 IJOO\u0026lt;XXXX $335,418 (40) 28 Media XlOOCOO( $34,277 rxiiioixxic $57,242 $38 ,223 fJOOOOOC( $57,100 29 Other xi\u0026amp;\ni\u0026amp;io\" $18,873 XlOOOOOt $19,510 $17,581 ioOoooo( $16,800 TOTAL (40) xxxxxxx $382,006 ioooocxx $379,089 $409,504 xxxxxxx $409,318 CAPITAL 30 Equipment XXIOOOO( $67,029 lOOOOOO( $93,646 $122,540 xxxioOOt: $86,598 OUTLAY 31 Building Repair, etc. ~ iX)OOOOO( XlOOOOO( (50) 32 Other ri::iim. i\u0026amp;xiixxx XXXXlO(X TOTAL (50) ~ $67,029 lOOOO(XX $93,646 $122,540 xiooooix $86,598 OTHER 33 Dues and Fees )000000( $13,017 xiciicioo\u0026lt; $15,655 $13,975 lOOOOCXX $14,500 (60) 34 Other XXXXXlO( iiloooooc iiiiiiioocic TOTAL (60) I~ $13,017 xxxxxxx $15,655 $13,975 xioooooc $14,500 TOTAL (30-60) i6ooo6:x $1,201,177 wxxxx $1 ,215,613 $1,229,184 lOOOOO(X $1,278,751 TOTAL (10-60) 385.6 $13,236,545 385.6 $13,510,362 $13,461 ,937 388.6 $13,909,119 TOTAL LINE ITEMS - (SECOND PAGE) i66ooo\u0026amp; $413,629 XlOOOOO( $796,728 $816,097 xxiixxlci $879,136 \n:::\\lGRANOJOTAt/t:i/f xxxxxx t/'$:13\n650\n17 4 rirox i\nji'.$14,307\n!90 :}J~4\n278\nD30  xxxxxx t 414,7B8,255 ) un.tterrtcosts:@ttititt 416\\etual/( )/Budget(}, \u0026gt;lAettiat%M= :,ttBildget.4? .. :a::: S:\n::'NMH 1993-94 1994-95 1994-95 1995-96 Stipends $16,269 $29,125 $18,594 $29,125 Other Objects Indirect Costs $348,726 $685,103 $735,687 $764,511 Vocational $17,222 $32,000 $15,065 $32,000 Athletics $28,627 $29,000 $25,586 $32,000 Gifted Programs $500 $498 $500 Plant Services $15,000 $17,460 $15,000 ReedinQ $500 $168 $500 Science English $1 ,500 $500 $1,500 Special Education $2,785 $4,000 $2,518 $4,000 lOOOOO( lOOOOO( lOOOOO( Total Line Items $413 ,629 $796,728 $816,097 $879,136 PeiP.upllCocttW@Mllfrfa KH199U4tt /i\\\n1994,:95\n:1. :\n\\,IJ99US.-/\\ M?t995-9o\\i'/ 3rd Qtr. ADM or Proj. 3570.5 3530.0 3522.8 3639.7 Total Costs $13,650,174 $14,307 ,090 $14,278,030 $14,788,255 P.'1i'PtfoifCostMJftii@M: tNFit=l3\n823 ?/')''{:$4\n-053' ':)tH:%'$4\n053': ::t:$4\n003:' --- 1995-96 BUDGET PROPOSAL(DRAFT 3} 93-94 93-94 94-95 , 94-95 94-95 95-96 1995-96 Booker Magnet School ,C. . F.T.E.  