{"response":{"docs":[{"id":"bcas_bcmss0837_492","title":"Incentive Schools: Educational equity monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School integration","Education--Evaluation"],"dcterms_title":["Incentive Schools: Educational equity monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/492"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1991 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 7 8 9 Key: O = Observation I SP Interview School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1991-92 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multi-cultural curriculum. EVIDENCE: YES NOIncentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs) and Academic Skills (ASDPs) Development Plans). EVIDENCE: YES NO O 2.3 All students are actively involved in classroom instruction. EVIDENCE: YES NO 2.4 There is evidence that the multicultural curriculum is being implemented. O 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: YES NO 0 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: YES NO 0 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE: YES NOIncentive Schools Monitoring Page 3 2.5 O/I Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE: YES NO I 2.6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE: YES NO O/I 2.7 Achieving students who work well with other students, as well as students with outstanding academic averages, are used as peer tutors. EVIDENCE: YES NO 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: YES NO SP 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE: YES NOIncentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs. EVIDENCE: YES NO SP 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: YES NO SP 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grade level). EVIDENCE: YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner inorder to have committees that are knowledgeable of educational programs. SP/I 4,1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: YES NOIncentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: YES NO I 5,3 Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. EVIDENCE: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, overall achievement Of students (gender/grade) has remained stable improved. EVIDENCE: YES NO SP 6.2 SP 6.3 or Goals and strategies are developed and implemented to improve student achievement using the following measures: ... norm referenced tests ... Arkansas Minimum Performance Test ... grade distribution EVIDENCE: YES NO Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NOIncentive Schools Monitoring Page 6 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO O/I 7.3 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NOIncentive Schools Monitoring Page 7 o 8,3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. EVIDENCE: YES NO SP/I 9.3 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: YES NOIncentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities:  PET  TESA  Classroom Management  Effective Schools EVIDENCE: YES NO 10.0 Parental Involvement The school provides equitable opportunities for involvement in the district/school activities. parental SP/I 10.1 All identifiable groups of parents are actively involved in school functions. EVIDENCE: 0 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE: YES YES YES YES NO NO NO NOIncentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with are difficult to reach. parents who YES NO I 10.6 11.0 I SP O EVIDENCE: Meetings with small groups of parents ... , - -------\u0026gt; are held at community locations such as churches, community/ recreation centers, homes, etc EVIDENCE: Student Discipline The school ensures that student and practices are non-discriminatory. disciplinary policies 11.1 11.2 11.3 YES NO Information, including the school's expectation for student conduct, in the form of handbooks and/ . ----xuiiii Ui nanoDooKs and/or public presentations regarding student disciplinary policies and procedures is distributed to students and parents. EVIDENCE: Strategies are used to YES NO all - - - -- prevent the occurrence of disproportionate number of and/or disciplinary referral groups (gender/grade). EVIDENCE: a suspensions, expulsions. Is involving identifiable YES NO Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NOIncentive Schools Monitoring Page 10 SP/I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have programs. EVIDENCE: access to community based support YES NO 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrat  , ----J Jr-** a strong commitment to educational equity. e SP 12.1 The school has a clear, concise, iu statement of specific improvement goals in accordance with the incentive school EVIDENCE: well-written plan. I 12.2 actively involved in addressing the needs of at-risk students and assisting parents as needed, in obtaining services from outside agencies. EVIDENCE: YES YES NO NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students EVIDENCF^'^ schedule/logindividual/group). YES NO o 12.4 The campus and building are clean and free of debris and graffiti. EVIDENCE: YES NOIncentive Schools Monitoring Page 11 0 12.5 Hallways are orderly. EVIDENCE: YES NO 0 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: YES NO SP 12.8 Strategies to increase the number of minority students enrolled in upper level courses/class groups are evident. EVIDENCE: YES NO O/I 12.9 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's schedule/daily logindividual/ group). EVIDENCE: YES NO I/O/ 12.10 SP District and school security guidelines are being followed. EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1991 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 7 8 9 Key: 0 = Observation I Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1991-92 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver, and use the multi-cultural curriculum. EVIDENCE: YES NOIncentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs) and Academic Skills (ASDPs) Development Plans). EVIDENCE: YES NO 0 2.3 All students are actively involved in classroom instruction. EVIDENCE: YES NO 2.4 There is evidence that the multicultural curriculum is being implemented. O 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: YES NO O 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: YES NO O 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE: YES NOIncentive Schools Monitoring Page 3 O/I 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE: YES NO I 2,6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE: YES NO O/I 2.7 Achieving students who work well with other students, as well as students with outstanding academic averages, are used as peer tutors. EVIDENCE: YES NO 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: YES NO SP 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE: YES NOIncentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs. EVIDENCE: YES NO SP 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE\nYES NO SP 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grade level). EVIDENCE: YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: YES NOIncentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: YES NO I 5.3 Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. EVIDENCE: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: YES NO SP 6.2 Goals and strategies are developed and implemented to improve student achievement using the following measures: ... norm referenced tests ... Arkansas Minimum Performance Test ... grade distribution EVIDENCE: YES NO SP 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NOIncentive Schools Monitoring Page 6 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO O/I 7.3 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NOIncentive Schools Monitoring Page 7 0 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities in teaching strategi for multi-cultural curriculum delivery have been provided. EVIDENCE: es YES NO SP/I 9.3 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: YES NOIncentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities:  PET  TESA  Classroom Management  Effective Schools EVIDENCE: YES NO 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents are actively involved in school functions. EVIDENCE: YES NO 0 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE\nYES NO I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE\nYES NOIncentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO I 10.6 Meetings with small groups of parents are held at community locations such as churches, community/ recreation centers, homes, etc. EVIDENCE: YES NO 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO SP 11.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO 0 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NOIncentive Schools Monitoring Page 10 SP/I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have access to community based support programs. EVIDENCE: YES NO 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school plan. EVIDENCE: YES NO I 12.2 Counselors are actively involved in addressing the needs of at-risk students and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (counselor's schedule/logindividual/group). EVIDENCE: YES NO 0 12.4 The campus and building are clean and free of debris and graffiti. EVIDENCE: YES NOIncentive Schools Monitoring Page 11 0 12.5 Hallways are orderly. EVIDENCE: YES NO O 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: YES NO SP 12.8 Strategies to increase the number of minority students enrolled in upper level courses/class groups are evident. EVIDENCE: YES NO O/I 12.9 There is evidence that the guidance program provides equitable services to all students (i.e., counselors schedule/daily logindividual/ group). EVIDENCE: YES NO I/O/ 12.10 SP District and school security guidelines are being followed. EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:LITTLE ROCK SCHOOL DISTRICT ,*7\"^ U a I SEP 2 0 1995 Office of QssegrSijaii\n1 DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 7 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 10 12.0 Building Leadership/Management 10 7 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 SCHOOL\nGRADE LEVEL(s): DATE\nPRINCIPAL\nNUMBER OF CLASSES VISITED\nMONITOR(S)\nObservers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE\nYES NO 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE\n________________________ YES NOO/I 2.2 2.3 O O O O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activities. EVIDENCE: _________________________ There is evidence that the multicultural curriculum is being implemented. 2.3.1 2.3.2 2.3.3 YES NO Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: _______________________ Bulletin boards, displays, publications, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: ___________________ Display of student work reflects a variety of teaching strategies (i.e., art work, special projects, handwriting displays, etc.). EVIDENCE: _________________________ Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments, etc.). EVIDENCE: ______________________________________ YES YES YES YES NO NO NO NOI 2.5 I 2.6 3.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. EVIDENCE: Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: YES YES YES NO NO NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: _______________________ YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: _______________________ YES NO SP 5.2 The majority of the student population participates in a variety of extended day activities. EVIDENCE: __________________________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 6,0 student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: YES NO I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: YES NO SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NOO/I 7.2 O 7.3 O/I 7.4 8.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: ____________________________ Special education facilities are comparable to those of the campus in general. EVIDENCE: _____ ____________________________ Facilities for special education are designed to meet the needs of the students served. EVIDENCE: ______________________ Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: ______________________________ YES YES YES YES NO NO NO NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: _______ ___________________________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: YES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents/patrons are actively involved in school functions. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1._______________ 2._______________ 3._______________ 4. YES NO I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: YES NO I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 11. student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 12.0 Building Leadership/Manaqemen't In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement plan. EVIDENCE: YES NO I 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). EVIDENCE: YES NO O/I 12.4 The campus and building are clean and free of debris and graffiti, ongoing. EVIDENCE: Preventive maintenance is YES NO O 12.5 Student movement through the hallways is orderly. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 O 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. EVIDENCE: YES NO I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:LITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1996 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1996-97 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 4.0 Committees 3 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 7 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1996-97 SCHOOL\nGRADE LEVEL(S) DATE: PRINCIPAL: NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. CRITERIA 1.0 Equitable Placement by Race/Gender In School programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 YES NO The composition of the school staff ensures that students have access to and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________________________________________ 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state- developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 YES NO In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. Educational technology and computers are up-to-date. EVIDENCE: _______________________________________________________O/I 2.2 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 __________________________CRITERIA__________________________________ All students are actively involved in classroom instruction/lesson related activities. YES NO EVIDENCE: 2.3 The multicultural curriculum is being implemented. O 2.3.1 YES NO Bulletin boards, displays, publications, and/or student work throughout the school, including the media center, reflect the multicultural curriculum. EVIDENCE: __________ O 2.3.2 YES NO Bulletin boards, displays, publications, and/or student work in the classroom reflect the multicultural curriculum EVIDENCE: O 2.3.3 Display of student work reflects a variety of teaching strategies, e.g., art YES NO work, special projects, handwriting displays, etc. EVIDENCE: _________________ O/I 2.4 Hands-on discovery and exploration approaches are used to enhance the learning of science, math concepts, social studies, and language arts, e.g., manipulatives, science experiments, and reading strategies, etc. YES NO EVIDENCE:I 2.5 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 __________________________CRITERIA_________________________________ Special activities such as academic clubs. Math Olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. YES NO EVIDENCE: I 2.6 Students who work well with others are assigned as peer tutors. Ask a random sample of students, the counselor, and the teacher this item. YES NO EVIDENCE: 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. YES NO EVIDENCE: I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. YES NO EVIDENCE: I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly , i.e., at least quarterly, for equity and to determine if new awards are necessary to meet student needs. YES NO EVIDENCE:EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 CRITERIA 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 YES NO The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: ________________________________________________ 5.0 Extended Day Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are made aware, at least quarterly, e.g., in the report card, and adequately informed about extended day activities. YES NO EVIDENCE: SP 5.2 The majority, i.e., a reasonable goal would be 75%, of the student population participates in a variety of extended day activities. YES NO EVIDENCE: SP 5.3 A goal is to have a higher percent of the students participate in extended day than the previous semester. YES NO EVIDENCE:CRITERIA 6.0 Student Achievement/Assessment SP/I 6.1 YES NO EVIDENCE: I 6.2 YES NO EVIDENCE: The school staff irhplements non-discriminatory procedures for administration, analysis, and use of standardized tests. Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. When test results are examined, overall achievement of students by gender/race has remained stable or improved. EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 SP/I 6.3 Promotion/retention rates reflect the school population by gender/grade level. YES NO EVIDENCE: _______________________________ .______________________ 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I YES 7.1 Strategies to eliminate disproportionate student assignment by gender/grade level to special education are evident. NO EVIDENCE: __________ ________________________________________________ EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 YES NO EVIDENCE: _________________________CRITERIA__________________________________ In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. O 7.3 Special education facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: __________________________________________________________ O/I 7.4 YES NO Facilities for special education are designed to meet the needs of the students served. EVIDENCE:_______________________________________________________ 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. YES NO EVIDENCE: __________________________________________________________ O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. YES NO EVIDENCE:O 8.3 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 __________________________CRITERIA________________________________ Gifted and talented facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. YES NO EVIDENCE: __________________________________________________ 8.5 The school staff start at the early grades to increase minority/gender representation in gifted. YES NO EVIDENCE: ________________________________ 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 YES NO Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: _____________________________________________________ SP/I 9.2 YES NO Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: __________________________________________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 CRITERIA 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I YES 10.1 All identifiable groups of parents/patrons are actively involved in school functions. NO EVIDENCE: O/I 10.2 The school keeps a record of the different methods, e.g., memo, letter, phone. YES NO home visits used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1. __________________________________________ 2. ______________________________________ 3. ___________________________________________ 4. ___________ 10.3 YES NO Contact is made regularly with the home to communicate positive concerns as appropriate information related to student behavior and/or student achievement. EVIDENCE: _________________ SP 10.4 School patrons and parents are given an opportunity to actively participate in YES NO developing the local school improvement plan. EVIDENCE: ____________________________ 10.5 YES NO Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: ___________________________________________ IEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 CRITERIA 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non- discriminatory. SP/I 11.1 YES NO Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. Look at the extended school profile/school disciplinary plan. Students are reminded/ taught periodically throughout the school year. EVIDENCE: __________________________ SP/I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or YES NO disciplinary referrals involving identifiable groups by gender/grade. EVIDENCE:____________________________ 11.3 YES NO Classroom instruction proceeds in an orderly manner. EVIDENCE: _________________________________ I/O 11.4 YES NO A mentoring program is used to meet the needs of at-risk students. See VIPS form on main desk. EVIDENCE:_______________________________________________________ O I 11.5 Students have access to community based support programs such as YES NO Boys/Girls Club, YMCA, local parks, etc. EVIDENCE: ______________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 CRITERIA 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement YES NO goals in accordance with the incentive school improvement plan. EVIDENCE: ___________________________________________ 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the YES NO needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: ___________________________________________________ O/I 12.3 There is evidence that the guidance program provides equitable services to all YES NO students. Is the counselor able to follow the schedule? EVIDENCE: ___________________________________ O/I 12.4 The campus and building are clean and free of debris and graffiti. Preventive YES NO maintenance is ongoing. EVIDENCE: O 12.5 Student movement through the hallways is orderly. YES NO EVIDENCE:O 12.6 YES NO I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 ________________________CRITERIA___________ The school office has friendly and helpful personnel. EVIDENCE: _____________ 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. YES NO EVIDENCE: I/O 12.8 District and school security guidelines are being followed. Classroom doors are locked. Monthly fire drills occur. Emergency procedures are posted in classrooms, etc. YES NO EVIDENCE: ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:/ LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation RECEIVED July 29, 1996 AUG 1 - 1996 MEMORANDUM OffiCQ of Desegregation Monitoring TO: Districtwide Biracial Committee Members Chris Heller, LRSD Attorney Ann Brown, ODM Richard Rochelle, Knight Intervenors Attorney John Walker, Joshua Intervenors Attorney Billy Bowles, Asst. Supt. For Deseg., PCSSD Bobby Acklin, Asst. Supt for Deseg., NLR FROM: Dr. Ed Jackson, Director RE: Incentive School Monitoring Instrument for 1996-97 Please find enclosed the Incentive School Monitoring Instrument to be used by the Districtwide Biracial Committee during the 1996-97 school year. If you have questions, please call me at 324-2120. Enclosure c: Dr. Vic AndersonAmi OCT 2 3 1996 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION Office of Desegregaiion Momluima Date: October 9, 1996 To: District Biracial Committee Members From: Dr. Paul J. Smith, Coordinator, Program Monitoring Through: Dr. Ed Jackson, Director Subject: Incentive School Program Monitoring Enclosed are copies of the Planning, Research and Evaluation/School Biracial Committee monitoring dates. One list is arranged alphabetically by school, and the other list is arranged chronologically. These lists are provided to make you aware of dates PRE will be monitoring this semester. Members of the District Biracial Committee have a standing invitation to accompany the Planning, Research and Evaluation (PRE) Team to any of the Little Rock School District (LRSD) schools for a monitoring visit Whether you visit schools with the PRE team or on your own, our office stands ready to assist you if needed. Our phone number is 324-2120. I have enclosed three monitoring checklist instruments for your use tn addition to the one distributed earlier...one for each quarter. It would be appreciated if you would return the completed monitoring instrument and a team consensus report to the PRE office as soon as possible after the monitoring visits to incentive schools. LRSD incentive schools are: Franklin, Garland, Mitchell, Rightsell and Rockefeller Please note that we have also enclosed four copies of the Incentive School Student Recruitment addendum checklist for your use. Encl: (9) 1996-97 - First Semester EDUCATIONAL EQUITY MONITORING SCHOOL Booker Magnet Brady Hall Baseline Franklin McDermott Pulaski Heights Williams Magnet Bale Fulbright Geyer Springs Jefferson Chicot Fair Park Otter Creek Central J. A. Fair Dodd Badgett Garland King Parkview Magnet Cloverdale Rightsell Watson Gibbs Magnet Mabelvale Romine Wilson Meadowcliff Metropolitan Vo-Tech Mitchell Western Hills DunbarJH Forest Park Rockefeller Washington Carver Magnet Woodruff Alternative Learning Center Pulaski Heights JH Terry Cloverdale JH Forest Heights JH McClellan Henderson JH Southwest JH Wakefield Mabelvale JH Mann Magnet JH MONITORING DATE 10/15/96 10/15/96 10/15/96 10/17/96 10/17/96 10/17/96 10/17/96 10/18/96 10/21/96 10/21/96 10/21/96 10/21/96 10/23/96 10/23/96 10/23/96 10/24/96 10/24/96 10/25/96 10/28/96 10/29/96 10/29/96 10/29/96 10/30/96 11/01/96 11/01/96 11/04/96 11/04/96 11/05/96 11/05/96 11/06/96 11/06/96 11/06/96 11/12/96 11/13/96 11/14/96 11/14/96 11/14/96 11/20/96 11/22/96 11/25/96 11/26/96 11/26/96 12/03/96 12/03/96 12/03/96 12/05/96 12/05/96 12/05/96 12/11/96 12/11/96 PRE SPECIALIST Penn-Norman Lacey Smith Smith Lacey Penn-Norman Hobby Hobby Smith Hobby Lacey Penn-Norman Hobby Smith Penn-Norman Hobby Lacey Smith Penn-Norman Smith Lacey Hobby Hobby Hobby Smith Smith Lacey Penn-Norman Hobby Smith Hobby Lacey Hobby Lacey Hobby Lacey Penn-Norman Smith Penn-Norman Smith Penn-Norman Lacey Smith Lacey Penn-Norman Smith Penn-Norman Lacey Lacey Penn-Norman Henderson Magnet Program McClellan Magnet Program Parkview Magnet Program 1st Semester -12/09/96 1st Semester -11/22/96 1st Semester -11/20/96 Lacey and Penn-Norman Hobby and Smith Hobby1996-97 - First Semester EDUCATIONAL EQUITY MONITORING SCHOOL Alternative Learning Center Badgett________________ Bale Baseline Booker Magnet Brady Carver Magnet Central_________________ Chicot Cloverdale Cloverdale JH Dodd Dunbar JH Fair Park Forest Heights JH Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Magnet Hall Henderson JH J. A. Fair Jefferson King Mabelvale Mabeivale JH Mann Magnet JH McClellan McDermott Meadowcliff Metropolitan Vo-Tech Mitchell Otter Creek Parkview Magnet Pulaski Heights Pulaski Heights JH Rightsell Rockefeller Romine Southwest JH Terry Wakefield Washington Watson Western Hills Williams Magnet Wilson Woodruff MONITORING DATE 11/25/96 10/28/96 10/21/96 10/17/96 10/15/96 10/15/96 11/20/96 10/24/96 10/23/96 10/30/96 12/03/96 10/25/96 11/13/96 10/23/96 12/03/96 11/14/96 10/17/96 10/21/96 10/29/96 10/21/96 11/04/96 10/15/96 12/05/96 10/24/96 10/21/96 10/29/96 11/04/96 12/11/96 12/11/96 12/03/96 10/17/96 11/06/96 11/06/96 11/06/96 10/23/96 10/29/96 10/17/96 11/26/96 11/01/96 11/14/96 11/05/96 12/05/96 11/26/96 12/05/96 11/14/96 11/01/96 11/12/96 10/18/96 11/05/96 11/22/96 PRE SPECIALIST Smith Penn-Norman Smith Smith Penn-Norman Lacey______ Smith_______ Hobby Hobby______ Hobby______ Smith_______ Smith_______ Lacey______ Smith_______ Lacey_______ Hobby______ Lacey_______ Hobby______ Smith_______ Lacey_______ Smith_______ Smith_______ Smith_______ Lacey_______ Penn-Norman Lacey_______ Lacey_______ Lacey_______ Penn-Norman 'Penn-Norman Penn-Norman Smith_______ Hobby_______ Lacey_______ Penn-Norman Hobby_______ Hobby_______ Penn-Norman Hobby_______ Lacey_______ Penn-Norman Penn-Norman Lacey________ Lacey________ Penn-Norman Smith________ Hobby_______ Hobby_______ Hobby_______ Penn-Norman Henderson Magnet Program McClellan Magnet Program Parkview Magnet Program 1st Semester -12/09/96 1st Semester -11/22/96 1st Semester -11/20/96 Lacey and Penn-Norman Hobby and Smith HobbyLITTLE ROCK SCHOOL DISTRICT ocr J 5 1996 Qf [). DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1996 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1996-97 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 7 8 9 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1996-97 SCHOOL: GRADE LEVEL(S) DATE: PRINCIPAL: NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. CRITERIA 1.0 Equitable Placement by Race/Gender In School programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 YES NO The composition of the school staff ensures that students have access to and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________ 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state- developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 YES NO In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. Educational technology and computers are up-to-date. EVIDENCE:_________________________________O/I 2.2 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 __________________________CRITERIA__________________________________ All students are actively involved in classroom instruction/lesson related activities. YES NO EVIDENCE: 2.3 The multicultural curriculum is being implemented. O 2.3.1 YES NO Bulletin boards, displays, publications, and/or student work throughout the school, including the media center, reflect the multicultural curriculum. EVIDENCE: ___________________________________________________ O 2.3.2 YES NO Bulletin boards, displays, publications, and/or student work in the classroom reflect the multicultural curriculum EVIDENCE: ___________________________________________ O 2.3.3 YES NO Display of student work reflects a variety of teaching strategies, e.g.. art work, special projects, handwriting displays, etc. EVIDENCE: _________________________________________________ O/I 2.4 Hands-on discovery and exploration approaches are used to enhance the learning of science, math concepts, social studies, and language arts. e.g.. manipulatives. science experiments, and reading strategies, etc. YES NO EVIDENCE:I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 _______________________________CRITERIA_________________________________ 2.5 Special activities such as academic clubs. Math Olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. YES NO EVIDENCE: I 2.6 Students who work well with others are assigned as peer tutors. Ask a random sample of students, the counselor, and the teacher this item. YES NO EVIDENCE: 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. YES NO EVIDENCE: I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. YES NO EVIDENCE: I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly , i.e., at least quarterly, for equity and to determine if new awards are necessary to meet student needs. YES NO EVIDENCE:EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 CRITERIA 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 YES NO The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: _________________________________________________ 5.0 Extended Day Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are made aware, at least quarterly, e.g., in the report card, and adequately informed about extended day activities. YES NO EVIDENCE: SP 5.2 The majority, i.e., a reasonable goal would be 75%, of the student population participates in a variety of extended day activities. YES NO EVIDENCE: SP 5.3 A goal is to have a higher percent of the students participate in extended day than the previous semester. YES NO EVIDENCE:6.0 SP/I YES EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 CRITERIA Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. 