{"response":{"docs":[{"id":"bcas_bcmss0837_369","title":"Correspondence","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":["1992"],"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":["Correspondence"],"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/369"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["correspondence"],"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\n08/01/92 16:33 301 324 2032 L R School Dlst  0D5I 0003/008 Dotible Funding Page 2 C. Enrollment Data - It is imperative that one consistent date be used from year to year so that a valid comparison can be made. The reason that October 1 of the previous year has been chosen is that this is the actual date used by the State Department of Education for certifying enrollment of all Arkansas school districts for accreditation purposes. D. Base Year 1989-90 shall be the base year computation of cost per student in the area schools. for E. Consumer Price Index - measure of change in consumer price, determined by monthly survey of U. s. Bxireau of Labor Statistics, many pension and employment contracts are tied to changes in consumer prices. Application to doxible funding is to see that prior school year costs are increased in an amount equal to inflation. F. Spread Amount - the spread is a specific dollar amount that was established in 1989-90. This amount is the dollar figure that was required to achieve doubling of the amount per child in the area schools for that year. The amount will be a constant for al'l computation of double funding. The dollar amount is ?1,887.46. IT. Double Funding Process - 1990-91 School Year The criteria applied for determining that double funding is occurring i the incentive schools of the Little Rock School District shall be as follows: (1) The comparison will be made to the area schools, of Little Rock School District that were operating in the 1989-90 school year on a per student expenditure basis (instructional expenditure). (2) For the 1990-91 school year, the amount of expenditure per child that is to be doubled is computed by taking the October 1, 1989 (10,752) enrollment of each area school of LRSD. The next step is to compute the actual expenditure for the 1939-90 school year in each area school. After computation of expenses (instruc- tional related) for each area school, these schools will have expenditures totaled and divided by total enrollment. expenditure. The process will yield a per pupil06Z01Z 92 16:34 301 324 2032 L R School Dlst ODM @004'006 Double Funding Page 3 The next step is to compute the inflationary adjustment to the prior year instructional related costs per child in the area schools by application of the Consumer Price Index. After this computation, the inflationary adjustment (dollar amount) will be added to the prior year ..area selyol eycenditure. The total will then be added to the spread amount that was computed in the 1989-90 Base Year computation. The total will be the required expenditure per child that doubled. is to be The next step is to take this dollar amount and double it, then the doubled amount is multiplied by the October 1 child count of the preceding school year. (3) Example of process for 1990-91\nOctober 1, 1989 enrollment - area schools - 10,752 Total expenditure 1989-90 school year area schools $20,293,917.95. $20,293,917.95 10,752 = $1,887.46 $1,887.46 X 6% = $113.25 Inflationairy Adjustment Consumer Price Index - July 1, 1989 July 1, 1990 124.4 130.4 6% increase through this time period. $1,887,46 amoxint per child in area school - 1989-90 -rS113.25 Inflationary Adjustment $2,000.71 Total amount required to be doubled. $2,000.71 X 2 = $4,001.42 The $4001.42 amount is then multiplied by the October 1, 1989 child count in the incentive school. October 1, 1989 - 1,461 students06/01/92 16: 33 301 324 2032 L R School Dlst ODM 0003/006 Double Funding Page 4 $4,001.42 X 1,461 = $5,846,074.62 minimum amount that must be expended for double funding for 1990-91 school year. The actual expenditure in the incentive schools for the 1990-91 school year was $6,833,005.68 - please see attached packet for year ended June 30, 1991. 4. Example of process for 1991-92 October 1, 1990 enrollment - incentive schools 1,366 1939-90 Base Year Spread = $1,887.46 1990-91 expenditure per/punil in the area schools - $2,249.24 Consumer Price Index adjustment from July 1, 1990 to July 1, 1991 equal 5.8% July 1, 1990 = 130.4 July 1, 1991 = 136.2 5.8% increase The computation is as follows: $2,249.24 exp. per child 90-91 in the area schools $ x5.8% C.P.I. adjustment factor 130.46 inflationary adjustment dollar amount $2,249.24 4-S130.46 $2,379.70 Total $2,379.70 +1_,_887_.46 spread amount from 1989-90 Base Year $4,267.16 amount per pupil $4,267.16 xl,366 (Oct. 1, 1990 child count) $5,828,940.56 minimum amount that must ise expended for double funding. The actual budgeted expenditure in the incentive schools for the *$3,223,093.15. 1991-92 school year is * Note this amoun\" must be corrected to revision of budget or to actual year end expenditure 6-30-92 in the incentive schools.08/01/92 16:33 501 324 2032 L R School Dlst ODM @006-006 Double Funding Page 5 5. Example of process for 1992-93 October 1, 1991 enrollment - Incentive Schools 2,235 1989-90 Base Year spread = $1,887.46 1991-92 expenditure per pupil in the area schools = $2,449.08 Consmer Price Index adjustment from July 1, 1991 to July 1, 1992 equals 6% (this is estimate since July 1992 Consumer Price Index figures are not yet available). July 1, 1991 136.2 July 1, 1992 The computation is as follows\n$2,449.08 exp. per child 1991-92 in the area schools $ x6% CPI adjusted factor 146.84 inflationary adjusted dollar amount $2,449.08 4-146.94 $2,596.02 Total $2,596.02 $1.887.46 spread amount from 198990 base year $4,483.48 Amount per pupil $4,433.48 child 1, X 2,235 (Oct. 1991 child count) $10,020,577.80 minimum amount that must be expended for double funding08/01/92 16:32 301 324 2032 L R School Dlst 0D5I @001/006 LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501} 324- 2032' DA7c TO FROM L\u0026gt;u-. !/ . S SENDERS ONE # SUSJECT (uieJu^g Ij .Vuw, *a ro?. DATA PXOCSSSJ.KC CeTJCE VS O.\\LY TrizrzK-.^.Cii Sy Dz\nt : J ff OFMCE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 MEMORANDUM TO: Jim Ivey and Bobby AckEn FROM: SUBJECT: Connie Hickman, Margie Powell, and Horace Smith Summer school transportation DATE: June 11, 1992 Pursuant to our phone conversation of June 11,1992 we reviewed the settlement plans for information regarding summer school transportation. The Interdistrict Plan does make reference to transportation as follows: \"Students shall be provided transportation in order to attend their assigned schools (including its programs and activities).\" (Page 5) \"Cooperative planning for summer school with the Pulaski County school districts will be conducted each year. Students in the three districts will be better served if the districts coordinate the program....transportation.\" (Page 14) following aspects of the summer school \"All students will be accorded equal opportunity to participate in all academic and extra-curricular program[s] and services in the districts. All students.....will have equitable access to...programs, school, and district activities r (Page 23) Summer school is a critical component of the plans in that it is a means to improve academic performance and serves as an alternative to retention. Based on the language in the plan, it is our interpretation that the districts should provide transportation to summer school students, including M-to-M students.1 flue RECEIVE o2 Rf QO CENTRAL HIGH NEIGHBORHOOD ---------r INC.T-------------- JUN 1 5 (992 Office of Desegrecslion f,fon,'!oring 0 D ~We've Got Heritage? June 12, 1992 To: From: Little Rock Board of Directors Central High Neighborhood Association, Inc. Subject: Sale of the City Park at 9th and Pulaski Streets to the Little Rock School District for use as a site for the Martin Luther King Elementary School. We urge you to sell the park site at 9th and Pulaski Streets to the Little Rock School District for use as a site for the new Martin Luther King School which is mandated under the school desegragation plan. Both the preservation of the West Side Junior High School building and the development of a neighborhood elementary school are important to the stabilization of our neighborhood. If the LRSD acquires the block of land between Pulaski and MLK Blvd. and builds the school fronting on MLK Blvd, as they propose to do, it would be highly visible from 1-630 and in close proximity to Children's Hospital. This would facilitate attracting white students from suburban neighborhoods. Removal of structures in the block west of the park which at present create an eyesore would enhance the neighborhood aesthetically, increase property values and address the goal of the city to reduce crime by reducing blight. Children's Hospital has reaffirmed their desire to purchase the West Side Junior High School, As a corporate neighbor they have indicated a commitment to restoring the building and developing the property in a way that would enhance the neighborhood and increase prooerty values If the Little Rock School District can acquire the park site at 9th and Pulaski. Streets plus the block of property west of the park and build the new inter-district school there and if Children's Hospital can purchase and renovate the West Side Junior High School, we feel the needs of the city, the neighborhood, the school district and 0Little Rock Board of Directors, page 2 and Children's Hospital can be met. This could create a win-win compromise which would encourage families already living there to stay in the nieghborhood and would help to attract other stable families to move into the neighborhood. Again, we urge that the city sell the part site at 9th and Pulaski Streets to the Little Rock School District. cc: Dr. Mac Bernd Dr. Ruth Steele George Cannon Patricia Gee Willie D. Hamilton Dorsey Jackson 0. G. Jacovelli Katherine P. Mitchell John Moore Judge Wright Tom Dalton Dr. Randall O'Donnel Scott GordonTO: FROM: SUBJECT: The SLIP SHEET FOR REGULAR BOARD MEETING ON JUNE 25, 1992 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 15, 1992 Board of Directors 8 51 Oj'ics C! Ruth S. Steele, Superintendent of Schools 1592 RECOMMENDATIONS FROM NEW FUTURES FOR LITTLE ROCK YOUTH HEALTH PLANNING COMMITTEE purpose of this report is to transmit to you .the recommendations of the New Futures for Little Rock Youth Health 7 Planning Committee. II lit \u0026lt; 0 uJN 1 0 Ms. Nancy Kirsch, Chaiirman of the Committee, will be available at the Board meeting to answer any questions you may have.NEW FUTURES FOR LITTLE ROCK YOUTH ADOLESCENT HEALTH PLANNING COMMITTEE OBJECTIVES FOR IMPROVED SCHOOL HEALTH The Little Rock School District has over the past several years demonstrated its recognition of the importance of good health services for students through the placement of full time nurses at most incentive and magnet schools, and through its work with the Arkansas Department of Health in establishing two school based clinics. commended. The actions taken by the District are to be The Adolescent Health Planning Committee of New Futures for Little Rock Youth wishes to recommend the following objectives be pursued jointly by the committee and the LRSD as a way of further enhancing the health of all students: 1. Form Health Committees at each of the target junior high schools. The focus of the committees will be to emphasize \"Healthy Students Perform Better Academically, emphasized. tl All aspects of health will be This will be done through wellness assemblies, health fairs, health weeks, PTA presentations, and health career awareness days, school will be surveyed to determine the health Each concerns/problems of their students. This information will give the Health Committees a data base from which to operate and assist in determining their activities. The membership of the committees will consist of students, teachers, and parents and will be headed by the school nurse. 2. Have school nurses formally involved in the family life education components at the target junior high schools. Nurses have been prepared to be involved through classroom presentations and by working individually and in small groups with students. 3 . Prepare the nurses at the target junior high schools and adjacent elementary schools to do EPSDT screenings. Early Periodic Screening, Diagnosis, and Treatment (EPSDT) portion of the Medicaid program offers school nurses the opportunity to offer to students health The screenings to identify a wide range of health problems. Medicaid reimbursement can be received for screenings and follow-up treatment for eligible students. The Arkansas Department of Health provided training for the nurses. The cost of equipping the health rooms to do the screenings will be paid by New Futures, work is needed to: Additional5. b. c. Identify and train personnel to assist with the Medicaid billing procedures. Establish the necessary billing procedures with the state Medicaid office. Develop a system to determine the Medicaid eligibility of the LRSD students. Money collected from the screenings should be used to expand health services. NOTE: The Division of Exceptional Children is currently doing its own medicaid billing. Pupil services may also be able to do or assist with the billing for services provided by the nurses. Institute the Voluntary Physicians Program. Community physicians have indicated a willingness to provide free health care in school health rooms. This program would begin in those elementary schools which currently have no other special health initiatives. the principals of those schools have been informally surveyed and have indicated enthusiastic support for the additional health services. Expand the number of school-based health clinics in LRSD high schools and iunior high schools. Currently, Central High School is the only full service, school based clinic in the LRSD. Forest Heights Junior High has expanded health services with a full-time school nurse (LRSD, ADH), a part-time physician (ADH), a part- time social worker (ADH), and a nutritionist (ADH) available. McClellan High School has acquired a full- time school nurse (LRSD) and is working with the Community School Health Committee to open a full service clinic by Fall, 1992. 4. a. Clinic utilization over the past several years has uncovered serious physical and mental health problems which impeded students' academic performance. We believe that school-based clinics offer many students their only access to regular medical care and should be expanded through the joint efforts of both the public and private medical community and the LRSD. 6. Develop and adopt a Board policy which states the mission, philosophy, and goals for school health and which emphasizes the relationship between academic performance and good health. Currently, the health services staff have developed a mission statement, philosophy, and goals. These may be useful for the Board to review in developing a Board policy. A public policy statement by the Board will, in the opinion of the Committee, help generate additional health resources and volunteer support from the health community.TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 18, 1992 Board of Directors JUN 1 6 1992 Oitice o! Dosogrega-iX-n Ruth S. Steele, Superintendent of Schools APPOINTMENT OF EX OFFICIO FINANCIAL SECRETARY .lOnitCI ifiQ Because the current Ex Officio Financial Secretary will leave the District on June 30, 1992, appointed to begin seirving on July 1, 1992. it is necessary to have a successor Bernd concurs, I recommend, and Dr. that the Board approve the appointment of Mark Milhollen as the District's Interim Ex Officio Financial Secretary effective July 1, 1992. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET RECEIVED TO: FROM: THROUGH: SUBJECT: LITTLE ROCK, AR June 18, 1992 Board of Directors 72201 JUN I 9 1992 Office of Desegregation Monitoring Ivey, Manager of Support Services Tony Wood, Deputy Superintendent'. Ruth S. Steele, Superintendent (JIT/ Proposed Budget for Annual School Election Ark. Code Ann. 6-13-622 (1951) states \"The requirement of Arkansas Constitution, Amendment 40, for publication of the budget shall be discharged by the board of directors of each school district by publication of its budget one (1) time...not less than sixty (60) days before the annual school election.\" It is recommended that the Board of Directors approve the proposed budget of expenditures for 1993-94 as attached. c:\\memos\\elecbud.updPROPOSED BUDGET OF EXPENDITURES WITH TAX LEVY FOR FISCAL YEAR BEGINNING JULY 1, 1993, TO AND INCLUDING JUNE 30, 1994 The Board of Directors of the Little Rock School District No. 60-01 of Pulaski County, Arkansas in compliance with the requirements of Act 403 of 1951, as amended by Act 117 of 1979 and Amendment 40 to the Constitution of the State of Arkansas, has prepared, approved, and does hereby make public a proposed budget of expenditures for the District in 1993-94 together with a supporting tax rate as follows: Salaries \u0026amp; Fringe Benefits Purchased Services, Supplies, Capital Outlay Debt Service $ 82,967,545 25,252,071 9,090,123 To provide for the foregoing proposed budget of expenditures, the Board of Directors proposes a total tax levy of 43.9 mills. This total tax levy includes 34 mills for the maintenance and operation of schools and 9.9 mills for debt service previously voted as a continuing levy pledged for the retirement of existing bonded indebtedness. Surplus revenues produced each year by debt service millage may be used by the District for other purposes. Given this 18th day of June, 1992. Little Rock School District No. 60-01 of Pulaski County 0. G. Jacovelli, President Patricia Gee, SecretaryJ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVED JUN 1 9 1992 TO: June 18, 1992 Board of Directors Office of Desegregation Monitoring FROM: SUBJECT: Ruth S. Steele, Superintendent of Schools APPROVAL OF LAND SALE AT HENDERSON JUNIOR HIGH SCHOOL I am attaching a memorandum from Jim Ivey in which he recommends that approximately eight (8) acres of land at Henderson Junior High School be sold to the City of Little Rock for $45,000. I recommend that the Board approve the sale of approximately 8.05 acres at Henderson Junior High School for $45,000 and that the proceeds from the sale be invested in the land and grounds at Henderson Junior High School in cooperation with the City Parks and Recreation Department to improve the soccer fields, basketball court, and parking area of the school. \u0026gt; TO: THROUGH: FROM: SUB J: DATE: LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 Dr. Ruth Steele, Superintendent 72204 Jim Ivey, Manager, Support Services?^ Doug C. Eaton, Director, Plant Service'^^^C Land Sale - Henderson Junior High School June 16, 1992 The City of Little Rock, by letter dated 15 June, has offered the Little Rock School District $45,000 for approximately eight (8) acres of Henderson School property, which presently has been condemned for the widening of Fourche Creek. A purchase price of $74,000 readjusted to $28,000 was offered the Little Rock School District for this property last year. offer was made of $45,000, but never received Board approval. Instead, Mr. Tom Ferstl, acting on behalf of the Little Rock School District, and Mr. Tom Meeks, from Friday Law Firm, into litigation. made of $45,000, but Ferstl, on behalf of District, and Mr. Meeks, rejected the offer, thereby throwing the case whereby the City condemned the property for its project. A third Bunton, Director of the City I have been working with Mr. Bill Parks and Recreation Department, on a project to invest both City and School District money into the Henderson soccer and football fields. Bv Mr. Bunton's letter of May 7th, he indicates that By approximately $90,000 is available for investment into the Henderson soccer fields, and, he asks that we contribute to this project. I have contacted Mr. Tom Ferstl, and by his letter of 16 June have ascertained that the $45,000 offered for the property may not be the very best price we could receive, but it is well within the range of land values and can L_ reasonable. is I be considered As a result of these actions to date, I recommend that the Little Rock School District Board of Education accept the offer from the City of Little Rock of $45,000 for the 8.05 acres Henderson Junior High School. of property at I further recommend that $45,000 and re-invest it Plant Services be allowed to take that Junior High Department to parking area in cooperation improve the at the into the land and grounds at Henderson with the City Parks and soccer fields, basketball junior high chool. I feel that Recreation court, and this expenditure on the part of the and the City Parks Department time when we are making Little Rock School District _ --- gh a magnet school would go far in stronger youth program in that section Henderson Junior attracting students and a of the city. at a school It is requested that this Education at your earliest convenience. It is action be placed before the Board ofSLIP SHEET FOR REGULAR MEETING ON JUNE 25, 1992 LITTLE ROCK SCHOOL DISTRIC 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 25, 1992 3 C' Offics of Desegrsgstion Monitonng TO: Board of Directors FROM: THROUGH: SUBJECT: Estelle Matthis, Associate Superintendent for Educational Programs Ruth S. Steele, Superintendent of Schools Program Application, Chapter 1 of Public Law 100-297 The ESEA Chapter 1 Application is being prepared for submission to the Arkansas Department of Education by the June 30, 1992, due date. Please fine attached a copy of the Program Abstract. When completed, copies of the Application will be provided for your review. The 1992-93 allocation is $4,376,161, which is based on a total of 10,164 eligible students. This represents an increase in funding in the amount of $1,001,279. The additional funds will be used to provide added services to our secondary students. The largest portion of Chapter 1 money will be utilized for paying the salaries for reading and mathematics teachers. We are continuing to work toward the completion of the Chapter 1 Application. It is recommended that you authorize the administration to submit the 1992-93 Chapter 1 Application to the Arkansas Department of Education.CHAPTER 1 APPLICATION FOR 1992-93 SCHOOL YEAR PROGRAM ABSTRACT The purpose of assistance under the Chapter 1 Program is to improve the educational opportunities of educationally-deprived children by helping such children succeed in the regular program of the local educational agency, attain grade-level proficiency, and improve achievement in basic and more advanced skills. These purposes shall be accomplished through such means as supplemental education programs, schoolwide programs, extended day/week, and the increased involvement of parents in their childrens education. Based on the annual needs assessment, which included a program survey, it was determined that our program should be expanded to the secondary level and provide remedial services in the areas of reading and mathematics. To this end, the greater portion of the program budget will be earmarked for paying the salaries for reading and mathematics teachers. While the major part of the budget will cover these personnel, other authorized activities include the following:  Acquisition of equipment and instructional materials Employment of special instructional personnel, school counselors, and other pupil services personnel  Extended day/extended week tutorial services Parental involvement activities A major change in Chapter 1 regulations in recent years is the increased emphasis on allocation of resources and the selection of students for the program. Chapter 1 guidelines specify that districts must utilize uniform criteria for selecting and serving students of greatest need. Utilizing the normal curve equivalent scores (NCEs) for each student, we are able to identify appropriate students to be served in a manner that is comparable from school to school. The process used to identify students to be served for the 1992-93 school year will allow the Little Rock School District to be in compliance with Chapter 1 guidelines. This Program Abstract should provide you a summary of the 1992-93 Chapter 1 Application. The Application will be forwarded to you for your review in the very near future.SLIP SHEET TO REGULAR BOARD MEETING JUNE 25, 1992 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 9 5PWn 1 U JUNE 25, 1992 JUN 1 9 1992 To: Board of Directors Office of Desegregation Monitoring From: 'tony Wood, Deputy Superintendent Through: Ruth S. Steele, Superintendent Subject: Recommendations Concerning Classified Staff Reemployment for 1992-93 School Year I recommend the approval of the following non-renewals and terminations: NAME POSITION SCHOOL Aides Dealer, Henry Supervision Aide Washi ngton Geter, Romunda Instructional Aide Rockefeller Securi ty Fells, Jackie Security Officer Central Mai ntenance Craig, Freddie Pl umber Mai ntenance Bus Drivers Nelson, Daivona Bus Driver Transportation Tate, Sammie Bus Driver Transportation Wi11i ams, Mary Bus Driver Transportation All employees who have been recommended for termination and non-renewal may have additional grievance rights which have not been exhausted. Pending the outcome of the grievances the employees may be recommended for reelection or seek individual hearings before the Board to determine their employment status for the 1992-93 school year. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS July 1, 1992 TO: FROM: Boaj3^ of Directors C. mT'Bernd, Superintendent of Schools - !' r\n4 9 1992 OtiicQ 0$ DeseafSy^'*' Moniicring 2 M SUBJECT: EMPLOYMENT OF NEW ADMINISTRATORS I recommend that the Board approve the employment of the following individuals: Janet L. Bernard as Associate Superintendent of School Operations and Climate, effective August 1, 1992, $68,900 plus car allowance of $1200 per year\nat an annual salary of Marie Parker as Associate Superintendent for Organizational and Learning Equity, effective July 27, 1992, at an annual salary of $65,000 plus car allowance of $1200 per year. Estelle Matthis as Associate Superintendent for Educational Programs and Learning Improvement, at an annual salary of $65,000 plus car allowance of $1200 per year. I am attaching biographical information on Ms. Parker. Bernard and Ms. In addition. I am recommending that the Board appoint Earl M. (Chip) Jones as Interim Manager of Support Services at an annual salary equivalent to $60,000, prorated for the number of days he serves in this position. 1, 1992. Mr. Jones' appointment is effective JulyLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS July 1, 1992 BIOGRAPHICAL SKETCH OF JANET L. BERNARD Education San Diego State University Master of Arts, Multicultural Education, 1979 San Diego, CA Bachelor of Arts, and Music, 1975 Social Science, Experience 1988 Present School Principal San Marcos Unified School District 1985 1988 School Principal South Bay Union School District 1984 1985 Curriculum and Instructional Specialist Carlsbad Unified School District 1982 1984 Administrative Intern, Coordinator Carlsbad Unified School District Proj ects 1981 1981 Lead Teacher, Chapter 1 Reading Teacher Carlsbad Unified School District 1976 1979 Kindergarten/First/Second Grade Teacher Carlsbad Unified School DistrictLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS July 1, 1992 BIOGRAPHICAL SKETCH OF MARIE ANTOINETTE PARKER Education University of Central Arkansas Administration and Supervision Elementary Principal's Certification August, 1982 Conway, Arkansas Ouachita Baptist University Master of Science Reading Education August, 1977 Arkadelphia, Arkansas Sacramento City Unified School Dist. 63 Hours - Education Related Subjects 1970-74 Sacramento, CA A. M. \u0026amp; N College (Now UAPB) Bachelor of Science Elementary Education 1963 Pine Bluff, Arkansas Experience 1984 Present Ark. Department of Education Associate Director-Planning and Development Program Manager 1982 1984 Principal and Vice Principal Okmulgee School District Okmulgee, Oklahoma 1980 1982 Tutorial Supervisor, Reading Teacher, and PET Instructor/Observer Helena-West Helena School Helena, Arkansas 1978 1980 District Representative for METRA Educational Planning and Evaluation Services, Magnolia, Arkansas1975 1978 Assistance Director Arkansas Technical Assistance and Consultative Services (ATAC) 1974 1975 Reading Teacher Service Trainer and Special In- 1970 1974 1963 1970 Lakeside School District Lake Village, Arkansas Teacher and Special Services Sacramento City Unified School District Sacramento, California Classroom Teacher Lakeside School District Lake Village, ArkansasFOR SPECIAL MEETING FOLLOWING BOARD COMMITTEE MEETING hk: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 'K July 16, 1992 TO\nBoard of Directors 1792 JUl 1 FROM: SUBJECT: Mac Bernd, Superintendent of Schools ACQUISITION OF PROPERTY FOR NEW KING ELEMENTARY SCHOOL We are required by the desegregation plan to construct a new King School on the 1-630 corridor. The Federal District Court has approved the site at Ninth and Pulaski for the construction of the school. The District must acquire the property in the block bounded by Ninth Street, Martin Luther King Drive, Tenth Street, and the Ninth Street Park. We have obtained appraisals on the property that we need to acquire. I am recommending that the Board (1) act to declare the necessity to acquire the property within the boundary of Ninth Street, Martin Luther King Drive, Tenth Street and the Ninth Street Park\nand (2) to authorize and direct the administration to proceed to acquire the privately owned property within the said boundary by purchase or, if necessary, condemnation. It will also be necessary to enter into lease agreements with the City and the State for some property outside the above described boundary, but these leases will be submitted to you at a later date for your approval.jlS28/92 . 16:59 501 324 2032 L R School Dlst @002 Little Rock School District August 28, 1992 Mrs. Ann Brown, Monitor Office of Desegregation Monitoring 201 East Markham Street Suite 510 Little Rock, AR 72201 Dear Ann: Mrs. Kumpuris spoke with Mrs. Gulden this afternoon on my behalf concerning a situation and a proposed resolution. This letter is to ask your ratification of our solution. A white student by the name of Jasmine Elizabeth Cassel lives in the Little Rock School District at 3701 Boyd Street, which is in the Southwest Junior High School attendance zone. This address is a racially mixed neighborhood and the student lives on a street where a number of black students attend Fuller Jr. High in the Pulaski County Special School District on an M to M transfer. By mistake, Jasmine was enrolled in Fuller Jr. High and was accepted The residency error was discovered and the into the TAG program. parents were informed that the child, because she is white, could not be released from LRSD to a PCSSD school. student was extremely disappointed and upset, friend is black and attends Fuller Jr. High. Needless to say, the Jasmine's best Our office has conferred with Mr. Bobby Lester of the PCSSD, and we feel that we could resolve this matter on a win-win basis by assigning a willing Fuller Jr. High white student to the LRSD in exchange for Jasmine enrolling at Fuller, the racial balance of either district. This would not affect Mrs. Gulden and Ms. Powell conferred and gave our office verbal approval to assign Jasmine to Fuller. sensitivity to the plight of this young lady. I appreciate their Sincerely, Mac Bernd Superintendent of Schools cc: Mr. Bobby Lester Ms. Marie Parker Ms. Melissa Gulden APPROVED: Ann Brown, 16:59 Q501 324 2032 L R School Dlst @1002 Little Rock School District August 28, 1992 Mrs. Ann Brown, Monitor Office of Desegregation Monitoring 201 East Markham Street Suite 510 Little Rock, AR 72201 Dear Ann: Mrs. Kumpuris spoke with Mrs. Gulden this afternoon on my behalf concerning a situation and a proposed resolution. This letter is to ask your ratification of our solution. A white student by the name of Jasmine Elizabeth Cassel lives in Lttle Rock School District at 3701 Boyd Street, which is in the Southwest Junior High School attendance zone. This address is a racially mixed neighborhood and the student lives on a street where a number of black students attend Fuller Jr. High in the Pulaski County Special School District on an M to K transfer. By mistake, Jasmine was enrolled in Fuller Jr. High and was accepted into the TAG program. The residency error was discovered and the parents were informed that the child, because she is white, could not be released from LRSD to a PCSSD school. student was extremely disappointed and upset. Jriend is black and attends Fuller Jr. High. Needless to say, the Jasmine's best t. i 1C Our office has conferred with Mr. Bobby Lester of the PCSSD, and we feel that we could resolve this matter on a win-win basis by assigning a willing Fuller Jr. High white student to the LRSD in Gxchang for Jasmine enrolling at Fuller. This would not affect the racial balance of either district. Mrs. Gulden and Ms. Powell conferred and gave our office verbal approval to assign Jasmine to Fuller. sensitivity to the plight of this young lady. I appreciate their Mac Bernd Superintendent of Schools cc: Mr. Bobby Lester Ms. Marie Parker Ms. Melissa Gulden APPROVED\nAnn Brown 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 )(t )K :lt )K * )K * P.Ol TRANSACTION REPORT AUG-28-92 FRI 16:49 DATE START SENDER RX TINE PAGES TYPE NOTE AUG-28 16:47 501 324 2032 t 2' 06'' 2 RECEIVE OK X )(( )K  )K )t: * :K- '08-*^/92 16:58 '501 324 2032 I. R School Dlst  001 LITTLE ROCK SCHOOL DlSTRiC 1 810 V'/. MARKHAM Si REE! LITTLE ROCK. AR /2201 FAX (5Q1) 324 - 2032 I X TO 2^4 77\nER'S ? cr-qi ! 1 ^^^.VZsZi FRIDAY, ELDREDGE * CLARK HERSCHEL H. FRIDAY. P.A. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN, JR., P,. JOE 0. BELL. P.A. MICHAEL G. THOMPSON, P.J JOHN C. ECHOLS. P.A. JAMES A. BUTTRY, P.A. PREOERiCK S. URSERY. P.A. A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL H.T. LARZELERE. OSCAR E. 0AVI8. iR JAMES C. CLARK, JR., R.A. THOMAS P. LEGGETT. P.A. JOHM OEWEV WATSON, P.A. PAUL B. BENHAM UI. P.A. LARRY W. BURKS.P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EOWARO HARRIS, P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MCREOITH P. CATLETT. P.A, JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. UL3ON It, R.A. BARRY . COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH J. ROBBEN, P.A, CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAPER. P.A. WILLIAM M. GRIPPIN III. P.A. THOMAS N. ROSE. P.A. MICHAEL $. MOORE LITTLE ROCK. ARKANSAS 72201-3483 TELEPHONE S01*376-2011 FAX NO. 5O1-37S-2147 January 16, 1992 A W 1 SEP 1 5 1992 Ofiics cr Ds: rec n OIANC S. MACKEY. R A WALTER M. EBEL UI. R KEVIN A. WILLIAM CLYDE '1 .CRASS \u0026lt; A. WAOOELL. tab- TURNER R CALVIN J. HALL. P.A SCOTT J. LANCASTER JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A ROBERT B. BEACH. JR.. P a S. RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER. JR. H. CHARLES G8CHWEN0. JR HARRY A. LICHT SCOTT H. TUCKER JOHN CLAYTON RANDOLPH our ALTON WADE PRICE C. GARDNER THOMAS P. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEPPREY H..MOORE T. WESLEY HOLMES ANDREW T , TURNER SARAH J. HCPPLEY JOHN RAY WHITE eOUMBBl WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR . P A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P A viraa oircct no. 1501) 370-1506 Dr. Ruth Steele Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Re: Joshua Intervenors Monitoring of Desegregation Plan Implementation Dear Dr. Steele: I am writing in response to your request for an opinion concerning the nature and scope of any authority the Joshua Intervenors may have to place monitors in LRSD classrooms to monitor implementation by LRSD of its desegregation plan. Nothing or Interdistrict Desegregation Plans requires authorizes the Joshua Intervenors to monitor implementation of the plans. The Settlement Agreement requires the Arkansas Department of Education to monitor the implementation of compensatory education programs by the Districts, but does not require or in the LRSD or authorize the Joshua Intervenors to but does not require monitor the districts' implementation of their desegregation plans. The December 12, 1990 Decision of the Eighth Circuit Court of Appeals established Office of Desegregation Monitoring, but did not require authorize monitoring by the Joshua Intervenors. Finally, there does not appear to exist any inherent legal right of a party to monitor implementation of a consent decree, especially in a case where the court has established a monitoring system. an or This is not to say that the parties to the Settlement Agreement did not intend for the Joshua Intervenors to have a role in the implementation of the settlement plans. __ do not specifically authorize the establishment of Although the plans a Joshua monitoring team, LRSD told the Eighth Circuit Court of appeals in June, 1990 that the size of the Joshua fee award was partly June,attributable to the fact that Joshua would be required to continue to work on the implementation of the desegregation plans and would not seek additional fees for that work. The Joshua monitoring team was introduced to the Court of Appeals in September, 1991, and no party objected to Joshua monitoring at that time. The original \"Monitoring and Evaluation\" section of the LRSD plan required that the LRSD Evaluation and Testing Department share its monitoring reports with the Joshua Intervenors. The parties have proposed somewhat different language, however, in the May 1, 1991 revision of the plan. Similarly, although monitoring of Incentive Schools is required to be done by LRSD personnel and Biracial Committee members, any proposed change in the monitoring instrument must be submitted to the Joshua Intervenors. The LRSD plan also requires that a consultant monitor review the monitoring reports of the districts, visit LRSD schools at least quarterly, and report findings and conclusions concerning desegregation implementation to the court on a quarterly basis. This information would be available to the Joshua Intervenors as well as the other parties. As a practical matter, the job of consultant/monitor is now being done by the Office of Desegregation Monitoring. The Interdistrict Plan contains a section on monitoring which requires the districts \"to carry out their respective monitoring responsibilities as provided in their existing and proposed plans\" and to make quarterly reports to the Office of Desegregation Monitoring. The Interdistrict Plan also requires that \"the parties\", which would include Joshua, conduct an annual evaluation of the effectiveness of each district's implementation of the desegregation plans. In order to do this, the Interdistrict Plan says that \"the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive.\" In summary, the Joshua Intervenors are clearly entitled to receive the regular written monitoring reports of the Arkansas Department of Education as well as any monitoring reports produced by the three school districts or the Office of Desegregation Monitoring. The Joshua Intervenors are also entitled to appoint members to one of the entities involved in monitoring LRSD's implementation of its desegregation plan. Committee. the LRSD Biracial Finally, the Joshua Intervenors are authorized to participate in an annual determination of the effectiveness of each district's implementation of the desegregation plans. The settlement plans and the settlement agreement contain no requirement or authorization for the Joshua Intervenors to compose an independent monitoring team with unrestricted access to LRSD schools. Any request by the Joshua Intervenors for \"reasonable access\" to LRSD records and facilities should be granted only if it will not be \"disruptive, unreasonable or intrusive.\" Unless Joshua can demonstrate to the court that the monitoring required by the desegregation plans and by the Eighth Circuit Court of Appeals, which must be done by the districts themselves, the LRSD Biracialr Committee, the Arkansas Department of Education and the Office of Desegregation Monitoring is inadequate, I do not believe that the district court would require the districts to allow unrestricted independent monitoring Intervenors. on school premises by the Joshua Yout! t: y Christophev Heller CJH/kOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 To\nJames Jennings, Associate Superintendent for Desegregation Incentive School Principals From: ODM Monitors: Ann Brown, Melissa Guldin, Gonnie Hickman, Bob Morgan, Margie Powell, and Horace Smith Subject: Review of the Incentive School Monitoring Guides Date: May 29, 1992 I Attached you will find your advance copies of the Incentive School Monitoring Guides. These are being provided to allow you to review the information, alert our office if an error exists, and incorporate corrections. As you review the document, remember that the Guides reflect the situation that existed at each school at the time of our initial visit. Updates have been included at the end of each report. This updated information reflects our communications with you during the entire school year. Any corrections must be submitted in writing to our office no later than 5:00 p.m. Monday, June 1, 1992. If no corrections are needed, you may retain your copies of the documents. , Reports which have been changed will be reprinted and the corrected version furnished to you by Friday, June 5, 1992. We look forward to your reactions. Please remember that the deadline for changes is 5:00 p.m. Monday.OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To: From: Mark MiUiollen, Controller Little Rock School District i^^4oUy Ramer, Office Manager nn S. Brown, Federal Monitor Subject: Payroll Reimbursement Date: May 5, 1992 LRSD has paid $263, 513.03 from July 1, 1991 through March 31, 1992 for ODM payroll. As previously arranged, LRSDs share of the ODM budget (which is $169,728.15) would be deducted from ODMs payroll reimbursements. Using those calculations, as of March 31, 1992 ODM owes LRSD $93,784.88 for payroll reimbursement over and above the budget payment. A check for that amount is enclosed. Hereafter, LRSD will be reimbursed for ODM payroll on a monthly basis as the Financial Activity Reports are received. If you have any questions, please call. OrnCE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 MEMORANDUM TO: Jim Ivey and Bobby Acklin FROM: Connie Hickman, Margie Powell, and Horace Smith SUBJECT: Summer school transportation DATE: June 11, 1992 Pursuant to our phone conversation of June 11,1992 we reviewed the settlement plans for information regarding summer school transportation. The Interdistrict Plan does make reference to transportation as follows: \"Students shall be provided transportation in order to attend their assigned schools (including its programs and activities).\" (Page 5) \"Cooperative planning for summer school with the Pulaski County school districts will be conducted each year. Students in the three districts will be better served if the districts coordinate program....transportation.\" (Page 14) the following aspects of the summer school \"All students will be accorded equal opportunity to participate in all academic and extra-curricular program[s] and services in the districts. All students .will have equitable access to...programs, school, and district activities (Page 23) Summer school is a critical component of the plans in that it is a means to improve academic performance and serves as an alternative to retention. Based on the language in the plan, it is our interpretation that the districts should provide transportation to summer school students, including M-to-M students.OFFICE OF DESEGREGATION MONITORING 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 DATE: July 22, 1992 TO: FRO Mac Bernd, Chris HeUer, Alston Jennings, Steve Jones, Richard Roachell, and John Walker Brown SUBJECT: Corrections in the 1991-92 ODM Incentive Schools Monitoring Report Please note the following corrections in the June 5, 1992 ODM Incentive Schools Monitoring Report. The affected wording is underlined.  Ish Elementary Incentive School section, page 52, number 53: change the last word in the paragraph from \"Franklin\" to \"Ish\". Original: As of May 27, 1992, no incentive programs had been developed at Franklin. Correction: As of May 27,1992, no incentive programs had been developed at Ish.  Rightsell Elementary Incentive School section, page 44. Original: page omitted. Correction: page attached.  Stephens Elementary Incentive School section, page 37, number 67, second paragraph, second line: delete \"social worker\". Original: Stephens staffing data indicates that recommended full time positions presently unfilled are social worker, alternative classroom specialist, supervision aides, and assistant principal. Correction: Stephens staffing data indicates that recommended full time positions presently unfilled are alternative classroom specialist, supervision aides, and assistant principal. Corrections to 1991-92 Incentive Schools Monitoring Report Page 2  Summary section, page 10, sixth paragraph (first paragraph under Student Grouping): change the first word from \"four\" to \"five\". Original: Four of the seven incentive schools have enrollments that are over 90% black. Correction: F^of the seven incentive schools have enrollments that are over 90% black.  Summary section, page 31: change the wording of the third paragraph. Original: At the time this report was prepared, only the results of the first 1991-92 AMPT test cycle were available. (Students have three chances to pass the elementary level test that is given to third and sixth graders.) Because the 1990-91 AMPT data cited in this report is the final result of the three test-taking cycles, no accurate comparison presently can be made between 1990-91 and 1991-92 test data. However, the preliminary AMPT results are very discouraging: overall performance of incentive school students between last year and this year has dropped significantly. Correction: At the time this report was prepared, results of the 1991-92 AMPT had just been made available to the ODM, leaving monitors insufficient time to analyze the test data for inclusion in this report. However, a preliminary review of the AMPT results is very discouraging: overall performance of incentive school students between last year and this year has dropped significantly. Enclosure cc: Judge Susan Webber WrightMentoring program: According to LRSDs October 24, 1991 Desegregation Status Report, the district is implementing a mentoring program which will serve 10% of the student population at each incentive school. The districts tentative schedule provides that students will be identified, mentors recruited and matched with students, and that orientation for mentors will take place during November. According to the VIPS Incentive School Coordinator, 54 mentors have agreed to participate in the mentoring program and approximately 35 mentors have been trained. A video tape of the training will be available for mentors who could not attend the orientation. An orientation for students, parents, and teachers is scheduled and recognition programs are planned for the Spring of 1992. Mentors will receive training every nine weeks. In addition to the districts mentoring program. Rightsell received a grant from the Arkansas Community Foundation to implement a mentoring project entitled PALS (Partners Are Leading Students.) The project focuses on positive attendance, behavior, and achievement goals for students. According to the principal, 17 mentors have worked with Rightsell students in the PALS Project. Rightsell also has a Career Mentors Program which the school counselor operates. Records indicated that 19 guest career mentors have participated in the program so far this school year. 91. Parent contractual conunitments are signed prior to enrollment. (JDR 2317) STATUS: Review of SEP files indicated that aU teachers had parent contracts in their SEP files. A sample review of two class files with a total of 39 students revealed that 30 contracts were signed by a parent, two contracts were filled out but lacked a parent signature, and seven files contained no contracts. 92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) STATUS: Parenting education: LRSDs October 24,1991 Desegregation Status Report indicates that surveys were distributed to Rightsell parents on Parent Night, September 5, 1991 to determine what workshops the district should offer. Rightsell parents returned 30 surveys. Based on that feedback, workshops on using the computer and helping children with reading have been scheduled for Rightsell and Mitchell during November. Math and science classes: The principal stated that math and science classes and activities are scheduled in the Extended Day Program and the Saturday Programs. School as a community center: An objective of the PALS project is to \"assist students in realizing that the school was a vital neighborhood community center.\" However, there was no evidence of the school being utilized as a community center so far this school year. Page 44. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET TO: FROM: SUBJECT: LITTLE ROCK, ARKANSAS 72201 September 17, 1992 Associate Superintendents and Manager of Resources and School Support Mac Bernd, Superintendent of Schools ATTENDANCE AT PARENT FORUMS AND TEACHERS' MEETINGS As discussed in cabinet. parent, forums and teacher meetings with, me. schedule. it is important for . you to _ attend the I am listing below the DATES FOR PARENT FORUMS Wednesday, September 23 Monday, Thursday, September 28 October Wednesday, October Wednesday, October Tuesday, Thursday, October October 1 7 14 27 29 Mann Junior High Franklin Elementary Hall High McDermott Elementary Parkview Magnet Geyer Springs Elementary McClellan High All parent forums will begin at 7 p.m. DATES FOR TEACHER MEETINGS Tuesday, Tuesday, Tuesday, Tuesday, Tuesday, Tuesday, - Tuesday, Tuesday, Tuesday, October November December January February March April May June 6 3 1 5 2 2 13 4 1 Central High School Pulaski Hts. Junior High Jefferson Elementary Terry Elementary Southwest Jr. High Otter Creek Elementary Dunbar Jr. High Stephens Elementary Forest Heights Jr. High All teachers' meetings begin at 4 p.m. /bjf cc: Board of Directors FYI Board Members: For your information, I am also scheduling quarterly meetings with bus drivers at the bus terminal.LITTLE ROCK SCHOOL DISTRICT COMPLAINTS/ANONYMOUS COMMUNICATIONS Constructive criticism of the District is welcome when it is motivated by a sincere desire to improve the quality of the educational process and to assist the schools in performing their tasks more effectively. The Board of Directors encourages the resolution of all complaints at the earliest possible stage and in the most effective manner. Therefore, any person who has a complaint concerning any matter connected with the schools shall apply first to the teacher or principal, then to the appropriate central office administrator. and finally to the Superintendent. to adjust the matter satisfactorily, If the Superintendent is unable the person making the complaint is then invited to refer the matter to the Board. The procedure for referring a matter to the Board is to address a letter to the Board in care of the Superintendent. This letter must reach the Superintendent prior to the Board's agenda meeting if it is to be considered in the regular meeting. In order for all complaints to receive a fair hearing, important that the communication. complainant be available for it is further verifiable. If an anonymous complaint contains facts that are they will be investigated\ncommunications will not be considered. otherwise. anonymous It is the policy of the Board of Directors that Little Rock School District employees will treat patrons courteously at all times\nhowever, teachers or other school personnel will not endure insults or abusive treatment from any person pertaining to any complaint. Complaints will be investigated fully and fairly, and the employee's rights to due process will be protected at all times. Records should be kept indicating how complaints have been dealt with. .J SEP 2 9 1992 . Cf!ic3 of Doscgri ,cr MoiiiioriiigA F. Y. I. Date: Bob Connie Horace Ann Unda Margie Melissa Polly Please return to: Date returned: 1 I i \u0026lt; ( X c \"H\ni \u0026gt;1 Little Rock School District October 6, 1992 ADMINISTRATIVE DIRECTIVE - 92-llS To: All Administrators From: Mac Bernd, Superintendent Subject: News Media Interviews, Inquiries Please be reminded that District policy is that all press inquiries for information about District issues, programs and events will be referred to the District Communications Office. I will act as District spokesman. In my absence, Dianne G. W\u0026lt; director, is designated to be District lokesman. communications 'his procedure is necessary to ensure coordination, clarity~~anrf''cbnsistency in our messages to the public. When you receive any media inquiry, direct the news representative to the Communications Office. At the same time, telephone the Communications Office to alert it about the news media inquiry and the nature of the information being sought. This will allow the Communications Office to prepare for the forthcoming media call and either prepare an information response or begin to determine from whom the necessary information will be obtained. To generate news coverage about school-related events, such as special programs and photo opportunities, you should continue to channel your information to the Communications Office which will, in turn, forward your information to the appropriate news outlet. Attached is a form which you may duplicate. fill out as needed and send to the Communications Office. If you have questions, telephone the Communications Office at 324-2020. Attachment 810 West Markham street  Little. Rnr.k. 72201 W W w little rock school DISTRICT SCHOOL EVENT NOTIFICATION FORM School Date sent to Communic t ions Sc h 1 Contact Person Phone Date of the event Time of event (begins.'! (ends) Per son in charge of event (if other than school contact) Phone Who is doing the event'? What is the event'? Where will it be held'? Why are you doing this event? What issue are you addressing with this event'? Effective Schools Parent involvement Teacher/Student recognition Student achievement Other (specify.'! Cur r i c Li 1 urn Partners in Education Special programs involvement E.xplain why this event would be a good photo opportunity for the newspaper or television stations. What makes the event \"visual? For Communications Office use only\nSent to media Date sent Did not send Comments Used by media yes nou . LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET OCT 1 ? LITTLE ROCK, ARKANSAS 72201\n3 ci C\" e\ni October 15, 1992 TO: Board of Directors FROM: C. M. Bernd, Superintendent of SchoolsC- V-'\" SUBJECT: APPOINTMENT OF ACTING ASSISTANT SUPERINTENDENT FOR SECONDARY SCHOOLS I recommend that Sam Stueart be appointed as Acting Assistant Superintendent for Secondary Schools effective October 19, 1992, at a salary of $50,128 plus $1200 per year car allowance, attaching a copy of Mr. Stueart's resume. I am* Resume of Sam Stueart 1407 Pinewood Drive Benton. Arkansas 72015 (501) 776-1663 PHONAL: 45 Marital Status: Marrigfi^ _______________ Oae-ehiWf Stephanie, agell Healuft Excellent Heigh t/Wei^hn 58\"/169 lbs. EDUCATION: 1987: University of Arkansas at Fayetteville Fayetteville, AR Completion of Certification in School Administration 1975: University of Central Arkansas Conway, AR Completion of Certification in Counseling 1972: University of Central Arkansas Conway, AR Master of Science in Education Degree (Major in History) 1969: Hendrix College Conway, AR Bachelor of Arts Degree (Major in History, emphasis in American) 1965: Benton High School Benton, AR Honor GraduateOffice 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: October 15, 1992 To: Mac Bernd, Bobby Lester, James Smith From: an Brown Subject: ODM Monitoring Priorities for 1992-93 My staff and I have identified our monitoring priorities for the 1992-93 school year. These are the desegregation areas we will most closely examine, summarizing our findings to the court in a formal report. To determine where we would place our emphasis, we reviewed the desegregation plans and all court orders and directives that relate to ODMs responsibilities. We paid close attention to those plan areas the circuit court has termed \"crucial.\" We also noted district court orders, and directives issued during hearings, that require ODM to scrutinize particular aspects of the desegregation plans. Although subject to change, depending upon unforeseen events and new court orders, the areas listed below are ODMs monitoring priorities this year. We will not monitor all three districts in every one of these areas, but we will monitor all districts in most of the subjects. Well also visit many schools to assess their general compliance with the desegregation plans in addition to the emphasized areas.  School racial balance requirements and efforts to improve balance in out-of-compliance schools  Incentive schools and double funding  Parent and community involvement  Extracurricular activities: participation equity and secondary school selection processes  Special education and placement parity  Interdistrict schools\nemphasis on Crystal Hill, Baker, Romine, Henderson, McClellan, and progress on King, Stephens, and the 67/167 school Academic achievement and closing the achievement gap between the races  Early childhood education: developmentally appropriate curriculum and practices\neffectiveness as a desegregation tool  Finance: assuring that settlement money use is consistent with the desegregation plans and court orders\ndetermining that the districts exercise fiscal responsibility such that they can fulfill their plan obligations  Public relations: emphasis on the new PR section in the interdistrict plan, cooperative efforts between the district, relationship of PR to desegregation  Discipline: procedures and application parity( 1 Ann Date: F. Y. I. Bob Connie Horace I Unda Melissa Margie 1 Polly Please return to Date returned: I Qi^.' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 I October 15, 1992 TO: Board of Directors FROM: Gary E. Jones,/Manager of Resources and School Support THROUGH: C. M. Bernd, Superintendent of Schools SUBJECT: Proposed Refinancing of Bonds It appears that the District could realize an estimated savings of $323,632 by refinancing the May 15, 1988 bonds. The Department of Education requires that a refunding produce a $100,000 savings or a five percent reduction in debt service. whichever is less. criteria. This proposed issue meets both refunding In order to initiate this process, the Board will need to adopt an intent resolution. With the State Board of Education approval, the bond forms will be filed in February, 1993. Should interest rates increase between now and the time the bonds are scheduled to be refinanced, the District can cancel the refinancing proposal. In the event this refunding cannot be sold so as to produce sufficient savings, there will not be any charge for the services of Stephens, Inc. I recommend that the Board approve proceeding with the refinancing of this debt by adoption of the attached resolution.NOTICE OF INTENTION TO ISSUE REFUNDING BONDS TO WHOM IT MAY CONCERN: A meeting of the Board of Directors of Little Rock School District was held at the Administration Building in Pulaski County, Arkansas on the 15th day of October, 1992, at the hour of p.m. All members of the Board had due notice of the time and place of said meeting, and the purpose thereof, and a quorum consisting of the following members were present: After consideration, the Board adopted a resolution reading as follows: \"This School Board will authorize Stephens Inc. to file application with the State Board of Education to issue bonds in the estimated amount of $5,500,000 for the purpose of refunding the Districts bonds issue dated May 15, 1988. The sale of the proposed issue is subject to determination by the Board that the savings generated is adequate to justify the issuance of the refunding bonds. M BOARD OF DIRECTORS OF LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS By: , President By: , SecretaryRESOLUTION WHEREAS, the Board of Directors of the Little Rock School District continues to be alarmed at the violence and drug activity that threatens the safety and well-being of community and in our schools\nand our students in the WHEREAS, it is the belief of the Board of Directors that the presence of police officers in secondary school buildings would be of great value to the students\nand IT IS, THEREFORE, RESOLVED that the Board of Directors remains committed to the Police Resource Officer Program which was approved by the Board on December 19, 1991, as follows: \"...that the Police Resource Officer Program be piloted at one senior high school (J.A, Fair) and at one or more junior high schools (Henderson, Cloverdale, Pulaski Heights, and Mann) during the 1992-93 school year, ....and that the program be evaluated very carefully and see if it has a positive impact on our students... and assuming that half the costs can be paid by the City of Little Rock.