Actual F.T.E:, Budoet Actual F.T.E. Budget CERTIFIED 01 Principal 1.0 $54,600 1.0 $55.764 $56,095 1.0 S57,267 STAFF 02 Asst. Prin. 1.0 $52,028 1.0 $52,028 $52,333 1.0 $37,008 03 Specialists 7.0 $253,810 7.0 $247,392 $217,496 7.0 $252,138 04 Counselors 2.0 $79,221 2.0 $66,806 $67,432 2.0 $70,167 05 Media Spec. 1.0 $37 ,012 1.0 $37,836 $38.190 1.0 $39,021 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 30.2 $907 ,324 30.2 $937,495 $965,196 30.2 $992,776 10 Special Education 1.3 $51 ,124 1.3 $51 ,389 $51 ,870 1.3 S52.948 11 Gifted 1.0 $36,073 1.0 $36,876 $37,221 1.0 S38,031 12 Chapter 1 13 Substitutes $24,191 $20,000 $25,235 $20,000 14 Other-Kindergarten 4.0 $120,022 4.0 $125,362 $126,536 4.0 $127 ,935 TOTAL CERTIFIED SALARY 48.5 $1,615,405 48.5 $1 ,630,948 $1 ,637 ,605 48.5 $1 ,687,291 SUPPORT 15 Secretaries 2.0 $46,344 2.0 $31 ,932 $31,932 2.0 $32,424 STAFF 16 Nurses 1.0 $27 ,301 1.0 $28 .104 $28 ,104 1.0 $29,177 17 Custodians 4.0 $44,290 4.0 $51,384 $50,716 4.0 S52,596 18 Paraprofessionals-Chptr 1 19 Paraprofess:onals-Other 20 Other-Aides 7.0 $37,000 7.0 $63,323 $55 ,860 7.0 $64,050 21 Fringe Benefits(20) XXlOOOOC $198,345 IXloooixx $209,385 $199,799 lOOOOOCX $216,151 TOTAL SUPPORT SALARY 14.0 $353,280 14.0 $384 ,128 $366,411 14.0 $394,398 TOTAL (10-20) xxxxxxx $1,968,685 xxxxxxx $2,015,076 $2,004,016 xxxxxxx $2,081,688 PURCHASED 22 Utilities .lOOOOOO( $75,676 JOOCXXXl( $84,115 $66,393 :JOOOOOOi $85,250 SERVICES 23 Travel lOOOOOO( $4,939 [XXlOOOO( $5,000 $3,817 lOOOOOOI $5,000 (30) 24 Maintenance Agreements iooooOOc XlOOCi\u0026amp;x xxxiixxx 25 Other ioo6oc\u0026amp; $13,548 )000:)00( $9,500 $10,475 XlOO\u0026lt;XXX $9,500 TOTAL (30) 'XXXXlOO( $94,163 I )()00000( $98 615 $80,686 XlOO\u0026lt;XXX $99 ,750 MATERIALS, 26 Prindpal's Office riiiJ::ix ~ lOOOOOCX SUPPLIES 27 Regular Classroom ioooooo( $44,436 lOOOOO\u0026amp; $34,900 $48,677 )0()0000( $42,155 (40) 28 Media ~ $5,380 I~ $4,800 xxxxxxx $4,800 29 Other iooooixx $2,624 iJOOOi:iol:x $1 ,255 $3,218 :JOOOOOOi $1,000 TOTAL (40) XJOOOOO( $52,440 xxicioooc $40,955 $51,895 ~ $47,955 CAPITAL 30 Equipment ~ $12,832 xiiioooo\u0026lt; $6,000 $15 ,651 xxxxxxx $6,000 OUTLAY 31 Building Repair, etc. XXXlOOO( xxxx:i XlOOOO()( (50) 32 Other ixxxxio\nlxxio6ooc XlOO\u0026lt;XXX TOTAL (50) XXlOOOO( $12,832 Xl()()OO(X $6,000 $15 ,651 '1000000I $6,000 OTHER 33 Dues and Fees lOOOOOO( ioooooot xxxiooo: (60) 34 Other i5\u0026amp;xxioi lxioooooc XXlOOOOI TOTAL(60) ~ $0 b6iiiJciooc $0 $0 'XXXXioix $0 TOTAL (30-60) ,ooooiiix $159,435 xxiooooc $145,570 $148 ,232 lOO(XXXX $153,705 TOTAL (10-60) 62.5 $2,128,120 62.5 $2,160,646 $2,152,248 62.5 $2,235,393 TOTAL LINE ITEMS-(SECOND PAGE) xxxxxxx $59,394 boooooo\u0026lt; $113,512 $130,151 xxxxxxx $126,220 : ?'ltGRANDTOTALY J?= rixxxi )/$2\n1 B7\n5u:. xxxxxi \\LSU74J58' C\\ $2\n282\n399, u:ri:i:i.