6.1 When test results are examined, overall achievement of students by gender/race has remained stable or improved. NO EVIDENCE: I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. YES NO EVIDENCE: SP/I 6.3 Promotion/retention rates reflect the school population by gender/grade level. YES NO EVIDENCE: ______________________________________________________ 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I YES 7.1 Strategies to eliminate disproportionate student assignment by gender/grade level to special education are evident. NO EVIDENCE: __________________________________________________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 YES NO EVIDENCE: _________________________CRITERIA__________________________________ In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. O 7.3 Special education facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: O/I 7.4 YES NO Facilities for special education are designed to meet the needs of the students served. EVIDENCE:_______________________________________________ 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. YES NO EVIDENCE: _____________________________________ O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. YES NO EVIDENCE: ______________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 __________________________CRITERIA_______________________________ Gifted and talented facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. YES NO EVIDENCE: _______________________ 8.5 The school staff start at the early grades to increase minority/gender representation in gifted. YES NO EVIDENCE: _______________________ 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 YES NO Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: __________________ SP/I 9.2 YES NO Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: ___________________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 CRITERIA 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I YES 10.1 All identifiable groups of parents/patrons are actively involved in school functions. NO EVIDENCE: O/I 10.2 The school keeps a record of the different methods, e.g., memo, letter, phone. YES NO home visits used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1. ___________________________________________________________ 2. ____________________________________________________________ 3. __________________________________________________________ 4. ____________________________________________________________ 10.3 YES NO Contact is made regularly with the home to communicate positive concerns as appropriate information related to student behavior and/or student achievement. EVIDENCE: ________________________________________________ SP 10.4 School patrons and parents are given an opportunity to actively participate in YES NO developing the local school improvement plan. EVIDENCE: ___________________________ 10.5 YES NO Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: ___________________________________________ I IEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 CRITERIA 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non- discriminatory. SP/I 11.1 YES NO Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. Look at the extended school profile/school disciplinary plan. Students are reminded/ taught periodically throughout the school year. EVIDENCE: ______________________________________________________ SP/I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or YES NO disciplinary referrals involving identifiable groups by gender/grade. EVIDENCE:______________________________________ 11.3 YES NO Classroom instruction proceeds in an orderly manner. EVIDENCE:_________________________________ I/O 11.4 YES NO A mentoring program is used to meet the needs of at-risk students. See VIPS form on main desk. EVIDENCE:_______________________________________________________ O I 11.5 Students have access to community based support programs such as YES NO Boys/Girls Club, YMCA, local parks, etc. EVIDENCE: ______________________12.0 SP YES I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 CRITERIA Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. 12.1 The school has a clear, concise, well-written statement of specific improvement NO goals in accordance with the incentive school improvement plan. EVIDENCE: __________________________________________ 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the YES NO needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: __________________________________________________ O/I 12.3 There is evidence that the guidance program provides equitable services to all YES NO students. Is the counselor able to follow the schedule? EVIDENCE: ___________________________________ O/I 12.4 The campus and building are clean and free of debris and graffiti. Preventive YES NO maintenance is ongoing. EVIDENCE: O 12.5 Student movement through the hallways is orderly. YES NO EVIDENCE:o 12.6 YES NO I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 ________________________CRITERIA___________ The school office has friendly and helpful personnel. EVIDENCE: ____________ 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. YES NO EVIDENCE: I/O 12.8 District and school security guidelines are being followed. Classroom doors are locked. Monthly fire drills occur. Emergency procedures are posted in classrooms, etc. YES NO EVIDENCE: ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 12 CONCLUSIONS REACHED AS A RESULT OF THE VISIT: RECOMMENDATIONS FOR IMPROVEMENT:1.0 EFFECTIVENESS INDICATORS FOR THE EDUCATIONAL EQUITY (EE) MONITORING INSTRUMENT J u 'jasa d 3^ V  EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS nCT 2 3 1996 RATIONALE: Oific of Dessgregsfion Monacrifig Supports well being of society . Provides a comfortable school climate with optimum conditions for student learning and development . Supports the intent of the law by providing equal access and fair treatment in all programs Aids in the socialization of students Enhances cultural pluralism . Racial isolation does not support the idea of pluralism on which this country is based GENERAL DESCRIPTION: . Racially balanced (at least 25 percent black) certified and (at least 25 percent white) non-certified staff reflects appropriate percentage . Racial/Gender Balance (at least 25 percent black) in staff assignments, programs, content areas, and grade level . School enrollment to be within the appropriate racial range for 1994-1995 school year. This information is available after October 1, 1994, following a districtwide census. Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Plan to eliminate one-race classes, identified if one-race classes are Class enrollments comply with state standards Strategies to increase the number of minority students in upper level courses/class groupsEffectiveness Indicators Page 2 2.0 CURRICULUM RATIONALE\nThat element in the school environment through which students gain knowledge and information Provides the opportunity for students to develop a sensitivity for and acceptance of differences . Staff has high expectations that all students will achieve GENERAL DESCRIPTION\nImplementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implement the curriculum with what you have?) . Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Current and complete documentation of student progress Teachers demonstrate use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS RATIONALE\nEnhance the total well-being of the learner academically, socially, and psychologically . Promote positive self-concept and self-confidence Promote a healthy school environment which encompasses school spirit, collegiality, and cohesivenessEffectiveness Indicators Page 3 GENERAL DESCRIPTION\nA variety of awards and honors . Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents . A process to evaluate the honors and awards program for equity . Plans to eliminate any racial/gender inequities relative to distribution of honors and awards Non-athletic and athletic awards and honors (secondary schools) are perceived as comparable through visible evidence (displays) and promotion activities (school programs), e.g. student of the month, National Honor Society, honors assembly programs, contin- iuous curriculum development 4.0 COMMITTEES RATIONALE\nDiversified parent and staff participation which strengthens commitment to the school and its goals Diversified membership to assure a wide range of perspectives and creative problem solving GENERAL DESCRIPTION\n. Racial/gender composition of appointed school-based committees (-25% to 12.5% of black student enrollment) generally reflects the school population 5.0 EXTRACURRICULAR ACTIVITIES RATIONALE\nProvide opportunities for development of self-concept, self-esteem, leadership skills, and socialization skills in a multi-ethnic social environment . Help to develop important academic/non-academic skills, abilities and interests GENERAL DESCRIPTION\nExtracurricular activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and sexEffectiveness Indicators Page 4 Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender Recruitment practices to promote participation of all races and both genders in extracurricular activities 6.0 STUDENT ACHIEVEMENT/ASSESSMENT RATIONALE: Provides an assessment of the outcomes of teaching/learning based on disaggregation of data by race and gender Offers an opportunity to determine the success of district goals Provides an assessment for student program/course placement Complies with requirements set by the Arkansas Legislature Provides an assessment of student strengths and weaknesses Identifies each student's needs for success in the school setting GENERAL DESCRIPTION\nAll students' strengths and weaknesses assessed and their educational programs planned accordingly Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement (disaggregated by race/gender) Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups 7,0 SPECIAL EDUCATION RATIONALE: Serves a vital function in meeting the special needs of students who, because of physical or mental characteristics, require particular educational servicesEffectiveness Indicators Page 5 Ensures equitable treatment based on race/gender through appropriate assessment, diagnosis, and placement procedures GENERAL DESCRIPTION: Clear, well-defined referral, assessment and placement procedures Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served 8.0 GIFTED AND TALENTED EDUCATION RATIONALE: Meets the needs of students who are academically above the general school population and/or who demonstrate special skills and abilities Provides an enriched and more challenging learning environment Adequate referral, appropriate assessment, and well-defined criteria for giftedness for equitable placement in gifted/ talented programs GENERAL DESCRIPTION\nStudents identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff A planned and organized strategy to address any problem of under-representation of identifiable groups in gifted and talented programs . Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessaryEffectiveness Indicators Page 6 Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment . Adequate facilities to meet the needs of the students served 9.0 STAFF DEVELOPMENT RATIONALE\n. A staff development plan that demonstrates commitment to educational equity by providing appropriate training in\ngeneral knowledge of educational equity equitable staffing practices strategies for teaching the multicultural curriculum strategies to enhance student achievement Staff behavior that demonstrates commitment to quality desegregated education GENERAL DESCRIPTION\n. Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose . Staff development provided at a variety of places and times . Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum 10.0 PARENTAL INVOLVEMENT RATIONALE\nSeeks the involvement of parents with all subgroups represented Emphasizes the positive impact that parental involvement has student learning onEffectiveness Indicators Page 7 Participation of identifiable groups and selected communities of parents Utilizes a variety of methods to solicit the involvement of parents who do not traditionally participate GENERAL DESCRIPTION\nDociunentation of school-home communication and contact Documented evidence showing how all identifiable groups of parents have been actively solicited When financially possible, transportation provided for parents who need the service . School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups . Provision for regularly informing and involving parents regarding all aspects of their child's school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) . Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school plans 11.0 STUDENT DISCIPLINE RATIONALE: Involves effective classroom management Helps students to take responsibility for their actions and to act in socially appropriate ways GENERAL DESCRIPTION\nNo disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality existsEffectiveness Indicators Page 8 Teachers receiving staff development and training to become more effective in discipline management and classroom management Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained School staff very active and visible in directing/controlling students 12.0 BUILDING LEADERSHIP/MANAGEMENT RATIONALE\nPrincipal's strong commitment to educational equity Demonstrates that education is valued for all parents, students and staff Accepts responsibility for clear management of administrative tasks . Articulates how business is to be conducted on the campus Assximes a pro-active (not reactive) role Demonstrates visible leadership GENERAL DESCRIPTION\nClear, concise and well-written improvement goals for equity Physical environment which supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Equipment and learning aides in good condition, i.e., bulletin boards, chalk boards Evidence that the principal monitors the curriculum Evidence which indicates that all students are served by the guidance program, i.e., counselors' schedules/daily logs individual/group counseling A system to receive information from former students and patrons regarding the quality/needs of the total program A safe and secure campus for all students, LRSD employees, and visitorsADDENDUM TO LRSD BIRACIAL COMMITTEE INCENTIVE SCHOOL CHECKLIST 1996-97 STUDENT RECRUITMENT PROGRAM SCHOOL: PRINCIPAL\nMONITORS: DATE: 1. A student recruitment plan is in place. YES NO EVIDENCE: 2. A student recruitment committee is in place. YES NO EVIDENCE: 3. Total number of students recruited in the school during the last quarter.___ Black White YES NO EVIDENCE: 4. Number of students newly recruited during the last semester. Black White YES NO EVIDENCE\n2^252^^22 5^ S t\n5S I  ADDENDUM TO BIRACIAL COMMITTEE INCENTIVE SCHOOL CHECKLIST STUDENT RECRUITMENT PROGRAM Page 2 11 5. Total number of parents who have toured your school for possible enrollment of students. Black White YES NO EVIDENCE: I 2aEFFECTIVENESS INDICATORS FOR THE INCENTIVE SCHOOL MONITORING INSTRUMENT 1.0 EQUITASLS PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS RATIONALE: Supports well being of society . Provides a comfortable school climate with optimum conditions for student learning and development . Supports the intent of the law by providing equal access and fair treatment in all programs . Provides optimum conditions for learning Aids in the socialization of students Enhances cultural pluralism GENERAL DESCRIPTION Racially balanced staff which reflects appropriate percentages Racial/gender balance in staff assignments, programs, content areas, and grade level 2.0 CURRICULUM RATIONALE: Curriculum is that element in the school environment through which students gain knowledge and information . Provides the opportunity for students to develop a sensitivity and acceptance for differences GENERAL DESCRIPTION: A culturally diverse curriculum A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum An adequacy of materials and equipment to support the curriculum Varied t students eaching strategies that match the learning styles of the Current and accurate documentation of student progressEffective Indicators for IS Page 2 . Teachers demonstrating an understanding of infused curriculum a multiculturally . Students participating in heterogeneous groups that utilize peer tutoring Displays, bulletin boards, materials, and publications that reflect the multicultural curriculum . Use of hands-on discovery and exploration teaching strategi . Academic program enhanced by extracurricular activities 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS es 4.0 PATIONALE\n. Ademically, socially, and psychologically enhance the total well- being of the learner Promote positive self-concept and self-confidence Promote a healthy school environment which encompasses school spirit, collegiality, and cohesiveness GENERAL DESCRIPTION\nA variety of awards and honors . Written procedures and requirements governing honors and awards . Methods for communicating requirements to all students . A process to evaluate the honors and awards Plans to eliminate program any gender/grade level inequities . Equitable gender/grade level distribution of honors COMMITTEES and awards RATIONALE\n. Diversified parent participation strengthens school and its goals commitment to the . Diversified committees to creative problem solving GENERAL DESCRIPTION\nassure a wide range of perspectives and Racial/gender composition of committees school population generally reflects theEffective Indicators for IS Page 3 5.0 EXTENDED DAY PROGRAM RATIONALE\nSupports and reinforces the academic program Provides academic and non-academic enrichment . Helps in development of self-concept, self-esteem skills, abilities and interests ' and varieti GENERAL DESCRIPTION\nProvides parent) activities with adequate information regarding extended day . Recruitment practices to promote participation of all students in extended day activities . Meets the individual needs of the students (SEPs) 6.0- STUDENT ACHIEVEMENT/ASSESSHENT RATIONALE\n. Provides an assessment of the outcomes of teaching/learning . Offers an opportunity to determine the success of district goal . Provides an assessment for program/course placement . Complies with requirements established by the Arkansas Legislature . Provides an assessment of student strengths and weaknesses Identifies each student's needs for success in the school setting GENERAL DESCRIPTION\n. All students' strengths and weaknesses assessed and their educational programs planned accordingly . Evidence that promotion/retention rates are monitored and analyzed to reduce disparities in achievement . Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents  Strategies to close the disparity in test scores identifiable groups amongEffective Indicators for IS Page 4 7.0 SPECIAL EDUCATION RATIONALE:  Serves a vital function in meeting the special needs who, because of physical or mental characteristics, particular educational services ' 1 of students require 8.0 . Ensures equitable treatment through appropriate diagnosis, and placement procedures GENERAL DESCRIPTION\nassessment,  Clear, well-defined referral, assessment and placement procedures  Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences . Strategies to ensure equitable services by gender and grade level . Adequate facilities to meet the needs of the students served GIFTED AND TALENTED EDUCATION RATIONALE\nMeets the needs of students who are academically above the general school population and/or who demonstrate special skills and abilities Provides an enriched and more challenging learning environment Adequate referral, appropriate assessment , - ,\n'  and well-defined criteria for giftedness for equitable placement in gifted/talented programs GENERAL DESCRIPTION\n. Students identified through referral, standardized test results, academic performance, arid other criteria deemed appropriate by the school staff . A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs * S'^fficient textbooks, materials, ami equipment aval deliver the curriculum to all students in the class and equipment available to . Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment I i fEffective Indicators for IS Page 5 Adequate facilities to meet the needs of the students served 9.0 STAFF DEVELOPMENT RATIONALE\nA staff development plan that demonstrates commitment to educational equity by providing appropriate training in: general knowledge of educational equity- strategies for teaching the multi-cultural curriculum strategies to enhance the student achievement . Staff behavior that demonstrates commitment to quality desegregated education GENERAL DESCRIPTION: Staff development programs designed to enable staff members to fulfill the district/school mission and purpose . Staff development provided at a variety of places and times . Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan . Documentation of staff development participation 10.0 PARENTAL INVOLVEMENT RATIONALE: Seeks the involvement of parents . Emphasizes the impact that parental involvement has on student learning . Participation of identifiable groups and selected communities parents of . Utilizes a variety of methods to solicit the involvement of parents who do not traditionally participateEffective Indicators for IS Page 6 GENERAL DESCRIPTION: Documentation of school-home communication and contact . Documented evidence showing how all identifiable groups of parents have been actively solicited . When financially possible, transportation provided for parents who need the service I I . School functions conducted in community facilities identifiable groups of parents i near School functions scheduled to accommodate all parent groups I . Provision for regularly informing parents regarding all aspects of their child's school performance . Opportunities to develop leadership skills among all parent groups 11.0 STUDENT DISCIPLINE RATIONALE: Results in helping learners gain self-control . Involves effective discipline management . Helps students to take responsibility for their actions and to in socially appropriate ways act GENERAL DESCRIPTION: . No disproportionality among identifiable groups of students when discipline sanctions are analyzed . Teachers receiving staff development and training to become more effective in discipline management and classroom management . Discipline program monitored, evaluated and updated . Community based support programs . Mentoring program . Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained IEffective Indicators for IS Page 7 12.0 BUILDING LEADERSHIP/MANAGEMENT RATIONALE: . Principal's commitment to educational . Demonstrates that education is valued equity  responsibility for clear management of administrative . Articulates how business is to be conducted . Assumes a pro-active (not reactive) role . Demonstrates visible leadership GENERAL DESCRIPTION: on the campus Clear, concise and well-written improvement goals Physical environment and learning, i.e., clean buildings, graffiti supports^the goals of quality teaching no debris, orderly halls. no Evidence that the principal monitors the curriculum . Strategies to increase participation in upper level class groups . Evidence which indicates that all students guidance program are served by the  A system to receive information from former regarding the quality/needs of the total students and patrons program . A safe and secure campus for all students, visitors LRSD employees, and\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_482","title":"Incentive Schools: Extended Day-Year Program","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":["1991/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning"],"dcterms_title":["Incentive Schools: Extended Day-Year Program"],"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/482"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: f Number of pages including cover Off 18,X M?? * )K )K X X )K )K :K DATE START MAR-27 15:58 COURT TRANSACTION REPORT P.Ol MAR-27-91 WED 16:11 RECEIVER TX TIME PAGES 13'47\" 14 SEND TYPE NOTE OK )K )K X )i( X I )K E )K I -r^\"5i}iir.'^frj.Mi'T-n'mTr'''-:-\\'TrniTimwr\n'\"\"\n\"T-'iriirrBiii:f iWmmjwr'MTTiii II 11 .ui jlinii iiih imi '|llhllllllll iiHi iwiiiHiiii iiiWW'ilOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: Number of pages including cover pp I ,o |O A 0TWiwm )K * :k )K % )K\nK X DATE START NAR-27 15:45 COURT TRANSACTION REPORT P.Ol IiAR-27-91 WED 15:47 RECEIVER TX TINE PAGES 1'50'' 1 SEND TYPE NOTE OK X I * I * I * I * I * B * I :K I Kiv'j CTwiriMAR 25 '91 15=36 P.l I March 26, 1991 Dear Parents, Beginning Monday, April 1 - ^^^i^^i/^ewillimoleTnsrit cnanges to our incentive school extended day program. These chances a-e a * =^xoenaea cay llV/e iMngVs =ur stuiint\" the school year for the extended day 'A  year effect during the remainder The changes are: program. of sSSe:~.\"sr.V' '^.1!!.''*' extended' day^  Thursday? n? 35 p.m. . to 5:30 p.m. for buses normally ride the CARE will ba available fmr o.ik w, .. Fridays and on the first P'' who need CARE. each month for students All students must be registered for the CARE order to participate If vou n7T t  program in rS^nthsJa^^^\"-  oth/rX'dant?OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 March 26, 1991 James Jennings Little Rock School District 501 Sherman Street Little Rock, AR 72202 Dear Mr. Jennings: It was brought to the attention of this office yesterday that the LRSD has decided to shortened the student-teacher contact time for the Extended Day Program for Incentive Schools for the balance of the school year based upon your evaluation of the program. forward me educational Please copy of the program evaluation results and the rational for this desegregation plan. decision in light of the a Also, have the other parties in the case been contacted? what were their responses? If so, Let me hear from you. Sincerely, Arma Hart Associate DirectorOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 TO: Chris K Heller FROM: ,rt RE: Shortening the Incentive Day and Week DATE: March 26, 1991 These are questions that came to my mind after reading your memo to parents about shortening the Incentive Day and Week: 1. What are the educational benefits for children? 2 . Who were the persons involved in making the decision to change the time? (e.g., parents?) Was a committee formed representative of parents to help provide rational for this decision? 3. Were the academic, social, and emotional needs of all the students considered? 4 . What programs will/will not be offered to students as a result of this change? 5. Has the present Extended Day Program been evaluated to determine its strengths or weaknesses at each building site? 6 . Has the present program had ample time to become a success during the short time since the Court 7. 8. 9. Settlement Plan? approved the Have teachers been inserviced and/or been actively involved in the decisions of programs and activities that are in the Settlement Plan? Has a survey been done to determine whether parents are agreeable to having their child/children go to CARE, rather than stay longer in an Extended Day Program with certified personnel? Is there a possibility that after the Incentive Program has been carefully reviewed, you might desire to increase the time back to 5:30 p.m. next year?Chris Heller page 2 continued 10. Will there be a cut-off period for entrance of students who may later decide they want to go to CARE? 11. Does the following sentence have reference to Dunbar and the Incentive Schools? \"Federal or state mandated programs (remedial reading, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through extended day. week, or year programs. \" Settlement Plan, Volume II, March 23, 1989) (page 02239, #18 of the LRSD 12. Will a bus be provided for capable students who may choose to stay until 3:30 for enrichment on activities in the specialized programs only? reinforcement 13. Will the CARE Program be physically able to accommodate all the children who may want to stay from 2:30-3:30 or possibly from 3:30-4:30? 14. Since CARE is a part of the Incentive Schools, will it address the special needs of children and not become babysitting service?