\" ADOPTED this day of October, 1992. BOARD OF DIRECTORS LITTLE ROCK SCHOOL DISTRICT 0. G. Jacovelli, President Pat Gee, SecretaryOffice 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 September 17, 1992 Mac Bernd, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Mac: Now that the school year is underway, ODM is preparing to visit schools in the three districts. Our monitoring procedures will vary slightly from those of last year. While well continue to conduct some announced monitoring visits, we will also institute a less formal site review procedure at many schools. These unannounced visits will be short (lasting less than two hours) and as low key and unobtrusive as possible. Well begin this type of monitoring next month and continue periodically throughout the year. Since we will not notify schools before we make an abbreviated visit, we wont expect principals to interrupt their day for a lengthy interview with us. Of course, the monitoring team will check in at each school office and will be happy to meet with the principal if his or her schedule permits. The principal may also decide whether s/he would like an exit conference with us. Our observations will be guided by an instrument we call our monitoring guide (copy enclosed), a shorter version of last years ODM guide. It includes charts we use to reflect various information, such as enrollment and staffing. ODM monitors will gather this data from the annual school profile\nwe wont ask school staff to fill out forms or charts. Because we depend on the profiles for information, please send them to our office by October 19, 1992. During the year, ODM will also make lengthier, more comprehensive monitoring visits to certain schools. For example, because the court has emphasized the importance of interdistrict schools, some of them will likely be the subject of thorough monitoring. Anytime we plan an extensive visit, well notify you and the school beforehand of our schedule and expectations.Mac Bernd Page 2 September 17, 1992 In all instances, well endeavor to coordinate our visits with the monitoring schedules of Joshua and the biracial committees so no school will be unduly inundated with monitors. If you have any questions or comments, please call me. Were looking forward to being in your schools during the year ahead. Very truly yours, Ann S. Brown cc: Marie Parker enclosure \u0026lt;7 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS October 21, 1992 :s .i  ^*7 MEMORANDUM CCl' 2 5 i592 TO: Mac Bernd, Superintendent of Schools FROM: Estelle Matth^s^^^k.si Oll'jCQ of T ) iJonitoring isociate Superintendent for Curriculum and Learning Improvement SUBJECT: Academic Support Program Proposal Provided per your request is a copy of our Academic Support Program proposal for Ann Brown, Office of Desegregation Monitoring, to review prior to our submission to the Court. A copy has been forwarded to our attorney, Chris Heller, for his review. Please advise if additional concerns and/or issues are raised regarding this document or the program.Little Rock School District November 20, 1992 RECEiVD Mrs. Ann Brown, Federal Monitor Office of Desegregation and Monitoring Heritage West Building NOV 2 5 1952 Little Rock, AR 72201 Cffice of Desagregaiion Monitoring Dear Ann: Thank you for inviting me to the meeting in your office to discuss matters related to the desegregation plan. Per our discussion, this letter is submitted to provide an update on the Staffing Committee for Incentive Schools that is required in the desegregation plan. At the inception of the Incentive Schools, the purpose of the staffing committee was to determine the staffing needs at each school and then develop criteria for principal and staff selection based on a needs assessment. An interview team was to have been selected from members of the staffing committee to interview and make recommendations to the principals. It is my understanding that although an interview team was established and recommendations were made by this committee, the contracted agreement actually dictated which teachers were placed in the schools. Therefore, at this time, Ms. Arma Hart will assist me in instituting a new staffing committee that will determine the present staffing needs at each of the schools and develop criteria for principal and staff selection needed in the future. Each principal has submitted names of patrons and staff personnel to serve on this committee. In the future, when positions become vacant, the interview team will be involved in the hiring process and will make recommendations to the principals, goal of this administration to have quality staff in the It is a Incentive Schools who are committed to the goals of the program. A District-wide Staffing Committee for Incentive Schools meeting will be held on Wednesday, December 9, 1992, from 5:30 to 7:00 p.m. , in the Board Room of the Administration Building. If you need additional information, please let me know. Sincerely, 1, Janet Bernard Associate Superintendent cc: Marie Parker 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000 Little Rock School District January 7, 1992 RECESVED Mrs. Ann Brown, Desegregation Monitor 201 East Markham, Suite 510 Little Rock, AR 72201 JAN 1 5 Office of Desegregation Monitoring Dear Mrs. Brown: The Board of Directors will soon Superintendent of Schools to succeed Dr. begin searching for Ruth Steele,  a who new has announced her plans to retire at the end of this school year. The nationwide search will be conducted by co-consultants. Jan Cummings, president of C-Net\nand Susan Jernigan of Sockwell \u0026amp; Anderson. Ms. Cummings and Ms. Sockwell will be in Little Rock on January 17 and 18 to gather information about the school district and the type of individual the community wants the Board to employ. To that end, the co-consultants and Board members have scheduled private meetings with groups closely associated with the school district to receive information concerning the qualifications, both personal and professional, superintendent of schools. that the community desires in You and your staff are cordially invited to attend a meeting with the co-consultants and Board members on Saturday, January 18 at 1 p.m. to share your thoughts. This meeting will be conducted in the Board Room of the Administration Building at 810 West Markham Street. This will be an informal, roundtable discussion, so please feel free to dress casually. Sincerely, 0. G. Jacovelli, President Board of Directors a 810 West Narkham Street  Little Rock, Arkansas 72201  (501)324-2000 Little Rock School District January 10, 1992 RECBIVEO JAN Office of Desegregation Monitoring TO: Ann Brown, Office of Desegregation Monitoring FROM: James Jennings, Associate Superintendent for Desegregation\"3*7^ Monitoring and Community Services SUBJECT: Information Request Please find enclosed the school profiles for all elementary schools. Also, information is included on the racial breakdown of the elementary PTA organizations. 810 West Narkham Street Little RocR, Arkansas 72201  (501)374-3361i i FRIDAY, ELDREDGE \u0026amp; CLARK I 1 i I HERSCHEL H. P ROBERT V. L1G A partnership of INOtVIOUALS ANO PROFESSIONAL ASSOCIATIONS WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN, JR.. P.\u0026gt; JOE 0. BELL. P.A. MICHAEL a. THOMPSON. P.A JOHN C. ECHOLS, P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR E. OAVIS. JR. ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 JAMES C. CLARK. IR TELEPHONE 501-376-201 1 THOMAS P. LEGGETT, P.A. JOHN OEWSY WATSON. P.A. PAUL B. BENHAM III. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR., P.j JAMES EOWARO HARRIS, P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P WALTER A. PAULSON 11. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. FAX NO. 501-37-2147 January 15, 1992 ED DIANE S. MACKEY, P.A. WALTER M. EBEL IK. P.A. KEVIN A. CRASS WILLIAM A. WAOOELL. JR . P A CLYDE TAB*TURNER CALVIN J. HALL. P.A. SCOTT J. LANCASTER JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A S. RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER. JR . H. CHARLES CSCHWENO. JR. HARRY A. LIGHT SCOTT H. TUCKER JOHN CLAYTON RANDOLPH GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEY JOHN RAY WHITE JOSEPH B. HURST. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN 111. P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE JAN 1 5 1992 Office of Desegregation Monitoring COUk WILLIAM J. SMITH WILLIAM A. ELOREOG E. JR . P A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A OIMCer MO. (501) 370-1505 R M. Samuel Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2000 Worthen Bank Bldg. Little Rock, AR 72201 Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Bldg. Little Rock, AR 72201 1 i John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Richard Roachell MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Dear Counsel: Please find enclosed a Little Rock School District proposal for the establishment of magnet programs at Henderson Junior High School and McClellan Community High School. The proposal explains the need to establish magnet programs at the two schools and outlines programs which LRSD believes will be effective in reversing trends which threaten to resegregate those schools. LRSD desires to establish these programs for the 1992-93 school year and are to begin reciruitment for the programs as soon as the programs approved. Please let me know as soon as possible if you have any concerns or objections with regard to this proposal. Yours very t: CJH/k Enc cc: Ann Brown Christopner ieller3 FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY. P.A. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN. JR.. P.A. JOE O. BELL. P.A. MICHAEL G. THOMPSON. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL 8. BENHAM III. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III DONALD H. BACON, P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST. JR., P.A. ELIZABETH J. ROBBEN, P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN III, P.A. THOMAS N- ROSE, P.A. MICHAEL S. MOORE A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201*3493 DIANE S. MACKEY. P.A WALTER M. EBEL III. P.A KEVIN A. CRASS WILLIAM A. WADDELL. JR . P A CLYDE *TAB' TURNER CALVIN J. HALL, P.A. SCOTT J. LANCASTER JERRY L. MALONE. P.A. M. GAVLE CORLEY. P.A ROBERT B. BEACH. TELEPHONE 601*376*2011 FAX NO. 601*376*2147 January 16, 1992 RECEIVED S. RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER. JR. H. CHARLES G8CHWEN0. JR HARRY A. LICHT SCOTT H. TUCKER JOHN CLAYTON RANDOLPH OUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEV JOHN RAY WHITE SEP t 5 1992 COUNCCl WILLIAM J. SMITH WILLIAM A. ELDREDGE,JR..P.A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. Office of Desegregation Monitoring iCT NO. (soil 37O-1SO6 Dr. Ruth Steele Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Re: Joshua Intervenors Monitoring of Desegregation Plan Implementation Dear Dr. Steele: I am writing in response to your request for concerning the nature and scope of any authority an opinion the J oshua Intervenors may have to place monitors in LRSD classrooms to monitor implementation by LRSD of its desegregation plan. Nothing in the LRSD Interdistrict Desegregation Plans requires authorizes the Joshua Intervenors to monitor implementation of the or or plans. The Settlement Agreement requires the Arkansas Department of Education to monitor the implementation of compensatory education programs by the Districts, authorize the Joshua Intervenors to but does not require or monitor the districts' implementation of their desegregation plans. The December 12, 1990 Decision of the Eighth Circuit Court of Appeals established Office of Desegregation Monitoring, but did not require authorize monitoring by the Joshua Intervenors. Finally, there does not appear to exist any inherent legal right of a party to monitor implementation of a consent decree, especially in a case where the court has established a monitoring system. not an or This is not to say that the parties to the Settlement Agreement did not intend for the Joshua Intervenors to have a role in the implementation of the settlement plans. Although the plans do not specifically authorize the establishment of a Joshua monitoring team, LRSD told the Eighth Circuit Court of appeals in June, 1990 that the size of the Joshua fee award was partlyattributable to the fact that Joshua would be required to continue to work on the implementation of the desegregation plans and would not seek additional fees for that work. The Joshua monitoring team was introduced to the Court of Appeals in September, 1991, and no party objected to Joshua monitoring at that time. The original \"Monitoring and Evaluation\" section of the LRSD plan required that the LRSD Evaluation and Testing Department share its monitoring reports with the Joshua Intervenors. The parties have proposed somewhat different language, however, in the May 1, Similarly, although monitoring of 1991 revision of the plan. Incentive Schools is required to be done by LRSD personnel and Biracial Committee members, any proposed change in the monitoring instrument must be submitted to the Joshua Intervenors. The LRSD plan also requires that a consultant monitor review the monitoring reports of the districts, visit LRSD schools at least quarterly, and report findings and conclusions concerning desegregation implementation to the court on a quarterly basis. This information would be available to the Joshua Inteirvenors as well as the other parties. As a practical matter, the job of consultant/monitor is now being done by the Office of Desegregation Monitoring. The Interdistrict Plan contains a section on monitoring which requires the districts \"to carry out their respective monitoring responsibilities as provided in their existing and proposed plans\" and to make quarterly reports to the Office of Desegregation Monitoring. The Interdistrict Plan also requires that \"the parties\", which would include Joshua, conduct an annual evaluation of the effectiveness of each district's implementation of the desegregation plans. In order to do this, the Interdistrict Plan says that \"the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive.\" In summary, the Joshua Intervenors are clearly entitled to receive the regular written monitoring reports of the Arkansas Department of Education as well as any monitoring reports produced by the three school districts or the Office of Desegregation Monitoring. The Joshua Intervenors are also entitled to appoint members to one of the entities involved in monitoring LRSD's implementation of its desegregation plan. the LRSD Biracial Committee. Finally, the Joshua Intervenors are authorized to participate in an annual determination of the effectiveness of each district's implementation of the desegregation plans. The settlement plans and the settlement agreement contain no requirement or authorization for the Joshua Intervenors to compose an independent monitoring team with unrestricted access to LRSD schools. Any request by the Joshua Intervenors for \"reasonable access\" to LRSD records and facilities should be granted only if it will not be \"disruptive, unreasonable or intrusive.\" Unless Joshua can demonstrate to the court that the monitoring required by the desegregation plans and by the Eighth Circuit Court of Appeals, which must be done by the districts themselves, the LRSD BiracialCommittee, the Arkansas Department of Education and the Office of Desegregation Monitoring is inadequate, I do not believe that the district court would require the districts to allow unrestricted independent monitoring Intervenors. on school premises by the Joshua Youri t: y Christophev Heller CJH/k (i I CENTRAL HIGH NEIGHBORHOOD --------------r INC.T-------------- January 17, 1992 \"We ve Got Heritage.' c \\1 Ms. 0. G. Jacovelli President Little Rock School Board 6622 Gold Court Little Rock, Arkansas 72209 Oftcs 0^ 0e25' Dear Ms. Jacovelli: The undersigned residents of the Central High neighborhood and patrons of the Little Rock School District hereby submit for consideration by the Little Rock School Board an alternative proposal for the development of an interdistrict school in the Central High neighorhood. We propose creation of a two-campus educational facilitythe Dr.  Martin Luther King, Jr. Educational Park--as the centerpiece of a neighborhood redevelopment initiative. Our proposal also would enable Ish Elementary School to remain in operation as an incentive school, an approach supported by patrons of' Ish. The School Board's response to this proposal should be directed to Ethel Ambrose, president of the Central High Neighborhood Association, who can be reached during the day at 370-5950. HER fZ^SHT TO: FROM: SUBJECT: Little Rock School District January 27, 1992 wso Offica JUN Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Rockefeller Early Childhood Enrollment 1989/90 and 1990/91 In response to your request, please find listed below the enroll ment figures for the Early Childhood Education Program at Rockefeller School (Infant through Three Year Old) for 1989/90 and 1990/91: 1989/90: White Black Other Total %Black Infant/Toddler 2 Year Old 3 Year Old 6 10 12 7 13 14 8 6% 7 7% 8 6% Total 28 34 82% w 3 1 1 3 2 6 0 0 0 0 1990/91: Infant/Toddler 2 Year Old 3 Year Old 4 6 6 4 10 8 0 0 0 8 16 14 50% 63% 57% Total 16 22 0 38 58% 810 West Markham Street Little Rock, Arkansas 72201  (501)374-33611 1 TO: FROM: THROUGH: SUBJECT: SECEna Little Rock School District January 29, 1992 Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for Z J\" Desegregation Monitoring and Community Services Dr. Ruth Steele, Superintendent of Schools Educational Equity Monitoring Schedule Please find attached the Educational Equity Monitoring Schedule for the third nine weeks. 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 To: From: Subject: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS March 19, 1992 Principals Ruth S. Steele, Superintendent of Schools .(i O' Requests for Reports from Monitoring Teams It has come to my attention that you have been asked to supply detailed information and compile reports on various topics for members of the Joshua Intevenors Monitoring Teams when they visit your buildings. Please understand that the Teams received courteously in our schools and are to be given II ..(5. access\" to information to assist them in their work. reasonable are to be 'reasonable However, access compiling reports and surveys. does not include asking you to spend time I am certain the Joshua Teams would not expect you to do so were they aware that this information they need can be obtained elsewhere. Much of the information requested is already available in the Central Office, and if the monitors wish to do so, they may come here to gain access to it. As administrators in our schools, you should be spending most of your time working with teachers, students, and parents. not compiling reports - especially if the information already exists. I appreciate your attention to this very important matter. cc: John Walker Chris Heller Assistant Superintendents James Jennings Tony Wood Estelle Matthis To: From: Subject: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS March 19, 1992 eV' Principals Ruth S. Steele, Superintendent of Schools 6'' 0- Requests for Reports from Monitoring Teams It has come to my attention that you have been asked to supply detailed information and compile reports on various topics for members of the Joshua Intevenors Monitoring Teams when they visit your buildings. Please understand that the Teams are to be received courteously in our schools and are to be given \"reasonable access\" to information to assist them in their work. However, reasonable access does not include asking you to spend time compiling reports and surveys. I am certain the Joshua Teams would not expect you to do so were they aware that this information they need can be obtained elsewhere. Much of the information requested is already available in the Central Office, and if the monitors wish to do so, they may come here to gain access to it. As administrators in our schools, you should be spending most of your time working with teachers. students. and parents. not compiling reports - especially if the information already exists. I appreciate your attention to this very important matter. cc: John Walker Chris Heller Assistant Superintendents James Jennings Tony Wood Estelle Matthis (2^\n/Cje^r) Little Rock School District April 1, 1992 RECEIVED APR 7 '1992 Ofiics of DeoSgrecaticn Woriiforing TO\nAnn Brown, Office of Desegregation Monitoring FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH\nDr. Ruth Steele, Superintendent of Schools 0^ SUBJECT: Educational Equity Monitoring Schedule - Fourth Visit Please find enclosed the District's schedule for the fourth monitoring visits to all schools. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361LRSD PRE DEPT. EDUCATIONAL EQUITY MONITORING FOURTH VISIT SCHEDULE 1991-92 PAGE 2 SCHEDULED DATE Mon., 05-04-92 ft fl Tue., 05-05-92 II II II II Wed., 05-06-92 II II If II Thu., 05-07-92 If II It 11 Fri., 05-08-92 Mon., 05-11-92 II II Tue., 05-12-92 II 11 It II Wed., 05-13-92 11 II 11 II Thu., 05-14-92 II II II II SCHOOL Bale Elem. Fulbriqht Elem. Baseline Elem. Gever Sorinqs Elem. Metropolitan Vo-Tech. Bradv Elem. Cloverdale Jr. Hiqh Williams Maqnet Cloverdale Elem. Mabelvale Elem. Pulaski Heiqhts Jr. Hiqh Mann Maqnet Dodd Elem. Woodruff Elem. Fair Park Elem. Gibbs Maqnet Southwest Jr. Hiqh Chicot Elem. Forest Park Elem. Henderson Jr. Hiqh Forest Heiqhts Jr. Hiqh McDermott Elem. otter Creek SPECIALISTS Davis, Brooks Dunbar, Tadlock Davis, Brooks Tadlock, Dunbar Smith, Hobbv Davis, Brooks Hobbv, Smith Dunbar, Tadlock Davis, Brooks Tadlock, Dunbar Hobbv, Smith Smith, Hobbv Davis, Brooks Dunbar, Tadlock Davis, Brooks Tadlock, Dunbar Smith, Hobbv Dunbar, Tadlock Davis, Brooks Hobbv, Smith Smith, Hobbv Tadlock, Dunbar Brooks, DavisSCHEDULED DATE Mon., 04-06-92 Tue., 04-07-92 tl 11 II II Wed., 04-08-92 It II II It Thu., 04-09-92 II II If It Tue., 04-28-92 II It Wed., 04-29-92 II II II II Thu., 04-30-92 tl II II tl Fri., 05-01-92 tl ft 11 II LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EDUCATIONAL EQUITY MONITORING FOURTH VISIT SCHEDULE 1991-92 SCHOOL Franklin Elem. Carver Maonet Fair Hiah Garland Elem. Central Hioh Ish Elem. Western Hills Elem. Jefferson Elem. Mabelvale Jr, Hiah Mitchell Elem. Hall Hiah Riahtsell Elem. Parkview Maanet Rockefeller Elem. Washinaton Maanet Booker Maanet McClellan Hiah Steohens Elem. Badaett Elem. Dunbar Maanet Wilson Elem. SPECIALISTS Brooks, Davis Tadlock, Dunbar Hobbv, Smith Brooks, Davis Smith, Hobbv Brooks, Davis Dunbar, Tadlock Tadlock, Dunbar Hobbv, Smith Brooks, Davis Smith. Hobbv Brooks, Davis Hobbv, Smith Brooks, Davis Dunbar, Tadlock Tadlock, Dunbar Hobbv, Smith Brooks, Davis Davis, Brooks Smith, Hobbv Dunbar, TadlockLRSD PRE DEPT. EDUCATIONAL EQUITY MONITORING FOURTH VISIT SCHEDULE 1991-92 PAGE 3 SCHEDOLED DATE Mon. 05-18-92 II II Tue., 05-19-92 II II Wed., 05-20-92 SCHOOL Pulaski Heights. Elem Terry Elem. Meadowcliff Elem. Romine Elem. Watson Elem. SPECIALISTS Brooks, Davis Dunbar, Tadlock Tadlock, Dunbar Davis, Brooks Dunbar, Tadlock Thu., 05-21-92 Wakefield Elem. Tadlock, Dunbar1 Little Rock School District May 13, 1992 Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham Street Little Rock, AR 72201 Dear Ann: The Little Rock School District is pleased to provide you with our new video \"LRSD Today\" featuring \"spokesmouse\" Mortimer Mortarboard. This is your own office copy provided by the LRSD Office of Communications. We hope that parents seeking the appropriate school and programs for their children, new residents needing information on various schools, and community leaders bringing new residents to the area will find this tool invaluable. In our effort to evaluate the marketing tools we produce, we would be pleased to hear any feedback you receive about the video. Sincerely, Dianne Woodruff Director of Communications 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000:r/-^ RECaVEO MAY 2 7 W7 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Office of Desegregation Monitoring / TO: Board of Directors May 28, 1992 FROM\nTHROUGH: SUBJECT: Estelle Matthii,' Associate Superintendent for Educational Programs Ruth S. Steele, Superintendent of Schools Arkansas Better Chance (ABC) Grant Proposal The Arkansas Department of Education recently announced the availability of funds to establish and expand developmentally-appropriate early childhood programs which identify and assist educationally-deprived children, ages three (3) to five (5), as specified in the Arkansas Better Chance Program, Act 212 of 1991. The request for proposals was released after April 16, 1992, and the deadline for submission is June 1, 1992. Provided for your review are copies of the Program Abstract for applications for expansion of our center- and home-based early childhood education programs. The goals, objectives, and other components provide the basic information that was provided to you in our Early Childhood Continuance Grant last month. The proposed expansion sites for our center-based program are Bale, Cloverdale, Geyer Springs, Watson, and Wilson Elementary Schools. Southwest Little Rock is the targeted area for expansion of our home-based program. We are also requesting funds to improve playgrounds and expand our staff development activities for our early childhood staff. Attached is the proposed Arkansas Better Chance budget request for funding. We recommend the approval of our submission of this expansion proposal to the Arkansas Department of Education.LITTLE ROCK SCHOOL Rockefeller Elementary School 700 East 17th Phone 374-1226 Little Rock, Arkansas 72206 * .ic - U I . To: 5^ O' Office of Desegregation Monitoring ODM Monitors: Ann Brown, Melissa Guldin, Connie Hickman, Bob Morgan, Margie Powell, and Horace Smith Through: James Jennings, Associate Superintendent Desegregation of 73 From: Anne Mangan, Principal, Rockefeller Incentive School Subj ect: Corrections of Review of the Incentive School Monitoring Guides Date: June 1, 1992 Please note the following corrections: ^VL/Page 7 - POSITION - Change Registrar to Bookkeeper Page 40 - #67 are social STATUS: worker, The recommended positions not filled alternative supervision aides and program specialist classroom specialist, Participants ^^^'^age 54 - #23 Participants included the principal, primary teacher, an intermediate teacher. a parent and one grandparent a specialist, one l\u0026gt;pM^ Page 56 #55 in Camp Pfeifer. Four students from Rockefeller participated Page 56 #67 order would be followed. Principals were told that the recent court Individual positions particularly discussed but all rulings were mentioned. principal so necessary. Rockefeller Incentive School has in general not were an assistant commitment regarding this position was not (The last two sentences on #67 do not necessarily reflect the situation at Rockefeller and could be deleted on our individual school report.) a (Ip- -// 06.01/92 16:33 E.501 324 2032 L R School Disc 0D5I 0002/008 Process A DOUBLE FUNDING FOR LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS: I. Conmitment. to double fund - Explanation of terms A. Double fund - a process by which incentive schools are funded, in an amount that shall be two times the instructional costs per student in the area schools of the Little Reck School District for the previous school year. B. Instructional costs - these expenses are identified as instructional costs and are listed as follows: Regular Certificated Stipends Regular Non-Certificated Social Security Tax Public Employees Retirement Hospitalization Life Insurance Long Term Disability Dental Hospital Indemnity Short Term Disability Instructional Program Improvement Repairs-Equipment Pupil Transportation Travel Postage Printing \u0026amp; Binding-Internal Copier Lease Food Se2rvices Supplies Textbooks Library Equipment-Personal Property Dues and Fees\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":"umc_awr_50581","title":"Correspondence and General National Association for the Advancement of Colored People, 1992","collection_id":"umc_awr","collection_title":"Advancing Workers’ Rights in the American South","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1992"],"dcterms_description":["Folder of materials from the \"National Association for the Advancement of Colored People, 1956-1999\" series from the AFL-CIO Civil Rights Department records"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-NC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights","Labor movement"],"dcterms_title":["Correspondence and General National Association for the Advancement of Colored People, 1992"],"dcterms_type":["Text"],"dcterms_provenance":["University of Maryland, College Park. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["69 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_400","title":"Desegregation: ''Little Rock School District (LRSD) Desegregation Update Reports,'' Book 2","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":["1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration","Education--Evaluation","School management and organization"],"dcterms_title":["Desegregation: ''Little Rock School District (LRSD) Desegregation Update Reports,'' Book 2"],"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/400"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nL R S D \u0026amp;7 DESEGREGATION UPDATE I REPORTS 1992 BOOK 2 53^TO: FROM: THROUGH: SUBJECT: Little Rock School District January 29, 1992 Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Dr. Ruth Steele, Superintendent of Schools Update on Desegregation - January Please find enclosed my update on desegregation for the month of January. It includes the first quarter monitoring report for the incentive schools. cc: LRSD Bi racial Advisory Committee 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 January 23, 1991 TO\nLRSD Board of Directors FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH: Dr. Ruth Steele, Superintendent of Schools SUBJECT: Update on Desegregation - January Please find attached the update on desegregation for the month of January. The following areas will be addressed in this report: A. B. C. D. E. F. G. H. Area Schools Guidance and Counseling HIPPY Incentive Schools Monitoring Reports Summer School Vocational Education Volunteers in Public SchoolsUpdate on Desegregation January page two AREA SCHOOLS (See memos from Margaret Gremillion, Larry Robertson, and Dr. Angela Sewall.) GUIDANCE AND COUNSELING The directors of guidance from the three school districts meet  * '  Three primary initiatives are bing monthly on the second Monday. collaboratively planned for implementation during the current school year to address areas of 1) the recruitment of minority counselors, 2) staff development, and 3) the collaborative development of a tri-district plan to implement the College Preparatory Enrichment Program (CPEP) for submission to the State CPEP is a remedial program for eleventh Department of Education. and twelfth grade students who scored below nineteen on the ACT. The program is funded by the State Department and held during the summer. The shortage of minority counselors is acute not only in Pulaski County but throughout the state. To address these needs, the three districts plan to invite certified teachers, who may have an interest in counseling, to a tri-district sponsored reception on Februairy 4, 1992, at the North Little Rock High School West Counselor educators from the universities that have campus. counselor certification programs will participate and provide information relating to their respective counseling programs. A committee of counselors from the three districts are meeting to discuss and plan an inservice training workshop for both secondary and elementary counselors. . - - Scheduling of the inservice for secondary counselors who work ten or eleven month contracts will be in late July. The inservice for elementary counselors will take place during the pre-school workshops in August. INCENTIVE SCHOOLS Master (See memos from Arma Hart, Paula Grier, Attachment A Teacher Committee, and Attachment B - Teacher Demonstration Committee) (For curriculum update, see memos from the Gifted and Talented Office, Dennis Glasgow, and Marie McNeal.) The next meeting of the Parent Council will be held on February 3, at 5:30 p.m.Update on Desegregation January page three Report from Catherine Gill: for the breakfast. Parent Involvement - all PTA presidents from the seven incentive schools were invited to breakfast at McDonald's on 7th and Broadway, Saturday, January 18. An incentive school partner paid for the breakfast. The purpose of the breakfast was to discuss the status of the different PTAs and strategies for improving memberships, attendance, and various other school projects. McDonald's will adopt Rockefeller School in the near future. The Methodist Men of Miles Chapel Christian Methodist Episcopal Church will adopt Mitchell School. Scouting Program - Scout directors meet with Gill monthly to give an update on the progress of scout activities in the Meetings and activities are ongoing in all One hundred fifty-five (155) girls incentive schools. incentive schools. girs are registered in either Girl Scouts or Brownies and 224 boys are registered in Boys Scouts. On February 12, there wpl be a kickoff for placing orders for the Girl Scouts Cookie Sale. Seawood and Pat Brower are the Girl Scout directors. '\"y Tina Terry Sharp and Kelly Jenkins are directors for the Boy Scouts. Parent Recognition - Parent recognition is ongoing in each of our Each school has been asked to select a parent incentive schools. of the month to receive an award. Parent Center - Parent centers are in all incentive schools. Every effort is made to see that materials are kept current and attractive. MONITORING REPORT You have already received a copy of the incentive schools monitoring report under separate cover. The responses from the principals are in reference to the monitoring visit conducted by the LRSD Biracial Advisory Committee. It should be noted, however, that the incentive schools monitoring report also includes the monitoring visit conducted by the LRSD Planning, Research and Evaluation (PRE) Department. The principals' responses review. to the PRE monitoring visits are attached for your The first semester monitoring report for the remaining schools will be included in the February update on desegregation.Update on Desegregation January page four SUMMER SCHOOL Summer school sites for LRSD are under consideration by senior staff members. Contacts have been made with PCSSD and NLRSD staff in regard to their summer school programs and sites for 1992. We will be contacted when these decisions are made. VOCATIONAL EDUCATION (See memo from James Miller.) VOLUNTEERS IN PUBLIC SCHOOLS (See memo from Debbie Milam.)LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 January 17, 1992 TO: FROM: Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Larry S. Robertson, Assistant Superintendent for Educational Programs and Staff Development SUBJECT: Area Schools Update The activities in this report are limited due to the number of days in session last month. However, it is designed to highlight those activities specifically identified in the \"School Operations\" section of the desegregation plan. Baseline - In an effort to increase student attendance, telephone calls are placed to parents of absent students daily apprising them of their child's absence. After the second failed attempt to reach a parent, a letter is mailed home apprising parents of their child's absences. In an effort to reduce discipline problems without excluding students from school, an after school detention program has been implemented in fourth, fifth and sixth grades. Communications to parents through the Monthly Newsletter featured notes from the counselor on how to open lines of communication between parents and students. Seventeen students received rewards for citizenship and academic improvement. Ribbons and laminated certificates signed by the classroom teachers and principal were presented at the monthly school-wide assembly. Peer tutoring is utilized to increase student academic success. Intermediate students tutor primary level students in all areas including discipline with specific emphasis on reading and math. Cloverdale - Communications to parents was through the monthly newsletter. The newsletter this month featured programs and activities in the school. Inservice training for discipline management involved sessions on Master Teachers, Handling Student Cliques, and When Professionalism Breaks Down.Mr. Dames Dennings, Associate, Superintendent Danuary 17, 1992 Page 2 On December 17, 1991, the \"Good-Times Club\" in its monthly assembly honored seventeen students for improved discipline and attendance. The students were entertained during the assembly by the \"Cross Country Orchestra,\" a group of retired musicians and district patrons. Interventions to increase student academic success include: peer facilitators from Cloverdale Or. High School serving as tutors once a week for students K-6\ncooperative learning grouping strategies\npeer tutoring\nteachers of tomorrow activities which include intermediate students teaching simple lessons, and, visiting the Instructional Resource Center (IRC) to make teaching materials. Geyer Springs - In an effort to improve discipline, students were taught the difference between classroom rules and classroom procedures. In an effort to increase attendance, approximately twenty students were honored with certificates in the monthly assembly for improved attendance. The primary method of communicating to parents this month was the Christmas Talent Show. The talents of parents, teachers and students were displayed. This program was a resounding success with many non-school patrons in attendance. Hopefully, we will see some of these non-school patrons enroll at Geyer Springs Elementary this spring. The classes awarded 'Cafeteria Stars' for exemplary classroom behavior in the cafeteria were Mrs. Stubblefield, Sth grade, and Mrs. Peterson, Sth grade. Each classroom was awarded a classroom game. The \"Good Apple II Award which is given for outstanding behavior was awarded to thirteen students this month. Pictures of these thirteen students are displayed in the main hall on the bulletin board. Volunteer tutors are utilized in an effort to increase student academic success. Three (3) volunteers tutor at-risk primary students in reading and math. Staff development activities include the Program for Effective Teaching (PET) and Classroom Management.Mr. James Jennings, Associate'Superintendent January 17, 1992 Page 3 otter Creek - In an effort to improve discipline and attendance, twenty-four students were awarded the 'Superstar Award'. This award is given to students for exceptional behavior during the week. The students selected for this award receive a certificate, a treat, a star name tag for the week, and their name is placed on the bulletin board. In addition, the PTA and the school are contemplating the purchase of a signal light for the cafeteria in an effort to maintain positive discipline and to reduce the noise level in the cafeteria. The primary method of communicating to parents this month was the monthly school newsletter. This month's newsletter highlighted the kindergarten, writing to read program\nFirst grade highlighted activities to increase student reading, advising parents to read to and listen to their children read\nsecond grade the follow-up of a field trip\nthird grade article on multiplication\nfourth grade science experiments and working in the Computer Lab. Finally, the newsletter recognized a student who won $250 in a Mall contest which was used to buy science equipment for the school. Inservice training for discipline management included cooperative team learning. Volunteer tutors were used as interventions to increase students achievement. Six volunteers tutored intermediate level students in the area of reading and math. The Encourager Program, a program affiliated with the University of Arkansas at Little Rock, awarded UALR T-Shirts to all encourager students as Christmas gifts, and students made Christmas cards and potpourri gifts for their encouragers. Grades K-6 are participating in a four month reading incentive program sponsored by KARK and Harvest Foods. Any classroom with 80% of its students reading two books a month will be eligible for a drawing for an Apple Computer. In an continuing effort to improve discipline, forty students who ride buses 20A and 20F were awarded monthly bus awards. These awards are presented to students with no bus referrals. The students' names are placed on a star poster in the cafeteria, and their drivers were given a certificate on the bus in the children's presence. twenty-one citizens of the week were selected by teachers. In addition. Teachers choose one student per week for good behavior. The student's name is announced over the intercom, written on a star poster which is placed on a bulletin board in the cafeteria, and allowed thirty minutes of special time with the counselor on Friday in which games are played as rewards.Mr. James Jennings, Associate'Super!ntendent January 17, 1992 Page 4 Jefferson - The primary method of communicating with parents this month was through the monthly PTA meeting. During this month's meeting, Mr. Doug Eaton, Plant Services Director for the Little Rock School District, spoke to the parents relative to timelines for upcoming renovations at the school. The human relations committee of the PTA organized a Food and Toy Gift distribution for Christmas. Ten Jefferson families were served. Each child of these families received a toy and a set of new clothes. Staff Development activities this month highlighted a presentation by Mrs. Alice Stovall, Reading Specialist with the Little Rock School District. The presentation and inservice was entitled, \"Thinking, This activity was well received by the staff. Reading, and Writing. II Jefferson Elementary's Partner - Channel 7 announced the winners of the Christmas Card competition. Channel 7 presented the three winners with a framed matted picture of their card. The overall winner was David Chacon. His picture was made into a Christmas Card which was sent to Channel 7's business colleagues. The Channel 7 Mentoring Program is in progress. More details will be available next month. The self contained special education class presented their Christmas Program December 7, 1991. Attendance included first grade classes, district administrators and parents of students in the special education class. The winner of the school's geography bee is Evin Demirel, a fifth grader. He will participate in the state competition soon at UALR. We wish Evin success. Students at this school are being featured promoting use of the Arkansas Power and Light Homework Hotline. Mrs. Cheryl Crutcher's third grade class was the Computer Whiz Class for the month of December. Mrs. Crutcher's class was presented the trophy for the month of December.Little Rock School District M E M 0 R A N D U M TO: Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services FROM: Margaret Gremillion, A\nssistant Superintendent for Elementary DATE: January 17, 1992 SUBJECT: January 1992 Area School Report OVERVIEW Area Schools It was exciting to talk with principals and teachers returning from the Christmas holidays with a renewed determination and a full schedule to make positive things happen in their school for students. With computers in action, science and social studies being taught through teaming efforts, and math manipulatives in full use, teachers and students are intensely involved in teaching and learning. The 5th and 6th graders in most schools are havin this month. Other grade levels are involved in G/T projects, bees. Math Olympaid, sscciieennccee fairs, and writing contests for to be awarded in February. their DARE graduation iting geography various prizes I am pleased to see that teachers continue to be readily involved in staff development on a weekly basis in the district. Two upcoming staff development opportunities for teachers and principals are being co-sponsored by the Arkansas International Center and the State Department of Education on February 7, Cooperative Discipline, and February lA and 15, Conflict Resolution Symposium. These topics are timely and will give additional information to all of us who are working hard to broaden our school-based discipline plan. According to the desegregation plan, each school has been directed to review and revise their plan to include alternatives to out-of- plan school suspension, being made. To this goal, v\ne have worked in roups and progress is Eight (3) of my nineteen schools h.ad n suspensions this gradin Congratulations to Eale, Badge 11, Chicot, Dcdd, Elementary, Romine, and Wakefield! Fu I bri rh t ,. Fu 1 quarter. ki lieights 8 oo 0 10 Wvsl M.iiKH.im Stivvl lilllc KotR. Aik.mh.is 72Jl)l 1 7 4 .^56 I .lames Jenni iif Page 2 -.January Area School Report January 17, 1992 I am listing five (5) .schools who have identified some unique .strategies that they are currently implementing: 1 . Woodruff a. b. c.  Alternative classroom - child remains in school with assignments from his/her regular classroom teacher but supervised by another teacher at a different grade level\nseated away from other students at a study carrel\nno recess, etc. After-school detention - one hour after school for one or more days\ntwo hours per day if necessary to achieve behavior change SATURJJAY DETENTION - five hours on Saturday supervised principal as needed to achieve behavior change 2. Watson a. Twelve students have been referred to the Fight Back Prograrn for assessment. b. set of rules and procedures STEP has been implemented which is a . step) throughout the school that includes emphasized each week (1 posters, intercom announcements, etc. c. After-school detention hall d. Students are kept in for recess. e. In-school suspension for one student at a time since there is only room for one student in the principal's office. f. A reward system was established which includes stars, items stu dents can earn such as pencils, and al _ graders with a game with other schools each nine weeks. basketball program for 6th This has been especially effective. 3. Badgett successful as an At Badgett, different strategies and activities were For the first quarter discipline alternative to school suspensions, report, there were no suspensions. -activities were implemented: The following strategies and ver e School-wide discipline plan (Student Rights and Responsibilitie^ Handbook) was taught to every student, and pre/post tests administered. The books and forms were sent heme to parents. The school's plans were discussed with parents at the first open house.Jo Illes Jenn i n)jS-Jooh\ni r y Ar ('. 1 School Report p3 G 3 January 17, 1992 Student conferences\nOther activities and strategies\nparent (office, telephone)\nrules posted in the classrooms\ncontracts with Jerry Peters-Webster University\nhad to use this conferences princi- good behavior pal's award\nin-house suspension (rarely have classroom activities with students (stars, play procedures)\nvarious money, points)\nand, behavior documents. 4. Wakefield a. The entire staff understands and is committed to working together school's discipline management plan commonly to implement the t-------- - . \"Wakefield School Rules.\" (A copy is on file in the called Assistant Superintendent's office.) 5. In b. c . d. The staff uses much effort in establishing contact for information and remedial assistance. Teachers help each other by removing a student for one classroom to another to reduce the possibility The principal supports with parents a period from of suspension. the staff in implementing the management plan and in maintaining discipline and a positive school climate. Mabelvale a. b. c. d . e . Monthly Good Citizen Luncheons - Tables are decorated and a favor each student who has not gotten a behavior document all given to month. Quarterly Good Citizen Rewards - Students who have not received a behavior document all quarter receives The first quarter students were treated to a movie. The second quarter will be a Sixth graders also participate in a basketball game quarterly if they have no more than one document. These are held High where Mabelvale plays Chicot, Cloverdale, Watson Elementaries. These are very successful. The school talent show. at Mabelvale Jr. and has not had an an award. second quarter 6th grade suspensions . ___ progressive discipline plan in combination with teaching appropriate behaviors gives our students the opportunity to change their behavior before it reaches the suspension stage. The Parent contact by phone and in conference is an alternative that has been used very successfully at Mabelvale Elementary. Pfeifer Camp and Elizabeth Mitchell Treatment Care Center have also been used successfully for students with special behavior needs. conclusion, Dodd listed sixteen excellent alt erna t ives to sn.^inension from which we as a team will develop strategies for implementation\nJames Jennings-Jannary Area Report Page A January 17, 1992 a. b. c . d . e. f. g- Home visits Parent conferences Conferences with children Recommendation for counseling Behavior modification in the classrooms Children are sent to a buddy teacher- Conferences with teachers to determine whether there are h. i . j- k. 1. m. n. unrealistic expectations or personality conflicts Outside referrals such as Fight Back Making sure children have things that they need Peer Group support groups Clubs that encourage good behavior Modification of classwork Cooperative learning Children are taught ways to behave\nrole modeling Announcing Two Exemplary Programs I. McDermott - POLICE ACADEMY CADETS COURSE x.i...u Prevention Club was to be organized in all schools as stated \"No More Excuses.\" McDermott is leading the way with a model program. The McDermott PTA, counselor, teachers. Partner-in-Education Sheriff Carroll Gravett and the Pulaski County Jr. Deputy Program A Crime in joined forces to teach a condensed version of the Arkansas Law Enforcement Training Academy Curriculum to all 5th and^th grade The purpose of this course is to promote crime prevention through a better understanding of the criminal justice system. It will also assist in breaking down the barriers between the police and the students so that they can understand the fundamental purpose of students. It the police in society - to protect the rights of all citizens. Police Academy Cadets Curriculum is as follows: Rules, and Expectations 1st Week - Overview of Course, - SEPT (Self-Esteem and Positive Training) Program 2nd Week 3rd Week Communication A th Week - Drugs 5th Week - Juvenile Justice 6th Week 7th Week Crime Prevention First Aid Sth Week - Accident Investigation 9th Week Crime Scene 10th Week - Report Writing test will be administered Prior to the subsequent weeks training, a relating to the subject matter which will be presented.James Jennings-January Area School Report Page 5 January 17, 1992 A course test will be given at the end of each session, necessary to pass. If a student fails the course test, and 70% is then a retest will be given at the instructor's discretion. II. Pulaski Heights Elementary and Junior High Schools - PEER TUTORING Something wonderful has happened in Mrs. Blaylock's 2nd period Pulaski Heights Jr.) math class. The 7th graders are tutoring the at-risk 3rd graders who are coming from Pulaski Heights Elementary. Mrs. Blaylock and Ms. Arzu wanted to increase the self-esteem of both groups of students and decided to schedule the peer tutoring. Each Tuesday the 3rd graders arrive and spend one hour at Pulaski Heights Jr. High paired with their student tutor. The 3rd graders are given pre and post tests to determine the mastery of their assignments. They are currently working on subtraction with regrouping. Students are so excited about these class meetings that absenteeism on The junior high students who normally do not both sides has dropped.  enjoy basic math drills have been on task and are working hard with The tutoring will continue until the MPT test their little students, in March. I am now scheduling my second formal visits to the schools and will be reviewing the results of the monitoring team reports with them as well as I am very pleased with the the revision of any discipline plans as needed, progress being made at this time. /la jLITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas January 17, 1992 TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Dr. Angela Maynard Sewall, Assistant Superintendent V for Secondary Schools SUBJECT: Secondary Schools - Monthly Update The attached information provides an update and programs on activities in individual secondary schools. Please note that a district level discipline plan to address disparity is under development. School based discipline plans are included in school improvement plans. These will be revised as necessary to comply with the district level plan when it is completed and the 1992-93 planning process begins. Summer school sites for LRSD are under consideration by senior staff. Contacts have been made with PCSSD and NLR staff in regard to their summer school programs and sites for 1992. We will be contacted when these decisions are made. AMS/sh Attachments:Hl \"The Most Beautiful High School in America\"  Central High School 14th and Park Streets Phone 376-4751 Little Rock, Arkansas 72202 January 16, 1992 JAN 1 7 REra TO: Dr. Angela Sewall, Assistant Superintendent FROM: L. Hickman, Jr., Principal RE: Monthly Update Request Teacher inservice offered during the past month at our school: We had no teacher in-service at our school during the past month. In the past we have offered in-service on personality types and traits and working with each other. We have had in-service from the Desegregation Monitoring Office on at-risk teens. Discipline and attendance interventions being addressed: As part of our no-nonsense policy, parents are notified of discipline and attendance problems by teachers, counselors. and assistant principals. Parent conferences are scheduled and home visits are conducted when problems occur. Counselor intervention occurs when teacher and student are at an Impasse and the sensitivity of the issue as relates to the child can be conveyed by the counselor. We also have before and after-school detention and in-school suspension. Recognition and Incentive Programs currently in place at our school: A, B-h and B- and Honorable Mention ribbons are given. We also have Southwestern Bell awards for those students who have drastic turnarounds from F or D to C range and from B to A. sweatshirts (25 of those) each nine weeks. They are given We also give a principal's recognition award to those students who significantly Improve at any time during the academic quarter. Interventions to assist students in achieving academic success: We have a tutorial program on Tuesdays and Thursdays after school for Math, Science, English, Foreign Language and Social Studies. We offer Saturday School for tutorial work and any make-up work, tests, etc. that the students need. J. A, Fair High School 13420 David O. Dodd Road Little Rock, Arkansas 72210 Telephone (501) 228-3100 TO: Dr. Angela Sewall FROM: JANI 3m DATE: January 13, 1992 SUBJECT: Monthly Update INSERVICE The only inservice related activity offered to the faculty during December was a report and discussion of Arkansas Learner Outcomes\nthis was presented at a regularly scheduled faculty meeting. November, inservice activities and topics included: During Teaching Reading Across the Curriculum\nStress Management\nSelf-Esteem\nand Unlocking Your Potential. DISCIPLINE AND ATTENDANCE Administrators work with counselors in the attempts to limit behavior problems. especially when that behavior is expected or known. Progressive discipline procedures are used in referrals when applicable and appropriate. Teachers are provided forms and requested to log parental contacts and these are monitored by logs turned in at end of each grading period. on understanding student behavior\nInservice has been offered this year that focuses Program, School Climate and At-Risk Students. Goals of Misbehavior, Fight Back Parental contacts are made by assistant principals as required by the attendance policies\nin addition, many contacts and conferences are held that exceed the minimum requirement. INCENTIVE PROGRAMS In addition to recognition programs that are traditionally in place such as Honor Rolls, Scholarships, Class Recognition, School Newspaper reports, we also have programs unique to Fair: Student Salute, UALR Basketball Program, Gentlemen's Club and Ladies' Club. ACADEMIC SUCCESS We have two tutoring programs at Fair. Peer Tutors are available on a . weekly basis in the counselors' office. II Wings\", and tutors wear T-Shirts with insignia. This program is called tutoring times is posted throughout the building. A schedule of peer Each department in the school has met and developed a schedule and plan for faculty tutoring. /nh A School of the Little Rock School Districthall high school _ 6700 \"H\" Street Little Rock, Arkansas 72205 661-9000 JAN 1 3 REDD TO: FROM: Dr. Angela M. Sewall, Assistant Superintendent Victor Anderson, Principal Hall High School SUBJECT: Monthly Update Report DATE: January 13, 1992 A Program for Effective Teaching Course began this month at Hall High School. Discipline and attendance matters are addressed through student-administrator conferences, parent conferences, and in extreme cases of non attendance, through court referrals. Detention hall continues to be used for the penalty for minor disciplinary infractions. Parent conferences and suspensions are used in cases of more serious disciplinary problems. The Hall High Incentive Card, a discount card issued to students who maintain outstanding citizenship, perfect attendance, or improve their grade point, is sponsored by the Little Rock Rotary Club 99. products and or services from seventeen area merchants. The card offers discounts on eight students qualified for the card during the first semester. Four hundred fortyCalculations will be made after the semester to determine who will receive the card for the second term. Several Hall High teachers volunteer their time before school and after school to provide extra help to students who need attention beyond what is available in the regular class period. Instructors in the various academic departments are reviewing the 1991 standardized test profiles with students so that students see their own strengths and weaknesses on the standardized tests. Students develop an individualized plan that addresses the areas where additional attention is required for preparation for the 1992 standardized testing program.F LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 TO\nFROM: SUBJECT\nJanuary 15, 1992 Dr. Angela Sewall, Assistant Superintendent Mr. Jodie T. Carter, Principal Monthly Update During the month of December 1991, we did not offer teacher inservice at our school. Incentive programs aimed to improve, help, and promote attendance are in place and we make parental contact regarding absenteeism and tardies by phone calls and letters. I. our school to assist students in achieving academic success con^Kt of- Reading Programs, Homework Hotlines, and Tutoring Program.s just to name a few A detailed description of a couple of our incentive programs are attached for your review. our school. name a few. Below is a list of our December student salutes. 1. 3. 4. G. Brandon Marshall Kyle Thomas Becky Stoner Sylvia Loving Keith Harvey Shalonda Jordan Interventions in place at McClellan community high school STUDENT incentive PROGRAM 1991-92 ACADEMIC ELIGIBLE STUDENTS WILL RECEIVE PHOTO IDENTIFICATION CARDS. THESE CARDS WILL BE VALIDATED AT THE END OF EACH NINE WEEKS GRADING PERIOD BY SCHOOL PERSONNEL. RED CARD HOLDER * 3.5 and above grade point average * No more than three absences from any class during the nine weeks * Membership in at least one student organization * No suspensions for disciplinary reasons STUDENT ENTITLED TOi * Free admission to home athletic events * Special school pri vi1eges * Discounts -from area businesses * Discounts on tickets to school \"functions BLUE CARD HOLDER * Grades o-f 2.0 or 3.4 in all  academic work No more than three absences from nine weeks any class during the * Membership in a least * no suspensions -for discipl inary one student organization reasons STUDENT ENTITLED TO: * Discounted admission to home * Special school privileges area businesses\nathletic events * Discounts -from LION'S CLUB * 5\u0026lt;JZ Improvement in attendance from to the next or 907. attendance * No grade below a D one nine weeks * No suspensions for discipl ina ry reasons STUDENT ENTITLED TO: * Lions Club * School cert i F icate privi1eges/sponsored trips * Discount couponsACT CLUB * Student who scores a 24+ on the ACT STUDENT ENTITLED TO: * T-shirt/sweatshirt STUDENT OF THE WEEK Each teacher o-f the week , 1 5 entitled to nominate one and the name pul 1ed out of student as citizen a hat every Friday. STUDENT ENTITLED TO: * Name and picture posted on bulletin board * School newspaper * Letter to parent * Free p i * At the a/uoke -for each student o-f the week end o-f the semester, held and the another drawing will be i J-inch winner oT this drawing will color television set . receive a Parkview Arts/Science Magnet High School LITTLE ROCK PUBLIC SCHOOLS 2501 BARROW ROAD PHONE 228-3000 LITTLE ROCK, ARKANSAS 72204 TO: Dr. Angela Sewall January 13, 1992 FROM: Junious JANI SRECD RE: Monthly Update Request Teacher Inservice Our December faculty meeting included a presentation from Mrs. Margaret Hartley with The Psychological Corporation, on strategies/techniques that would prove helpful toward student success on the Stanford Eight Achievement test. She provided a general overview (35-45 min) and responded to questions from staff persons toward content and test format. Testing materials and resources have been ordered and distributed to staff and chairpersons that includes strategies for instruction within respective content areas, Test Overview and Objectives, Index of Instructional objectives and a Test Preview for Parents and Students. Discipline and Attendance Interventions Citizenship and attendance incentives are in place that results in free/reduced tickets to special school functions i.e., talent assembly and spring musical. This is addressed on a quarterly basis. Recognition and Incentive Programs 1. 2. 3. 4. 5. Honor Roll - free/reduced tickets to special school activities i.e., homecoming dance, basketball games, school stickers, ribbons and a free lunch. Disciple and Attendance Interventions - citizenship and attendance incentives are in place that result in free/reduced tickets to special school functions i.e., talent assembly and the spring musical. This is addressed on a quarterly basis. NJROTC Banquet - Spring Parkview Honors Assembly - May All Sports Banquet - May Interventions toward students academic success 1. 2. 3. 4. 5. 6. 7. 