- \\ $2,361\n614 Lint lttmCosls'' .. ,,,,,,,.,r,. :,:\\}Actual :f\\ )t/Bildgat\\i/, '}Actual ?''\\  :?Budget'\u0026gt;\n,:Lt:::::x\nJ~\n:\n1::\n,t\n:j:::f't~ 1993.94 1994-95 1994-95 1995-96 Stipends $1,500 $2,550 Other Obiecis Indirect Costs $57,435 $109 ,849 $117,710 $122,557 Vocational $2,410 Athletics $4,094 Gifted Programs $155 $80 $155 Plant Services $2,505 $2,794 $2,505 Reading $84 $30 $84 Science English $251 $80 $251 Special Education $459 $668 $403 $668 xxxxxx xxxxxx xxxxxx Total line Items $59,394 $112 512 $130,151 $126,220 PerPupilCost'tl!A',+ (: .f/'199~94 % WPt994:-95'i:U :\"::1994-9.5\\k :): 1995..96 . 3rd Qtr. ADM or Proj. 588.0 566.0 559.6 582.2 Total Costs $2,187,514 $2,274,158 $2,282,399 $2,361 ,614 Per'Pup1(Ci:m%lAMMM :YWWt'$3mo. tt!:d:::$4Jtts ':':HitM$.4\nwg,: i:,:\n::s4,056 1995-96 BUDGET PROPOSAL{0RAFT.3)   CarverMaqnetSc:hool .:,c\n:\n:.:\n::, . -\u0026lt; ,,,)fa\u0026lt;\n/ }{ CERTIFIED 01 Principal STAFF 02 Asst. Prin. 03 Specialists 04 Counselors 05 Media Spec. 06 Art-Perf./Prod. 07 Music 08 Foreign Lanq. 09 Classroom 10 Soecial Education 11 Gifted 12 Chapter 1 13 Substitutes 14 Other-Kindergarten TOTAL CERTIFIED SALARY 15 Secretaries 16 Nurses 17 Custodians 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 93-94 F..T.E. 1.0 1.0 8.0 2.0 1.5 24.3 1.0 1.4 4.0 44.2 3.0 1.0 4.0 93-94 Actual\u0026gt; $67,263 $41,640 $245.103 $45.473 $47,207 94-95 F.T.E. 1.0 1.0 8.0 2.0 1.5 $581,394 24.3 $33,001 1.0 $47,830 1.4 $12,271 $117.112 4.0 $1 ,238,294 44.2 S60,742 3.0 S31 ,556 1.0 $43,531 4.0 Budget   $49,235 $39 .569 S259.133 S62.791 $48,443 $690,567 $26,869 $45,303 S17, 150 S12C:-i.44 S1,359.404 SS0,964 S32,359 $41,956 94-95 .Actual ''' $49,673 $39,816 $287,352 $63,337 $48,897 95-% F.T.E. 1.0 1.0 8.0 2.0 1.5 $630,244 24.3 $45,076 1.5 $52,136 1.4 $23,223 $88,097 4.0 S1,327,849 44.7 $47,887 3.0 $31 ,806 1.0 $41,564 4.0 95-% Budoet $53.423 $41,827 $258,643 S65,001 $50.145 $685,053 $46,512 $46,862 $17,150 S124.713 S1,389.329 $47,603 S33.472 S37,592 20 Other-Aides 11.0 $75,921 11.0 $78,184 S89,247 11.0 $91 ,224 21 Fringe Benefits(20) xxxxxxx $171,444 xxxxxxx $191,607 $177,960 xxxxxxx S197,214 TOT AL SUPPORT SALARY 19.0 S383, 194 19.0 $395,070 S388.465 19.0 S407, 105 TOTAL (10.20) xxxxxxx $1,621.488 xxxxxxx $1.754.474 $1.716,314 xxxxxxx $1,796.435 PURCHASED~2_2-Uti_.li_tie_s ______x xxxx__x_x __S6_ 6.\n...,9_73-+-nxxn:1._-.