\" \"a It seems to me that sending a letter \"cold\" to parents after selling them last year on the merits of Extended Day Programs, without discussing the pros and cons at a PTA meeting is risking losing positive school community relations. I would proceed cautiously with appropriate answers to these questions. 7' have already entertained them, I need to know what your answers If you are. Remember, the goal of the Incentive School Program is to raise student achievement. is to raise the level One of the objectives in reaching that goal of community. If the programs trust between the school and the are well planned. exciting. and stimulating, I dare say that no one child would not want to be there. If parents believed that their children wanted to be there and were getting high quality programs that met their needs, they would not be amenable to shortening the time agreed upon. Let me hear from you.OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SHITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: Niimber of pages including cover X X X X X X X X DATE START RECEIVER MAR-26 11:02 FRIDAY, ELDREDGE8\u0026lt;CLAR P.Ol TRANSACTION REPORT MAR-26-91 TUE 11:04 TX TIME PAGES TYPE NOTE X )K X X X 1'55'' 3 SEND OK -------- )K )i: XOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: Number of pages including cover a X X X X X X X X DATE START NAR-27 14:51 COURT P.Ol RECEIVER TRANSACTION REPORT MAR-27-91 WED 14:58 TX TIME PAGES r 12\" 7 SEND TYPE NOTE OK X X X X X X X X aERLjgxaMjLaftaaaiaifeaaii^TO: FROM: RE: DATE: OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 James Jennings Meeting on Extended Day March 28, 1991 This letter is a follow-up to the meeting held in my office regarding the change in time for the Extended Day Program proposed by LRSD in a letter to Incentive School parents on 3/26/91. The purpose of the meeting, as you know, was to hear responses from you and Mrs. Matthis to questions that I submitted to you and Chris Heller on March 26, 1991, regarding the educational benefits for shortening the Incentive School day and whether the decision was consistent with the Settlement Plan. As agreed, I will anticipate written responses to these questions in the near future. Do keep this office and the Court apprised of potential problems and/or anticipated changes in the future.u MAR 29 '91 11:40 P. 1 MERftCHlL H. FRi Dat, FA,  , 0. CLARK hobertv. l'Oht, Fa. W-LIAM H. auTTOM, Ra. OCDRGt \u0026lt; RIKE. P,A. uAMBB Vt. MDORE ftVRON M. CiACMAN, JR.. FA. JOE B\u0026lt; BELL, FA. MICHAEL a. tk0mR0n, fa, JOHN Q, EChOLB, fa. jAMSa A. ftUTRY, FA. rRCBCRICAB, URBCRT. FA, H. T. LAMZEuBRC. fa. OSCAR  OAVIft, JR jAMtS C- CLARK. JR., FA. THOMAE F LtOatTT, FA. JOHN DEWEY WATftON, R.A- LEWIE MA*HiB, FA. RAUL . BENHAM Hi, FA. larry w, bwrkR. fa. A. WYCKLIF* NiftBET, JR.. .A. JAMES EDWARD HARRIS, P.A, J, PHlLiR MALCQM, 0 A. JAMES M. fllMREON. FA. MEREDITH F CATLETT, FA JAMES M. SAXTON, FA, J. *hERhCRD RUaSCUL 'll donalO h. bacon, p,a. WILLIAM Thomas bakteo, fa. WALTEN A lAULION H, P.A. Barry \u0026lt;. coruim, fa. R'CHARD o- Taylor, fa, jOSERHB hj RftT, JR., FA. EL'EaRETH J. ROSBEN, fa, CHRiSTORHER heller, FA. FEIDaY, ELDHEDGE e CLARK A PARTNCRBHIP OF !NOVIduals and RROFtBSlONAU ASSOCIATIONS ATTORNSVS AT LAW aooo FIRST COMMERCIAL SUILDlNO CAFTOL LlTTLC ROCK, ARKANttAB 7aaOt-3A3 TeuciMONC 9O''37e-2Oll UAURA R.A. nOftCR^a. 8MArCR, P-A, WILLIAM M. GRIFFIN Nl -*, THOMAB N. flOeC. FA. MICHAEU a, mOORE DIANE a. MACKCV WALYCR M, BBEL III. fa. KEVIN A. CRAaa WILLIAM A. WaOOElL. ClTBE \"TAft\" TURNER CALVIN J- HALL  COTT J. NC*r Fax No, 50i376'ai a? jcnnv L. MALONE M. OATLC CCRlCY ROBERT O. BCACW, ft. RANBOLRH lOONKY u. LSK brown ^AMEB G. BAKCR. JR\u0026gt; H. CHARLES G8CHWCNQ, JR. KARMV A, L'ftHT ftSOTT H. TUCXER JOHN CLAYTON KANDO. OUT ALTON WADS PRiCe O' DARONCR THOMAft r. MEEKB J, MIOMACL RiCKENS tCnIA , JONC8 DAVID O- WikfiON JEPFRCY H. mODRC cdunskl Wl LLIAM J, SM ITH WILLIAM A. ELDREDGE, JR-,. WILLIAM L- terry WILLIAM L. PATTON, R., FA. TELECOPY TO FOLLOWING NUMBER! 371-0100 THE FOLLOWING PAGES ARE FOR: *.\u0026gt;nT nB. TO: Ann Brown and Arma Hart. FIRM NAME: OFFICE OF DESEGREGATION MONITORING FROM: Chris Heller. MESSAGE! TOTAL NO. OF PAGES: THIS INFORMATION SHEET PLUS PAGES DATE! March 29, 19\u0026amp;L TIME: A.M./P.M. IP YOU DO NOT RECEIVE ALL THE PAGES PLEASE CALL 501/376-2011 ASAP TRANSMITTING FROM! AUTOMATIC FAX RAPICOM 200 - 501/376-2147 TELECOPY OPERATOR! FOR OFFICE USE ONLY: -jLmp_______ CLIENT NUMBER SQ__________ MATTER NUMBER CONFIDENTIALITY NOTE: The information in this facsimile transmittal is legaify priviles/ed and conMential Information Intended onbi for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copy of the transmittal is strictly prohibited, If you receive this transmittal in error, please immediately notify ts by telephone, and return the original transmittal to us at the above address via the United States Postal Service. Thank you,MAR 29 91 11:41 P.2 FRIDAY, BLDRBDGE A CLaHK MCASCaEI. H. PRIBAY, *.A. B. S. CLARK ROBCRT V, klCHT. S.A. WILLIAM H. BUTTON, B.A. OCOROE B. PIKC, JR., R.A, JAMES W. mOORB BYRON M. BiBCmaN, JR., R,A, JOE O. BClu, MICMAEl 0. tmOhpbon, p.a. JOHN 0. CCHOLB, P,A. JAMES A BUTTRy, ra, PREOBRiCKS, ijRBBRV, P,A. H. T. lARZEuCRE, RA. OACAR B. OAViB. JR, JAMBA e. Clark, jr., r.a. THCMaB p, LC9OSTT, P,A. JOHN 9BWEV WATSON, AA. LCWIB MATHIS, B.A. PAUL A. BENHAM m, P.A. LARRY W. BVRKB, P.A. A. WTCKLirr NIBBET, JR,, P.A, JAMES Coward harrib, p.a. J. Phillip malcdh, p.a. JAMBS M, SIMPSON, AA. MCRCDITH P. CATLETT. P.A. JAMBS M. SAXTON, P.A. J. BHBPHBRO RUBACuL 111 DONALD H, BACON, P.A, WILLIAM ThOmaS SAKTCR, P a. WALTER A. Paulson 41, P.A. A PARTNERSHIP OF INOiVlpUAtS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW CODD FIRST COMMERCfAU BUIUOINQ AOO WEST CARITOL LITTLE ROCK, ARKANSAS FEEOHSASS Telcphone SOi3?e\u0026gt;3oii Fax No. SOi-aTS-Sia? March 29, 1991 LAURA hEnSlEy smith, p.a. ROBERT S. BMACtR, P.A. WILLIAM M. ORiPPlN th, P.A. ThOmaB n. RDSK, P.a, miCmaku S, MOORE oiAM S. MACKCT WALTCR M. CSBL III, P.A. KEVIN A. CRASS WILLIAM A. WADDELL, JR., P.\u0026gt; CLYDE *TAS*' TURNER CALVIN J. HALL SCOTT J. LANCASTER JERRY L. MALONC M. DAYLG CORLEY ROSBRT S. BEACH, JR. a. RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER, JR. H. CHARLES DSCHWENO, JU. HARRY A. klOHT SCOTT H. TUCKER JOHN CLAYTON RANDOLPM OUV ALTON WADE PRICE C. OaRDNER THOMAS P. MEEKS J. micnaEl Pickens TONIA P. JONES OAVID D. WILSON JEPFREY M. MOORE BARRY B. COPuiN, R.A. R CHARO O. tAVLOR, P. JOfiBBM *, MVRBT, JR., A A. CLISAftCtH nOBICN, AA. ewHiSTOPHKR MKbLCR. AA. ePVHPBh WILLIAM J. SMITH WILLJAM A. ELDPBDOC, jH., P, WILLIAM L. TERRY WILLIAM L. PaTTCn, JR., P.A. WRITKfl't OIRKO* HO. Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 370-1506 Re: Extended Day Program in Incentive Schools Dear John: I propose the following as an outline of the understandings and agreements reached thia morning among LRSD, Joshua and the Office of Desegregation Monitoring: 1. Beginning Monday, April 15, 1991, Extended Day Program will be 2:35 p.m. to 4:30 p.m. Monday through Thursday. There will be no extended day on Fridays, the time for the p.m. 2. 3. CARE will be available from 4:30 p.m. to 5:30 p.m. for students who need care following extended day. There will no extended day on the first Monday of each month. CARE will be available from 2:35 p.m. to 5:30 p.m. on the first Monday of each month for students who need CARE. 4 . Buses will run at 2:35 p.m. participate in extended day activities and at 4:30 p.m. for students enrolled in extended day who normally ride On Fridays and on the first Monday of each month, buses will run at 2:35 p.m. for all students who normally ride the bus. for students who do not p.m. the bus home. MRP 29 91 11:42 P.3 5. CARE will be made available without charge to those students who enroll in the CARE program because of the shortening of the Extended Day Program, All students must be registered for the CARE Program in order to participate. 6. The time between now and April 15/ 177 wm ca usea lo inform parents about these changes and to explain to parents why the changes are being made and the options available to them as a result of the changes. 1991 will be used to 7. The time before implementation of the changes will also be used to make the necessary preparations for the expected increase in participation in the CARE Program, Please let me know whether you believe this letter fairly presents our agreements and understandings. Yours very trul Christopher Heller CJH/k co: Office of Desegregation MonitoringI X X X X X X DATE START MAR-29 11:41 G3 TRANSACTION REPORT P.Ol MAR-29-91 FRI 11:43 SENDER RX TIME PAGES 2'01\" TYPE NOTE 3 RECEIVE OK )K * )K  )K )K X )KJohn W. walker, p.a. ArroKNRY At Law 1723 Broadway Little Rook, Arkansa.^\n722(! TelepjKWE {501) 37 {3758 FAX (50!) 374 4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A, BRANTON, JR \"Alw* to f*rarli(* n Grcnri* A the DiiHrirt \u0026lt;ff ('dumbii. TO\nFACSIMILE COVER FAX NO.: Ms. LAZAR M PALNICK LAW * H.NANCE BLIXI. SUITE IW2 429 FOURTH AVENUE PITIBBURGH, PA 15219 (4l2)28R-92) i-QtoQ FROM: n ri.(C^c. DATE\nRE: MESSAGE: THIS FAX CONSISTS OF PAGE(S), INCLUDING THIS COVER PAGE. I 0  d OUR FAX NUMBER IS: (501) 374-4187 00T0I22 Oi bd d3\u0026gt;nan(i NHor wodd 3S:St 1661/6Z/20MAR 29 '91 iiJ39 HCttSCHSb H. XRiBA*, AA. B. \u0026gt; CLARM SOBCBT W. SA. 3PRIDAY, BLOHEDOB \u0026amp; OLAHK A PARTNERSHIP OP INDTVIOUAlS MQ PROTCSSIONAU ASSOCIATIONS ATTORNtva AT LAW AIhLiAM H. BUTTAN, B.A. BtAAAt e, AtKC. JA., AA. ^amCS w. MO9AC BVWAN M, tlBCHAH, UA., AA. ZOC 0. SBbt, P A. MICHAKUS. TMOmpSOm, AA. ,\u0026gt;OHM C. CCHObS, AA. ,|AH\u0026lt;BA. AVTTAV, A A. MCBCaiCaB. uBBSSv, S.A.  T. CAAXvCAC, AA. 9SQAA C, OaWS, dtt. aooo r(i4Br edMH\u0026lt;Re\u0026lt;AL iiu\u0026gt;lo!no 400 weat CAPirou LITTLC ROCK, ARKAHSA* 7ttO)\u0026gt;\u0026gt;A9 tKbBAnONc aoi-ara-ton Tax no. eoi-37e*ei47 AMt\u0026lt; C. CI.AXK, r,, P.\u0026lt;. HOMAS P, LCOSCTT, AA. 'OHN S6WCT WATBOM, AA. CWie MATHIB, AA. AVL . RtNriAH Ml, AA, March 29, 1991 ,ARMV W, au***, WVCKVI^r NltlKL^A., R,A. 'AMt* COWARO HARe, P.A-PHtbkiP MAVeOM, lAMta H. AlMP*\u0026amp;N, P-A. 4RtaTH . eAtWktt. AA. FAX M. AXTQH, AA. SMCRHCRB RUCL ill lONALO M. BACOH, AA, vIULiAM TwaMA* BAXTCR, AA, \u0026gt;AkT\u0026lt;A A. PaVuBON tl, AA. KAAB* . COPI-IN, kieMAAO O. TAVLOA, A.A, \u0026gt;OAH B. X*' CUtXABCTH J, ROBBBN. AA\u0026lt;\nRI7O?WK HtULCR, Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rook, AR 7220S Res Extended Day Program in Incentive Schools Dear John: bAURA HCNSbCY BHITH, P.A. AOBCAT B. SHAFCA, AA. WILLIAM M, aRIFFIN HI) P.A. THOMAS N. AOC, A A. S. OiANC S. MAOAEY NBVIN A. CRABS WlkUtAM A. WAPOCtU, \u0026lt;.\u0026lt;A-, A^ 6U*BC 'tab\" turner CAbVIN J. HAbb SCOTTI. bANgABTftR JCRPT b. MAbONil H. BAVbC COAbST ROBERT S. SfiACH, J. B, RAMOOtPP (.OONCV J. bCB BROWN JAMES e. BARCA, jA-H. CMARtCB dBCMWCNft, JR. HARR* A. blQHT SeOTT H, TUCMBR JOHN CbAYTOM AANBObPH BUY AUTON WABC  Nice 0. OAROMCA THOMAS A HCCAB MlCMAEL AlOKCNS TON.A A JONCA OAVIP 0. WluBON JETFRE* ** MOORE cdw*kk WILLIAM J. SMITH WibLtAM A. CbOASOOC. JR.. AA. WibtlAH L. YBRRV WILLIAM L. PATTON, JR., P.A. wR'Tia'* siMcCr we. 370-1506 I propose the following as an outline of the understandings and agreements reached this morning among LRSD, Joshua and the Office of Desegregation Monitoring: 1* Beginning Monday, April 15, 1991, the time for the Extended Day Program will be 2:35 p.m. f Monday through Thursday. There will ba no extended day to 4530 p.m. on Fridays. CARB will be available from 4:30 p.m. to 5:30 p.m. for ^udents who.nesd CARE ^following, extended day. , .. , _____ ____ no extended day on the first Monday of each ^Xonth. ^.CARB will be available from 2:35 p.m. to 5:30 pTlKu^n the first Monday of each month for students who 3.\\. There will\nE. f'' 4. Buses will run at 2:35 p.m. fox students who do not participate in extended day activities and at 4:30 p.m. for students enrolled in extended day who normally ride the bus home, '^n Fridays,\"aha~^ the T 1-rstrMon^yJof each month, buses will run at 2:35 p.m. for^WTstudents who normally ride the bus. 30  d 0 0 I 0 I Z  0 J. U'd daMiBn'M NHor wodd S!SI 1661/63/0 2 0d THiOi r. o B. CARE will ba made available V ---without charge to those enroll m ths CARE program because of the shortening of the Extended Day Program, must be registered for the CARE participate. All students Program in order to 6. 7. The tine between now and April IS, 1991 will be used to inform parents about these changes and to explain to parents why the changes are being made and the options available to them as a result of the changes. The time before implementation of the changes will also be used to make the necessary preparations for the expected increase in participation in the CARB Program. Please let me know whether you believe this letter fairly presents our agreements and understandings. Yours very trul Christopher Heller CJH/k co: Office of Desegregation Monitoring L [I( _ __' __ (i 0 d 0010TZ2 01 Wd d3\u0026gt;ntinn NHOf wodj ^S:ST T66T/62/20 w *1^ 'X )K )K X :K * * % A DATE START SENDER MAR-29 15:02 501 374 4187 TRANSACTION REPORT RX TINE PAGES TYPE P.Ol MAR-29-91 FRI 15:05 NOTE 3' 05\" 3 RECEIVE OK )K )K )K :K )K * X % SESfiU aiMAR 29 '91 15:46 P.l hBRGCACl H. P ri bay, a.A. A. I. CLARK AOBCRr V.. biSHT, Ra. WluLiAM H. SUYTiGN, Ra. OCOROK t. 01 KI. JR., p.a.  AMCfl W. MOORI BVRON M. tlBlMAH, JR. P.A. jOt 0. PILL, 0-A. MiCTASL a HOMASOn, fa JOHN e. te*OL8, P.A, JAMIA A BuT*PY, P.A. FPIOCPiCK A UPAiRV, P.A. K. Ti uaAIIlIPI, p a OACaA I. OaViA. jp. uAhca e. Clark, jr., p.a. THOMA* P. LCO9ETT. ft.A. JOHN oswcr WATAON, P.A. LBiAia MATH.A, P.A. PAUL B. BInhaM III, AA, LAPPy W. BJPKB, f*,A. A.wrCKL\u0026gt;r NIBBBT, JP., P. .^AMAB Cev/AMS HAPPIB, P. \u0026lt; A. J PH I Lbi P M ALCOM, P A. JAU M. AImBAOn, P.a, M|P|DTr P. CATLSFT, P.A, JAMC0 M. SAXTON, P.A. J. BHCPHCPO PjAACl. Ill eONALQ H. BACON, P,A WiLUiAM ThomAB BAXTIR, P.A. WAcTfP A. PAIJtBON II, P.A. BARRV  COPLIN, P,A. RtCKARO 0. TAVLOR. P.A. JOBCPM B. HUPflT, uP . P.A. BLiSABKTH J. POBBlN, P.A. CHPiBTOPmIP MCbtCR. ^A. FHIDaY, ELDfiEDGE tk CLJxlRK A sartncRSmip of individuals and profsSSional associations ATTORN CVS AT LAW aooo FIRST commcrcial BuiLQiNa  OO WEST CAPITOL LITTLE ROCK. ARKANSAS TtIQI-S4B3 TELipmoVE SOI-378-COil fAx NO, SOI-STS aiAT LAURA H(N*LCVSMifH. P. A. ROBIPT B. ShAFSP, P.a WILLIAM M. OPiPPiN III, BA. THOMA* N. AOBC, P.A. MIChABL 8. MOOPC eiAN* a. MAOKCY WAtTCR H. BBCU IH, P.A kCvin a. cbabb William a. wapocll, JP., p.a. tuvOB tab\" TUBNtP Calvin j, hall  COTT J. LANOABTcp jCRPY L. MAtONC M. dAVLC CORLEY ROBERT 8, BEACH, JR. *. aanoolph looney J. uCE BROWN JAMC* o. BAKER, JR. H, 0HARLE8 oeCHWCND, JR. HARRY A. LICHT BCOTT H. TUCKER JOHN Clayton ranoolph OMY ALTON WABE PRiCB C, BARONC* THOMAS P. MCCkS d. MICHAEL RICKEN\u0026amp; TONIA P. JONBS BAVie B. Yi uSOn JERFRer H. MQOPC COVMBBk WILLIAM J. SHI Th WILLIAM A. C.OreBOC, JPi| P.A WILLIAM L. Terry WILLIAM L. PATTON, JR., P.A. TELECOPY TO FOLLOWING NUMBER: 124-4187 - 371-0100 THE FOLLOWING PAGES ARE FOR: TO: Jphn WfliXeg__and Arma Hart FIRM NAME: FROM: Chris Heller MESSAGE: I have enclosed a second draft of my letter which has been revised to address the concerns expressed about the first draft. Please let me know if this is acceptable. TOTAL NO. OP PAGES\nTHIS INFORMATION SHEET PLUS PAGES date\nMarch 29, 1991 TIME: .A.M./P.M. 3 2 IP YOU DO NOT RECBIVB ALL THE PAGES PLEASE CALL 501/376-2011 ASAP TRANSMITTING FROM\nAUTOMATIC FAX RAPICOM 200 - 501/376-2147 TELECOPY OPERATOR\nFOR OFFICE USE ONLY\n- LI23Q CLIENT NUMBER _____92___________ MATTER NUMBER CONFIDENTULiTT NOTE: The ir/ormatton in thie facsimile transmittal is legally orMleted and confidential inftrmaHm intended o^lyfor the use of the individual or entity named above. If the reader of this message is not the intended recipietu, you are hereby notified that any dissemination, distribution or copy of the transmittal is strictly prohibited. If you receive this transmittal in error, please immediately notify us by telephone, and return the original transmittal to us at the above address via the United States Postal Service. Thank you.- I'lAR 29 '91 15:47 P.3 ME*0CCV H. PSA B. B. CUARK i r-? I I I t' I I tf I It I AOfiCRT V. tidMt, P.A. wiukiAH H, Button, aa. OCORBC C PIRC, JR., AA JAMSe M*. MOQRK BVRON M, CIfiCMAN, JR., -OS 0. asut, AA. MiaMAKk a. THOMPSON, P.A JOHN C. BGHOkB, JAmBB a. BUTTRr, AA, FRcOCRIGHB. URBCRV, P.A. H. T. LAMZCkSRC, B.A. OBCaR E. OAViB, JR. JAMKB C. ekARH, JR , p. A. TmOmaI R. naSSTT, AA. O6WBV \u0026lt;A/AT*QN, P. LEWIB MATHiB, R.A. FAUL B. BCnmaM ill, Aa. LARRY W. BURKB. RA, A. WVeXLIFF NIBBBT. JR., P.A JAMKB COWARD HARRIB, f.A. RHILLIP MALCOM, R. A JAMSS M. BIMPBOn, P.A. MBRIBITH 9. CaTLBTT, P.A. JAMKB H. BaxtON, P,A. J BHBPhKRO RUBBBLL ill DONAlD H, BACONi r.a. William thqmab baxycr, p.a, WALTCR A. PAULBON |I, RA. BARRr B. CORhIN. r.a, Richard D. TaYLOR, p.a. jOBCPH B. HURBT, JR., AA. CklXABCTh J. RORBCN. PA. CHRIBTOPNCR HELLER, R.A. FBIDAY, ELDKEDOE \u0026amp; CLARK A PARTNtRSMIP OF INDIVIDUALS ANO PHOFtSSIONAL ASSOCIATIONS ATTORNEYS AT LAW 100a FIRST eOMMERGIAU SUILDiNa 400 WEST CARJTOU kITTUe ROCK, ARKANSAS 7aOI-3.4ad Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Ra: Dear Johns tcucpmonb BOH37e\u0026gt;scu Fax No. SOI-17B il7 March 29, 1991 FAX Extended Day Program in Incentive Schools I propose the following and agreements reached this LAURA HBNBLCV BmiTm, P.A. ROBERT B. BHAFCR, a.A, WILLIAM M. am IN III, A THOMAS N. ROBE, PA. MICHACl B, MOORE OIANC B. MACXSV WALTCR M, BBBL lfl, PA, KBVIN A CRABB WILLIAM A, WAODBLL, JR., P . CLVOC *'TA' TURNER CALVIN J. HALL BSOTT J. LANCABTCR JERRY L. MALONE M. OAYut CORLEY ROBERT B, BEACH, J*. B. RANDOLPH LOONEY J- LEE BROWN JAMtl e, BAKER, JR. H. CHARLCB SBChwENO, JR. HARRY A. LIBhT SCOTT H. TUCKER JOHN CLAYTON RANDOLPH OUT ALTON WADE PRICC C. GARDNER TmOMAB F. MKEKB J. MICHAEL PtCKENB TONIA P JOnKB DaUiO O. WILSON JEPFRer H. MOORE COUHBU WILLIAM J. BHITH WILLIAM A. ILOREDae, JR,, RA. WILLIAM L. TERRY WILLIAM L. RATTON, JR., P.A. aiwccT HO. 370-1506 an outline of the understandings ---- morning among LRSD, Joshua and the Office of Desegregation Monitoring\nas 1, Beginning Monday, April 15, 1991, Extended Day Program will be 2:35 p.m. to 4:30 p.m. Monday through Thursday. There will be no extended dav on Fridays. the time for the p.m. 2. CARE will be available from 4:30 . J ,  ..... p.m. to 5:30 p.m. for students who need CARE following extended day. LRSD will steps to ensure adequate staff and sufficient space for the expected increased participation in the CARE Program. 3. Buses will run at 2:35 , , , , ---- P-M- for students who do not participate in extended day activities and at 4:30 p.m. for students enrolled in extended day who normally ride the bus home. On Fridays, buses will run at 2:35 for all students who normally ride the bus. and at 4:30 p.m. p.m.MAR 29 '91 15:46 P.2 4. CARE will be made available w  students who enroll in the CARE shortening of the Extended Day Program, must be registered for the participate. without charge to those program because of the All students CARE Program in order to 5. The time between now and April 15, 1991 will be used to uaJenL changes uv are being made and the options available to them as a result of the changes. and to explain to available to them 6. The time before implementation of the changes will also necessary preparations for the expected increase in participation in the CARE Program. Please let me know whether you believe this latter fairly oresents our agreements and understandings. rainy presents Yours vi .r Christdphe: Heller t CJH/k co: Office of Desegregation MonitoringI 8 K- * * X :K )K X X P.Ol TRANSACTION REPORT MAR-29-91 ERI 15:48 DATE START MAR-29 15:46 G3 SENDER RX TIME PAGES TYPE NOTE 1'59\" 3 RECEIVE OK X * )t( )K X )K )KLITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 June 6, 1994 MEMORANDUM TO\nParents of Summer Enrichment School Students - Incentive Schools FROM: Principal of SUBJECT: Summer Enrichment Program - Incentive Schools Your child has been assigned to the Enrichment Summer School Program at: ANDREW J. BROUN SITE: Penick Boys C. The program begins on Monday, June 20, 1994, and ends on July 25, 1994. July 4 is a holiday. The location, date, and time for incentive schools enrichment programs are indicated below: ACTIVTTY LOCATION DATE TIME G.W. Carver YMCA 1116 West 14th June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. Arkansas Art Center MacArthur Park June 20 - July 25, 1994 9:00 A.M. to 12:00 P.M. James Penick Boys Club 1201 Leisure Lane William Thrasher Boys Club 3301 South State June 20 - July 25, 1994 June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. 8:00 A.M. to 4:00 P.M. Transportation wiU be provided by Little Rock School District. Your child will be picked up at his/her currently assigned Incentive School at 7:45 AM. They will arrive back at then- assigned incentive school by 4:30 P.M. Students attending the Arkansas Art Center will arrive at their assigned incentive school by 12:30 P.M. Your cooperation is needed. Please contact Larry S. Robertson at 324-2013, if additional information is needed.JAMES H. PEMICX aOTS CLUB EaSHIP APPt.lCATIOB 3CYS club OF UT7L5 accx Mesoership # PLEASE PPI MT AMO CHECT APPQBPPIATE AMSUEP TO ALL 0UE5TTOIS Appticacion Oats Census TracT S Pace: White Slack Hispanic Other Previous Memoer: Tes No Prior Uni t Membership fee S Fee Fully Paid: Tes No NAME: FIRST MIOOLE LAST ADDRESS: CITY: STATE: ZIP\nPHONE (H) (0) Birthday Birth City State Tears at this address\nDo you live with your\n(Check one) Do you belong to\n(Check one) Both Mother S Father Boys/Girls Scouts Mother Only Church Club Grandparents TMCA/TUCA Father Only School Club Other Other None How many live in your house? _______ Number of Brothers: Hinber of Sisters: I will attend James H. Penick Boys Club: Current Job: (check one) Simmer Tear-Around Tear-Around Part-time Part-time Only during the School Tear Full-time Full-time Only during Holidays None Sumner JAKES H. PEXICX aOTS CUJ8 MEJABERSHIP APPl.JCATIOB 3CYS CLUB OF UITTLS accx MMoership it Pt SASS PPTMT ATO CHECr APPggpPIATE AMSUgP TO ALL OUESTTOWS Applicacion Oats Census Tract S Pace: Uhi ce Slack _Hispanic Other Previous Memoer: Tes No Prior Unit Memoership Fee S Fee Fully Paid: Tes No NAME\nFIRST MIOOtE LAST ADDRESS: CITT: STATE: ZIP: PHONE CO) Birthday Birth City State Tears at this address: Do you live with your\n(Check one) Do you belong co\n(Check one) Both Mother \u0026amp; Father Boys/Girls Scouts Mother Only Church Club Grandparents TMCA/TUCA Father Only School Club Other Other None How many live in your house? Htmber of Brothers\nNtnber of Sisters: I will attend James H. Penick Soys Club: Current Job: (check one) Sunner Tear-Around Tear-Around Part-time Part-time Only during the School Tear Full-time Full-time Only during Holidays None Summer cF EXTENDED DAY Student Name: Andrew Brown RECEIVED Grade: 2nd Teacher: BURROUGHS JAN 51995 Dear Parents: Office of Desegregation Monitoring Extended day for second semester begins on Tuesday, January 10, 1995. We are going to try a different procedure for extended day activities. We want to focus heavily on reading and math instruction and work toward academic improvement of all students. Homework center will be in the classroom on Tuesdays, Wednesdays, and Thursdays between 2:35 - 3:05 p.m. On Tuesdays and Thursdays, the children will remain in their classroom for reading and math remediation and enrichment with equal time spent on each subject. Instruction will be determined by student needs as developed in the individual Student Education Plans. The Tuesday session will be from 3:05-4:30 p.m. and the Thursday session will be from 3:05-3:50 p.m. Wednesdays will be devoted to activities only. There will be two 45 minute sessions and students will be assigned activities according to their requests on a survey conducted earlier in the year. Wednesday activities will be from 3:05-4:30 p.m. Your child chose the following activities for the 1994-95 school year: FIRST SEMESTER : TUESDAY\nGAMES WEDNESDAY:COMPUTER SECOND SEMESTER: 1st ACTIVITY\nSPANISH 2nd ACTIVITY: SCIENCE I hope you will be pleased with the new program format and the assigned activities. We strongly encourage you to have your child attend extended day, especially on the academic enrichment/remediation days (Tuesdays and Thursdays). We know that this will help to boost achievement and raise individual test scores. We hope you will be cooperative as we implement the new schedule. \u0026lt;f:n ATTEND ACNE FOR EXTENDED WEEK MAR 8 1995 Office of Desegr i^kicn LAMAN LIBRARY October 15, 1994 19BF 9BM WILDWOOD October 18, 1994 56BF 26BM MIDAMERICA MUSEUM November 19, 1994 58BF 54BM IWF IWM Blanchard Springs Caverns January 28, 1995 53BF 44BM CURTIS TATE February 11, 1995 17BF 18BM Mazzios Pizza February 25, 1995 17BF 18BMf 7.'5r^. FRANKLIN INCENTIVE SCHOOL M\u0026amp;R 8 1995 0t!ic8 of Des^i S' 'if-' EXTENDED DAY ATTENDANCE 1ST SEMESTER 1994-95 Tuesday Average Daily Attendance 160/out of 210 - 77% participation Wednesday Average Daily Attendance 178/out of 210 - 85% participation Thursday Average Daily Attendance 165/out of 210 - 79% participation{ // 0 a ^iAS 8 (Please number 1st, 2nd and 3rd choice) Office Ct [lesQ' i'iy.i.\n____Brownies {lst-3rd only) ____Newspaper Publishing ____Speech Debate Team Music ____Girl Scout (4th-6th only) ____Young Authors Choir Book Club Pen Pals Aerobics Art ____Spanish Club Book Club ____Cub Scouts (lst-3rd only) ____Boy Scouts (4th-6th only) Basketball ____Sign Language Cheerleader Odyssey of the Mind Drama Dance ____Book Making Gentleman Club Ladies Club ____Competion Bees My student is enrolled in the CARE PROGRAM and wUl go directly to Care after Extended Day. I will pick my child up at 4:30 I want my child to ride the bus I want my child to walk home Teachers Name Parents Signature Students Name Grade Address Phone numberTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 September 14, 1995 Margie Powell, Associate Monitor - ODM Gene Jones, Associate Monitor - ODM Sadie Mitchell, y^sistant Superintendent Elementary Education Sterling Ingran^feirector of Staff Development 1995 Extended Year Information Attached are narratives of the Little Rock School Districts Extended Year Program, Incentive School Summer Enrichment Program, as well as, agendas and other information that document our efforts related to the extended year program for 1995. If you require additional information, do not hesitate to contact us. /adg Attachments cc: Dr. Henry Williams Chris HellerLITTLE ROCK SCHOOL DISTRICT EXTENDED YEAR PROGRAM SUMMER 1995 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72206 STERLING INGRAM, DIRECTOR OF STAFF DEVELOPMENT SADIE MITCHELL, ASSISTANT SUPERINTENDENT - ELEMENTARY SCHOOLS LILLIE CARTER, SUMMER SCHOOL PRINCIPAL SEPTEMBER 13, 1995LITTLE ROCK SCHOOL DISTRICT EXTENDED YEAR PROGRAM Strengths The 1995 extended year academic program at Rockefeller Incentive was successful in several ways. A well qualified, dedicated, and committed certified and non-certified staff worked diligently to meet the needs of all students. Curriculum supervisors from the reading and math department provided inservice training for the staff prior to the beginning of summer school. Assistance was provided by the Assistant Superintendent during registration and throughout the duration of summer school. The office of Safety and Security provided two resource officers for 4 weeks. Remediation, reinforcement, and enrichment was provided for students in the areas of Reading, Language Arts, and.Math. The principal and assistant principal were highly visible and provided assistance to the staff... The transportation department did an outstanding job transporting students to and from their destination. The food service department provided nutritional snacks and lunch. Each classroom teacher sent home a weekly progress report in addition to interim reports and scheduled parent conferences. There was weekly communication from the school to all parents. Weaknesses  Poor attendance for Incentive School students  Poor attendance at Open House  Lack of parental involvementEnrollment Total number of students enrolled: 168 Total number of Incentive School students based on pre-enrollment: 197 Total number of Incentive School students: 108 Total percent attending: 52% BM\n32% BF\n10% WF\n7% WM BM BF WM WF Franklin 16 5 1 Garland 20 18 2 2 1 Mitchell 15 Rightsell Rockefeller 10 4 2 9 1 2 Total 64 36 3 5 Total number of students attending from other LRSD schools 50 Total number of students attending from Private Schools 10 Teaching Strategies: Whole Group Instruction Small Group Instruction Individual Instruction Individual Tutoring (Instructional Aides) Principal and Assistant Principal read to small groups Parental Involvement: Open House (Transportation provided) Required Parent Conferences Weekly Progress Reports Interim Reports Phone Calls to ParentsParent Volunteers: Most of the parents work and are unable to be actively involved. Type of Assessment used: 1. Reading Assessment (HBJ) 2. Math Skills Test (HBJ) 3. SEPS 4. Reading/Math records from home school 5. Computer Lab (Reading and Math skills)LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL SUMMER ENRICHMENT The Little Rock School District Summer Enrichment Program provides a variety of multicultural experiences and activities designed to meet the needs and interest of Incentive School students. Parents were involved in the planning and development of this program. Every student received a survey to take home for parents to complete and return to their home school. The survey listed a variety of activities and provided space for parents to recommend activities not listed on the survey. The survey results from all Incentive schools were compiled and then used to determine the Summer Enrichment activities that would be provided to Incentive School students. The City of Little Rock Parks and Recreation had existing programs and activities in place that matched the needs and interests of many Incentive School students. The City