8. Peer Facilitators Science Fair Assistance - before school, designated weekend meeting Career Day - 2/11/92 Library/Computer Lab access - 8:00 a.m. - 4:30 P.M. Career Awareness - Explorer Post Parent contact from teachers and counselors Counselor conference with students who receive interim reports from teachers Counselors held individual conferences with students concerning standarized test interpretation and offered suggestions and test taking tips in order to improve their test scores. I LITTLE ROCK SCHOOL DISTRICT Cloverdale Junior High School 6300 Hinkson Road Phone 570-4085 Little Rock, Arkansas 72209 To: From: Re: Date: Dr. Angela Sewall, Assistant Superintendent Gayle B, Bradford, Principal Monthly Update January 15, 1992 'JAH 2 As you knowj through restructuring our teacher teams take on responsibility for interventions and recognitions/incentive programs for our students. To that end, the following list those interventions and recognition/ All core incentive programs currently in place at Cloverdale by team, teams meet daily with their grade level counselor regarding students and often for parent conferences. Navigators (9th grade) The Navigators team meets daily with the counselor who receives a list from the teachers of those students who are absent. The cormselor calls parents of those students who have been found to have attendance problems. The team meets daily to discuss student discipline using a team policy which often involves alternative consequences which are imposed prior to referral to administration. As incentive programs, special field trips are planned for both good behavior and academic improvement and achievement. Air Frosh (ninth grade) The Air Frosh team is currently working with the Case Management System Team (CMST) on attendance problems of identified students. Daily the team and counselor meet to conference with individual students and/or parents regarding discipline. The team sends out team notes on a regular basis to individual students who show improvement and achievement. They have the \"Breakfast of Champions\" every nine weeks for students who make the academic honor roll. Air Frosh also sponsors socials for academic and citizenship success. P.A.W.S. (eighth grade) The P.A.W.S. team, like others, daily meets often working with individual students and/or parents regarding learning and motivational problems. In addition to the intervention of counselor in cases of discipline problems, .the team utilizes the services of the CMST prior to referral to the administration. Incentive programs include:!) Halftime Heroes (Recognition of all students with A's at interim) 2) P.A.W. Perks (Candy bar with Happy-grams for improvement in behavior, attendance, or academic area, etc.) 3) p.A.W.S.itive Days (We have used many tech- for this flexible program such as movies, speakers, pizza rewards. niques etc. )Academic success at this time of the year has primarily focused on MPT skill development. We are currently initiating a remediation class for MPT basic skills. This will be a seven week course offered to target students. The criteria will be teacher recommendation based on 6th grade MPT scores or failure of the MPT at the Sth grade level. This course will be offered on a pull-out basis. Team teachers will be responsible for providing goals and materials to the certified teacher in charge. Super S.T.A.R.S. (eighth grade) The Super S.T.A.R.S. teachers often involve parents with disciplinary interventions. Parents come to conferences and working with teachers come up with consequences used at home such as losing phone priviledges, no Nintendo, and going hunting/ fishing or other activity found to be important to the student. In addition, some parents have asked for In-school Suspension as a consequence for their children's misbehavior. The team members personally contact parents with attendance problems. Recognition and incentive programs include: 1. 2. 3. 4. 5. 6. Top Ten list by core subject Birthday recognition \"A\" papers are posted Bulletin Boards outside with students* honors displayed Recognition dinners for outstanding students Field trips Intervention assistance for academic achievement includes the following: 1. 2. 3. 4. 5. After School Program Peer tutoring Group work (Cooperative learning) Teachers set time to see students separately Resource teacher supports students sent out after lesson for one on one with the resource teacher Untouchables (seventh grade) The Untouchables meet daily and work with individual students who are experiencing discipline problems. Parent conferences are scheduled prior to students being referred to the administration for action. The team presents an awards assembly at the end of each nine weeks for honoring students on the academic and citizenship honor roll and perfect attendance. The students on the team who are in need of extra assistance academically attend the Afterschool Program participating in tutoring, intramurals and special clubs. Seven Wonders (seventh grade) The 7 Wonders team meets daily to discuss students' problems  problems in and out of school. are active participants. This team uses a disciplinary management program in which students The students were allowed to assist the team teachers in coming up with their team rules and consequences. The team has set up a noon detention program in an effort to keep students out of administrators' office. This team honors academic achievement with awards assemblies for those students receiving at least a 3.0 grade average for the nine week grading period. Friday Flings occur every two weeks. These parties honor those students who have con- sistently followed team and school rules for the previous two weeks, as an incentive to encourage appropriate behavior. It is used Creative Force and Star T.R.A.K. (related arts) The Creative Force and Star T.R.A.K. teams have the same students of the six core teams listed above. The core teams involve the related arts team teachers inconferences involving their conmon students when discipline, learning, and moti- vational problems arise. However, these two related arts teams also have team incentives to promote good behavior. For example. Creative Force teachers take their students who demonstrate good behavior to lunch at Wendy's each nine week period. Star T.R.A.K. awards weekly certificates for good attendance. Also, certificates are awarded for best art work both weekly and at the end of the nine period. School-wide A newly-formed club this year, sponsored by CJHS campus security, is called the This club meets weekly after school during the After School \"Esquire Society. Program and targets male students who are at risk and have been found to be in need of positive male role model intervention. The group is similar to our Gentlemen's Club which was formed two years ago (a year before Central High formed its Gentlemen's Club.) The two sponsors deal with conflict resolution, drug/alcohol abuse, and academic problems. The \"Ladies League\" just this month has been organized by a counselor and two teachers which targets young ladies who are in need of positive female role model intervention. This group will deal with some of the same issues as the Esquire Society. Our seventh grade counselor has formed an intervention group for parents of identified seventh graders who meet once a month for breakfast on Saturday morning to deal with common problems in raising adolescents. The students attend with their parents. The After School Program is in operation three days a week offering tutoring, MPT skill development, and club activities to identified eighth grade students. However, at this time, some seventh grade at-risk students are being placed in the program with the assistance of the seventh grade teacher teams. The Truancy Review Committee fa component of the New Futures Initiative) is working This committee is an alternative to with students who have excessive absences, court referral for problem absenteeisiw.1-15-92 MONTHLY UPDATE DUNBAR MAGNET JR. HIGH JAN 1 6 RECD TEACHER INSERVICE: INFUSION CURRICULUM - DEPARTMENT OF DEC. 2, INTERNATIONAL STUDIES INTO AFTER SCHOOL\nPRESENTED THE REGULAR BY SOCIAL STUDIES DISCIPLINE INTERVENTIONS: IN-SCHOOL SUSPENSION IS USED FOR NON-VIOLENT OFFENSES BEFORE THE SENT HOME SANCTION IS APPLIED. MOST CASES OF REPEATED TARDIES, CONTINUE TEACHER. STUDENT. ETC. ARE THEIR THIS SENT TO IN-SCHOOL CLASS ASSIGNMENTS INTERVENTION THIS IS INTERVENTION SUSPENSION, NHERE STUDENTS AND ARE NOT HAS A\nBEEN ASSISTED BY SUSPENSION QUITE THE ISS AGAINST THE SUCCESSFUL IN PREVENTING FUTURE MISBEHAVIORS OF THE NON-VIOLENT NATURE. AND TEACHERS, COUNSELORS AND ADMINISTRATORS MEET WITH PARENTS DISCUSS DISCIPLINE CONCERNS ON AN ON-GOING BASIS. CLASSROOM MODIFICATIONS WITH STUDENTS. TEACHERS AND BEHAVIORAL COUNSELING ARE ROUTINELY DISCUSSED MONITOR BEHAVIOR IN THE HALLWAYS BETWEEN CLASSES AND ENFORCE THEIR CLASSROOM RULES DURING THE SCHOOL DAY. STUDENTS ARE CONTINUALLY REMINDED AS TO SCHOOL RULES AND REGULATIONS BY ALL ADULTS IN SUPERVISORY CAPACITIES. ATTENDANCE INTERVENTIONS: ATTENDANCE PROBLEMS ARE REPORTED TO THE PRINCIPAL AS SOON AS A PATTERN OF NON-ATTENDANCE IS ESTABLISHED. THE PRINCIPAL ARRANGES FOR CONFERENCES WITH THE PARENTS/STUDENTS TO DISCUSS THE ATTENDANCE PROBLEM, AND A WARNING IS ISSUED THAT FUTURE ABSENCES WILL LEAD REFERRALS TO . HAVE COURT BEEN J REFERRAL MADE ON FOR NON-ATTENDANCE. SEVERAL STUDENTS THIS COURT YEAR. A COUNSELOR INTERVENTION ALWAYS OCCUR WHEN ATTENDANCE IS A PROBLEM. ON FINS FREQUENT OCCASIONS THE OR OTHER AGENCIES, PRINCIPAL HAS REFERRED AT THE REQUEST OF THE THE FAMILY TO PARENT, FOR ASSISTANCE WITH THE STUDENT WHO REFUSED TO ATTEND SCHOOL. RECOGNITION AND INCENTIVE PROGRAMS\nTHE HONOR ROLL LISTS ARE POSTED IN THE MAIN OFFICE. HONOR LARGE OF THE STUDENT BODY AT DUNBAR MADE HALL BY THE THE A OR A/B ROLL FOR THE FIRST NINE WEEKS. THE PTA POSTS THE NAMES ON PIECES OF POSTER BOARD FOR ALL STUDENTS TO SEE. IT 42 S RECEIVES A GREAT DEAL OF ATTENTION FROM VISITORS IN THE BUILDING. THE HONOR ROLLS ARE ALSO PRINTED IN THE PARENT NEWSLETTER AND SENT TO ALL HOMES OF DUNBAR STUDENTS. AN AWARDS ASSEMBLY WILL BE HELD FOR EACH SEMESTER WHERE CERTIFICATES FROM THE PRINCIPAL AND ATTENDANCE AWARDS WILL BE PRESENTED. CITIZENSHIP AWARDS ARE ALSO PRESENTED\nAS WELL AS AWARDS TO STUDENTS FROM TEACHERS, BASED ON CLASSROOM CRITERIA DETERMINED BY EACH INDIVIDUAL TEACHERS. IT IS THE TEACHER'S PREROGATIVE TO AWARD CERTIFICATES TO STUDENTS FOR VARIOUS APPROPRIATE PARTICIPATION. ACADEMIC INTERVENTIONS\nSUPPORT GROUPS ARE ORGANIZED BY COUNSELORS AND TEACHERS. SEVERAL AFTER TEACHERS SCHOOL, ON DO INDIVIDUAL THEIR OWN AND TUTORING OCCURRING FOR STUDENTS FOR STUDENTS FOR TIME. MPT IN NEED OF GROUP TUTORING THE COUNSELORS FAILURES.  ASSISTANCE. PEER BEFORE AND ARRANGE FOR TUTORING IS THE LIBRARY IS OPEN OWN WHO ALL DURING THE DAY FOR STUDENTS WHO WISH TO STUDY ON THEIR TIME. COUNSELORS ARE ALERTED BY TEACHERS AS TO THE STUDENTS ARE FALLING ACADEMICALLY. COUNSELORS AND TEACHERS NOTIFY PARENTS REPORTS AND ARRANGE FOR MEETINGS TO DISCUSS THE ISSUES. INTERIM ARE ISSUED TO PARENTS FOR ALL STUDENTS WHO ARE RECEIVING D/F OR . KEPT S, OR WHOSE GRADES HAVE FOR STUDENTS FALLEN SINCE LAST REPORTING PERIOD\nWHOSE BEHAVIOR HAS DETERIORATED. PARENTS ARE INFORMED BY TEACHERS ON A ROUTINE BASIS\nTHEY EXPECT CLOSE COMMUNICATIONS AND TEACHERS DO AN OUTSTANDING JOB OF KEEPING PARENTS INFORMED.LITTLE ROCK SCHOOL DISTRICT Forest Heights Junior High School 5901 Evergreen Street * Phone 663-3391 * Little Rock, Arkansas 72205 ' January 16, 1992 TO: Dr. Angela Sewall, Assistant Superintendent JANI 7m FROM: Richard Mapl^ Principal SUBJECT: Monthly Update At Forest Heights we have a comprehensive approach to student problems with academic success, attendance and discipline being three (3) categories that must be addressed, risk students. This is due to the fact that we have many high Our interventions described in this update speaks to the three (3) categories mentioned above. Pupil Support Team: Our team meets every Wednesday at 7:30 a.m. 'T he members are three (3) administrators, three (3) coimselors, school nurse, ISSP teacher. Social worker and New Futures Manager. We staff students and decide on how to meet the needs of each student referred. The team then plans interventions/programs to meet the need of the student and insure implementation. Parent Meetings: We have conducted one parent meeting in the community and will conduct two (2) additional meetings. These meetings coincide with the distribution of report cards. We discuss all three (3) areas (academic success, attendance and discipline) and offer suggestions on how parents can truly become partners. Mentors: We have twenty (20) mentors from the community who make two (2) weekly contacts with the targeted students. The mentors visits the students once at school and then contact is made by phone. A weekly written report is required and is forwarded to the counselors for follow-up. PEER HELPERS - EAGLES' NEST: This consists of fifty-five (55) peer helpers who strive to change the climate of the school. They are involved in one-on-one peer counseling dealing with academics, discipline and attendance. Approximately forty (40) students are seen once a week by peer helpers. These students are trained by counselors who monitor the students to insure progress. Achieving Academic Success: There are many activities in place to assist students to achieve academic success: Grades) are for students who have one or more \"F's\". \"B.U.G.\" Groups (Bring Up groups or one by one to contract for improvement. They are seen in small This occurs after each grading period\nTRIPLE'- -E.E.E. (Exerted Extra Effort) - Monthly Update Cont. Page 2 Each teacher nominates students at the end of each grading period who have improved in academics, behavior, attitude and attendance. These students receive special recognitions\nAssignment Pages and Friday Reports. Teachers and counselors encourage students to do assignment notebooks on daily assignments sheets that will be taken to each teacher and then home to parents to report weekly progress in all classes: Failure Letters To Parents - Failure letters are mailed to each parent. These letters contain the student's status and encourages parents to contact the Counselors and Grade Level Teams for conferences\nAfter-School Tutoring - Information and applications have been provided to students and parents concerning After School Tutoral Programs. We have approximately thrity (30) of our students attend some kind of After School Programs\nand Counselors have visited (by grade level) with students to discuss academic requirements and share tips for success. Recognition and incentives include Principal Recognition and Incentives: recognition of all A, B+, and B students, perfect attendance and outstanding behavior. Students receive a certificate and receive pizza and cokes. Each team (8 Teams) have recognition and incentive programs including student of the week pencils, monthly birthday pencils, attendance, citizenship, scholarship and leadership awards and most improved student. These incentives are designed to recognized every student at least once during the school year. Note: At a later date I will provide you with a more detailed explanation of these programs. Our inservice for staff at Forest Heights have included \"What makes an Effective Teacher\", Learning Styles, Modifications and Interventions. During the last month a second inservice for our School Emergency Plan was held and an inservice on cooperative learning and interdisciplinary units were conducted.HENDERSON JUNIOR HIGH SCHOOL 401 Barrow Road Little Rock, Arkansas 72205 JAN 1 3 RECn TO\nDr. Angela Sewall, FROM: Everett Hawks, RE\nMonthly Update January 13, 1992 Assistant Superintendent for Secondary Schools Principal Teacher Inservice\nLarry Rogers inserviced our faculty on the FIGHT BACK program - 1/7/92 Discipline and Attendance Interventions Addressed\n1. Part of our January faculty meeting was spent evaluating the school atmosphere at Henderson Jr. High. Various definitions and procedures, reviewed and discussed. related to discipline. were Discipline issues were discussed with the student body via the school intercom 1/10/92 Recognition and Incentive Programs currently in place: 1. Student of the Month Award 2. Garfield's Good Guys (Citizenship Incentive) 3. Principal's Honor Rolls 4. Citizenship Honor Roll 2 Interventions: 1. Student/Student tutoring program - at lunch and before and after school 2. Teacher/Student tutoring 3. Small group work by counselors LITTLE ROCK SCHOOL DISTRICT Mabelvaie Junior High School P.O. Box 187 Phone 455-2413 Mabelvale, Arkansas 72103 TO: Dr, A. M. Sewall FROM: Clell Watts, Principal C DATE: January 13, 1992 SUBJECT: Monthly Update Request MEMO JAN 1 4RECTJ In response to your memo dated January 7, 1992. -Teacher inservice for the month- All faculty/staff attended Self-Esteem Workshop, December 4, 1991. 4:00 - 7:00 p.m. Facilitator Sue Walls. -Discipline and attendance interventions- Faculty/staff continually work one to one with habitually referred students. . Students are recognized for displaying exceptional behavior each nine weeks. Students are assigned to In School Suspension to maintain a continuous flow of learning. Faculty/staff review Little Rock School District handbook, classroom rules, school rules and consequences each nine weeks. Students new to the school review discipline video. Students receive Red Raider Rewards daily for good behavior. They are turned in at the end of each month, are awarded. Home room and individual prizes Students are awarded certificates for perfect attendance each nine weeks. Volunteer parents conduct attendance calls. HOME OF THE HEE HAIEEHO V  Monthly Update Request Page 2 Faculty/staff continually work with students having non-attendance patterns. -Recognition and Incentive Programs currently in place- See attachment -Interventions in place to assist students in achieving Academic success- Students experiencing academic problems are encouraged to attend cornerstone. Teachers volunteer one hour each week and tutor students with academic problems. Science/Social Studies departments purchase and use supplementary materials to improve MPT and MAT6 skills. Faculty conduct programs outside the normal school day. Y.O.U., JTPA, Duke Talent, Model U.N., Math Counts, Stock Market.) hemci to : ftil Tsachsrr F:e : Raider Renards\nUJe will begin using the Raider will n have Pi a p.ar ties\nlike Rewards immediately. Ha a drawing for each grade last year,bi.it will have-level at the end of the niorth. If we can get pi za parties. I  enough money we wi11 reinstate 1-1 o m e r o o m Rules For Givi\ng Raider Rewards 1. G i ve for c 1 any postive behavior i f? grades , being in 3S on time, having all materials, ha'.ing hnme'work c o nio 1 e t\nmaking above a certain /. on a test C.' c\n. 2. Keep them in th ami. safe place so students cannot take 3. Te^icner must sign dr stomp ecAch token given. ' P'.l base indicate grade level. 5. To ans will be collected by Homeroom te-aciier s. use the envelope ?jy5tem again. W j. 1 1 6. fi'aider Rciwards are to be turned month. C bi  Please put them in Mrs. in at the and of the Todd ' s ma i 1 bon .. TO: Dr. Angela Sewall FROM: Mrs. M 'Lacey OBJECT: Monthly Update JAN 1 5 RECD Inservice In our December faculty meeting ten (10) staff members inserviced the entire staff on strategies for working effectively with at-risk students. During January, English teacheij, social studies teachers and keyboarding/ computer technology teachers are collaborating in a research project done by their students. Six dealing with problems of 10-11) . (6) staff members received additional training on adolescents (Student Assistance Training, January Disc ipline Saturday, detention hall. December 11, marked the fourth session of an alternative Exploratory in nature, the d-hall was especially designed for repeat offenders of minor disciplinary violations and/or for certain first time offenses, such as student disrespect of another student. Whi 1 e all sessions begin with a writing activity, some sessions have included clean-up projects and community resource speakers. Recognition and Incentive isplay in the hall. Students of the Month are selected by staff members\nselected students rite short essays about themselves and their pictures are taken for teac hers. The names students are treated students who make an Students of the Week are turned in of these students are read over the to a pizza party at the end of each A or a B at the end of the semester by individual intercom daily and month. Al 1 prizes given by the PTA and Union National Bank. are eligible for on the \"Birthday board in the cafeteria. Students are recognized Students on the honor roll and the citizenship roll receive incentives after each grading period. Interventions/Academic Success One of the greatest interventions in place at consisten t, daily instruction planned by teachers. varied student learning styles. trips, classroom projects, Through resource speakers. our school is the relating lessons to related field student achievement as our main goal. cooperative learning, etc., teachers target teachers. Additional 1y, there are special tutorial sessions by individuals One teacher has implemented a homework hotline. Counselors have targeted specific students for failure counseling sessions and community referra1s, such as Cornerstone, Promise (UALR) and Links, Inc. Future Builders in Wrightville, Project At Mann, early morning tutoring is provided each day by the National Junior Honor Society and their sponsors. January 14, 1992 TO: Dr. Angela Maynard Sewall, Assistant Superintendent for Secondary Schools FROM: Hoffman, Principal Pulaski Heights Junior High SUBJECT: Monthly Update INSERVICE Computer instruction available for students. DISCIPLINE AND ATTENDANCE Discipline: Team meetings with student and parent with behavior contracts developed. Attendance: Pulaski Heights has designated attendance intervention as a priority goal for this school year. The faculty, attend-ance secretary and the counselors have worked together to develop a plan that seems to be effective. Teachers are asked to wait until the last few minutes of first period to mark scan sheets and they are then picked up by office monitors. The attendance secretary scans the sheets and then runs copies of the absentees by grade level and these are given to the counselors. The counselors call each student who is absent (and whose parent/guardian has not called in) and tries to find the reason for the absence. There are several results from the phone calls. We tell parents who have not called in for sick children that we would appreciate a phone call before 10:00 each morning to help with our attendance, making these calls to us. We now have many more parents Secondly, if a child is absent without the parent's knowledge, it makes the parent aware of that unexcused absence. Another effect has been that students know that we make these phone calls and we believe that this discourages a student from being truant. We believe that we have developed a system which not only helps with attendance intervention but also lets parents know that we are concerned when a student is not in school. RECOGNITION AND INCENTIVE PROGRAMS Citizenship and honor roll recognition. Team recognition of academic or behavior Improvement. INTERVENTIONS AND ACADEMIC SUCCESS Morning tutoring from volunteer teachers, and after school assistance program.LITTLE ROCK SCHOOL DISTRICT Southwest Junior High School TO: 3301 So. Bryant  Phone 570-4070  Little Rock, Arkansas 72204 January 17, 1992 Dr. Angela Maynard Sewall, Assistant Superintendent for Secondary Schools FROM: Charity Smith, Principal Southwest Junior High School SUBJECT: Monthly Update Inservice: The faculty inservice for faculty was held January 7, 1992. Each faculty meeting is arranged for staff development. Administrative duties are provided to teachers through the steering committee. The January staff development meeting was about testing and remediation plans for students who failed previous standardized tests. Discipline and Attendance: The following steps are being taken to address discipline and attendance. 1. 2. 3. To provide incentive for students who demonstrate exceptional behavior and good attendance. To establish, review and consistantly enforce behavioral expectations. To implement a team-based student behavior management system. Recognition and Incentive Programs: Each nine weeks, students who have earned a \"B\" average receive an honor ribbon. Students who have earned an \"A\" average receive an honor button. A brief assembly is held each quarter after the report cards are distributed in recognition of our honor students. Each month, each team has an awards assembly program for students who have achieved. excellence. Guest speakers are invited to encourage students and to move towards Interventions and Academic Success: We have two tutoring programs at Southwest. UALR, the p.m. tutoring program is sponsored by New Futures. The a.m. tutoring is sponsored by During the a.m. program basic tutoring is provided. During the extended day program (p.m.) tutoring activies and homework centers are provided. Inter-disciplinary planning is also provided on a weekly basis in order to insure student success. In addition we also have peeer tutoring available.HIPPY TO:  THROUGH: FROM: DATE: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham - Little Rock, Ar. 72201 HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS 1401 Scott - Little Rock, Ar. 72202 James Jennings, Associate Superintendent of Desegregation Estelle Matthis, Associate Superintendent of Education Marian Shead, HIPPY Supervisor January 14, 1992 Desegregation Update Concerning the update on desegregation timeline, the following is taking place: yk A Parent Survey is currently being conducted via telephone. Survey forms are being sent to families without a telephone. As of this date we have 361 families participating in the HIPPY program. Thus far, 224 families have been contacted by telephone. 90 % of our parents surveyed thus far have indicated that the HIPPY program has a positive impact on their family. In order for us to obtain more specific information, our survey will not be completed until the end of this month. * Printing of curriculum materials in bulk form is no 1 onger permitted due to a revision and copyright laws obtained by HIPPY USA. We are now required to purchase the curriculum for our program.INCENTIVE SCHOOLS Little Rock School District January 17, 1992 TO: FROM: James Jennings, Associate Superintendent for Desegregation Arma J. Hart, Desegregation Facilitator SUBJECT: JANUARY DESEGREGATION UPDATE Attached for your information is an update .of some of the programs/activities that were during the Month of January. implemented in the Settlement Plan Additionally, copies of Recruitment and Desegregation Meetings are provided for your perusal. AJH:csa 810 West Markham Street tittle Rock, Arkansas 72201  (501)374-3361 COUNSELORS INSERVICE Elementary counselors play a significant role as support personnel in assisting principals and staff in the schools. An inservice was conducted on January 15, 1992 at Woodruff Elementary School by Mrs. Elston for all counselors in the Incentive Schools to review and provide an awareness of the activities and program areas that relate directly or indirectly to the counselors in the Settlement Plan. Each counselor will assist in documenting the activities that exist in their Additional follow-up inservices and/or planning sessions provided as needed. schools. will be The following areas were reviewed: ACADEMIC PROGRAMS JDR 02230 Incentive Programs each school will establish an incentive program for recognizing academic excellence and academic improvement. PHYSICAL EDUCATION/HEALTH JDR 02242 -Emphasis on the development of an understanding of and respect for the handicapped\nSOCIAL SKILLS JDR 02243 Positive Imaging Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills on problem-solving. Structured group sessions will focus decision-making, peer pressure, etc. Rites of Passage - A structured program will be initiated to respond to the emotional, physical, and social developmental changes in the young students. established for male and female students. Separate programs may be Role Models Programs Individuals (international, national. state, local and community) will be used for presentations at the school in every area of the program to provide role models for the students. African-American role models for males. Special emphasis will be placed on Mentoring Program Utilizing local resources in the community and the Partners Program, a mentoring program will be established for intermediate-age students (4-6) SPECIAL ACTIVITIES JDR 02244 Peer-Tutoring Program Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be compensated for after-school peer tutoring (see Support Programs). January, 1992 Page 2 SUPPORT PROGRAMS JDR 0226S Peer Tutoring Peer tutors will be selected from among a group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only to students with outstanding academic averages but open to achieving students who work well with students and who can verbalize an understanding subject matter to be covered. those will also be other of Peer tutors will be compensated with coupons... Retired Teacher Mentors Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend depending on their own needs. Career Skills Development Program ... general \"mapping\" of how a student can progress from elementary school to the desired career goal. Year Round School JDR 02269 ...with prescription for attendance from teachers of students who are behind grade level in core areas. curriculum Extra Curricular Programs JDR 02273 ...future teachers programs, Just Say No Clubs, monitor \"jobs\" in the office*, library... intermurals, at recess or lunch time. not class time Attendance and Behavior Guidelines Time-out rooms staffed... Students and parents will sign agreement to be at school and on time each a contractual day. COUNSELING/SOCIAL WORK College/Post Graduation Awareness . . The program will also serve to heighten own abilities and student expectations with regard to their potential to attend college... Study Skills JDR 02274 Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills, test taking. Practice will be provided for students in i.e., bubble sheets will be used on some class tests and a variety of question types will be used by teachers. January, 1992 Page 3 Individual and Group Counseling Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place, also be taught conflict resolutions. Students will Incentive/Recognition Programs programs will be developed by students, each school. committee meeting included: Incentive/recognition staff and patrons at Ideas (suggestions) presented in the subawards programs, days, good citizen clubs. recognition free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like. Camp Pfeifer Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students on homework and academics. STUDENT EVALUATORS Source: Settlement Plan JDR 02276 Student evaluators will relative to the school. be asked to complete evaluations experience twice a year... its climate. and their educational Students in all the Incentive Schools were selected at random to participate in an evaluation of their school based on a 5% involvement from each grade level. The process was conducted by Mr. Sterling Ingram, and Hrs. Ethel Dunbar from the Office Planning, Research and Evaluation. timeline for completion is attached. A copy of the The administration of the survey was January 13, instead of January 15, 1992 . Indicators of student achievement. high expectations are the criteria used instructional leadership, and and climate. Attached is a copy of the to evaluate the programs indicators. WORKSHOP Attendance and Behavior Guidelines Source: Settlement Plan JDR 02273 Attendance and behavior guidelines will provide unique opportunities to assist students and keep them in school... January, 1992 Page 4 A schedule of training vzorkshops was sent to the principals of Dr. the Incentive Schools. The training will be conducted by Patty Kohler and her staff on the following dates: SCHOOLS SITE DATES Franklin, Ish Franklin 01-27-92 Stephens, Mitchell and Rightsell Stephens 02-10-92 Source: Rockefeller and Garland Rockefeller 02-17-92 The sessions will be held from 3:30 CAMP PFEIFER Settlement Plan JDR 02274 5: 00 \"Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence in a program away from the school and the home which provides counseling. intensive academic support. and time management skills.\".. Mr. Sanford Tollette, Director of Camp Pfeifer, and his assistant, Benki Martin, were invited to the January Desegregation Meeting to discuss the following procedures for the alternative classroom experiences: 1. 2 . 3. 4. Program design Parental component and involvement Transportation Student referral The Alternative Classroom Experience is designed for students between the ages of 9 and 13 or fourth, fifth and sixth graders in Little Rock, North Little Rock or Pulaski County School District. The four main goals of the program are: 1. 2. 4. to improve setting academics in an institutional classroom to to improve improve community classroom and home relationships attendance The program is designed for students who have the potential to  learn and behave appropriately but may be falling between the cracks. As an incentive for good behavior and achievement. a free summer camp will be offered to each child participating in the program. Presently, one Incentive School is participating in the program. Others will be included in subsequent cycles. January, 1992 Page 5 PURPOSE OF THE INCENTIVE SCHOOL PROGRAM Source: Settlement Plan JDR 02233 \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate.\"... Strategies for improving student achievement were discussed and shared with and among principals during the January Desegregation meeting. Allowing students in the first and second grades to have reading twice a day, exposing them to more concrete objects in math before doing abstract teaching. having daily creative writing, involving tutors during the day and after school to assist students on a one to one bases was discussed. Ms. Paula Grier, the IRC specialist, Mrs. Alice Stovall, the Reading Director, and other appropriate support persons will provide the necessary assistance. The Homework Center and Extended Day Programs will be monitored more closely, and regular tracking of student achievement by principals will occur, needed. Programmatic changes will be made as School Policies and Procedures Source: Settlement Plan JDR 02276 \"It is recommended that each incentive school have uniforms for students (such as blue jeans and a white shirt\"). Principals will discuss with their PTA president,.board, and parents the advantages of students wearing uniforms. A survey will be sent home to parents in a timely manner to allow them to provide feedback. The uniforms will be simple and affordable for all parents. The possibility of department stores. such as Sears, will be will be Penny's, Wards, K-Mart, and Wal Mart stocking the outfits investigated. Jumpers, skirts. T-shirts and sweatshirts Foreign part of the uniforms for girls. Languages Source: Settlement Plan JDR 02243 \"Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations. \" Some students at the classes. To provide Incentive Schools are experiences for these involved in Spanish students and motivate other children, Mrs. will present a play called \"Cenicienta\" Mary Hoey's Spanish class from Dunbar Magnet for all Incentive Schools during Extended Day (Cinderella).January, 1992 Page 6 RECRUITMENT EFFORTS Source: Settlement Plan JDR 02323 \"Recruitment will be an ongoing process at the Incentive Schools. The purpose of the recruitment program is to encourage voluntary assignments that will enable the Incentive Schools to comply with the desegregation requirements.\" Some of the recent recruitment activities are cited below: PSA's Public service announcements for all Incentive Area, Magnet, Interdistrict Schools will be publicized before and during the registration period by the Communications Department. Open House -- Mass mailouts with registration and open house appointments for Incentive, Magnet, area, and interdistrict schools were mailed to parents of students in private schools in Little Rock, North Little Rock and Pulaski County School Districts by the Student Assignment Office. Ms. Julie Wiedower discussed with principals in the January Desegregation Meeting the purpose of Open House as a recruitment tool. SPEAKERS BUREAU Principals of each Incentive School will meet with parents and teachers from the Speakers Bureau to discuss registration procedures, open house format. when assisting with tours of the school. and provide other helpful tips Videos The District video produced by the Communications Department will feature special programs in the Incentive Schools. This video will be given to businesses. realtors and used in schools by the principals and the Speakers Bureau for recruitment purposes. MENTORING PROGRAM Mentors and students and each school's pupil will be matched by the planning committee services team. Mentors will meet students and their parents at school receptions. will be held January 22 January 29 at Stephens, Mitchell, February 7 at Individual matches will The receptions at Rightsell, January 23 at Rockefeller, January 31 at Ish, February 4 at volunteers are recruited for the program. Garland and February 12 at Franklin, be made as the year continues and more PRINCIPALS DESEGREGATION MEETING Attached is a copy of the agenda for the January Desegregation meeting with principals.INCENTIVE SCHOOL DESEGREGATION PRINCIPAL'S MEETING January 13, 1992 II. AGENDA WELCOME/OBJECTIVE SHARING LITERATURE ON EFFECTIVE SCHOOLS I. III. FIELD TRIPS A. B. C. Community Access/Field Trips Industrial Complexes and Manufacturing Corporations Lock and Dams IV. PURPOSE OF HOMEWORK CENTERS AND EXTENDED DAY PROGRAMS V. HIRING OF STAFF IN SATURDAY AND EXTENDED DAY VI. SPANISH PLAY Dunbar International Studies Jr. High School Students VII. SCHOOL THEMES: PARENT SURVEY INFORMATION A. B. C. D. Committee Members by Race Copy of Survey Instrument Date Returned 1st, 2nd, 3rd Choices of Themes Selected VIII. STRATEGIES FOR IMPROVING STUDENT ACHIEVEMENT A. B. C. D. E. Reading Math Language Art Science Social Studies IX. DOCUMENTATION OF DESEGREGATION EFFORTS DUE EACH MONTH X. RECRUITMENT STRATEGIES A. Recruitment Plan Meetings Arma Hart B. Purpose of Open House Julie Weidower Student Assignment C. Volunteer Management Training Tips Debbie Milan Director, VIPS D. Having an Active PTA Debbie Valez PTA Council President E. Special Media Coverage Principal's Meeting Page 2 F. Saturday Information Booth at University, McCain Mall, Mall Southwest G. PSA's Media Blitz XI. SCHOOL POLICIES AND PROCEDURES-JDR 02276 Recommendations: Uniforms for students, shirt) (Such as blue jeans and a white Community education classes should be investigated for presentation on a rotating basis for parents in those communities to enhance their skills. XII. LITERACY SKILLS PARTNERS XIII. PURPOSE OF CAMP PFEIFER Mr. Sanford Tolette XIV. STUDENT EVALUATOR XV. WORKSHOPS SCHEDULED A. B. C. D. Effective School Meeting Speakers Bureau Discipline (Time-out Rooms) Parent Council XVI. PARENT INVOLVEMENT/HOMEWORK HOTLINE Catherine Gill XVII. AFRICAN AMERICAN CHRONICLE XVIII. OTHER PLANNING, RESEARCH, AND EVALUATION DEPARTMENT INCENTIVE SCHOOL SURVEY TIMELINE FOR COMPLETION 1991-92 TASK DATE PERSON(S) RESPONSIBLE Select Survey Development Committee 10-1-91 Deseg. Administrators Asst. Superintendent Bldg. Principals Review Components of Desegregation Plan and Incentive School Monitoring Instrument 10-7-91 Deseg. Administrators Committee members PRE Specialist Asst. Superintendent Develop Survey Item Specification Item Writing 10\u0026gt;-14-91 PRE Specialist Committee members Technical Item Review Item Bias 10-23-91 Committee members Survey Construction 11-4-91 PRE Specialist Committee members Pilot Testing 11-18-91 Select students Final Survey Construction 11-26-91 PRE Specialist Committee members Administration of Survey 1-15-92 Building Survey Coordinator INSTRUCTIONAL LEADERSHIP , The school leadership effectively defines the school's mission, frames the goals and communicates these to the staff, parents, students, and the community. Effective leaders make it their business to ensure that the other effective school characteristics are present, promoted and improved upon as necessary. INDICATORS  Principal is accessible for discussion of instructional matters  Principal keeps open lines of communication and responds to teachers, staff, students, and parents  Principal plans for/maintains ongoing staff development program for faculty * Teachers are encouraged to work together for effective coordination of the instructional program within and between the grades * School improvement priorities and plans are developed cooperatively by principal, teachers, parents and students  Principal actively secures resources, communicates with community leaders, and arranges as well as promotes opportunities for faculty staff development activities * Regularly scheduled faculty meetings are held to discuss instructions and student achievement * Principal reviews and interprets test results with and for faculty * Principal discusses lesson plans with teachers * Individual teachers and principal meet to discuss focus of classroom observations * Principal makes frequent, formal classroom observations * Supervision is directed at instruction * Discussions with the principal result in improved teacher instructional practices * Principal encourages parent and community involvement through accountability and/or advisory groups2 . SCHCX3L CLIMATE There is an orderly, purposeful atrnosphcre which is f ree from the threat of physical harm. However, the atmosphere is not oppressive and is conducive to Physical facilities are kept teaching and learning. clean and made attractive with repairs made promptly. INDICATORS School is safe and secure place to work. Physical conditions of school are generally pleasant and well maintained School building is neat, bright, clean and comfortable Supplies and materials are adequate and appropriate to support teaching of knowledge and skills in curriculum Excessive noise is kept to a minimum Most students abide by school/classroom rules * Teachers, administrators and parents assume responsibility for school discipline Clearly written and accepted guidelines for conduct in the school, on buses and on school-sponsored events as well as field trips are provided School rules are understood, respected and enforced by administrators, teachers and students Teachers treat students fairly and with consistency Students are respected by school staff and peers regardless of their achievement level Relationships between and among principal, teachers and other school staff are cordial and based on mutual respect Positive feelings permeate the school Daily attendance rate of students and teachers is high\ntardiness is low Students have opportunities for leadership and for assuming responsibility for themselves and their property * Teachers in this school are \" way,\" of teaching and learning out in front, seeking better  * * * * * * *  * * * *3. high expectations Teachers behave as if they believe all Studer, t car. learn, teach them. enthusiastically accepting the hallenge to students and parents. These high expectations are conveyed to Grading scales and mastery standards are set to promote excellence. INDICATORS  All teachers in school hold consistently high expectations for all students * Teachers believe all students in school can master basic skills as a result of the instructional program * Teachers believe they are responsible for all students mastering all basic skills at each grade level  Teachers ensure that all children have equal opportunity to actively participate in classrooms * Teachers believe that students' home backgrounds are not the primary factor in determining their achievement in classrooms * All students in school are expected to complete graduation competencies or requirements * Teachers' expectations are expressed through clear goals for student achievement * Teachers treat students in ways which emphasize success and potential rather than those which focus on failure and shortcomings * Teachers encourage all students through rewards, praise and recognition * Student achievements are featured in school and community newspapers, newsletters and other news media Retained students in each grade are not predominantly from one ethnic or socio-economic group * Students' work is displayed on bulletin boards, in halls and in learning areas * Teachers use high levels of engaged time and studentteacher interactio.n as major instructional modes\nrather than high levels of individual seatwork assignmentsCLEAR SCHOOL PURPOSE A clear school purpose represents the shared as well as understood by teachers, chool's purpose/goal and is students, and parents. The curriculum serves as a blueprint for teaching and learning and includes goals and objectives which present a clear picture of what students are expected to learn and how teachers can help them learn it. Instruction is the basis on which all major decisions made by the school administrator and staff are grounded. INDICATORS * Written statement of purpose (mission) exists as the driving force behind most important school decisions * School purpose or mission is understood and supported by all students, staff, school, parents and other community members * Goals are developed and endorsed by teachers, parents, administrators and students  Curriculum is designed so that objectives (what should be taught), instruction (what is actually taught) and assessment (what is tested) aligned are  Instructional strategies/materials are adapted to individual learning needs There are written objectives or skills that all students must master for each subj.ect and for each grade * Objectives are clearly stated, valid and sequential, and their attainment is monitored and assessed at all grade levels  Pull-out programs do not dis: .pt or interfere with students' basic skills instruction  Special instructional programs for individual students are integrated with regular classroom instruction and the school curriculum * Students' classroom assignments are monitored closely by teachers to ensure that they are related to daily lessons and follow a sequence of teacher presentation, student practice, specific feedback and the evaluation of student performance * Teachers plan and make assignments with the expectation students will be highly successful during activities which follow direct instruction  Homework is regularly assigned and reviewed, so it enhances school learning  Minimum classroom interruption policy exists Special events (e.g., assemblies, programs, fird trips, etc.) are plannedmonitoring and assessment of student achievement and evaluation Regular assessment of students, programs and staff schools whether they are meeting their goals and whether the informs The school believes evaluation of the school's goals need revision. effectiveness should be A wealth of information can be produced by multiple assessment methods, tests (e.g., norm-referenced, criterion-referenced and teacher-made), samples of student work, and mastery skills checklists, obtained and used according to a well planned schedule- used to improve individual student performance and to improve the based on student outcomes. such as Testing results can be instructional program. INDICATORS * The school has an evaluation program that monitors and reports student progress * cheduled well in advance to Assessment procedures are planned and allow for necessary arrangements at all levels * Staff follow specific routines for frequent scoring, storing, sorting, analyzing and reporting results for student achievement * Assessment methods and instruments are selected to measure learning objectives at each level\nthese include both criterion-influenced and norm-referenced tests  * Curriculum and assessment are coordinated both horizontally (within grades) and vertically (between grade levels) Individual student records concerning achievement, discipline, attendance and tardiness are maintained * Teachers frequently monitor individual student learning, both f-rmally and informally * Teachers know and use test development techniques to design valid and reliable assessment instruments * Assessment is routine and students benefit quickly from the results * Results of assessment reports are tied to learrxing objectives Achievement data are used to change and improve curriculum and instruction on a regular basis * Re-teaching and specific skill remediation are important parts of the teaching process * Teachers and principal thoroughly review and analyze test results to plan instructional program modifications  Test results are reported to students, parents, school board and the general public in appropriate waysu . PARENT AND COMMUNITY INVOLVEMENT Parents and other members f the larger community understand, ruppcrt and are involved in the basic mission of the school, and are provided ..it'.. ------\ns or significant roles in achieving this mission. support with avenue INDICATORS More than half of the parents attend regularly scheduled parentteacher conferences Parent-teacher conferences focus on factors directly related to student achievement and basic skills mastery Parent-teacher conferences result in specific plans for home-school cooperation to improve student classroom achievement Teachers and parents are aware of the school or district homework policy Homework is monitored at home and in school Ninety-five to one hundred percent of the students complete their homework assignments Many parents visit the school to observe the instructional program Most parents understand and promote the school's instructional program There is an active parent/school group that involves many parents Home visits, phone calls, newsletters, regular notes, teachers frequently use to communicate with parents etc. are ways ie Local businesses and other organizations contribute money, time and other resources to the school Parents and community are involved as partners with school staff, not as adversaries Various involvement roles and activities are available for parents to select School staff receives training in parent/community involvement strategies Citizens participate in planning for and assisting in school improvement The school sends students into community settings to gain a variety of experiences  * *  * *  * LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 January 15, 1992 TO: James Jennings, Associate Superintendent for FROM: THROUGH: SUBJECT: Attached Desegregation Monitoring and Community Services Paula Specialist Grier, M, Incentive School Staff Development Estelle Mathis, Associate Superintendent for Educational Programs Incentive School Latin Enrichment Program Update is the requested update on the Incentive School Latin Enrichment Program for the January Board Meeting. Please contact me at extension 2005, if you have any questions. AttachmentUPDATE ON THS INCENTIVE SCHOOL LATIN ENRICHMENT PROGRAM JANUARY 15, 1992 In the Little Rock School District's (LRSD) Desegregation Plan (Volume II - March 23, 1989), a Latin Enrichment Program was proposed for implementation in the Incentive Schools during the 1989-90 school year. The focus of the program was on using Latin words and myths as a means to improve English skills and not on teaching formal Latin grammar. It was to have become a part of the English language arts classes at the fifth and sixth grade levels in the Incentive Schools and had as its purpose that of: (1) increasing reading and vocabulary skills, (2) improving standardized test scores, and (3) enhancing the self-image of learners. Because of the delay in the court approval of the District's Desegregation Plan, the Latin Enrichment Program has not been implemented as.originally scheduled. The District has now targeted the 1992-93 school year In preparation for this. for the implementation of this program. original proposal has been and updated oy English/Foreign Language Supervisor, the Director of Reading, Incentive School Staff Development Specialist, the Director of reviewed the Staff involved Development, and an out-of-state consultant currently in a similar Philadelphia. program in the School District of As a result of this review, it is proposed that the Latin Enrichment Program targeted for 1992-93 following components. consist of the 1. Purpose: To incorporate Latin instruction into the language arts blocks of the Sth and 6th grade classes for approximately fifteento twenty minutes per day for the purpose of: (1) increasing reading and vocabulary skills, (2) improving standardized test scores, and (3) serving as a link between the English language arts and foreign language programs, and (4) enhancing the (Number 3 is an addition to the self-image of learners, original purpose.) 2 . Staff Development: a. Five days of summer workshops conducted by the out-of- This is a change from the original state consultant. proposal of six hours (one day) of inservice training because it is now believed that a longer period of inservice is critical to ensure effective the implementation of this program. The five-day training will consist of curriculum development. implementation of program demonstration lessons content. and assessment strategies.Incentive School Latin Page 2 Znrichnient Progran b. Four one-hour workshops throughout the school year (two each semester) to provide additional teacher training and to address any concerns/issues that may workshops as were originally proposed). arise (sane c. Teachers will have the opportunity to become more proficient in Latin by enrolling in a college cours designed especially proposed). for them (same as originally 3 . Budget: Because of the changes recommended component, a new budget has been developed. or the staff development increase of $800.00 and is based on 29 teachers. It reflects an 4 . The Classroom Instructional Materials Printing Inservice Materials Inservice Consultants Fees \u0026amp; Expenses College Course Materials College Course Instructor's Fee Inservice Stipends Total $ 870.00 1,740.00 870.00 3,400.00 580.00 1,200.00 1,450.00* $10,110.00 *If teachers are on an extended contract, this line item will be more. Evaluation: Throughout the year, the program will be monitored by the principal in each building. Supervisor, Specialist. and the Incentive the English/Foreign Language School Staff Development At the end of the 1992-93 school year, a formal district-wide assessment of the program will be made, assessment will be based on surveys and test data. This Implementation Plan included in the LRSD 1989 Desegregation Plan (pp. 47 changes. 49) has been revised to reflect these proposed An updated version is attached.IMPLEMENTATION PLAN COST OBJECTIVE ACTIVITIES PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVALUATION 1. To provide awareness of the Latin program to incentive school principals and staffs l.a. Present implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals Associate \u0026amp; . Incentive Assistant Supts.School Staff .January 15,1991 Plan Presentation -0- I Dev. Specialis (ISSDS) Assistant Superintendant March 2, 1992 Heeting on Calendar -0- 1 Asst. Supt. ISSDS March 2, 1992 Printed agenda -0- Principals of incentive schools English/FL Super. March 16, 1992 ISSDS Dir. of Reading Concerns/questions expressed by principals -0- 2. To provide inservice to participating teachers l.e. Schedule awareness meeting with current Sth \u0026amp; 6th grade teachers in incentive schools l.f. Conduct awareness meeting with current Sth \u0026amp; Sth grade teachers l.g. Identify Sth \u0026amp; Sth grade teachers who wish to remain at incentive scho l.h. Recruit and fill vacan-ci es Asst. Supt. March 16. 1992 Heeting on Calendar -0- 5th \u0026amp; 6th grade teachers at incentive schools Principals )1S 2.a. Requisition instructional materials ISSDS April 14, 1992 Meeting agenda -0- Principals Dir, of Human Resources Princi pals Dir. of Human Resources ISSDS May 1,1992 July 1, 1992 Hay 1, 1992 List of identified 5th \u0026amp; 6th grade teachers Identi fied 5th 5 6th teachers at incentive schools for 1992-93 Arrival of materials -0- -0- $580 (lid ter tils I OBJECTIVE ACTIVITIES 2.3. Duplicate copies of above materials 2.C. Schedule 5 inservice meetings of 6 hours eacf 2.d. Develop agenda for above 5 meetings 2.e. Conduct above 5 meeting' 2.f. Contact UALR about . offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.i. Schedule four one-hour inservice workshops in local bui1 dings/cluster district-wide 2.J-, Conduct above four inservice workshops IMPLxME'ITATIOM PLAN PARTICIPANTS Teachers and Principals PERSON RESPONSI3LE COMPLETION DATE I Incentive School Staff Dev. Spec. (ISSDS) July 1, 1992 June 1, 1992 EVALUATION One copy for each teacher Meetings on Calendar ISSDS ISSDS and Consultant July 15, 1992 Printed agendas Consultant and ISSDS August 17, 1992 Agendas and materials English/For. Lang. Supervi sor Incentive School Staff Dev. Spec. June 1, 1992 Course proposal UALR official Teachers t Teachers Principals Incentive School Staff Dev. Spec. Incentive School Staff Dev. Spec. ISSDS Principals Incentive Schoo! Staff Dev. Spec. pecember 1,1992 May, 1993 September 1,1992 May 1,1993 (2 per semester) PijS 2 I COST I $1,450 printing -0- -Q- $580 materials $3,200 consultant fee \u0026amp; expenses $1 ,450 stipends  (if on extended contract, this I amount j/i I increase.) -0- Identified dates/timesz place Completed course Meetings on Calendar Meeting agendas -0- $580 inatei'ials I $1,200 i nt Tilt Lor i fee- -0- I $290 inateri.-ils $200 consul taut fee OBJECTIVE IMPLEMENTATION PLAN Page\nI ACTIVITIES PARTICIPANTS [PERSON RESPONSIBLE COMPLETION .DATE EVALUATION COST 3. To Implement the elementary Latin program in Sth i 6th grades at incentive schools 3.a. Schedule time for classroom instruction Teachers Principals August 15, 1992 School's instructional schedule -0- 3.b. Purchase/duplicate/ create student material\nTeachers Incentive School Staff Dev. Spec. ongoing Materials ready for classroom use $290 materials 4. To evaluate the elementary Latin program 3.C. Incorporate Latin program into district's language arts program 4,a. Monitor classroom acti vi ties 4.b. Identify student growth on standardized tests 4.C. Develop student, teacher, parent assessment survey 4,d. Disseminate above surveys 4.e. Compile survey results 4.f. Submit final evaluation report to associate and assistant superintendents Teachers Teachers Teachers Teachers Principals\nEnglish/FL super. j Dir. of Reading Princi pals ISSDS, Reading Di English/FL Super. Principals Incentive School Staff Dev. Spec. Principals Incentive School Staff Dev. Spec. Incentive School Staff Dev. Spec. ongoing May 3, 1993 May 28, 1993 April 15, 1993 May 3, 1993 May 28, 1993 June 15, 1993 Lesson plans Identified strengths and weaknesses Test data Printed forms -0- -0- -0- $290 printing Completed forms returned Survey data Submitted report -0- -0- -0- ATTACHMENT \"A Master Teacher Committee February 5, 1992 9:30 a.m. - 12:00 p.m. Universities 1. Dr. Robert Hilliard, Director Professional Field Experiences University of Central Arkansas Conway, AR 72032 2. Mrs. Mary Smith, Supervisor Student Teachers Arkansas Baptist College 1600 Martin Luther King Drive Little Rock, AR 72202 3. Dr. Tom Teeter, Associate Dean College of Education University of Arkansas at Little Rock 2801 South University Little Rock, AR 72204 4. Dr. Alvin Futrell, Director of Teacher Education Services Henderson State University Arkadelphia, AR 71923 5. Dr. Loretta Davenport, Chair Division of Education Philander Simth College 812 West 13th Street Little Rock, AR 72202 Teachers 1. 2. 3. 4. 5. 6. 7. Beth Sanders - Mitchell Incentive School Marsha Calloway - Franklin Incentive School Marva Pearson - Ish Incentive School Marie Smith - Stephens Incentive School Oudy Mier - Rockefeller Incentive School Frenzella Dodson - Rightsell Incentive School P. Wilson-Robinson - Garland Incentive School Administration 1. Margaret GremiIlion 2. Larry Robertson 3. Paula Grier Principals 1. Ann Mangan 2. 3. Bobbie Goodwin Franklin DavisATTACHMENT \"B Teacher Demonstration Committee February 6, 1992 9:30 a.m. - 12:00 p.m. Teachers Phil Davis - Garland Incentive School Barbara Banks - Mitchell Incentive School Brenda Hammonds - Franklin Incentive School Elaine Self - Ish Incentive School Kimberly Harness - Stephens Incentive School Beth Foti - Rockefeller Incentive School - Early Childhood Mel via Mathis - Rockefeller - Elementary Barbara Fincher - Rightsell Incentive School Principals Robert Brown Stan Strauss Donita Hudspeth Lonnie Dean Admi ni strati on Margaret Gremillion Larry S. Robertson Paula GrierTO: FROM: THROUGH: Little Rock School District January 7, 1992 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services ^(^Irs. Diane Rynders, Coordinator, Gifted Program /y,jj^Mrs. Mable Donaldson, Supervisor, Gifted Program Patty Kohler, Director, Division of Exceptional Children Armrs. Estelle Matthis, Associate Superintendent, Educational Programs and Staff Development SUBJECT: Status Report on Incentive Schools The Gifted Office is working cooperatively with the Gifted Specialists and principals in each of the Incentive Schools. The Gifted Specialists are providing ALL students in the Incentive Schools with Enrichment. The Enrich-ment Curriculum is based on the skills contained in the GT Scope and Sequence. The Specialists have been asked to work closely with the regular classroom teachers in emphasizing writing and research with all students. Speciali sts have been instructed to teach critical thinking and reading skills in the content areas during the enrichment period and were given materials and instruction in this area during a meeting on December 2, 1991. Family folklore, literature appreciation, and hands-on science are a few of the different topics that some of the specialists are focusing on. of the Incentive Schools are participating in Odyssey of the Mind, The Stock Some Market Game, Quiz Bowl, The Invention Convention, and are hosting science fairs. The Gifted Office has worked with the Specialists, and when necessary has provided training and/or information for each of these events. The Gifted Office has developed a form for monitoring the Gifted Program in all the schools in the areas of: Identification, Scope and Sequence, Staff Development, K-2 Enrichment, and Curriculum, been or will be monitored is listed below: Information on schools that have School Monitoring Date 1. 