-+ __S_ 75_,9_6_5+-__S6 _7~,5_08-t-xxxx_x xx __S TT~.4_1_3 SERVICES f-2_3-+-Tr_av_e_l -------+-xxxxx-x.. .,.,_x+--__S _B.\n....4_64-+-IXXXXJOO__-+-__S9 .0_0_0+ --__S _7~,5_24-+-)00()(l(--Xx-+-__S9. ..\n.,0_0---i0 (30) 24 Maintenance Agreements xxnxxx ifrt:m. xxxxxxx 25 Other l\u0026amp;i\u0026amp;xxx S13,840 nJOOooC S10.700 S14,292 xxxxxxx TOTAL (30) xxxxxxx S89,277 xxxxxxx S95,665 $89,323 xxxxxxx MATERIALS, 26 Principal's Office xxxxxxx xxxxxxx xxxxxxx SUPPLIES 27 Regular Classroom xxxxxxx $54,466 xxxxxxx S63.330 S66,365 xxxxxxx (40) 28 Media riixfoc $5,356 J()(XlOOO( S11,500 $1,039 xxxx'xicx CAPITAL OUTLAY (50) OTHER (60) 29 Other ilifuic $3,498 rilOOOOI S3.500 $3,113 iirixicicx TOTAL (40) ~xx S53,320 xxxxm: S78.330 s10.s1a xxxxxxx 30 Equipment xilixxic $19,490 XXXXXXX $19,000 $14,917 )OO()(l(XX 31 Building Repair, etc. xxxxxxx X'J.'i:i:\na\nJ. xxxxxxx 32 Other xxxxxxx xxxxxxx xxxxxxx TOTAL(50) xxxxxxx $19.490 xxxxxxx $19.000 $14,917 xxxxxxx 33 Dues and Fees xxxxxxx ss.643 xxxmic S3.ooo ss.495 xxxxxxx 34 Other xrixrix \"JCxxxxn xxxxxxx TOTAL (60) xxxxxicx $5.643 xxxxrix $3,000 $6,495 xxxxxxx TOTAL (30-60) xicrixxx $177.730 \"JCXXXXXX S195,995 $181,252 xxxxxxx TOTAL (10-60) 63.2 S1.799,218 63.2 S1,950,469 S1,897,567 63.7 TOTAL LINE ITEMS- SECOND PAGE) XicXXXXX S64,923 xxxxro $129,543 $145,549 'iY:i:iii:J. S10.700 S97.113 $63,330 $11,500 $3,500 $78.330 $19,000 $19,000 S3,000 $3,000 $197,443 $1,993,878 $128,244 ~t:~!\n~\n~\n::l,~:\n!::::'.l:::!r: \\}i~~~=lt li~9:: +F~::5ni ~9~i:x Stipends $6,044 $13,100 $9,973 S13, 100 Other Objects Indirect Costs $58,412 $112,956 $125,067 $111 ,657 Vocational $2,561 Athletics $4,350 Gifted Proarams $145 $85 $145 Plant Services S2,385 $2,968 $2,385 Readino $82 $32 $82 Science Encilish $239 $85 $239 Soecial Education $467 $636 $428 $636 xxxxxx xxxxxx xxxxxx Total Line Items $64,923 S129,543 $145,549 $128,244 Per.PupltCosFMW\\f#W fW1.99J::94/f Xf1994,:.9SJ\\ Vfr199~9S\\/ :\\?1995'9\u0026amp; \\ 3rd Otr. ADM or Proi. 597.9 582.0 582.5 607.3 Total Costs $1 ,864,141 $2.080,012 $2,043,116 $2,122,122 PefP.UbiU:ostf#\n%''0,WW WM?$3~t18 mnms3\n574, nn+t$3\n507(\n:.)1s3\n494 19-9~~6.BUDGET PROPOSAL{DRAf.T 3} Gibbs'.'.Magnet School \u0026gt;(': \\ {': .. } 93-94 93-94 . 