Parks and Recreation cooperated with the Little Rock School District in efforts to place Incentive School students in appropriate existing programs at six sites. These sites were Bale Elementary School, Baseline Elementary School, Fair Park Elementary School, Romine Elementary School, Penick Boys Club, and Thrasher Boys and Girls Club. Other components of the Summer Enrichment Program for Incentive School students were provided at Rockefeller Incentive School. Enrichment in the areas of reading, math, music and art was provided at the Rockefeller site. Parents, students, site directors, and site teachers participated in the evaluation of the summer enrichment program. Interviews and questionnaires were utilized to collect data needed to evaluate the program. Evaluation results will be used to improve the quality of future summer enrichment programs. Please find attached a list of students who participated at each site by race, gender, and home school.Page 1 of 3 BAiE Student Name Thomas Akins Mashati Walker Ashley White Erica Cotton Sending School Franklin Franklin Franklin Franklin R/G BM BF BF BF Grade 2 5 5 4 BASELINE_________ Student Name Shannon Agnew Brandy Weyand April Weyand Tabithia Basinger Jeremy Harris Jessica Harris Nicholas Williams Brittany Berry Markel Ricks Sending School Rockefeller R/G WF WF WF WF BM BF BM BF BF Grade 2 1 2 2 2 1 2 1 1 FAIR PARK________ Dana'Zaire Snow Rashany Pittman Pecola Richardson Franklin BM BF BF 2 9 2 PENICK BOYS CLUB Rodney Jackson Jonathon Philllips Robert Scott John Phillips Jason Miller Kirkland Litzsey Elijah Jones______ Freddie Carroll Nelson Terry Derek Terry Franklin Mitchell Rightsell Rockefeller BM BM BM BM BM BM BM BM 5 6 3 3 1 2 4 5 ROCKEFELLER ART\u0026amp;MUSIC Jamaal Bosley Ivan Allen Robert Enlow Dedrick Logan Steven Lindsey Rhiana Cobb Rightsell Franklin Franklin Rightsell Garland Rockefeller BM BM BM BM BM BM BM WF 4 4 3 2 2 4Page 2 of 3 Michelle Butler Gabrielle Edwards Pjnber Missouri Sindy Thomas_____ Beattie Scott Lacretia Montgomery Jazzman Trice Troy Thomas Jonas Brewster Donte Howard Roosevelt Blackmon Ashley Kelley Alvictor Denton Melinda Simmons Kelsey Watson Christina Atkins Whitney Albert_____ Jamille Ticey James Ticey Michelle King______ Nick Spencer Leon Trice_______ Jessica Dirden_____ Calvin Hedgewood DeShonda Ellis_____ Sharonda Ellis Yolanda Criswell Darren Bond Vanita Lindsey Marie Giason VerySpecial Simmons Bradford Pippen____ Chris Hurvey Brandale Teasley Ashley Gilbert Reyone Snow Jasmine Dandridge Amanda Morgan Joe Wright Dara Mathi.s Rockefeller Franklin Franklin Garland Rockefeller Garland____ Garland Garland Mitchell Rockefeller Rightsell Mitchell Garland Mitchell Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Franklin ' Rockefeller ... Garland Rockefeller Garland Rockefeller Rockefeller Rightsell Mitchell Garland Mitchell____ Garland Franklin Franklin Rockefeller Rockefeller Rockefeller Mitchell Rightsell Garland Mitchell BF BF BF BF MM BF BF BM BM BM BM BF BM BF BM BF BF BF BM MF VjM BM BF BM BF BF BF BM BF BF BF BM BM BM BF BF BF BF BM BF 4 2 2 4 2 1 3 6 3 5 4 3 4 1 2 3 2 5 3 2 3 3 3 1 1 1 1 2 2 2 3 3 3 3 2 1 1 5 1Page 3 of 3 ROMINE______________ Brittany Tate______ Tiffany Johnson Erica Galmore Melvin Bullock Ebony Galmore Justin T. Dickerson Wnitney Dickerson Garland Mitchell BF BF BF BM BF BM BF 2 2 2 2 2 2 1 THRASHER BOYS CLUB Barry Campbell Donald Jaggar Dolly Redman Teddy Redman Antonio Bland Julius Bland Ashley Cole Mavis Robinson Rachel Robinson David Robinson____ Derek Bunch Shantia Wilson Sherman Wilson Takisha Bunting Conelius Hunter Kenneth Patterson Franklin Mitchell Rightsell Rockefeller. BM BM BF BM BM BM BF BF BF BM BM BF BM BF BM BM 2 2 3 2 5 2 2 2 2 2 2 2 2 2 4 T JI. II. III. IV. V. VI. VII. AGENDA INCENTIVE SCHOOL PRINCIPALS MEETING DECEMBER 14,1994 3:00 P.M. Monitoring - Program Accountability Extended Day/Extended Week  Current Status  Potential Changes Program Deletions and Modifications  Incentive School Staffing Field Trips Recruitment Plans Theme Implementation Extended Year Survey IX. OtherINCENTIVE SCHOOL PRINCIPALS JANUARY 12, 1995 1:00 P.M. AGENDA 1. MONITORING REPORT II. INCENTIVE SCHOOL STAFFING COMMITTEE III. 1995-96 BUDGET TV. SUMMER SCHOOL SURVEY V. ODM MONITORING VISITLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: All Incentive School Principals Sterling Ingram, Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed please find three separate surveys regarding the Extended Year Program. The blue survey is to be given to the indicated student regarding their participation in the program. The pink survey is to be given to all students in 2nd - 6th grade regarding reasons for non-participation. These two surveys should be completed jointly by students and parents. The yellow survey is for all certified staff members in your building regarding suggestions for Extended Year offerings that might increase participation. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK/ ARKANSAS 72201 January 12, 1995 TO: FROM: Johnny Neeley, Principal Southwest Jr. High Sterling Ingram,^^ociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Willie Morris, Principal Wakefield Elementary FROM: Sterling IngrantTAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: Barbara Anderson, Principal Bale Elementary Sterling IngranifAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Betty Raper, Principal Brady Elementary FROM: Sterling Ingram^^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Jerry Worm, Principal Meadowcliff Elementary FROM: Sterling IngramTSssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Lillie Carter, Principal Pulaski Heights Elementary Sterling Ingram^^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: Gwen Ziegler, Principal Washington Magnet Sterling Ingram^^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO\nFROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Theresa Courtney, Principal Watson Elementary Sterling Ingram, Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you wiU find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Nancy Acre, Principal Dunbar Magnet FROM: Sterling IngramTAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Duane Benage, Principal Forest Heights Jr. High Sterling IngranifAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: Gayle Bradford, Principal Mabelvale Jr. High Sterling Ingrani,^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Mona Briggs, Principal Pulaski Heights Jr. High Sterling Ingram,Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these ^rveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresSUMMER ENRICHMENT PROGRAM SURVEY PLEASE COMPLETE THIS SURVEY TO HELP US PLAN AND FAdUTATE THIS PROGRAM NEXT YEAR.  STUDENT NAME: PROGRAM ATTENDED: SCHOOL ATTENDED DURING 1993-94 SCHOOL YEAR GRADE STUDENT WAS IN DURING 1993-94 SCHOOL YEAR TO BE COMPLEIED BY THE STUDENT 1. 2. What activities did you like most? What activities did you like least? 3. Was transportation adequate? YES___ NO If no why not? 4. If you could change the program for next year, what changes would you make? 5. Wha t would you like to see offered next year? TO BE COMPLETED BY THE PARENTS: 1. Whatdid you like most about the program? 2. What did you like least about the program? 3. Was transportation adequate? YES____ NO If no why not? 4. If you could change the program for next year, what changes would you make? COMMENTS: * Student's Name is optional.SUMMER ENRICHMENT PROGRAM SURVEY TEACHER NAME: (optional) SCHOOL: Please list any ideas, concerns, activities or programs that you feel would be beneficial to the Summer Enrichment Program. This survey is to help in planning the 1995 Summer Enrichment Program. Your input is greatly appreciated. COMMENTS: - . . * Return completed form to Sterling Ingram, Associate to the Deputy Superintendent, Central Office.SUMMER ENRICHMENT PROGRAM SURVEY SURVEY FOR STUDENTS/PARENTS WHO DID NOT ATTEND THE SUMMER ENRICHMENT PROGRAM. Please complete this survey to help us plan and facilitate this progreun next year. A**************************************************************** STUDENT NAME\nGRADE STUDENT WAS IN DURING 1993-94 SCHOOL YEAR 1. Why did you not participate in the summer enrichment program? 2 . What would most likely encourage you to attend the summer enrichment program? 3. What activities/programs would you like to see offered? COMMENTS: * Student's Name is optional.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 March 14, 1995 TO: FROM: All Incentive School Principals Sterling Ingram, Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys In some instances we had a poor response in the return of the Extended Year Surveys  especially from the staff. Please check with your staff to see if they have any suggestions regarding the Extended Year Program. Sl/adgINCENTIVE SCHOOL PRINCIPALS MEETING AGENDA April 12,1995 1130 p.m. Extended Year Recommendations Summer Enrichment Program Record Keeping Forms Staffing Budget Saturday School Survey Parent Council Visits/Monitoring Reports OtherLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 April 13, 1995 TO: Principals, Supervisors, and Instructional Staff FROM: Margaret Gremill, Sterling Ingra\nnT'^ssistant Superintendent ssociate to the Deputy Superintendent THROUGH: Tste 'stelle Matthis, Deputy Superintendent SUBJECT: Extended Year Program for Incentive School Students 1. The extended year remediation and enrichment program will be offered at Rockefeller School, Rock. 700 E, 17th Street, Little Teachers will need to identify students in grades one through six who may benefit from attending the extended year program for remediation. the Special K-4 Summer School. K-4 eligible students should attend The extended year program schedule dates are June 14 through July 19, 1995 to 11:30 a.m. - Monday through Friday. 8:15 a.m. The Rockefeller- program is for all students in grades 1-6 who attend the Incentive Schools and who may attending the extended year program for remediation. benefit from Students in grades 5-6 who have failed a subject or who will be retained may also attend Rockefeller. However, the K-4 students from the Incentive Schools who were placed on retention lists must attend one of the K-4 special summer schools. These students will be assigned to the K-4 schools from the central office. The following criteria should be considered when recommending a child for the extended year program in remediation: 2.  Failure - retention of students grades 5-6  Near Failure - failure in one subject (not retained)  Difficulty with Stanford 8 - need remediation in Language Arts (following direction, etc.)  Additional time needed for completion of SEP  Other (justification needed) - enrichment, etc. 3 . Please sign the Preliminary Enrollment Survey Form, duplicate and distribute copies to students who have been identified for the extended year program. 4. 5. The survey foirms are to be sent home on May 1, returned immediately. 1995, and After you receive the signed survey forms, please complete the P^sliminary Enrollment Survey Report and forward to us before May 12, 1995. Sl/adgPRELIMINARY ENROLLMENT SURVEY FORM LITTLE ROCK SCHOOL DISTRICT EXTENDED YEAR PROGRAM FOR INCENTIVE SCHOOLS STUDENTS (1995) STUDENT SEX RACE I.D. # CURRENT GRADE TEACHER Dear Parent/Guardian: The Little Rock School District Desegregation Plan provides for a tuition free extended year program in the areas of remediation and enrichment for students in the incentive schools. The remediation program this year will be held at Rockefeller Incentive School at 700 E. 17th Street. 19, 1995 The schedule dates are June 14 through July 8:15 a.m. to 11:30 a.m. - Monday through Friday. We are contacting you because we believe your child will benefit from- attending the extended year program, to assist us and your child. Your support is needed If you would like to have this opportunity for your child, please sign below and return' to my office by . V'.. Sincerely, Principal NOTE: PLEASE RETURN THIS LETTER WHETHER YOUR ANSWER IS YES OR NO. YES, I would like my child to attend the Little Rock School District School. Extended Year Incentive Program at Rockefeller YES, I can bring him/her to Rockefeller School for the Extended Year Program. YES, I will need TRANSPORTATION for may child. NO, my child will not attend the Little Rock School District Extended Year Program at Rockefeller School. Parent/Guardian Signature THANK YOU FOR YOUR HELP!PRELIMINARY ENROLLMENT SURVEY FORM REPORT SCHOOL PRINCIPAL YearProaram'^ grade level who will be participating in the Extended year program. (Attach copies of student oreliminarv enmllmprit \\ (Attach copies of student preliminary enrollment forms.) GRADE K 1 2 3 4 5 6 Black Males Black Females White Males White Females Other Males Other Females TOTAL T 1TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 May 12, 1995 Incentive School Principals Sterling Ingran5*fesociate to the Deputy Superintendent Incentive-Schools Summer Enrichment Program Enclosed are copies of the Incentive Schools Summer Enrichment Program forms to be sent home to parents/guardians immediately. These forms must be completed by the parent/guardian and returned to my office after school on Friday, May 19, 1995. Remember that only students who These forms must be completed by the school year may attend. are completing the first through the sixth grade this Also enclosed are copies of information regarding the summer programs available at the Little Rock Boys Club and the Little Rock Parks and Recreation Summer Program. There is no charge to the students for these programs.i INCENTIVE SCHOOLS SUMMER ENRICHMENT PROGRAM JUNE 14 - JULY 19,1995 CHILDS NAME: NAME OF CHILDS SCHOOL: PRESENT GRADE: I.D. NUMBER: During this past winter a survey related to the Summer Enrichment Program was conducted. Based on the results of the survey we have developed our program for the upcoming summer. Extended Year Enrichment Programs are provided for students who attend the incentive schools. There is no cost for these programs and transportation will be provided. Following is a list of programs. Select in order of preference (1st, 2nd, 3rd) your childs choices by placing a number (1 2 3) in the blank spaces. An alternate assignment may be given if sufficient space is not available at your first choice. Place only one number per space. Students required to attend summer school in the morning may attend enrichment activities at the conclusion of the summer school session each day. A. Little Rock Parks and Recreation Summer Playground Program (8:00-4:00) (Your child will be assigned to one of the following sites.) Bale Fair Park Baseline Romine B. William Thrasher Boys and Girls Club (8:00-4:00) 3301 State Street C. John Penick Boys Club [Girls may not enroll at this site] 8:00-4:00 1201 Leisure Place D. Integrated Arts Program - Rockefeller - Hours 12:00-3:00 (Art and Music interaction with aArts presentation at the conclusion of the summer session.) My Child will need transportation. YES NO k  Please return this form to your school no later than May 19, 1995.City of Little Rock Parks and Recreation Department 1955 SUMMER PLAYGROUND .PRO GRAM staff Supervision Most of the summer playground staff is comprised of bdividualswho have been employed by Iha f Parks and Recreation Department for several years, and who have received a 'good' or caccllenl  , . evaluation. These individuals are part-time, seasonal employees who may be employed full-time as teachers, coaches or recreation majors in college. We seek individuals who have bad . experience in working with children. Proirixn Supervisor Lenglh of Program Tele. No.: 371-44U Begloalog Dale: Ending Date: Eight (8) Weeks Monday, June 12, 1995 Thursday, August 4, 1995 There are al least two (2) staff members assigned Io each site. Guidelines require one (1) staff per IwcDly-fivc (75) regisicred participants. Adequate staff will accompany the children Io the *away-sile' activity while the remaining staff will supervise chlidrcn who elect not to participate in that activity. Keslroom end Water Facilities Rcglslralion for children between the ages of 6 and 15 years Is conducted at the site where the child will allcod. There Is no pre-regislraiioo for this program. A child may register anytime during the summer providing that location has not exceeded licensing requirements. Restroom facilities and drinking fountains are available at ail sites.  For sites which do not have adequate accommodallons, based on licensing requirements, porta-toilets and water coolers are provided. ' Inclement Weather Playground Locations (Tentative) z/1 event Inclement weather develops during the day which prohibits normal programming, outdoor 'ou-slle* and 'away-sile' activities may be canceled. All sites , have access tIoo an Indoor facility (classroom. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.. Bale Elementary School Baseline Elementary School Dunbar Community Center East Little Rock Community Centef Fair Park Elementary School Granite Mountain Community Center McDermott Elementary School Meadowcliff Elementary School Mitchell Elementary School Oitcoheimer Community Center Romine Elementary School South Little Rock Community Cenler 6501 West 32nd Street 3623 Baseline Road 1001 West 16th Street 2500 East 6lh Street 626 North Harrison 1 Granite Mountain Circle 1200 Reservoir Road 25 Sheraton Drive 2410 Battery Street 7201 Dahlia Road . 3400 Romine Road 2701 South Main Street gymnasium, activity room etc.) where activities can be moved temporarily. Please call Frank J. Boyle at 371-6358 for additional Information prior Io lune 17. 1995.  Scheduled \"Away-Slte\" Activities Bocce Skating Movies Muu Derby Fishing Bowling Everything Goes Basketball Swimming Wild River Country L. R. Zoo Softball Tournament LITTLE ROCK BOYS CLUB / 1. 2. 3. 4. Transportation will be provided by the Little Rock School District Buses. Other transportation is prohibited. There Is a separate admission fee for each activity. A dally schedule will be given Io the parent when the child registers. This schedule will reflect the day, dale, lime and fee schedule for each activity. .Activity limes are normally 9:15 - 11:15 for the morning and 2:15 - 4:15 for the afternoon sessions. WILLIAM E, THRASHER BOYS CLUB 3301 Stale Street JAMES H. PENICK BOYS CLUB 1201 Leisure Place Activities offered arc swimming, swimming lessons, table games, softball, tutoring, reading, basketball, baseball, field trips, gym activities and lou of outdoor fun. Breakfast, lunch, and snack are free each day. Scheduled on-site activities Include various playground games and Arts and Humanities classes which relate to Music, Draiha, Dance and Creative Writing. 1 1 Lunch Each playground site is supervised by a staff member from 7:30 a.m..through 6:00 p.m. Lunches and snacks will be provided to all participants according Io licensing requirements. OBHH Little Rock School District April 12, 1995 Mr. Greg Morris James H. Penick Boys Club 1201 Leisure Place Little Rock, AR 72204 RE: Little Rock School District Summer Program Dear Mr. Morris: I would like to take this opportunity to thank the Penick Boys Club for its involvement with\nthe Little Rock School District's effort to provide a quality summer program for our Incentive School students. We expect the program to start on June 14, 1995 and end on July 19, 1995. We want to provide a similar experience this year as was provided last year. frame. We could start as I need help with determining the daily time early as 8:00 a.m. transporting the students home as early as 3:00 p.m. and can begin We want a quality program but we must be cost effective. With this in mind, I would like to request the information listed below from you:  Estimates related to cost  Activities  Restrictions  Problems from last year that we can correct Again, thank you for your involvement with our students. Sincerely, Sterling Ingram Associate to the Deputy Superintendent Sl/adg 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 Little Rock School District April 12, 1995 Mr. Luther P. Armstrong William E. Thrasher Boys Club 3301 State Street Little Rock, AR 72206 RE: Little Rock School District Summer Program Dear Mr. Armstrong: I would like to take this opportunity to thank Thrasher Boys Club for its involvement with the Little Rock School District's effort to provide a quality summer program for our Incentive School students. We expect the program to start on June 14, 1995 and end on July 19 1995. rW-e want to provi d e a si mi -lar experience this year as was provided last year. I need- -h el- p wi t- h- d- etermining the daily time frame. We could start as early as 8:00 a.m. and can begin transporting the students home as early as 3:00 p.m. a.m. We want a quality program but we must be cost effective. WWiitthh tthhiiss in mind, I would like to request the information listed below from you:  Estimates related to cost  Activities  Restrictions  Problems from last year that we can correct Again, thank you for your involvement with our students. Sincerely, Sterling Ingra: Associate to the Deputy Superintendent Sl/adg 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 unndiw \u0026lt;ye/ie- -Jore^ I II I Krom J__ r.ri.\u0026lt;s. Jr. s Date: Fax mo.\u0026gt; J?/\u0026gt;0/6 0 Paoe total:, cn u I COMMENTS: \u0026lt; I I Contact IN case of problems: ^^4 -OS/3 h ..Iff i(501S) 3f2S4?^*S iiiiiiiiniiiiiiiiiii TO'd 200 ON 6T:t7T S6.02 f^ON 17020-1732-102:131 Odl K-4 summer school STUDENT DATA FORM DISTRICT LEA# DIST.PROVIDING SERVICE W=WHITE B-^BLACK HHISPANIC A=ASIAN N==NATIVE AMERICAN INDIAN K-W KB K-H K-A K-N 1-W l-B l-H 1-A 1-N 2.W # Served # Retained Attended SS* If Retained Did not Attend SS* Special d If Limited English Proficient # Chapter I K PT.Sehbol Expetienoe S / '2\u0026gt; 2-H 2-k 2-N 3-Vf 3-B 3-H 3-A 3-N 4.W 4-8 4.H 4-A 4.N TOTAL _L  # RETAINED COLUMS SHOULD BE UNDUPUCATED COUNTS. 9O'd 200- ON 32:t7T S6.02 rtON 17020-1732-102:131 Odl 1 I 0 1  M- M F M F M F M F M F M F M F 2-^ 2. 2. 1 / I 3 X I 3 1 3 I I I 2.II K-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA# pIST.PROVIDINO SERVICE W=WKITE B-BLACK HHlSPAJ\u0026lt;nC A=ASIAN N-NATIVE AMERICAN INDIAN # Served tl Retained Attended SS* # Retained Did not Attend SS* especial Ed # Limited English Proficient # ChaptET J #pT.Selicxd Et^erienee iA M F M F M F M F M F M 7 7 K-W Co K-B a.- K-H K-A K-N 1-W l-B l-H 1-A 1-N 2.W 2-B 2-H 2-A 2-N 2-Vf 3-3 3.H 3.A 3-tf 4-W 4-B re 4-H 4-A 4-N TOTAI,  K RETAINED COLUMS SHOULD BE UNDUPUCATED COUNTS. SO'd 00'ON TS:FT S6.0 /\\0N F0S0-F32-T0S:131 BI N\u0026lt;\n-n7-n'i_nn\nOdl 4 I 5.   I I 3 7 1 Ipr\\I'VcVid I K-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEAW PIST.PROVIDING SERVICE W-WHITE B-BLACK H-HISPANIC A^ASIAN N^NATIVE AMERICAN INDIAN M Served * Retained Attended SS\" # Retained Did not Attend SS* # Special Ed * Limited Engiieh Proficient # Clupterl # Pip-Sehisol Experience K-W K-3 K-H K-A K-N bW 1-B 1-H 1-A 1-N 2-W 2-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 3-N 4-W 4-B 4.H 4-A 4-N TOTAL   retained colxjms should be unduplicated counts. tzOd 00' ON T3:t7T 56,02 '^ON t7OSO-t73-lOS: 131 3d I 1 M F M F M F M F M F M F M F \\  I 1 I I BI M\u0026lt;\n-n7-ni-nn'? Gra.'r/a^^ k-4 summer school student data form DISTRICT LEA# dist.providing service W^WHITE S*BLACK H=HISPANIC A-ASIAN N-NATIVE AMERICAN INDIAN Served # Retained Attended SS* # Retained Did not Attend SS\" It Special Ed it Limited Englbh Profloient Chapter I # PrB.Shdqi Experience K-W K-B K-H K-A K-N l-W 1-B l-H 1-A 1-N 2-W 2-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 341 4-W 4-8 4-H 4-A 4-N TOTAL * # retained COLUMS SHOULD BE UNDUFUCATED COUNTS. 2Od 200' ON 03:|7T 26.02 ^ON 17020-1762-102:131 RI N.s-n7-n'\n-nn5 Odl M K M F M F M F M F M F M F ( 1 I 2 (  1 2 5. L I J  I LDISTRICT K-4 SUMMER SCHOOL STUDENT DATA FORM LEA# DIST.PROVIDING SERVICE WWHITE B-BLACK H-HISPANIC A=ASIAN N^NATIVE AMERICAN INDIAN # Served it Retained Attended SS* # Retained Did not Attend SS * Special Ed # Limited English Proficient # Chapter I # Pre-Sohbol Experience K-W K-B K-H K-A K-N 1-W l-B /J (o 1-H I-A l-N 2-W 2-B 2-A 2-N 3-W 3-B /4- 3-H C, M F M F M F M F M F M F M F / / 7 3-N 4-W 4-B / 3\" d-H 4-A 4-N TOTAL  # RETAINED COLUMS SHOULD BE UNDUPLICATED COUNTS. I SO'd 200' ON 03:t7i: 26.02 rtON 17020-1732-102: Hdi RINS-07-05-005 DdlU E D Cl 1 Ph-* U A R L H N ri Cl 1 6 T 1 * 5 5 F' . 1 A   J ^\u0026gt;65:: e ''5 .*!t X j\nw-: date:|yy?^ S' ? \u0026lt; t 1 *5' Office u i rt- # fM \u0026lt;* \" 9 .ffl xs- c- \\ i I iE ^1996 XH \u0026lt; MiMxaak. (wHiiiwi, AI n H WMCUMtMIML J \u0026lt; ''sb i(a'*n \u0026amp; i  t a I. \u0026lt;-.r*iMii\u0026gt; \"\u0026lt;*** c L.1 liiMnw_f uim gyi^jjEcT? u  / Q'J. /'C- Q, \u0026gt;** rlipiy .    . .*s . b ' 1 BaaiHiBsai i\nISffl^B MmnwmM***** 'W'W*M*4' -. \u0026lt;\u0026gt;\u0026gt; ^-\u0026gt;r^b^L\u0026gt;e'C r.^/- S . '.'.^iW =* Nis'i 471?295 fox ih.L'l E Ti RM La in F' L A N  R . G 2 GARL AND INCENTIVE SCHOOL EXl ENDED DAY SATURDAY SEX/RACE BREAKDOWN Bate j ActiviQ Ts Sponsor Total I \u0026amp;\u0026gt;n Qctoisor 21, '995 ' IM.AX Theater Kovembcr 18. 95 i Mid-.Amer Museutn I Rockefeller 92 IP 42 BF II 44 WM T \"0  \\VF i o.mTof 0 I 2 rr5 2 3 _Hi)H Springs_____ Jaouarv 20, 1996 j FiaidJin Tech I Febrnan 21. _C?96_______ Aorill't 14^6 _ _2 EAUas^anza____ I rrarikiiii \"7--- 72 28 41 0 0 0 3 I .1 i AR Ans Center and Gariand 67 34 30 0 C 1 2 I Sciei'xe Miiseuni Pariv ij, the Park I XCtchell i^. c 0 I 3T  f  I \u0026lt; t  -f n H- X /f. fi i:!'. 1 n 'I 'I '\u0026gt;! *'. X 4 \u0026gt; X +. .11 :i' 4' 114 4 4 i X X X X i 4 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X  i 1 . report MAY- P.Ol 1-96 NED 14:14 5016711 SENDER RX TIME PAGES TYPE NOTE ft ? PECEi\nOK X X X X X X X 1' 1 X \u0026lt; X. X X !! X X  X X X. X % X X * X X X i X M X X X X ,X X X X: X X X X X X1X X X X X X .X X X X X. .X X X X X X X X X X X X X X X X * X X X. X 4 X X X X X * \\X X X X X X X ,X X EOffice of Desegregation Monitoring Unrted States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor June 12, 1996 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Mr. Sterling Ingram Little Rock School District 810 West Markham Little Rock, Ar. 72201 Dear Sterling\nAs is our custom, ODM is monitoring the extended year program of the incentive schools, and I am writing to request your help with data collection and with scheduling the monitoring visits. You indicated in our telephone conversation Monday that the format of extended year is being altered this year so that all remedial activities for incentive school students will be conducted at Franklin and King Elementary. You also indicated that all enrichment activities wilt be at Franklin. With that in mind, 1 have developed two data collection charts that may be helpful in reporting. If these do not fit our data collection needs, we can amend them in our meeting Thursday morning. Please provide us the data itemized below. 1. The number of incentive school students attending extended year remediation by sending school, race, and gender. 2. The number of incentive school students attending state-mandated summer school (K-5) by site, sending school, race, and gender. 3. The number of incentive school students attending extended year enrichment programs by activity, sending school, race, and gender. 4. The number of staff in the incentive school extended year program by activity, race, and gender. 5. A description of recruitment and enrollment activities with copies of letters, materials, brochures, and forms used in the process. 6. A copy of parent surveys or correspondence used in planning the extended year program. 7. A copy of the evaluation plan and a copy of the completed evaluation document when available. It may be that some of this information can be dealt with during our visit Thursday morning. Thank you for the cooperative manner shown ODM in these matters. Sincerely, ^6^ Gene Jones, Associate MonitorJune 20, 1996 r' 7t LriTLE Rock School District fasa .