2. 3. 4. 5. 6. 7. DR:MD:PK:mh Rockefeitl ler Stephens Garland Franklin Mi tchel1 Rightsei 1 Ish 3-21-91 12- 4-91 12-11-91 1-14-92 1-16-92 1-21-92 To be scheduled 8 I O West Markham Street Little Rock, Arkansas 72201 (5O1).574 ,5501 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 January 9, 1992 To: James Jennings, Associate Superintendent for Desegregat ion From: nnis Glasgow, Supervisor of Science Through Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development Subject: Monitoring/Supporting Incentive School Programs Sc i ence * Science lab equipment and staff been provided for grades 3-6 in development has each Incentive School. This will facilitate the use of a hands-on discovery and exploration approach to learning sc i ence . * Last year all incentive school teachers were given a 2 hour inservice on using hands-on science. * I have visited each Incentive School once or more this year to monitor the set-up of the science labs, grades 3-6. * I am providing the Incentive Schools with \"Invent Amer i ca II student handbooks and two Coordinator's handbooks. II Invent America\" is one avenue for emphasizing the scientific method and practical applications of science. A science fair is another way to meet this goal. * Incentive Schools have been provided science supply kits and refills have been sent when requested. These supplies are used by K-6 teachers to provide hands-on science. * Nothing specific has been done about the homework information packets, although Macmi11an/McGraw Hill has an excellent series of booklets for grades K-6, titled Helping Your Child at Home With Science. I will provide information about this program to Mrs. Gill so she can share it with the Incentive School Principals. TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 14, 1992 James Jennings, Associate Superintendent Desegregation Monitoring and Community Services FROM: fJ^jyTTrt^rie A. McNeal, Supervisor Social Studies THROUGH: 'V^bstelle Matthis, Associate Superintendent Educational Programs and Staff Development SUBJECT: Desegregation Update - Incentive Schools The following focus on desegregation activities for Incentive Schools: *Review of Building Environment - Visitations were conducted at Garland (January 10, 1992) and Rockefeller (January 13, 1992) - each school's visual displays depicting social studies themes, including multicultural and African/African American topics were evident. *Classroom/teacher visitation at Rightsell was conducted on January 8, 1992. present outcomes of visitation: observations - Classroom visitation The following re- 1. 2. 3. 4. 5. Learning environment attractive and motivating. Multicultural and African American visuals present. Social Studies history concepts and skills being implemented. Social Studies lessons promoted pride for students with teacher examples of African American leaders and history. Students attentive, on task, and involved in the learning. ^African/African American History Program and Rites of Passage Program - All Incentive School principals were inserviced about the above programs on December 9, 1991. Copies of resource materials were given to each principal to share with teachers and consider for purchase. Teachers received copies of both Inservice for teachers programs the week of December 9, 1991. on the implementation of each program was conducted on January 13, 1992 at two (2) cluster meetings, Franklin and Rockefeller. In addition, teachers were inserviced in how to infuse Social Ski 11s-Family Folklore into the core instructional program with implementation of the African/African American and the Rites of Passage Programs.I I I MONITORING REPORTS I \"a* 4% 2* Garland 3615 W. 25th Little Rock, AR 72204 'Sunply Tnmtformational\" Incentive Mr. Robert L. Brown, Jr., Principal Phone: (501)671-6275 1% !!' BL * JL-.JlM.P\nTO: Mr. Janes Jennings, Assoc. Superintendent for Deseg. FROM:^l^jRobert L. Brown, Jr. SUB J: Response to Educational Equity Monitoring DATE: January 15, 1992 The following responses are being provided to address the noted concerns of the nonitorin team: 2.2 Staff members have been instructed to bring all area into compliance with the expectations set forth in the guidelines. 2.3 11.3 The IRC Reading Dept, has been providing assistance to several teachers. Additionally, requests have been made through Central Office Administration to assist staff in making adjustments in the instructional program to meet the students level of performance. 6.1 The decrease in academic performanc has been noted and shared with the staff and parents of Garland Incentive School. School Improvement plans have been developed and filed with the appropriate offices. o 12.10 Doors were open because of a mistake on the part of the school's administrator. The teachers have now received the appropriate instruction. cc: Larry Robertson Arma Hart LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 2410 \u0026amp; Battery Street Phone (501) 375-6931 Little Rock, Arkansas 72206 MEMORANDUM TO: Mr. James Jennings, Associate Superintendent for Desegregation FROM: ita Hudspeth, Principal DATE: January 15, 1992 SUBJECT: Response to Areas of Concern on Monitoring Visit December 16 AREA OF CONCERN: School needs to be remodeled, carpet and blinds should be changed to brighten colors. brighter colors. School walls should be printed Library and media center is not large enough. RESPONSE: The above concern has been forwarded to the appropriate departments and personnel. LI ROCK SCHOOL I '' DISTRICT Rightsell Elementary School 911 West 19^ Street Phone 324-2430 Little Rock, Arkansas 72206 January 8, 1992 TO: Mr. James Jennings, Associate Supeymtendent FROM: Mrs. Bobbie H. Goodwin, Principal RE: First Monitoring Report by the Department of PRE 2.2 Concerns were shared with staff. cleared up on or before January 24, 1992. We will strive to have the things cited Teachers with parents by telephone, written notices, and home visits. are making contact 6.1 Strategies for student achievement are listed in our School Improvement Plan. With the exception of Grade 4, all grades' Total Basic Battery increased between 1.1 and 1.9 on the 1991 MAT-6. 11.1 Contact is being made with parents by telephone, written notices and home visits. Timeline for compliance is January 24, 1992. 12.4 Written requests have been submitted to Maintenance regarding the hanging objects. The writing on the doors and walls inside restrooms on the 2nd floor has been removed. 12.10 Teachers have been instructed to keep classroom doors locked at all times. Periodic checks will be made throughout the day. cc: Mr. Larry Robertson, Assistant Superintendent Mrs. Arma Hart, Desegregation Facilitator TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services FROM: Anne Mangan, Principal, Rockefeller Incentive School RE: Response to First Monitoring Report conducted by the Department of Planning, Research, and Evaluation DATE: December 27, 1991 AREAS OF CONCERN: 2.2 After concern was made known at the conclusion of the monitoring visit, a check of teacher records was made and it was determined that the records that were not up-to-date were those of either a long term substitute teacher (who should not have been held totally responsible for the completion of all classroom records until given full charge of the classroom) and a teacher who was teaching in a new teaching assignment and was still a little unsure of the required procedures at that new position. Corrections have been made to assure accurate record keeping. 6.1 The annual school plan and the school improvement plan (Chapter I) addresses the identified weaknesses and needs of the student body with specific plans made to make improvement on test scores and increased understanding of the curriculum areas. The goal is to increase knowledge and decrease disparity of achievement in various student sub-groups. 7.3 The number of students receiving resource services is a total of 10. The resource teacher is assigned to Rockefeller only half time. The resource teacher serves the identified students in the regular classroom most of the time and in very small groups in her assigned classroom space - no more than 4 students at a time. The space is certainly adequate for that small number of students. The teacher was offered several much larger spaces for resource and she refused. After it was determined that she did not want one of the spaces offered, the wiring for the computer was installed in the present location. 8.1 Students have been recommended in a proportionate number to match with the school population. However, the approval of students to be identified as gifted at Rockefeller rest in the hands of the Little Rock School District gifted and talented office. That office sends us the names of all students who are allowed to be placed in the program. 10.6 Several meetings with parents have been held in the homes. No meetings have been held in local churches or community centers. It has been discussed with the incentive school coordinator and it is my understanding that she will help by planning some meetings in just such community locations. I have spoken to Rev. Banks at the Metropolitan Church close to Rockefeller and he has been receptive to our having meetings at his church. 12.4 Needed improvements have been reported to the building engineer and to plant services for repair: rest room damages, burned out lights, and pot hole. 12.10 Classroom doors and all outside entrances are monitored regularly to insure that they are locked and all safety and security measures are being properly implemented. LITTLE ROCK SCHOOL DISTRICT Stephens Elementary School 3700 West 18 Phone 671-6350 Little Rock, Arkansas 72204 January 15, 1992 TO: James Jennings, Associate Superintendent for Desegreg^ion Monitoring and Community Services FROM: Lonnie S. Dean, Principal SUBJECT: FIRST MONITORING VISIT - EDUCATIONAL EQUITY MONITORING TEAM Listed below are the responses to the concerns of the Educational Equity Monitoring Team on November 14, 1991. 2.2 - I am monitoring all records and will make sure records are current and complete. 12.4 - The graffiti on the portable building has been reported to plant services, and will be removed ASAP. 12.10 - All staff is constantly reminded of this security policy. All doors will be locked from the outside except the front door. cc: Arma Hart, Desegregation Faciliator Larry Robertson, Assistant Superintendent VOCATIONAL EDUCATION TO: FROM: THROUGH: SUBJECT: 1. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS January 6, 1992 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services ^rnes A. Miller, Director, Vocational Education . Estelle Matthis, Associate Superintendent for Educational Programs Update Report on Desegregation - January, 1992 Review Course Offerings: Course offerings are in the processing of being reviewed as a part of the Curriculum Revision process presently under way. committee of teachers has been identified which will assist in this review A process. One meeting of this committee was held in December, and other meetings are scheduled on January 13 and 14, 1992, and in February. 2. Offer Open House: An open house is planned for Metropolitan Vocational Center during American Vocational Education week, the second week in February, 1992. 3. Student Brochures: Brochures on course offerings at Metropolitan have been in place for several years, and no changes have been identified as being needed at this time. No further reproduction of brochures will take place until a thorough review and coordination with the L.R.S.D. Communications Department is completed. 4. Equipment Fair: \"Employment Fair\". This is a typographical error. This objective should read Ms. Martha Allen, Counselor at Metropolitan, is serving on the planning committee to plan the annual \"Jobs Fair\" chaired by Ms. Jo Evelyn Elston. Vocational Department staff have participated in planning and conducting this fair since its inception. 91/JAM/035 January 17, 1992 TO: James Jennings FRMl: Debbie Milam SUBJECT: Desegregation Update The following is an update on the areas you requested per your memo of January 2, 1992. The information on training is for November and December since a ccsiprehensive schedule was turned in October 15. Bstabli^ a Barents in Loaming Program, a ocnramity-sL^parted effort to involve parents in the learning process. See individual workshops below for training provided. Discussion and planning is going on to decide on a series of workshops to be offered for parents. The National PTA's \"Common Sense\" four-part workshcp series has been ordered and will be offered by VIPS to cosponsor with school FTAs. VIPS will then publicize IPSD's \"Common Sense\" parents by school in our newsletter. VIPS staff are also preparing the APPLE series of workshops for presentation. Provide workshops for parents cn such topics as discipline, learning aides, stu^ skills, academic tutoring. Tutoring workshops were provided for parents at Mabelvale and Badgett Elementary Schools during November. The following workshops will be offered for parents at Rockefeller and Ish on January 18: Recipes for Home Learning, Motivating Your Child to Succeed in School and Improving Your Child's Study Skills. Improving Your Child's Study Skills will be repeated at McClellan Community High School on March 24. Training workshops on being offered on an \"as needed\" basis for Incentive School mentors. An \"Orientation to Volunteering in the Little Rock School District\" is being prepared and will be offered on a regular basis and/or by request by the VIPS staff. Three workshops were provided for retired senior volunteers at the Shepherd Center during November and December. A workshop is planned January 21 for seniors at Parkway Village Retirement and January 22 for a tutoring workshop for parents at Fulbright. Four orientations will be held for mentors in the Junior League sponsored Wonders of Work program.Develop and expand the parent volunteer programs. Five hundred parent surveys were distributed -to parents of children at Surveys asked about incentive schools through COPE distritution centers. interests and obstacle to parent involvement. Tutoring workshops were provided for parents at Mabelvale and Badgett Elementary Schools during November. Meetings have been held with parents and stciff at Garland, principal and a teacher at Badgett, and the VIPS Chairperson at Forest Heights. Information has been requested on a family reading program that could be duplicated at any school. VIPS Coordinator met with incentive school principals on January 13 to discuss expanding their volunteer programs. Holiday learning activites for tutors were sent to Badgett, Fulbright, Mabelvale, McDermott and Pulaski Heists Elementary. Provide braining for school personnel on 'the use of volunteers in 'the school. Training has been provided to five staff people at Badgett and one teacher at Rockefeller. VIPS Coordinator met with incentive school principals on January 13 to discuss in their schools. pvpanding volunteer programs VIPS Incentive School Coordinator has also met with all principals as well as the staffs Rockefeller and Ish. Meetings to explain Partners in Education have been held at Western Hills, Terry, Bale, Mitchell, Forest Park and Garland. Increase the iimter of minority partners. The Council for African American Progress partnered with Garland. Women in Energy, which had a black president at the time, partnered with Cloverdale Elementary. Negotiations are currently going on with the following potential partners: Harold Flowers Law Society, Neuro-Psychiatric Diagnostic Clinic, Kappa Alpha Psi Alumni Chapter, J\u0026amp;M Products, The Willis Group, DIGNITZ, Watershed, Cradle Central Arkansas Chapter of the Black Data Processing Association, Care, Philander Smith College and Joe Anderson Contruction. RSVP Catering, a small business owned by a woman, partnered with Henderson. Our Neighborhood newspaper is expected to partner with a school in southwest Little Rock soon. Set I?) meeting with leaders in the city to explain our programs and danonstrate the quality of our schools. Presentations have been provided to Parkway Village Retirement Home residents.Jo Stewart with North Little Rock School District, Rosa Allen of Beebe who is starting a VIPS program there and an educational philanthropic organization. Monthly meetings are held with the Chamber of Commerce Partners in Education subccmmittee and Education Committee, an advisory committee for Incentive School Parent Involvement, VIPS Board of Directors and the Junior League Wonders of Work Committee. Visits have been made to two ministers of churches in neighborhoods close to incentive schools. Six ministers of downtown churches with predominantly black congregations agreed to distribute recruitment flyers for incentive school mentors. Two training workshops have been held for all business partners in all three districts. CEO Principal for Day was held during American Education Week. Approximately thirty business leaders shadowed IPSD principals for part of a day. A press conference was held at the Chamber of Commerce on November 22 to publicize the CEOs' experiences. Two articles ran in the Arkansas Democrat. a League of Women Voters ran an article on VIPS in their November newsletter to their members.f LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street RECEIVED TO: Little Rock, Arkansas Har7h 26, 1992 LRSD Board of Directors 72201 MAR 2 6 1992 desegregation FROM: James Jennings, Associate Superintendent for 7^'3 Desegregation Monitoring and Community Services THROUGH: Dr. Ruth Steele, Superintendent of Schools 3^ SUBJECT: Update on Desegregation - March The following areas will be addressed in this month's update on desegregation: A. B. C. D. E. F. G. H. Area Schools Communications Early Childhood Education Guidance and Counseling HIPPY Incentive Schools Multicultural Curriculum Summer School'1 Update on Desegregation March page two AREA SCHOOLS (See memos from Margaret Gremillion, Larry Robertson, and Dr. Angela Sewall - including addendum). COMMUNICATIONS (See memo from Dianne Woodruff). EARLY CHILDHOOD EDUCATION Timelines for ordering materials, supplies, and equipment: a. b. Equipment for new four-year-old classes will be ordered by May 1, 1992 Materials and supplies will be ordered by June 1, 1992 Timelines for hiring staff: a. b. Teaching and aide positions for new four-year-old classes will be announced in June on the known vacancy list. Positions will be filled through the normal procedure of screening, interviewing, and principal recommendations. Inservices will be provided for teachers of four-year-old programs during the beginning of school and throughout the school year. The inservices will include but not be limited to the following areas: - Licensing Requirements - Classroom Management - Child Development and Behavior - Portfolios - Developing Centers and Units - Transitional Activities GUIDANCE AND COUNSELING (See memo from Jo Evelyn Elston). HIPPY (See memo from Marian Shead).5 Update on Desegregation March page three INCENTIVE SCHOOLS (See memos from Arma Hart, Catherine Gill, and Larry Robertson). MULTICULTURAL CURRICULUM During the 1992-93 school term, two new magnet schools will be operative in the district and a variety of new courses will be offered to students. Workshops for appropriate staff members will be conducted beginning in mid-June and run through the week prior to pre-school, mid-August. Additional workshops and seminars will be conducted throughout the school term for staff members at these schools. SUMMER SCHOOL (See desegregation update addendum from Dr. Angela Sewall).LITITE ROCK SCHOOL DIST ' CCT 810 WEST MARKHAM SIRE I LITTLE ROCK, AR 72201 March 19, 1992 TO: Mr. James Jennings, Associate Superintendent - Desegregation Monitoring and Community Services FROM: \\\\'''^^^'Iargaret Gremillion, Assistant Superintendent - Elementary SUBJECT: March 1992 Board Report Part X - Response to Desegregation Item, \"Provide Training for School-Based Improvement Teams (to Involve Staff and Parents) Uho Will Train Staff at the School Site with Annual Maintenance' Tvzelve of my nineteen area schools have gone through the COE (Comprehensive Outcome Evaluation) training. They are engaged in the study of data about their schools and are measuring them against the standard established by the research on xdiat makes schools effective. From this comparison, the schools will develop goals for the next five (5) years and will write strategies to accomplish their goals. The modification of these goals xcill be made as test data and surveys are examined each year. The school staff is divided into teams to study targeted areas i.e. parent and conmunity involvement, teacher effectiveness, school climate, monitoring and assessment, student achievement, and i\\CA standards, tach school may choose different targeted areas to study according to their needs, but all schools must target student achievement. Update and training are provided by our State Department contact and school principals. o A visiting team assigned by the State Department visits the COE schools and examines the educational setting of the school, including courses of study, learning materials as xvell as student needs and interests. The team tries to assess the effectiveness of the total school plan in meeting the educational The team interviews the objectives the school has established for itself. steering coninittee members and interacts with each other in order to best val idate the proper COE actions. At the conclusion of the COE visits, written reports with positive recommen- dations and strategies for the schools to consider for implementation are sent to the principals and their respective assistant superintendent. reviews these reports with the school's staff and parent committees. cycle then repeats itself for the nexj school year: ( __ _ students, and parent surveys\nreview the discipline The principal The disaggregate test data\nanalyze the teachers, reviex* reports\nevaluate teacher and student attendance\nand then, inservice cormit- tees to begin work on any areas needing remediation. Part II - Overview My February report gave you a detailed description of the programs that were scheduled for Black History Month in each school and the names of the guestsMarch 1992 Board Report- Margaret Gremillion March 19, 1992 Page 2 who came to the classrooms. It was a busy month with so many of these excellent programs scheduled in addition to all the award assemblies and the RIF (Reading is Fun) distribution for 4th graders across the District with no expense to the schools. As of March 16, sixteen (16) of my nineteen area schools have received approval on their Academic Incentive Grants. Due to the freeze on the grant money during the first semester and the late timeline, many of the schools will use only part of their money to implement those programs that can successfully serve their students at this time of the school year. Hopefully, the remainder of the funds can be added to the 1992-93 grants. This will enable the principals to start their tutoring program as soon as school starts. This month I am reviewing the Educational Equity Monitorng Reports with the principals to discuss the strengths and areas of concern that have been identified. The principals are now turning in their MPT tests and will be getting inserviced on the new Stanford 8 materials by Sterling Ingram's staff on Friday, March 27. Part III - School Highlights Badgett Seventy-three students in grades 2-6 are in the afternoon tutoring classes from 3:05 - 5:00 p.m. Eight certified teachers are on duty. Fourteen studemts are in the Tuesday evening classes at the First Methodist Church at Eighth and Center Streets. The students are picked up at home by the volunteers and and are taught one-on-one in the class at church. Fun activities are also planned for the students, the children. This program will continue through the 6th grade for Bale A parent involvement make-and-take workshop, a hands-on science inservice, and an orientation session for mentors, mentorees, parents, and teachers are three excellent projects that have been on-going at Bale. Brady The principal is teaching a microscope study class in the intermediate grades. Chicot Eighty-six students are in the afternoon tutoring classes. Forest Park An exemplary project on display was the annual Science Fair.j'arch 1992 L.-.port-Margaret Gremillion !\n. 19, 1992 Page 3 Fulbright An International Fair and Spell' '.g Bee the last we\nprojects. of February were excellent Mabelvale All students will be attending \"Rumplestiltskin\" at the UALR Children's Theatre this month, ment trip. Many writing activities will result from this enrich- McDernott A Student Recognition Program and Grandparents Day were two of the many successful events held this nine weeks at the school. Meadowcliff Using the AP\u0026amp;L Grant contribution from the school's Partner-in-Education, the counselor is holding parent workshops (\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_132","title":"Development Guidance Handbook: A Resource and Planning Guide","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Childhood development","Education and state"],"dcterms_title":["Development Guidance Handbook: A Resource and Planning Guide"],"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/132"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["booklets"],"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   00 l\u0026gt;EvElopMENTAl GuKiANcE HAN\u0026lt;lbook 0000 0000 A RESOlRCE ANd PlANNiNG GuidE Arkansas Department ci Education    DEVELOPMENTAL GUIDANCE HANDBOOK: A RESOURCE AND PLANNING GUIDE PUBLISHED BY ARKANSAS DEPARTMENT OF EDUCATION Burton Elliott Director General Education Division Emma Bass Associate Director Instructional Services Division Gayle Teal Coordinator Curriculum Section J.B. Robertson Specialist Guidance, Counseling \u0026amp; Career Education Marlene Bush Specialist Guidance and Counseling #4 State Capitol Mall Little Rock, Arkansas 72201 1987, Reprinted 1992 DEVEL0El1ENI:AL GUILWCE HAND8CXJK: A~ AND PUNNlt\nQJlI\u0026gt;e TABLE OF cnmNrS Fore\u0026gt;rd . ............................................................... . iv Acl\u0026lt;Ix::M ledgoe,ts ......................................................... . V Introot1etioo ............................................................ . Iles igrt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Plamil'lg, arld ltq\u0026gt;lE!IDIE!Tltat ioo.          ..    . .                               3 ~rel\"letlS i ve ProgratD Res()llrces ..................... c                      5 El !Dell tary Scl1cx:\u0026gt; 1 Yea.rs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Middle/ Junior High Scl1cx:\u0026gt;l Years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 High Scl1cx:\u0026gt;l Years. Appendixes A. A Systems Approach to Individual Leaming and Development. .. B. Ccmrunity-Based Advisory Calmittee ............................. c. AS:A Position Statement : The School Counselor and the Qiidance and CcA.lnseling Program ... D. ASCA Positioo Statement : The School Counselor and Developmental Qiidance . E. Sources for Identifying Possible Grant or funding . F. Other Sources of Grants and Funding .... G. PlaT'II\"lir\u0026gt;g arKi Evalt1at ioo Resoo.rces  . 17 21 25 29 32 36 40 41       ----- The Standards for Accreditatioo of Arkansas Public Schools required the Arlcansas Department of Educatioo (AI) to develop statewide goals to be used by school districts as a fnllDEY:\u0026gt;rlc for district plaming. Therefore, the ADE divisioo of iliidance Services developed the K-12 ~ and Sequence iliidance Cm-ricuh.111 Qiide to provide statewide goals . aria ooJecf ives_ ~e and counseling.--n'exibility was given to local school districts for the ac~lislnent of these goals and objectives. The.following docunent, the Developmental Qiidance Handbook:~ Resource and Planning Qiide, is intended to supplement the aforementioned K-12 Scope and Sequence Chidance Curriculum iliide. It is also intended to assist counselors in developing a systematic, ~rehensive, developnental guidance progran to meet the needs of all students. Its purpose is to assist the local planning process, not to prescribe. The Devel~tal iliidance Handbook: A Resource and Plaming iliide has been prepared iri aoose-leaf notebook in order to facilitate partial revisions and updating. Your suggestions for improvement, additions to chapters or specific useful resource materials are always welcane and encouraged  iv The Department of Education Guidance Services extends its thanks to the following C001Dittee members who reviewed this docunent and suggested revisions during its develoIXJlellt: Mary l.o.l Miles Elementary School Counselor Carlisle School District Suzanne Ward K-12 School Counselor OJachita School District Jeannie York High School Counselor Kirby Sch:x\u0026gt;l District ~lph \\oA'\\iteside K-12 School Counselor DeValls Bluff Sch:x\u0026gt;l District Dave Floyd Ele11entary Education Supervisor Department of F.ducation F.arl Walton Secondary Education Supervisor Depa\"\"tr'..d'lt of Education Arlcan.sa.s Department of F.ducation, Guidance Services Thelma R. Cook iliidance Supervisor State GED ~inistrator Lynda D. Ha\\wkins Coordinator Guidance, Career Education and GED Testing Rick Griffin Secondary Guidance Specialist J.C. Smith, Olair Q.iidance and Career Education Supervisor Special thanks and recognition are extended to the following for giving their permission to use their materials: Wisconsin Department of Public Instruction Madison, Wisconsin American School Counselor Association Alexandria, Virginia V       The educational, personal/social, and career development needs of students in the state's public schools can be more effectively met with a kindergarten through 12th grade (K-12) guidance program that systematically and ~rehensively addresses developmental stages loihlch students experience as they progress through school. The following systematic approach is based on the works of Benjamin IHooo, Erik Erikson, Robert Havighurst, Lawrence l\u0026lt;ohlberg, Abraham Maslo.1, Jean Piaget. and others (see Appendix A). It is based on the recognition that all pupils pass through specific developmental stages as they mature. Wlat happens or fails to happen to children/adolescents developmentally will toore than likely detennine lifelong attitudes toward learning and help or hinder the acquisition of skills, attairroent of career goals, and evolvement of satisfactory attitudes about self, soc iety, family and career. School guidance program.5 mJSt be structured to anticipate the personal/social, career and educational needs of pupils and ensure t hat these .~s are met. Such an approach stresses prevention of problems by provid1.ng students with age-appropriate skills and information through instruction, group interaction, and individual COl.D'lSeling. There are numerous human resources in schools and ccrmunities to draw upon. A systematic approach to guidance can help make certain that the skills of the cOLmSelor are used to opti.nun advantage\nthat the invaluable work of psychologists, nurses and social workers interfaces with the guidance program\nthat the classroan teacher's already important guidance role is strengthened\nand that parents and other camunity resource people are kept informed and urged to participate more actively in the education of children. Parents have a particularly important role to play, as their guidance of children begins before and continues after the school experience. Family assistance and encouragement are critical as children develop thoughts and ideas about career choice, learning, them.selves and others. Thus. guidance of pupils as they develop personally, socially, occupationally and educationally is the responsibility of the entire K-12 staff, parents, ccrmunity and local business and industry persorme 1. A ccmparison of traditional school guidance efforts with roore contemporary developmental guidance program.5 is shol.n below. In this cooiparison, the anphasis shifts fr001 working Ioli.th individuals to w10rking with all students, fran renediation to preventioo and fran unplanned/unstructured to systematic/accountable. Traditional Crisis Counseling Infonnation Service Career Infonnatioo Service Schedul ing/Programning Reactive Clerical /Task-Oriented Unplanned llis true tu red Maintain., Status Q-Jo Developaental Preventive Plus Crisis Counseling G.lidance Curriculun Career Planning and Development Program Management Proactive Goal-Oriented Plarmed Daily Activities Accountable Evaluates and Olanges Deeign The overriding goal of the developmental guidance plan is to provide for pupils in grades K-12 a cauprehensive, responsive school counseling program suited to their developmental needs as growing, maturing citizens. The developing stages of children and adolescents may be seen as a predictable series of progressive changes. These changes should lead forward rather than backward and there is a definite relationship between each state of develo?J)E!nt and those that precede or follow it. Those reading and using this plan should think of school counseling and guidance in the context of a program intended to assist pupils with learning readiness, school adjustment and school achievement, career development and goal setting. Such a school COl.D'lSeling program llllSt be : 1. K-12 in scope, 2. based on the develoi:xner,tal needs of pupils, 3. preventive in nature, 4. managed and coordinated so that it is an integral part of the total educational program and S. formed around a delivery system with counselors at the core and the services of others integrated into a total program. The delivery system is structured into three levels to clearly show the relationship of resource providers to canprehensiveness of programs. Level I. The school counselor is the primary program delivery resource, and the program may be limited in scope by the number of pupils to be served by the counselor(s) and other factors. U!Yel II. The counselor is the core and the cla.ssrocm teacher added in. flexibility in guidance pr~ramning, groups, and the invaluable resources of the delivery system, with the classrOOOJ This new dimensia, provides more an opportl.ality to reach students in of the teacher. U!Yel Ill. The counselor is at the core of the delivery system. The classroom dimension expands that system. In addition, the efforts of school staff, coom.mity members, parents and business/industry representatives are coordinated into a program that meets the develoi:mental needs of all students. It is ~rtant to note that the levels are CIJIIJ.llative and interdependent. As the school counseling and guidance program develops from Level I to Level III, the rn.tDber of impediments or barriers to program design, operation and management diminish sharply, and the involvement of all school staff expands proportionately. 2       ~ and lllpl.-entat:ion . Major Dew-J1,w+1tal Areas. The plan focuses on three major areas of student developnent: ~. Penonal./Social and Career/Vocational. These are the types of functional life canpetencies each person IIIJSt attain in order to learn, achieve academic success, and prepare for a satisfying and productive career. lleveLf\\w+Jt91 Student eo.petencles. Specific student canpetencies are listed \\.D'lder each major developmental area. The c~etencies represent basic skills each person should master in order to deal effectively with daily life situations. The ~tencies are listed across age and grade levels and are consistent with children's general physical and intellectual capabilities at various stages. Deli~ Systell. Counselors, parents, school staff, ccmrunity members and business/industry/labor representatives are incorporated into the guidance program delivery system. The school district guidance program manager organizes district resources to address the greatest llllDber of student needs. Resowoe Organization and ~t. Research and experience suggest that develoflDE!fltal guidance is more functional or less ft.uictional as levels of resource organization and management rise or fall. Programs in which the CCA.D1Selor is the sole resource provider may be limited. G.lidance programs which involve a variety of school staff as well as camunity/business/labor/ . industry members are able to more efficiently help students attain skills and canpetencies. (See Appendix B, Advisory c.cmnittee). The key to a successful program is organization and management of guidance providers best suited to assist students in achieving life skills and caupetencies. It is important to note that the levels of resource organization and management described in this plan are c,m1Jative. Devel.qaental COl!petencies and Me8ource ~t The folloong pages are intended to provide local district planners with a matrix which incorporates the K-12 developmental caupetencies, the levels of resource organization and management, and sample activities and strategies that could be used to teach students about the ~tencies. Level I organization relies primarily upon the CCU1Selor. Level II incorporates participation of others on the school staff. Level 111 programning depends upon the interaction of all identified resource providers. The levels are rot independent of one another, but each builds upon the activities and strategies designed for the one before it. Level III is the ID'.)St caq\u0026gt;rehensive delivery approach, as it incorporates the resources of Leve ls I and I I. 3 ~-12 Developaental Coapetencies Developmental guidance is based on the premise that, as all children mature, they pass through various developmental stages vital to their growth. During these stages, specific kinds of learning and developaent must occur to ensure optimal progress. A developmentally based delivery structure spans the K-12 years and matches student competencies that must be mastered with the delivery systems most appropriate for age - or grade-level groups. Elementary school children respond well to situations in which they Lean About and become aware ot new things and ideas. They also need opportunities to explore what they are learning and to try out new things. Midjle/junior high school-aged students are ready for Understanding and experiaentation as they continue to absorb new facts and ideas. High school students need to Apply what they have previously learned and to constantly move toward increased understanding and \u0026amp;dditional knowledge. Developaeotal Student Coapetencies Elementary School Middle/ Junior High School High School Learning About Understanding Applying Learning About Understanding Applying Learning About Understanding Applying 4 ~-12 Leaning Coapetencies ~-12 Personal and Social Coapetencies ~-12 Career and Vocational Coapetencies       CXIHBHl!NSIVB PIIDIAH mDID'S School c~elors help all pupils by establishing individual, graJJ\u0026gt; and classroom contacts with them, collaborating with teachers, and coordinating with other school or connunity guidance r~sources. The clinic.al skills and knowledge base of the counselor are l1I08t effectively used if effort is directed in an organized way toward making the school, the teachers and the curriculum sensitive to those aspects of personal develoi\nment most associated with life success. Counselors serving different school populations function differently, due primarily to variations in the developmental stages of students and in school organization. \\ohatever the setting , however, COU'\\Seling and guidance are functions integral to the school that are maximized i.ihen counselors collaborate with others. Develofm!1tal guidance programs as organized in the Developoontal Q.iidance Handbook provide a three-level approach. At Level I, the focus is on the cOtD1Selor(s) and \"'1.at can be a~lished with that limited delivery resoorce. Level II builds upa1 the unique skills of the school crunselor in conjunction and collaboration with the other staff in the school. Level Ill uses the school program and also parental and cCIJID..U1ity involvement and input to organize the DX)St effective and efficient guidance program. Other individuals in addition to the school counselor play an i.qx\u0026gt;rtant part in the guidance of children and adolescents. Each level of guidance progra111Ding in the DeveloJXDE!!1tal Q.iidance Handbook formally involves these other individuals to varying degrees, sanetimes as resoorces and sanetimes as primary deliverers. CA1 the following pages, involvement levels have been delineated for school boards, superintendents, principals, guidance directors, classroan teachers, vocational education coordinators, vocational education teachers, special education teachers, pupil services staff, ccmrunity business and irrl.lstry representat i ve.s , and parents. As the comprehensiveness of programning increases, so irust the involvement of others. This involvement nust be coordinated, or the systematic approach to develoJXDE!!1tal guidance will be lost. Level I involvement of others is primarily supportive. Level II programning utilizes the abilities of others on the school staff and coordinates their participation in guidance activities. At Level Ill, the counselor and the other hLman resources of the school and COITlll..lllity are used as the delivery system. Level Ill programning depends on the collaborative efforts of many to provide a canprehens i ve guidance program for all pupils. 1. SQOJL BQ\\RD MD1BER A. Supportive--Recogni zes the state standard ...tiich requires that cx:,unseling be available to all K-12 students  B. Particip.\ntive- -Provides ad~ uate financial support for the program in such areas as personnel , staff development, cleric.al support and materials . 5 c. lnterdependent--Supports policies for delivering the guidance program as an integral part of the total educational process so that all of students' development needs are met. 2. DISTRICT AIMINISTRATOR A. Supportive--Understands the guidance needs of school populations. Establishes and reviews counselor job descriptions in the cootext of developmental guidance. 8. Participative--Works with the school board, faculty, acininistrative staff and coom.mity to secure support for develo}Defltal guidance. Insures that the guidance staff is represented on the district acininistrative council. C. lnterdependent--Views all s..::hool personnel as having a part to play in an articulated developmental guid~nce p~re:D. Provides leadership for an active, ongoing guidance program. Requires accountability and evaluation of the progress toward goals, objectives and develoi:mental student outccxnes. 3. BUIIDOC PRINCIPAL A. Supportive--Establishes a positive climate for implementing the guidance program. Recruits qualified personnel and provides them with the necessary facilities, time, equipment and clerical staff. Assists  with a public relations program that will eq\u0026gt;hasize guidance as an  integral part of the total school program. B. Participative--Works closely with the guidance staff to plan, ~lement and evaluate the guidance program. Uses the guidance staff to plan in-service, evaluatioo or assessment of guidance program. Encourages parents, COIIIII.Jl1ity members, and bJ.siness and industry representatives to participate in the education system. Assures that the guidance program staff is relieved of excessive clerical and non-developmental guidance duties. C. Interdependent--Encourages staft members to upgrade skills and knowledge for implementing guidance programning. F.ncouraging counselors to assume managerial role to facilitate the establisl\"IDent of a developmental guidance program. Monitors program effectiveness for the goals, objectives and developmental student ootcomes identified in the guidance program. 4. DIRECTOR OF CURRICUUM A. Supportive--Infuses develofXl)eOtal guidance awareness through curriculun. Assists to identify curricular resources for the guidance program. B. Participative--Coordinates the guidance program with other district  curricuhns. C. Interdependent--\\.,lorks with guidance staff to plan, implement and evaluate the comprehensive developmental guidance program. 6    S. DIRFL\"'llE OF GUICWCE A. Supportive--Provides the district \u0026amp;:binistrator and school board with informatioo oo funding, personnel, program and evaluation needs. Praootes professional growth of all guidance personnel. 8. Participative--Establishes a systematic approach to making guidance available K-12. Seeks and maintains cooperative working relationships with all personnel whose roles and responsibilities affect the development and implementation of the guid....'1Ce program. Provides leadership for development of the appropriate guidance program ~lementation plans. Coordinates regular, planned meetings \\iihere counselors share information, consult on specific problems, and develop and refine systemwide programs. C. Interdependent--Works with administration and supervisory staff to plan and develop the K-12 guidance curriculLID. Assigns staff and coordinates all curricular guidance activities. Coordinates the guidance program and the resQlU\"ces provided by teachers, parents and others. Pranotes a cauprehensive, pupil services ioodel delivery system. 6. PSYQl.}L(X\nISI, SOCIAL \\.ORKER, SQO)L NUR.5E A. Supportive--Coordinate referrals to other guidance service persormel. Camunicate regularly oo district pupil service programs. 8. Participative--Work with the guidance staff to provide infonnation to school/ccmDJnity about \"at-risk\" students and assist with programning designed to reduce those risks. Utilize a cauprehensive pupil services team approach to coordinating programs and services for students in crisis. C. Interdependent--Are involved in planning. implementing and evaluating the guidance program so that all students receive systematic guidance based on learning, personal/social and career/vocational needs. 7. voc.ATIOOAL IDX:ATIOO TFMl-lERS A. Supportive--Assist vocational education students to achieve specific vocational ~etencies which wi 11 enable them to gain entry into an occupational or post-secondary setting. 8. Participative--Work cooperatively with counselors to provide ~loyment counseling, placement and follow-up services for students enrolled in vocational courses and cooperative programs. C. Interdependent--Work with counselors and entire staff to ensure that all students receive instruction or information on occupations, ~loyability skills, current job market and intervi\u0026amp;'i.ng techniques. Participate in the various activities of planning, i~lementing and evaluating the guidance progam . 7 8. TF.AOIERS A. Supportive--Refer studmts to counselor for assistance. Create positive, interactive relationships with students and provide a primary. basis for intellectual, social and emotional growth. B. C. Participative--Request assistance frcn counselor to plan and implement guidance activities in academic and vocational curriculun. Participate in guidance programning, i.e., as co-facilitators of groups, in advisor/ advisee progr~, as primary instructors in sane areas and support students in crisis. Interdependent--~ize the value of developmental guidance. Use subject areas to assist students in developing personal/social, career and learning ~tencies. Work as team members to plan and implement guidance activities essential to the overall development of students. 9. BUSI.NESS AND 1NIU5TRY REPRESmrATIVE.5 A. Supportive--Provide speakers, field trip opportunities and school daI01Strations to increase student knowledge of the work world in their ccmrunity. B. Participative--Provide information and opportunities for students to participate in co-op programs, job-shadowing, and work experience. Encourage and participate in student organizations. C. lnterdependent--Provide up-to-date labor market information, co-op and  apprenticeship sites, and mentorships for all students. 10. PARENTS A. Supportive--Provide support for children through participation in parent conferences, school activities and volunteerism. Work with teachers and counselors to support their children's learning, personal/social, arxi career/vocational growth. B. Participative--Partici.pate in school curricular, extracurricular and guidance activities serving their children. Praoote guidance as an ~rtant part of education. C. Interdependent--Participate on the guidance catlllittee that will facilitate i~lementation of the guidance program. Serve as mentors and models for classes. 11. cntfJNIT'i SERVICES AGF.R:IE:5. A. Supportive--Establish camunication and referral channels. B. Participative--Provide information oo services available to students and families. C. InterdepE:ndent--Participate in planning and implementatioo of a guidance program that includes services and activities provided by the c001JU11ity agencies. 8     KIJNINfMY sam. 1IAIS Children in elementary school have already begun to acquire learning, personal/social and career/vocaticnal conipetencies. The following plan describes specific, fundamental coq\u0026gt;etencies that should be addressed through the framework of a developmental guidance program. The goal is to take a preventive, instructional approach by planning the guidance program around the coq\u0026gt;etencies elementary school-aged children nust acquire and to ensure that program services will be delivered to all elementary students. The strategies and activities listed are suggested ways to address the coq\u0026gt;etencies. The exact programing fornaat and delivery responsibility IIJ.lSt be detemined by each district as it goes through the ~lementatioo process and procedures. As the level of resources increases, the strategies and techniques become oore caq,rehensive. The mphA.sis oo prevention and utilization of available resources makes it a oost-effective approach  9 Eleaeotary School Learoiog Coapetenciea lll!llt and 1'\\at is expected of sru:lents. U1derstam strengths, abi litie. s am how to learn 11DSt effectively. lhierstam relationships alDlg ability, effort and the quality of schoo 1 achieYBIBlt. rstam how to assess learning needs am 'Wh?re to seek help. Uooers tam the process of sett  ueaningful schoo 1 achievellB1 t goals . Level of l.eaoarce and llanageaeot Counselors Be available for inch - vidual CCU1Seling. Provide service to teactr ers cmceming speci fie children. Consult with PlJltidisciplinary Teans oo specific edocat ion needs of s tuden ts. \\obrk in:livicrually with child on how best to Counselors  School Staff I)) grrup 'WDrlc vi th a 11 children to provide orientatioo to scoool. Assist staff to ~iz.e learning how to learn. Calduct stuient asse.sslll! llts of incf i vidua 1 learning styles am share results vi th students . Identify children \"at Aiisist vi.th coordination risk\" and respcn:I to their of activities that exhibit needs. relaticn,hips betlieell effort am product. \\obrk vi th in:! i vidua ls I)) t.eall,IOric that pro-who need assistance in vides children vi tn se lf-eva luat ioo . asse.s91Blt opportuu ties ~ certain all children 50 they bec\u0026lt;ae ccmfort- 1.Diers tan:! who is avai 1- ab le vi th the process . able to help . \\obrk vith stu:ients who dem:nstrate a lack of interest in scmol. Level I Teach the process of goal setting in curricular and ertracurricular activites. Level 11 10  Sct,ool Staff  Parents  . C~lty  Business/Industry  l'teet vi.th parents of all kindergarteners. Explain guidance programs to studellts and parents. Provide staff in-service in learning styles and identification of sai:e. Establish parent/comunity voh.nteer tutoring progrc1115. Secure staff agreerent oo S\u0026lt;J1E cause and effect rules for the sch:x:\u0026gt; 1. Get rosiness / ~try Ul?lt on mtivatioo techniques and the value of work. Train staff to clearly explain tests, rep::irt cards, achievene,t IIE.asures and interest inventories to children and parents . Assist in developing p grims illustrating the need to set goals\nassist parents to help children set and achieve goals . Level 111    Eleaeotary School Personal/Social Cc:.petcncies Exhibit conflictresolution ski-lls . th adults and peers. Exhibit respect for individual freedcms and ri~ts of self and others . lhiers tam the COll56JUeflCe5 of actions for self and others. lhiers tam the influence that Jitysical, emtional an:i intellectua 1 behaviors have on ooe another. Be aware of own em,t ion.a 1, Jitysica 1 and intellectual deYe 10p1Hlt . Levels of Resource Organization and Naoageaent Counselors W:\u0026gt;rk vi th s ti.den ts who are \\nable to resolYe conflicts in an acceptable 1MJ111er. ~l individually vi.th s tuicn ts who infringe on r~ts of others. W:\u0026gt;rk with eroups of individual 5 who appear ln:fWare of the ca\\Slequences of their actions. W:\u0026gt;rk individua 1ly vith stuients who 00 not ll'lderstar.:! tOJ Jitysical and enotional oody fu1c t ion.s are interrelated . W:\u0026gt;rk vi th children tnaware of tlx?ir own deYe lopieit . Assist teachers vi th students who are deYe lop-Ent. ally immture. Level I Counselors  School Staff W:\u0026gt;rk vi th stuicnts to minimize conflicts. W:\u0026gt;rk vi.th groups of students to foster an appreciAtion for ri~ts and freedan of others.  School Staff  Parents   Coaaun1ty  Business/Industry c:arry rut staff devel0p- 11E1t on positive conflict re.solution methods as opposed to p.nishrents. lb staff develo1J151t to ensure that individual freedcrrs and ri~ts are exanincd th~ the curriculun. Assist in activitcs lJ1 the PrCJTOte classrCXJTI visits classroan that illustrate by police or Judges. the in1)0rtance of taking re5JXX1Sibility. Crndoct activities which allow sti.dents to share camon concerns regarding Jitysica 1 and mvtiona 1 deYe lop!Cn t. lb grotq:\u0026gt; work vi th stuicnts who evidence camon devel\u0026lt;J111e1tal difficulties. Organize day vith senior citizens. W:\u0026gt;rk vi.th staff to erilance tn:lerstanding of how all aspects of chi 1- dren' s developrent i.apact on le.a ming. Fonn grrups to assist parents in tn:lerstanding children's developrental processes. Teach curricular mi.ts on Sensitize staff to re-- specific deYelop!Elltal spect stwcnts' individ-areas. unl rates of growth tiona}, chysical and l.fltel edual. Level II Level 111 11 Eleaentary School Personal/Social Coapetencies (continued) Learn to cmrlllnicate with peers .n1 adults in varirus ha!E, sch?o 1 and cannm ty settings . CDnse 1 vi th children who are having difficulty expressing thBmelve:s. [evelop a posi- \\t\u0026gt;rk with stu:ients who ti ve se 1f and so- are oot adjusting we 11 to cial self-coocept. scrool. lhlers tarn the concept of engoing change in sdX\u0026gt;OOl, hcnE and camuri ty lives. lhlerstand .n1 respect differences am:ing people's cultures, lifestyles, attituies and abilities. Ass i.s t teachers .n1 parents vi th these stu:ients . Co.nse 1 ind i vidua 1 chi 1- dren who are having difficulty in new situations. Provide i..\"'ld i vidua 1 co.nse ling to solve specific relationship conflicts. Level I ~iz.e camuucation in the classroan by stnrturing time for talking .n1 sharing. Coordinate program5 that msure positive scooo 1 experiences for a 11 stu:ients . Cadtrt grrup work to explore dwl8(! an:i oow it relates to the ind i vidua 1. D:\u0026gt; group work .n1 tean teaching to ll'Ddel good interpersonal relaticnships. lt:Jde 1 good interpersooa l relationships schoolvide. Level II l 2 Coordinate activities in schoo 1 and rut that encru.rage camuricatioo bet\\oleel1 children and those they need to be able to talk to. 1.brk to help parents and teachers U'Xlers~ the i.n\u0026gt;rtance of a positive se If-concept and how to foster it in all children. Recognize the rapid changes in technology and give stulerlts opportl. ni ties to see new IIBChines. Coordinate activites that =age broadening range of acquaintances. Provide staff and camunity with opportl.llities to learn about varirus cultures represented in the school PCOJlation. Level Ill       Eleaeotary School Career/Vocational Coapetenciea Levels of Resource Organization ~ and l'laoageaeot --------~elors School Staff  Parents Counselors + Coapeteocies + Coaaunity ---- Counselors School Staff + ------ Business/Industry Acquire know 1- edge about different occupa-t icns and changing uele/femle roles. BecCJIE aware of personal in-terests and preferences. I.earn oow to cooperate .-id coexist with others in wrk and play. Lhierstand \\lhat it OEa1S to wrk and hOW' school wrk re lat.es to future plans. la::areaware of '-Urlds beyood the imlai ia te experience. Provide occupa t iooa 1 Provide i.n formation Qx:mhnate efforts to infometion to be used by ~ the aedi.a center, have a variety of all teachers as a cooperative and field people speak to classroan re.!nlrce. trips. classes about their \\i,rk vith stuierits ~ have vocational or\nr,\nocatiooal interests aoo discuss oow they 11BY purSlE them. Provide i.n:ii vidua 1 ~ seli.ng to help stuierits solve specific relationship con.fl ic ts . Te.an teach a tni t on careers and the wrld of wrk. Ck\u0026gt; group wrk to enable stuients to becall! aware of their vocational interests and lifestyle preferences. Form a CCU1.Selor and teacher teaD for ac ti vi - ties that vi 11 encourage cooperation. Develop career awareness curr iculun or Jfu lo.soi\ntiy that provides for oogoi.ng career edocat ioo in the classroan. .A:\u0026gt;rk vith iniividual  Te.ach activities to s tuien ts to develop self- edlance 5raI'eJle.5S of self awareness. Level I in relation to the rest of the wrld. Level II 13 ~tions. Coordinate ccma.nity efforts that allow sttr dents to purStE their vocational interests outside of scoool. Carry out staff develc,ir IIEfl t to p['l'.Jll)t.e cooperat im as a scoool Jfulo. soi\ntiy. Encoura,o\ne !'C' lat ions hips ~ labor and ioous try and school concerning curricuh.rn that realist ica 11 y nEe ts the needs of the i.n:ii vidua 1 and society . Provide staff in-service to illustrate the need to be aware of se 1f in order to re late we 11 with others . Level III Kiddle/Junior Bigb School Years Students in middle/junior high school have unique developmental needs. This time of life brings much of the physical, emotional and cognitive growth and change that human beings go through . To assist students with this growth process, the following charts address age-specific competencies, and the strategies and techniques are suggested ways to address these competencies. Exact programming format and delivery responsibilities must be determined by each district staff as it goes through the implementation process and procedures. Please note that as the levels of resources increase, strategies and techniques become more comprehensive. Kiddle/Junior High School Learniag Coapeteocies Develop internal acadmri.c IIDtivatioo . Develop good sttdy skills. l)?velop a sense of the future and how to IIDVe toward it. lb:iers taro strengths and abilities and how to learn DDSt effectively F.xhibit problem-so 1 ving skills. Cotrue 1 inh vidua 1 srudeflts who laclc academic 11Dtivatioo. Rt\u0026gt;rk with gr-oops of stu:ients who h:lve poor sttdy skills . D:\u0026gt; inh vidua 1 ~rk with stu:ien.s who lack tn:ler-s taro ing of oow actions af f~t cxn,equences. Participate oo l'tlltidisciplinary Teaii\n. A.5s is t individuals to approach probl8DS in a logi ca 1 l!B\"ller . Level I Discuss with stuien ts lll1d parents 111\u0026gt;tivatioo lll1d how it rel.ates to academi C per fol\"llllllCe . ~lliJi! staff to ex.!llt'\" ine assigrne,ts lll1d requin!lll!flts and to promote basic sttdy skills. Pramte participatioo in future problm 90lving. Inform parents abrut learning styles and tutoring strategies . ~lliJi! utili.z.atioo of prob lSIHIO 1 ving skills in the classrocm. Level II 14 Develop i.ncen ti ve partnershi p.s with local rusiness/ in:iustry to prmote academic perfornence. Rt\u0026gt;rk with parents to e,able them to assist their children with stu:iy ski l ls and ~ rk . c.arry rut staff develop- 11e1t on in\u0026gt;rt.ance of stwents obtaining a future/goal orientatioo. D:\u0026gt; staff deve lorent oo learning styles and adapting te.ach.ing strategies to lll!Jet the needs of stuients. Provide infornetioo for pa.rents and others oo the ilqx\u0026gt;rtance of problemsolving skills. Level III    Kiddle/Junior High School Personal/Social Collpetencies  . . ~ 1. .. .is of lesource Or~ , and llanageaent School Staff  ~ Counselors Puent,  Coapetencies  C-mity --------- Counselors School Staff  Business/Industry lh:ie rs t.aixl CAnse l inii vidua l s tu- D:\u0026gt; g'\"OJP w::\u0026gt; rk to di.scu.,s Assist staff to plan !XJYSical, EmJ-- dents \\n:lble to cope vith the rapid changes s tu- humn grCMh and develop-tional, and the i r rapidly changing dents a.re exper ieocir'b . Delt Classes. inte llectua 1 bodies and/or 01Dtions. Assist parents vith growth and devel-growth and deve lop!Hlt ~t. issues. te.,e lop self and Ca.n9e 1 stuient.s who haYe W:Jric vi th grrups to ex- W:Jric to help parents and social self- a negative se lf-coocept . plore iniivirual differ- teachers tn:lers taro the cx:n::ept. ence.s and gain an accep-- ~rtance of a i:ositive ta'lCe of them. se l f-coocept and row to Teadl stuients self-foster it in all children as ses91Bl t and se lf-  referral technicrues . Urrlers tan:! and D:\u0026gt; group canse ling to Provide CUIT icu lar and Assist staff in develqr develop peer solve specific relatiexr extracurricular ac:tiv- ing curricular offerings relation.ships. ship cmflicts. ities \\Auch encourage which deal vi th inter-heterogeneow and tom:,g-enea.. i.s re lat ion.ships. persooal relationships. Exhibit i:ositive W:Jric vi th s tuien ts who Assist teachers an! par- Carry out staff develop-attitu: ie toward exhibit a negat ive atti- ents at~ting to relate l!Blt oo creating a i:osi-scmol, fairi.ly tu:1e toward scmo 1. to s tuients vi th a nega- tive scmol clillBte. and self. tive attituie. learn to w.nse 1 in1 i vidua l O::nh: t group sessions Assist staff to a:odel ccma.ni ca te stuients having di ff icu 1 ty oo flmri.ly camanicatioo good ccnmnicatioo vi th parents . re la ting to their parents . and relations. skills. Provide inf onmt ioo oo ccnmni ty resrurces for faai 1 y couise l in.R . learn to cope CAnse l inii virua l D:\u0026gt; group w::\u0026gt;ric oo stress Plan staff develoient IWi th life I S pres- stuients lI'\\Bble to cope redoctioo ard/or coping oo stress reductioo and sures, defeats vith stress. slcil L'l. ~ing excess stress and soccesses. i, s ta.lents. learn to deal Colnse 1 in1 i vidua 1 s tu- D:\u0026gt; group w::\u0026gt;ric to exp lore Provide infonmt ioo oo vi th oogoing den ts having di ff icu 1 ty row the manging ,..,rld changes in the w::\u0026gt;ric changes in per- i..n::lerst.and ing row and vill ~t oo stuients. w::\u0026gt;rld and row to be scna 1 and aca- why the w::\u0026gt;r ld is changing. prepared for them.  dsaic life . Level 1 Level II Level III l 5 Kiddle/Junior Bigb School Career/Vocational Coepetencies Ulderstand dee is ioo-,mking skills. 