94-95 94-95 95-96 95-96 F.T.E.. ::.?,, Actual ./ F.T.E. \\. Budget Actual F.T.E. Budqel CERTIFIED 01 Principal 1.0 $59 ,233 1.0 $44,496 $43,068 $154,817 $40,467 $65 ,021 $164,180 1.0 1.0 5.8 $46,100 $42,313 $164 ,921 STAFF 02 Asst Prin. 03 Specialists 1.0 5.8 1.0 $127,098 5.8 04 Counselors 1.0 $40,670 1.0 $40,670 $41,051 1.0 $41 ,861 05 Media Spec. 1.0 $38,684 1.0 $39,257 $39,625 1.0 $40,457 06 Art-Perf./Prod. 07 Music 08 ForniQn LanQ. 09 Classroom 15.0 $462,587 15.0 $433,026 $423,335 15.0 $437.493 10 Special Education 1.5 $70,319 1.5 $52,851 $71 708 1.5 $54.480 11 Gifted 1.0 $33 ,443 1.0 $34 ,246 $34 ,557 1.0 $35,377 12 Chapter 1 13 Substitutes $11,733 $14,000 $14,238 $14 ,000 14 Other-Kindergarten 2.0 $57,912 2.0 $59,580 $60,096 2.0 $61,759 TOTAL CERTIFIED SALARY 29.3 $901 ,679 29.3 $916,011 $954 ,287 29.3 $938,761 I SUPPORT 15 Secretaries 1.4 $15 ,692 1.4 $18,779 $12,127 1.4 $18,906 STAFF t-1-6-+N-u-rs-es---------i--0.-8+---$-11-'-,8-5-6+--0.8- -+---$1-2,'4-4-6-+---S1-0'-.7-87-+--0.-8+---S-12-'-,9-6-.8 t---+-----------i--+---'--'--+---+---''---+---'---+---+--'-\"'---1 17 Custodians 3.0 $39,012 3.0 $39,803 $40,155 3.0 $41 ,024 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 5.6 $33 ,307 5.6 $32,907 $26,814 5.6 $35,152 21 Fringe Benefits(20) xxxxxxx $114,688 xxxxxxx $123,740 $11~ 191 IXlOOOOOI $127,199 TOTAL SUPPORT SALARY 10.8 $214,555 10.8 $227,675 $209 ,273 10.8 $235,248 TOTAL (10-20) lOOOOOO( $1 ,116,234 ~ $1 ,143,686 $1,163,560 iXXlOOOO: $1 ,174,009 PURCHASE ~2::.:2+\n-Ut...\n.iliti...\ne._.\n_s ____~ xioooocx=\n.\n.+--'$...\n.35.:.:,.5\n_8.\n.2+1xxxxxxx=\n.\n.\n.\ni-_..\n._$4-'1.,:.3\n..\n.\n85-+-_...\n..$3...\n.1.:.\n.,8...\n.90~XlOOOOOl.\n.\n.\n.\n.\n..+---$:...4\n:\n.:.2,2::.:6-\"-l3 SERVICES ~2::.:34 T..\n._ra::.:v..:\nel ____ __,i\n,\nl000000(.\n.\n.\n,\n.\n.. __ ---i\n.lxxxxxxx=\n.\n.\n.\ni--$::.:3.\n_.4\n_07-+-__ S\n_1.\n_.4.\n.\n79~xxxxxxx=\n.\n.\ni..---=-S.:.:.3,5::.:0-\"-l0 (30) 24 Maintenance Agreements llOOOOOO( IXlOOOOO( XXlOOOOi 25 Other IXlOOOO()( $6 ,591 lxioooocx $4,000 $7 ,117 ~ $4,000 TOTAL (30) IXlOOOO\u0026lt;X $42,173 IXlOOOOO( $48,792 $40,487 lOOCC(X)( $49,763 MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom booooooc IXlOOOOC( xxioo\u0026lt;xx 1)0()()000( $20,882 lx:ioooixx $25,068 $25,601 w:i\noo. $25,000 (40) 28 Media IXlOOOClOi $3,934 llOOOOOOi $6,600 $2,305 .xii,ooixx $8,000 CAPITAL OUTLAY (50) OTHER (60) 29 Other iXlOOOO()( $1 ,39 7 lxxioocxx $2,455 $1 , 542 lOOOOOO( TOTAL (40) IXlOOOOOI $26,213 IXJOOOOO\u0026lt; $34,123 $29, '. ~9 xxxxxxx $33,000 30 Equipment IXXlOOOOC $1,312 llOOOCXXX $2,646 $12,e42 lOOOOOOC $3 ,700 31 Building Repair, etc. lxxxxioo lxiooocxx xioooocx 32 Other il()()OO(X)( iXlOOOOOC