* 2 0 1996 Office of Desegregation Monitoring Gene Jones and Margie Powell, Associate Monitors Office of Desegregation Monitoring 201 East Markham, Suite 501 Eleritage West Building Little Rock, Arkansas 72201 Dear Margie and Gene: As per your June 12, 1996 letter, I have attached information relative to the Incentive School Extended Year Program. Items 1-4 will be provided by the summer school site principals. Information for items 5 and 6 is attached. Our tentative evaluation concept is as follows: Extended Year/State Mandated K-5 A pre-test and post-test will be given to each student. Based on the results of the post-test, the number of students achieving reasonable progress will be determined. Enrichment Program Teachers, parents, and students will be surveyed to determine effectiveness of program. In addition, students not enrolling will be surveyed to determine the reasons for the non attendance. This information will be summarized to determine the effectiveness of the program design and delivery. Sincerely, Sterling Ingram, Director Staff Development Sl/adg Attachments 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 r 'x k LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS RECEIVED JUN 2 0 19961 April 11, 1996 Office of Desegregation Monitoring TO: Incentive School Principals FROM: Sterling Ingramf Director of Staff Development SUBJECT: Summer Enrichment Program Survey We need your help. Enclosed are surveys for the Summer Enrichment Program. Please distribute the surveys to all students in grades 1-6. Surveys should be returned to my office on or before April 24, 1996. Each students I.D. Number must be entered on the survey. We appreciate your assistance. cc: Margaret Gremillion Sadie Mitchell Sl/adgINCENTIVE SCHOOLS SUMMER ENRICHMENT PROGRAM June 12 - July 19, 1996 Childs Name: Name of Childs School: Present Grade: I.D. Number. The following Summer Enrichment Program has been developed for Incentive School students ONLY. -Parents Need To Know- * * There is no cost. Transportation will be provided. Students required to attend the K-5 Summer Program may participate in enrichment activities in the afternoon. Students NOT required to attend the K-5 Summer Program may attend the enrichment program all day. Math Enrichment and Science Experiences are both required by students attending In the morning. MORNING 8:15 a.m. - 11:30 a.m. AFTERNOON 12:00 p.m. - 3:00 p.m. Math Enrichment (required) Science Experience (required) Select 1, 2, 3 in order of preference (Select one of the three below) ___Art ___Music Creative Dramatics Art Music Creative Movement Recreational Activities My child will need transportation. YES NO Please return this form to your school no later than April 24,1996I I 5 Little Rock School District 810 West Markham Little Rock, AR 72201 May 24, 1996 TO: THE PARENT/GUARDIAN OF ________________ /. D. # FROM: PRINCIPAL OF ELEMENTARY SUBJECT: Special Summer School Registration Form for Kindergarten through Fifth Grade Students Your child has been selected to attend the LRSD Special Summer School session at. All K-5 students recommended by their school staff to attend summer school will be provided a challenging program based on hands-on activities that will meet their educational needs in a different and exciting school environment. SPECIAL SUMMER SCHOOL SESSION: GRADES K-5 Date: Time: Tuition: June 12 - July 19, 1996 (July 3, 4, and 5 Holiday] 8:30 a.m. - 11:30 a.m. Free Transportation will be furnished and morning snack provided. Class size will be limited to 12 students. Please provide the following emergency information: Parent Name: Telephone: Emergency: Home: Work: Who should be contacted if parenf/guardian is not available? Contact Hospital Prefence: Telephone: PLEASE COMPLETE THIS REGISTRATION FORM AND RETURN TO YOUR CHILD'S SCHOOL BY Tuesday, May 29, 1996.TO: FROM: SUBJECT: Little Rock School District 810 West Markham Little Rock, AR 72201 May29, 1996 THE PARENT/CUARDIAN OF INCENTIVE SCHOOL SUMMER ENRICHMENT STUDENTS INCENTIVE SCHOOL PRINCIPALS Incentive Schoo! Summer Enrichment Program Your child has elected to attend the Summer Enn'chment session at Franklin Incentive School. Your child has also been recommended to attend the Special K-5 Summer School: therefore, he/she has been assigned to the Enrichment Program for the afternoon session. INCENTIVE SCHOOL SUMMER ENRICHMENT PROGRAM Date: Time: Tuition: June 12-July 19, 1996 (July 3, 4, and 5 Holiday) 12:00 noon - 3:00p.m. Free Transportation will be furnished. Students will be transported from the K-5 school to Franklin and home at the end of the school day. You will receive bus stop information through the mail from Laidlaw Transportation. A lunch will be provided. Because of space and the number of requests for some activities, substitute selections were made for some students. Please provide the following emergency information: Parent Name: Telephone: Emergency: Home: Work: Who should be contacted if parenf/guardian is not available? Contact: Hospital Preference: Telephone: PLEASE COMPLETE THIS REGISTRA PON FORM AND RETURN TO FRANKLIN SCHOOL B Y Wednesday, June 12, 1996.TO: FROM: SUBJECT: 5 Little Rock School District 810 West Markham Little Rock, AR 72201 May29, 1996 THE PARENT/GUARDIAN OF INCENTIVE SCHOOL SUMMER ENRICHMENT STUDENTS INCENTIVE SCHOOL PRINCIPALS Incentive Schoo! Summer Enrichment Program Your child has elected to attend the Summer Enrichment session at Franklin Incentive School. INCENTIVE SCHOOL SUMMER ENRICHMENT PROGRAM Date: Time: Tuition: June 12 - July 19, 1996 (July 3, 4, and 5 Hobday) 8:30 a.m. - 3:00p.m. Free Transportation will be furnished. You will receive bus stop information through the mail from Laidlaw Transportation. A morning snack and lunch will be provided. Because of space and the number of requests for some activities, substitute selections were made for some students. Please provide the following emergency information: Parent Name: Telephone: Emergency: Home: Work: Who should be contacted if parent/guardian is not available? Contact:___________ Hospital Preference: Telephone: PLEASE COMPLETE THIS REGISTRA PON FORM AND RETURN TO FRANKLIN SCHOOL B Y Wednesday, June 12, 1996.4 SUMMER ENRICHMENT PROGRAM SURVEY PLEASE COMPLETE THIS SURVEY TO HELP US PLAN AND FACILITATE THIS PROGRAM NEXT YEAR. STUDENT NAME: PROGRAM ATTENDED: (circle one) (DPENICK (2)THRASHER (3)BALE C4)BASELINE (5)FAIR PARK (6) ROMINE \u0026lt;7)ROCKEFELLER MORNING PROGRAM (8)ROCKEFELLER AFTERNOON PROGRAM SCHOOL ATTENDED DURING 1994-95 SCHOOL YEAR GRADE STUDENT WAS IN DURING 1994-95 SCHOOL YEAR TO BE COMPLETED BY THE STUDENT 1. 2. What activities did you like most? What activities did you like least? 3. Was transportation adequate? YES NO _____ If no, why not? 4. If you could change the program for next year, what changes would you make? 5. What would you like to see offered next year? TO BE COMPLETED BY THE PARENTS 1. What did you like most about the program? 2. What did you like least about the program? 3. Was transportation adequate? YES NO If no, why not? 4. If you could change the program for next year, what changes would you make? COMMENTS: * Student's Name is optional.nonn Little Rock School District January 16, 1996 To the Parents/Guardians of: Ebony S. Robinson - 970350 1321 S. Harrison St- Little Rock, AR. Dear Parents/Guardians: It is again time to consider the programs available through the Little Rock School District for our children during the summer of 1996. In examining the 1995 summer programs your childs name appeared as one who was recommended for the Extended Year Program (Grades 1-6), but for some reason did not attend. Please help us make the Little Rock School Districts Extended Year Program more advantageous for our 179^6^^'^ completing the bottom portion of this letter and returning it to your school byJanuary 26. Sincerely, Sterling Ingram, Director Staff Development ***************** STUDENTS NAME Ebony S. Robinson STUDENTS GR4DE 02 ATTENDING SCHOOL Franklin Incentive School My child did not attend the Little Rock School Districts Extended Year Program because: PLEASE RETURN THIS PORTION TO YOUR CHILDS SCHOOL BY JANUARY 26, 1996. THANK YOU FOR YOUR ASSISTANCE. 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1996 Incentive Schools Principals and Selected Area School Principals Sterling Ingrai^^irector of Staff Development Extended Year Summer Program Follow-Up We need your assistance. In order to improve our summer programs, we need to obtain information from the parents or guardians of students who did not attend the summer programs. Please distribute to the identified students and return the completed forms to me bv Januarv 26, 1996. Sl/adg Enclosures cc: Margaret Gremillion, Assistant Superintendent - Elementary Sadie Mitchell, Assistant Superintendent - Elementary  Dr. Vic Anderson, Assistant Superinendent - SecondaryLittle Rock School District January 16, 1996 To the Parents/Guardians of: William T. Robinson - 928360 3200 Center St._________ Little Rock, AR Dear Parents/Guardians: It is again time to consider the programs available through the Little Rock School District for our children during the summer of 1996. In examining the 1995 summer programs your childs name appeared as one who had registered but for some reason did not attend. Please help us make the Little Rock School Districts Summer Programs more advantageous for our students by completing the bottom portion of this letter and returning it to your school by .Tanuarv 26, 1996, Sincerely, 1 Sterling Ingram, Dire^r Staff Development *********************************************************************************************** STUDENTS NAME William T. Robinson STUDENTS GRADE 04 ATTENDING SCHOOL Rockefeller Incentive School My child did not attend the Little Rock School Districts Summer Program because: PLEASE RETURN THIS PORTION TO YOUR CHILDS SCHOOL BY .TANUARY 26, 1996. THANK YOU FOR YOUR ASSISTANCE. 810 West Markham Street  Little Rock, Arkansas 72201  (301)324-2000TO: FROM\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS September 27, 1996 Gene Jones, Associate Monitor, ODM Sterling Ingram, Director of Staff Development SUBJECT: 1996 Summer Enrichment Assessment RECEfven' SEP 0 0 1995 Office Of Desegregation Mon,onug Attached you will find a copy of our 1996 Summer Enrichment Assessment. If you have any questions you may call Sadie Mitchell regarding this. Sl/adg AttachmentLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS a a2=a^j y I September 25, 1996 SEP J 0 1996 Office of Desegregation Moniionng TO: FROM: Incentive School Principals and Selected Junior High Principals Sterling Ingram/Director of Staff Development SUBJECT: Extended Year Surveys Enclosed please find surveys regarding the Summer Enrichment Program. These surveys are to be given to the indicated students regarding their participation in the program. PLEASE RETURN THESE SURVEYS TO MY OFFICE BY OCTOBER 14,1996. Thank you for your help with these surveys. Sl/adg EnclosuresL ii 8 i ..HUSKtiaK^..'SSST: LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 TO: Mr. Sterling Ingram SEP 3 0 1996 FROM:'2cZLillie Carter Ollice cf Desegregation Monitoring  DATE: 8-26-96 RE: Summer School Report RECt AUG 8 7 ,-s 1  LITTLE ROCK SCHOOL DISTRICT REGEiVgn 0 1996 Franklin Incentive School* \" -\"i. 1701 South Harrison Phone 671-6380  Little Rock, Arkansas 72204 1996 K/5 INCENTIVE SCHOOL SUMMER ENRICHMENT PROGRAM STRENGTHS: Incentive School students with the most critical need participated in the K/5 program that is mandated and funded by the State Department of Education. The pupil teacher ratio at Franklin was 9-1. The criteria for selection was based on teacher recommendation. Weekly progress reports were sent home to parents. Volunteers participated in the summer program as well as resource speakers. Laidlaw transit provided transportation and Safety and Security provided a full time security guard to monitor the building and grounds. The central office administrative staff was very supportive during the five week period. Parent conferences were held with all parents and a final progress report was forwarded to the home school. WEAKNESSES: The summer school administrative staff was not informed that several students had LE.Ps and also had special needs. STRENGTHS: Students who were not enrolled in the morning K/5 summer program participated in the Incentive School summer enrichment program. The following courses were offered: Hands-On Science, Hands-On Math, Music, Art, and Creative Dramatics. All students had the opportunity to select the course of their choice prior to the beginning of summer school. However, due to an overwhelming response in the area of art, it was necessary to develop a schedule that would provide enrichment in every area. Therefore, all students enrolled in the morning enrichment program participated in all courses. Consequently, this gave students an opportunity to participate in a full day of school from 8:00-3:00 five days per week. Students who were enrolled in the K/5 program, participated in the Incentive School afternoon enrichment program. It consisted of the following courses: Art, Music, Recreation, and Creative Movement, afternoon courses. The students thoroughly enjoyed the I LITTLE ROCK SCHOOL * '' \\ \\\\ DISTRICT SEP 0 0 1996 Franklin Incentive School\" \"9 1701 South Harrison Phone 671-6380  Little Rock, Arkansas 72204 ... Several field trips were taken during this time. Students went to Kidsport a recreation facility in West Little Rock. They also had the opportunity to participate in a technology field trip sponsored by Southwestern Bell at the State House Convention Center. The students communicated with a scientist and an astronaut on the internet. The program ended on Friday, July 19. An end of the summer program presented by the music teacher in the auditorium. was Throughout the summer students art work was displayed in the art gallery and corridors. WEAKNESSES: There is a need for a program of this magnitude to have increased participation from all Incentive Schools..saMnaniew*^. LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 ENRICHMENT ACTIVTTY MORNING d II ?iT3 -ac  o' iiSia (izy TOTAL STUDENTS SEP 0 0 1996 franklin-------- 16 Office of Desegregauon Moniionng GARLAND- 14 MITCHELL 23 RIGHTSELL----------5 ROCKEFELLER17 TOTAL----- ----- 75 ENRICHMENT ACTIVITY AFTERNOON FRANKLIN-GARLAND- -21 19 MITCHELL- ----- 19 RIGHTSELL- 14 ROCKEFELLER- 17 TOTAL- -90 GRAND TOTAL ENRICHMENT 165 These figures reflect the number of students who attended the full five weeks. K/5 Totals FRANKL IN- -25 BM- -24 BF- -48 TOTAL istxi\u0026amp;fseilii^ w \\ LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380  Little Rock, Arkansas 72204 OAKLAND-------- ----- 23 BM- 11 BF 34 TOTAL MITCHELL-- 14BM- 9 BF- 23 TOTAL -^0 J996 Oifice ot GRAND TOTAL FOR K/5 PROGRAiM 105 Oesegregahon Momtonn^ Enrichment Activity P.M. Sending Incentive School Enrollment from Incentive Schools Black White Total Franklin Recreati\u0026lt;H=' Garland Mitchell Rightsell Rockefeller Sub Total Franklin M 2 3 J.  F 1 1 1 1 2 9 M F Percent Black Creative Garland 3 3 Movement Mitchell Rightsell Rockefeller A 3 2 1 1 2. Sub Total Franklin 12 _2 12 Garland 1 4 5 3 3 MUSIC Mitchell 2. 4 2. 1 Rightsell 3 3 Rockefeller Sub Total Franklin 11. 2 10 2 ART Garland 2 i Total Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total 39 1 2. 2 4 4 3 1 2 12 7 2 39 8 5 2 4 7 6 20 tx 9 2 4 3 26 6 4 1 6 2 24 V' 4 4 -s- ? 21 9 1I Enrichment Activity Creative Dramatics Hands-On Math Hands-On Science ART MUSIC Total Sending Incentive School Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsail Rockefeller Sub Total Franklin Garland Mitchell Rightsell RockefellGr Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin ' ' Garland Mitchell Rightsell Rockefeller Sub Total Enrollment from Incantiva Schools Black White Total M 1 4^ 5. 6 2 1 9 2, I 3 1 2 2 4 la 3 1 1 2 F 4 2 X Q 4 1 2 1 2. 2 2 14 2 1 2 1 1 - 1 1 2 M F 4 3 I a 2 2 1 1 1 1 2 1 10 3 1_ 18 9 7 2 17 3 3 5 22 22 2 3 2 2 8 12 1 2 3 10 75 Percent BlackAZa- OCT 1 5 1996 Office of Desegrogaiion MoiiiuiCiilig October 11, 1996 Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ann: It was a pleasure to see you and your staff at the 1996 Region VI Summit of the National Committee for School Desegregation in Dallas. As we discussed, I have enclosed the newspaper article spotlighting the after-school programs of Voyager Expanded Learning in Dallas and in other major cities. Perhaps the information which it contains will be of some benefit to the LRSD Incentive Schools Extended-Day Program. Again, kudos to you for conducting such efficient and effective facilitation sessions. I look forward to receiving the information which we generated, as well as a copy of the book, Winning Through Participation by Laura J. Spencer. Very truly yours, Paula Grier Intercultural Relations Specialist Dallas Public Schools Yvonne Gonzalez Acting General Superintendent 3700 Ross Avenue Dallas, Texas 75204-5491 (214) 989-8000 Sunday Chance of storms High 92, low 74 Details on Page 44A Spiderman How comics took over pop culture POW! The Arts, Page IC Rantas broadcaster Marit Hute Section E The voice behind Hello, Win Column Sports Day A guide to the NBA salary cap Rangers lose, lead Mariners by 6 games Aggies QB hailed as hero before first snap Section B Texas Leading Newspaper e 14N, TT DtUts Uonlai New, Dallas, Texas, Sunday, August 18, 1996 32 Sections H $1.50 Workers comp changes help stem insurers losses but raise objections By Richard A. Oppe! Jr. AustAin USoSraToaIN The IDnal la1s9 M8o9r,a iangsN Tevesxas lawsmtaatkee wrso srktreurgsg' lceodm tpoe nosvaetirohna uinl stuheraronscuer gseysotne mE, drewsipne cBteuds tAeru sctihne enreeudtheWmo ornk.ers' comp, designed to foot jtohbe, bwialls f oorn etmhep lovyeeregse houf rct oollnap tshee. rLiagwhty earnsd wleefrte, asnudi nings uermerpsl owyeerres lwoassin ag t rmemoneenyd hoaunsd a omvoeurn fits ot.f f\"aTth aenrde Process now profitable for firms\ncritics say injured left to suffer B Insurance company profits. 28A nweawst el,a\" wre cwaallss Dhra. mBmusetreerd. Aoftuetr, thbee ceivaelsn fjiugmurpee do uint h toow hteol pa psptalyte i t.offisecToondda tyh, oDurg. hBtsu.ster is having some While some elements of the sys-tweornrs ea.r eT hbee tnteerw, hlaew s ahyass, ointhcerersa saerde thhaes sbleu rfeaacutocrra cfyo ra nmda innyc rienajusreyd vthicetmimesn. t sb ea rsea ydse. laOyfetedn ,w nheileed epda ttireenatst\" jusInt csriet aasrionugnlyd, ainnjdu rheudr te.mployees raenfdo rdmoc atodrvso, cinactelus dsiuncgh saosm De rf.o rBmusetremra. ya hrea vew oorvreyridnogn et hiat.t trlaawdimnga koenres meIsns juforry avnicottihmesr.' complaints of cor- Please see WORKERS on Page 28A. .41 Perot wins Reforms nomination SpecUI u The DoQa\nIfcntliu Nev\n.toodaied Preu oAvuesrthina unlienugr owsourrkgeerosn cEomdwpeinn sBatuiosnte, rb ulot bhbeiesd c rfiotir- J cwahl iolef spoamtieen cthsa nsgiet sa.r oOuftnedn ,a tnreda htmuertn,ts h aer es adyesl.a yed ] Mexico fights its own police in drug war Many officers closely tied to the cartels, some say By Tracey Eaton Uuiu City Bureau ef tbe Dallas Ifoniiag Non etnMa EThXe IDCalOlas tCtoIsTUYig Nev sCorrupt police officials domitnhaete m Muerdxeicroous sa cnatir-tderlus gt hfaort cfeloso, dg itvhineg U fnreitee dr eSitnat etos wlicieth c oilmlicmita nddruegrss ,s cayu.rrent and former Mexican poFridTahye wurhgeenn cMy eoxfi ctahne Aptrtoobrnleemy wGaesn eurnadl eArsnctoorneiod aLgoezanntso, nGeraarclyia aa fnifntohu onfc ethde tfheed emraals sp ofliircien gfo rocfe .737 thaFt ocrrmooekr eodff iacgeersn tssa ny octo orrnulpy tieosnc ohrats d groutgte cno suor ibeards tahnrde agteuna rdtr asffhicipkmeersn tsin tbeuret satsls.o spy on those who par\"tFmeednetr aolf pInotleiclleig aecntc eas a tnhde Qduruaglit ytr Cafofinctkroelr,s ' sDaiedPJuleaans eJ soese6 MTaEfXoIyCaO G oonn zPAalgeez , 3a0 Av.eteran police com- Woolery hiring puts program in spotlight Voyager praised as day'care alternative, but licensing, ties to (trials concern some By Stephen Power and Alexei Barrionuevo sun Wrilenal TtK Delias Hsntlsg News thaEnv eISryO dcalya sasrfoteorm ssc hnoaotli,o 5n,w00i0d ec hgiladtrheenr into mpoicrek stocks, hunt bugs or mold sculptures. Ten-year-olds B Where Voyager operates. B Profile of founder. 32A 32A npoomndicesr ecboygets. Eight-year-olds learn science byf oursminign gh oht-uadir- balTlohoen ss.t udents arent overachievers  theyre custwoemeekr, st ihne airn puanruesnutas l apfatey r-as cDhaololal sp-rboagsreadm e. Fduocr a$t4io5 na choomurpsa fnivy eto d aeyxste an dw etheke.ir school day an extra three PleSaosem ese pea CreOnMtsP sAaNidY tohne yP cahgoes 3e2 AV.oyager Expanded INSIDE improbable victory RCuhsescihaenn a rrmebye lfsro wme rGer oazbnley btoe cdaruivsee tthhee tRhues ssiaonld iearrsm ayr ele addeemrso raalrizee dc,o rorbuspet rvaenrds say. Page ISA. Lotto winners divorce tLhyen efitrtset a1n5d Jyiemamrsy oNf icthhoelisr smtraurgrgialegde ftoor ims aakt ea e sntdrasi nmeede et.n Nd,o ww.W thi eoinr ep aerxtntrearosrhdipitnSavroyr cdesif:f eTrehnecye p afrrto ams lorrtdtellroyn ms iloliof naoitrhees.r PageSSA. Underage drivers_____ Unicensed, inderage drivers remain a problem in rural Texas. Page IF. Annlaiideis . .2F BocAs. .8-lOJ Busioess . , Sec.H CSassiOed . .Sect) Oceswotds. .i?P Dear Abby .. .fiP Editorials . .2J Electioas %. . . Heloise .23-26A , . .6P Homes . .SecOff Horoscope . . .(F IntematiMial ... Letters. .lU6-2iA . . . .54J Metropolitan ... ..........3$3g.43A Movies ... .2SC Nauonal.. .4-13A Obituaries .4243A OvenU^t.. . A Sunday Reader . . ............... SecJ Televiac......... - . -TVMagazine Texas !(S\u0026gt;est .. .37331,41.45^ Texas Watch .ISA Today - -. -SetF Travel-.. .Sec.G 83,97 00002 Lamm backers express surprise at low turnout By Lori Stahl and George Rodrigue Sun Writers of The Dellu Uomlig Nev\nforVmAeLr LCEoYl oFrOadRoG EG, oPva. . Ric hRaorsds PLearmomt t rofourn ctehde dRaeyf,o prmro vPinagrt yhse rpermesaiidnesn thtiael pnicokm oinf tahteio pna Srtayt hurespeRnet fSo6r.m2 mPiallritoyn o tfofi cciraelast es.aid Mr. Perot got 65 tpheerc evnot teo,f cwoimthp aMrerd. pLearmcemn'st. 35 Of the LKCnOHS 96 77w race fty prss/dsnt B Lamm reaction, B More political news. 2SA 23-28A 419.1, 2m66 ilwlioerne breatlluortnse sde.nt to party members, only stuSnonmede boyf tMher . loLwam tumrn'so uatid.es said they were theBiru tn peawr tmy leetahdoedr so sfa vido ttihnegy bwye rmea nilo, tt seulerpphriosened sopro ensleecst. ronic mail produced relat_ively few reber, W\" ne abteiolineavle c tohoartd 5in0a,0t0o0r iRs uas sveeltl ?V leamrgeey nsuamid.l iTtihciasl ifsie ald borfa ndrde-anmews. process creating the poPleBasoet hs eceo PnEteRnOdeT ros nw Piallg esp 2eSaAk. Sunday to party Another tough climb Dallas doctor wants to be fully engaged in life after close call on Mount Everest By Pete Slover Writer af Tbe DdlB UxniDg Nevs to dTeharethe imn oan tHhsi after Beck Weathersh nee satrUlyl ffirnodzes ahiimr asteolpf tMraonusnpto Ertveedr ebsatck to that terrifyingly thin fail,I cthliem bD athllaast mpaotuhnotloaginis te vsearidy nlaitgeh lta sWt itwheoeukt rdouormin.g  TaHn bien ftearirvliye wha pinp y bthise Nfirosrtth d aDya tlhlaast Il igvoin tgo slee\"pA ta snodm Ie a pmo innto tth iant twhiallt osctocrumr,. he said, with the rdeecUobveerrayt es otrpatimtais. m that is central' to his mental to bOonu nthcee bpahcyks ifcroaml s itdhee. nDera. rW-teoatathl leorsss, o49f h, iiss thraynindgs sainndc es ehvise rree sfaccuiea il nd imsfiidg-uMraeym. ent that he's Uved with amOonng t haeb oauftte IrSnOo ocnli mofb Merasy s1p0r,e Dadr. uWpe aatnhde rds owwans tEhvee rheisgthse 2s9t ,0c2a8m-fpo oat nsdu mtomp oit fW thhee nm hoeu nwtaasin b, eatw feereonciouEsig shtot rcmlim bbleewrs i,n i.ncluding experienced guides, Pdlieeadse sae ree cSoUrRd VoInVeO-dRa yo lno sPsa ogne t h33eA w.orld's highest The Recycling Business Old 7'Eleven sites add up to hot property for entrepreneurs in a variety of ventures By Sherry Jacobson sun toiler of Tt Dallas Uonuo\nNevs FSorlugrepte tery, sinwge etot rboulyl oar acrossg farosomli nLea kaet tCheli fof lPda 7r-kE ilenv en norBthu tO ifa yko Cul inffe.ed a casket, you're in lTuhciks. is the age of the creative rceocnyvcelniniegn ocfe 7 s-tEolerevse nmsa. yG doioed, but their old buildings live on to eavtteranc at feuvneeryra iml cahgaipneal.ble business, GuIlpnss,t ecaadn doyf dainsdp ecnigsainregt tBeisg, dDoazlleanss a oref fao nrmowe ro 7ff-eErle hvaeinrcsu ints t, he fnreewshly f lpoawwenrse,d i nesleucrtarnocneic c goovoedras,g e, ttahme aploesst beyri othr efo dro tzheen or shots in lesSs-itnhcaen 1-h9e86a,l Sthoyu.thland Corp., the Please see FORMER on Page 33A.  1 I Dallas Uaminj Nevs\nItilun HinnaRl TChliifsf fFournmeerra l7 -CEhIeavpeenl, sdietec ohraast ebde ewni tthra onvseforsrmtueffde din ftuor nthiteu Orea.k t r  32 A r lir/331lnif^ornitiJTEluM Sunday, August 18, H Voyagers founder a lifelong entrepreneur By Alexei Barrionuevo and Stephen Power SU/i Wrfttn^ HieDilUslfcniiiigKtws VoyagerS founder and chief promoter ofiuntdsitnagn driensgo puercoepsle a.\"nd bringing together mWonheeyn aan dp etrhseo np ahsassio nth eit sisk ihllas rda nndo tt htoe iVso yaabgoeurt bsyu ac cbeososkf ucla lpleedo pHleo ls/Ttoimppein, wg haicnhd hasV polyaaygeedr 'sa nc riintisctsr uamnde nsutaplp roorltee risn s abiud iblde- ain gveoosdt winitvhe shtimme. nTth. aYtosu t hbee itn ognr esdoimenetbso fdoyr, igsi vninowg bfoaccuks. eHde ohno paeftse rh-issc phrooogl rhaomu,r sw, hwicihll ' irse pae adteyds lethxeic s ewchoond dgisralidkee da ntda khiansg ntoe setsx,ing Voyager, a for-profit company that of- not just on some product. Pv^oyager students] are , experiencing p erIinesntceea da,s Ra atenadyc heBre.st, 53, is a lifelong efrnotmre par erninegu r.m Haisn ucfoamcptuarneier sh hea svtea rrtaendg eind cchoelleegrlee atod inagn oauptpfiatsre. lI nm tahkee r3 1t hyaeta rdse ssiingcnes Mr. Best graduated from college, be esti-fsecrhso oalsft enr-astciohnowoli dper.o gVroaymasg earls acboorpuot raIStOe whGerreo whiinsg mupo tihne Br ewaausm oan tp aunbdl icH osucshtoonol, cdautrAcinhm goe nrtih caean 'dsre ecgvlaueslnastrruo soacmlhlyso b,o ehl edu asseya.did b, ya srech aonoxls- alivdevi soof rLyo cbkohaerde di nMclaurdtiens C tohrep .c, hthiee fd eexaenc ou-f tsetoarceh, eMr ra.n Bde bsti ss afaidt hheer wowasn endo ta a hlwaardysw athree ipolaucse pdl aocne sg rwadheesr.e too much emphasis is Ttheex aesd uact aAtiouns tsinc haonodl aat thfoer mUenriv ecrhsieityf ooff best student. operations for the U8. Navy. Mr. Best also has consulted well-known \"I vprv Ih fldiv \" hp \"I Grades, grades, gradesIs, tshaaidt wMhr.a Bt ewset. terribly dyslexic. I still am. ........... amnadte sse slltianrgti nISg. more than 30 businesses  figures in education and politics, such as He said he plans to stay with Voyager fHoarmmeiltro Rno Jsos rPdaenro.t advisers Tom Luce and lelsM hr.i sB ecsotms paapnpyr'osa. cVho tyoa geedru cpaatriotinc ippaain atsl-should be focusing on? do not take .t est.s or g.e t g rades\nins.t ead, leaVrnoiynagg ienr asnt uednevnirtosn maeren t ethxapte thrieeyn casinsog-fnoiers a t le aabsot uats 1lo0 nyge aarss .he has most compa Voyager is a really big commitment in ttuhxeeys apnedrf ocrrmea tee xspmearilml beunstsin,e smseosld. sculp- sdiatttien gw oitnh t hpela fylo,\"o hr eo f sPaliadn oresc Jeanctklys,o wn hEillee-learning in an ijllt that they associate with play. And if they leave Voyager thinking that that is what learning should be like . . . mission accomplished! They become lifelong learners! his l.i fe, sai_d _Ch_arle,s Mil_ler_, a_ V_oy_ager me\"aWsuer eju scot mfeperle thheenrsei oanr ea bnde ttreer tewnatyios nt,o\" mtheinnktainryg. th\"aAtn tdh ati fis twhheayt lleeaarvnei nVg osyhaogueldr sa.id.I. '.m\".1 .nt.oh.ti na. .kg. oIo md a gdrmeain-t isa-ttr ac-too-nr,-ce- Mp-trs-. B-aen-sd t ifnovrcee-s to-or-h w hsco'h hoaosl lreed'f o-trh-me sata'n tde wf-iidnea ntnac.s ek. hMe rs. aBide.s t said he was inspired to launch bebceo mliek eli fe.l.o.n gm ilsesaironne rasc!complish^! They Company stakes claim in booming \u0026gt; afterschool niche K 1* LCeoanrtnininuge dn ofrto smo mPuacgeh floAr its claims What you want tO be is tboe cbaouosest t hsetu pdreongtr apme rofoffremrsa annc ea ltbeurt' . native to traditional day care. In this context, there's an em-a brand name within your business. Maybe, someday, we will be the  Randy Best, founder and board chairman of Voyager ( qpuhea sSlsa notno sc, rae aPtliavneo p alattyo,r\"n seayid w Ehonsrie-   ,, daughter. Marcie, 6. attends a VoyMicrosoft of education. rayg eSr cphroco^l.a mIt sa tv Jearcyk soorgn aEnleizmeedn..t.a.Ibtasb yn-soitt. just hiring somebody to  Charles Miller, Voyager in vesior LeaInrn tiwngo hyaesa rssp.r eVaody afrgoemr E 1x1p Daanldlaesd- trend others will try to emulate. s.a.o.r.em.Aae .sa.c.sth ,f.ao.-or.! l.as,w taoy l1ae5sn0 S enaatttileo.n Awnid aed di. A lot of parents have concluded stiiognna nl e1x0t0 msochnotho.ls are expected to conUdnuctitle dtw iots wbeueskinse sasg oin. Vreolyaatgiveer socbhsocoulsri tSyu. pBeruint tebnyd ehnitr iCnhga dD Walolaosllearsyt. wweheok q. Vuoity haigse $r1 h9a4s.1 d74ra-aw-yne acr rjoitbicgirsomup sa nadn ds scormutein syta tfero lemg isdlaayto-crsa.re ageSro tmriee sd atyo- csakriert p srtoavteid reergsu slaayti oVnosy:spoamnye sl etigeiss latoto lrosc aqlu secshtiooonl tohffeic ciaolms.tthear ta rt ahtohmere tchhaenw hinagv inggu ma tbhaabty ysoiutcgaranm psu wt htheerem thine raef tiesr -ssocmhoeo lv aplruoeaadudtheodr.\" o sf aai db oCorka oign pEr. ivRaicteh amrdasn,a gceoamree nwt iollfin pgu btoli cp asyc hfooor lsth. atA.nd they , chaViormyaagne, rsR afnoduyn dBeers ta, nsda idb otahred cMorm. pBaensyt shaaids hyee ta tnod tau rgnro au pp orof fIitS. Barrett Reynolds, 9, crafts a bug after school Thursday in sininvcees toVrosy ahgaevres pfuotu unpd in$g3..5 Omniell ioinna Voyager class at Jackson Elementary School in Plano. vestor, Stephen Feinberg, said the The DoUoi Ibmant Nevs: tdefcord Mcltsel Fnia dSitruedcetn htse lpa refr oemn ctoeuarcahgeersd. to work on projects without State Rep. Fred Hill, R-Richard- tinjiavens t$m3.e5n tm Isil laio ng oboudt ddeeacl lhinigehde tro sinogun . o-s fafiidci ahels htaos laosokke dIn Ttoe xVaos- yliac-ge en.r ssgivMer .a Bfiegsut rsea.id he has told Voyager dheea loinbgjesc wtsi thn olot catol dVisotryicatgse. rHse sparoid- investors they may hav.e .to. .w.ai.t 10 WHERE VOYAGER OPERATES VSoeyaattglee, rA Elbxupqaunedreqdu Lee, Nar.nMin.,g H oopuesrtaotne,s A auftsetirn-s, cDheonovl eprr oagnrda mInsd iiann Dapaollaliss,, according to the company. Area schools with Voyager programs: lcioennssi nign dDiraellcatso,r .according to its li- tnieys's tpor esschidoeonl t oaffnicdi aclhs.i eTf heex eccoumtipvaeglorcaaml . sbcuhot otol oitfsfi cpiaralsc tiacned otfe ahcirhienrgs yceoamrsp atnoy siese s ea erkeintugr tno. rHaeis es aeidn rtohleland efforts to avoid regulation menWwt teeovv e1e0 p,0u0t0 a n llaoottii ooonif wmiodnee.y iinntioo nit,. worh ailte r uesdiuncge pdu cbhlaicr gfaesc.i lities for free mone(fyg, \"m Mosr.t lyB ebsete ns adide.v elFooprm eitn ttaol Mr.W Hhiillle s asyusp spoomrtein dgi slotrcicatls cmoanytr oble, swoomrke , pito ihnat.s to be self-sustaining at trhealut cotaffnetr ttoo tpuaryn t eaawcahye rcso amnp aenxiteras seeImn ssiommilea r wtoay tsh. e VYoMyaCgAe ra nmd ipghrit$ 48\" Iat dwaoyu. ld be very difficult to cut vkaidtes pdlaayy-c agraem ecso,m bpuainldie ss. cVulopytuargeesr sbiamckp lyo nb ecaa upsreo gsroa mm anliky ee mVpoloyyaegeesr kaindds gion o outtshiedre pfororg reracmesss. Thjuesy tlaiklseo CBaayslae sV iEelwem Eelenmtaeiyn tary CDoelaolneiya Ml Loenatrensisnogr iC enter KHieexstte Er lEelmemenetnatrayr y LPareksetwoon oHdo Ellolewm entary RReeiinllyh aErldetm Eelenmtaeryn tary SRaombe Hrt oEu. sLtoene EElleemmeennttaarryy Withers Elementary SMmeritrhif ieEllde mEleenmtaernytary FRISCO ACcukrtesri nEgleemr Eelnetmareyn tary Rogers Elementary IRVING Manes Elementary \"bIelnse af ivt efirnya unnchiaelalylt,h yM srit. uHatiilol nsa..id... iucsse caonmd phuotet-ras itro bleaallomo nasb otuot rsotbuodty- dIfi stthreicyt sc ionn Ttienxuaes , tIo w doiusrldunp'tt bsech souor-l sgcraiednecse.. No one takes tests or gets ARLINGTON Berry Elementary ICARROLLTON/FARM6RS BRANCHj pthriisnegd l eifg sisolmateivoenley .t\"ried to do someLook at business subIjne cstos mteh ecya skesn,o iwns ltirtutlceto arsb oteuat,c ha setnycleo utrhagee sc om\"tepaamny s lefoaurnnidnegr. sTahyes ageAr ltfhoor uitgsh a fsfuoprdpoarbteilritsy parnadis aep Vpeoay-l caoromupnadn tyh epmreesse.n Itns leDsrsaognos nwflrya,p psetud- tmoo crhe iladtr eitsn , bsuosminee sosb saecruvmeresn m. arvel fdoern gtsra csosmhobp ppaerrkss a anndd o fitehledrs f oloromksin ogf like It hdiso nin't Tkenxoaws ,o sf aaidn yT . pDroogurgalams lfioferm. Ibnu s\"Sinuecscseesss a Cndit ys,e Ull 3go.Ao.d,s sthuechy TSeaxnadse rDs,e plicaertnmseinngt odf iPreroctteocr tifvoer athnde as cVoooykaiegse.r pays public school lRaetegsu alaftteorr-ys cSheorovli cperso,g rwamhisc.h  Sroemgue-- tdeaayc. haenrsd $u1s6e as np huobulirc, tshcrheoeo hl ofaucrsil ia- ones putting in a lot of money and ties, in some cases for free. Unlike Thompson Elementary ABmeltb Uern Tee Errlaecmee Innttaerrym ediate CMoocakteresl l EHleilmt Eelnetmareyn tary RNuobityh sYidoeun Egl eEmleemnetanrtya ry The Meadows Intermediate DUNCANVILLE CAcetnotnra El Elelmemenetnatrayr y Fairmeadows Elementary SFhloarenndcse E Elelemmeenntataryr y TThisoinmgpesr oEnl eEmleemnteanrytary FBoarrmroann E Elelemmeenntataryry JRaacskosro En leEmleemnetanrtya ry TWheoamthaesr fEolredm Eelenmtaeryn tary RICHARDSON ABiokwinie E Elelemmeenntataryr y FHoeriegshttrsid Eglee mEelenmtaerny tary MMearrrki mTwana iPn aErlke mEleenmtaernyt ary TSeprrriancge V Eallelemy eEnlteamrye ntary Wallace Elementary The Dellas Uorninf Nevs gra\"mO,u r scaoidn ctehren iosf nfiocita wl,i tMh rt.h eS apnrod-- omffeicr eRri.c hVaerrdnsoonn Jsochhnosoolsn ,c hisie af wfohro- egrrsa.m \". ItB umta wy eb eh aavne etox cfeolllleonwt poruor- bweagsa snu bpuesriinnetesnsd tehnetr ew lhaesnt yVeoayr.a gDer.r resVpooynasgibeirl itiaensd u nlodcearl lascwh.o\"ol offi- Jeoighhnts mono nqtuhist hagiso $a1m2Sid,0 c00ri-taic-yiesamr J boyb scpiaelsci asal yb tehnee fciotsm. pAaltnhyo duogehs nVooyt asegeekr saopmpeea praanrecnet so ft himatp hreo phraied tcyr.e Hatee ds aaidn issc hnooot ll iccelanssserodo amn du dsoee sin n oDta pllaays foorr hwiass mtoo htiveelp fcohr illdearevnin go nR aic nhaartidosnoanl \"Rinic-hkainrdds ocno, ntthrieb uctioomnsp atnoy s cmhaokoelss, sVcoaylea,g aenr ds ahlaer yd.eclined to reveal his sMurc. hB eass t nseaiwd . cHoem opbujetecrtse da tnod sbuogogkess.