1.arn to cope vith transition in school, halE cn:1 camurity lives. Becare i.' lfo med about alternative edocat iona 1 an:! vocational choices an:! prep-aration for them. 'Relate persooal interests to broad occupa-tional areas. lh:lerstand aro use camurication skills. 1.arn humn cooflict mnage- IIBlt vi th adu 1 ts aoo peers. learn that sex role sterecr typing, bi.as, or discrimination limit choices , ~mnities ochievme1t. \\i:\u0026gt;rlc vi th stu:ients ~ exhibit an inability to IIBke decisions. ..,ld orientations to fa-mi 1 iarize s tu:ients vi th the expectations of the new envircnEnt . Comsel stu:ients having di f ficu ~ ty a:! just i.ng to new envi n:nieits . Provide ~ti ona 1 and edoca tiona 1 inforneticri to a 11 te.achers . Ehsure that s tu:ients liderstand the ~t of ~se choices. .ldninister interest in- 'A:!ltories to stu:ients to acquaint then vi th their interests. \\i:\u0026gt;rlc ... i th s tu:ien ts hav-i. ng difficulty ccmn.ni - cat i.ng vi th peers or adults. \\i:\u0026gt;rlc vi th s tu:ien ts 1'tlo are l.llab le to re.solve ccnflicts in an accept-able l!B\"ller. Ca.nse 1 vi th s tu:ient s 1'tlo are having difficulty imla.ng choices. Level I Carey rut dee is iOl'Hl8king an:! problem-solving ac-t ivities for grmos .r.oo classes . Have class roan dLSC\\JS-sions cri e:\u0026lt;pectat ions in new envirameits am how to respond appropri - ately. C.OOrdinate efforts to have guest speakers cri varirus ~tional areas. Provide d 1scu.ss ions for s tu:ien ts cri how interests are related to occupa-tional choices. Teach camu1icaticri skills. Provide interpersooal camuricaticri worlcstlp5. ~ grn4) worlc vi th stu-dents to better lider-staxl differences in in-di vidua 1 respmse.s to conflict. Inform stu:ients and par-ents about the career op-portuuties open to both sexes. Level 11 16 Provide staff develOl]IB1t cri how dee is ion naking can be incorporated into a 11 curricular areas . \\i:\u0026gt;rk vi th teachers, par-ents, an:! others to assist students in tran-siticri periods. C.OOrdinate camini ty re-sources to IIBke a 11 s tu-dents lll)re fully aware of voca t iona 1 coo ices aro the edocation required for them. Carry rut staff develop-rrent activities on inter-ests, OC::upf!tiooal ~I~~ ca~eer Provide staff develov- IIBlt \u0026lt;rl requiring good ccmn.nicaticri skills in all subject-area classes. ~ staff deve l01]1B1t on positive conflict resolu-t ion 112tln:Ls . Prarvte a career day fe.aturi.ng pare,ts aro camu1i ty IIBibers woo worlc in tra:litional aro naitra:litional careers . Level Ill       High School Years High school is the gateway to further education for some students and the last formal educational experience that others will have. The following competencies take into account the important choices that students must make during their high schocl years and lists the skills they will need as they mature educationally, personally and vocati onall y . The strategies and techniques described in the charts are suggested ways of helping students acquire the competencies. Programming format and delivery responsibilities must be determined by each school district staff as 1t goes through the implementation process and procedures. Once again, as the level of invested resources increases, strategies and techniques become more comprehensive. High School Learning Coapetencies . ------ ~e lors Levels of Resource Org + and Kanageaeot School Staff  Parents Coapeteocies Counselors + + C-Unity ------------ Schoo 1 Sta ff + Counselors Business/Industry lhlerstand learning abi li - ties am oow best to apply them. BecCIIE infor.!Bl alnlt self ~ assess-l! Blt techniques . Learn to set reali.stic goals am ~lop strategies to reach them. lh:ierstand the sdro 1 curri culun am the ~ pact CO-ll'se selection wi 11 have on future plans. lhders tand the school errvi roollEl1t am what 1s expected. WJrk \"\"1th l'\\Jltidisci-p Ii.nary Tean for s tu:ients experiencing learning difficulties. Schedule iro i vidua 1 coo-fererces to discuss re-sults of standardized tests . WJrk with s tu:ients irn i - vidually to help them set short - am loog-tem goals. l'ee t with irn i vidua 1 stuients to discuss future p 1ans . Colnse 1 iroi vidua 1 s tuden ts mable to coofonn to the scoool l!Blt am/or f\u0026gt;XPeC tat ions . errviron- Level I Gi ~ am exp lain to Stu-dents iroividual learn-ing style i.r'M!ntories. D:J gro.ip 1o1::\u0026gt;rk oo tnder-staroing what tests as-sess , oow to take them ani haw to learn f ran the results . lbld gro.ip discussion.s oo goa 1 setting ani strategies to help stu-dents reach goals. l'eet with group.s of stu:lents to discuss the need for choosing classes care fu 11 y. Tean teach to discuss the schoo 1 errvi rcn!'fflt am its expec tat ioos with all stu:ients. Level II 1 7 D:J staff deve lCJ?IBI t oo learning sty 1 es am adapting teaching strategies to aeet needs of stlrlents. Assist staff to gain a better tnders tand ing of stan:iardized tests am the i.n3c t they have oo stu:lents. Provide staff developll'E'flt to stress need for students to set goals am nethods Of helping them do so. Assist staff as they develop am articulate curricu 1 t.m across the district. Utilize rosiness/industry nert:ers to speak oo the re la-t 1 on.sh1 p of school am 1o1::\u0026gt;rk. Level Ill High School Persoaal/Social Coapetencie  Levels of Resource Organisation ~ and llaaageaent Counselors ------------- School:Staff ------------- Parents Counselors Coapeteocies + + COlaUDi ty --------- School Staff + Counselors Busioess/lodustrv ~rstaoo IEY5ica l , aiotiona 1 and inte llectua l growth cnl deYE! l op!Bl t. Learn to cope with change al:! plai for the future. CGulse 1 in:l i vidua 1 s tudents having difficulty coping with deve lop!Blt. Teach an:i teao teach groi,th an:i deve)opn?Ilt cnl to, they are inter-re lated. Cou,sel in:lividual stu- C\u0026lt;n:hrt ~ work to dents tnable to cope with discuss the chariging cha1ge. world am to, it i.q\u0026gt;ac ts on stuients . Assist staff in developing curriculun which addresses all areas of deve lop!Blt. Ck\u0026gt; stat f deve lopta1t oo the ~t of change oo Stooeflts. I I.earn ht.man Orient new stuients al:!/ or frestmen. \\i:\u0026gt;rk with in:li vidua 1 D:\u0026gt; ~ work to discuss in:liviooal differeoces Get input f rem t:us iness / industry oo techno logica 1 change am the future. ,. Ck\u0026gt; staff deve lopren t oo coo.flic t re.so lu- stuients tnab le to rein: lividual differences tioo skills with solve cooflicts in a adults and peers. positive mmer. and to minimize coof1 icts. Understand and ~reciate one's CMl capabilities and those of others. Provide opporturi ties for Ck\u0026gt; ~ work oo \\Dier-interact ioo with in:l i - starxi ing one 's own capavidua ls of varying abil- bi lit ies al:! to, best to thierstaoo perscnal re latiooships and to, to establish an iniepement identity. To..!\ne responsi - bility for persmal decisioo.s . ity. Cou1.se 1 in:l i vidua 1 students experiencing di f fi - cu 1 ty developing per-sen. al relatiooships. Cou1.sel with stuients \\IOO are wi 11 ing to take respons i bi li ty for actiCX\\5. Level I u.,e them. lbld 91811\n..-roup disCU5sions oo relaticnships, the need to ~ independence and construe ti, -e lll!a'lS of doing so. \\i:\u0026gt;rk vi th peer grwps to prcm,te a.iarene.ss of impact of decisioo.s aoout issues such as drin!ung and drivi.r1_g i!l1d others. Level II 18 and dea 1 ing with them in the c lassrCXIIl. Invo lye school/ ccrmuni ty with Special Olympics or other similar activities. Ck\u0026gt; staff developrent oo \\n:ierstaooing snreits' needs for inieperdence and good personal relaticnships. Secure camuu ty / schoo 1 collaboration to publi-c i:ze ~rtance of neking infonred dee is ions aoout coot.eqiorary issues. Level Ill   Bigb School Career/Vocational eo.petencies Levels of Resource Organization ~ and Nanageaent ~-~------- -------- School: Staff ----------- -------- Parents Coapetencies Counselors + . + C~ity ------- Counselors School Staff + Business/Industry lhiers tam Colnse l in:1 i vidua 1 s tuani develop deci- dents experiencing dif- Team teach tni t m deci - sim uaking an:l career choice. Assist staff in iocorJXr rating dee is iorH!aking skills into their curriculuns. sirn-1!Blcing ficulty lIBking decisioos. skills. U'lderstam the world of work an:l its expectations for enploy11e1t. Becme inf orne:1 aoout ~ timal/work alternatives. th:iers tam cm t inn.ls changes of mle/ feDBle roles an:l how this relates to career choice. !Eve lop the interpersona 1 skills necessary for ha.maly in the worknlace. BecaIE in-fo rne:1 about upto- date ~loyllBlt opportunities during and after high sdr:x\u0026gt;l. Provide 11Bterials m occupa tion.s and postsecoodary inst i tut ioos . Tuan with tusiness/~ try experts to te.ach tnits m ~loyue1t expectations. Assist staff to iocorJXr rate world-of~rk expectations soch as p.nctuality, respollSibi!ity, arrl ac=tability into the cl\nissroan. \\.brk with in:iividual stu- lt:lld group discussions of Provide staff deve lorr-dents m post.seccn:lary educatimal arrl work al- l'IBlt m postsecco:1ary ed-educational an:l worx al- tematives after high LCatimal an:l work al-ternatives. schxll. tematives. \\.brk vith individual s tu:len ts experiencing difficulty with the dlalging roles of IIB1 and \\QIEl'l. Gotnsel with stulents displaying a lack of i.nterpersona l skills . l'llke ~lO'fl!Blt opport\\ ni ties arrl career p lnri.ng 11B teria ls avai 1- ah le for stuient use. Level I lt:l ld group discuss ims m how the changing roles of mles and females msy affect career opporttnities. r:o group work or tean teaching to discuss how interperscnal skills are required for hanrooy in the workplace . Ccl'dr t grc,..ip5 to exp lore var irus ~ loyue1t an:l career opport\\ni ties . Te.an teach tni ts oo ~ loyue1t opport\\ni ties. Level II 19 ~age parent invo 1 vellBl t as s tu:len ts exp lore educa t iooa l arrl \\,Q rk alternatives. Assist staff to gain understaming of ha,, societal attitu:ie.s ~t on rrele/femle role develoirl'IBlt. r:o staff deve loren t on how interpersroal skills are essential for all s tu:len ts as they enter the \\,Qrld of work. C.OOrd ina te camuni ty resrurces to give stuients opport\\nities to learn of ru:ierrus and varied careers. Provide 11B1torships for s tu:lents in areas they wish to explore. Level Ill High School Career/Vocation.al Collpetenciea (continued) eo.peteocies Levels of Resource llaoageaeot and llaoageaent Counselors  School Staff Form tentative Provide current aateri.als r:o group work oo goal career gmls am for career awareness an1 setting and stratpg:ies strategies to exploratioo. for reaching goals. reach then. lh:lerst.an:l lifestyle prefe ences am re late thsn to occupational interests. \\i:\u0026gt;rk with im i vidua 1 studen ts to discuss ~ tional interests. Level I Provide opportmities to discuss lifestyles am various occupat icna l interes ts with ccmn..ni ty lll!dlers . Level II 20  School Staff  Parents  C-JDity  Busioess/Iodust Assist staff to develop CUITiculllll that will help sttdents set career  goals am strategies to reach then. Assist staff to incorprate infornetion on varirus lifestyles am occupational interests into the c:urr icu lllll. Level III    Appendix I\\ A Syate Approach to Individual Learning and ' Developaent by Oenn is Van Oen lteuve 1 The pupil competencies in the preceding developmental plan are based upon the work of a number of developmental theorists. Appendix A presents a compilation from developmental theories of age-appropriate capabilities, skills, and behavior and the guidance need9 of cl1ildren and adolescents at the various developmental 3tages. r.-rging Physical Expected Age/Grade and Paychological Nicro-Syate llacro-Syatea Identifying Develoi-ntal Functional Sir.ilia General Guidance Level Capabi lilies Integration Integration Behaviors Correlates Repertoire Weeda ~ 1-4 -Sensory lll)tOr skills -lbfy awareness ~ -\u0026lt;llserving -Preaocial -IIMic p:,ysical lll)tor -Recognition of wic years differentiation skills security and support -Ba, ic recall/oerory -Se If-awareness I. Family -Testing p:,ysical -Iq,Jbive -Sensory knew ledge from primory and Prescrool -language -Security 2. Sibling, -Imitating ( l.oevi.nger) processing secoroarynw::ro-acquisition/ usage -Imitation and ~ -0,eying/ -SeMori.notor  la!J! -Self-control-systans ~ical motor skills nodeling styles conforming (Piaget) j:ilysical and social -Stinulatioo of -t1snaging bod i l y I. Child care micro-~st.8T!9 - lrlllgi.na t ion/ nnctioos adult -ttxleling -Psychological -~ling/ thrrug, inc identa 1 S)\u0026lt;IOO I ic inagery 2. Chi Id care survival usage am s true lured -Sin1\u0026gt; le cause- 111lt.eB -leorizing orientation, learning situations -\"Pre!tent\" time effa:tive ). Qilture p:,ysical -0.Jltural absorpti.\u0026gt;n provided thrrug, orientatioo relationships 4, Family and -labeling satisfaction necro-systans camulity (!'eslow) -Sense of obedience religirus -Immdiate and c~e of -Ba,ic and consist\"'1t lll)ral gratification -~sical rrorality behavior set of personal, orientation (Kohlberg) 90Cial, rultural, -AckncwledlJlell of am rroral paraieters -ICJnintegrated sources of established thrrus\n, 1cncwledge (Bloon) gratificatioo the nw::ro-syst..,.,, -Synt,olic play -Basic sense of fair -Reinforcerrent for (H!Jit) play inte \\lectua I and -Ol!:ni t ion 90Cial achievenEnts (OJi I ford) 21 Eaerging Physical Age/Grade 11!.1:pected and Psychological Micro-Syate llacro-Syate Identifying Deve loi-eota l Functional Skills General Guidance Level Capabi litiea Integration Integration Behaviors Correlates Repertoire Need  !,, 5-10 -Concre te operations -Jlmreness of Primary -Recogn1 zi.11,p, -concrete opeJ\"ations -Sense of fair play -Basic evaluation and )'1!8rS on reality self in social (Piaget) llllllitoring kill context l. Flllli ly Grade K-6 -5\u0026gt;'rllolic --ling -Social carpetition 2. School - Social nodeling and cooperation -Basic problem-oolv- representation am -Sense of J . ~rs -Short - term (Bandura) ing techniques to reflex knowledge coo fonni ty and predic ting -\\h:ler land the cope vi th inte lice tu- duty ~ -Self-protectiw, 111111ning of persona I al and social con- -Active nerory -Effec tive verbal coofonnist, expectation flicting situations -Awareness of l. Local cann..nicatioo opport.iiist ic -Effective language psychological comu,ity (u,evinger) -now the c riteria for i-Social ethics usage seU 2. Ne iij\\bort.ood -lru,iij\\t into self-evaluation J. Orurch, clubs causes of things -Safety, love, (i:tiysicsl and o-Basic learning tech- -Inventions of Sense of i:tiyical , -Socio- affection, intellectual) nique., and habits abstract coot,i.na- inte llectua 1 enconcmic -Im,ginll\\g belongingi,e.,s ti.on, and potency status (\"\"'low) -lfnowledge of t-AecotJ,i t ioo of sociA l assoc iAt ions --:Ultur~I -Olnvert ing authority and duty \"'4'POr t sys tan, Acclimation to -Qnler identifies- 30Cial, cultural httitase --Traru,fonmtion.9 ~formi ty. dl. ty. ( parents , schoo 1 social approval Responsibility for staff, chJrt-11, peers, tion atxl and gender -Group/ tean (l\u0026lt;ohlberg) I.earning aro1 soc iA 1 camu,ity, ,-,iijlbors) re lat i.onslnP\" stereotyping aeroership -\u0026lt;:onvergen t relationshi1Jt1 thinking ~n,hension, i'hyical Se 1f\" 1!0li tor ing responding (Bloem) Sense of persona 1 fa luate the qua Ii ty coordination -O\u0026gt;operating potency ( locus of of various '4Jport f)cpenled ~ry (Qiilford l cootrol) systalrl amreness of -0,eying C\u0026amp;\u0026gt;Se-1! ff ec t o-Effecuve intra- am rCoping skills for re lat ionshi ps -Role playing inter-persona 1 personal welfare\n-T\"\"'ral aria,- -Respon:J ing carm.nicat ioo i:tiYsical, intellec-talion to past- tual, social ard -Peroonal satis- o-Social adaptation : present-future Bllltional faction Iii.th 1 units of coofonnity learning ard and deviation -Social C\u0026lt;Jll!Ulication achieving Social nonm training -Labeling H-t,ral nonm -Ability to effective-- IdentifyinP, k)J l tura 1 nornl5 ly uti liz.e ard in- -terorizing Self-concept of ~ate various micro identity \u0026amp; co-support systea: 22 l\\ge/Grade Eloerging Physical Expected and Psychological Micro- System Macro-System ldentifyinr. Deve lopeen ta l Functional Level Skills General Guidance Capabilities Integration Integration Bebaviorn Correlates Repertoire - Needs .. l-\\g,, l!-14 -fonMl opPrations -ldentificatlon of Prizrery -React irtR -Initial formal Problmr-solving -Study Skills yc.ar-:i se If -cooccpt and operaticns techniques -Abstract \u0026amp; logical self-esteen in I. fsni ly -Revolting -Problmr-90lving brwtes 7-9 thtnl\u0026lt;i.ng fsni ly, school, I-Ind ividual \u0026amp; Sltua-- Application of processes peer contexts 2. Peer group -Screening tional role thinking content knowledge -Self-concept of (Piaget) -Clarification of per-tnt. el lectual an:l -Sense of potency J . School -Applying Sense of sonal, 90Ci.al an:l !0Cl81 identLty to lnflueoce -Validation of self- responsibility to religious value perSOMl an:l 14 . (a,mlll 1.) ....:lvtnei.ng efficacy se If an:! others in system -Initial intrO-'Jl\"Ction :,oc ia 1 systeJr\u0026lt;I 90Ci.al contexts an:l utilLzation of ~ -Sorting '-Se If -referent -tCnclwledae of sex reflex knowledge -Acknowl.edjJle,t tho.J81,t ( 8ondur a) Acti\"\"' ..,_ of self roles-iq,licationa of per90Ml lo.iltural an:l -.ll.l:lgi.ng and ,oc ia l esteem for educational/ -Tine-pro Jectill'C intellectual an:l status affL IL.a- -Social cognition 90Ci.al roles slu lls 90Cial tiO'l.'3 -coping Evaluation of self in capabilities -f'et.a-cogni ti\"\" per90Ml an:l 90Ci.al -f-it\u0026gt;ack on persona I -Sexuol identity -Local \"\"'1ia -ttxleling know ledge ( F lave 11 ) situaticn, achi\"\"\"\"\"\"'u am re90lutLon -Affiliation with \u0026amp; p:,htics perfoms,ce refereoce grrups -\u0026lt;ll\u0026lt;xlsing -lnterper90Ml Sense of cooperation -Local laws ca,cordaoce an:l collaboration -Ba lance between - Awareness of arY1 rrore., -Preparing cooper at ion an:l pararet.ers of (90Cial an:! -Esteen (Kohlherg) Self-m\u0026gt;tivation an:! i.rdepenlence i.ndepen:lence religious) -ValuinP, reinforcme.nt -Self -respec t/esteen techniques ,. -llecisiOIH!llking -Sex-role -Local -\u0026lt;:ater,orizing (l'laslowl processes orientation concepts of ~ ien t irusness Value identity an:l work and -Cl!lSsi fying ( lnevinger) rronitoring -Sense of contro I an:l product ,vity -0: stinr,uishinr, -Application, Sex-role orientation responsibility for -C-x,pcrat inr, vah~~BtJ11) per90na I behavior -=r t Guilford) -~1~~~ 2)  Faerging Phyeical Age/Grad, and Expected Peycho logica' !licro-Syate llacro-Syste ldentifyinc Develoi-eotal Functional Ski lle General Guidance Level Capabilities lntegrat ion Integration Behaviors Correla tee Repertoire lleede fv!t, 15-19 -Mature fonrsl -Awareness of year operations personal ~ Ac:.carrmdating -Fonno I ope rat ions -Responsibi hty for -Dec i iO\u0026lt;Hreking CPiaaet \u0026gt; personal decisions kill potencies I. Peer group lntcgratmg Grades -Abotract ond logical 2. Scoool/work -Synthesis/e valuatioo -Recognitioo of skills, -Goa 1-attai.nnent 10-12 thinking -Se lf-coocept in sett~ Projecting \"\"\"\"\"tency scaling various 90Cial 3. Friends -f\\n:twMl past- cootexts -Interacting --Organizatioo/ -Sense of self-evalua- -Effecti\"\" camuiica- pre.serit-future tine ~ Exchanging characteriz.at i.on t ion in var iou., tion perspecti\"\" -lnternaliz.at ion (Sloan) situation., -Psycoo-physical of values I. Fllllli ly -coping Self and ituatiooal h\u0026gt;UXlarous/ Persona 1 assertive- llllni to ring and integration -Eva luat ioo of 2. Social tatus -Nonaging integrated nes based oo evaluaticn -Per\"\"\" l potency to self in social (present \u0026amp; -Synthes lling ( Loevingerl \"\"\"\"\"tence and tecmiqu,,s act l4)00 concrete ccrttexts aspirations) -Se lf-actua lizati.on int.ere.st., and abstract klserti\"\"\"\"\" -Academic an:! - OJltural -Produ:: ing (Maslow) -COl 1.aboratioo, training realities social self- coofonnity/ -1.nve,ting cooperatioo skills to departure -{.ni\"\"rsal ethic -Problem-so 1v ing t\"flature 5)'!Ttlolic esteen -Creating (Kohlberg) achieve personal C'Clll!U'lication tecmiqu,,s -Awareness of -Gamulity goel in social -cm., lex ne, ta l shift fran groups -Evaluating -Eva luat ioo coot.ext -tlocro-sy tan pasi\"\" to -Social an:! -.Jwging ( OJ.i I ford) associations \u0026amp; -Ability to uti liz.e integratioo proacti\"\" religious past learning tecnii.q.es relationships ~ring projectioo 110res -Ability to project -ilecognitioo of self- -U,ique reality -\u0026lt;Dvernne,t -\u0026lt;ri tiquu,g esteem future goe ls/ coping style -11:\u0026gt;litics - 9.Jppor ting objective., -coping with -\u0026lt;:arpeti t ion 1R:ertainty an:! -f'edia cooflict -\u0026amp;oronics -Acces rules to persona I gr \"'1th and to soc ia I in-stitutions -Rites of passage 24   Appendix B ~m!ty Pm 11d Qddanoe Callllttee: A \u0026lt;bide for School c.om.elors School counselors have long recognized the need for coommity support in order for their programs to be effective. The ~lete cooperation of the aaninistration and faculty is also necessary. One method of linking the needs of the school and ccmDJnity with the guidance program is through the use of camunity-based guidance camittees. Such coomittees have been used successfully by many school programs and promise to be a potential solutioo to many of the problems facing counselors. This dOCI.IDel\"lt cootains important information for counselors atteq,ting to develop a guidance camittee. What is! guidance ccmnittee?  A guidance comnittee is ~ed of key l.aypen,ons and educators ~ provide lines of camunication bet\"Ween the school and the cOllll1Jl'lity, thereby assisting the COLnSelor in wilding sound programs based upon student needs and camunity needs. There are at least~ major types of guidance ccmnittees. Smaller school districts may have one type, \\olhile larger districts might possibly have both. The first type of a guidance c00111ittee is a cauprehensive district-wide com:nittee. The second type is a wilding (school) level cxmnittee. The makeup of both C01J111ittees \"'1ld be similar, including teachers, a!ininistrators, parents, representatives of b.lsiness and industry, and students  What is the purpose of~ guidance camittee? The primary ?J.rpose of a guidance coomittee is to do what cannot be dooe effectively by the guidance staff alone. The CXX11Dittee seeks to emphasize the creation of a program that constantly strives to better serve the student, teachers, parent and school administration, as well as the coom.mity. The cannittee extends the arms of the guidance pi.-ogram into the school and the COIIIJU'lity, expands the potential for a greater production of ideas and resoorces, and increases the mnber of workers and leaders available to carry rut programs and projects. Since the COOJDittee is ~sed of a variety of interest groups, it serves to keep the lines of camunication open between these groups and the school. The use of a guidance comDittee should result in a rwre active and productive guidance program. How can! guidance camittee help school counselors? Guidance camittees can help counselors to effectively meet the needs of students in many ways. A guidance comnittee can uniquely solve problems that a counselor might be unable to on his/her own. It can be very helpful in keeping a guidance program current, monitoring new camunity trends and other local needs. It provides advice and counsel regarding the development and maintenance of meaningful programs. The C01111ittee can help develop rationale for new and expanded career guidance programs. It can develop a line of support for the counselor both within and wi.thoot the school, providing assistance in the area of public rel.ations--getting infonnation aboot the program to the media, sclx\u0026gt;ol patrons and the rest of the camunity. The members of the caJJDittee can provide liaison, with coorruni.ty leaders, professionals or 0rganizations \\olhich can assist in meeting the objectives of the guidance ~rogram. 25 Appendix B (continued) The guidance C0111Dittee serves to iq\u0026gt;rove channels of C0lllll.ll'licatia, between the camunity to the guidance staff. It can help transmit infomation about the services and contributions of the guidance program. Leadership for varirus  guidance projects, such as a career day, can result from the work of guidance coanittees. The guidance C011111ittee serves as an instnnent for developing a greater awareness of the need for aCCOlrltability--encouraging and assisting the continuous evaluatioo of the guidance program. The guidance C0111Dittee can aid the guidance staff in the developnent of a cauprehensive plan for guidance in the school a:rv:J/or district by assisting the counselors with conducting needs assessments, writing objectives and in plaming for program evaluation. By having the broad base a comnittee provides, guidance programs can becane roore respoosive and accountable to all the publics they serve. \\illo should be included in the coanittee? \\ollile there is no single set of criteria for the sel~ction of camnittee members, reasons for selection should include: personal interest in the effectiveness of the guidance progran they will be advising, available time to attend scheduled and special meetings in order to carry out camittee business and respoosibilities, and a general willingness to provide counsel in a manner that will support the general guidance needs of all students rather than the special interests of specific cx:mnittee members. f.ertain me!llbers of the camiittee may be chosen for their expertise in certain are.as such as testing, social work or personlel worlc as the need arises. As stated above, the size and ~ition of coamittees will vary according to type and size of the school or district served. For example, a K-6 elementary school guidance camittee could include a primary and intennediate  level teacher, the principal ard/or assistant principal, parents of both I. primary and intermediate level children, representatives fran local business and industries. Additionally, other pupil persomel service groups, junior high counselors, social welfare or mental health agencies could also be represented. Secondary level ccmnittees will have similar caupositioos and might also include representatives of postsecondary institutions within the COUIJlll'lity. The size of tOOSt school comnittees ranges frooi eight to 12 members. District level comnittees often include one counselor fran each level (or all if a small district), the district's director of guidance (or \u0026amp;binistrator in charge of guidance), a principal ft\"OOI each level, a teacher frcn each level, parents, students, representatives of business or industry, other pupil personnel groups and members of social action or mental health agencies. Additionally, local colleges and military recruiters might have representatives on the coomittee. If the district is in a faming ccmiunity, at least one farmer should be included in the camnittee. If there is a da!linant industry in that ccmamity, a representative of that industry should be included in the comnittee membership. The size of a district coamittee could range fran about eight in a very small district to over 20 in a large district. The building level guidance ccmnittee should be appointed by the principal with input frcn the guidance staff, loihi le district level guidance C001Dittees are appointed by the superintendent with input from the director of guidance  26    Append ix 8 (continued) The coomittee should then elect a chairperson fran its lay membership. The ~election of the chairperson is very critical, as this person will work very closely with the guidance staff and a\u0026lt;hinistration in planning the 1o0rk of the CO'llllittee. The school's COU'lSelor or the district's director of guidance will serve as an a-officio secretary to supervise the preparation of minutes, correspondence, etc. What is the counselor's role in the camiittee's operation? The recognized need for a guidance comnittee, the approval for developing a guidance conmittee and the selection of members to the guidance ccmnittee should orginate frOOl the counselors or professional staff of the school. The guidance comnittee will need help in its efforts to locate, define, clarify and select areas of need that can be trans lated into objectives, goals, programs and projects. The cau:nittee wi 11 need assistance in bringing together materials and resources available to the ccmnittee in pursuing program objectives and in developing techniques for evaluating its 1o0rk. As ex-officio secretary of the coamittee, the counselor 111lSt provide this support to the camiittee. The guidance staff ID.l8t take the initiative in developing a cohesive group in which the participation of all members is desired and sought. The counselors ID.JSt also be prepared to assume the responsibility for the actions of the comnittee, the direction in which it goes and intensity with which it pursues a goal. The staff llllSt provide clerical, mailing and other support services for the camiittee. How are meetings scheduled and conducted? At. least NO full coomittee meetings should be held per year with the counselors aoo/or the camiittee having the option of calling mre if needed. Generally, each meeting should have a specific agenda. The counselors in consultation with the chairperson should set the agenda for each meeting. Generally, the first meeting of the year should include an orientation to the school guidance program. Other meetings should address various program needs aoo projects. Finally, this should be a 1o0rking comnittee. ththing can cut short the enthusiasm of the members than to be a part of a non-functioning, \"in-nameonly\" carmittee. Members of the CC111Dittee should be recognized for their contributions publicly. News releases can help give the needed publicity to the comnittee -urk. \"'1hat are~ problems associated with the use of guidance caxmittees? Qiidance comnittees do not always function smoothly. Some coom:,n problems associated with the use of comnittees often include a tendency to want to set policy rather than assist, a lack of understanding of the total functioning of a school, a lack of perspective, an inability to see the program as a whole. The consunption of staff time in providing materials for the C01DJ1ittee, preparing for mailings, preparing minutes and writing reports can also be a problem  27 Appendix 8 (continued) Good selection procedures and orientation are the best way to overcane these probl~. The administrators and counselors are employees of the board  of education. They should listen very carefully to their coamittee, but not sucCUDb to bad advice. They tD.JSt take responsibility for helping the coomittee understand and adhere to board policies, remembering that an advisory coarnittee is siq\u0026gt;ly what the name suggests--advisory. Their function is to help provide accountability and camunity feedback to the progrm. The school is responsible for hearing the camittee's advice and honesty and openly weighing that advice in light of current constraints, resources, etc. 28     Appendix C NIDllCAN saDI. \u0026lt;XINiEUlt ASSCX:IATI\u0026lt;JC (ASCA) PelilTI\u0026lt;JC STATIN!N'l' 1he School Con,e lor md the Qddance and Comselq Plogr. Intrcxb:tim This position of the American School Counselor Association (ASCA) describes the elements of a caoprehensive and developmental guidance and counseling program and the criteria upon which the quantity and responsibilities of qualified, differentiated staff members is based. lhe ASCA statements of counseling role and function for the elementary, middle/ junior high, secondary and postsecondary settings are an integral part of the design and implementation of guidance and counseling programs. fhi~ ''\\,h\n:) am I?\" \"who can I becaoe as a person?\" and \"HcM can I best contribute to society?\" are questions which quidance and crunseling programs help all individuals to answer. In their design and operation, guidance and counseling programs exist to i~rove the learning enviroroent by involving students, staff, parents, C001Il.111ity and others who influence the learning and development of the persons served by the program. Through individual and group contacts over a period of time, the counselor has a major role in helping all persons develop more adequate and realistic concepts of themselves, becane aware of educational and occupational opportunities and integrate their understanding of self and opportunities in making informed decisions. PrugtM Galls A guidance and counseling program provides for direct involvement of a service to students, staff and coom.mity in order to facilitate achievement of the following program goals. Assists persons in developing: 1. A better understanding and acceptance of themselves\ntheir strengths and limitations\naptitudes, needs, values, interests and worth as unique individuals\n2. Interpersonal relationships on the basis of ID.ltual respect\n3. Problem solving and decision making\n4. Accepting increased responsibility for their educational, occupational and avocational development. Standards These standards are set forth in a manner which allows local school districts, institutions, agencies and others to design and implement guidance and counseling programs consistent with the unique needs found within each setting. 29 Append ix C ( cont irrued) Ptc.t 1. There is a written guidance curriculLDD developed by counselors and with  the involvement of appropriate others, specifying the overall guidance and counseling program as it involves and relates to the needs of the person in the school, institution, agency and c00111.J11ity. 2. The basic program of guidance and coLD1seling involves the process of consulting, providing information and coordinating services for all students. The program is ccq\u0026gt;rehens i ve, deve lo?J)!1ta l and is imp lenented through the guidance curricultn and through specialized approaches. Orientation, information, appraisal, placement, follow-up, follow-through, referral and research activities are included in the program. 3. There is evidence that all persons throughout the school, institution, agency and coomJ11ity have on-going opportunity to par t icipate in the guidance and counseling program. 4. There is evidence that the guidance and counseling program is systematically planned, i~lemented and evaluated. 5. There is evidence that the guidance and counseling program may be continued on an extended basis during periods -.hen classes are not in session as deemed appropriate for each school district, institution or agency. \\.,hen each school district, institutioo or agency deans that these additional services are desired, counselors should be appropriately compensated. 6. The guidance and counseling program should be cCllmll\"lity oriented. If  services are to be provided to preschoolers, dropouts, graduates and other , coom.mity citizens, additional staffing needs to be provided. 7. CcA.Jnselor-taught or initiated LD1its in decision making, values clarification, career planning, test taking/study skills and/or similar tD1its are offered. 8. The guidance and counseling program serves three-to five-year-old children and their parents -.here pre-elementary school settings exist and there is an existing elementary guidance and counseling program. 9. The guidance and counseling program provides other innovative service(s) or activities ...tlich are designed to meet lD'lique needs. St:aff ASCA holds the position that appropriate m.lDbers of staff shall be employed to i~lement a guidance and counseling program designed to meet the needs of the persons involved in tne program. There is a direct correlation be~en the quantity and quality of guidance counseling services and the mnber to provide that service. 1. The guidance and counseling staff is qualified and appropriately certified/licensed according to state agency standards. 2. The guidance and counseling staff is responsible for the design, implementation anrl evaluatioo of the services and activities prescribed in the program. 30   Appendix C (continued) 3. Professional, secretarial and/or paraprofessional staff are adequate in rnnbers to meet the objectives of the guidance and counseling program. 4. Provision is made for staff to attend or participate in intra and inter-professional meetings and activities inside and outside the state. Facilities Appropriate and meaningful guidance and counseling activities with individuals and groups take place in a wide variety of settings, the specific environnent often being detemined by circunstances. There are, however, continuing student, program and staff needs in which privacy and confidentiality of conversation and records require specific counseling facilities. 1. Each counselor is provided with pleasant, private quarters conducive to conferences of a confidential nature and adequate in size to accoomodate three to five persons. 2. The counseling facilities are located in an area readily accessible to students and others. 3. Each C01.D1Selor's quarters is equipped with adequate telephone service. 4. A conveniently located area adequate for group guidance and counseling activities is available. 5. Adequate provision is made for the storage and display of all records and materials used by the counselor(s) in carrying out the guidance and counseling program. 6. Career resource center(s) are established and appropriately staffed to facilitate use of career awareness, exploration, planning, preparation and progression of materials, equipment and supplies. Mllt.erlals and Bquii-erit There is adequate budget for purchasing, maintaining and developing the materials and equii:xnent necessary to achieve the objectives of the guidance and counseling program. Adopted 1974\nreviewed and reaffinned 1980\nrevised 1986 31 Appendix D Aaeri.c.an School Comae lor Aeeocf.atiaa (ASCA) Poeltiaa Statment 1he School Colnse lor and lleelopaental Qddanoe Luring recent years a m.nber of counselor educators and school counselors have advanced the proposition that c'JUOseling can and should becooie tD:\u0026gt;re proactive and preventative in its focus and llX)re developmental in its content and process. Viewed in the context of an evolving societal emphasis upon personal growth and an expanding professional expertise , developmental guidance has resulted in a potentially dynamic and prcxnisi~ c1pproach to the helping relationship of the school counselor. The concept of developmental guidance has been discussed under various rubrics, such as (deliberate) psychological education, h\\nan relations training and preventive mental health. Develonental guidance is reaffirmation and actualization of the belief that guidance is for all students and that its purpose is to maximally facilitate personal develonent. Definition  Develonental guidance is that caoponent of all guidance efforts lolhich fosters planned interventioo within educational and other human development . services program.5 at all points in the human life cycle. It vigorously still1llates and actively facilitates the total development of individuals in all areas--personal, social, emotional , career, rooral-ethical, cognitive, aesthetic--and to praoote the integration of the several canponents into an individual lifestyle. fndor8CM!Dt The American School Counselor Association (ASCA) formally endorses, supports and encourages the incorporation of developmental guidance in the role and function of the school counselor. Antee :ecients In the past the role of the schcx\u0026gt;l counselor has suffered Eran the restrictions of historical precedent, philosophical tradition, financial support, achinistrative definition, and counselor selection and preparation. Counselor functions have often been limited to crisis management, adjustment coordinatioo, vocational guidance, and clerical and quasi-administrative tasks. Catalysts Pr~ted by cultural change, progressive philosophy, advancement of knowledge and methodological improvement in the behavioral sciences, a climate of open public discourse, pressures of educational accountability,  institutional ecunanics, and professional survival, the \"traditional\" ~rk of the scl':\u0026gt;ol COLTI\u0026amp;elor is in need of well-seasoned revisioo. 32   Appendix D (continued) Direction If counseling is vie-wed humanistically, holistically and canprehensively--that is, developmentally--then the rationale for develoinental guidance is clearly defined : cOll'lseling should be habilitative as well as rehabilitative, proactive as well as reactive, preventative as well as remedial, skill-additive as well as problem-reductive and characterized by outreach as well as availability. Developmental guidance is the S\\IIIDative terminology which connotes this E!fll)hasis. Specifically, then, developmental guidance refers to the process and content of confluent human development as prOOJOted by planned, ~rposeful and sequential intervention. Content The content of developmental guidance will vary according to the developmental levels, stages and needs of participants\ncounselor carpetence and resources\nand other factors. Examples of programs of contemporary interest include the follOJing: tn.man development (theories, stages, tasks, principles)\ncareer develonent (awareness, exploration, selection, employability skills)\nacademic development (achievement motivation, study skills, test preparation, test wiseness)\ncoom.mication skills\ninterpersonal relations\ndecision making\nvalues clarification\nmarriage and family planning\nparent education\nmoral development\naffective education\nconflict resolution\nleadership training\nassertion training\nrelaxation training\nhuman sexuality\ndrug education\ndeath education\nand situational adjusonent and self-management (divorce adjustment, depression management, weight control, behavior modification). This list is not exhaustive. lntervent: ion Many means and resources for developmental guidance intervention are available, and counselors should select fr\u0026lt;XD among these alternatives according to needs identified in his or her work situation. Examples of means ol:: delivery include : mini-courses, academic release time \"from designated classes for developmental guidance activities, curricular scheduling of guidance activities, extended hours (after school and evening,) and classroan guidance. Ex.:uq:\u0026gt;les of techniques and resources include : resource centers and libraries\nprogramned texts and workbooks\nco-facilitation and consultation with teachers\nparaprofessionals, peer counselors, and others\ncounseling and educational kits\ncurricular aids, media, bibliotherapy, cinematherapy\ncontracting\nand experiential education. Examples of strategies include : direct service delivery, consultation, team teaching, peer facilitating and paraprofessional counseling. Medi.ta of Delivery In terms of efficiency, as well as effectiveness, group approaches are the preferred medium of delivery for developmental guidance activities. By definition, \"group\" refers to a natural or created cluster of individuals, as small in mnber as two or of lD'llimited size. The clusters may be identified as families, cl.assror:xns and grades, employees, clients or other canposites of persons who cane together as a result of shared need or purpose, COIIIDOn attributes and/or other coincident characteristics. 33 Appendix D (continued) COllpeteocies Essential preparation for develo.xnental guidance intervention involves a  thorough understanding of hunan development (descriptive and theoretical)\nknowledge of counseling t,heory and pr act ice\ncaupetence in COLD1Seling techniques and group processes\nskill in program develo.xnent and management\nassessment, appraisal and diagnostic skills based on developmental concepts\npractical canpetence in basic statistics, applied research and program evaluation methods\nand specific knowledge in the area of developmental emphasis. The ca.mselor should be personally effective and comfortable in all areas in which developmental guidance intervention is offered. Develo(Xl)ental guidance specialists llJJSt, at a minillUD, be able to effectively deal with questions such as : what are the general characteristics, expectations, tasks and behaviors of individuals at this state of development? What are this individual's characteristics , expectat i ::x-1s , tasks and behaviors? What can impede the process of develo(Xl)ent for thi_s individual? \\oh.at will facilitate the process of develofXl)ent for this individual? Because the emphasis oo develo(Xl)ental guidance is fairly new, cCU1Selor educators may need to roodify the counselor education curriculum in order to prepare ca.mseling students as proficient developmental interventionists. Because such an approach has often been taught as an ideal rather than as reality, as an attitude instead of a skill, counselor educators may be required to further develop their educative role. Counseling students should seek to add the skills of develo(Xl)ental guidance intervention to their repertoire--if necessary, through adjuncts and (. _.. alternatives to the usual counselor education curricula. Practicing counselors ~ _ whose programs did not include developmental guidance coo:iponents should seek to acquire the skills of develoixrental guidance intervention as part of their professional renewal efforts . The developmental guidance counselor should be involved in a continuing program of professional improvement in developmental guidance expertise and strategies. ~tencies may be acquired. maintained and improved through a variety of means, for example, graduate study, loQrkshops, institutes and seminars, meetings and programs of professional associations, self-study of journals, contemporary texts and instructional manuals, in-service education, continuing and extended education, inteniships, and consultation. Iaplemntatial Many administrators, teachers, other school personnel, students and parents will be unaccustomed to the concept, intent and outcane of develofXl)ental guidance\ntherefore, the counselor's competence nust be visible\nprogram develoinei,t and planning thorough\nrationale for programs convincing\nconduct of procedures professional\nand programs ~ured, evaluated and reported effectively, both formally and informally. Implementation strategies for the initiation of develofXDental guidance will  require both asfertiveness and ingenuity. The entire guidance coommity, ASCA and its constitue:-.t organizations should strive to loQrk in harroony to facilitate th2 i~lementatim of developmental guidance programs.   Appendix D (continued) The true impact of the develOfOental guidance concept loses meaning when discussed as a lofty goal, abstract concept or as an isolated piece of rhetoric. For the concept of a sequential and develoinental guidance program to be truly meaningful to both the professional staff as well as parents and students, it tDJSt be part of a c~rehensive K-12 guidance plan. A plan which states its aims in measurable outcomes for all students, specific activities and a built-in evaluation procedure with provisions for necessary annual revisions. ' There is a necessity for some fonn of needs assessment which addresses the legitimate needs of the entire school cOOJru11ity. The counselor needs to be realistic in evaluating time and fiscal parameters. A curriculum for each grade level or special area is then developed, implemented, assessed and revised annually. In-service education needs to be considered when necessary. School counselors need to develop their abilities to teach the attitudes necessary to enhance the academic success of their counselees\ni.e., for a student to succeed in geooietry, the student needs more than the usual mathematical concepts. In addition, they need to deal with structure, boredan, intimidation and frustration. The plan should be presented to the appropriate educational agency for adoption. The effects of a written ~rehensive K-12 guidance plan helps the consumer to realistically become aware of the goals, objectives and true roles of their local guidance department. Cbidelines There are several general principles which should help insure quality and effectiveness in the implementatiCl1 of develoinental guidance: 1. The program should be systematic, sequential and cauprehensive. 2. The program should be jointly founded upon developmental psychology, educational philosophy and counseling methodology. 3. Both process and product (of the program itself and the individuals in it) should be stressed. 4. All the personal dooiains--cognitive, affective, behavioral, experiential and envirorniental--should be emphasized. 5. Programs should emphasize preparation for the future and consolidation of the present. 6. Individualization and transfer of learning should be central to program procedure and method. 7. Evaluation and corrective feedback are essential. Adopted, 1978\nreviewed and revised 1984 35 Appendix E DRZS Kit llBlrlfYDI\nRliSl.BLI QWII Ol PlN\u0026gt;UE taK:1.ESIN!llrATICB Printed Sources Amual Register of Grant Support: A Directory of 1'\\nU.~ Sources. Qdcago: Marquis Profealonal fublicatlone. 1985. Contains large section oo grants in education (pp. 4fJ7-67) in the areas of: Educational Projects and Research, General\nElementary and Secondary \u0026amp;iucation\nHigher Edur....ation Projects and Research\nand Scoolar Aid Programs. Also lists funding sources ifl th..? broad areas of: Humanities, International Affairs and Are.a Studies\nSpecial Populations\nScience\nSocial Sciences\nPhysical Sciences\nLife Sciences\nand Technology and Industry. 'Die Fomdatioo Directory. New Yodt: 1be Fcamdation Center. 1985. Standard source for identifying foundations\narranged by state, and indexed by foundation name, geographic areas of funding, types of support , and subject. 'lbe 1983-84 ~ of Grant Halting Fcamdations With Aaaets of Over $1.000.000 or Grants of \u0026lt;\u0026gt;Yer $100,000. Harteda.le. NY: Public Service Materials Center, 1982. Surveys principal f~dations in tenn.5 of : when to apply for grants, geographic restrictioos, how to apply for funds, in lolhat fields grants are awarded, and prospects for funding. \\here laeric.a's Large F\u0026lt;ll.Ddatioos Hake 'Ibeir Grmts. 8art:9dale, NY: fublic Service NaterW.a Center. 'This is the !IX)St ccxq:\u0026gt;lete representative record ever published giving the specifics of grant-making by leading foundations in this COlD1try. Includes over 650 foundations in every part of the natioo, most with assets of $10,000,000 or more.\" How to Write Soccessful Corporate Appeals. With Pull ~les. 8artadale, NY: Public Service Nateriala Center. \"James Sinclair, a leading authority on corporate fund raising, opens his   files to reveal all his secrets of writing successful appeals to  corporations--and provides you with an extraordinary range of grant\nnnring samples.\" 36    Appendix E (continued) 'Die Cmpl.eb! Qri.de To Corporate 11\\ni la.laing. Hartedale, NY: Public Service Hatertal.s c.enter  \"To begin with, this book is a superb technical manual. You will never again wooder how or ~t you should do to win corporate support. Special sections of the book tell you how to raise corporate funds if you are a l.D'liversity or hospital, a rultural institution, an advocacy organization, social service agency, or smaller institution.\" 1he Corporate Fmd Ra.is~ Directory. Hartsdale, NY: Public Service Materials r.enter. \"Now accurate up-to-date inforamtion is available on the huge $3.5 billioo grant-making program o~ America's top corporations. Here you can find out ..iho to approach at e.ach corporation, primary areas of giving, typical grants, special insights and other vital information.\" New Ways to Saroeed With Fa.niatims: A Qlide for the Reagarl Years. Hartadale, Ill: Public Service Nateriala Cent.er. \"Joseph Deamer has written an important new book designed to help nonprofit organizations not only survive the Reagan years, rut to grow stronger through increased foundation support. le is the first book that provides specific strategies for different ncnprofit institutioos to understand during the next two years in approaching foundations.\" Holl To Ge(: GoYenaent Grant.e. Hartsdal.e, NY: Public Service Hatertal.s Center. . \"Finally, there is a book describing in simple, straight forward language how yCA.Ir institution should go aboJt securing govetTeOtal grants--fran yCA.Ir first organizational step to the final accounting of how your institution spent the funds.\" Federal Ft.ming Glide for Kle.entary aid Secxndary ll'docatioo. ~. OC: Fd.JcatiM Ptmd~ Research Cancll, 1980. Provides overview of the Department of I-.:ducatioo and federal aid to education in general, as well as new eligibility requirements and 1980 budget allocations. ' Federal aid programs are divided into broad areas: educationally disadvantaged children, impact, vocational educatioo, cultural programs, shared revenues, etc. 1he Casebook: Aid-To-Mlcatioo Prugnw of Lead~ Business Q:ocems. New Yorlt: C-Oic,cf 1 for 1\"'1rwrfa1 Aid to \u0026amp;tocatian, 1978. M cngoing report that ~iles details on the aid-to-education activities of saDe corporations active in this field that are willing to let others know lolhat types of programs they support and how. 37 Append ix E ( cont irrued) EUil PlinUng Soun:es lll!lillletter. lboeob:~ Willi.a and Betty Wil.aan, 1978-~t:e. K:,nthly reference newsletter for elementary, secondary and special education, with infomation en federal, state, f~tion and corporate grants. Fomdatim Ji'tnd ntalJI: A Chide for Grantseeken. New Yorlt: 'lhe li'omdet ian Center, 1981 . Qiide by Carol M. Kurzig, designed to help both novice and experienced grantseekers beccme more familiar with the 1oK\u0026gt;rld of tcuidations. Goverrment Docunents Catalog of Federal Donx\u0026gt;estic Assistance (annual). Federal Grants and Contracts Weekly. Catalog of Federal Education Assistance Programs (1980). ED 1.29:980 Application for Grants Under Training Personnel for the Education of the Handicapped. ED 1.2 :T 68/5 Instructions and Application for Grants Under the Special Needs Program. ED 1.2:SP 3/2 Application for Grants Under the Secretary's Discretionary Program. ED 1.2:SE 2/986 Application for Grants Under Secondary Education and Transitional Services for Handicapped You th. ED 1.2:SE 1/986 Application for Grants Under the Secretary's Discretionary Program for Mathematics, Science, Canputer Leaming and Critical Foreign Languages. ED 1.2:M 42/2/986 Application for Grants Under Magnet Schools Assistance Program. ED 1.2:M 27/986 Application for Grants Lnder Handicapped Oli ldren 's F.arly Education Program, Demonstration and Auxiliary Activities Projects. ED 1.2:H 19/5 Application for Grants Under the Endc:MDE!S1t Grant Program. ED 1.2:~ 2/3   Application for Grants. Supplemental Funds Program for Cooperative FAfucation.  ED 1.2:C 78/3 ... Application for Granes Under the Cooperat ~ve Education Program. ED 1.2:C 78/2 )8    Append ix E (continued) On-line Sources Fomdatioo Di.rectory. On-line equivalent of the hard copy directory. Fomdatim Gamts ID:ies. Contains information on grants awarded by more than 400 major American philanthropic foundations, representing all records fran the Fc,.mdation Grants Index section of the bimonthly Foondation News. QWIIS. Source to more than 4,000 grants offered by federal, state and local goverrments, comnercial organizations, associations, and private foundations. All grants included carry application deadlines up to six months ahead. Mat ional Fomdat ions. Provides records of all 22,100 lhited States foundations liolhich award grants, regardless of the assets of the foundation. Many smaller funding sources not listed in the Foundations Directory may be found here. Other Sources of Information Federal Infonnatioo Centers U.S. General Services Administration 18th and F Sts., N.W. Washington, OC 20405 (202) 566-1937 The Foundation Center 888 7th Ave. New York, NY 10106 (212) 975-1120 (800) 424-9836 39 Appendix F ODD SIJRZS CW QWll'S AND Plll\u0026gt;DE Address Rockefeller Foundation 308 East Eighth St. Little Rock, AR 72202 (S01) 376-6854 The American Association for Counseling and Develoixnent FOlD'ldation 5999 Stevenson Ave. Alexandria, VA 22304 Arkansas State Recognition Program Arkansas Department of Education Career Education Mini-Grants Arkansas Department of Education Carnegie Corporation of New York 437 Madisoo Ave. New York, NY 10022 (212) 371-3200 The Field Foundation, Inc. 100 East 85th St. New York, NY 10028 (212) 535-9915 William T. Grant Foundation 919 Third Ave. New York, NY 10022 (212) 752-0071 lttleson Foundation, Inc. 14 East 60th St., Suite 704 New York, NY 10022 (212) 838-S010 W.K. Kellogg Foundation 235 Porter St. Battle Creek, Ml 49016 (616) 966-2000 The Ford Foundation 320 East 43rd St. New York, NY 10017 Deadline Four Times a Year Dec. ,Mar. ,June,Sept. Decenber February Spring All Year All Year All Year All Year Early Fall Spring and Fall Additional infonnation is available in The Foundation Directory available in most public libraries. 40       Appendix G PINliOO Ml\u0026gt; KVALLII\\Tl\u0026lt;lt RISlRJlS Collison, B. B. Needs assessment for guidance program planning: a procedure. The School Counselor, November 1982, 30(2), ~15-21. Conducting ~ Needs Assessment. Highlights .. an ERIC/CAPS Fact Sheet. Ann Arbor, MI: ERIC/CAPS, 1982. Dameron, J. D., ed. The Professional Colmselor: Callpetencies, Performance Guidelines and Assessment. Alexandria. VA: AA.CD, 1980. Diamcnd, E. E. Development of the Joint Camiittee Standards for evaluations of educational programs, projects and materials. Measurement and Evaluation in Counseling and Develof:CDE.Ot, July 1985, 18(2), 51-57. F.pperson, D. L. and Pecnik, J. A. Counselor Rating Form--short version : further validation and cooiparison to the long form. Journal of Counseling Psychology, January 1985, Bill, 143-6. Hayden, C. and Pohlmann, N. Accountability and evaluation : necessary for the survival of guidance programs? NASSP Bulletin, October 1981, 66(447), 29-33. Healy, C. C. suggestions. Formative evaluation in career education : problems and Jrurnal of Career Education, December 1982, 9(2), 134-4U. Kelly, F. R., Jr. and Ferguson , D. G. Elementary scrool guidance needs asssessment : a field-tested rocx:lel. Elementary School GJidance and Counseling, February 1984, .!!Ll2_, 176-80. Lewis, J. D. Q.i idance program evaluation : how to do it. The School Colmselor, November 1983, l!..Q.2_, 111-9. Lanbana, J. H. Q.iidance accountability: a new look at an old problem. The School Counselor, Hay 1985, 32(5), 340-6. Maher, C. A. and Bennett, R. E. Planning and Evaluating Special Education Services. EnglE.\"wOOCl Clitfs, NJ : ?rentice-ltiil, 1984 . 4 I Appendix G (continued) Matczynski, T. J. and Rogus, J. Needs assessment: a means to clarify the goals  of secondary schools. rwiSP Bulletin, January 1985, 69(477), 34-40. Wiggins, J. D. Steps to take in evaluating a school's guidance program. NA.SSP Bulletin, October 1981, 66(447), 29-33. Wysong, H. E. Needs Assessment in Counseling Qiidance, and Personnel Services. Searcii!Ight bibliograpny. Ann Harli:\u0026gt;r, Ml: ElUC/CAPS, 1983. A Qiide for the Development of a Counselor Evaluatioo Plan, ASCA, 1981. 42   a Care Paekage for ne-w  eletnentarY, counselors Indiana Department of Education Division of IIuman SerYiccs / Pupil Personnd Services October, 1984 A \"CARE PACKAGE\" fOR NEW ELEMENTARY COUNSELORS Every counselor at one time or another is a \"new\" counselor. ft may he that very first counseling joh or it may be a new school assir.nment that the corporation has maJe. Maybe it's a new job in a Ji ffercnt school system or another state and maybe it's the request o[ the counselor to experience a different school setting or n Jifferent counseling situation. And maybe it's the beginning o [ a ne,, program in a corpora ti on that has never had an elementary counselor. No matter what the reason, there will be a time and maybe several times when a counselor is given the task of establishing a new counseling program in a school. It's an exciting time, challenging the counselor to use every possible resource to communicate to his/her public the role of the counselor. To assist elementary counselors in this responsibility, the following \"Care Package\" has been developed. Although there arc numerous ways to communicate this information, the purpose of the \"Care Package\" is r.o provide samples of ideas and methods for establishing the role of the counselor. Classroom guidance presentations, letters and suggestions are included along with a step-by-step plan for organizing the counseling program. Improvising anJ adapting this package with the counselors own skills, abilities, and resources is both expected and encouraged. Sections: I. 11:-ive a Statement [I. In the Beginning 11 I. .rust [or Kids IV. Communicating with Parents V. ~lanaging and Organizing Your Time 1 SECTION I !lave a Statement: rrom this section one should be able to answer two basic quest ions. \"Why have an elementary gui\u0026lt;lance program?