iooo\u0026amp;xx TOTAL (50) !xx:\u0026lt;:()()()( $1 ,312 1Xlixxiixx $2,646 $12,842 )000()00( $3,700 33 Dues and Fees ilOOOOO()( $215 ilOOOOOCX $1 ,155 $1,321 ~ $1,000 34 Other IXXlOOOOC !XlOOOOOI iooixxxx TOTAL(60) lxxxxxicic $215 fu:cixi( $1,155 $1,321 lOOOOOO\u0026lt; $1,000 TOTAL (30-60) 1)()()0000( $69,913 )000000( $86,716 $84,098 ioocfux $87.463 TOTAL (10-60) 40.1 $1,186,147 40.1 $1,230,402 $1,247 ,658 40.1 $1,261,472 TOTAL LINE ITEMS-(SECOND PAGE) !XXXXXXX $29,105 lOOOOOOC $57,993 $55,825 lOOciiooi: $70,963 I ':\u0026lt;':GRANOJOTAt )} t xxxxxx :::tl1'\n215\n252' xxxxxx /\\$1,288\n395 .:? $1\n303,483: xrixxx '\"' $1.332\n.435 t\ni\nt\n:~~~!,\nJ\n~t\n!:::\n\nl' ,\n:n:~~~:~w\n\nn~ 9 ~~~til .\ne~::!~t n\u0026gt;~9 ~~~=f\nStipends $0 Other Objects Indirect Costs $28,874 $56,089 $51,498 $69,059 Vocational $1,055 Athletics $1 ,,91 Gifted Programs $80 $35 $80 Plant Services $1,305 $1,222 $1,305 Readino $42 $13 $42 Science English $129 $35 $129 Special Education $231 $348 $176 $348 xxxxxx xxxxxx xxxxxx Total Line Items $29,105 $57,993 $55,825 $70,963 P.Mlfupi( CosfMk@ff\nk / 'lM993\n,94${ @(199~% lh'19~95J) %J99S:.96K 3rd atr. ADM or Proi. 295.7 289.0 289.1 296.3 Total Costs $1,215,252 $1,288,395 $1,303,483 $1,332,435 P.ef Ptli\u0026gt;il CostW\u0026amp;!MhfH WH?$41t10 W\u0026lt;P$4\n45a-\nw:MS4\n509i :}F S(\n-497 1995--96 BUDGET PROPOSAL(ORAfl'.3) . Wllfl~nuiMa~nirt Sehoot ' .. ...  CERTIFIED 01 Principal STAFF 02 Asst. Prin. 03 Specialists 04 Counselors 05 Media Spec. 06 Art-Pert/Prod. 07 Music 08 Foreic:in Lanc:i. 09 Classroom 10 Special Education 11 Gifted 12 Chapter 1 13 Substitutes 93-94  93-94 S4-9li F.T.E. Actual F.T.E. 1.0 $65,081 1.0 1.0 $38,931 1.0 5.0 $173 ,230 5.0 1.4 $45,279 1.4 1.0 $25,446 1.0 20.0 $630,446 20.0 1.1 $25,764 1.1 2.0 $40,670 2.0 Budget $60,588 $40,047 $182,894 $41 ,011 $28,846 $660,714 $28,877 $72,728 S4-95 95-96 Actual F .T.E. $60,896 1.0 $40,205 1.0 $184,522 5.0 $41 ,395 1.4 $29,117 1.0 $666,653 20.0 $29 ,147 1.1 $73,389 2.0 Bud11et $62,128 $41 ,246 $188,658 $40 ,195 $30,706 $685,214 S29,957 $75,030 $17 ,314 $16 ,000 $11 ,467 $16,000 14 Other-Kindergarten 3.0 $112,836 3.0 $113,639 $114,639 3.0 $1 17,134 TOTAL CERTIFIED SALARY 35.5 $1 ,174,997 35.5 $1 ,245,344 $1 ,251 ,430 35.5 $1 ,286,269 SUPPORT t-1_5-1-S_ecr_et_ane__s _____2._ 6 _S _2_ 7_, 78_6-+-_2_.6-+-__S_ 41_ ,3 _77-+-__S_ 37,_9_66-+-_2._6_ __$4_ 0'\"'\",7_28-l STAFF 16 Nurses 1.0 $33 ,664 1.0 $35 ,551 $35 ,551 1.0 $36 ,694 17 Custodians 3.5 $44,866 3.5 $46 ,660 $46 ,384 4.0 $47 ,837 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 9.0 $37 ,175 9.0 $44,618 $38,036 9.0 $44,948 21 Fringe Benefits(20) ~ $147 ,956 ~ $166,961 . $156,998 xxxt::1Xt. $172,638 TOTAL SUPPORT SALARY 16.1 $291 ,447 16.1 $335,167 $314,935 16.6 $342,845 TOTAL (10-20) ~ $1 ,466,444 )0()()000( $1 ,580,511 $1 ,566,365 )0()()000( $1 ,629,113 PURCHASE 12-2= U~til=itie.s: ..,_-----~=+-l)(-)().(X:X.)Q.(.\n.\n~$4-4F,46=8 .\n~\n+-. .:.:.:$.5:7,.2=80. .:.+-$.3.9:,6.3:6. :l~xxx4t::=IXt.= ,---$=59-,3=53~ SERVICES 23 Travel XlOOOOO( $4,601 ~ $5 ,000 $558 ~ S5 ,000 t---+--------+---+-----------------1----t-------1 (30) 24 Maintenance Agreements rixxxri: ~ ~ 25 Other ~ $9,938 ,XXX)(XXX $8,000 $13,763 X'T:IXl:XX TOTAL{30) MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40) 28 Media 29 Other TOTAL (40) CAPITAL OUTLAY (50) 30 Equipment 31 Buildinc:i Repair, etc. 32 Other TOTAL(50) OTHER 33 Dues and Fees (60) 34 Other Ixxi\u0026amp;xxx $59,007 ~ $70,280 $53,957 x:txxm:. xxri:xxx xxxt::/Xt. xxxt::IXt. ~ $55,228 xxxxxxx $31,698 $54,558 xxxxxxx i\u0026amp;mxx $4,645 i~ $11,000 $4,034 lCOOOOO( ~ $2,095 xx:t::1XXX $2,200 $1,713 ~ ioo:ioooc $61,968 '1X1X1:XX. $44,898 $60,306 '1X1X1:XX. xxxxri:x $6,799 ~ $22,700 $15,921 ~ )()()0()00( lCXXXX:O( ~ x:,\ni:i\niix w:ixxY.. xx:m:xx. xxioooo: $6,799 ~ $22,700 $15,921 ~ ~ $720 ~ $2,000 $1,544 :x:co:xxx $8,000 $72,353 $39,700 $10,000 $2,300 $52,000 $15,598 $15,598 $2,000 TOTAL (60) lOOOOOO( $720 ~ $2,000 $1,544 ~ $2,000 TOTAL (30-60) XlOOOOO( $128,494 w:ixxY.. $139,878 $131,729 '1X1Xf:XX. $141 ,951 TOTAL (10-60) 51.6 $1,594,938 51 .6 $1,720,389 $1,698,093 52.1 $1,771,064 TOTAL LINE ITEMS-(SECOND PAGE) ~ $49,480 ~ $103,657 $106,906 ~ $110,833 : ::ttGRANDTOTAL? i xxxxxx \\/$1\\'644:418 xxxxxx : I S1\nB24\n046: /?$.t805.000 xxxxxx: ' $1J8t89T Urie ttem Co,t5.-\n\n.:, W_c:_._,_..:.:.'_:, . :(/Actual ft .:/ Budoet ,. \" ., Act ual)/i \\\\Budget \nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"loc_rosaparks_47451","title":"[Mamie Till-Mobley (left), Rosa Parks (center) and Rev. Willie Barrow at a church event] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, Michigan, Wayne County, Detroit, 42.33143, -83.04575"],"dcterms_creator":null,"dc_date":["1995"],"dcterms_description":["Photograph shows a group portrait of Till-Mobley, Parks and Barrow. 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