- Mr.D aWlloaosl eoruyt, ghoainsg a slsuop edreinctleinnedde ntot. lgioent as ltihceant sVeo. yaWgeerr es hnoout ldda hy acvaer et,o\" rVeovyeaagle br'iss nsoanlapryro ffoitr fhoiusn ndeawtio jonb b iunt bpero gsraaimd. .\"Were a developmental has said there is no conflict of inter- ageSro mhaes c rsittircosn hga vpeo sliutigcgael stceodn Vnoeyc-- fersot.mOn t hMeo bnodaaryd, s tThuee sddisaytr aicgte npduall eadn tionTsh.e company received a glowing $a8te7 ,1in00 ncoinnetr asccht fooorls V oaypapgaerer ntotl oy pbeer-- aesn dEodrusceamtieonnt Aing eJnacnyu Caroym wmhiesnsi oTneexr- fclaicust eo of fi nthteer e\"aspt pteoa rsacnhcoeol otrfu ast ecoens-, iMngik eV oMyoasgeesr wasr o\"tteh ea mleotstet ro udtesstacnridb-- sMari.d Kbeoeavredr hParse ssiadiedn tth Bati ltlh eKreee vwears, ibneg d eoxnaem ipnle a I hqauvaeli stye eenx otefn wdheadt cdaany vnoot ec oonnf ltihcet acnodn ttrhaactt tnheex bt omaordn twh.ill proMgrra. mM.oses boss, Texas Gov. sonM ar,n dB eMstr .s aWido ohlee rhyi rneodt Dfor.r Jtohhenir- pGoeloitrigcea lW .c Bounstrhib, ruetcioenivse di n$1 01,090904 -i9n5 sbtuatt ubse caasu ssec thhoeoyl asruep \"eprrinotveennd leenatds- tforor,m s tMater. eMleilcletior,n t hreec Voordysa sgheor win.v Mesr.- ers.It wasn't something where we MMailrlechr atoc ctohmep aNnaietido nMalr .E Bduucsaht ioinn \"wIet nwt oasu tj ulosotk ionugt foorf thcoenmv,e\" rbsea tsioanids. energy and effort into developing most day-care providers, the compa- we will be the Microsoft of educa- mately be the one that shows the SumMmr. itB iuns hN ealwso Y roercke.ived $2,000 in ewxitchit ethmeemn,t .t.h..e Tirh eenseth museians amre, tohpeerir- thisV opyroaggerar mo.ff icials say their mis- nscyh boiolllss ,it sseulfp apsl eam peanrttinnge rslohcipal w ditish- tionM.r , ptiounb,lic Mserc, tMori lhleowr s taoi dim. prove educa- 1th9i9s4 yfreoamr aTttoemnd eLdu cae , Pwlahnoo esachrloieorl abieotrtse.r Taht ecsoen cmepetns. run things. I'm tSioionna ils a sftiemrp-slech: otoo lp prorovgidrea ma nfo erd cuhcial-- trictscurricula. VoyagIe*r *w ont supclacguumebd too tthheer p prorbi-- VOmpiainlS boardb omaerde tianpgp oronv Vedo yV^oeyra'sg ebresh arelf-. year, at least one sch.o.o.l .h.a.s p- ul\u0026gt;led d- ren-\n ma ny \"o f whom* might NaThileO cnomapi angyo aalsioS h as national vparotev ec poumbpliacn siechso oalstt.e mpts seeDkas y-ucnarfea icro madpvaannietas gseasy. VUoynaligkeer tqruuesstet eto s aoipde hraet ew ains hPolannoore adf t\"ejur sotn toe obuutr,n epda rotluyt fbreocmau wseo rtkeiancgh tehres ewxetrrae TV. The company has started pro- ambitions. The two most notable expert- many private companies that offer be jn tbe same room with Mr. hours. Richardsons Yale Elementa- Mr, Best and his investors say tion, Mr. Miller said. otherwise be left at home to watch lVeomysa gtehra wt ohnavt es upclcaugmuebd t oo tthhee rp rporbivate companies' attempts to im- Despite Voyager's success last tgararym csa amt pmuoseres tihna tnh ea dlaoszte tnw eole ymeeanrs- tesMtinr.g BVeosyt asgaeidr hdeu rpinlagn sth toe prerogpuolsaer nmeeunrt sC hhraivse W bheiettnle 'ms Eeddiias oenn Ptrreopjerec-t tahftaetr -ist cshhoooul lpdr ongorta bmes c, Vlaosysaifgieedr saasy as LuceH.es [Mr. Best] put together a ryye adre. cided not to sign up again this -- --- , --- ---- -T-h-e- E-d-is-on- -P-ro-je-c-t,- w h-i-ch- w on doaffyic-ciaalrse sparyo. vViodyearg. eIrf wito wuledr eh,a vseta ttoe pmreert tSy taintefl uSeenn.t iJaol hgnr oNu.p L,e esdaoidm f. oRr-- out\",T sai d John Phillips. Yales .p.r.i.n_- ccoourdpllnegs atore c tewnos-uisn cfiogmuree sfa. mMiolisets V, oayc-- cVoomyapgaenry owno au lpde ar-sdka yd,i spterirc-tcsh tiold pbaay- ittaskfeir osvt ecro snctrhaocotl sin fr 1o9m94 ,l oisc atrly sinchgo tool gtheet an ulimcebnesre o afn cdh piladyr efene isn b tahsee dp roon- EDdaullacsa,t iwonh oA gine nMcayy t oa slkoeodk tihnet oT eVxoays- ceinpta flr. omIl wwhasant yt oau wahreo dleo linogt dinif ftehre- athgreoru sgthu dthenet ss ixatrhe ginra dkein. dergarten sliass, tM arb. oBuets at nsa hido. uEra acnhd c laa shs awlfo aunldd Idisis etraicrtlys aenffdo rrtusn, itnhcelmud iitns go wonn ew ainy . gramV. oyager gets a free ride,\" said sacgheorosl ddeiasltirnicgts. wIitnh tehdeu Rcaictihoanr dcsior-n irneteggurlaatre cdla csusrroriocmul uifm y aonud a prero dboleinmg RusTsheelly, rae fsotuudrtehn-gtsr asduechr aast PPalatnriocks siunbvjoelcvtes ahsa nadsst-roonn olmesys,o nthse ine csouncoh- SheErmduacna, thioanv eA hltaedrn matiixveeds sIunccc.e msse. t cKheilnd -Hcaorbeb lcee, notewrns earn odf e migehmt bDearl loasf desD. hr.e Mso dsoens ea nad g Moord. Ljoubce.\" s ay their solvMinrg. , Bliekset wsaei da rcer.iticisms of his Jackson ..E.l ementa-r-y- -w-ho-se- mom my, Tmheed oicbijneec t awnodu tlhde b ae rttos .e nergize wofiftihci arless. iAstta onncee pfrooinmt, EloAcIa hl asdc hcoono-l tchiaet Tioenx,a sw Lihciecnhs erde pCrheislde nCtasr ea Absosuo-t eonnd oerxsaemmiennintsg o fV Vooyayaggeerrs aprero bgarsaemd scoomcieptayn syh aorueld uennfcoouunrdaegde. eHnter espareid- than regular sc. ho ol. he said as he aobr omuot tilveaatern cinhgil.dr eMn rt.o Bbee set xcsiateidd, tsrcahcotso ltso Imn aBnaaglteim oorr aed avnisde fXi2v epu pbulibc- 8te,0n0s0i odna yo-fc athree csecnhtoeorsl .d \"aIyt, sa nand eitxs- satnudd esenetsin. g firsthand its benefits for nWehuersn taos kteadk et or ispkrso vfiodre esdtuactiasttiiocna,l tshaet obnu iltdhien gfl.o oI rw disrha wI icnogu lad mdoa pth oisf t\"oP uab lmicu ecdhu cmaotiroen iinst ienr aac ttrivaen seitniovni- lFiee bsrcuhaoroyl sE iAnI Hhaadrt fnoord c,o Cnotrnanc.t sA.s of anoAthfteerr aofrteigr-inscahlloyo gl rparnogtinragm V.o yag- alterFnraotmiv e3 ttoo 6V o[ypa.mge.]r st hperoregrsa mno, edveindte tnecset socfo Vreosy aogre grrsa edeffse,c Mt or.n B setus-t ronOmneen tV.o yager investor said the canN emitahkeer cao mpproanfiyt hbays mshaonwagni nfgt etior nasn, eTxeexamsp otifofnic ifarolsm s asyta tthee rye ghualvae- Mthre. reL uwcoe uslda idb.e eIvt ebnl oaw hsi nmt yo fm cionnd- rloemciteers sua rvceoym apnadn ya-nsuepcdpootretesd a bcouus-t iwnh eDreal laast , leRaiscth haradlsf oonf aalnl dm Parlarineod, smcohsoto ll idkaeyly n eoxutt yseidaer ionf fiTveex sacsh. oTohlse, and Education Alternatives Inc. last about an hour and a half and Its early efforts, including one in Education Alternatives Inc. met child-care centers and a member of \"The teachers were kind of worn daofteesrn 5t pg.met. Vboaycakg ferro \"mis aw loortk buetntetirl all Vdoayya.\"ger is trying to stake out a ftohre- pbroofoitm niincgh e mthaartk ecat pfitoarli zeasft eorn- choomwp iat neyx'sp asnudcsc.e ss may depend on schTohoalst. doesn't concern Mr. Miller\nldiceecnidseed Itno orneeq uciirtey Vo yPalgaenro t o g aent da troversy about this. s.i ncgh ofaoml pirl.yo gdreammosg rcar.ep ahticesd. Sboym ceh aednug-nam We hwaitt hyoinu ywoaunrt tbou bsien eiss sa, b rsaanidd wheit hsa sidc htohoel sc om npoant yta wkea nthtse mto owvoerrk, ototh ienrv, esRtiicghaaterd istso no. pTehraet ioangse nincy a nis- cators say the cotflpany is setting a Charles Miller. \"^Maybe, someday, The nrivate'sector will nltl- also considerine Vjtvaeers onera- Ties to officials hap\"pTyh ipsa irse nat sfu ann da csttiuvditeyn,ts .be said. -.. ------ ----- - ~o~.r -s In local districts. Voyager has en- dIrfe np airne ntthse w parnotg rtaom p,u wt thhye sirh ocuhlidl- private 'Sector ultl- considering V^agers opera- dured additional criticism for its we not benefit from that?\" INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, demic perspectives. kill based and aca- SUPPORT PROGRAMS The following items will be components of every incentive school: A. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. tq ^\n30 Homework Centers should be extant In each s^'ool at p.m. , least two (2) days per week to assist students who in need of specific help with class material. are (Some school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two (2) hours of the day, Monday-Thursday). It will be necessary to provide transportation home for students who remain at the Homework Center so that stu- dents whose parents cannot supply transportation and/or who live outside of the area which is reasonable walking distance may avail themselves of the Center. If stu- dents choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a \"volunteer\" rotating basis, community volunteers and Staff will be compensated. peer tutors. Homework Centers will have a certified teacher working. If the number of students reaches 25, an instructional aide shall be added to assist students. when the number of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of students attends, certified instructional aides and teachers will be added on an alternating basis. B. HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 .  Staff will be paid for this time. class days. 02267 64* *  * *  a museum of nature science and history three previous state/territorial capltols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center \"^'^nts including, but limited to, banks, stock/bond houses, hospitals ana a law school. I.  Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be as noted earlier. available J. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated 'time ?or extended day activities), scheduling should be provided not only for the Homework Center and ~ ' vities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, the campus with a parent or guardian Peer Tutoring acti-to CARE or leave These skills shall be defined ticipate in: as the opportunity to par- * * choir (voice) music (instrumental) dance Assistance will be colleges and university schools of fine at^no P^ovide these services h\\  ? I ^5 child (and hopefully to the program), bUw certainly at minimal cost to the  ' school. SCHOOL ADMINISTRATION A. STAFF RECRUITMENT .. - - Staff recruit.nent and certain specific experience will be desired of all staff at the out-urban setting with at risk youth)\nand ongoing training will be provided on lar basis for all staff at each school. a regu- 1. A nationwide search will beconducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. 67 02270 ZL continued - Incentive Schools page 5 perfcrrr.ancs and tns sued SS '-working wind sdudenps and pre contracdual feature will also de individual in Thi s one year , . , - -- JCOiy to the positions of aides, clerical and custodial workers. edures. Successful completion of tne year may lead to a long-term contract with the District. S. SPEC r staf .L TRAINING- Ongoing training will be provided for in areas like human relations skills\nlearning and interactive styles\nTE5A\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. C. All Staff, including support sta training. Patrons also will receive in working with tneir students, ass nutrition and human growth and dev will be involved in ass special training\ng with homework. lents. PARENTAL INVOLVEMENT - Parents will be aosoluta partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis, r..,,?,. _____ will take place, both through written and oral means. Regular communication Day visits for parents will be arranged to come to school to volunteer for the day and to work wit.h students as well as to visit their childrens classes. Regular meetings, monthly, will be held at the school. Parental access will be provided for identified pick-up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, general assistance and mav be paid a stipend for this. D. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include\" the Homework Center, special skills training and leisure time activities, for example\n* Homework Center - Monday-Thursday * Special Skills - Tuesday  Leisure Activities - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) _ * Clubs, Extra Curriculars - Wednesday E. HOME/SCHCOL COMMUNICATION - Monthly retorting to parents will take place. Early indicator and early intervention programs will be formulated with \"alert\" and \"success\" cards to be sent to parents to update them on their student's needs and achievements.   _ BS 02272\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_496","title":"Incentive Schools: Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1993"],"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 improvement programs"],"dcterms_title":["Incentive Schools: Monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/496"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE 1991-92 Date of Visit School Principal School Theme # of Desegregation Plans in School Monitors INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. II (JDR 2233) 1. school. The incentive program is successful in desegregating the (JDR 2233-34) STATUS: The Incentive School Program Committee has explored the possible use of a trust fund to provide college scholarship incentives. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed. (JDR 2234) STATUS\n3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports guarterly. (JDR 2236) 2 . STATUS:INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses the High Scope curriculum model and a parent component is incorporated into the program. 2238) STATUS: (JDR 5. Writing to Read labs are in place for grades K-2 at each school. (JDR 2238) STATUS: 6. An Early Prevention of School Failure model is used in all kindergarten classes. There are parent/teacher conferences. (JDR 2238) regularly scheduled STATUS\nReading and oral expression are curriculum areas. (JDR 2239) infused throughout all 7 . STATUS:8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students' learning styles. (JDR 2239) STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum. (JDR 2239) STATUS: 10. Instructional technology is present in labs and individual classrooms. (JDR 2239) STATUS: 11. Science labs with adequate equipment, materials, and supplies are available for students in grades 3-6. (JDR 2239) STATUS:12. Computer labs for remediation and enrichment have a minimum of 24 stations. (JDR 2239) STATUS: 13. Foreign language labs with appropriate equipment and materials are operative in each building. (JDR 2239) STATUS: 14. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available. (JDR 2239) STATUS: 15. Parent Home Study Guides are available. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866.16. Computer Managed Instructional Technology is used to track student progress. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866. 17. Individual education plans are developed, implemented, and monitored for each student. (JDR 2239) STATUS: 18. GT, Specialized programs, such as remedial, special education. are available during the core day with reinforcement activities during extended day/week/year. (JDR 2239) STATUS: 19. Incentive programs recognize academic excellence and academic improvement. (JDR 2240) STATUS:20. 2240) Homework is assigned according to district policies. (JDR STATUS: 21. assessment. Criterion referenced testing is used to aid in student (JDR 2240) STATUS\n22. instructors Heterogeneous grouping is used at all grade levels and alternate between whole group, small individualized instruction. (JDR 2240) group, and STATUS: 23. The Effective Schools model operates in each school, with training provided for implementation. (JDR 2240) STATUS:24. African and African-American History programs are established in each school. of cultures and history. The programs are sequential and include the study (JDR 2240) STATUS: 25. A classics reading program is an area of emphasis and the basal is used to augment the classics. (JDR 2240) STATUS: 26. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented. (JDR 2240, 2252) STATUS\n27 . Foreign language instruction is incorporated into each school's curriculum using the foreign language lab and the II total physical response II method of instruction. (JDR 2243) STATUS:28. Social skills are taught, where appropriate, through the core instructional program. positive social interaction. The total school staff serves as models of (JDR 2243) STATUS: 29. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, sporting or arts related clubs, are developed to meet students' needs and are a part of each school's special activities. (JDR 2244) STATUS: 30. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. (JDR 2245) STATUS:INCENTIVE SCHOOL ADMINISTRATION \"The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. (JDR 2267) II SUPPORT PROGRAMS incentive school: \"The following items will be components of every II (JDR 2267) 31. Homework Centers operate at least two days a week with transportation provided. The Centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. (JDR 2267, 2278) STATUS: 32. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing. (JDR 2268, 2278) STATUS:33. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods. (JDR 2268, 2278) STATUS: 34. Retired teacher mentors serve as tutors and club sponsors. (JDR 2268, 2278) STATUS: 35. Instructional aides classroom. (JDR 2268, 2278) are certified and employed one to a STATUS: Stay Order No. LR-C-82-866 stayed LRSD's requirement to employ one instructional aide per classroom. LRSD has committed to hiring two aides for every three classrooms in their Joint Motion for Partial Stay Pending Appeal. 36. A Career Skills Development Program promotes career choices using written information, guest speakers. inventories. (JDR 2268, 2279) films, and interest STATUS\n37. Year round school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (JDR 2269-70, 2279) STATUS: 38. Community access/field trips are together with students from other LRSD schools. provided for students Exhibits and performances are brought to school. Students visit work sites, historical, scientific and cultural events, and exhibits in the city, state. and region. fifth and sixth graders. There are shadowing experiences for (JDR 2269, 2279) STATUS: 39. Community involvement includes Boy and Girl Scouting programs at each incentive school. organizations and volunteer experiences. Students have access to community (JDR 2270, 2280) STATUS:SCHOOL ADMINISTRATION 40. Staff recruitment involves a nationwide search for staff committed to working in an urban district with at risk youth. Staff are hired on a one year basis with parent representation on the interview team. aides, clerical, and custodial workers. The one year contract feature is applied to (JDR 2270-72, 2281) STATUS: 41. Special training for staff is ongoing in human relations skills, learning and interactive styles, TESA, PET, working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training and parents are trained in working with their children, assisting with homework, nutrition. and human growth and development. (JDR 2272, 2281) STATUS: 42. Parental involvement\nregular home-school Parents sign all homework and there is communication. There are day visits by parents, monthly parent meetings, and pick-up points for parents. Parents are encouraged to provide classroom support. 2284) (JDR 2272, STATUS:43. Learning time schedules are 3:00 - 5:30 p.m. daily and include Homework activities. Center, special skills training, and leisure time STATUS: (JDR 2272, 2284) 44. Home/school communication includes monthly reports to parents. There is an early indicator and early intervention program and parents regularly receive \"alert 2284) It and It success tt cards. (JDR 2272, STATUS: 45. Extra student recognition. curricular programs include activities to promote clubs and monitoring responsibilities. Students gain leadership experience through (JDR 2273, 2284) STATUS:46. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students problem solving. receive help with rules. Students help develop school based management attendance. Students and parents sign a contractual agreement for (JDR 2273, 2282) STATUS: 47 . Subject related extra curricular activities are regularly scheduled and include options for students such as Junior Great Books, Odyssey of the Mind, band, and string. Parents are aware of these options. (JDR 2273, 2282) STATUS:COUNSELING/SOCIAL WORK 48. Community services access: to community support programs Compacts provide students access such as volunteers and pre- professionals from colleges and universities, and assistance from social agencies. (JDR 2273, 2283) STATUS: 49. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness. (JDR 2273, 2283) STATUS\n50. Study skills training enhances skills in listening, and studying. 2272, 2283) test taking. Students practice test taking. (JDR STATUS: 51. Home/neighborhood meetings involve small groups of parents at neighborhood sites. Local ministers are considered part of the school partnership and community. (JDR 2274, 2283) STATUS:52. Individual and facilitators resolution. are group counseling utilized. Students is are present and peer STATUS: 53. (JDR 2274, 2285) taught conflict Incentive/recognition programs are developed by students, staff, and parents at each school. recognition. (JDR 2274, 2285) The community is involved in STATUS: 54. A wellness program is in place at each building with a full time nurse. Students are screened for health and information on various topics prevention, and first aid). (self-esteem. given nutrition, drug similar topics. (JDR 2274, 2285) Presentations are made to parents on STATUS: 55. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer. (JDR 2274, 2285) STATUS:MONITORING AND EVALUATION 56. Verifiable monitoring of student growth measures progress. 2286) There is training for monitoring teams. student (JDR 2275, STATUS: 57. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (JDR 2275, 2286) STATUS: 58. Student Educational Excellence Plans parents and include extracurricular activities. are developed with (JDR 2275, 2286) STATUS:59. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and eguipment. The monitoring team is composed of district and school staff, parents, and representatives from the community. All staff participate in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated. (JDR 2275, 2286) STATUS: 60. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random based on 5% involvement from each grade level and help design questionnaires. analyze data. and reach conclusions. Students receive response to issues they raise. (JDR 2276, 2287) STATUS: 61. Computerized student data is accessible at each school. 2276, 2287) (JDR STATUS: Currently stayed under Stay Order No. LR-C-82-866. 62. School site teams work to implement programmatic modifications with membership rotated each semester so all staff (including custodial, aides, and cafeteria workers), parents, and students have input. (JDR 2276, 2287) STATUS:SCHOOL POLICIES AND PROCEDURES 63. Flexible programs accommodate team teaching and extended time blocks as needed for student assistance. individualized instruction in each school There is a plan for and every student receives some Individualized instruction every day. 2288) (JDR 2276, STATUS: 64. Additional items: Each school should have a permanent substitute, a minimum half time assistant principal depending on school population, uniforms for students, dress code for staff, required attendance at PTA open house and one other meeting, students handbooks, a science lab, a computer lab, a playground for PE, additional compensation for teachers and principals for extra time worked, community education classes for parents, and Saturday programs at each school. (JDR 2276-77, 2288-89) STATUS:STAFFING 65. The teachers, INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT Incentive Schools Staffing Conunittee administrators. parents, supervisors, The committee assesses principals, is composed of and criteria, and hiring procedures. (JDR 2291) staffing needs, other sets STATUS: 66. Staffing needs assessment bases staff selection upon the needs and interests of the student population. (JDR 2291) STATUS: 67. Recommended full-time positions include classroom teachers. counselor. media specialist. music. art. P.E. , social worker. permanent substitute, PAL reading, PAL math, PAL lab attendant, resource, speech, alternative classroom specialist, media clerk. instructional aides, supervision principal, assistant principal. aides. (JDR 2291-92) program specialist. STATUS:68. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers. 2292) (JDR STATUS: 69. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for an initial one year contract period with long-term contracts contingent upon a successful initial year. (JDR 2293) STATUS: 70. informal Staff commitment/effectiveness monitoring involves ongoing review and semi-annual formal review conferences to assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement. (JDR 2293) STATUS:STAFF DEVELOPMENT 71. teachers, The Staff Development Planning Committee is composed of an IRC administrators to plan specialist, parents, principals, staff development experiences. and The committee meets monthly to plan activities related to the needs of students achieving below mastery. (JDR 2294) STATUS\n72. A staff development needs assessment is coordinated by the Staff Development Committee and based on needs and interests of the student population and the results of a staff development survey. (JDR 2294, 2303) STATUS: 73. Individual incentive school plan: There is a detailed process and format established by central administration and principals to assist school staffs in the development of the school plans. (JDR 2301) STATUS:74. Development of curriculum specific to the incentive schools includes identification of areas in need appointment of curriculum teams, of development, review of draft guides. and development of additional components needed in each curriculum area. (JDR 2301) STATUS: 75. Minimum Staff Development Requirements (JDR 2295) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT\u0026amp;T Human Effectiveness Training:Parent/Educator Communication \u0026amp; Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:___ 76. Curriculum implementation inservice provides an introduction and guide to implementation of the incentive school curriculum. (JDR 2302) STATUS: 77. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools. (JDR 2296) STATUS:78. A Master Teacher Program is planned by a districtwide Master Teacher Program Committee to involve student teachers from state and local colleges and universities in the incentive schools. The program is representatives monitored by the principal and college faculty (JDR 2296) STATUS: 79. Teacher assistance: An IRC specialist provides assistance to new teachers and those needing help. ongoing assists in training programs in The specialist coordination with the Staff Development Planning Committee. (JDR 2296-97) STATUS: 80. A Teacher Assistance Plan (TAP) is developed with input from the principal and IRC Director to address demonstration teaching, assistance with use of materials and program implementation, classroom management, bulletin boards, etc. (JDR 2296) STATUS:STUDENT ASSIGNMENT 81. Phased desegregation of the incentive schools: There is a phased plan to desegregate the incentive schools through white recruitment. (JDR 1722) STATUS: 82. Kindergarten seats are reserved for white students to promote desegregation of the incentive schools. (JDR 1722) STATUS:\"Surveys of INCENTIVE SCHOOL PARENT INVOLVEMENT teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, assistance, workshops... parent usually in connection with parent volunteer audiences, and parent attendance at A fourth type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\nII (JDR 2308-2309) 83. Adult community education opportunities are offered. 