\" and \"\\'Jhat docs an elementary counselor do 7 \" It is valuable for administrators in every school corporation to have a written statement answering those two most basic questions. Rationale Philosophy Objectives Role Goals function o matter what words one wants to use to answer these questions, these samples of how others have handled the task might be helpful. Included are: A. Counselor Education Program Objectives B. Statements from House of Representative Bill S477 - September 28, 1979 C. American School Counselor Association's Position !'aper D. A school corporation's program description 2 - COUNSELOR EDU CATI ON PROGRAM OBJECTIVES FOR THE ELEMENTARY SCHOOL COUNSELOR (TENTATIVE) Nelson and Segrist Purdue University In preparation for counseling and guidance activities, the counselor reaches out toward children: a. Talks about his program in classrooms. h. Brings small groups of younger children to his office to familiarize them with the setting and the selfreferral process. c. Develops and maintains friendly, informal contact in such settings as the halls, playground, lunchroom. d. Participates with children in appropriate, informal ways, such as engaging in games with them. The counselor engages in individual counseling: a. h. C. d. e. f. g. h. 1. J . k. l. m. Is informed in the area of counseling theory. Demonstrates use of a variety of counseling approaches. Produces comfort in the child. Arranges a comfortable, familiar environment. Engages the child in discussion of appropriate topics. Encourages the child to discuss his concerns. Facilitates expression by the child. lle1ps the child to understand his concerns and place them into perspective. Confronts the child, as appropriate, about his selfdefeating, inappropriate modes of problem solving. At the same time, provides minimal leads for the child. Helps the child to develop plans for appropriate action. Is alert to the child's avoidance behaviors. Is able to terminate counseling relationships leaving the door open for further discussion. The counselor engages in group counseling and guidance: a. Ts informed in the area of group counseling theory. h. Is able to incorporate different theoretical models. c. Encourages voluntary group formation. d. Arranges the formation of appropriate groups. e. Functions in group formation so that readiness to share is an expectation of group members. f. Helps to develop in the group a \"we\" feeling. g. Helps to develop in the group an expectation that all may help a child and all may receive help. h. Is willing and able to intervene in the interests of developing a setting in which children expect to work on concerns. 1. Is ahle to help the group develop problem solving approaches. J. encourages confidentiality. k. llclps group me:mbers to focus on particular is~ues. 1. Encourages the group to examine its own interactive processes. 3 The counselor consults with teachers, parents, and children: 3. Is informed in the area of consulting theory. h. Inspires confidence in those with whom he consults. c. Demonstrates a willingness to consult with others. \u0026lt;l. Develops a cooperative atmosphere rather than a superior-subordinate relationship. e. runctions so as to elicit teacher, parent, etc., responses toward the child which are enhancing. f. Is willing to make specific suggestions where appropriate. g. Helps teachers and others develop programs to meet the needs of children. h. Is willing and able to confront those using procedures which seem antithetical to progress. 1. Is able to contribute to deeper understanding of children by adults and accepts the need to gain from other adults in his own understanding. J Conducts case conferences relevant to concerns about children. The counselor is a participant in producing change in the school environment: a. Informs himself about the environment. h. Searches out environmental effects upon students. c. Confronts environmental problems as necessary. d. Considers and incorporates changes in his own program where necessary. The counselor engages in research and evaluation: a. Seek-\nto determine the effects of his own program. h. Seeks to determine the problems affecting students and teachers. c. Seeks to understand the specific setting in which he is involved. cl. Designs experimental programs and determines their effects. The counselor understands human behavior: a. Is informed in the area of human behavior. h. Observes children in varied settings. c. Ts aware of physical and developmental differences. d. Ts aware of hierarchical differences in children's needs. e. rits his understandings and his approaches together. f. Is aware of situational (home, school, neighborhood) effects on the child. The counselor respects others: a. Iloes not manipulate against others. h. Involves others in decisions relevant to them. c. Encourages the confrontation of issues hy those affected. d. racilitatcs genuineness in others. 4 The counselor in his own person: a. Demonstrates that he accepts and respects himself. h. Is aware of his own needs. c. Is engaged in coping with his own needs. \u0026lt;l. functions in ways which demonstrate openness, honesty, and genuineness. e. Is courageous. f. Is alert and well informed. g. Is sensitive to others, aware of both verbal and non-verbal components of behavior. h. Is a responsive human being. 1. Is a potent being. The counselor understands basic principals of education: a. Is an informed student of principles of education. b. Considers individual differences. c. Respects the values of helping relationships. d. Is aware of the values of openness and honesty. e. Understands developmental processes of early and middle childhood. f. Understands the elementary school as a social system. 5 ELEMENTARY GUIDANCE AND COUNSELING SERVICES l\u0026lt;J\\TTONJ\\LF I . The elementary school of today is no longer protected and isolated from society 's problems and concerns, rather, it has hecome a setting where the early symptoms of these problems are being displayed. 2. Elementary school children arc, therefore, increasingly vulnerable to these external pressures as they attempt to acquire personal and social skills in addition to academic competencies. :S. Early symptoms of these pressures are underachievement, school disinterest, classroom disruption, and truancy which result in acute societal and economic burdens. 4. Without early and appropriate intervention, these pressures arc manifested as juvenile delinquency, substance abuse, school vandalism, failure, and the loss to society of s. fully functioning and competent adult members. l11 no other setting is the establishment of a foundation for self-discipline and positive mental health more critical. It is here that school children absorb and adopt views related to human and societal values, attitudes toward self, work, antl toward individuals from other cultures and ethnic origins. 6. Positive learning environments for children require a comprehensive coordinated effort of the school, the home and the community. The elementary school counselor is a professional uniquely qualified to facilitate such cooperative efforts witl1in an established guidance and counseling program. ROLE The role of the guidance counselor is to assure the accessibility of developmental guidance and counseling to all children of elementary school age by establishing comprehensive guidance pro grams . Implementation of these programs is to be performed hy a ce rtified elementary school counselor. 1. Counseling in groups and individually, with all children to\n1ss1st them in school and life adjustment tasks\ne.g., helping them learn to make choices and to accept responsibility for choi ces made, learning to solve their own problems, developing positive attitudes, values, and work habits, acquiring basic un\u0026lt;lcrstandings of the world of work, increasing their human relations skills, and learning to make reasoned adjustments to the demands and responsibilities associated with family, school and community membership. 6 2. Consulting with teachers, parents, educational specialists, administrators, community members, and others to establish and maintain the best possible environment for learning and personal growth. 3. Coordinating school and community resources in behalf of all children, including those whose special needs require additional and unique services, such as handicapped, gifted and talented, learning disabled, limited English-speaking, economically disadvantaged, and culturally different. FUNCTION Counselor functions would also include, but not be limited to the following activities: 1. Recognizing early indications of social maladjustment, child abuse and neglect, and other physical and emotional problems requiring immediate intervention and appropriate referral services. 2. Providing information leading to the reduction of racial and ethnic prejudices, sex-role stereotyping, and an increased regard for the worth and dignity of all individuals. 3. Conducting classroom guidance sessions for children in areas of citizenship, interpersonal skills, improved study habits, meaningful use of leisure time, impact of one's behavior on others, self-management, effective use and the conservation of natural resources. 4. Providing teachers with assistance concerning an individual student. 5. Conducting teacher discussion groups on classroom management techniques, differing learning styles and developmental stages of children. 6. Providing information about the work, ethics, career awareness, and other factors affecting career development, such as the interactions of business, industry, government and labor in the larger society. 7. Conducting family discussion groups on parenting skills, home-school cooperation, and parent-teacher relationships. 8. Coordinating the guidance activities with administrators and other school specialists to assure optimal delivery of guidance services. 9. Coordinating liaison activities between the elementary and middle-school/junior high school settings that assure effective articulation of developmental guidance and counseling services. J 7 TIIE UNIQUE ROLE or TflE ELEMENTARY SCHOOL COUNSELOR APGA Position Paper Rationale Consistent with the philosophy of education, elementary school counseling concerns itself with children in the developmental process of maximizing their potential. The elementary counselor works within the educational framework and the child's total environment to enable each child to arrive at an identity and learn to make choices and decisions that lead to effective functioning as a worthwhile being. Particular attention and time need to be given in the educational program of young children to provide training and opportunities to learn decision-making skills. Individuals make the choices and decisions that ultimately determine their behavior and their learning. Elementary school counselors, be cause of their specialized training, provide service and leadership in this area as it is integrated into the total s ci1ool experience. Elementary guidance and counseling builds upon the belief that human beings must have continuous experience of challenge, achievement, and success. The school creates situations in which children find themselves needed and wanted by others. Teachers can demonstrate to pupils that they matter as individuals and are accepted as they are, by their teachers as well as by their peers. The teacher plays the primary role in working with children and the counselor aids the teacher in making education more meaningful to each child with the implementation of an appropriate guidance and counseling program. Oh_jectives As an elementary school guidance and counseling program is composed of more than a professional counselor, it is imperative that our objectives represent all of the various populations. We arc then able to communicate more clearly our responsibilities and goals and the manner in which they relate to the total education and environment of the child. I. For A. l3  C. ]). E. individual children (age-appropriate): To be able to identify themselves by description, likes, dislikes, interests, skills and similar concern. To be able to define their role in the family, school setting, neighborhood, and community. To have a positive feeling of self and be able to verbalize self-feelings in a straightforward, comfortable manner without fear of non-acceptance. To ?e abl~ to_recognize their own shortcomings and accept their l1m1tat1ons, then proceed to work toward improvement as goals are set. To he acceptant of other people and be able to identify and work toward solving conflicts in relationships. 8 F. To feel good about learning and working and, when distress occurs, be able to use appropriate skills of problem-solving and decision-making to reach a level at which they are able to cope. G. 10 ~ave interest in the future and engage in some fantasizing of possible life roles. I!. To have a realistic understanding of the interrelatedness of people and the world of work and services and the part that the child, other members of the family and acquaintances play in it. II. For teachers, administrators, and parents in the child's life: I L I . A. R. C. n. for A. B. C. ll. I:. To understand and accept the child's self-concept and work toward determining with them positive changes\nthen to provide guidance and support as each child endeavors to make those changes. To relate to the child as a worthwhile human being, so that the child can use acceptable and appropriate relationship behavior. To provide teaching, experiences, and opportunities for learning decision-making skills and grant the child the dignity to live with and learn from mistakes without criticism and ridicule, or without \"taking over\" the decision-making. To seek help for themselves when necessary in order to provide the most effective learning environment for the child. the counselor: To be a congruent human being comfortable in both personal and professional life to the extent that the counselor can functLon for the best intercc.t of those served. To accept each person (child and adult), in the professional environment, with all accompanying feelings and behaviors, and help the counselee with unique training and skills to define needs and concerns. To provide the guidance and counseling appropriate and acceptable for the counselee. To be able to identify changes and objectives reached hy counselee and interpret them to others. To serve as an advocate for the child within the adult structure of the school and community. 9 Submitted by: TI PPCCANOE SCHOOL CORPORATION ELEMENTARY SCHOOL COUNSELING PROGRAM Marjorie R. Sharples and Kathy Coder Elementary Counselors, Tippecanoe School Corporation September 1980 PHILOSOPHY The main goal of elementary guidance is to assist schools in personalizing and humanizing the educational process for all students. This can be accomplished by helping children better understand themselves and others, and by helping them recognize the opportunities, rcsponsihilities, and choices which education and life provide. fn addition, due to the pressures of an increasingly complex s ociety, children often encounter problems which may require appropriate supplementary adult support. Counselor assistance in early identification of difficulties and early intervention can aid children, parents, and teachers deal with and grow through these experiences. We believe in the importance of the following: - working with and being an advocate for all children, - functioning as team members with children, school personnel, and parents, - recognizing the potential for growth and change, - seeing the elementary school setting as a place where effective living skills can be learned, - valuing the importance of affective learning, and heing flexible enough to meet the needs of children in a particular school setting while utilizing the unique talents of a specific counselor. Tn conclusion, we believe it is important to help children develop\nin appreciation for life in general, and human life in particular, through accepting, understanding, and celebrating themselves and others. We want to help children grow in increa s ingly more satisfying relationships with the world. Elementary guidance is an integral part of the total educational experience. We cannot separate the academic growth from the social emotional growth of the child. The elementary counselor wi11 focus on the total growth potential of each child in the elementary school. GOALS AND OBJECTIVES We sec the elementary counselor's role as part of a team effort involving the student, school personnel, and parents in very interrelated ways. Students are our main concern. They can help themselves and each other in many ways. 10 Our goals with students are: to help children develop a self-awareness, to help children develop a positive self-concept, to help children develop a positive attitude toward school and learning (focus is on topics such as motivation to learn, responsibility for self and to others), to help children develop good relationships with peers, parents, teachers, and siblings, to help children improve their communication skills, to help children develop effective decision-making skills, to help children deal with personal concerns: developmental tasks, crises, school related problems, home concerns, health and physical development, to help children to develop an awareness of the world of work and preparation needed to participate in it, and to ease the transitions between school settings (i.e. mobile students, preschool/kindergarten and elementary/ junior high). Teachers and other school personnel have tremendous influence on the child's school environment. Our goals with school personnel are : to help teachers identify students with special needs and abilities, to help teachers with classroom management, to be aware of teachers' needs and provide support individually and collectively through inservice training groups, resource papers dealing with teacher concerns, guidance activity ideas, etc., to assist teachers with affective education and career education, to participate in curriculum development and evaluation when appropriate, to help teachers utilize school and community resources and support personnel (I.E. GLASS, Family Service Agency, Wabash Valley Mental Health Society, etc.). Parents are the third vital part of the guidance team. Our goals with parents are: to help parents understand child growth and development, to foster good home/school cooperation and understanding, to enhance parent/child communication and relationships, to familiarize parents with community resources, and to provide support. 11 _J . ADMINISTRATION OF GUIDANCE PROGRAM In order to function as a guidance team, some coordination an\u0026lt;l administration must take place. Therefore, the elementary counselors will: regularly develop, interpret, implement, and evaluate the guidance activities within TSC elementary schools, interpret the elementary guidance program to the community, initiate and assist in planning a total k-12 guidance program, be knowledgeable about and utilize community resources, plan and carry out an ongoing evaluation of the elementary guidance program using input from students, parents, teachers, and other school personnel, be aware of available guidance materials and be able to evaluate their quality and usefulness in our guidance program, and he accountable for the use of their time by keeping records of their activities and regulary sharing these records with administrators. COUNSELOR ACTIVITIES To accomplish these objectives, counselor methods and activities might include, but are not necessarily limited to, the following: introductory contacts with all classrooms, individual and group counseling sessions with children, contacted through self referral, teacher, parent, or other referral sources, teacher and parent consultations, classroom observations, classroom guidance activities, career awareness activities with classes, curriculum development and evaluation when appropriate, organizing pupil information so it is more readily usah]c by teachers, parents, and students, (i.e. test results, psychological reports, etc.), teacher inscrvice activities, parent education groups, kindergarten and junior high orientation meetings, consultation with community resources, cooperation with nurses, speech therapists, psychometrists, an\u0026lt;l special teachers to provide coordinated evaluation and services, and serving as a child advocate on various committees within the school system. 12 A. Inservice day hefore the children come to school in the fall, give a presentation to all principals and teachers of all schools. 1. Include a rationale - \"ChanBing Times and the Needs of Society Today.\" 2. Explain the Role - film, \"Developmental Counseling in the Elementary School.\" 3. Recruit an \"expert\" from somewhere else to assist you with this program. (e.g., State Department consultant or a principal from a nearby city who has a counseling program.) B. Initial meeting with principal in your building. l. Talk about your role. 2. Discuss how you would like to explain your role to the staff of the building. 3. Arrange a time to speak at an upcoming staff meeting. 4. Invite him/her to watch the introduction lessons you will be doing with kids. S. Listen carefully to his/her expectations of the role of the counselor. 6. Learn all you can about the special needs and character of your school. C:. l. xplaining your role to teachers. I. Short letter or introduction. 2. Go around the building and visit each teacher 1n his/her classroom. a. Explain role b. Ask for referrals C . Request a time to visit your role to children. with the children will to tc\n-ichcrs.) ~- c\nRJ , Folders. t::::__-, 14 the class to explain (Your activities explain your role t'r\\G...k:'e o.. ~older- -+or eo..c.h ~!c,_c.V\\tr 4. ~ couple of months after starting the program, arrange a time to discuss the program with your teachers. Possibly have the principal lead the discussion. Include the following questions: a. So far, what are some things you like about the guidance program? b. Do you see any potential problems or have any concerns about the program? Is there anything you feel uneasy about or uncertain or need more information? c. What is something you can \u0026lt;lo to help the guidance program grow? 15 \"Si~i\"\\,+1ca.\"-\"t- rc\\~+-ior-csh.,ps.  ~+ct..l\"'+ w ~ i-h. C, t\\ e. ~: tt-\\ e. \\A,JOY\"c:l - H\n\\ 1, l'm very pleased to be a part of this school and am looking forward to meeting each of you! To help you understand my role as your guidance counselor, I've jotted down some ideas about my position. Elementary counseling is classifed by H.E_.W, as a service program and must serve only those children who have been identified through a Title I instructional programs as Title I students. I wi 11 need your help in identifying the Title I children in your room. The next few weeks I'll be asking about a convenient time to come into your class to explain to your children my role as a counselor. I've included a folder with this information as a convenient place to keep your guidance materials. Every now and then you will be receiving information, ideas, and notes from me which I hope will be helpful and useful. /\\gain, yourself to I am excited to be here and hope you will introduce me.f ~ ~~ _ ~~ ~ FACTS ABOUT MY ROLE AS YOUR ELEMENTARY SCHOOL GUIDANCE COUNSELOR: Who- I am an adult friend to children and a resource person for you. llow-r sec children individually, in small groups, and \u0026lt;luring classroom presentations f see children mostly on the basis of self-referral and if you suggest I talk with someone. When- I '11 be at your school 2 \u0026lt;lays a week. Why- I strongly believe ~hildren hcncfit from h:iving an adult friend just to talk with, an\u0026lt;l 1 LIKE children. What- The things I talk about with children include: Self-concept Self-awareness Career awareness Study habits Peer relationships Feelings Concerns from home Attitudes Etc. Where- 16 My room is across the hall near the principal's office. Stop by. SECTION I I I Just for Kids: This i tern in the \"Care Package\" is labeled - \"Just for Kids.\" They arc the reason that all the previous activities have been Jone. All those activities have been setting the stage for the counselor to he able to begin to develop relationships with children in the school. The following lessons are suggestions of ways to introduce the role of the counselor to children. A. K-2 Puppet Talk B. Frog Puppet Show C . Co un s e l or ' s Bag 0 . ? - Role of the Counselor E. Self-Referral Poster F. Coloring Book 17 The second visit to the classrooms should be some kind of a presentation on how to have a classroom discussion. This will give the children an idea of what you expect from them. It will also be modeling for teachers a classroom management technique. rhcse ideas need to be reinforced every time you do a classroom guidance activity for the first few months. /\\. DUSO characters: 1. Don't clam up. 2. Stick to the point. 3. Raise your hand. 4. Listen carefully. 5. Work together. IL Clues to a good classroom discussion (Dr. Linda Myrick) 1. A hand - raise your hand. 2. A mouth - share your ideas. 3. An ear - listen to others. 4. A mouse sitting on a chair - sit as quiet as a mouse. What is this a picture of? How will this help in a discussion? C. Magic Circle rules 18 Introducing the Counselor Grade level: K-2 Materials: an an\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_405","title":"Discipline correspondence","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":["1992/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School discipline","Education--Evaluation"],"dcterms_title":["Discipline correspondence"],"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/405"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["correspondence"],"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\nEXECUTIVE SUMMARY BUSINESS CASE TRUANCY REDUCTION PROGRAM The Little Rock School District is committed to a comprehensive desegregation plan which focuses on providing a learning environment that meets the academic, social and emotional needs of all students. It is further committed to ensuring that all students receive a quality education in a desegregated environment. Over the years, the District has begun to recognize a growing truancy problem which has an adverse effect on the student's academic achievement and emotional and social development, thereby frustrating the District's ability to carry out its educational mission in the community. To address this problem, the Little Rock School District has joined in a partnership with community leaders, youth servicing agencies and the Little Rock Police Department to develop and implement a truancy pick-up program that should have a significant impact on reducing truancy in the Little Rock School District. A. BACKGROUND In the spring of the 1992-93 school year. a group of concerned citizens composed of community leaders, youth servicing agency representatives and Little Rock School District officials formed a collaborative to explore an effective response to the alarming number of school aged children and youth who are truant from school on any given day. During school hours, school aged youngsters were being observed standing on street corners, shopping centers or roaming in neighborhoods. in malls and other The number of calls from concerned citizens. business proprietors and parents to District offices to report truant students had become more frequent and added to the growing concern. In response to the problem, the collaborative developed a proposal that would take advantage of permissive legislation (Act 867) passed by the Arkansas Legislature in 1989, which authorizes school districts to partner with the in local police department Using the provisions implementing a joint truancy reduction plan. the collaborative developed a truancy reduction of this Act, proposal called Project STAY (Support Truancy Alternatives for Youth) and presented it to the LRSD Board of Directors for their review and approval on October 28, 1993. B. PROBLEM DEFINITION In the 1992-93 school year. Little Rock School District elementary and absences. secondary students logged 227,414 (full day) unexcused School absences are excused only when a child is ill\nwhen a family emergency exists, i.e., death in the family, seriousfamily member or other extenuating circumstances in the immediate family of the student exist, or if the student is participating in a school sponsored activity that has been approved in advance by an appropriate school district official. School absences that are not excused violate Act 292 passed by the Arkansas legislature in 1991. This act requires that \"a child between the ages of five years and seventeen years, both inclusive, who has not been officially excluded from school must be in attendance . II The District also believes that it is necessary to require students to be punctual and in attendance for instructional purposes each school day. C. ANALYSIS OF ALTERNATIVES To address the truancy problem the Little Rock School District has attempted a number of strategies over the years. The District revised its attendance policy at the beginning of the 1989-90 school year providing for increased parental contacts, clearly defined court referral procedures and more strict consequences for unexcused school absences as a way to discourage school truancy. However, the problem continues and appears to be alternatives used have included court referrals worsening. Other and the establishment of a Truancy Review Committee. COURT REFERRALS The parents of students covered under the state compulsory school attendance laws (5 years through 17 inclusive) are referred by school administrators to the Little Rock Municipal Court. Parents/guardians who are found to be negligent in their responsibility to ensure the daily school attendance of their child/children may be fined up to $ 50.00 per day as provided for through Act 473 of 1989. This intervention's effectiveness is limited to those truancy cases in which the parent is clearly shown to be at fault for the child's non attendance. In those cases where the minor child refuses to attend school in spite of the parents efforts, the Municipal Court does not deem it appropriate to fine the parent. These cases have been referred to the Pulaski County Juvenile Court on a FINS (Families in Need of Services) petition. Because of the overwhelming number of serious juvenile cases the Pulaski County Juvenile Court has to deal with, truancy cases are a low priority and are not heard in a timely manner. Additionally, the fee structure for filing a FINS petition with the Court is also a barrier because many parents are financially unable to pay the filing fee. Unfortunately, very little support for truancy problems is available through the Juvenile Court.D. TRUANCY REVIEW COMMITTEE (TRO A Truancy Review Committee was established in the 1990-91 school year as an intervention in truancy cases for students enrolled in the four restructured supported by New Futures. junior high schools Families were referred to the TRC as an alternative to Municipal Court referral. However, because so few schools participate, its impact on the overall truancy problem in the District is marginal at best. The committee has not been activated for the 1993-94 school year. To do nothing further to address the issue of truancy in the LRSD would be perceived by the community at large as an abdication of the District's responsibility as an educational institution. Moreover, the District recognizes that a problem of this magnitude cannot be resolved by the LRSD without the support and involvement of the total community. RECOMMENDATIONS Through a collaborative planning process over the last six months involving church leaders, parents, school and city officials, youth service provider agencies and other concerned community citizens. a truancy reduction proposal was developed. Its goals are to: Reduce the truancy rate in the Little Rock School District. Identify non-enrolled school-age children/youth. Provide follow-up and support to truant stuaents to ensure regular school attendance. Increase communication between the school district and parents of truants. Promote broad-based community involvement in addressing school/community concerns. This proposal unites the Little Rock School District and the Little During school Rock Police Department in a unique partnership. hours. Little Rock patrol officers will stop and question schoolage children and youth who are observed in a public area to If the students cannot determine why they are not in school. provide documentation that their absence from school is legitimate reason, the patrolman will transport the student to a center designated by the Little Rock School District located at 4800 West 26th Street. Students will be processed by center staff and returned to their assigned school either by a parent/guardian for a All cases will be followed up by center or by LRSD personnel. staff to ensure that the issues that precipitated the truancy have been resolved. Our recommendation is cost-effective because of the fiscal and it provides a high visibility human support of the partners\nstrategy which has the support of parents, the business community and other community leaders\nand it will present a consistentmessage to students and parents that school truancy will not be tolerated in the District. E. OBJECTIVE The objective of the Truancy Reduction Program is to reduce the truancy rate of LRSD students covered by the Arkansas Compulsory School Attendance Law (ages 5 through 17 years, inclusive). EVALUATION CRITERIA The LRSD will evaluate the ,program to determine its effectiveness by using the following criteria: decrease in truancy rate of targeted students when compared with 1992-93 attendance data\nimproved communication between parents and the school district as measured through parent contacts and structured feedback\nincreased support and involvement of the community in addressing school/community issues and concerns. F. IMPACT ANALYSIS It is expected that the implementation of a collaborative truancy intervention program will have a positive impact on both the school The community will be reassured of the District's and community. commitment to the education of all children. The success of this project will open the door for other collaborative opportunities between the District and community groups as they arise in the future. Desegregation Plan The education of all students in the LRSD is one of the cornerstones of the desegregation plan. Successful implementation of this program will support this commitment. Court Orders No negative impact is noted. Political Factors Failure to act aggressively to address the truancy problem would be perceived negatively by the community. Risks Inability to sustain funding for the program in future years may be an issue that will need addressing. Timing The truancy program is currently being implemented with excellent support from the Little Rock Police Department and other community partners. Failure to continue the programwould cause the District to loose valuable community support in resolving a problem that requires response. G. RESOURCE ANALYSIS united community a The District share of the costs for implementing this program through the end of the 1993-94 school year are projected to be $58,943 to cover personnel, transportation, utilities, equipment and supplies. Our community partners have pledged $63,840 to support the program financially and are also assisting in the recruitment and training of the volunteer staff. H. FORCE FIELD ANALYSIS The primary supporters of this project are church leaders, the Little Rock Police Department, youth servicing agencies. New Futures and other concerned citizens. These supporters recognize the need for a total community response to the education of all children and youth in the city of Little Rock. Detractors to the program may be parents or other citizens who have misinformation regarding the programs goals and a lack of understanding of the role to be played by the Little Rock Police Department. I. GENERAL IMPLEMENTATION PLAN The assistant superintendent for secondary schools and the director of pupil services have primary responsibility for program implementation and monitoring and to ensure that objectives are accomplished as outlined in the proposal. Monthly status and written quarterly reports will be presented to the Little Rock School District Board of Directors.NEW FUTURES FOR LITTLE ROCK YOUTH SUSPENSIONS AND EXPULSIONS IN THE LITTLE ROCK SCHOOL DISTRICT MAY, 1992 are We gelled 1 patrons and citizens do, that our The Board of New Futures for Little Rock Youth has become increasingly alarmed by the large number of students who suspended or e^melled from Little Rock schools each year, recognize, as all patrons and citizens do, that our schools must DG S3.f6 places in which, teaching^ and leaming\" can occur. However, in reviewing the data available to us on suspended students, a profile of many students who are both socially and academically at great risk emerges. These students should be targeted for special academic and social interventions, not simply sent home to wander the streets or to watch television. By following the school career of these students for even one additional year, it is apparent that, without effective programming for these students, their problems frequently become worse. The students become increasingly unable to pass their courses, more likely to be absent, to be retained, and to eventually drop out of school. We, the Board of New Futures for Little Rock Youth, therefore, request a meeting with the Little Rock School District Board to discuss the following recommendations and to develop plan of action. a Recommendations\n1) 2) 3) Carefullyreview the current Students Rights and Responsibilities Handbook in order to: a) b) limit the use of school exclusion to only those offenses which pose serious danger to the staff and students of a school ensure parents and students full due process rights to appeal any act of school exclusion regardless of the length. Institute effective training for principals, assistant principals, and teachers on alternative discipline techniques, on the psychological and developmental needs of youth at risk, and on methods for deescalating aggressive behaviors. Increase opportunities for teachers to learn new, more effective teaching strategies for actively engaging all students in the learning process.Suspensions and Expulsions Page two 4) 5) Review the current operation of in-school suspension programs to ensure they are being used as an alternative to school exclusion rather than as a way of excluding students from the classroom who would not have been suspended  anyway, and to ensure effective progT-A-m-rm' ng and teaching occurs. Work closely with the businesses and service organizations in the community to expand the availability of mentoring and tutoring programs for all students in the bottom quartile on standardized tests. 6) Develop effective alternative educational programs for suspended or expelled students to enable them to continue their education. (Effective educational models have been developed throughout the nation which have proven successful in altering both the behavior and achievement of similar students. Often these programs are operated by the school district in partnership with youth serving agencies or local businesses.) 7) Implement in every school effective, on-going human relations training for both the students and faculty. 8) Encourage the faculty and staff of each school to develop innovative approaches to retaining and educating these students, including adopting a district policy which establishes a process for local schools to obtain waivers from any existing district policies which limit their ability to implement effective alternatives. The Board of New Futures for Little Rock Youth stands ready to assist the Little Rock School District in these effoirts. As a community, we cannot ignore the serious needs of these students. We must jointly develop effective ways to keep these students attending school, engaged in learning, and acquiring the social skills needed to succeed in life.NEW FUTURES FOR LITTLE ROCK YOUTH SUSPENSIONS AND EXPULSIONS FACT SHEET In 1989-90, more than 1600 junior and senior high students suspended were 199091, more than 2000 junior and senior high students suspended were  The length of time out of school ranged from 3 days to year a full The number of students suspended is approximately the same as suspending the total student bodies of three junior high schools There are 47 offenses which may result in the suspension of junior and senior high students. suspensions for a full semester.) (44 Of which may result in Black students are suspended at twice the rate of white students. Students are suspended as early as kindergarten. stuaents are kindergarten. Each year for the past 3 years, more than 500 elementary age students have been suspended from school. Of the junior and senior high students suspended for 3-10 days in the 1989-90 school year: 1) One out of every four was over age for his/her grade level 2) s. 5% of them were expelled later in the same year 3) They were three times as likely as their non-suspended peers to be retained in their current grade 4) Almost 1 out of 12 dropped out of school before the ended year 5) 6) More than 500 of them were suspended more than once 60% of them failed one or more courses (twice the rate for those not suspended). If one examines these same students the following year, problems appear to have grown worse rather than better, end of the school year 1990-91: the By the 1) 1 out of 3 were over age for their grade (thrss times the rate of the non-suspended students)Suspensions and Expulsions Page two 2) More than half of them failed one or more courses (twice the rate for the non-suspended students) 3) 5. 40% of them were suspended again 4) 5% were expelled (seven times the rate of the suspended students) non- 5) 6) One out of 10 were retained in their-current grade (three times the rate for the non-suspended students) More than 1 out of 7 dropped out (twice the rate for the non-suspended students) Data on students receiving long-term suspensions (i.e. greater than 10 days) was not available. However, it is reasonable to assume the impact of a longer absence from school is likely to be even worse. A survey ac^inistered in 1990-91 indicated that of the students suspended in 198990 who took the survey: 1) Almost half were from poor families 2) One out of every six had a child 3) More than one out of three scored in the lowest quartile on standardized reading tests, 03--0T-93 11:12 301 324 2032 L R School Dlst 0I))I 121002  003 A Sam Johnson 23 Ivy Drive Little Rock, Ar. 72209 Hay 5, 1393 received Members of the Board Little Rock Public Schools MAY 7 idjJ SUPT'S OEFICt 810 W. Markaham Little Rock Ar. 72201 Dear Members of the Board\nAs per my telephone conversation with Ms. Dana DeVore of tnt Transportation Department on May 4, 1993 I am writing this bO notixy you or a situation which has occurred on the bus Dana DeVore roubS which leaves Henderson Junior High School and makes a stop at the corner of Greenway at Ardmore in the Meddowclifi Subdivision. on this route. My son, (Michael) Scott Johnson is a commuter A few weeks ago the driver of this bus, wnich is black, told all the white kids to \"get your white asses to the back of the bus\". She has also on occasion told these kids to \"shut your damn mouths. She has si a case of discrimination and This is clearly know is against the law, Segregation, which I'm sure you treatment of my son function properly in any form or fas and I refuse to allow this \"0 continue. If our school system is to 'dice and racism cannot be tolerated by your employees. Also on May 3, 198' permanent seats or\nwere loading the bu: .e kid bus. at Henoe.\nhis bus were assigned told Scott to get out of that seat. me afternoon as the kids r the trip home a kid ---- Scott replied that he couldn t because the seat had been assign  to him by the driver. At this point this kid hesran tn ,.\nracial remarks At this point this kid began to to Scott and made filthy references to the kid to sit down and leave him alone my wife. Scott told Then without warning this kid hit Scott in the face with his fist provoking Scott to defend himself. Apparent y both kids have been suspended from the bus for ten days. nave The next bay, May 4, 1993, this kid told Scott that he was really going to hurt him now and he better watch his back. a threat and must be treated seriously. tnreat I would like to know why this kid can make threats like this and This is remain at school. still I don't care what you have to do but I demand that my son's safety be provided for. The Little Rock Public Schools has allowed discriminated against by a bus driver, my son to be has failed to provide\" Oo (it 93 11:13 301 324 2032 L R School Dlst ODM @003.-003 for, his s, afety,. and. ha. allowed threats cf b.^dil., made against him without doing anything about it. something had been done of bodily harm to be If weeks ago when the kids told illiams about the remarks made by this bus driver the other events most likely would never have happened. The Litbie Rock Public Schools has clearly been negligent in Mr. s. most likely would never have happened. carrying out it's responsibilities. I expect an immediate and thorough investigation of this mai.ter and request a report in writing of your findings and whii - - - -ac ti- v- e act' i on you pl an to tak* e so that I may determine if further action is warranted. It is my CG  is warranted. expectation that this driver will be relieved of her duties as a bus driver for the Little Rock Public Schools. Thank you expedient response. for your cooperation as I will be awaiting your Sincerely, Sam Johnson (if-: V n/ufKfr JOHN W. WALKER RALPH WASHINGTON MARK BURNEITE AUSTIN PORTER, JR. JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 December 16, 1993 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: 'txm im DEG 1 7 1593 Guice cl 0\ngrogalicn ll\u0026lt; iHitoring I am appearing tonight along with Mr. Michael Booker on behalf of the students who were expelled or recommended for expulsion from Forest Heights Jr. High School on November 19, 1993._ All of them are class members and none of them were given notice and other I, therefore, intend to guarantees provided by your handbook. . . _ present this matter to Judge Wright at the earliest possible opportunity. My presence and participation at and in the proceeding tonight is not to be considered requirements of due process guaranteed by your own rules.   ----------1 a waiver of the I am again asking that you administratively reinstate these children and all others who have been denied due process either this year or in the past if they are class members. Thank you for bringing these matters to the attention of the Board and for your own consideration of them. Very truly yours, W. IMZa Walker JWW:lp. cc: Ms. Ann Brown Jerry Malone, Esq. Chris Heller, Esq. P.S. Rogers, your acting secretary, just called to give us the names of some witnesses at the purported hearing Ms. tonights I do not consider that either strict or substantial compliance with the requirement that this information be provided in a timely fashion at least twenty four hours before the hearing.I\n- h (J/' ,'Z.A?it\u0026gt; 'e- LRSD SUPPORT SERVICES Fax:1-501-324-2032 Jan 6 95 16:15 p. or-if *5 ? Confirm commitment and readiness Develop action plans  10. Action plans fe?' \" ! i ic ii. I r I 1 I J r,l 'it h 7 5 'a / if Tw ii ^5.1 m Vl / 2? .' AUwSnl \u0026lt;i4 ?j- :TMi I b TO 1^ 'SiVJ. * V*. St gf B  Conduct basic awareness session(s)  Explore system capacity and design Prepare for planning Communicate about planning  Collect vital signs data Build strategic planning team Conduct first planning session * 1. Beliefs  2. Mission  3. Parameters 4. Interna] Analysis 5. External Analysis 6. Competition 7. Critical Issues  8. Objectives  9. Strategies Communicate draft plan ( Ia. Build action teams 13C5?^ 'Tt A .M Conduct second planning session  Achieve consensus action plans  Affirm consensus strategic plan Prepare implement tation schedule (with supporting resource plan) Obtain board approval Develop capacity for implementation  Communicate approved strategic plan  Develop mutual expecta- - tions and system desigjy^  Systemize site involvement Validate plans and process continually  Regular reviews  Periodic updates 31'I ip i 1-^. O 1994 COtONlAl-CAMBRIDOE NUNAGEMENT GROIT, I,S'j z^SHSTvT^ SB LRSD SUPPORT SERVICES Fax:1-501-324-2032 Jan 6 95 16:14 P.Ol January 6, 1S95 To: From: Ann Brown Office of Desegregation Monitoring Fax t 371-0100 Linda Young Little Rock School District 324-2112 This is to confirm the meeting on Wednesday, January 11th at 1:30 p.m. in your office with Dr. Williams, Leon Modeste and I regarding the Strategic Planning Process. Attached is a framework of the Strategic Planning Process for your review. Looking forward to our meeting on Wednesday. Thank You, dnda Young t  Itan fl* - -O ADMIN. RJLDING Fax:1-501-324-2032 Oct 18 95 11:40 P. 02/02 LrrrtE Rock School District News Release October IS, 1995 For more Infomiation: Snellen Vann, 324-2020 Student DieclpHne Training u- Rock School District administrators will attend student dlsclpij\n^ raining .se.ssions on Thursday. October 19, 1995. Laidlaw Transit will present the training sessions, entitled \"Teaching Responsible .Thinking'tesed on author Edward Fords book, ''Discipline for Home and school\". The sessions are being presented in conjunction with National School Bus Salcty Week (Octotjcr 16-20. 199.5). .'I Elementary schixil principals tvili attend a training session beginning at 9:30 a.m., and secondarj school administrators will IJarilclpate in a 1\n30 p.m. presentation. Both di.scipline training sessions will Ite held at the tiansportatlon office at 5400 Murray Street. -I 1 I '  liH I J Media Note: LRSD School Board members have been Invited to attend the discipline training sessions. A special meeting situation exists if more than one board member attends.  i 1 810 West Markham Street  Little Rock. Arkansas ZaSOl  (501) 324.2000 l,R:D admin. BuirirNG Fax:1-501-324 ?03'\u0026gt; Ppf' lz 96 11:59 P.02/03 LiTriE Rock School District I PRESS RELEASE SCHOOL. arre:sts decline April 12. For more information: Snellen V'ann, 324-2020 Sgt. Al Dawson, 376-4631' The number ol arrests in Little Rock public schools has dropped significantly this school year, according to figures released by the Little Rock Police Department fLRPD). Through March the number of misdemeanor arrests declined 32% compared to last school year. During the same period felony arrests dropped 33%, \"The school resource officer program in our secondary schools has helped us Oenrendously?' said Dr. Henrv P Williams, Little Rock School District Superintendent. \"We believe the resource officers help our students better understand their civic responsibilities. Dr. Williams also credits school principals, teachers, and school security stall lor iheii work with students. Numbers compiled by die LRPD show: Misdemeanor Arrests 1996 School Year 1995 School Year % Decrease 168 246 32% Felony .Arrests 1996 School Year 1995 School Year % Decrease 39 58 33% (morel 810 West Markham Street  Little Rock, /Arkansas 78301  (501 8000 LP?D AD^IN. BUlDING Apr 12 56 12:00 P, 03/03 School ArresLs Page 2 of 2 The total number of calls for police assistance increased this year due to more stringent reporting requirements under Act 888. That legislation requires principals to contact police regarding all possible felonies and other violent criminal acts. During the 1990 school year there have been 903 calls tor police assistance, compared to 558 calls during the 1995 school year\nmis reflects a 62sf\nincrease.1.'! 07 1 r .31 I.RSO COMAU\\'IC.T1 ODA| 1^ 002/002 mUMMCl 1050! 324 202.) 3 A, Little Rock School District special Board Met ring For Immediate Release March 13, 1997 For more information' Suellea Vaau, 324-292(i I he L ittle Reck School District ( LRSD) Board of Directors will hold a special meeting this afternoon m corjtinction wth its regular agenda meeting. The special meeting will be held for student disciplinaiy actions. Tne meetings will beghi at 5:00 p.m. in the Board Room of the LRSD A.iministration Building, SIC West Markham. 810 West Markh-^m Street Little Rock, Arkansas 72201 {5011524-2000 Memo To: Ann From: Margie Subject: PCSSD Discipline Report Date: March 24, 1997 This report covers the first semester of the 1996-97 school year and provides data on the main discipline categories, three of which result in students being removed from the schools or the busses. The categories are: student suspensions, bus suspensions, expulsions, and assignments to Saturday School. With the exception of expulsions, the report contains data on the number of offenses and data on the number of students involved under each category. It is difficult to determine trouble spots from a discipline report that covers only one semester\nhowever, I asked Melissa to check data from the same time period during the 1995-96 school year. These are our findings: Although black students received proportionately more discipline sanctions than white students, the situation is especially egregious when it comes to expulsions. While the percentages average at 54%(W) and 46%(B) in all other categories, black students represented 73% of the expulsions in 1995 (1 sem.), and 65% of the expulsions in 1996 (I** sem.). Adkins, Clinton, Harris, Jacksonville, Oak Grove, and Sylvan Hills elementary schools suspended several students during the first semesters (9 or more students)\nhowever, only Harris and Jacksonville Elementary showed a high degree of disproportionality for both semesters. Robinson Elementarys data revealed high disproportionality, but too few students were involved to make a judgement. Over a 2 year period, most of the secondary schools had some disparity with the percentages of black students suspended, but, suspension numbers for Scott Alternative and Mills were especially noteworthy. Jacksonville HS, Oak Grove JH/SH, and Robinson SH had suspension rates that were more reflective of their student populations, for the two semesters examined. The most glaring problem in the secondary schools was the sheer number of students suspended. In the first semester of 1995 we had 1420 students walking the streets for 3 or more days, and in 1996 we had 1595 during that same time!Ann Page 2 March 24, 1997 Baker and College Station have excellent suspension records for both years - 0! The percentage of elementary children suspended from busses was equivalent to the number of secondary students suspended from the busses. Clinton was the only school to show disparate percentages for both semesters. Bayou Meto suspended a combined total of 36 students from the busses during the first two.semesters of each year. For the most part, elementary schools do no seem to use Saturday school as a discipline tool. Most of the elementary school data reflect no referrals to Saturday School. A couple of schools, Murrell Taylor and Pine Forrest, had few suspensions and few or no bus suspensions for both semesters. A few schools seemed to be trying to get it right by referring significantly more students to Saturday school than suspending them, but except for Baker, no school was consistent for both semesters. No elementary students were expelled during either of the semesters covered. Fuller JH, Oak Grove JH/SH, Jacksonville N., Sylvan Hills JH, Mills, and Jacksonville S., show disproportionate expulsion rates for both semesters covered. In any case, an average of 70 students were expelled during the first semester of the 1995 and 1996. The average number of black students expelled for the same time period was 48. 7 Overall, black females received a disproportionate number of discipline sanctions in all categories reported for both semesters covered. Baker has the best discipline record in the district: No students suspended from the school or busses in [the first semesters of] 1996 and one suspension 1995. No Saturday school assignments for either of the semesters covered. Perhaps a longitudinal study may be in order. In some cases, (Mills or Fuller JH for example) the students come from tough neighborhoods where settling disputes often involve violence. Children bring their neighborhood culture to school with them. In other cases, the problem may be poor classroom management, discipline policies that are unfair or unrealistic, or lack of a school-wide program to address problem solving or interpersonal relations skill training. I wouldnt mind doing a discipline report on the PCSSD that covers several years of data.Memo To: Ann From: Subject: Meeting with Dr. Roberts \u0026amp; Ms. Elson: Discipline - Hall HS Date: June 26, 1997 I met with Dr. Roberts and Jo Evelyn Elson to discuss the parameters of the assessment of discipline practices at Hall HS. From the outset. Dr. Roberts made it clear that he did not want an in-depth assessment, such as a longitudinal study, nor did he want a wide-range investigation where we interviewed school personnel or patrons. I recommended that the data collected reflect the race and gender of the students and the referring teachers as well as teaching experience, grade level taught, reasons for referral, and where indicated, reasons referrals were overturned by the Hearing Officer. We agreed that if any discipline referrals or specific offenses seemed excessive, than further inquiry would be necessary. In addition, I pointed out to the both of them that they had archival data in their building-level bi-racial reports. I suggested that they examine several of the reports to determine if any problems with discipline or other related areas had been noted. Those reports would serve as the voices of the parents. They both liked that suggestion. Dr. Roberts indicated that he did not want too much of an ODM presence because of the moratorium on monitoring\nhowever, because the district-wide bi-racial committee had become involved in the main discipline issue (the terroristic threatening case), and were planning on taking some kind of legal action, he wanted to be able to testify that ODM had helped with the inquiry. We batted around several names to serve on the inquiry team. They were still mulling over names when I left.7 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 July 9, 1997 Air. John W. Walker 1723 Broadway Little Rock, AR 72206 BY FAX Dear John: Thank you for sending me the Monitoring Report of Hall High School of the Little Rock School District, prepared by Mrs. Carolyn Cooley on behalf of the Joshua Intervenors. I have also received copies of letters you sent to Don Roberts in which you raised concerns about matters at Hall High. .As you are aware, the current moratorium has suspended ODMs monitoring activities in the LRSD, but it has not halted my contact with Dr. Robens. Don and I have discussed the events at Hall High, and I have offered him my assistance in assessing the situation at the school. He has asked my office to help develop a procedure that will enable the district to review and evaluate the discipline practices at Hail. I have assigned my associate, Margie Powell, to participate in designing the review process. Margie has met with Don and is presently working with the districts Director of Pupil Services, Jo Evelyn Elston, to develop the procedure which the district itself will implement. It is my hope that, by assisting in this manner, we will help the LRSD strengthen its own resolve and resources for problem prevention as well as problem resolution. Sincerely yours, CF Ann S. Brown co\nDon RobertsOffice 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 Memo To: Les Gamine From: Ann Bro Subject: Upcoming ODM Monitoring in the LRSD Date: February 4, 1999 I want you to know that my associate, Margie Powell, will be undertaking a monitoring project in the LRSD over the next few weeks. Margie will be reviewing district records to determine the types of disciplinary sanctions used in the LRSD and the rates at which black and white students are disciplined in the district's schools. I believe that Margie has already spoken to Dr. Linda Watson and Jo Evelyn Elston about her monitoring project. Margie explained that our report will be similar to that which we published last year on discipline in the Pulaski County Special School District and one we will soon publish on the North Little Rock School District. As is our routine, we will share our findings with the district before we publish our report. If you have any questions, please dont hesitate to call me or Margie. As always, we appreciate your cooperation.03/03/1999 16:33 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 For Immediate Release March 3, 1999 SOURCE/CONTACT: Suellen Vann Little Rock School District 810 West Markham Little Rock, AR 72201 (501) 324-2020 (501) 324-2023 (fax) MEDIA alert: What: Announcement regarding LRSD student discipline report for the first semester. When: Thursday, March 4, 1999 /O'-3 0 Where: Media Center Pulaski Heights Junior High 401 North Pine Who: Dr. Les Gamine, LRSD Superintendent\nPulaski Heights principal Nancy Rousseau, teachers and students also will be available to answer questions. 810 West Markham Little Rock, AR 72201 sevann@lrscladm.lrsd.kl2.ar.us For Immediate Release March 4,1999 For more information\nSuellen Vann, 324-2020 School Discipline Improves in Little Rock The number of student disciplinary actions fell significantly in Little Rock public schools during the first semester of this school year. At a news conference this morning Little Rock School District Superintendent Les Gamine attributed the improvement in student behavior to efforts by parents, teachers and principals and to alternative educational programs implemented during the past year. Our classroom teachers identify children who are not able to learn in the regular classroom, and we assign these children to our high-tech alternative programs, Dr. Gamine explained. Many of these students are extremely bright and are capable of working with specialized software to learn the required course work at their own pace. Gamine announced that the total number of suspensions and expulsions during the first semester of the 1998-99 year was 2,344, compared to 2,706 last year, which represents a 13.4% decline. All of the 2,344 disciplinary actions were suspensions, except for one expulsion. Last year 78 students had been expelled by midyear. This years lone expulsion involved a student with a firearm at a bus stop in the community, not on a school campus. About 5% of discipline problems occur on buses and at bus stops. The disciplinary action comparison for the first semester of this year and last year is as follows: 1997-98 1998-99 Change Suspensions 2,628 2,343 -10.8% Expulsions 78 1 -98.7% (more) Page 2 of 2 School Discipline The improvement in disciplinary actions was greater for African-American students than for white students. Suspensions and expulsions of African-American students dropped by more than 15%. Gamine pointed out that the 2,344 disciplinary sanctions were levied on 1,712 students, some of whom received multiple sanctions. Those students represent less than 7% of the districts student body. Gamine expressed concern that students who miss class work while they are suspended frequently become discouraged because they fall behind the academic pace of their peers. Many of these children eventually drop out of school. Gamine added that the new programs have accomplished dual objectives. We have succeeded in keeping these children enrolled in school and working toward graduation, while allowing our regular classroom JJ teachers to teach those students who can learn and maintain appropriate behavior in class. Gamine said. Were pleased with this start weve made in improving discipline and the learning climate in our schools, but we still have much to do, Gamine added. We will continue to work with parents, teachers, principals and our community partners and to improve our instructional program which we feel will better engage students. The district monitors student discipline as one component of the Revised Desegregation and Education Plan which addresses school discipline and academic achievement. Jt LI tl ~r n f r tr tr ftTO: FROM\nSUBJECT\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 July 30,1999 John Walker, P.A., Attorney at Law Joshua Intervenors Dr. Linda Watson, Assistant Superintendent Student Discipline 1998/99 Disciplinary Management Report (Semesters) As per your request, you will find a copy of the First Semester Disciplinary Management Report attached. A copy of the Second Semester Report will be forwarded to you as soon as it is completed within the next two weeks. Please feel free to contact my office at 324-2169 if additional information is needed. AttachmentRECbVi LITTLE ROCK SCHOOL DISTRICT AUG 8 1999 I ^rHCE OF MONITORJfiQ 810 West Markham Little Rock, AR 72201____________ Phone: (501)324-2170 E-mail: lwatson@ alc.lrsd.kl2.ar.us LINDA WATSON, Ed. D ASSISTANT SUPERINTENDENT _________STUDENT DISCIPLINE Fax: (501) 324-0536 July 30, 1999 Ms. Margie Powell Office of Desegregation \u0026amp; Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Powell: The information you requested from our office is enclosed. These reports (dated from 92/93 through 98/99 school year) reflect the actual number of students sanctioned by race and gender for each year. Please do not hesitate to contact Student Hearing if additional information is needed. Sincerely, Linda Watson, Ed.D Assistant Superintendent Enclosure f/ / 9 I I e 'P'' / 0 J *5 received Recidivism Report - Black/White AUG 8 1999 Tear\n93 Quarter: 1 Quarter: 4 Counts Each Student Once OmCECF DESEGREGATION MONfraW LEVEL SCHOOL BM BF WM WF OM OF Total Senior High CENTRAL 58 39 14 3 2 0 116 FAIR 98 62 34 17 0 0 211 HALL 96 32 45 12 3 0 188 MCCLELLA 69 22 14 1 0 0 106 METRO 24 3 4 2 0 0 33 PARKVIEW 22 4 10 1 0 1 38 Junior High CLOVR JR 72 44 22 7 DUNBAR 105 69 29 11 FORST HT 116 77 17 11 HENDERSN 131 75 10 2 MABEL JR 72 50 16 7 MANN M/S 52 29 23 3 PULHTJ 113 41 24 4 SOUTHWST 123 47 26 10 Elementary BALE 1 0 2 0 BASELINE 4 0 0 0 BOOKER 18 5 3 1 BRADY 8 0 0 0 CARVER 3 5 1 0 CHICOT 6 1 6 0 CLOVR EL 5 0 3 0 DODD 11 4 8 1 FAIR PRK 8 4 1 0 FORST PK 10 3 1 0 FULBRIGH 2 1 0 1 GARLAND 7 1 0 0 GEYER SP 6 5 0 0 Senior High 692 0 0 145 0 0 0 0 1 0 1 Junior High 0 1 0 0 0 0 0 0 0 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 215 221 219 145 108 182 207 1442 3 5 27 8 9 13 8 24 13 14 4 9 11 Wednesday, July 28,1999 Page 1 of 2Recidivism Report - Black/White Year: 93 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BE WM WF OM OF Total Elementary GIBBS 1 1 0 0 0 0 2 ISH 7 0 0 0 0 0 7 JEFFRSN 2 0 2 0 0 0 4 MABEL EL 4 4 6 0 0 0 14 MCDERMOT 8 4 , 3 0 0 0 15 MEADCLIF 17 22 2 2 1 0 0 MITCHELL 4 1 2 0 0 0 7 OTTER OR 6 1 0 0 0 0 7 PUL HT E 19 27 5 3 0 0 0 RIGHTSEL 3 0 0 0 0 0 3 ROCKFELR 19 30 8 2 1 0 0 ROMINE 1 1 0 0 0 0 2 STEPHENS 9 2 0 0 0 0 11 TERRY 8 1 0 0 0 0 9 WAKEFIEL 6 1 0 0 0 0 7 WASHNGTN 8 1 0 0 0 0 9 WATSON 18 26 WEST HIL 10 18 4 4 3 4 1 0 0 0 0 0 WILSON 1 0 1 0 0 0 2 WOODRUFF 3 2 3 0 0 0 8 Elementary 378 Wednesday, July 28,1999 Grand Total 2512 Page 2 of 2RECEIVED Recidivism Report - Black/White AUG 8 1999 Year: 94 Quarter: 1 Quarter: 4 Counts Each Student Once OFFICE OF DESEGREGATION MONUDfllNG LEVEL SCHOOL BM BE WM WF OM OF Total Senior High CENTRAL 70 50 23 6 0 0 149 FAIR 80 37 29 9 2 0 157 HALL 93 45 29 16 1 1 185 MCCLELLA 79 24 6 3 0 0 112 METRO 18 11 3 4 0 0 36 PARKVIEW 33 13 20 5 0 1 72 Junior High CLOVR JR 93 51 21 6 DUNBAR 96 67 28 12 FORST HT 112 67 23 10 HENDERSN 113 64 10 2 MABEL JR 101 58 18 7 MANN M/S 61 51 17 11 PUL HT J 81 43 26 5 Elementary SOUTHWST BALE BASELINE BOOKER BRADY CHICOT CLOVR EL DODD FAIR PRK FORST PK FRANKLIN FUL8RIGH GARLAND GEYER SP Wednesday, July 28,1999 120 46 23 8 1 3 16 3 7 2 2 17 5 9 0 10 1 0 0 1 0 4 0 1 2 2 1 2 4 0 1 0 0 0 2 2 1 0 2 0 0 0 3 0 2 3 0 0 0 2 1 1 0 0 0 0 Senior High 711 1 1 1 0 0 0 0 2 Junior High 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 172 205 213 189 184 140 155 199 1457 2 3 21 4 13 2 6 22 11 10 2 14 3 Page 1 of 2Recidivism Report - Black/White Year: S'* Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BE WM WF OM OF Total Elementary GIBBS 2 1 0 0 0 0 3 JEFFRSN 3 0 1 0 1 0 5 M L KING 12 14 1 1 0 0 0 MABEL EL 5 4 4 0 0 0 13 MCDERMOT 5 1 0 0 0 0 6 MEADCLIF 7 2 4 1 0 0 14 MITCHELL 2 12 PUL HT E 10 18 9 6 1 1 0 0 0 1 0 0 RIGHTSEL 4 1 0 0 0 0 5 ROCKFELR 8 5 2 1 0 0 16 ROMINE 0 0 1 0 0 0 1 STEPHENS 6 0 0 1 0 0 7 TERRY 5 0 0 0 1 0 6 WAKEFIEL 12 15 0 2 1 0 0 WASHNGTN 4 1 0 0 0 0 5 WATSON 13 18 3 2 0 0 0 WEST HIL 5 3 1 0 0 0 9 WILLIAMS 4 0 1 0 0 0 5 WILSON 0 3 0 0 0 0 3 Elementary 288 Wednesday, July 28,1999 Grand Total 2456 Page 2 of 2Recidivism Report - Black/White Year: 95 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BF WM WF Senior High CENTRAL 100 35 16 4 FAIR 75 33 7 6 HALL 108 17 24 5 MCCLELLA 94 26 8 4 METRO 8 10 4 1 PARKVIEW 27 14 26 7 Junior High CLOVR JR 105 48 27 3 DUNBAR 119 70 26 15 FORST HT 109 63 21 11 HENDERSN 123 86 24 10 MABEL JR 82 42 18 10 MANN M/S 53 48 23 9 PUL HT J 90 35 30 8 SOUTHWST 124 83 26 15 Elementary BALE 5 3 0 0 BASELINE 3 1 0 0 BOOKER 8 1 4 1 BRADY 14 5 2 3 CARVER 7 0 1 0 CHICOT 20 4 3 3 DODD 7 1 2 0 FAIR PRK 21 3 3 1 FORST PK 8 1 1 0 FRANKLIN 33 6 0 1 FULBRIGH 4 2 2 0 GARLAND 11 2 0 0 GEYER SP 2 1 0 0 Wednesday, July 28,1999 RECEIVED AUG 8 1999 OFFICE OF DESEGREGATION M0NIT0R1K8 OM OF Total 1 0 156 0 2 2 0 0 Senior High 0 1 0 0 1 2 1 2 Junior High 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 121 156 134 23 74 664 183 231 204 243 153 135 165 251 1565 8 4 14 24 9 30 10 28 10 40 8 13 3 Page 1 of 2Recidivism Report - Black/White Year: 95 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BE WM WF OM OF Total Elementary GIBBS 12 7 3 2 0 0 0 JEFFRSN 1 0 0 0 0 0 1 M L KING 3 1 2 0 0 0 11 MABEL EL 26 40 6 5 2 0 1 MCDERMOT 3 1 0 0 0 0 4 3  2 MEADCLIF 10 18 MITCHELL 26 36 2 1 0 8 1 1 0 0 OTTER CR 0 0 4 0 0 0 4 PUL HT E 15 19 RIGHTSEL 17 21 ROCKFELR 16 24 3 3 5 1 1 2 0 0 0 0 0 0 0 1 0 ROMINE 5 1 0 0 0 1 7 TERRY 12 14 0 1 0 1 0 WAKEFIEL 7 2 2 1 0 0 12 WASHNGTN 13 16 WATSON 14 20 WEST HIL 12 17 1 1 2 2 3 3 0 0 0 1 1 0 0 0 0 WILSON 0 0 0 0 4 0 4 WOODRUFF 0 2 1 1 0 0 4 Elementary 485 Wednesday, July 28, 1999 Grand Total 2714 Page 2 of 2Recidivism Report - Black/White Year: 96 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BE WM WF Senior High CENTRAL 145 72 37 16 FAIR 118 61 26 10 HALL 85 36 20 9 MCCLELLA 122 52 11 5 METRO 25 14 3 0 PARKVIEW 31 13 8 6 Junior High CLOVR JR 129 91 17 12 DUNBAR 113 48 32 13 FORST HT 151 52 19 5 HENDERSN 112 80 36 5 MABEL JR 98 66 25 11 MANN M/S 60 38 29 2 PUL HT J 91 32 18 6 SOUTHWST 159 83 22 16 Elementary BADGETT 7 0 1 0 BALE 20 5 0 0 BASELINE 11 5 4 0 BOOKER 25 5 6 1 BRADY 17 2 1 0 CARVER 9 0 0 0 CHICOT 38 13 6 4 CLOVR EL 2 0 0 0 DODD 3 2 1 0 FAIR PRK 15 12 1 1 FORST PK 10 13 3 2 FRANKLIN 45 16 4 2 FULBRIGH 26 3 7 1 Wednesday, July 28,1999 FECE!VED AUG 8 1999 OFFICE OF DESEGREGATION MONITORING OM OF Total 0 0 270 0 3 1 0 0 Senior High 3 4 3 1 0 1 0 2 Junior High 0 0 1 0 0 0 1 0 0 0 1 1 0 0 1 1 0 0 2 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 215 154 192 42 58 931 254 212 230 234 200 130 147 282 1689 8 25 21 37 20 9 62 2 6 29 29 68 42 Page 1 of 2Recidivism Report - Black/White Year: 96 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BF WM WF OM OF Total Elementary GARLAND 26 35 GEYER SP 11 21 6 5 1 2 2 0 0 3 0 0 GIBBS 8 4 5 1 0 0 18 JEFFRSN 3 4 0 0 0 0 7 ML KING 9 2 8 0 0 0 19 MABEL EL 23 37 9 3 2 0 0 MCDERMOT 1 4 0 0 0 0 5 MEADCLIF 21 31 MITCHELL 17 21 6 4 0 0 0 3 0 0 1 0 OTTER CR 0 0 0 0 3 1 4 PUL HT E 36 10 55 RIGHTSEL 12 ROCKFELR 12 ROMINE 12 TERRY 21 10 37 7 4 6 1 1 1 1 0 0 . 0 8 0 1 2 1 0 6 1 2 2 1 0 4 1 1 0 WAKEFIEL 0 0 0 5 0 4 1 WASHNGTN 20 40 WATSON 60 14 78 WEST HIL 12 18 6 4 8 2 2 4 0 2 1 1 0 0 0 0 WILLIAMS 1 0 0 0 0 0 1 WILSON 7 2 1 0 0 0 10 WOODRUFF 8 2 2 1 0 0 13 Elementary 849 Wednesday, July 2S, 1999 Grand Total 3469 Page 2 of 2RECEIVED Recidivism Report - Black/White AUG 8 1999 Year: 97 Quarter: 1 Quarter: 4 Counts Each Student Once OFFICE OF DESEGREGATION MONITQRIMQ LEVEL SCHOOL BM BE WM WF OM OF Total Senior High CENTRAL 142 76 34 9 2 0 263 FAIR 68 39 15 10 0 1 133 HALL 80 41 12 10 3 0 146 MCCLELLA 102 43 11 4 1 0 161 METRO 17 5 2 0 0 0 24 PARKVIEW 31 11 34 11 3 2 92 Junior High CLOVR JR 177 95 9 9 DUNBAR 120 57 43 13 FORST HT 166 80 34 19 HENDERSN 143 68 19 19 MABEL JR 93 51 26 8 MANN M/S 65 38 28 6 PUL HT J 93 30 14 6 SOUTHWST 114 57 10 11 Elementary BADGETT 8 2 1 1 BALE 18 7 5 2 BASELINE 24 6 4 0 BOOKER 27 2 4 2 BRADY 13 3 1 1 CARVER 26 3 8 0 CHICOT 60 17 7 3 CLOVR EL 10 0 2 0 DODD 18 0 4 0 FAIR PRK 19 2 5 2 FORST PK 10 9 2 0 FRANKLIN 25 6 3 1 FULBRIGH 29 11 1 1 Senior High 819 3 8 4 3 1 2 0 0 Junior High 0 0 1 0 0 0 6 0 0 0 0 0 0 3 0 0 0 0 1 0 1 0 1 0 0 2 0 0 0 0 0 0 0 0 296 241 303 252 179 140 143 193 1747 12 33 35 35 20 37 93 12 22 28 21 36 42 Tuesday, July 27,1999 Page 1 of 2Recidivism Report - Black/White Year: 9^ Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BF WM WF OM OF Total Elementary GARLAND 3 2 1 0 0 0 6 GEYER SP 12 24 8 2 1 1 0 GIBBS 1 1 0 0 0 0 2 JEFFRSN 2 1 1 0 0 0 4  4 M L KING 21 39 MABEL EL 34 17 64 MCDERMOT 19 28 MEADCLIF 21 28 6 9 3 5 0 4 0 0 3 3 1 0 0 0 3 1 0 0 MITCHELL 3 1 0 0 0 0 4 OTTER CR 4 1 0 0 0 0 5 PUL HT E 34 18 58 RIGHTSEL 10 16 ROCKFELR 20 38 5 0 0 1 5 5 0 9 0 3 1 1 0 0 ROMINE 8 2 5 0 0 0 15 TERRY 14 28 7 6 . 0 1 0 WAKEFIEL 0 1 0 0 0 0 1 WASHNGTN 29 10 46 WATSON 22 31 WEST HIL 29 36 5 0 1 0 5 2 1 1 0 4 3 0 0 0 WILLIAMS 0 0 0 0 0 1 1 WILSON 3 2 0 0 0 0 5 WOODRUFF 14 5 1 0 0 0 20 Elementary 925 Tuesday, July 27,1999 Grand Total 3491 Page 2 of 2a RECESVED Recidivism Report - Black/White AUG 8 1999 Year: 98 Quarter: 1 Quarter: 4 Counts Each Student Once OFFICE OF DESEGREGATION MONITORING LEVEL SCHOOL BM BE WM WF OM OF Total Senior High ALT LEARN 34 13 5 1 3 0 56 CENTRAL 127 60 28 14 0 0 229 FAIR 90 50 4 4 1 0 149 HALL 115 41 17 8 7 0 188 MCCLELLA 118 42 8 6 4 3 181 METRO 13 3 1 1 0 0 18 PARKVIEW 30 17 22 10 3 0 82 Junior High ALT LEARN 0 2 0 0 CLOVR JR 171 95 10 8 DUNBAR 111 57 38 21 FORST HT 133 66 32 14 HENDERSN 179 67 20 8 MABEL JR 92 65 18 9 MANN M/S 73 34 19 10 PUL HT J 79 40 11 4 SOUTHWST 121 69 19 10 Elementary BADGETT 4 4 0 0 BALE 10 6 2 0 BASELINE 32 12 4 0 BOOKER 25 3 5 0 BRADY 21 6 2 3 CARVER 27 4 5 0 CHICOT 56 13 13 3 DODD 11 4 5 0 FAIR PRK 10 13 1 0 FORST PK 18 10 2 1 FRANKLIN 29 5 3 2 Senior High 903 0 0 2 9 8 4 3 1 3 2 3 Junior High 0 0 0 1 2 1 2 0 1 0 0 6 2 1 1 1 3 0 1 0 0 0 0 0 0 1 1 0 0 0 299 237 250 278 186 142 136 223 1753 8 18 48 34 34 37 88 21 25 31 39 Tuesday, July 27, 1999 Page 1 of 2Recidivism Report - Black/White Year: 9 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BF WM WF OM OF Total Elementary FULBRIGH 20 10 36 3 3 0 0 GARLAND 1 1 0 0 0 0 2 GEYER SP 7 7 2 1 0 0 17 GIBBS 1 7 2 0 0 0 10 JEFFRSN 1 1 0 0 0 0 2 M L KING 18 39 MABEL EL 34 12 13 65 8 8 5 4 0 0 1 1 MCDERMOT 7 6 2 1 0 0 16 MEADCLIF 19 25 4 1 1 0 0 MITCHELL 8 5 1 0 0 0 14 OTTER CR 11 14 PUL HT E 32 16 51 RIGHTSEL 12 15 ROCKFELR 18 34 2 3 6 1 0 0 0 3 0 0 0 0 0 0 0 8 1 1 0 ROMINE 8 1 6 1 0 0 16 TERRY 23 35 WAKEFIEL 23 11 34 WASHNGTN 21 36 WATSON 61 15 86 WEST HIL 15 28 5 5 0 2 0 0 0 0 0 6 7 0 2 0 3 3 2 2 8 5 0 0 0 WILLIAMS 1 0 0 0 0 0 1 WILSON 35 11 46 0 0 0 0 WOODRUFF 9 1 3 0 0 0 13 Elementary 1018 Tuesday, July 27, 1999 Grand Total 3674 Page 2 of 2Recidivism Report - Black/White Year: 99 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BF WM WF OM Senior High ACC LEARN 0 2 0 0 0 AGENCIES 19 1 3 2 0 ALT LEARN 15 1 3 1 0 CENTRAL 81 40 30 7 1 FAIR 55 39 7 5 1 HALL 95 54 15 9 9 MCCLELLA 103 52 5 5 1 METRO 16 8 1 0 1 PARKVIEW 37 21 26 32 1 Junior High ALT LEARN 69 18 9 1 CLOVR JR 145 65 10 4 DUNBAR 87 40 26 9 FORST HT 141 86 47 17 HENDERSN 118 58 9 6 MABEL JR 87 55 20 13 MANN M/S 54 32 24 10 PULHTJ 109 46 17 4 SOUTHWST 77 47 15 8 Elementary BADGETT 5 2 1 0 BALE 10 3 3 0 BASELINE 19 4 1 0 BOOKER 21 5 8 1 BRADY 9 2 1 1 CARVER 11 2 1 1 CHICOT 60 18 10 2 CLOVR EL 1 0 0 0 DODD 6 2 5 2 Tuesday, July 27,1999 RECEIVED AUG 8 1999 OFFICE Of DESEGREGATION MONITOflIKS OF Total 1 0 0 0 2 2 3 0 0 3 25 20 159 109 184 169 26 117 Senior High 812 1 0 98 5 2 6 2 3 2 2 5 Junior High 0 0 1 0 0 0 1 0 0 1 2 3 1 0 1 0 1 0 0 0 1 1 0 0 0 0 230 166 300 194 178 123 178 153 1620 8 16 25 36 14 15 91 1 15 Page 1 of 2Recidivism Report - Black/White Year: 99 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BE WM WF OM OF Total Elementary FAIR PRK 16 24 6 1 0 1 0 FORST PK 0 3 4 0 0 0 7 FRANKLIN 38 52 FULBRIGH 11 16 8 3 2 0 1 4 1 0 0 0 GARLAND 0 2 4 0 0 0 6 GEYER SP 15 13 29 GIBBS 14 22 JEFFRSN 11 25 M L KING 21 12 39 MABEL EL 19 13 44 MCDERMOT 21 10 35 MEADCLIF 14 22 2 9 3 9 5 0 6 3 3 2 1 0 2 2 3 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 0 MITCHELL 7 1 0 0 0 0 8 OTTER CR 2 0 0 0 0 0 2 PUL HT E 22 14 40 RIGHTSEL 11 18 6 3 0 1 0 0 0 0 1 ROCKFELR 11 3 4 3 0 0 1 ROMINE 7 1 2 0 1 0 11 TERRY 20 31 6 4 1 0 0 WAKEFIEL 8 1 6 1 0 0 0 WASHNGTN 13 3 4 4 0 2 0 WATSON 9 2 7 0 0 0 0 WEST HIL 17 32 9 5 1 0 0 WILLIAMS 10 2 7 1 0 0 0 WILSON 46 13 63 2 0 0 2 WOODRUFF 7 0 7 0 0 0 0 Elementary 805 Tuesday, July 27,1999 Grand Total 3237 Page 2 of 2'v I Little Rock School District OFFICE OF THE SUPERINTENDENT RECBVS0 May 2, 2000 MAY A 2U00 Uff sGt Of OfSEGflEGATJOM MONnWB Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham - Suite 510 Little Rock, AR 72201 Dear Ms. Brown: We announced at the April 27' Regular Board Meeting that we are seeing continuing improvement in several critical indicators. During the third quarter, student behavior continued to improve in the schools. Our third quarter discipline report indicates a 21 % decrease in the number of suspensions from the same period last year. The number is significantly lower with only 1,255 suspensions during the quarter. More students are staying in school as evidenced by the decline in the number of dropouts. This years third quarter dropouts are 67% below last year. There were 150 dropouts during the third quarter in 1998-99, while there are only 50 dropouts during the third quarter this year. We might be able to attribute some of this fantastic progress to more participation by the community and especially parents within our schools. Volunteer hours increased 8% this year, from 237,336 volunteer hours to last year to 255,937 for 1999-2000. And now for the best news! We had already started a trend the previous year with expulsions and suspensions and that trend is continuing. We are encouraging students to take more challenging courses in order to prepare for college...and careers. Enrollment in Advanced Placement courses by African- American students has risen by 48% from 471 during the 1997-1998 school year to this year's 691. Total student enrollment in Advanced Placement courses increased 25% since the 1997-98 school year, from 1,435 to 1,791 this year. We waited to share this trend because we wanted to be sure of the success rate was accurate and that class drops had not occurred in any great numbers from initial enrollment. These are positive trends that bode well for the District and the future increased student achievement for all students. I thought you would be pleased with the continuing progress of the Little Rock School District. Sincerely, Leslieiy. Carnine Superintendent of Schools cc: Chris Heller 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2012s JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE SHAWN CHILDS John W. Walker, P.A. Attorney At Law ' 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED NOV - 9 ZOIB OfRCEOF Via Facsimile November 8, 200.0 Dr. Leslie Carnine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Re: Compliance Issues - Cloverdale Dear Dr. Carnine: This is to bring to your attention another issue relating to the Districts compliance with its revised desegregation obligations. You are aware that Mr. Walker and I have previously complained that black students are disparately disciplined. In addition, we have complained that white students, particularly white females, are given more favored treatment, i.e., they are seldom disciplined, not disciplined at all and are given more favored treatment regarding the issuance of discipline. I am, therefore, raising the issue of compliance with respect to Section 2, paragraphs 2.1. LRSD shall in good faith exercise its best efforts to ... to remedy the effects of past discrimination ... to ensure that no person is discriminated against on the basis of race ... and paragraph 2.5.1 LRSD shall ... all students are disciplined in a fair and equitable manner with respect to the discipline of students at Cloverdale Middle School Academy. You and the administration may take the position that this is another isolated incident, however, if proper investigations are conducted of all your schools including the review of disciplinary referral records, I am convinced that you will find that white students, particularly white females, receive favored treatment with respect to the issue of discipline as compared to black students who are disparately disciplined. We, therefore, request that Mr. James Washington, Ombudsman and/or your designee including Dr. Linda Watson investigate the complaint that we have received that at least one white female student at Cloverdale Middle School Academy was not appropriately disciplined after admitting that she referred to a black classroom teacher as a stupid bitch. May I suggest that they review the referral records at Cloverdale for now to determine validity of this particular allegation and determine also whether there has been equity regarding the discipline of black and white students since the beginning of the school year for similar offenses. I would also suggest that they compare several other offenses of black and white students to determine whether they received similar treatment. Mr. Washington and/or Dr. Watson may give me a call in order for me to provide additional information including the name of the white female student at Cloverdale who received the favored treatment. Thank you for your cooperation. Sincerely/^ Joy C. Springs 0 / Joy C. Spring \u0026gt;5' '' On Behalf of Joshua JCS/ cc: Mr. James Washington Dr. Linda Watson Mr. Junious BabbsC^ JOHN V/. WALKER RALPH WASHINGTON MARK BURNETTE SHAWN CHILDS John W. Walker, P.A. Attorney At Law 1723 Broadway Dttle Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 ^ECEfVEo n - 9 2300 Via Facsimile November 8, 2000 GF Dr. Leslie Carnine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Carnine: Please be advised that on behalf of the Joshua Intervenors, this office continues to monitor the Districts good faith efforts to comply with the revised desegregation plan and provide equal educational opportunities to all children, particularly to the black students in the District. I believe that the District is obliged to consult and share with Joshua its adoption, development and implementation of new programs which may enhance and/or adversely affect its desegregation efforts. We understand that the District is implementing a new program, CICs - Continued Instruction Centers and/or short term suspension centers. This program appears to be at least one major change in the way that discipline is being handled in your District and we are not fully informed of its intentions. I have a general understanding of the services being provided by the center, however, I would like to have more information about the program. By copy of this letter to Dr. Linda Watson, Assistant Superintendent for Student Discipline and Hearings, I am requesting that she assist you in providing the following information: 1) a copy of the notice inviting Joshua to panicipate in the development of the centers: 2) a copy of the program design and services\n3) a copy of the rules and regulations governing the centers\n4) a listing including the addresses of the centers and criteria used for the location of the centers\n5) the date of implementation of the centers\n6) a copy of the notice to parents advising them of these centers\nand 6) any reports that have been developed which reflect the success of the CICs to date. 1 have received several complaints from parents that the centers are not accessibility to their children. In addition, it does not appear to be fair for students to have access to the centers and have their discipline records cleared and for other students who do not have access to maintain their discipline records. Where is the fairness or equity?By copy of this letter to Mr. James Washington, Ombudsman, he may contact this office in order that 1 may share the names of the parent complainants with him for investigation. Thank you for your cooperation Sincerely, I t ^y C. Springer '4)11 Behalf of Joshua Intervenors JCS/ cc: Dr. Linda Watson Mr. James Washington Mr. Junious Babbs JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Lnru: Rock, Arkansas 72206 Telephone (601) 374-3768 FAX (501) 374-4187 JOHN W. WALKER SHAWN CHILDS OF COUNSEL ROBERT McHUNKC PA. DONNA J. McHenry 8210 Hkndesson Roao Lrrrw Rock, akkambsb 72210 Phone: (601)372-3426  Fax (601) 372-8428 Email: mdiBaryd^wbelijiet Via Fax: 376-2147 October II, 2001 Mr, Clay Fendley Friday, Eldredge \u0026amp; Clark 400 W, Capitol, Suite 2200 Little Rock, Arkansas 72201 Dear Mr. Fendley: After writing to inform you that I represented Ms. Nona Whitaker and would attend the conference that was set for Monday, you called to inform me that there would be no conference and that the matter would be deferred until today. I accepted your representation in good faith. It now appears that you misrepresented the facts to me. lam informed that a conference did take place between Principal Munns, Ms. WTiitalcer and Ms. Clementine Kelley of the CTA and that disciplinaiy letter was given to Ms. Whitaker. I believe that Ms. Munns acted in bad faith in proceedmg with the conference after your representation that no action would occur in my a \" ----- aiiti /uux icprchcniauon mat no action would occur m my ^sence I imagine Ms. Munns would say that it wasnt necessary for me to be present because Ms. Kelley was there. She is wrong but that should not matter. In view of the fact that this misrepresentation occurred, I am requesting that the warning given to Ms. Whitaker be rescinded. am also requesting that I be allowed to interview in your presence, but separately, each person who was a witness to the event or events which gave rise to Ms. Munns charges. I am also request!^that neither you nor Ms. Munns seek to further taint their testimony regarding the events. This incident is very important as you will recall because we have raised the issue of retaliation by the district in the court proceeding and because your word is supposed to count for something. I am also informing you that I have received today the discipline management report for last year. Alarmingly, Hall High School suspended approximately 30% of its student enrollment semester, a number which was increased during the second semester. More titan tk t students suspended were Black boys which raises my concern that more than half of _  appear to be suspended at one time or another at Hall. In reviewing the Discipline sanctions By Reason Code, virtually all of the children, far too many in number in the first place. t0\u0026lt; TT 100 wdid dtn aainyri ISTft^lZTQSPage Two October 11, 2001 suspended during the first semester for refusing to follow directives were Black as were those suspmded for repeat violations, whatever that means. During the second semester, that number was increased by some 65%. Moreover, when we combine categories 050, 062, 105, it appears that almost half of the second semester suspensions deal with suspensions for failure to obtain pennission or follow direction. This suggests that something is not working at Hall and that an inquiry needs to be made as to why children are disciplined for this, or why they are not following directions in the first place. I note that at Central there were only four category 105 suspensions in tire first semester and none for categories 050 and 062 in the first semester and that there were only eight in those categories during the second semester. The question is again raised as to why Central numbers are token for those offenses but at Hall thej' are so overwhelming. I believe that some of the staff members at Hall are trigger happj in suspending children for almost any reason when their authority is challenged. I am informing you that 1 intend to visit Hall and assist in the representation of a CT A member who is being recommended for discipline by the school principal this afternoon at 3:00 p.m. You are already informed that I will appear at Ms. Munns school at 4:00 p.m. with Ms. Kelley. I expect to be both places or to have my office represented at both places at the appointed times. Si ely, JoJ W, Walker JWW.-Ip cc: _ Ms. Ann Marshall Dr. Ken James Principal Munns Principal Smith Principal Howard Ms. Clementine Kelley te\u0026lt; tt 130 wdid flyi d3\nnoi'i isttfizrasDate: To: Fax: Re: Sender: JOHN W, WALKER, P.A. A//ornej al Law 1723 Broadway Little Rock, Arkan.sa.^ 72206 Telephone (501) 374-3758 Fax (501) 374-4187 FAX TRANSMISSION COVER SHEET October//, 2001 NTs. Ann Marshall 371-0100 John W. Walker, Esq. YOU SHOULD RECEIVE [_____(including cover sheet)] PAGE(S). INCLUDING THIS COVER SHEET. IF YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CALL \u0026lt;(501) 374-37S8\u0026gt; The infbnnation contained in this facsimile message is attorney privileged and confidential information intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received tills communication in error, please immediate noiily us by telephone, and' return the original message to us at the above address via the U.S. Postal Ser\\-ice. Thank you. X0\u0026lt; XT 130 TQd 121 udid fitn d3\u0026gt;-noii iLS X0S^^ECHVED NOV - 7 2001 Office OF JOHN W. WALKER SHAWN CHILDS John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 PAX (501) 374-4187 Via Facsimile - 324-2260 November 6, 2001 OF COUNSEL ROBERT McHenry PA DONNA J. McHenry 8210 Henderson Road Little Rock, Arkansas 72210 Phone: (501) 372-3425  Fax (501) 372-3428 Email: mcheiiryd^wbell.net Mr. James Washington Office of the Ombudsman Little Rock School District 810 West Markham Little Rock, AR 72202 Dear Mr. Washington: I am writing to request that jjou investigate the complaint of Ms. Avis Thames that her son, D.J., was disparately disciplined by the coach, Mr. Randy Rutherford, at J. A. Fair High School. D.J. was a member of the football team at Fair. It appears that Ms. Thames basic claim is that Coach Rutherford failed to utilize the Board approved discipline procedures for alleged misbehavior by a student. These procedures allow a parent to appeal the decision of the teacher or the assistant principal, in this case the coach, to the building level administrator (the principal). It is my understanding that the principal (Ms. Norman) overruled Coach Rutherfords disciphne decision, yet Coach Rutherford ignored Ms. Normans decision to overturn his decision. Subsequently, Coach Rutherford followed through with his recommended discipline contrary to Ms. Normans decision. These actions, we believe, are in violation of the Revised Desegregation and Education Plan. I call your attention to Sections 2.1, 2.5, 2.5.1 and 2.6 of the Plan. Furthermore, this incident raises a red flag regarding whether coaches believe that they ....................... are obliged to adhere District disciphne policies and procedures during their time with students. Mr. Babbs, this appears to be an area for your shop to monitor at other District schools to ensure compliance with the aforementioned plan commitments By copy of this letter to Dr. James, Mr. Babbs, Dr. Lacey, Dr. Watson and Mr. Johnson, this is to advise that Joshua shares the concerns of Ms. Thames regarding disparate disciphne and Coach Rutherfords failure to adhere to District discipline procedures. After you have had an opportunity to speak with Ms. Thames, she may have some additional concerns. At this time, it is my understanding that the aforementioned items are her major concerns. I would suggest obtaining a copy of Ms. Thames letter to Dr. James along with a copy of D.J.s letter. Finally, we are requesting that you provide to this office a report of your findings including the letter from Ms. Thames to Dr. James and D.J.s letter regarding this incident in order that we may determine whether to invoke Section 8 of the Plan. Iorder that we may determine whether to invoke Section 8 of the Plan. Thank you for your attention to this request. incerely. w izJoy C. Springer On Behalf of Joshua JCS/ cc: Ms. Avis Thames Dr. Kenneth James Mr. Junious Babbs Dr. Marian Lacey Dr. Linda Watson Mr. Johnny Johnson Ms. Ann Marshall . I\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_419","title":"Discipline, court documents","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1992/1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School discipline","Educational law and legislation","Student expulsion","School management and organization"],"dcterms_title":["Discipline, court documents"],"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/419"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["civil court records"],"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\nwwrrr?? PHA Wb. CT? IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RUBY HOLMES, As Next Friend of ORONDE HOLMES, A Minor l.R\u0026amp;.-92-5$8 vs. LITTLE ROCK SCHOOL DISTRICT, A Public Body Corporate\nDR. CLOYDE McKINLEY, In His Capacity as Superintendnet of Schools of the Little Rock School District\nO.G. JACOVELLI, PATRICIA GEE, JOHN MOORE, DORSEY JACKSON, DR. KATHERINE MITCHELL, and W.D. \"BILL HAMILTON, Individually and In Their Official Capacities as Members of the Board of Education of the Little Rock School District, A Public Body Corporate DEFENDANTS COMPLAINT This case is to redress the Little Rock School Districts failure to properly advise the plaintiff and her minor son of their due process rights regarding an expulsion action of said minor plaintiff from one of the districts junior high schools. Plaintiff believes that because of the districts failure to advise them of their due process rights and because of his race, minor plaintiff is being denied the opportunity to receive an education as promised by the Constitution. 1. Jurisdiction is pursuant to 28 U.S.C. Section 1343. Relief is also sought pursuant to the Equal Protection and Due Process Clauses of the Fourteenth Amendment and pursuant to 42 U.S.C. Section 1983. 2. Plaintiff Ruby Holmes is the parent of minor plaintiff, Oronde Holmes. They reside within the Little Rock School Districtpr 11, y*!: V A\nlocated in Little Rock, Pulaski County, Arkansas. Both are citizens of the United States of African descent. f V During the 1991- 92 school year, minor plaintiff attended to Southwest Junior High School in Little Rock. ij' O\nR'i Schools. I \"Il .(Hi Defendant Bernd is the Superintendent of the Little Rock Defendants, o.G. Jacovelli, Patricia Gee, John Moore, Dorsey Jackson, Dr. Katherine Mitchell, and W.D. \"Bill Hamilton are members of the Board of Directors of the Little Rock School District and as such, they cetablieh and implement the policies for the operation of the Little Rock Public Schools. This is an action to enjoin the defendants from enforcing any policy, practice, custom or usage of denying written notice of expulsion to minor plaintiff. 5. Minor plaintiff. Oronde Holmes is a black male child 1 K A 3 . 4 . whose birthdate is October 2, 1977. He has performed as a good :A'' S-'Tl- I' i a SI student with an overall grade point average of \"C\" prior to the events addressed herein. On or about May 4, 1992, minor plaintiff was involved in an altercation with another student at Southwest 'ii Junior High School. As a result of said altercation, minor if i I' ft plaintiff received an expulsion recommendation from the school to the district's hearing officer. 6. On or about May 18, 1992, the district's hearing officer upheld the recommendation of the school. On same date, the hearing I 5.2) officer failed to advise plaintiff of her appeal rights to the t.'ir board. Instead, the hearing officer verbally recommended that Isif plaintiffs accept the recommendation of the school and in return he brat 2 s*1 S .c Uy Bist Ut Liulekoct HU. would request that the Board reinstate minor plaintiff for the \u0026lt;  V'ri' t { 'ibV\n1992-93 school year by placing him in Alternative School contingent ft upon his completing the district's \"Changing Directions\" course. f?' 7. At no time did the defendants give plaintiffs written notice to the effect that the oral decision of the hearing officer 1\n.l on May is, 1992, would not be honored. 8. During the middle of June, 1992, plaintiff made inquiry of the district regarding the board action. The hearing officer at I ti 4 3 that time indicated that he had appeared before the board on her ii'f' behalf and that upon receipt of documentation that minor plaintiff had completed the changing directions course, there would be no further problem with his admission to classes in August of 1992. 'I 1 'I 9. On August 24, 1992 when plaintiff sought to enroll minor 'n plaintiff in school, she received verbal notice that minor 1 1 ) J . \\ ft. 'Jif .V plaintiff could not return to school until the second semester of ^5' the 1992-93 school year. Si 'i', 'I!- 10. At some date unknown to plaintiffs, the defendants met to consider plaintiff's case. They did so without affording plaintiffs written notice of the action or an opportunity to be heard. Moreover, when they reached their adverse decision, the 1 1 I 1 l' S'I 5f defendants did not advise minor plaintiff of it until he appeared to enroll at Southwest Junior High School on August 24, 1992. 11. The foregoing action was taken by defendants against Ij ii minor plaintiff due to his race or color and pursuant to district policy in violation of his rights under the Equal Protection and I\nif\nS.s  I w I i I 1. 24  k u. J 3I ('O' J 4 5' ii'iV ::t UyUlslUl Lillie koct n? I LAk HU. LUiyy^HUkH Due Process Clauses of the Fourteenth Amendment and under 42 U.S.C. If, Section 1983. Said action is also violative of the defendants' own IS ,w- rules and of the current plan of desegregation approved by the court. The plaintiff is suffering and stands to further suffer '.I'i I J ''f .t '4\nJ' educational and constitutional harm that is irreparable unless these concerns are promptly addressed and remedied by the Court. WHEREFORE, plaintiff requests that this Court advance this case on the docket, issue a temporary restraining order restraining defendants from denying access to education to minor plaintiff. ,1 '.1 pendente lite\nand thereafter grant minor plaintiff preliminary and injunctive relief and such other appropriate equitable relief as j, the court may see fit to grant to remedy the violations alleged herein. The plaintiffs further pray for their costs herein including i'. 'll reasonable counsel fees. .'i n -I' H Respectfully submitted, nk if  \nI.' \u0026gt; u 3 I li JOHN W, WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 'I'. ? By: J\ntfl W. Walker - iBar No^ 64046  I. 11 I, DATED: September 16, 1992 I''!, I, t'l dzholmes.ple Ilf J S: ii!r 'II,:# i* .5\u0026lt;' ?{ i! ) 4RECEIVED FILED NOV 19 im Office Of Desegregation Monitoring IN THE UNITED STATES DISTRICT COU^.-S.^D^5J rrOJ.\u0026lt;'^\"1,5^^ EASTERN DISTRICT OF ARKANSAS J^OV 17 1992 WESTERN DIVISION CAftu LITTLE ROCK SCHOOL DISTRICT, ET AL. DEH. CLE.IK V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION TO SET ASIDE SUSPENSION AND FOR FURTHER RELIEF The Joshua Intervenors move the Court for an Order requesting the immediate reinstatement of class member, John Doe, as a student of the Little Rock School System. He proceeds herein through his mother, Mary Doe. The District is being provided the names of both persons. For cause, the movants respectfully show the Court that: 1. John Doe was eligible to attend Dunbar Jr. High School during the current school term. On September 2, 1992, minor Doe enrolled in the school for the purpose of attending classes. He attended classes for that day. 2. During the 7th period of the day, minor Doe was called to the office at which time he was given a \"behavior report\" wherein he was given notice by the District that he was being recommended for suspension from school. A copy of the report is attached hereto as Exhibit \"A.\" The alleged misbehavior involved an out of school incident which happened during the summer. Adult Doe requested a hearing before the school system's hearing officer, Mr. Rudolph Howard, soon thereafter. The hearing 3.was held on November 2, 1992, almost two (2) months after school started. 4. At the hearing, it developed that the minor Doe was being removed from school on the basis of newspaper reports which related John Doe to alleged criminal behavior. The District obtained its information from newspaper reports. At the conclusion of the hearing, the hearing officer determined that the child could return to the school system but could not remain in Dunbar. The child was then assigned to Cloverdale Jr. High School. There was no writing to this effect. 5. John Doe and Mary Doe presented John Doe for admission to Cloverdale Jr. High on November 12, 1992. The principal, Gayle Bradford, told Mary Doe at she had not yet been advised by the Little Rock School District office to admit John Doe, but to call her the next day. Mary Doe called her the next day and was told the same thing. The same situation was repeated on November 16, 1992. 6. On November 17, 1992, Mary Doe went to the school for the purpose of effecting the promised school admission of her child to Cloverdale. She was again told that the School District office had not contacted the school approving the admission. 7. The defendants have effectively denied minor Doe an education since September, 1992. John Doe has been effectively t|i. deprived of equal protection and due process of the laws by his treatment herein including, inter alia: (1) a long term suspension recommendation based upon unrelated allegations away from school of pupil misbehavior\n(2) improper notice and delay in hearing charges against him\n(3) a school district policy of summary suspension for accused criminal activity\nand (4) a policy of emergency removal from school of anyone suspected of engaging in criminal activity away from school. WHEREFORE, the Joshua Intervenors pray that the Court issue an immediate Order and injunction to require the defendant to allow the placement of minor Doe in Dunbar Jr. High School where he resides at his choice, in Cloverdale Jr. High School. Moreover, he prays, wherever he is assigned. that he be \"made or, whole\" for the alleged deprivations herein and afforded full and effective remedial relief for the time that he was required to stay out of school. Joshua further prays that the aforementioned behavior report be expunged from minor John Doe's record. Finally, Joshua asks for alternative appropriate and reasonable attorney's fees for this enforcement proceeding. Respectfully submitted. John W. Walker - Bar No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Street Little Rock, Arkansas 72206 (501) 374-3758 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mai\nd, postage prepaid to the counsel of record listed below on this 4 day of November, 1992. Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. #15 Hickory Creek Drive Little Rock, AR 72212 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 c:Irsd.mot Jo: FILED U.S. DISTRICT COURT IN THE UNITED STATES DISTRICT COUR'JBASTEflN district Arkansas EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DEC 0 9 1992 CARLR. BRENTS, CLERK LITTLE ROCK SCHOOL DISTRICT, ET AL PTRfNTTFFS. OEP. CLERK V. NO, LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION TO SET ASIDE SUSPENSION AND EXPULSION RECOMMENDATION AND FOR FURTHER RELIEF Joshua moves the Court for an Order requesting the immediate reinstatement of class member, Eugene Doe, as a student on one of the campuses of the Little Rock School District. He proceeds herein through his mother, Carolyn Doe. The District is being provided the names of the parties. For cause. the movants respectfully show the Court that: 1. Eugene Doe is a special education student who attended Mabelvale Junior High School. He has attended Mabelvale Junior High from the beginning of the 1992-93 school year until on or about November 30, 1992. 2. On or about November 30, 1992, the school officials gave Eugene Doe's sister. who also attends this school. a behavior report to be delivered to the parent wherein Adult Doe was given notice by the school that her son was being recommended for expulsion from school prior having the required hearing as required by PL 94-142. A copy of the report is attached hereto as Exhibit \"A\". The alleged misbehavior involved an out of school incident which occurred away from school on or about November 23, 1992. Upon receipt of this report, Adult Doe was advised that her son was not to return to school. On or about December 2, 3. 1992, the school held a meeting with Adult Doe to discuss the incident that occurred on or about November 30, 1992 at the Cloverdale Shopping Center located at Chicot and Baseline Roads. 4. At this meeting it developed that Eugene Doe was being suspended from school and recommended for expulsion from the school on the basis of newspaper reports and rumors which related Eugene Doe to alleged criminal behavior. Adult Doe was not provided aihy' evidence that tied her son to the alleged incident. 5. On or about December 8, 1992, Adult Doe was summoned to another meeting with school officials at which time she reguested the reinstatement of her minor son to school. The principal, Mr. Wayne Marshaleck, refused to honor Adult Doe's request. During this meeting school officials attempted to justify the expulsion recommendation given Adult Doe on November 30, 1992 without providing all evidence to Adult Doe prior to the meeting as required by PL 94-142. Defendants LRSD took a statement from minor Doe and failed to notify Adult Doe that a statement had been taken and did not provide her with a copy of same. Adult Doe exercised her constitutional rights and requested that this meeting not proceed. 6. Plaintiffs Eugene and Carolyn Doe respectfully show the Court that Eugene Doe has been denied admission to school sinceNovember 30, 1992 because he is alleged to have been involved in a crime that occurred prior to school hours away from school property which has no relation to his basic right to an education. 7. Defendant LRSD has effectively denied Eugene Doe an education by their actions and deprived him of equal protection and due process of the laws by his treatment herein, inter alia: 1) an expulsion recommendation based upon unrelated allegations away from school of pupil misbehavior\n2) improper notice of hearing charges against him\n3) school district policy of summary suspension for accused criminal activity\nand 4) a policy of a emergency removal from school of anyone suspected of engaging in criminal activity away from school. WHEREFORE, Joshua prays that the Court issue an immediate order and injunction to require the defendant LRSD to allow the reinstatement of minor Doe to Mabelvale Junior High School where he resides or ar his choice. a school whereby he may receive equitable educational opportunities. Moreover, minor Doe prays. wherever he is assigned, that he be \"made whole\" for the alleged deprivations herein and afforded full and effective remedial relief for the time that he was required to stay out of school. Joshua further prays that the aforementioned behavior report be expunged from minor Eugene Doe's record. Finally, Joshua asks for alternative appropriate and reasonable attorney's fees for this enforcement proceeding. Respectfully submitted.Jo: W. Walker Bar No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Street Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this day of November, 1992. Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. #15 Hickory Creek Drive Little Rock, AR 72212 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 c:Irsd.mot J- Walker V RECEIVED 4PR 2 6 Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT plaintiff VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. INTERVENORS KATHERINE W. KNIGHT, et al. INTERVENORS MOTION TO DISMISS For its Motion to Dismiss, the Little Rock School District (\"LRSD\") states\n1. By motion dated October 22, 1992, the Joshua Intervenors (\"Joshua\") seek a temporary restraining order and preliminary and permanent injunction regarding class member Perry Doe. 2 . By motion dated November 17, 1992, Joshua seeks to set aside the suspension of and further relief regarding class member John Doe. 3 . By motion dated November 17, 1992, Joshua seeks to set aside the suspension of and further relief regarding another class member John Doe. 4 . By motion dated December 9, 1992, Joshua seeks to set aside the suspension and expulsion recommendation of and further relief regarding class member Eugene Doe. 5. Each of the above motions represents an effort by Joshua to litigate alleged constitutional or statutory deprivationsstemming from LRSD disciplinary actions taken against individual class members. 6. LRSD has provided by policy and practice an administrative forum for students, including Joshua class members, to seek redress of grievances. The policies and practices provided by LRSD comport with constitutional due process. 7. This case is not the proper forum for individual class members to seek redress of individual grievances arising from LRSD disciplinary actions. 8. If these or any other individual class members have suffered constitutional or statutory deprivations, they should be required to exhaust the administrative remedies provided by LRSD and to file separate actions against LRSD if they are not satisfied by any administrative relief fashioned by LRSD. 9. If Joshua is concerned that certain LRSD policies or practices somehow violate the desegregation plan, those concerns should be brought to the court's attention and. a hearing may be held to address those concerns. if necessary, If individual Joshua class members have evidence of violation of the a desegregation plan, Joshua may certainly call them as witnesses at that hearing. The court, however, should not fashion individual remedies for those class members, because such remedies would be beyond the scope of the court's function in this case, which is to monitor and ensure the implementation of the desegregation plan. WHEREFORE, for the foregoing reasons, the defendants pray that the individual claims of Perry Doe, John Doe, John Doe and Eugene 2T Doe be dismissed, that Joshua be directed not to file further claims on behalf of individual class members and for all other just and proper relief. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 BY\ny Barj And Ban iher Heller 81083 ew(T. Turner No. 91124 s CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion to Dismiss has been served on the following by depositing copy of same in the United States mail on this 23rd day of April, 1993\nMr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 3\u0026lt; Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol St Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 BY: An 4 RECEIVE!) FILED U.S, Dior .ICT COURT., lAS'ERN DISTRICT ARKANSAS MAY 7 1993 Office of Desegregation Moniioiing IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION may 0 G 1993 LITTLE ROCK SCHOOL DISTRICT, ET AL. DEP. CLERK PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS JOSHUA INTERVENORS RESPONSE TO MOTION TO DISMISS Come now the Joshua Intervenors, by and through their A attorneys, John W. Walker, P.A., and move for an extension of time within which to file their response to Little Rock School District's Motion to Dismiss: In support of said motion, the Joshua Intervenors respectfully submit: 1. Additional time is needed for counsel to file briefs in support of motions addressed herein\n2 . Opposing counsel will probably likewise need additional time to file its brief in support\n3. This extension is requested. not for the purpose of delay, but in good faith in order that an appropriate response can be field\n4. Opposing counsel has no objection to this request. WHEREFORE, the Joshua Intervenors request an extension of time up to and including May 18, 1993 to file a response. Respectfully submitted.JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 . Walker, Bar #64046 ilin W. 640 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record this 6th day of May, 1993. l^prin W. Walkercr RECEIVED FILED U.S. D!ST: .ICT court, EASTERN DISTRICT ARKANS AS MJY 7 1993 Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION C may 0 S 1993 _c,f\u0026lt; LITTLE ROCK SCHOOL DISTRICT, ET AL. DEP. CLERK PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS JOSHUA INTERVENORS RESPONSE TO MOTION TO DISMISS Come now the Joshua Intervenors, by and through their I attorneys, John W. Walker, P.A., and move for an extension of time within which to file their response to Little Rock School District's Motion to Dismiss: In support of said motion, the Joshua Intervenors respectfully submit: 1. Additional time is needed for counsel to file briefs in support of motions addressed herein\n2. Opposing counsel will probably likewise need additional time to file its brief in support\n3. This extension is requested. not for the purpose of delay, but in good faith in order that an appropriate response can be field\n4. Opposing counsel has no objection to this request. WHEREFORE, the Joshua Intervenors request an extension of time up to and including May 18, 1993 to file a response. Respectfully submitted, JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 W. Walker, Bar #64046 \u0026gt;Jplin W. #640 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record this 6th day of May, 1993. W. WalkerIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER filed district court UnoTERN DISTRICT ARKANSAS MAY 1 4 1993 AHl il brisM iS, CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS In response to the Little Rock School District's motion to dismiss the Joshua Intervenors' separate motions concerning Perry Doe, John Doe, John Doe, and Eugene Doe, the Joshua Intervenors have requested additional time to file a response. The Joshua Intervenors are granted an extension of time up to and including May 18, 1993, to file a response to the motion to dismiss. No further extensions will be allowed. DATED this Z3 day of May, 1993. UNITED STATES DISTR/C CT JUDGE i3y.. 7 ! THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR79(a) FRCP ON BY ---RECESV^O IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OEC f 7 93 ^Aonito^n^ LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION TO REQUIRE READMISSION OF CLASS MEMBERS WHO HAVE BEEN EXPELLED FROM THE LITTLE ROCKK SCHOOL DISTRICT IN_ VIOLATION OF THE SCHOOL DISTRICT'S OWN RULES The Joshua Intervenors respectfully move the Court to set a hearing for the purpose of determining whether the Little Rock School District has uniformily disregarded its rules regarding notice for students recommended for expulsion. The Joshua Intervenors respectfully show the Court that the rules of the District are set forth in a document entitled. \"Secondary Students Rights and Responsibilities Handbook.\" The specific rules under which this motion is made appear on p. 27. The Joshua Intervenors further show the Court that on November 19, 1993, there was an incident at Forest Heights Jr. High School which resulted in a number of students being recommended for expulsion by the school principal. Mr. Richard Maple. The expulsion recommendation was considered by the District Hearing Officer, Dr. Linda Watson, and thereafter, was upheld. The Joshua Intervenors further show the Court that the District did not give the parents of the students recommended forexpulsion either notice by certified U.S. mail or by hand delivery of the recommendation for expulsion and the reasons for it. Nor did the District give these parents the date, hour and place that the School Board would consider and act upon the recommendation. Nor did the School District conduct a hearing within ten days of the suspension of the students\nnor was a list of witnesses who would furnish information supporting the principal's recommendation made available to the students at least eight days before the ten day hearing period. The Joshua Intervenors contend that the District has failed to follow its own rules regarding due process and that because of that fact, the students are entitled to readmission immediately. The students who are affected by the November 19, 1993 suspension and expulsion are\n1) Diccie Millen 2) Nicki Brown 3) Cynthia Taylor 4) Martiesha Monts 5) Shana Jackson 6) Charlotte Jackson 7) Tawana Cochran 8) Ruthie Day 9) Chiquita Burks\nand 10) Tondalia McGee In addition to these students, Joshua respectfully moves the Court to readmitted all members of the class who have been denied due process as set forth herein and for appropriate relief by wayof remedial assistance and removal or extinguishment of the offenses for which due process was not given from the students' records. The authority for this motion is the desegregation plan itself and the Court's Orders which have been repeatedly set out that the district must follow its own rules or face the consequences of its own negligence or misconduct. lectfull submitted, 'John W. Walker - Bar No. 64046 Mark Burnette - Bar No. 88078 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 Of Counsel: Michael Booker, Esq. 221 West Second Suite 424 Little Rock, AR 72201 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this --- day of December, 1993. Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, 3400 Capitol Towers P.A. Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. Roachell \u0026amp; Streett 401 W. Capitol Ave. Suite 504 Little Rock, AR Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 Tim Humphries, Esq. Attorney General's Office 200 Tower Building 323 Center Street Little Rock, Ar 72201 n Walked received may 2 0 1993 Office of Desegresation Mcnitanng IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS BRIEF IN SUPPORT OF MOTION TO SET ASIDE SUSPENSION AND FOR FURTHER RELIEF The Joshua Intervenors have filed motions on behalf of (a) John Doe, a minor, by his mother, Jane Doe\n(b) Perry Doe, by his parents, Robert and Lennie Storey\n(c) Eugene Doe, by his mother. Carolyn Doe\nand (d) John Doe, by his mother, Mary Doe, seeking to set aside their suspensions and/or expulsions and for further relief. The motion of Perry Doe for temporary and preliminary relief is now moot because several months after this motion was filed, the school district readmitted him to class. The relief being sought by all the \"Does\" is a declaration that the \"emergency removal policy\" is offensive (as set forth below) and that they are entitled to appropriate relief including reinstatement, makeup work, damages and such other relief as the court deems necessary to make them whole. The school district has filed a Motion without supporting brief or authority to dismiss. This Brief addresses the issues raised by Joshua and by the Little Rock School District. All of the \"Does\" are school age children of elementary or junior high age. All were affected and removed pursuant to the district's \"emergency removal policy\" which is found on page 22 ofthe handbook regarding student's rights and responsibilities. STATEMENT OF THE CASE The conduct alleged was that the Does had committed crimes and thus should be kept out of school until their matters were resolved within the criminal justice system. The issue is thus raised of the legitimacy, if not constitutionality, of the Little Rock School District's \"emergency removal policy. II That policy is as follows\nA building administrator may remove a student without an informal hearing if it is determined that the student's continued presence poses an immediate danger to persons or property or may substantially disrupt the school's Whenever a student is removed under orderly operation, these conditions. parent/guardian shall be notified when the informal hearing will be held.   '~z This hearing will normally be provided within three (3) school days. The Desegregation Plan herein requires equitable treatment with respect to discipline based upon race. The Desegregation Plan clearly contemplates that policies which have adverse racial impact will not be tolerated by the court. As of November 23, 1992, ten pupils had been removed from school under the \"emergency removal policy\" within the 1992-93 school year. Nine of the ten a were African American students. All nine had periods of removal from school greater than two weeks. The one white male student was removed for a two week period. The \"Does\" argue that: (1) the \"emergency removal policy\" has a disparate impact upon members of their race\n(2) the II emergency removal policy\" denies them equal protection of the laws\nand, (3) the \"emergency removal policy\" is a violation of the Desegregation Plan. The \"Does\" further argue that their treatment is much more extreme and harsh than that treatment accorded adults who are charged with crimes when thosecrimes occur away from the school system and/or are unrelated to their work in the school system. The same is true for youngsters who may be regarded as having psychological problems or other problems which are not directly related to the school system. In this respect, the \"Does\" argue that there is no state law provision or any other provision within the school district regulations which allow the school district to separate them from others of their age because the II Does II may be perceived to have, or have, problems which differ from those of some other children. Their treatment is thus arbitrary and capricious and in violation of the Desegregation Plan herein as well as the Constitution. Tinker v. De Moines Independent Community School District, 393 U.S. 503 (1969) , is the seminal case for the proposition that school children do not lose their rights as American citizens when they enter the public schoolhouse door. Tinker basically deals with whether school children may express First Amendment rights within the schoolhouse by a silent, nonviolent method such as the wearing of armbands in opposition to the Vietnam War. Tinker reaffirms, however, the premise that school children may not be removed from the school system for the expression of speech or other activity unless their conduct materially interferes with the requirement of appropriate discipline in the operation of the school citing Burnside v. Byars, 363 F2d 744, 749 (5th Cir. 1966). The essential question raised by Tinker and Burnside for purposes of our case is whether the suspensions herein relate appropriately to the discipline in the operation of the schools attended by, or from which the \"Does\" were rejected.There is no argument here that these students were disciplined for conduct that occurred within the school or that their presence after being arrested or having experienced problems unrelated to school, would interfere with the requirement of \"appropriate discipline in the operation of the school.\" The district's entire rationale for their summary removal of these children is that they have problems outside of the school system which must be addressed before they may be admitted or readmitted to the school system. In this respect, they are treated differently from school district employees who experience arrests for misdemeanor offenses such as reckless driving, shoplifting, driving while under the influence, battery, possession of controlled substances. etc. All adults carry with them the presumption of innocence until proved guilty. There is no policy or practice which requires that school district employees similarly situated be suspended until their cases have been decided within the criminal justice system. Nor is there a requirement that a staff member who manifest psychological problems be removed until such time as that person no longer manifests such problems. The district's policy, therefore, treats school children much more harshly than it treats adults and it does so for no good reason. School children. therefore, can be said to lose their rights at the schoolhouse door when they are merely accused of unlawful or psychologically aberrant conduct. The Tinker commands of equal treatment are, therefore, violated. The challenge herein is not upon the authority of the district to either control student conduct within the schools or to adopt rules which are necessary for the maintenance of discipline amongthe students. Steier v. New York State Education Commission. 271 F2d 13 (2nd Cir. 1959) . We do urge that students are persons under the Constitution and possess fundamental rights which the State must respect. Dodd V, Rambis. 535 F.Supp. 23 (S.D. IN 1981). We do not urge, however, that school officials may not in a limited way regulate conduct of students when that conduct occurs away from school. If this were a case where children were using alcohol or drugs or fighting en route to or from school, we would concede the power of the school district to at least enact rules governing this conduct or misconduct. The only caveat would be that there has to be a direct relationship to a legitimate school purpose and have some reasonable time relationship to a school activity. Douglas v. Campbell, 89 Ark. 254,(1909) and Hunger V. Iowa High School Athletic Association, 197 N.W. 2d 555 (Iowa 1972) . One more recent case holds that a charge of possession of heroin is insufficient to warrant immediate suspension from school. Howard v. Clark. 299 N.Y.S. 2d 65 1969. The basic point we make is that while youngsters have not had an adjudication of guilt on a charge imposed against them, they should not be punished by a public school system by their removal from the educational environment absent compelling reasons. The reasons of the Little Rock School District in the cases at bar are not compelling. The justification for the \"emergency removal provision\" is set forth in a memorandum to the Board of Directors dated March 11, 1991. See Exhibit \"A\" hereto. The justification facially denies education to children who are convicted of minor offenses. Although they may be readmitted to school, albeit, without makeupwork. In order to obtain makeup work, they must first be found innocent. What is the logic of such a policy? What end does it accomplish? Such a policy not only has racial impact, but is not rooted in logic or reason, either. It denigrates the concept of equity which is inherent in the Desegregation Plan. It cannot be tolerated in a civilized society. More heinous is the policy of removing children who have psychological problems. This may include one or more of the \"Does\" herein. In any case, the \"Does\" and other students are not put on notice of what conduct is proscribed by this policy. Moreover, the policy allows school officials the unfettered discretion to remove anyone from school by merely attaching a label to their away from campus conduct or circumstances. Where all of the children who are adversely affected are basically of one race, as here, the practice is suspect. See Exhibit \"B\" hereto. CONCLUSION The challenged practices violate the due process and equal protection clauses of the Fourteenth Amendment, and the Desegregation Plan as well. We submit that it is also void because it is so vague, especially to school children of tender age and lack of familiarity with adult expectations. Moreover, there is no compelling State interest which supports the removal of children from school for unschool related activity or psychological conditions unless there is a direct connection to the maintenance of discipline or the safety and well being of the students and staffs within the school environment. Merely providing a hearing to such persons as the \"Does\" is insufficient to meet theobjections of the \"Does\" that they are entitled, absent compelling circumstances and proof which is directly related to the school environment, to be eligible to remain on the same footing as others of their same age, grade and other similar circumstance. The \"emergency removal policy\" of the district, which is vague and unjustifiable, has been applied to these African American students in a way which offends the Constitution, the Plan, and a basic sense of fairness. It must be eliminated and the \"Does\" must be given appropriate relief including damages. education and other attention that the court will define in order to allow them to be compensated for the harm which they have suffered as a result of the \"emergency removal policy.\" Respectfully submitted. By: JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (5 ) 3-^4-3758 W. Walker 72206CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this day of 1993. Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. Roachell and Streett 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 J Walker LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET  LITTLE ROCK, ARKANSAS March 11, 1991 To: Board of Directors From: iy Ruth S. Steele, Superintendent of Schools Subject: Interpretation of Emergency Removal Provisions in Secondary Student Rights and Responsibilities Handbook The emergency removal provision (see p. 22) of the Secondary student Rights and Reponsibilities Handbook has been used in a number of cases (a total of 42 during the first semestejr) in which students or former students committed criminal offenses away from school. This practice has resulted in inquiries by various court system representatives and newspaper reporters concerning the legality of removing students from school prior to a decision on their guilt or innocence. To reduce the likelihood of being out-of-compliance with due process requirements, we plan to implement the following '' interim measures on emergency removal of students who have been charged with criminal offenses: 1. Students who have been charged with crimes of violence/bodily harm (i.e., robbery, assault and battery) will not be permitted to attend school until a court hearing is held. A student so charged who is not incarcerated will be contacted within three days to arrange for a meeting at which the student will be questioned by school officials, suspended from school and informed of his/her right to a hearing. 2, Students who have been charged with non-violent crimes (i.e., theft, shop-lifting) must meet With  their principal to arrange conditions under which continued attendance might be permitted. 3. Students who have been charged with use, possession, or distribution/sale of drugs or alcohol will be disciplined in accordance with Rule 26 under Category 3 offenses. In cases of students who are removed from school and subsequently are found to be innocent, make-up work will be allowed for days missed from school. PLAINTIFFS exhibitIn addition to these interim measures we are forwarding a copy of this memorandum to Chris Heller to request him to \" review this matter and advise us as to what additional actions should be taken. RS: nr cc: IChris Heller Rudolph Howard t  r I\nf f I ( I @ is j 1 I O froM J)r, 8\u0026lt;r/i//7, 3i\u0026gt;l\u0026gt;^- K^li\u0026gt;ll)}\\ 2-A^er'^EA/Ai^ PtMOx/Di 5 ZC'// re-ifiOJsE -^tD -jbe. (lo) , ai/i\u0026amp;k. P\u0026gt;laiL UJHc Doi'\u0026gt; f re^u/^i I /^Fi. I\u0026lt;^ IJI'tpaSA^ iilio/}Q^ 4c/\u0026gt;/' lUi'''., //le. tif v sJwol l^lc Cn llE\u0026gt;iV'rJ\u0026lt;r, fr'SEA/b r 7 a A- /o T.e/-id\\jefL by' {'he, ]^\u0026lt;!rli''. Ityl C /jF^.^ 3 ,h.U., lOZ IS fOJ' 'r'\\ /l^l-A re^soy^ Of/J. r---- Pwj bs, PcefJi.^ Jose^l:.l_ /3rA P/MC-Po ,5c,\n^ _____6aj\\,._ ______/iM_ I J ]//' '-/M, Di(' -. P^!- ^F. OliVC Pi-li-l 6L I------ --------------- 1) ly\u0026lt;~./\\/u/lr'\u0026lt;:/j e_r t t S.''-iir'P. y-li.li .i(.,lE\\.i seD,D R.e.nSo'i/ SLiiTiS ___C.e''''P''il ____J'j'\u0026gt;.i_r_ C.E'\\il\u0026gt;-iil _____D3M FM Piitbaltyt^l b'J lie.u-^us^i-j Feu^ fibusS f\u0026gt;i:iC.,fhve' M btn- StiS/i'I.^ . Piyc-ljoli!!^ I (Ji I ^.Z 'it'j 1...A '-J M__ ____73/I ____Adz^____ ..MA .. /3/1 DM__ uM ?D ibr/J aht \u0026amp; iilio/fi.. Tta bt. it^hi ra yiLc Ct'KtlfJfil ---\n' I , fitA.'/zer-guBOagu/ 'ItbpL. Dne^ljlMb M ZeMji,.l fcntji LiM of Saiyu ^loJi iffL. It '...-/I J .i. Psyc/lfllcjiCrt I K^'i-^llejL o-i\" Ejbt- Batt l\u0026gt;u^ plaintiffs! received DEC 2 2 1993 IN THE UNITED STATES DISTRICT COURT Olfice of Desegregation Monitoring EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. 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 RESPONSE OF LRSD TO MOTION TO REQUIRE READMISSION OF CLASS MEMBERS WHO HAVE BEEN EXPELLED FROM THE LITTLE ROCK SCHOOL DISTRICT IN VIOLATION OF THE SCHOOL DISTRICT'S OWN RULES The Little Rock School District (\"LRSD\") or (\"District\"), for its response to the Motion filed by the Joshua Intervenors, states: The LRSD denies each and every allegation contained in the Motion not specifically admitted herein. Further, the LRSD denies that it has violated its own rules and does hereby submit that no hearing is necessary to determine whether the District has disregarded its rules. Based upon reasonable information and belief, the students identified in the pleading have no standing to serve as class members as asserted. have no injuries or damages against the District and can state no cause of action against the District as alleged therein. Namely, a hearing before the LRSD Board of Directors to raise these and other issues on behalf of these students was set for Thursday, December 16, 1993, and was scheduled lnd-puJ.fC8to begin after the regular board meeting. Further, the District learned on the evening of Wednesday, December 15, 1993, that the students would be represented by Attorney John Walker at the hearing on Thursday, December 16. On Thursday, December 16, negotiations occurred back and forth between the representatives of the District and Mr. Walker. Prior to the hearings, a negotiated settlement was reached and all issues were resolved in accordance with the agreeme: among and between the parties. In light of that negotiated resolution, the students were not expelled from the LRSD\nany alleged rule violations were either waived or cured\nit was agreed that the students would remain suspended through the end of the first semester, but would be allowed to take semester examinations and return to school at the beginning of the second semester. The instant Motion was apparently filed prior to the resolution reached by the parties. However, it was filed subsequent to the setting of the Board hearing. Based on the foregoing, it is evident that these students have no cause of action against the District, have no injuries or damages for which relief can be granted. have no standing to represent the alleged class members and are not in need of any hearing as requested in the Motion. Consequently, the Motion should. and must. be denied as being moot. improper for other reasons, or both. Finally, since none of the named students have grounds for any relief and are not proper representatives of any class, the request on behalf of John Doe students cannot be Jrtd-pul.fw 2considered or acted upon at this juncture. Without proper complaining parties, there exists no justiciable controversy. WHEREFORE, the Little Rock School District prays that the Motion filed by the Joshua Intervenors be denied as set forth herein and for other reasons\nthat the District be granted its costs, expenses and attorney's fees incurred herein\nand all other legal and proper relief to which it may be entitled. Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Attorneys for Plaintiff LITTLE ROCK SCHOOL DISTRICT \u0026lt; Jerry L. Malone Bar ID No. 85096 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Response has been served on the following people by depositing copy of same in the United States mail on this ,^/\u0026lt;^^day of December, 1993. Jeirrrryy L. Malone - Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Irad-pul.K* 3 J Mr. Mark Burnett JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Tim Humphries, Esq. Attorney General's Office 200 Tower Building 323 Center Street Little Rock, AR 72201 Jerry L. Malone Ind-puJ.re* 4 RECa 7 C/r* ?' JUL 2 1993 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Ofice 0? Desegrc-gaiiofi ^k-nSoring LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER FILED LAoTER^ GTISr.-T\nRI*C-''T iC -AUORUUkRRATTk\n'.oTRICT ARKANSAS 3 0 1993 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Before the Court are a number of motions filed by the Joshua Intervenors concerning the suspension of students and the Little Rock School District's failure to reinstate or readmit those students. The motions were not accompanied by briefs in support. The Little Rock School District (\"LRSD\") did not file vpn responses to the motions. Instead, it filed a motion to dismiss. also without accompanying brief, to which the Joshua Intervenors (\"Joshua\") responded. In its motion to dismiss, the LRSD contends that this case is not the proper forum in which to litigate individual claims arising from LRSD disciplinary actions. It states the LRSD has an administrative forum for addressing such grievances and that the Court's function in this case is not to fashion individual remedies but to monitor and ensure the implementation of the parties' desegregation plans. In response. Joshua attacks the LRSD's emergency removal policy. Joshua claims that because the emergency removal policy has a disparate impact upon black students it is in violation of the desegregation plan. Upon review of the motions and Joshua's response, the Court finds that the Joshua motions should be denied. The Court finds that this case is not the proper forum for the individual claims of John Doe, John Doe, Eugene Doe, and Perry Doe. If Joshua believes that LRSD policies violate the desegregation plan, those concerns should be brought to the Court but only after they make a good faith effort to resolve their differences without the intervention of the Court. This dispute over the LRSD's emergency removal policy appears to be one that could be resolved by a good faith effort at communication and cooperation. The Court refers the parties to its Order of May 21, 1993, in which it directed the parties to make a good faith effort to resolve those matters that do not, by their nature, require Court intervention or approval. The parties are further reminded that they are bound by the Local Rules of the court in this case just as they are in any other case. IT IS THEREFORE ORDERED that the motion of the LRSD [doc. 1811] is granted\nthe Joshua motions [docs. 1713, 1714, 1722, 1758] are denied. DATED this ^X^^day of , 1993. UNITED STATES DISTRICT JUDGE -2- OOMPLIANCE rule 58 ON BY mop L^CE WITH IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF 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 ORDER Before the Court are a number of motions which the Court now addresses: (1) motion by the Joshua intervenors (\"Joshua\") for ruling on their request that incentive school benefits, including scholarship benefits. follow the incentive school children vs. a [doc.#1929]\n(2) motion by Joshua requesting the Court to address certain issues regarding the budget process of the Little Rock School District (\"LRSD\") [doc.#1949]\n(3) motion by Joshua to require the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules [doc.#2051]\nand (4) motion by the LRSD for approval of school construction at Jefferson Elementary [doc.#2090]. I. Joshua moves for a ruling on their request that incentive school benefits, including scholarship benefits. follow the incentive school children [doc.#1929]. Joshua also requests the Court to address the following issues regarding the budget process of the LRSD [doc.#1949]: (1) whether the LRSD is required to double fund the incentive schools\n(2) whether, pursuant to the double funding, the LRSD is required to provide scholarship incentives and awards to students who attend or have attended those schools since the settlement plan\n(3) whether the LRSD is required to provide training and educational opportunities related to potential placement in teaching positions in the LRSD to black parents and others who are placed as aides\n(4) whether incentive school personnel who are required to work extended day and extended year programs are entitled to extra compensation for that extra work\nand (5) whether the Ish children are entitled to receive all of their promised incentive school benefits when they attend King Elementary School. The Court denies without prejudice Joshua's motion for a ruling on their request that incentive school benefits, including scholarship benefits. follow the incentive school children. Joshua's motion was filed on August 2, 1993. Ten days after filing the motion, at the August 12, 1993 hearing on the LRSD budget, counsel for Joshua requested that instead of a hearing on this matter, the parties should first be \"directed to sit and try to work this out. tl Transcript, at 10. Joshua went on to state that it is important for Joshua to sit with the school district and in good faith try to resolve these issues without judicial intervention. Id. at 11. The Court agrees and will defer addressing the matters raised in Joshua's motion until such time as -2-the record reflects that the parties have unsuccessfully attempted to resolve the matter without court intervention. The Court likewise denies without prejudice Joshua's motion that the Court address certain issues regarding the budget process of the LRSD. The Court is currently addressing the budget process of the LRSD in an ongoing manner and will continue to do so on its own terms or that of the Eighth Circuit. Moreover, Joshua's motion consists of mere one and a quarter pages (four complete a sentences) and simply does not set forth sufficient grounds for granting the requested relief. II. Joshua moves for an order requiring the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules [doc.#2051], Joshua states that the LRSD \"did not give the parents of the students recommended for expulsion either notice by certified U.S, mail or by hand delivery of the recommendation for expulsion and the reasons for it. Nor did the district give these parents the date, hour and place that the school board would consider and act upon the recommendation. Nor did the school district conduct a hearing within ten days of the suspension of the students\nnor was a list of witnesses who would furnish information supporting the principal's recommendation made available to the students at least forty-eight days before the ten day hearing period.\" Joshua contends that the LRSD has failed to follow its own rules regarding due process and that because of that -3-fact, ths students ars entitled to readmission immediately. As authority for this motion, Joshua cites this Court's previous orders and the desegregation plan. The LRSD has responded to this motion by asserting that the matter is now moot. Specifically, the LRSD states that on December IS, 1993, representatives of the LRSD and counsel for Joshua reached a negotiated settlement and all issues were resolved in accordance with the agreement among arid between the parties. In this regard, the LRSD states that \"the students were not expelled from the LRSD\nany alleged rule violations were either waived or cured\nit was agreed that the students would remain suspended through the end of the first semester, but would be allowed to take semester examinations and return to school at the beginning of the second semester.\" The LRSD states that the motion now before the Court apparently was filed prior to the settlement agreement. In light of the settlement agreement apparently reached between the parties, the Court finds that Joshua's motion for an order requiring the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules should be and hereby is denied as moot. Joshua may refile the motion if the matter is not moot, or if new and relevant circumstances have arisen that would give rise to any relief. III. The LRSD has filed motion for approval of school a construction at Jefferson Elementary [doc.#2090]. By order dated -4'April 29, 1993 , the Court denied the request for approval of construction at Jefferson, stating that the LRSD may repetition the Court for approval of the Jefferson construction after the attendance zones for the King Interdistrict school are firm and court-approved. In addition, the Court requested the following information: the current capacity of Jefferson\nany changes in school capacity that will result from the proposed construction\nand the precise number of portable buildings that will remain at the school as a result of the proposed construction. The LRSD has provided the requested information in the motion now before the Court. Having carefully reviewed the information, the Court finds that LRSD's motion for approval of school construction at Jefferson Elementary should be and hereby is granted. However, any new space generated by the construction must be dedicated to the use described in LRSD's motion. Any alternative use would have to be approved by the Court. IV. In sum, the Court denies without prejudice Joshua's motion for a ruling on their request that incentive school benefits, including scholarship benefits, follow the incentive school children, denies without prejudice Joshua's motion that the Court address certain issues regarding the budget process of the LRSD, denies without prejudice Joshua's motion for an order requiring the readmission of class members who have been expelled from the LRSD, and grants the -5-LRSD's motion for approval of school construction at Jefferson Elementary, IT IS SO ORDERED this day of April 1994. STATES dist: 21^ jlSTSlCT JUDGE -6-\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eUnited States. District Court (Arkansas: Eastern 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_413","title":"Discipline, management report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1992/1993"],"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 discipline","School management and organization","Educational statistics"],"dcterms_title":["Discipline, management report"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/413"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nRecidivism Report - Black/White Year: 93 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BF WM WF Senior High CENTRAL 58 39 14 3 FAIR 98 62 34 17 HALL 96 32 45 12 MCCLELLA 69 22 14 1 METRO 24 3 4 2 PARKVIEW 22 4 10 1 Junior High CLOVR JR 72 44 22 7 DUNBAR 105 69 29 11 FORST HT 116 77 17 11 HENDERSN 131 75 10 2 MABEL JR 72 50 16 7 MANN M/S 52 29 23 3 PUL HT J 113 41 24 4 SOUTHWST 123 47 26 10 Elementary BALE 1 0 2 0 BASELINE 4 0 0 0 BOOKER 18 5 3 1 BRADY 8 0 0 0 CARVER 3 5 1 0 CHICOT 6 1 6 0 CLOVR EL 5 0 3 0 DODD 11 4 8 1 FAIR PRK 8 4 1 0 FORST PK 10 3 1 0 FULBRIGH 2 1 0 1 GARLAND 7 1 0 0 GEYER SP 6 5 0 0 Wednesday, July 28,1999 received AUG 8 1999 OFFICE OF DESEGREGATION MONITORINQ OM OF Total 2 0 116 0 0 211 3 0 188 0 0 106 0 0 33 0 1 38 Senior High 692 0 0 145 0 0 0 0 1 0 1 Junior High 0 1 0 0 0 0 0 0 0 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 215 221 219 145 108 182 207 1442 3 5 27 8 9 13 8 24 13 14 4 9 11 Page 1 of 2Recidivism Report - Black/White Year: 93 Quarter: 1 Quarter: 4 Counts Each Student Once LEVEL SCHOOL BM BF WM WF OM OF Total Elementary GIBBS 1 1 0 0 0 0 2 ISH 7 0 0 0 0 0 7 JEFFRSN 2 0 2 0 0 0 4 MABEL EL 4 4 6 0 0 0 14 MCDERMOT 8 4 3 0 0 0 15 2 MEADCLIF 17 22 2 1 0 0 MITCHELL 4 1 2 0 0 0 7 OTTER CR 6 1 0 0 0 0 7 PUL HT E 19 27 5 3 0 0 0 RIGHTSEL 3 0 0 0 0 0 3 ROCKFELR 19 30 8 2 1 0 0 ROMINE 1 1 0 0 0 0 2 STEPHENS 9 2 0 0 0 0 11 TERRY 8 1 0 0 0 0 9 WAKEFIEL 6 1 0 0 0 0 7 WASHNGTN 8 1 0 0 0 0 9 WATSON 18 26 WEST HIL 10 18 4 3 1 0 0 4 4 0 0 0 WILSON 1 0 1 0 0 0 2 WOODRUFF 3 2 3 0 0 0 8 Elementary 378 Wednesday, July 28,1999 Grand Total noEm 2512 Page 2 of 2LllILt KUtll. M-nUUU UlblKlUI u:\u0026gt;nKU UH/cuz yH rMuc SCHOOL: 001 CENTRAL HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BH BF BLK TOT UM WF FROM DATE: UHT TOT BM DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BH BF BLK TOT UM WF UHT TOT BLK WHT TOT Drug/A 1 CLASS K 1 131 SUBTOTAL 1 1 1 1 1 1 1 1 Foul Lan 1 110 CLASS 07 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Harass LeftSchl Ref Ruis Ref Det Snnking Foul Lan Drugs 1 Tardies Assault Battery Gambli ng Dis Cond V As Sf Pos Ueap Poss Exp Gang Hem 1 1 1 1 1 1 1 1 1 2 2 2 2 3 3 3 3 030 040 050 062 090 100 110 132 133 010 020 050 110 072 090 100 123 b 1 3 5 8 8 1 2 14 1 4 1 8 CLASS 10 SUBTOTAL Fighting LeftSchl Ref Ruis Ref Det Smoking Foul Lan Drug/A 1 Assault Dis Cond Paging D V As Sf Poss Exp 1 1 1 1 1 1 1 2 2 2 3 3 030 050 062 090 100 110 131 010 110 123 072 100 CLASS 11 SUBTOTAL Fighting Ref Ruis Ref Det Smoking Foul Lan Drugs 1 1 1 1 1 1 1 030 062 090 100 no 132 3 1 2 3 5 1 3 1 2 2 1 2 2 1 1 1 1 2 1 1 2 1 1 4 1 4 1 1 2 1 2 1 32 18 1 50 1 1 1 1 1 1 1 1 1 4 2 6 8 8 1 1 6 6 2 2 3 1 6 1 8 2 4 1 1 1 2 12 1 1 4 5 1 2 1 2 1 1 1 1 1 1 1 2 11 23 1 4 1 4 2 2 1 1 5 3 1 2 6 3 1 2 1 2 1 2 1 14 1 4 7 8 5 1 3 5 4 1 5 2 3 1 2 2 1 64 8 2 4 1 5 1 2 2 25 6 3 1 2 1 1 6 1 2 1 1 5 2 1 14 1 4 1 9 2 5 1 5 5 4 1 5 2 3 1 1 70 8 2 4 2 2 5 1 2 1 2 1 30 6 3 1 2 3 1FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 001 CENTRAL HIGH SCHOOL SANCTIONS OFFENCE LVL CODE BH BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT UM UF UHT TOT BH BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM WF UHT TOT BLK UHT TOT Assault Dis Cond V As Sf Poss Gun Pos Ueap CLASS 12 2 2 3 3 3 010 110 072 OSO 090 2 2 SUBTOTAL SCHOOL SUBTOTAL 1 1 1 1 1 1 2 1 1 4 11 15 3 3 2 2 1 1 1 1 1 1 17 1 1 5 2 1 1 1 1 22 49 41 90 11 2 13 12 12 2 2 6 6 1 1 108 16 124SCHOOL: 002 HALL HIGH SCHOOL OUT OF SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: SANCTIONS LONG TERM OFFENCE LVL CODE BH BF BLK TOT UH UF UHT TOT BH BF BLK TOT UM UF 6/30/93 UHT TOT BH BF EXPELLED BLK TOT UH UF UHT TOT BLK TOTAL UHT TOT LeftSchl CLASS K 1 050 SUBTOTAL 1 1 1 1 1 1 1 1 Dishon. fighting LeftSchl Ref Ruis Ref Det Smoking Foul Lan Drug/A 1 Drugs 1 Tardies Assault Battery Theft Gantiling Loiter Mischief Ind Exp Dis CoixJ Paging D Alcohol2 Ass Staf V As Sf Other of 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 4 010 030 050 062 090 100 no 131 132 133 010 020 030 050 070 080 100 110 123 020 071 072 000 1 10 5 21, 15 1 9 3 3 2 7 4 7 1 13 7 31 19 1 16 3 CLASS 10 SUBTOTAL Dishon. Fight i ng LeftSchl Ref Ruts Ref Det Smoking Foul Lan Drug/A 1 Drugs 1 Tardies Ganfcling Loiter Dis Cond Smoke 2 Forgery Atcohol2 V As Sf 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 3 3 010 030 050 062 090 100 110 131 132 133 050 070 110 121 122 020 072 1 2 2 1 6 3 1 84 1 3 4 20 2 7 1 1 2 2 1 2 1 3 1 1 1 26 1 2 11 2 1 2 1 3 2 1 6 4 2 110 1 t, 6 31 4 8 4 1 1 2 2 1 2 1 5 1 7 3 4 4 2 2 2 1 1 1 2 1 8 3 5 It 4 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 1 1 29 4 1 3 5 It 1 1 1 33 4 1 5 2 2 1 7 6 1 1 1 1 5 5 1 1 1 2 2 1 2 1 1 1 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 13 7 31 19 1 16 3 1 4 1 8 3 5 4 4 2 2 1 J 1 6 1 6 1 1 3 120 1 4 6 31 4 8 !, 1 1 2 Z 1 2 2 6 1 2 1 1 1 36 1 7 6 2 2 2 2 2 1 2 1 1 14 15 34 24 5 20 5 2 2 4 2 3 1 6 1 1 6 3 1 1 4 1 156 2 4 13 37 4 2 10 6 3 3 2 2 2 2 3 2 6SCHOOL: 002 HALL HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT WH WF FROM DATE: WHT TOT BM DISCIPLINE BY REASON CODE 8/15/92 TO DATE: SANCTIONS LONG TERM- BF BLK TOT WM WF 6/30/93 WHT TOT BM BF EXPELLED BLK TOT WH WF WHT TOT 8LK TOTAL WHT TOT Pos Weap CLASS 11 3 090 SUBTOTAL 54 19 73 17 10 27 2 2 2 3 2 3 75 2 30 2 105 Dishon. Fighting Harass LeftSchl Ref Ruis Ref Det Snwking Foul Lan Drug/A 1 Tardies Assault Theft Loiter Dis Cond Forgery Paging 0 Arson V As Sf Poss Gun Pos Weap 1 1 1 1 1 1 1 1 1 1 2 2 2 Z z z 3 3 3 3 010 030 040 050 062 090 100 110 131 133 010 030 070 110 122 123 060 072 080 090 1 1 1 7 10 3 4 1 1 1 3 2 1 2 CLASS 12 SUBTOTAL 38 SCHOOL SUBTOTAL 177 1 1 1 1 1 5 50 1 2 1 7 11 3 1 4 1 1 1 4 3 1 2 43 227 2 1 1 2 Z 1 2 1 1 1 14 60 1 1 1 1 4 18 2 2 1 2 2 1 3 1 2 1 1 1 1 1 1 18 78 1 7 1 '1 2 1 2 9 5 5 1 1 6 6 1 1 1 2 1 7 11 3 1 4 1 1 1 4 3 1 1 2 1 1 46 242 2 2 1 2 2 1 3 1 2 1 1 18 84 3 4 1 8 13 5 1 I, 5 1 2 1 1 5 3 1 1 3 1 1 64 326LllILt KUL^ scnuuL Uiainibi FRCW DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 003 HANN HATH/SCIENCE MAGNET SANCTIONS OFFENCE LVL CODE BH BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT WM UF WHT TOT BH BF BLK TOT UH UF WHT TOT BM BF BLK TOT UM WF WHT TOT BLK UHT TOT Fighting Ref Ruis Foul Lan Theft Dis Cond V As Sf 1 1 1 2 2 3 030 062 110 030 110 072 8 10 4 1 B 8 3 16 18 7 1 4 1 1 4 1 4 5 2 1 1 16 18 7 1 1 4 5 2 CLASS 07 SUBTOTAL 23 19 42 1 7 5 1 12 1 1 43 1 12 20 23 9 1 1 1 55 Fighting Ref Ruis Ref Det Foul Lan Assault Theft Gambling Dis Cond Arson V As Sf 1 1 1 1 2 2 2 2 3 3 030 062 090 110 010 030 050 110 060 072 12 17 1 2 3 1 8 1 9 2 1 CLASS 08 SUBTOTAL 45 1 1 14 21 19 2 2 3 1 8 1 1 1 59 5 1 1 1 S 1 1 2 5 2 1 1 1 10 21 19 2 2 3 1 8 1 1 1 59 5 2 1 1 1 10 26 21 3 2 4 2 8 1 1 1 69 Fighting Harass Ref Ruis Ref Det Smok i ng Foul Lan Assault Ganibling Dis Cond Ass Staf V As Sf 1 1 1 1 1 1 2 2 2 3 3 030 040 062 090 100 110 010 050 110 071 072 8 2 8 1 2 1 1 t, 3 3 2 1 CLASS 09 SUBTOTAL 27 1 1 11 Ref Ruis 1 062 CLASS 11 SUBTOTAL SCHOOL SUBTOTAL 95 44 11 2 11 3 3 1 1 4 1 1 38 139 5 5 3 3 11 2 11 3 5 3 3 2 2 3 2 2 15 IS 1 1 1 1 3 1 1 4 1 2 39 3 2 2 15 16 2 14 3 3 5 3 1 4 1 2 54 2 2 2 2 2 2 2 2 32 7 39 1 1 1 1 141 39 180FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 004 METROPOLITAN VO-TECH ED CENTER SANCT IONS OFFENCE LVL CODE BH BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT WM UF UHT TOT BH BF BLK TOT UM WF UHT TOT BM BF BLK TOT UH WF UHT TOT BLK WHT TOT fighting LeftSchl Ref Ruis Assault Mischief Dis Cond 1 1 1 2 2 2 030 050 062 010 080 110 1 3 3 1 2 1 5 3 1 1 5 3 1 CLASS 10 SUBTOTAL 1 9 2 1 11 1 1 1 1 1 11 1 1 1 5 3 1 1 1 12 Fighting LeftSchl Ref Ruis Foul Lan Assault 1 1 1 1 2 050 050 062 110 010 5 5 5 CLASS 11 SUBTOTAL 2 1 2 10 2 1 2 10 2 2 1 1 3 3 2 1 2 10 3 3 5 3 2 1 2 13 Fighting LeftSchl Ref Ruis Assault Paging D 1 1 1 2 2 030 050 062 010 123 2 2 1 1 1 2 2 2 1 1 CLASS 12 SUBTOTAL 6 1 7 1 1 3 1 1 1 1 1 1 4 2 2 2 1 7 1 1 1 1 4 2 3 3 2 1 11 SCHOOL SUBTOTAL 25 3 28 6 2 8 28 8 36 I I iLllILC KUVK aunuuL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 005 PARKVIEW ARTS/SCIENCE MAGNET SANCTIONS OUT OF SCHOOL LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BH BF BLK TOT UH UF UHT TOT BH BF BLK TOT UH UF UHT TOT BM BF BLK TOT UH WF UHT TOT BLK WHT TOT Ref Ruis 1 062 CLASS 09 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Ref Ruis Smoking Drug/A 1 Theft Poss Gun 1 1 1 1 2 3 030 062 100 131 030 080 3 8 2 1 5 9 1 1 1 1 1 4 2 1 1 4 3 5 9 CLASS 10 SUBTOTAL 12 A 16 7 1 8 1 1 1 1 1 1 1 17 1 4 3 8 6 13 3 1 1 1 25 Dishon. Fighting In Riot 1 1 3 010 030 120 1 1 2 2 CLASS 11 SUBTOTAL 1 1 2 2 1 1 1 1 1 1 2 2 2 2 1 1 4 Fighting Ref Ruis Foul Lan Assault Mischief Paging D Ass Staf 1 1 1 2 2 2 3 030 062 110 010 080 123 071 5 2 1 6 2 6 2 CLASS 12 SUBTOTAL SCHOOL SUBTOTAL 1 1 1 1 1 1 9 1 10 23 5 28 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 12 1 1 2 6 2 1 1 2 1 1 14 11 1 12 2 2 2 2 32 12 44UllILt KUL^ bLMUUL U15IK1UI SCHOOL: 006 BOOKER ARTS MAGNET SCHOOL OUT Of SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF U(TT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Fighting Dis Cord CLASS 01 1 2 030 110 SUBTOTAL 3 1 3 1 4 3 1 4 3 1 4 Assault 2 010 CLASS 02 SUBTOTAL 1 1 1 1 1 1 1 1 Fight ing Assault 1 2 030 010 CLASS 03 SUBTOTAL 2 1 3 2 1 3 2 1 3 2 1 3 Ref Ruis Assault Battery Other of 1 2 2 4 062 010 020 000 CLASS 04 SUBTOTAL 6 3 1 1 11 1 1 6 4 1 1 12 2 2 2 2 6 4 1 1 12 2 2 8 4 1 1 14 Fighting Ref Ruis 1 1 030 062 CLASS 05 SUBTOTAL 3 3 3 3 1 1 1 1 3 3 1 1 1 3 4 Fighting Ref Ruis Drug/A 1 Assault Battery Pos Ueap 1 1 1 2 2 3 030 062 131 010 020 090 2 7 1 1 6 1 1 2 13 1 2 1 1 1 2 13 1 2 1 1 CLASS 06 SUBTOTAL 11 8 19 1 2 1 2 19 1 2 3 13 1 2 1 1 21 SCHOOL SUBTOTAL 33 9 42 4 1 5 42 5 47SCHOOL: 014 ALTERNATIVE LEARNING CENTER OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UM UF FROM DATE: UHT TOT BM DISCIPLINE BY REASON CODE 8/15/92 TO DATE: SANCTIONS LONG TERM BF BLK TOT UM UF 6/30/93 UHT TOT BM BF EXPELLED BLK TOT UM UF UHT TOT BLK TOTAL WHT TOT fighting Foul Lan Mischief Ind Exp Dis Cond V As Sf 1 1 2 2 2 3 030 110 OSO 100 110 072 2 1 1 2 1 1 CLASS 07 SUBTOTAL 4 4 2 4 1 7 2 2 2 6 1 9 2 1 1 2 6 1 13 2 1 1 2 6 1 13 Mischief Dis Cond Ass Staf V As Sf 2 2 3 3 080 110 071 072 1 1 1 1 1 CLASS 08 SUBTOTAL 1 1 1 1 1 2 1 1 2 1 1 1 1 4 1 2 1 1 5 1 1 1 3 1 1 6 Fighting Harass Dis Cond 1 1 2 030 040 110 CLASS 09 SUBTOTAL 1 1 2 4 1 1 2 4 1 1 2 2 3 3 1 1 5 7 1 1 5 7 SCHOOL SUBTOTAL 8 1 9 1 1 10 6 16 25 1 26I I UC RWtN Otnvuu WIJIIMV FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 015 CLOVERDALE JUNIOR HIGH SCHOOL SANCTIONS OUT OF SCHOOL LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BH BF BLK TOT UM UF UHT TOT BH BF BLK TOT UH UF UHT TOT BM BF BLK TOT UM WF UHT TOT BLK UHT TOT Fighting CLASS 1 030 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Ref Ruis Foul Lan Tardies Mischief Dis Cond Paging D V As Sf Pos Weap 1 1 1 1 2 Z z 3 3 030 062 110 133 080 110 123 072 090 12 10 1 5 4 1 17 14 1 1 3 1 1 CLASS 07 SUBTOTAL 23 1 11 1 31. 5 1 1 2 4 2 1 3 3 7 4 1 5 3 4 1 8 2 2 1 1 2 2 1 1 17 14 1 1 4 2 3 1 4 2 42 2 1 10 21 16 1 1 1 3 2 5 2 52 Fighting Harass Ref Ruis Foul Lan Drugs 1 Tardies Battery Ind Exp Dis Cond V As Sf Ueapon Other of 1 1 1 1 1 1 2 2 2 3 3 4 030 040 062 110 132 133 020 100 110 072 121 000 6 1 28 2 9 8 15 1 36 2 1 7 4 4 15 1 36 Z 7 I, CLASS 08 SUBTOTAL Fighting LeftSchl Ref Ruis Foul Lan Drug/A 1 Assault Dis Cond V As Sf Pos Weap Other of 1 1 1 1 1 2 Z 3 3 U 030 050 062 110 131 010 110 072 090 000 CLASS 09 SUBTOTAL SCHOOL SUBTOTAL 2 2 3 44 8 9 4 1 1 2 25 93 1 3 1 1 - 1 1 1 3 1 1 1 19 10 1 5 1 1 18 48 4 63 12 12 5 2 2 1 7 3 1 1 1 1 1 1 1 1 8 3 11 1 1 2 Z Z 9 4 1 4 76 1 1 14 22 1 40 2 1 3 1 1 10 4 1 4 90 18 1 14 5 2 1 1 2 1 2 43 141 Z 5 1 20 3 2 2 2 1 2 1 4 3 1 1 4 5 3 8 1 1 1 18 1 14 5 2 2 2 1 1 2 2 3 1 1 1 1 1 1 2 5 3 1 2 51 2 1 1 9 20 1 16 6 2 2 6 3 2 2 60 23 18 9 Z7 3 1 2 2 1 2 3 170 33 203LllILt KUCK iUltUUL UlilKlUl ouanive SCHOOL: 007 DUNBAR INT'L STUDIES MAGNET JH OUT OF SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE\n6/30/93 OFFENCE LVL CODE BH BF BLK TOT UM UF UHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UH UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Dishon. Fighting Harass LeftSchl Ref Ruis Foul Lan Orug/A 1 Tardies Ganibling Mischief Dis Cond forgery V As Sf 1 1 1 1 1 1 1 1 2 2 2 2 3 010 030 040 050 062 110 131 133 050 080 110 122 072 1 17 1 2 22 1 7 1 1 CLASS 07 SUBTOTAL 1 1 55 9 2 26 2 1 17 1 26 3 2 48 3 1 24 1 1 8 8 2 2 57 1 1 112 12 1 1 3 5 3 1 5 2 2 4 17 2 2 4 1 1 1 1 1 26 3 2 48 3 1 24 1 1 4 1 2 117 8 3 1 5 17 1 34 3 2 51 4 1 29 1 1 4 1 2 134 Fighting Harass LeftSchl Ref Ruis Ref Det Foul Lan Drug/A 1 Tardies Assault Battery Mischief Dis Cond Alcohol2 V As Sf Pos Ueap In Riot Other of 1 1 1 1 1 1 1 1 2 2 2 2 3 3 3 3 4 030 040 050 062 090 110 131 133 010 020 080 110 020 072 090 120 000 24 2 41 1 4 1 15 1 1 CLASS 08 SUBTOTAL 90 13 37 9 2 7 1 1 33 2 50 1 6 1 22 5 1 1 9 3 1 1 I, 2 1 1 1 1 123 18 1 10 8 1 1 10 37 1 I, 1 1 1 28 1 2 6 9 1 1 2 1 3 7 11 1 1 1 1 1 2 1 1 1 1 1 1 1 2 50 1 6 1 22 1 3 2 10 1 1 1 1 8 1 1 10 1 4 1 1 1 1 2 2 3 2 5 139 1 30 45 1 3 60 1 7 1 26 1 4 3 10 1 2 2 1 1 169 Dishon. Fighting LeftSchl Ref Ruis Bus Regs Drug/A 1 Tardies Assault Battery Mischief Ind Exp 1 1 1 1 1 1 1 2 2 2 2 010 030 050 062 070 131 133 010 020 080 100 1 7 8 1 15 2 1 1 20 9 29 6 5 2 5 8 2 1 1 5 2 3 1 2 1 1 5 2 2 1 2 1 1 1 1 15 29 5 8 2 1 3 1 2 1 1 5 2 1 1 18 1 31 1 6 13 2 1 2 1LlliLt KUUK a^-nuuL upmivi UWOI'IIKt* SCHOOL: 007 DUNBAR INT'L STUDIES MAGNET JH OUT OF SCHOOL OFFENCE LVL CODE BH BF BLK TOT UM UF FROM DATE: UHT TOT BM DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SANCTIONS LONG TERM- EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BH BF BLK TOT UM UF UHT TOT BLK WHT TOT Dis Cond Ass Staf V As Sf Pos Ueap In Riot Gang Hcni Other of CLASS 09 2 3 3 3 3 3 4 no 071 072 090 120 123 000 1 1 12 5 17 1 1 SUBTOTAL 2 2 1 1 2 2 1 1 Other of CLASS 11 4 000 SUBTOTAL SCHOOL SUBTOTAL 3 1 41 24 3 1 65 14 2 16 15 7 22 1 1 1 1 2 18 1 2 2 1 3 1 89 1 17 18 1 3 2 1 3 1 106 1 1 1 1 1 1 1 1 187 114 301 44 17 61 26 11 37 2 1 3 4 4 8 346 64 410SCHOOL: 008 FAIR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UH UF FROM DATE: UHT TOT BM DISCIPLINE BY REASON CODE 8/15/92 TO DATE: SANCTIONS LONG TERM BF BLK TOT UH UF 6/30/93 UHT TOT BM BF EXPELLED BLK TOT UM UF UHT TOT BLK TOTAL UHT TOT Ref Ruis CLASS K 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 fighting Harass LeftSchl Ref Ruis Ref Det Foul Lan Tardies Battery Dis Cond Forgery Paging D V As Sf Pos Ueap Other of 1 1 1 1 1 1 1 2 2 2 2 3 3 4 030 040 050 062 090 110 133 020 110 122 123 072 090 000 6 1 3 38 3 9 3 7 1 4 23 1 3 2 13 2 7 61 4 12 5 1 2 1 CLASS 10 SUBTOTAL Fighting Harass LeftSchl Ref Ruis Foul Lan Battery Dis Cond Forgery Paging D Poss Gun In Riot Other of 1 1 1 1 1 2 2 2 2 3 3 t, 030 040 050 062 110 020 110 122 123 080 120 000 CLASS 11 SUBTOTAL Fighting LeftSchl Ref Ruis Ref Det Smoking Foul Lan Orug/A 1 Tardies Battery Dis Cond F-T rtnint Other of 1 1 1 1 1 1 1 1 2 2 3 b 030 050 062 090 100 110 131 133 020 110 050 000 1 1 2 4 3 6 1 2 2 1 1 1 2 2 3 1 3 1 5 1 1 2 b 1 1 1 1 1 1 1 1 1 70 44 1 114 5 7 12 9 2 11 1 1 1 1 1 1 2 13 2 7 61 4 12 5 2 8 3 2 4 2 2 127 1 3 6 1 1 12 14 2 10 67 4 13 5 2 8 3 2 5 2 2 139 3 1 6 9 1 2 2 4 9 1 4 25 1 19 44 1 1 14 2 4 1 18 2 1 1 1 1 1 1 1 1 1 3 1 3 1 1 1 1 1 1 44 1 1 4 1 1 1 18 2 2 1 34 25 1 59 19 7 26 4 4 1 1 1 1 1 1 1 1 64 1 28 13 1 1 62 3 1 6 1 1 1 1 1 92 8 1 19 1 3 2 10 1 11 3 29 2 7 2 5 1 1 3 12 2 3 1 1 5 10 3 1 4 2 1 1 3 1 2 8 10 4 1 4 11 3 29 2 2 1 1 1 1 12 2 3 1 1 1 1 2 8 10 4 1 4 2 13 11 39 6 1 16 2 5 1 1 1 1SCHOOL: 008 FAIR HIGH SCHOOL OUT OF SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: SANCTIONS LONG TERM OFFENCE LVL CODE BM BF BLK TOT UM UF UHT I TOT BM BF BLK TOT UM UF CLASS 12 SUBTOTAL 40 24 64 26 5 31 SCHOOL SUBTOTAL 145 93 238 50 19 69 13 2 15 1 6/30/93 UHT TOT BH 2 BF EXPELLED BLK TOT 2 UM UF UHT TOT BLK 66 TOTAL UHT 31 TOT 97 1 4 1 5 1 1 258 71 329SCHOOL: 012 HC CLELLAN HIGH SCHOOL OUT OF SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE\nSANCTIONS LONG TERM- OFFENCE LVL CODE BH BF BLK TOT UM UF UHT TOT BH BF BLK TOT UM UF 6/30/93 UHT TOT BM BF EXPELLED BLK TOT UM UF UHT TOT BLK TOTAL UHT TOT Fighting LeftSchl Ref Ruis Ref Det Smok i ng Foul Lan Drug/A 1 Drugs 1 Tardies Battery Theft Ind Exp Dis Cond Forgery V As Sf Poss Gun Pos Ueap Assembly 1 1 1 1 1 1 1 1 1 2 2 2 2 2 3 3 3 3 030 050 062 090 100 110 131 132 133 020 030 100 no 122 072 080 090 122 17 6 12 9 2 1 26 6 14 1 1 4 2 1 1 5 2 26 6 14 1 1 5 2 CLASS 10 SUBTOTAL Fighting Ref Ruis Foul Lan Drug/A 1 Assault Dis Cond Paging D Poss Gun Poss Exp 1 1 1 1 2 2 2 3 3 030 062 110 131 010 110 123 080 100 CLASS 11 SUBTOTAL Fighting Ref Ruis Foul Lan Drug/A 1 Drugs 1 Hischief Dis Cond V As Sf Pos Ueap 1 1 1 1 1 2 2 3 3 030 062 110 131 132 080 110 072 090 CLASS 12 SUBTOTAL SCHOOL SUBTOTAL 1 2 1 2 2 1 1 45 7 2 2 1 12 3 6 2 1 2 14 71 1 1 1 15 1 1 1 3 1 1 19 2 2 1 2 2 2 1 1 60 7 2 3 1 1 1 15 3 6 3 1 2 15 90 1 1 2 2 1 2 2 1 2 7 1 9 1 1 1 1 2 2 1 2 2 1 12 1 1 2 1 10 1 11 1 1 4 7 11 1 1 1 2 1 2 2 2 1 1 Ti 2 U 27 11 16 1 1 2 2 2 1 2 2 1 13 1 1 2 1 1 87 1 1 1 1 2 2 2 1 1 2 3 2 1 1 1 1 1 2 2 7 1 8 1 1 1 1 7 2 3 1 2 5 2 1 1 2lt 1 1 1 3 8 3 3 1 2 5 2 2 1 27 1 1 3 6 3 1 2 1 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 14 1 15 12 8 20 2 2 1 1 17 1 3 4 6 3 1 2 1 1 1 , 1 20 4 4 3 3 114 20 134SCHOOL: 009 FOREST HEIGHTS JR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE 8H BF BLK TOT UM UF little rock school DISIKICI FROM DATE: UHT TOT BM DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BH BF BLK TOT UM UF UHT TOT BLK UHT TOT Forgery CLASS 2 122 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Harass LeftSchl Ref Ruis Foul Lan Assault Battery Theft Loi ter Dis Cond Paging D Ass Staf V As Sf Other of 1 1 1 1 1 2 2 2 2 2 2 3 3 4 030 040 050 062 110 010 020 030 070 110 123 071 072 000 32 1 18 10 2 3 21 1 1 10 9 53 2 1 28 19 2 3 4 2 1 2 1 2 1 2 1 1 4 1 4 1 1 1 1 53 2 1 28 19 2 4 4 1 4 CLASS 07 SUBTOTAL 1 68 44 1 112 1 8 4 1 12 2 1 1 5 1 1 2 3 1 1 1 7 1 5 1 1 1 1 119 1 1 1 12 57 2 2 32 19 2 4 1 2 5 1 1 1 2 131 Fighting LeftSchl Ref Ruis Foul Lan Drugs 1 Tardies Assault Battery Theft Gambling Loiter Dis Cond Forgery Paging D Ass Staf V As Sf Pos Ueap 1 1 1 1 1 1 2 2 2 2 2 2 2 2 3 3 3 030 050 062 110 132 133 010 020 030 050 070 110 122 123 071 072 090 32 4 28 10 1 6 3 3 1 1 7 2 11 9 1 4 39 6 39 19 1 7 3 7 1 1 1 1 2 1 2 1 2 1 2 3 1 1 1 3 1 2 3 2 2 39 6 39 19 1 7 5 12 1 1 2 1 2 3 1 2 2 CLASS 08 SUBTOTAL Oishon. Fighting Harass LeftSchl Ref Ruis Foul Lan Tardies 1 1 1 1 1 1 1 010 030 040 050 062 110 133 2 5 2 5 4 1 1 1 1 1 1 96 34 130 5 8 13 1 1 1 1 2 6 6 12 1 1 3 1 6 1 1 1 3 1 7 6 5 1 1 5 1 149 2 1 1 1 14 41 7 41 19 1 10 5 13 1 1 2 7 6 1 1 6 1 163 9 1 1 10 8 2 1 11 3 7 1 20 1 1 13 15 2 3 6 3 6 1 1 1 20 1 1 14 15 2 3 6 1 . 20 1 1 17 21 2SCHOOL: 009 FOREST HEIGHTS JR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BH BF BLK TOT UM UF FROM DATE: UHT TOT BM DISCIPLINE BY REASON CODE 8/15/92 TO DATE: SANCTIONS LONG TERHBF BLK TOT UM UF 6/30/93 UHT TOT BH BF EXPELLED BLK TOT UM UF UHT TOT BLK TOTAL UHT TOT Assault Battery Gambling Dis Cond Forgery V As Sf In Riot Gang Hem CLASS 09 2 2 2 2 2 3 3 3 010 020 050 110 122 072 120 123 2 1 1 1 1 2 1 1 1 1 1 1 1 SUBTOTAL 36 23 59 11 1 Foul Lan CLASS 12 1 110 SUBTOTAL 1 1 1 1 SCHOOL SUBTOTAL 200 102 302 24 14 1 1 1 1 2 1 12 38 2 1 3 2 1 1 4 2 1 1 4 1 1 1 1 2 1 1 3 1 2 1 1 66 1 1 2 13 2 2 2 3 1 4 1 1 79 13 9 22 1 1 10 1 11 1 1 1 1 1 1 335 40 375SCHOOL: 013 HENDERSON JUNIOR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BH BF BLK TOT UM UF Ref Ruis 1 062 CLASS 06 SUBTOTAL 1 1 1 1 FROM DATE: UHT TOT BM DISCIPLINE BY REASON CODE 8/15/92 TO DATE: SANCTIONS LONG TERM BF BLK TOT UM UF 6/30/93 UHT TOT BM BF EXPELLED BLK TOT UM UF UHT TOT BLK 1 1 TOTAL UHT TOT 1 1 F ighting Harass LeftSchl Ref Ruis Ref Det Foul Lan Battery Dis Cond Forgery V As Sf 1 1 1 1 1 1 2 2 2 3 030 040 050 062 090 110 020 110 122 072 29 3 1 1,1, 1 2 15 1 1 19 3 7 44 4 2 63 4 9 2 1 2 1 2 2 6 1 7 1 1 1 1 3 4 3 4 1 1 44 4 2 63 4 9 3 6 2 1 7 1 1 CLASS 07 SUBTOTAL 82 46 128 11 1 12 7 1 1 1 8 1 1 2 2 2 2 3 138 1 13 46 5 2 70 4 10 4 6 1 3 151 Fighting Harass LeftSchl Ref Ruis Ref Det Smoking Foul Lan Battery Robbery Dis Co^ V As Sf 1 1 1 1 1 1 1 2 2 2 3 030 040 050 062 090 100 110 020 032 110 072 10 2 1 31 1 13 11 1 23 2 1 42 2 1 1 CLASS 08 SUBTOTAL Fighting Harass LeftSchl Ref Ruis Foul Lan Drug/A 1 Drugs 1 Assault Battery Robbery Loiter Dis CorxJ Ass Staf In Riot Other of 1 1 1 1 1 1 1 2 2 2 2 2 3 3 t, 030 040 050 062 110 131 132 010 020 032 070 110 071 120 000 CLASS 09 SUBTOTAL 1 1 23 2 1 1,2 2 1 1 4 4 8 1 1 1 1 2 50 30 80 3 3 1 1 5 1 8 2 7 1 10 3 1 12 2 18 1 1 2 1 1 1 2 3 8 3 1 15 4 101 1 3 24 2 2 42 2 1 8 3 1 15 4 104 20 2 2 20 2 6 7 1 1 26 2 2 27 3 1 1 1 26 2 2 27 3 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 2 1 2 1 4 5 9 1 1 1 1 1 1 1 51 1 16 2 67 1 1 2 7 5 12 3 3 11 1 1 2 82 2 26 2 2 28 3 1 1 2 1 1 2 , 11 1 1 2 84FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 013 HENDERSON JUNIOR HIGH SCHOOL SANCTIONS OUT OF SCHOOL LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Poss Gun CLASS 10 3 080 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 183 93 276 15 2 17 23 16 39 1 1 5 3 8 323 18 341FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 016 MABELVALE JUNIOR HIGH SCHOOL SANCTIONS OFFENCE LVL CODE BH BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT UH UF UHT TOT BM BF BLK TOT UM UF UHT TOT BH BF BLK TOT UH UF UHT TOT BLK UHT TOT Fighting Ref Ruis Foul Lan Theft Dis Cond V As Sf 1 1 1 2 2 3 030 062 110 030 110 072 17 10 3 8 5 5 25 15 8 6 3 2 1 1 2 7 5 2 1 25 15 8 CLASS 07 SUBTOTAL 30 18 48 12 3 15 4 1 5 4 1 5 1 1 1 1 4 1 53 7 5 2 1 1 16 32 20 10 1 5 1 69 Fighting Ref Ruis Ref Det Foul Lan Drug/A 1 Battery Theft Gambling Loiter Dis Cond Ass Staf V As Sf Poss Gm Pos Ueap Poss Exp Other of 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 030 062 090 110 131 020 030 050 070 110 071 072 080 090 100 000 12 16 1 6 15 10 2 3 1 27 26 3 9 1 6 1 1 6 1 7 6 1 1 2 2 CLASS 08 SUBTOTAL Fighting Ref Ruis Ref Det Foul Lan Assault Battery Theft Ind Exp Dis Cond Paging D V As Sf Poss Gin Pos Ueap Poss Exp Gang Hem Other of 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 4 030 062 090 110 010 020 030 100 110 123 072 080 090 100 123 000 CLASS 09 SUBTOTAL SCHOOL SUBTOTAL 1 1 1 1 1 1 1 1 1 2 1 2 2 1 1 2 38 34 72 1 8 8 1 16 2 2 1 1 1 2 1 1 1 1 1 27 26 3 9 1 2 1 1 1 6 1 4 1 1 1 7 6 1 1 4 4 8 3 2 5 85 1 16 34 32 4 10 1 2 1 1 1 6 1 4 1 1 1 1 101 7 19 2 6 1 8 4 5 15 23 2 11 1 1 1 2 1 1 1 1 1 1 1 1 15 23 2 11 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 2 1 2 1 42 18 1 60 1 1 2 2 110 70 180 21 12 33 11 1 1 1 5 3 1 1 2 2 3 1 1 2 1 1 65 1 3 17 23 2 11 1 1 1 1 1 1 3 1 1 2 1 1 68 16 1 1 2 5 2 7 203 35 238FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 010 PULASKI HEIGHTS JUNIOR HIGH SANCTIONS OFFENCE LVL CODE BH BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT UM UF UHT TOT BM BF BLK TOT UH UF UHT TOT BH BF BLK TOT UH UF UHT TOT BLK UHT TOT Dishon. Fighting LeftSchl Ref Ruis Smoking Foul Lan Tardies Mischief Dis Cond Gang Hen Other of 1 1 1 1 1 1 1 2 2 3 4 010 030 050 062 100 110 133 080 110 123 000 31 3 25 1 11 CLASS 07 SUBTOTAL Fighting Harass Ref Ruis Bus Regs Ref Det foul Lan Drug/A 1 Theft Loiter Mischief Dis Cond Pos Ueap Gang Men 1 1 1 1 1 1 1 2 2 2 2 3 3 030 040 062 070 090 110 131 030 070 080 110 090 123 CLASS 08 SUBTOTAL Fighting Harass LeftSchl Ref Ruis Foul Lan Tardies Ganfcling Loiter Dis Cond Poss Gi*i Gang Hen Other of 1 1 1 1 1 1 2 2 2 3 3 4 030 040 050 062 110 133 050 070 110 080 123 000 CLASS 09 SUBTOTAL Ref Ruis 1 062 CLASS 10 SUBTOTAL 1 1 1 12 1 11 1 1 42 3 37 1 12 1 1 1 9 9 6 6 1 1 2 2 62 24 1 38 1 1 4 1 70 22 5 1 36 3 1 1 1 1 71 37 99 16 1 17 2 1 1 1 3 3 1 1 5 1 42 3 37 1 12 1 1 4 1 1 104 9 6 2 17 1 51 5 43 1 12 3 1 4 1 1 121 6 1 6 3 16 5 1 2 2 10 1 1 30 2 44 1 1 7 1 86 27 6 3 38 3 1 1 1 1 81 1 1 6 1 10 6 1 10 2 1 2 1 1 1 1 2 1 1 1 2 1 1 30 2 44 1 1 7 1 1 1 1 3 6 1 10 2 1 20 20 5 5 2 3 2 3 2 94 20 36 3 54 1 1 7 1 1 1 1 5 1 2 114 1 1 1 1 2 1 1 6 1 9 1 1 7 2 1 1 1 1 3 12 2 2 1 1 1 1 1 1 28 6 3 38 3 1 1 1 2 1 2 7 2 2 1 1 1 1 85 1 1 1 13 29 a 3 45 5 1 1 1 2 1 1 1 98 1 1SCHOOL: 010 PULASKI HEIGHTS JUNIOR HIGH OUT OF SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BH BF BLK TOT UM UF UHT TOT BLK UHT TOT Fighting CLASS 11 1 030 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 203 64 267 46 4 50 9 3 12 4 1 5 1 1 284 51 335SCHOOL: 011 SOUTHWEST JUNIOR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UH UF FROM DATE: UHT TOT BM DISCIPLINE BY REASON CODE 8/15/92 TO DATE: SANCTIONS LONG TERN BF BLK TOT WM UF 6/30/93 UHT TOT BM BF EXPELLED BLK TOT UM UF UHT TOT BLK TOTAL UHT TOT Ref Ruis CLASS 03 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis CLASS 05 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Harass LeftSchl Ref Ruis Foul Lan Drug/A 1 Assault Battery Theft Mischief Dis Cond Paging D Pos Weap Other of 1 1 1 1 1 1 2 2 2 2 2 2 3 4 030 040 050 062 110 131 010 020 030 080 110 123 090 000 25 6 4 12 8 1 9 1 9 7 2 1 34 6 5 21 15 1 1 2 7 1 2 2 4 3 1 7 1 5 3 4 1 1 1 1 CLASS 07 SUBTOTAL 1 60 27 1 87 16 4 20 4 1 4 1 1 1 1 1 1 1 1 1 7 7 1 1 1 1 2 34 6 5 22 15 1 1 6 1 1 1 1 1 1 96 7 1 5 3 4 1 21 41 7 10 25 19 1 1 6 1 1 1 1 2 1 117 Dishon. Fighting Harass LeftSchl Ref Ruis Foul Lan Drug/A 1 Tardies Assault Theft Loiter Dis Cond Forgery Paging D V As Sf Poss Gun Pos Weap Other of 1 1 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 4 010 030 040 050 062 110 131 133 010 030 070 110 122 123 072 080 090 000 1 24 5 2 33 7 1 4 6 8 3 1 30 5 2 41 10 1 4 2 1 4 CLASS 08 SUBTOTAL Dishon. Fighting Harass 1 1 1 010 030 040 1 3 1 1 1 1 1 80 18 1 1 1 98 1 8 14 3 1 9 1 23 3 7 2 4 7 1 1 6 4 2 1 2 1 1 1 1 30 5 2 41 10 1 4 2 1 1 3 1 6 4 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 15 8 3 1 4 1 1 2 1 1 1 1 103 1 23 3 1 18 8 1 33 5 3 47 14 1 4 2 2 1 1 1 1 2 1 1 1 121 1 31 3SCHOOL: 011 SOUTHWEST JUNIOR HIGH SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BH BF BLK TOT UH UF FROM DATE: UHT TOT BH DISCIPLINE BY REASON CODE 8/15/92 TO DATE: SANCTIONS LONG TERM BF BLK TOT UH UF 6/30/93 UHT TOT BM BF EXPELLED BLK TOT UH UF UHT TOT BLK TOTAL UHT TOT LeftSchl Ref Ruis Smoking Foul Lan Orug/A 1 Drugs 1 Assault Battery Theft Gambling Dis Cond Har Comm Forgery Ass Staf V As Sf Pos Ueap Poss Exp 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 050 062 100 110 131 132 010 020 030 050 110 120 122 071 072 090 100 16 6 22 2 CLASS 09 SUBTOTAL Ref Ruis 1 062 CLASS 10 SUBTOTAL SCHOOL SUBTOTAL 8 2 1 1 3 11 2 1 1 2 2 1 2 2 2 1 22 1 1 1 1 2 2 1 1 1 1 11 2 1 1 2 2 2 2 1 1 1 1 1 1 4 4 1 1 1 1 1 4 1,7 19 66 12 4 16 1 1 8 1 1 8 1 1 1 1 1 1 1 1 4 1 5 2 2 1 1 1 1 1 1 1 76 1 1 2 22 2 24 2 12 2 1 2 3 1 1 5 1 1 1 1 3 1 98 1 1 1 1 2 2 2 2 Z 2 189 66 255 36 15 51 18 1 19 6 2 8 4 1 5 2 2 279 61 340SCHOOL: 017 BALE ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BH BF BLK TOT UH ,UF FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SANCTIONS LONG TERM EXPELLED TOTAL Ref Ruts CLASS 05 1 062 SUBTOTAL 1 1 1 1 Ref Ruts CLASS 06 1 062 SUBTOTAL 3 3 SCHOOL SUBTOTAL 1 1 3 UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT 3 3 3 1 1 1 1 1 3 3 3 3 3 4%)bllWUL. FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 018 BRADY ELEMENTARY SCHOOL SANCTIONS OFFENCE LVL CODE BH BF OUT OF SCHOOL LONG TERM' EXPELLED TOTAL BLK TOT UH ! UF UHT TOT BH BF BLK TOT UH UF UHT TOT BM BF BLK TOT UH UF UHT TOT BLK UHT TOT Ref Ruis Arson 1 3 062 060 CLASS 01 SUBTOTAL 2 1 3 2 1 3 2 1 3 2 1 3 Ref Ruis Foul Lan 1 1 062 110 CLASS 02 SUBTOTAL 2 1 3 2 1 3 2 1 3 2 1 3 Fighting Dis Cond Ass Staf 1 2 3 030 110 071 CLASS 03 SUBTOTAL 2 1 1 4 2 1 1 4 2 1 1 4 2 1 1 4 Dis Cond 2 no CLASS 05 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis Assault 1 2 062 010 1 1 CLASS 06 SUBTOTAL 1 1 1 1 1 1 1 1 2 1 1 2 SCHOOL SUBTOTAL 12 12 1 1 13 13LllILt KULK atnuuL uiaiMci FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 020 MCDERMOTT ELEMENTARY SCHOOL SANCTIONS OUT OF SCHOOL LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BH BF BLK TOT UM UF UHT TOT BH BF BLK TOT UM UF UHT TOT BM BF BLK TOT UH UF UHT TOT BLK UHT TOT Fighting 1 030 CLASS 02 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Foul Lan Dis Cond Pos Ueap 1 1 2 3 030 110 110 090 2 1 1 2 1 1 1 1 2 1 1 1 CLASS 03 SUBTOTAL 4 4 1 2 1 2 4 1 2 3 1 1 1 6 Dis Cond 2 110 CLASS 04 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Ref Ruis Pos Ueap 1 1 3 030 062 090 2 1 2 1 1 1 2 1 1 CLASS 05 SUBTOTAL 3 3 1 2 1 2 3 1 2 3 1 1 5 Ref Ruis Assault Battery Gang Mem 1 2 2 3 062 010 020 123 CLASS 06 SUBTOTAL 1 2 1 1 5 1 2 1 1 5 1 2 1 1 5 1 2 1 1 5 SCHOOL SUBTOTAL 9 5 14 4 4 14 4 IS ISCHOOL: 021 CARVER HATH/SCIENCE MAGNET OUT OF SCHOOL OFFENCE LVL CODE BH BF BLK TOT UM UF FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 Ref Ruis 1 062 CLASS 02 SUBTOTAL 1 1 1 1 SANCTIONS LONG TERM EXPELLED TOTAL UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT 1 1 1 1 Ref Ruis Pos Ueap Other of 1 3 4 062 090 000 CLASS 03 SUBTOTAL 1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 Fighting 1 030 CLASS 04 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Pos Ueap 1 3 030 090 5 5 1 1 CLASS 06 SUBTOTAL 5 5 1 1 1 1 1 1 5 1 6 1 1 6 1 7 SCHOOL SUBTOTAL 5 5 10 1 1 1 1 11 1 12FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 022 BASELINE ELEMENTARY SCHOOL SANCTIONS OFFENCE LVL CODE BH BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL Ref Ruis CLASS K 1 062 SUBTOTAL 1 1 BLK TOT UH UF UHT TOT BH BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT 1 1 1 1 1 1 Fighting Ref Ruts CLASS 01 1 1 030 062 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Ref Ruis Dis Cond CLASS 05 1 2 062 110 1 1 1 1 SUBTOTAL 1 1 1 1 SCHOOL SUBTOTAL 4 4 4 4s SEsn LHILC KUCN OUntJUL. vidinivi SCHOOL: 023 FAIR PARK ELEMENTARY SCHOOL OUT OF SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SANCTIONS LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BH BF BLK TOT UH UF UHT TOT BM BF BLK TOT UM UF UHT TOT BH BF BLK TOT UH UF UHT TOT BLK UHT TOT Fighting Pos Ueap 1 3 030 090 CLASS 01 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Fighting Harass Ref Ruis foul Lan 1 1 1 1 030 040 062 110 CLASS 02 SUBTOTAL 1 1 2 2 6 2 2 1 1 2 4 8 1 1 2 4 8 1 1 2 4 8 Fighting 1 030 CLASS 05 SUBTOTAL 2 2 1 1 3 3 3 3 3 3 Fighting Ref Ruis Foul Lan Har Comn Other of 1 1 1 2 4 030 062 110 120 000 CLASS 06 SUBTOTAL 2 1 1 1 1 6 2 1 1 1 1 6 1 1 1 1 2 1 1 1 1 6 1 1 3 1 1 1 1 7 SCHOOL SUBTOTAL 10 9 19 1 1 19 1 20SCHOOL: 024 FOREST PARK ELEMENTARY SCHOOL OUT OF SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 OFFENCE LVL CODE BH BF BLK TOT UH UF UHT TOT BH SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UH UF UHT TOT BH BF BLK TOT UM UF UHT TOT BLK UHT TOT Harass Ref Ruis Pos Ueap 1 1 3 040 062 090 1 CLASS 04 SUBTOTAL 1 2 1 1 1 1 1 3 1 1 1 3 1 1 1 3 Fighting Ref Ruis Other of 1 1 4 030 062 000 2 2 1 2 3 2 3 CLASS 05 SUBTOTAL 4 1 5 1 1 1 1 5 1 1 2 3 1 6 Ref Ruis 1 062 CLASS 06 SUBTOTAL 6 6 1 1 7 7 7 7 7 7 SCHOOL SUBTOTAL 12 3 15 1 |1 15 1 16SCHOOL: 026 GARLAND INCENTIVE SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 OUT OF SCHOOL SANCTIONS LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BH BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BH BF BLK TOT WM WF WHT TOT BLK WHT TOT Assault CLASS 03 2 010 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Ind Exp CLASS 04 1 2 030 100 SUBTOTAL 1 1 2 1 1 2 1 3 2 1 3 2 1 3 Assault Battery CLASS 05 2 2 010 020 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Fighting Ref Ruis V As Sf CLASS 06 1 1 3 030 062 072 SUBTOTAL 2 1 3 2 1 3 2 1 3 2 1 3 SCHOOL SUBTOTAL 8 1 9 9 9FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 027 GIBBS MAGNET SCHOOL SANCTIONS OFFENCE LVL CODE BH BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL Fighting CLASS 05 1 030 SUBTOTAL 1 1 1 1 SCHOOL SUBTOTAL 1 1 BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT WM WF UHT TOT BLK WHT TOT 2 2 2 2 2 2 2 2 2SCHOOL: 028 CHICOT ELEMENTARY SCHOOL OUT OF SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SANCT IONS LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK UHT TOT Harass Ref Ruis CLASS K 1 1 040 062 SUBTOTAL 2 1 3 2 1 3 2 1 3 2 1 3 Fighting CLASS 01 1 030 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Foul Lan Theft 1 1 2 030 110 030 CLASS 05 SUBTOTAL 1 1 1 1 3 1 4 3 1 4 1 1 3 1 4 3 1 1 5 Ref Ruis Dis Cond Pos Weap 1 2 3 062 110 090 CLASS 06 SUBTOTAL 1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 Fighting Pos Weap 1 3 030 090 CLASS 07 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 SCHOOL SUBTOTAL 7 1 8 6 6 8 6 14SCHOOL: 029 WESTERN HILLS ELEMENTARY OUT OF SCHOOL I FROM DATE\nDISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Ref Ruis CLASS 01 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis 1 062 CLASS 02 SUBTOTAL 2 2 2 2 2 2 2 2 Bus Regs Theft 1 2 070 030 CLASS 04 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Fighting Ref Ruis Theft 1 1 2 030 062 030 1 2 CLASS 05 SUBTOTAL 3 4 1 5 1 6 1 8 1 5 1 5 6 6 1 6 1 8 1 5 6 2 11 1 14 Fighting Ref Ruis 1 1 030 062 CLASS 06 SUBTOTAL 4 5 9 2 1 3 6 6 12 3 3 3 3 6 6 12 3 3 6 9 15 SCHOOL SUBTOTAL 14 9 23 11 11 23 11 34LDILC KUUK aunUUL Ui\n\u0026gt;IKILI auopiKU C.V/ T\"* SCHOOL: 030 JEFFERSON ELEMENTARY SCHOOL OUT OF SCHOOLr FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SANCTIONS LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BH BF BLK TOT UM UF UHT TOT BM BF BLK TOT UH UF UHT TOT BH BF BLK TOT UM UF UHT TOT BLK UHT TOT Ref Ruis CLASS 03 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting CLASS 04 1 030 SUBTOTAL 1 1 1 1 1 1 1 1 Other of CLASS 05 4 000 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Ref Ruis CLASS 06 1 1 030 062 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 SCHOOL SUBTOTAL 3 3 2 2 3 2 5I t uu uutivrwu M FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 031 CLOVERDALE ELEMENTARY SCHOOL SANCTIONS OUT OF SCHOOL LONG TERM EXPELLED TOTAL OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BH BF BLK TOT UM UF UHT TOT BH BF BLK TOT UH UF UHT TOT BLK UHT TOT Ref Ruis CLASS 02 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Ref Ruis Ass Staf Gang Mem CLASS 04 1 1 3 3 030 062 071 123 1 1 1 1 1 1 SUBTOTAL 3 3 1 1 1 1 1 1 1 1 4 1 1 1 1 4 fighting Foul Lan CLASS 05 1 1 030 110 SUBTOTAL 2 2 2 2 1 1 1 1 2 2 1 1 1 2 3 Fighting CLASS 06 1 030 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 1 1 2 2 SCHOOL SUBTOTAL 6 6 3 3 1 1 7 3 10SCHOOL: 032 DODD ELEMENTARY SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UM UF FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SANCTIONS LONG TERM EXPELLED TOTAL UHT TOT BM BF BLK TOT UH UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Fighting Ref Ruts 1 1 030 062 1 CLASS 01 SUBTOTAL 1 1 1 1 1 2 1 1 2 1 1 2 Ref Ruis 1 062 CLASS 02 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 1 1 2 2 Ref Ruis Theft Mischief 1 2 2 062 030 080 1 1 1 1 1 1 CLASS 03 SUBTOTAL 2 2 1 1 1 1 2 1 1 1 1 1 3 Fighting Ref Ruts 1 1 030 062 CLASS 04 SUBTOTAL 3 2 5 3 2 5 1 1 1 1 3 2 5 1 1 4 2 6 Fighting Ref Ruis V As Sf Other of 1 1 3 4 030 062 072 000 2 1 3 CLASS 05 SUBTOTAL 2 1 3 1 1 1 1 4 1 1 1 1 4 3 3 1 1 1 1 4 4 1 1 1 7 Fighting Harass Ref Ruis Theft 1 1 1 2 030 040 062 030 4 1 1 5 1 2 2 5 1 2 CLASS 06 SUBTOTAL 1 6 1 1 7 1 1 SCHOOL SUBTOTAL 14 4 18 3 3 1 7 1 3 7 1 1 1 10 11 1 12 18 12 30SCHOOL: 033 MEADOWCLIFF ELEMENTARY SCHOOL OUT OF SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 OFFENCE LVL CODE BH BF BLK TOT WM WF WHT TOT BH SANCTIONS LONG TERM- EXPELLED TOTAL BF BLK TOT WH WF WHT TOT BM BF BLK TOT WM WF WHT TOT BLK . WHT TOT Ref Ruis CLASS K 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 Bus Regs 1 070 CLASS 01 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis Bus Regs Battery 1 1 2 062 070 020 CLASS 02 SUBTOTAL 1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 Harass Ref Ruis Foul Lan 1 1 1 040 062 110 CLASS 04 SUBTOTAL 2 5 1 8 2 5 1 8 2 5 1 8 2 5 1 8 Ref Ruis Assault Mischief Dis Cond 1 2 2 2 062 010 080 110 2 1 2 1 1 1 2 2 1 2 CLASS 05 SUBTOTAL 1 4 1 4 1 1 2 1 3 1 4 1 3 4 1 1 1 7 Ref Ruis Assault Battery Mischief 1 2 2 2 062 010 020 080 1 1 1 2 CLASS 06 SUBTOTAL 3 1 3 3 1 1 1 6 3 1 1 1 6 3 1 1 1 6 SCHOOL SUBTOTAL 20 3 23 2 1 3 23 3 26SCHOOL: 034 MITCHELL INCENTIVE SCHOOL OUT OF SCHOOL OFFENCE LVL CODE BM BF BLK TOT UH UF FROM DATE: UHT TOT BM DISCIPLINE BY REASON CODE 8/15/92 TO DATE: SANCTIONS LONG TERM BF BLK TOT UM UF 6/30/93 UHT TOT BM BF EXPELLED BLK TOT WM UF UHT TOT BLK TOTAL UHT TOT F ighting Ref Ruis V As Sf CLASS 04 1 1 3 030 062 072 2 2 2 SUBTOTAL 1 3 1 3 1 1 1 1 1 3 1 1 2 1 1 4 Orug/A 1 Dis Cond Poss Gun CLASS 05 1 2 3 131 110 080 1 1 1 SUBTOTAL 1 2 1 2 1 1 1 1 1 2 1 1 1 1 1 3 Fighting Dis Cond CLASS 06 1 2 030 110 1 SUBTOTAL 1 1 1 2 2 1 3 2 1 3 2 1 3 SCHOOL SUBTOTAL 6 2 8 1 1 1 1 S 2 10SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL OUT OF SCHOOL FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: SANCTIONS LONG TERM OFFENCE LVL CODE BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM WF 6/30/93 WHT TOT BM BF EXPELLED BLK TOT WM WF UHT TOT BLK TOTAL UHT TOT Fighting Ref Ruis Theft CLASS 01 1 1 2 030 062 030 SUBTOTAL 1 1 2 1 1 2 1 1 1 1 2 2 1 1 2 1 1 2 1 2 1 I, Ref Ruis Mischief Dis Cond 1 2 2 062 080 110 2 1 CLASS 02 SUBTOTAL 3 2 2 2 1 2 5 1 1 1 1 2 1 2 5 1 1 3 1 2 6 Harass Ref Ruis Mischief Ass Staf 1 1 2 3 040 062 080 071 CLASS 03 SUBTOTAL 1 1 Z 1 2 3 1 2 1 1 5 1 2 1 1 5 1 2 1 1 5 Dis Cond 2 110 CLASS 04 SUBTOTAL 1 1 1 1 1 1 1 1 1 1 1 1 2 2 Fighting Ref Ruis Assault Har Conn 1 1 2 2 030 062 010 120 3 5 CLASS 05 SUBTOTAL 1 9 1 1 1 3 4 6 1 1 12 4 6 1 1 12 4 6 1 1 12 Fighting Ref Ruis Foul Lan Assault Dis Cond Har Cornu Pos Ueap 1 1 1 2 2 2 3 030 062 110 010 110 120 090 6 1 1 1 2 1 1 2 6 2 1 1 1 CLASS 06 SUBTOTAL 9 4 13 1 1 1 1 2 6 2 1 1 1 1 14 2 6 2 1 1 1 1 14 SCHOOL SUBTOTAL 26 12 38 3 1 4 1 1 39 4 43SCHOOL: 037 GEYER SPRINGS ELEMENTARY FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 OUT OF SCHOOL SANCTIONS LONG TERM- EXPELLED ---TOTAL OFFENCE LVL CODE BM BF BLK TOT UH UF UHT TOT BM BF BLK TOT UM UF UHT TOT BH BF BLK TOT UH UF UHT TOT BLK UHT TOT Fighting CLASS 01 1 030 SUBTOTAL 2 Z 2 2 2 2 2 2 Fighting CLASS 02 1 030 SUBTOTAL 1 1 2 2 3 3 3 3 3 3 Ref Ruts CLASS 03 1 062 SUBTOTAL 1 1 1 1 2 2 2 2 2 2 Ref Ruis Other of CLASS 04 1 4 062 000 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Ass Staf CLASS 05 3 071 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis CLASS 06 1 062 SUBTOTAL 1 1 1 1 2 2 2 2 2 2 SCHOOL SUBTOTAL 7 5 12 12 12SCHOOL: 038 PULASKI HEIGHTS ELEMENTARY FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 OFFENCE LVL CODE BH BF OUT OF SCHOOL BLK TOT UM UF UHT TOT BM SANCTIONS LONG TERM-- EXPELLED TOTAL BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Ref Ruis CLASS K 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis 1 062 CLASS 01 SUBTOTAL 1 1 1 1 2 2 2 2 2 2 Ref Ruis 1 062 CLASS 02 SUBTOTAL 5 5 5 5 5 5 5 5 Fighting Foul Lan Theft Mischief 1 1 2 2 030 110 030 080 3 3 3 CLASS 03 SUBTOTAL 1 1 5 1 1 5 1 1 1 1 1 1 5 1 1 3 1 1 1 6 Fighting Ref Ruis 1 1 030 062 1 1 CLASS 04 SUBTOTAL 1 1 1 1 2 1 1 2 1 1 1 1 2 2 1 3 Fighting Ref Ruis Pos Ueap 1 1 3 030 062 090 CLASS 05 SUBTOTAL 4 1 1 6 2 2 6 1 1 8 1 1 1 1 7 1 1 9 7 1 1 9 Fighting Ref Ruis Drugs 1 Pos Ueap 1 1 1 3 030 062 132 090 6 1 2 8 1 8 1 CLASS 06 SUBTOTAL 2 9 2 2 11 1 1 SCHOOL SUBTOTAL 27 6 33 1 1 1 1 1 1 3 12 1 1 8 1 1 3 13 4 4 2 2 35 4 39FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 039 RIGHTSELL INCENTIVE SCHOOL ! SANCTIONS OFFENCE LVL CODE BM BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT UH UF UHT TOT BM BF BLK TOT UM UF UHT TOT BM BF BLK TOT UM UF UHT TOT BLK UHT TOT Fighting Ref Ruis CLASS 05 1 1 030 062 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 Ref Ruis Dis Cond CLASS 06 1 2 062 110 1 1 SUBTOTAL 1 1 1 1 1 1 1 1 2 1 1 2 SCHOOL SUBTOTAL 3 3 1 1 4 4FROM DATE: DISCIPLINE BY REASON CODE SCHOOL: 040 ROMINE ELEMENTARY SCHOOL 8/15/92 TO DATE: 6/30/93 OUT OF SCHOOL OFFENCE LVL CODE BH BF BLK TOT UM UF UHT TOT BH SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UH UF UHT TOT BH BF. BLK TOT UM UF UHT TOT BLK UHT TOT Fighting CLASS 05 1 030 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting CLASS 06 1 030 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 1 1 2 2 2FROM DATE: DISCIPLINE BY REASON CODE SCHOOL: 041 STEPHENS INCENTIVE SCHOOL 8/15/92 TO DATE: 6/30/93 OFFENCE LVL CODE BH BF OUT OF SCHOOL BLK TOT UH UF UHT TOT BM SANCTIONS LONG TERM EXPELLED TOTAL BF BLK TOT UH UF UHT TOT BM BF BLK TOT UM WF UHT TOT BLK UHT TOT Ref Ruts CLASS 01 1 062 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Ref Ruis CLASS 02 1 1 030 062 SUBTOTAL 1 3 4 1 1 1 4 5 1 4 5 1 4 5 Fighting Ref Ruis foul Lan CLASS 03 1 1 1 030 062 110 SUBTOTAL 1 5 1 7 1 5 1 7 1 5 1 7 1 5 1 7 Bus Regs Pos Ueap CLASS 04 1 3 070 090 1 SUBTOTAL 1 1 1 1 1 2 1 1 2 1 1 2 Foul Lan CLASS 05 1 110 SUBTOTAL 1 1 1 1 1 1 1 1 Fighting Ref Ruts CLASS 06 1 1 030 062 SUBTOTAL 1 1 2 1 1 2 1 1 2 1 1 2 SCHOOL SUBTOTAL 16 2 18 18 18LllILt KULK SLMUUL UlblKlLI FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 042 WASHINGTON HATH/SCIENCE MAGNET SANCTIONS OFFENCE LVL CODE BH BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL BLK TOT WH WF WHT TOT BM BF BLK TOT WM WF WHT TOT BH BF BLK TOI WM WF WHT TOT BLK WHT TOT Ref Ruis Assault Poss Exp 1 2 3 062 010 100 1 CLASS 01 SUBTOTAL 1 2 1 1 1 1 1 3 1 1 1 3 1 1 1 3 V As Sf 3 072 CLASS 02 SUBTOTAL 1 1 1 1 1 1 1 1 Ref Ruis 1 062 CLASS 03 SUBTOTAL 1 1 1 1 I 1 1 1 1 Ref Ruis Other of 1 4 062 000 CLASS 05 SUBTOTAL 2 1 3 2 1 3 2 1 3 2 1 3 Other of 4 000 CLASS 07 SUBTOTAL 1 1 1 1 1 1 1 1 SCHOOL SUBTOTAL 7 1 8 1 1 9 9UillLC HULK LnUUL UlJIMbI FROM DATE: DISCIPLINE BY REASON CODE 8/15/92 TO DATE: 6/30/93 SCHOOL: 044 WILSON ELEMENTARY SCHOOL SANCTIONS OFFENCE LVL CODE BH BF OUT OF SCHOOL LONG TERM EXPELLED TOTAL Fighting CLASS 04 1 030 SUBTOTAL 1 1 Ref Ruis CLASS 05 1 062 SUBTOTAL SCHOOL SUBTOTAL 1 BLK TOT UH UF UHT TOT BH BF BLK TOT UM UF UHT TOT BH BF BLK TOT UM UF UHT TOT BLK UHT TOT 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2LITTLE ROCK SCHOOL UlblKlCI bUbMKU uu/tu/v** ruc FROM DATE: DISCIPLINE BY 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