2309, 2310) (JDR STATUS: 84. A Parent Internship Program recruits parents as teacher aides and other positions. (JDR 2309, 2310) STATUS:85. Parent/teacher mentorships are established at the school. (JDR 2309, 2310) STATUS: 86. A Parent Center in the school is staffed and supplied with materials recommended by a staff/parent committee. Materials are loaned to parents. parents. (JDR 2309, 2311) There is a monthly communication packet to STATUS: 87. Parent workshops are offered to assist parents in carrying out school expectations and include such topics as discipline, time management, financial management, etc. 2312) study skills. (JDR STATUS:88. Community resources are used in the instructional program. (JDR 2313) STATUS: 89. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers given, and students are involved in the selection process. (JDR 2313-2314) STATUS:90. Home and school communication is evident at each incentive school. Parents pick up report cards, sign homework, report absences, understand how to advance support and concern for the school, receive a parent handbook and a monthly calendar, and attend school activities and counselor/teacher and PTA meetings. Each school has identified three key communicators and utilizes community role models and mentors. (JDR 2309, 2312, 2315-17) STATUS:91. Parent contractual commitments are signed prior to enrollment. (JDR 2317) STATUS\n92. 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 : 93. School and community trust is raised through inservice courses for teachers and school, speakers bureau for community groups events. in school zones, and posted calendar of neighborhood Neighborhood pride is promoted through events that are coordinated by school staff. (JDR 2319-20) STATUS:94. School policies and procedures are established by a governing body of administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement. (JDR 2321-22) STATUS:tt INCENTIVE SCHOOL PARENT RECRUITMENT Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements. (JDR 2323) 95. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences and a telephone hotline. Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses. (JDR 2323, 2327-28) STATUS:96. Recruitment includes use of brochures, PSA's, billboards, radio, television, newspapers, videocassette recordings, flyers, open house, neighborhood blitz of geographic targets, small group tours, special designation from ADE, celebrity endorsements, and a speaker's bureau for each encouraged activities and two parent school. recruiters M-to-M transfers conduct are recruitment STATUS: (JDR 2325, 2329-32)97. Recruitment monitoring and evaluation procedures are in place, involving the district Bi-racial Advisory Committee as a steering committee for recruitment, evaluating recruitment quarterly. The committee reviews bi-monthly reports from the desegregation office on the progress marketing/advertising experts. of recruitment strategies and is advised by The committee receives special inservice on the incentive school program and the desegregation plan. (JDR 2325-26, 2333-34) STATUS:I OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 UA INCENTIVE SCHOOL MONITORING GUIDE 1992-93 School District Type of School Principal Grade Levels # of Classes Visited Date of Visit Time of Visit Monitors 4 YEAR ENROLLMENT COMPARISON School: Data Summary: 1989-90 Black White Other Total 0 1990-91 1991-92 1992-93 %Blk Black White Other Total : % Blk Black White Other Total ^Blk Black ?? 0 r? 0 White Other Total 0 % Bik n Note: In accordance with the language of the desegregation plan, students are identified as either \"black \"or \"white.\" Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as \"other.\" However, these \"other\" students are counted along with \"white\" students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. Page 1CLASS ENROLLMENT Grd Name of Teacher Black Teacher White Other Black Class Enrollment White Other Total Enrollment % BIk 99 99 99 99 99 99 99 99 99 99 99 99 99 99 99 99 M F M F M F M F M F M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total 99 0 0 0 0 0 0 0 0 0 0 0 0 0  Racial isolation is avoided (ODM 1991-92 Incentive Schools Monitoring Report Summary, page 11). Data Summary: Page 2POSITION Certified Non-certified TOTAL PERCENT Data Summary: STAFFING/SCHOOL PERSONNEL BLACK WHITE OTHER M F M F M F TOTAL 0 0 0 0 0 0 0 0 0 ?? ?? % BLACK ?? ?? ?? Page 3CURRICULUM AND INSTRUCTION  Multicultural materials are available in the resource center in a range of interest and reading levels.  Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school.  Equipment and materials are adequate.  An active learning environment is present (learning centers, displays, independent/ group work area).  Purchasing procedures meet supply needs in a timely manner (ODM, page 15).  Incentive school library resources have been compared with each other and other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. Library shelves have been purged of outdated and worn materials (ODM, page 15). Site Observations: Page 4Summary: TEST DATA Page 5GUIDANCE AND COUNSELING  The school has a complete guidance and counseling program (individual and group guidance, personal and social guidance, classroom guidance, and career guidance). Site Observation: Page 6STUDENT RETENTION GRADE LEVEL BLACK WHITE OTHER TOTAL % BLACK ?? ?? ?? ?? ?? ?? ?? M F M F M F 0 0 0 0 0 0 0 TOTAL ?? 0 0 0 0 0 0 0 PERCENT ?? 'i'i ?? 'i'i 7'\u0026gt;  School staffing teams develop a plan with the next grades receiving teachers to address the learning deficits of retention candidates (ODM, page 33). Data Summary: Page 7ACTIONS Suspensions Expulsions DISCIPLINE, SUSPENSION, EXPULSION BLACK WHITE OTHER M F M F M F TOTAL 0 0 % BLACK ?? 99 Documentation:  Short Form 0 99  Long Form 0 99 Alternative School Referrals 0 99 0 0 0 0 0 0 0 99 99 99 99 99 99 99 Data Summary: Page 8SPECIAL SERVICES/PROGRAMS ENROLLMENT BLACK WHITE OTHER PROGRAM M F M F M F TOTAL % BLACK Self Contained 0 ?? CBI 0 0 0 0 0 LD Resource 0 EMR Resource 0 Speech 0 Visually Impaired 0 Hearing Impaired 0 Gifted/Talented 0 Remedial/ Compensatory 0 ?? 99 99 99 99 99 ?? 99 99 99 99 99 0 99 0 99 0 99 0 99 0 99  Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18).  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Sununary: Page 9PARENT AND COMMUNITY INVOLVEMENT  Parents and the community are welcome in the school (school maps, welcome signs, and posters).  There is a school volunteer program (school/community partnership, volunteer sign-in sheets, work space, volunteers, and visible recognition).  There are parent involvement programs (parent sign-in sheets, PTA, and school committees).  Records of volunteer participation are sufficiently detailed to reflect an accurate picture of community involvement overall as well as at each school. Monthly documentation identifying the number of volunteers, their race and gender, the total hours they serve, and the types of services they provide is compiled (ODM, page 37).  Volunteer training including the type of training, when and where the training was offered, and session participants by race, gender, and school service site is documented (ODM, page 38). Data Summary/ Site Observations: Page 10FACILITIES AND SECURITY  The campus and building are clean and free of debris and graffiti.  Hallways are clean and well maintained.  Facilities for special education and counseling are designed to meet the needs of the student served.  Playground equipment is appropriate and adequate.  Restrooms are adequate (cleanliness, number, supplies).  Classrooms are in good repair with adequate heating/ventilation.  Kitchen facilities provide adequate ventilation, traffic patterns, and safety provisions.  School district safety procedures are evident. Site Observations: Page 11FACILITIES AND SECURITY (continued) Court Adopted Reconunendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS: Page 12 Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS:  Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS: Page 13 Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 14INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\" (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149).  Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2).  Fifty percent of kindergarten seats are reserved for white students (May 1992 court order, page 28).  Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 court order, page 28). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: Page 153. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 16INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/ Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 6. An Early Prevention of School Failure model is used in all kindergarten classes. There are regularly scheduled parent/teacher conferences (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: Page 178. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students learning styles (page 153). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: 10. Seini-departmentalization is the recommended organizational structure for grades 4-6 (page 153). STATUS: 11. Instructional technology is present in labs and individual classrooms (page 153). STATUS: 12. Science tabs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: Page 1813. Computer labs for remediation and enrichment have a minimum of 25 stations (page 153). STATUS: 14. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 16. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available (page 153). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: Page 1918. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: 19. Student education plans are developed, implemented, and monitored for each student. Parents are involved in each phase of development and monitoring (pages 153, 177, 186). STATUS: 20. Specialized programs, such as remedial, special education, and GT, are available during the core day with reinforcement activities during extended day, week, or year (page 154). STATUS: 21. Homework is assigned according to district policies (page 154). STATUS: 22. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: Page 2023. Heterogeneous grouping is used at all grade levels and instructors alternate between whole group, small group, and individualized instruction, individualized instruction every day (pages 154, 178,188). Every student will receive some  A combination of teacher-directed and learner-directed instruction is present (ODM, page 32). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 25. African and African-American History programs are established in each school. The programs are sequential and include the study of cultures and history (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154,159-164). STATUS: Page 2128. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: 29. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 30. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, and sporting or arts related clubs, are developed to meet students needs and are a part of each schools special activities. Students have the opportunity to serve as office monitors, library helpers, student council members, fire marshals, and the like. Parents will be informed of these options (pages 157, 175, 182, 184). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173,181). STATUS: Page 22INCENTIVE SCHOOL OPERATIONS \"The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives\" (page 171). SUPPORT PROGRAMS \"The following items will be components of every incentive school:\" (Page 171) 32. Homework centers operate at least three days a week with transportation provided. The centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. Other options are explored for students who choose not to attend homework centers (pages 171, 180). STATUS: 33. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing (pages 171, 180).  Parents are aware of the phone service at the beginning of the year\nperiodic reminders are issued (ODM, page 26).  The relationship between the homework centers and the hotline has been evaluated and appropriate adjustments made (ODM, page 26). STATUS: 34. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods (pages 157,171,180). STATUS: Page 2335. Retired teacher mentors serve as tutors and club sponsors (pages 171, 180). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172,180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: 38. Community Involvement includes Boy and Girl Scouting programs at each incentive school, students have access to community organizations and volunteer experiences (pages 172,173).  Membership lists include a category for race (ODM, page 39).  Records of troop meetings and activities are present (ODM, page 39). STATUS: Page 2439. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181, 184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 40. Extracurricular programs allow students recognition, leadership experience, and a chance to be involved in school activities. Among these are future teachers programs. Just Say No Clubs, intramurals, office monitors (at recess or lunch time, not class time), library helpers, safety patrol, fire marshals, flag monitors, and student council memberships (pages 175, 184). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: Page 25COUNSELING/ SOCIAL WORK 42. Community services access\nCompacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: 43. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness (pages 175,183). STATUS: 44. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/attendance records, participation in school programs) are present (ODM, page 32). STATUS: Page 2645. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: 46. A wellness program is in place at each building. Students are screened for health and given information on various topics (self-esteem, nutrition, drug prevention, and first aid). Presentations are made to parents on similar topics (pages 176, 184).  Medicaid reimbursements are used at the local building (ODM, page 29).  Medicaid reimbursement funds are used to purchase services for non-Medicaid eligible students (ODM, page 29).  The school has developed partnerships with the Departments of Health, Employment Security, and Human Services (ODM, page 29). STATUS: 47. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer (page 176, 185). STATUS: Page 27MONITORING AND EVALUATION 48. Verifiable monitoring of student growth measures student progress. There is training for monitoring teams (pages 176, 186). STATUS: 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: 50. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents, and community representatives. The staff participates in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated (pages 177, 186). STATUS: 51. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random\nwith 5% involvement from each grade level, to help design questionnaires, analyze data, and reach conclusions. Students receive responses to issues they raise. Students, teachers, and parents complete a school climate survey annually (pages 177, 186, 187). STATUS: Page 2852. Computerized student data is accessible at each school (pages 177, 187). STATUS: 53. School site teams work to implement programmatic modifications with membership rotated each semester so that certified and non-certified staff, parents, and students have input (pages 178, 187). STATUS: Page 2954. Additional items recommended in each incentive school (pages 178, 188,189).  uniforms for students, such as blue jeans and a white shirt  dress code for staff  student handbooks available at every building which reflect the building philosophy and program  a playground for PE purposes  additional compensation for teachers/ principals who work extra periods of time at the incentive schools  Saturday programs to enhance learning which include but are not limited to: -field trips -enrichment activities -tutoring -parent/child \"make \u0026amp; take\" sessions -book fairs -physical education activities STATUS: Page 30INCENTIVE SCHOOL STAFFING/ STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: Page 3157. Reconmiended full-time positions include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: 58. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers and participants in the Master Teacher Program (page 191). STATUS: 59. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for on a one-year basis and involuntary transfer or other decisions are enacted at the end of the year, based on performance quality. (This also applies to aides, clerical, and custodial workers) (page 192). STATUS: Page 3260. Staff commitment/ effectiveness monitoring involves ongoing informal review and semiannual formal conferences. These assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement (page 192). STATUS: STAFF DEVELOPMENT 61. The Staff Development Planning Committee at each incentive school is composed of teachers, an IRC specialist, parents, principals, and other administrators to plan staff development experiences (page 192).  A long-term strategy has been developed for meeting the plans minimum staff development requirements (ODM, page 7).  The quality, relevance, and adequacy of present staff training programs have been evaluated (ODM, page 8).  Classroom utilization of inservice training is evaluated (ODM, page 8). STATUS: 62. A staff development needs assessment is coordinated by the Staff Development Committee. It examines the following: students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, health needs, attendance records, tardiness records, and program goals and curriculum of the incentive schools (page 193).  Staff development needs are individually assessed on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans (page 201).  School Profile data specifically reflects the amount and scope of each staff members training (ODM, page 7). STATUS: Page 3363. Minimum Staff Development Requirements (pages 192-3) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT\u0026amp;T Human Effectiveness Training: Parent/ Educator Communication \u0026amp; Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:  Staff has had inservice emphasizing active learning at all grade levels. (ODM, page 14)  Inservice is held for principals, teachers, parents, and aides emphasizing the developmental levels of pre-school children and developmentally appropriate activities (ODM, page 17).  Teachers are provided with comprehensive training in techniques for dealing with disruptive students (ODM, page 23).  Parents have access to special training in working with their children, assisting with homework, computer literacy, nutrition and human growth and development (page 174).  Staff receives training in working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement (page 174).  Training which helps teachers to facilitate active learning has been emphasized at all grade levels (ODM, page 14).  Gender/ Ethnic Expectations and Student Achievement training has been considered (ODM, page 11). STATUS: Page 3464. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools (pages 193-4).  The principal monitors the Teacher Demonstration and identifies areas of strengths and concerns (page 203). STATUS: 65. A Master Teacher Program Committee plans a districtwide program to involve student teachers from state and local colleges and universities in the incentive schools. The program is monitored by the principal and college faculty representatives. A pool of perspective staff members is maintained from the student teachers assigned to incentive schools through the Master Teacher Program (pages 194, 204). STATUS: 66. Teacher assistance: An IRC specialist provides ongoing assistance to new teachers and those needing help. The specialist assists the Staff Development Planning Committee with training programs (page 194).  Teachers make full use of the resources and specialists available at the LRSD Instructional Resource Center (ODM, page 14). STATUS: Page 35INCENTIVE SCHOOL PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/ parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (pages 206, 208).  Parents recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). STATUS: Page 3669. A Parent program will assist parents in understanding and carrying out school expectations by: offering mini-workshops on topics such as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills\nrequesting that parents pick up report cards at least twice a year\nand requiring principals to have direct parental contact through scheduled meetings and home visits (pages 206, 209).  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). STATUS: 70. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (pages 209-210).  Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). STATUS: Page 3771. Home and school communication is evident at each incentive school. Parents understand how to advance support and concern for the school, attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, receive monthly reports, and report absences. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their childs needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (pages 157, 174, 176,183, 184, 188, 206, 210-211).  The number and date of visits to each students home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38).  Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends (ODM, page 38).  Mechanisms are established at each school to ensure that parents regularly sign homework (ODM, page 38).  An intense mentor recruitment campaign is underway (ODM, page 29).  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29).  Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). STATUS: Page 3872. Parent contractual conunitments are signed prior to enrollment (page 211).  Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). STATUS: 73. 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 (pages 206, 212). STATUS: 74. School and conununity trust is raised through a speakers bureau for community groups in school zones and a posted calendar of neighborhood events. Neighborhood pride is promoted through events coordinated by school staff (page 213). STATUS: 75. School improvement plans are developed by administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement (page 214). STATUS: Page 39INCENTIVE SCHOOL PARENT RECRUITMENT \"Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements (page 215). 76. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences, a telephone hotline, Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses (pages 215, 218-219). STATUS: n. Recruitment strategies include the use of brochures, PSAs, billboards, media blitz, videocassette recordings, flyers, open house, targeted neighborhood blitz, small group tours, ADE special designation, celebrity endorsements, and a speakers bureau for each school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. Two parent recruiters have been hired to conduct recruitment activities (pages 215- 216, 220-222).  A strategic plan is based on the recruitment section of the desegregation plan and reflects a well thought-out, interrelated process (ODM, page 4).  A firm timetable is part of the recruitment plan and is strictly adhered (ODM, page 5).  Number and variety of specifically targeted recruitment activities are increased (ODM, page 5).  A tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups is established (ODM, page 5). STATUS: Page 4078. The Biracial Advisory Committee, with the advise of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly reports on the implementation and effectiveness of various recruitment strategies from the desegregation office. The committee evaluates the recruitment program each quarter and recommends to the Board of Directors changes needed in recruitment strategies and activities (pages 217, 223).  The committees monitoring instrument includes recruitment assessment (ODM, page 5). STATUS: Page 41ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL \"The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements.\" (page 12). 1. The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (pages 12, 13). STATUS: 2. The early childhood program receives the same attention and support as the grades K through six (page 13). STATUS: 3. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges (page 12). STATUS: 4. The development of innovative early childhood education practices is emphasized and piloted at the school (page 12). STATUS: 5. Rockefeller is used as a demonstration site for college students, the countys teachers, and daycare workers (page 12). STATUS: Page 426. The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (page 12). STATUS: 7. Students attending the three-year-old program are allowed to continue on into the schools four-year-old program (page 13). STATUS: 8. Sibling preference is granted to the brothers and sisters of the early childhood education students (page 13). STATUS: 9. The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (page 13). STATUS: 10. An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (page 13). STATUS: Page 43INCENTIVE SCHOOLS MONITORING REPORT 4 YEAR ENROLLMENT COMPARISON Black White Other Total % Black 1989-90 1990-91 1991-92 1992-93 ?? ?? ?? ?? 0 0 0 0 Data Sunuiiary: Note: In accordance with the language of the desegregation plan, students are identified as either \"black \"or \"white.\" Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as \"other.\" However, these \"other\" students are counted along with \"white  students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. STAFFING/ SCHOOL PERSONNEL 1991-92 1992-93 Position Black White Black White Total % BIk Total % BIk M F M F M F M F Certified ?? 0 0 Non-certified 0 ?? 0 ?? Total 0 0 0 0 0 ?? 0 0 0 0 0 ?? Percent ?? 'i'f. ?? Data Summary: Page 1TEST DATA Summary: Page 2DISCIPLINE, SUSPENSION, EXPULSION Black White Other Actions M F M F M F Total % Black Suspensions 0 ?? Suspensions-Long-term 0 ?? Expulsions 0 ?? Alternative Sch Referrals 0 ?? Sent Homes 0 ?? Homebound 0 0 0 0 ?? ?? ?? ?? Data Summary: SPECIAL SERVICES/PROGRAMS ENROLLMENT Black White Other Program M F M F M F Total % Black Gifted/Talented 0 ?? 0 ?? 0 ?? 0 'i'? 0 ?? 0 ?? Special ed ^WasXOBK j?Stion refer .page-tgr\" are consis objec^ lade w ,t raci  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Summary: Page 3FACILITIES AND SECURITY Court Adopted Recomniendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS:  Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS: Page 4 Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS:  Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 5INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\" (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: 3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 6INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/ Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: 12. Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: Page 714. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: 18. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: 22. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154, 159-164). STATUS: Page 828. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: 29. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173, 181). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172, 180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: Page 939. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181,184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to, make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: COUNSELING/SOCIAL WORK 42. Conununity services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: Page 1044. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/ attendance records, participation in school programs) are present (ODM, page 32). STATUS: 45. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: MONITORING AND EVALUATION 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: Page 11INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: 57. Recommended full-time positions include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: Page 12INCENTIVE SCHOOL PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (pages 206, 208).  Parents recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). STATUS: Page 1369. Parent workshops are offered to assist parents in understanding and carrying out school expectations and include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills.  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). STATUS: 70. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (pages 209-210).  Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). STATUS: 71. Home and school communication is evident at each incentive school. Parents attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, pick up report cards, and receive monthly reports. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their childs needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (pages 157, 174, 176, 183, 184, 188, 206, 210- 211).  The number and date of visits to each students home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38).  Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends (ODM, page 38).  Mechanisms are established at each school to ensure that parents regularly sign homework (ODM, page 38).  An intense mentor recruitment campaign is underway (ODM, page 29).  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29). Page 14 Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). STATUS: 72. Parent contractual conunitments are signed prior to enrollment (page 211).  Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). STATUS: 74. School and conununity trust is raised through a speakers bureau for community groups in school zones and the school is used as a community center. Neighborhood pride is promoted through events coordinated by school staff (page 213). STATUS: Page 15ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL \"The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements.\" (page 12). 1. The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (pages 12,13). STATUS: 2. The early childhood program receives the same attention and support as the grades K through six (page 13). STATUS: 3. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges (page 12). STATUS: 4. The development of innovative early childhood education practices is emphasized and piloted at the school (page 12). STATUS: 5. Rockefeller is used as a demonstration site for college students, the countys teachers, and daycare workers (page 12). STATUS: 6. The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (page 12). STATUS: 7. Students attending the three-year-old program are allowed to continue on into the schools four-year-old program (page 13). STATUS: Page 168. Sibling preference is granted to the brothers and sisters of the early childhood education students (page 13). STATUS: 9. The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (page 13). STATUS: 10. An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (page 13). STATUS: Page 17OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE Date of Visit School Principal School Theme # of Desegregation Plans in School Monitors* INCENTIVE SCHOOL PROGRAM II The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. II (JDR 2233) 1. school. The incentive program is successful in desegregating the (JDR 2233-34) STATUS: 2. The Incentive School Program Committee has explored the possible use of a trust fund to provide college scholarship incentives. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed. (JDR 2234) STATUS: 3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly. (JDR 2236) STATUS:INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses the High Scope curriculum model and a parent component is incorporated into the program. 2238) STATUS: (JDR 5. Writing to Read labs are in place for grades K-2 at each school. (JDR 2238) STATUS\n6. An Early Prevention of School Failure model is used in all kindergarten classes. There are parent/teacher conferences. (JDR 2238) regularly scheduled STATUS: 7 . Reading and oral expression are infused throughout all curriculum areas. (JDR 2239) STATUS:r 8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students' learning styles. (JDR 2239) STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum. (JDR 2239) STATUS: 10. Instructional technology is present in labs and individual classrooms. (JDR 2239) STATUS: 11. Science labs with adequate equipment, materials, and supplies are available for students in grades 3-6. (JDR 2239) STATUS:r 12. Computer labs for remediation and enrichment have a minimum of 24 stations. (JDR 2239) STATUS: 13. Foreign language labs with appropriate equipment and materials are operative in each building. (JDR 2239) STATUS: 14. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available. (JDR 2239) STATUS\n15. Parent Home Study Guides are available. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866.r 16. Computer Managed Instructional Technology is used to track student progress. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866. 17. Individual education plans are developed, implemented, and monitored for each student. (JDR 2239) STATUS: 18. GT, Specialized programs, such as remedial, special education. are available during the core activities during extended day/week/year. day with reinforcement (JDR 2239) STATUS: 19. Incentive programs recognize academic excellence and academic improvement. (JDR 2240) STATUS:20. 2240) Homework is assigned according to district policies. (JDR STATUS: 21. assessment. Criterion referenced testing is used to aid in student STATUS\n22. instructors (JDR 2240) Heterogeneous grouping is used at all grade levels and alternate between whole individualized instruction. (JDR 2240) group, small group, and STATUS: 23. The Effective Schools model operates in each school, with training provided for implementation. (JDR 2240) STATUS\n4 24. African and African-American History programs are established in each school. of cultures and history. The programs are sequential and include the study (JDR 2240) STATUS: 25. A classics reading program is an area of emphasis and the basal is used to augment the classics. (JDR 2240) STATUS: 26. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented. (JDR 2240, 2252) STATUS: 27. Foreign language instruction is incorporated into each school's curriculum using the foreign language lab and the If total physical response If method of instruction. (JDR 2243) STATUS\n28. Social skills are taught, where appropriate, through the core instructional program. positive social interaction. The total school staff serves as models of (JDR 2243) STATUS: 29. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, sporting or arts related clubs, are developed to meet students' needs and are a part of each school's special activities. (JDR 2244) STATUS: 30. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. (JDR 2245) STATUS:If INCENTIVE SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. (JDR 2267) fl SUPPORT PROGRAMS incentive school: ff If The following items will be components of every (JDR 2267) 31. Homework Centers operate at least two days a week with transportation provided. The Centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. (JDR 2267, 2278) STATUS: 32. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing. (JDR 2268, 2278) STATUS:* 33. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods. (JDR 2268, 2278) STATUS: 34. Retired teacher mentors serve as tutors and club sponsors. (JDR 2268, 2278) STATUS: 35. Instructional aides are certified and employed one to a classroom. (JDR 2268, 2278) STATUS: Stay Order No. LR-C-82-866 stayed LRSD's requirement to employ one instructional aide per classroom. LRSD has committed to hiring two aides for every three classrooms in their Joint Motion for Partial Stay Pending Appeal. 36. A Career Skills Development Program promotes career choices using written information, guest speakers, films, and interest inventories. (JDR 2268, 2279) STATUS: 37. Year round school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (JDR 2269-70, 2279) STATUS: 38. Community access/field trips are together with students from other LRSD schools. provided for students Exhibits and performances are brought to school. Students visit work sites, historical, scientific and cultural events, and exhibits in the city, state, and region. fifth and sixth graders. There are shadowing experiences for (JDR 2269, 2279) STATUS: 39. Community involvement includes Boy and Girl Scouting programs at each incentive school. organizations and volunteer experiences. Students have access to community (JDR 2270, 2280) STATUS:SCHOOL ADMINISTRATION 40. Staff recruitment involves a nationwide search for staff committed to working in an urban district with at risk youth. Staff are hired on a one year basis with parent representation on the interview team. aides, clerical, and custodial workers. The one year contract feature is applied to (JDR 2270-72, 2281) STATUS: 41. Special training for staff is ongoing in human relations skills, learning and interactive styles, TESA, PET, working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training and parents are trained in working with their children, assisting with homework, nutrition. and human growth and development. (JDR 2272, 2281) STATUS: 42. Parental involvement\nregular home-school communication. Parents sign all homework and there is There are day visits by parents, monthly parent meetings, and pick-up points for parents. Parents are encouraged to provide classroom support. 2284) (JDR 2272, STATUS\n43. Learning time schedules are 3:00 - 5:30 p.m. daily and include Homework activities. Center, special (JDR 2272, 2284) skills training, and leisure time STATUS: 44. Home/school communication includes monthly reports to parents. There is an early indicator and early intervention program and parents regularly receive 2284) tl alert\" and It success II cards. (JDR 2272, STATUS: 45. Extra student recognition. curricular programs include activities to promote clubs and monitoring responsibilities. Students gain leadership experience through (JDR 2273, 2284) STATUS:46. Attendance and behavior guidelines: Time-out rooms staffed with trained personnel. are problem solving. Students receive help with rules. Students help develop school based management attendance. Students and parents sign a contractual agreement for (JDR 2273, 2282) STATUS: 47 . Subject related extra curricular activities are regularly scheduled and include options for students such as Junior Great Books, Odyssey of the Mind, band, and string. Parents are aware of these options. (JDR 2273, 2282) STATUS:COUNSELING/SOCIAL WORK 48. Community services access: to community support programs Compacts provide students access such as volunteers and preprofessionals from colleges and universities, and assistance from social agencies. (JDR 2273, 2283) STATUS: 49. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness. (JDR 2273, 2283) STATUS: 50. Study skills training enhances skills in listening, and studying. 2272, 2283) Students practice test taking. test taking. (JDR STATUS: 51. Home/neighborhood meetings involve small groups of parents at neighborhood sites. school partnership and community. Local ministers are considered part of the (JDR 2274, 2283) STATUS:52. Individual and facilitators resolution. are group counseling utilized. Students is are present and peer STATUS: 53. (JDR 2274, 2285) taught conflict Incentive/recognition programs are developed by students, staff, and parents at each school. recognition. (JDR 2274, 2285) The community is involved in STATUS: 54. A wellness program is in place at each building with a full time nurse. Students are screened for health and information on various topics prevention, and first aid). (self-esteem. given nutrition, drug similar topics. (JDR 2274, 2285) Presentations are made to parents on STATUS: 55. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer. (JDR 2274, 2285) STATUS:MONITORING AND EVALUATION 56. Verifiable monitoring of student growth measures student progress. 2286) There is training for monitoring teams. (JDR 2275, STATUS: 57. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (JDR 2275, 2286) STATUS: 58. Student Educational Excellence Plans parents and include extracurricular activities. are developed with (JDR 2275, 2286) STATUS\n59. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents. and representatives from the community. All staff participate in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated. (JDR 2275, 2286) STATUS: 60. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random based on 5% involvement from each grade level and help design questionnaires. analyze data. and reach conclusions. Students receive response to issues they raise. (JDR 2276, 2287) STATUS: 61. Computerized student data is accessible at each school. 2276, 2287) (JDR STATUS: Currently stayed under Stay Order No. LR-C-82-866. 62. School site teams work to implement programmatic modifications with membership rotated each semester so all staff (including custodial, aides, and cafeteria workers), parents, and students have input. (JDR 2276, 2287) STATUS:SCHOOL POLICIES AND PROCEDURES 63. Flexible programs accommodate team teaching and extended time blocks as needed for student assistance. individualized instruction in each school There is a plan for and receives some individualized instruction every day. 2288) every student (JDR 2276, STATUS: 64. Additional items: Each school should have a permanent substitute, a minimum half time assistant principal depending on school population, uniforms for students, dress code for staff, required attendance at PTA open house and one other meeting, students handbooks, a science lab, a computer lab, a playground for PE, additional compensation for teachers and principals for extra time worked, community education classes for parents, and Saturday programs at each school. (JDR 2276-77, 2288-89) STATUS:STAFFING 65. The teachers, INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT Incentive Schools Staffing Committee administrators. parents, supervisors, The committee principals, is composed of and criteria, and hiring procedures. assesses staffing needs, (JDR 2291) other sets STATUS: 66. Staffing needs assessment bases staff selection upon the needs and interests of the student population. (JDR 2291) STATUS\n67. Recommended full-time positions include classroom teachers. counselor, media specialist. music, art. P.E. , social worker. permanent substitute, PAL reading, PAL math, PAL lab attendant, resource, speech, alternative classroom specialist, media clerk. instructional aides. supervision principal, assistant principal. aides, (JDR 2291-92) program specialist, STATUS:68. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. files are current and include promising student teachers. 2292) Recruitment (JDR STATUS: 69. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for an initial one year contract period with long-term contracts contingent upon a successful initial year. (JDR 2293) STATUS: 70. Staff commitment/effectiveness monitoring involves ongoing informal review and semi-annual formal review conferences to assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement. (JDR 2293) STATUS:STAFF DEVELOPMENT 71. teachers, The Staff Development Planning Committee is composed of an IRC administrators to plan specialist. parents, principals, staff development experiences. and The committee meets monthly to plan activities related to the needs of students achieving below mastery. (JDR 2294) STATUS: 72. A staff development needs assessment is coordinated by the Staff Development Committee and based on needs and interests of the student population and the results of a staff development survey. (JDR 2294, 2303) STATUS: 73. Individual incentive school plan: There is a detailed process and format established by central administration and principals to assist school staffs in the development of the school plans. (JDR 2301) STATUS:74. Development of curriculum specific to the incentive schools includes identification of areas appointment of curriculum teams, in need of development, review of draft guides. and development of additional components needed in each curriculum area  (JDR 2301) STATUS: 75. Minimum Staff Development Requirements (JDR 2295) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT\u0026amp;T Human Effectiveness Training:Parent/Educator Communication \u0026amp; Human Relations Skills\nMentor Teacher Program: Special Staff Development for Principal, Assistant Principal:___ 76. Curriculum implementation inservice provides an introduction and guide to implementation of the incentive school curriculum. (JDR 2302) STATUS: 77. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools. (JDR 2296) STATUS:78. A Master Teacher Program is planned by a districtwide Master Teacher Program Committee to involve student teachers from state and local colleges and universities in the incentive schools. The program is representatives. monitored by the principal and college faculty (JDR 2296) STATUS: 79. Teacher assistance: An IRC assistance to new teachers and those needing help. specialist provides ongoing assists in The specialist training programs in coordination with the Staff Development Planning Committee. (JDR 2296-97) STATUS: 80. A Teacher Assistance Plan (TAP) is developed with input from the principal and IRC Director to address demonstration teaching, assistance with use of materials and program implementation, classroom management, bulletin boards, etc. (JDR 2296) STATUS:STUDENT ASSIGNMENT 81. Phased desegregation of the incentive schools: There is a phased plan to desegregate the incentive schools through white recruitment. (JDR 1722) STATUS: 82. Kindergarten seats are reserved for white students to promote desegregation of the incentive schools. (JDR 1722) STATUS\nDate: April 2, 1993 From: The Associates To: Ann MEMORANDUM Subject: Revised Incentive School Guide Attached is a copy of the revised Incentive School Gui^^ '^-C\u0026gt; Y Y Revisions were made based on the Eighth Circuit Courts priorities which includednncentive school double funding. academics, td^rent/community involvement. In addition to the Eighth Circuit Courts priorities, we also gave consideration to the areas of concern mentioned by Judge Wright at the June 30, 1992 Incentive School Hearing. At the June hearing. Judge Wright outlined the following areas of concern: The increase in the number of black students at the incentive schools. The Eighth Circuit Court clearly indicated that desegregation of these schools is important. The disparities in plan implementation found among the seven schools. The lack of a clear formula for double funding. The continued disparity between black and white students. Using the above items to guide us, we evaluated each section of the guide, keeping those that related to the Eighth Circuit Courts priorities and Judge Wrights concerns. Within the sections, individual items were examined. Most items that could be tied to priorities and concerns were retained. If an item described a program or process that was present at all schools in 1991-92, we dropped it. Emphasis was placed on monitoring areas of non-compliance. \\ OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE 1992-93 School District Type of School Principal Grade Levels # of Classes Visited Date of Visit Time of Visit MonitorsSchool: 1989-90 Black White Other Total %Blk 1990-91 Black White Other Total %Blk 1991-92 Black White Other Total % BIk 1992-93 Black 4 YEAR ENROLLMENT COMPARISON Data Summary: \"^fl- 0 0 ?? White Other Total 0 % BIk ?? Note: /n accordance with the language of the desegregation plan, students are identified as either 'black \"or \"white.\" Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as \"other.\" However, these \"other\" students are counted along with \"white\" students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. Page 1Summary: TEST DATA Page 2ACTIONS Suspensions Expulsions DISCIPLINE, SUSPENSION, EXPULSION BLACK M F WHITE OTHER M F M F TOTAL 0 0 % BLACK ?? ?? Documentation:  Short Form 0 ??  Long Form 0 ?? Alternative School Referrals 0 ?? 0 0 0 0 0 0 0 ?? ?? ?? ?? ?? ?? ?? Data Summary: Page 3SPECIAL SERVICES/PROGRAMS ENROLLMENT PROGRAM BLACK WHITE OTHER TOTAL % BLACK M F M F M F Self Contained 0 ?? CBI 0 99 LD Resource EMR Resource Speech Visually Impaired Hearing Impaired Gifted/ Talented Remedial/ Compensatory 0 0 0 0 0 0 0 0 0 0 0 99 99 99 99 99 99 99 99 99 99 99 0 99 0 99 0 99 0 ?? 0 ??  Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18).  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Summary: Page 4FACILITIES AND SECURITY Court Adopted Recommendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS: Page 5 Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS:  Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS: Page 6 Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 7INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\" (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149).  Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2).  Fifty percent of kindergarten seats are reserved for white students (May 1992 court order, page 28).  Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 court order, page 28). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: Page 83. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 9INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: Page 1012. Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: 14. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: 18. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: Page 1122. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154, 159-164). STATUS: 28. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: Page 1229. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173,181). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172,180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: Page 1339. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181, 184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/ procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: Page 14COUNSELING/SOCIAL WORK 42. Community services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: 44. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/attendance records, participation in school programs) are present (ODM, page 32). STATUS: Page 1545. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: MONITORING AND EVALUATION 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: Page 16INCENTIVE SCHOOL STAFFING/ STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Conunittee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: Page 1757. Recommended full-time positions include classroom teachers, counselor, media specialist, music, art,P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: Page 18INCENTIVE SCHOOL PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/ teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/ staff committee for loan to parents. A paren\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_507","title":"Incentive Schools: Monitoring reports","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":["1991/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics"],"dcterms_title":["Incentive Schools: Monitoring reports"],"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/507"],"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\nLittle Rock School District February 25, 1991 TO: LRSD Board of Directors FROM: THROUGH: SUBJECT: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Monitoring Report on Incentive Schools Pleasefind attached the Educational Equity Monitoring Report for The report summarizes the findings from the first monitoring visits to the incentive schools. Incentive Schools. the Each incentive school principal was asked to respond to the concerns listed in the monitoring report. The responses are attached for your review. -------------     - -  . Ho concerns were listed for Rightsell. The responses are attached for 810 West Markham Street *  Little Rock. Arkan.sas 72201  (.501)3743361LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Prepared By PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1990 INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 The Little Rock School District Desegregation Plan requires monitoring of the Incentive Schools by the Little Rock School District Biracial Committee. The committee is required to monitor each incentive school once each quarter. Using a monitoring form developed by the Planning, Research, and Evaluation Department, the Biracial Committee conducted school visits during October 1990 and November 1990. Each team reviewed a school profile which contained basic information related to current conditions in the schools. This report is a summary of the school visits conducted by the LRSD Biracial Committee. 1.0 Separation by Race/Gender in School Programs At each school the monitors expected to see: * Racially balanced staff which reflects appropriate percentages * Racial/gender balance in staff assignments, programs, content areas, and grade level * School enrollment to be within the appropriate racial/ethnic range prescribed by the court order * Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school * Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Findings: All schools were within appropriate percentages for ertified staff, although the Rockefeller team noted the low number of black teachers assigned to Rockefeller. Noncertified staff percentages extend from 71% black at Stephens to 100% black at Ish and Rightsell. A scarcity ofINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 2 black and white male teacher role models for students at the elementary level was evident. TABLE 1 INCENTIVE SCHOOL STAFF BY RACE 1990-91 Teachers Non Certified Black White #/% Other #/% Total Black #/% White #/% Total Garland 14/50% 14/50% 0/0% 28 9/53% 8/47% 17 Ish 12/57 9/43 0/0 21 13/93% 1/7% 14 Mitchell . .\nhtsell Rockefeller Stephens 15/60 o. 10/40 0/0% 25 14/100 0/0 14 11/52% 10/48 0/0% 21 15/100% 0/0 'O 15 9/30 20/67 1/3 Q, 8 30 33/83% 7/17% 40 14/52 Q, *8 13/48 0/0% 27 12/71% 5/29% 17 *8 o. *6 Black Teachers may constitute 25-50% of the certified staff TABLE 2 INCENTIVE SCHOOL ENROLLMENT COMPARISON BY RACE (10-31-90) 1990-91 Pre-K K 1216 Garland Ish Mitchell Rightsell P.l ack 11/ 58% 13/ 93% White S/% Other /% Total Black White t/i Other ji/% Total Black White #/% Other Total Grand Total 7/ 37% 5% 19 16/ 84% 3/ 16% 0/ 0% 19 192/ 90% 13/ 9/ 4% 214 252 1/ 7% 0/ 0% 14 16/ 100% 0/ 0% 0/ 0% 16 124/ 98% 2% 0/ 0% 127 157 No Program 31/ 86% 5/ 14% 0/ 0% 36 153/ 88% 21/ 12% 0/ 0% 174 210 No Program 32/ 97% 1/ 3% 0/ 0% 33 158/ 99% 0/ 0% 1/ 1% 159 192 13/ 41/ 41% y-/ 1% 100 3 3/ 56% 2 6/ 44% 0/ 0% 59 159/ 76% 4 5/ 22% 5/ 2% 209 368 6/ 32% 0/ 0% 19 2 8/ 90% 2/ 7% 1/ 3% 31 163/ 95% 8/ 5% 6/ 4% 171 221 I The acceptable range for black student enrollment (K-6) in area schools is 51 percent - 76.5 percent. All schools exceeded the acceptable range for area school student enrollment except Rockefeller. The student enrollment at Rockefeller is 68% black, 30%'white, and 2% other.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 3 Responses from Principal(s): The principal at Ish School understood that one of her roles was to recruit white students. she has tried to do so with little success. She said that The school biracial committee was devising a plan to sell the school to white families. 2.0 Curriculum At each school the monitors expected to see: * A culturally diverse curriculum that mirrors the student population  A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum * An adequacy of materials and equipment to support the curriculum * Varied teaching strategies that match the learning styles of the students * Current and accurate documentation of student progress * Teachers demonstrating an understanding of a multiculturally infused curriculum * Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population r'rndings: The Garland Biracial Committee visited five classrooms and responded positively to all items in this area. Additional comments from teachers interviewed indicated they had adequate materials, including multicultural curriculum guides. Displays of student work, bulletin boards and teachers plan books verified the implementation of the multicultural curriculum. Monitors observed students actively engaged in classroom instruction. At all incentive schools, the seating patterns in the classrooms observed, promoted interaction among students of varying racial/ethnic backgrounds to the degree possible. Total realization of this goal was hampered by the low enrollment of white students.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 4 student records at Garland, Rightsell and Stephens were current and complete. However, it was reported that Academic Skills Development Plans (ASDPs) at Ish and Mitchell were not available in all observed classrooms. At Mitchell, an ASDP located in the student's permanent record folder did not show documentation of mastered skills. Reports from Garland, Ish, Mitchell, Rightsell, and Stephens indicated that the Student Educational Plans (SEPs) were The Rockefeller team reported developed for each student. that in most classrooms visited student Individual Education Plans (lEPs) and Academic Skills Development Plans were not current or complete. The Ish team reported that materials and equipment were excellent, that the multicultural guides were in every classroom visited, and that all children were participating in classroom activities. more black publications on natural sciences was noted. Mitchell the team reported that multicultural guides were However, a need for At visibly in use and that teachers and students expressed The team believed the bulletin boards pride in the content. and displays in the school and classrooms were excellent reflections of the implementation of the multicultural curriculum and various teaching strategies to accommodate different learning styles. The Rockefeller staff members reported having adequate materials to deliver the curriculum. During the team's classroom visits, students were very actively involved in classroom instruction with a great deal of student interaction occurring. The team reported a variety of materials reflecting the racial/gender difference of the student population. Monitors noted that teachers observed at Stephens had and were using the multicultural curriculum guides. Multicultural materials were in use in most classrooms visited, and a wide variety of ethnic and multicultural ' ' These displays art was displayed throughout the school. ^ere representative of the racial/ethnic and gender The classroom seating differences of the student body. and while patterns provided for racial/ethnic interaction, students were involved in classroom instruction, monitors noted that II some\" were more actively involved than others. The majority of teachers visited maintained current and However, some student magazine ...aiplete student records, tests were unavailable. Short term goals were listed on the Student Educational Plans (SEPs) in all monitored classrooms .INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 5 Responses from Principal(s): The principal at Ish reported that fifty students attended the LRSD summer school for either enrichment or to maintain skills. The tuition for these students was paid by the LRSD and was included in the school budget. Saturday school serves only a few children because the District does not provide transportation. Therefore, practically all of the children who attend are ones who can walk to school. On Saturday, November 3, thirty-one children attended\nfewer than thirty-one attended on previous Saturdays. 3.0 School/District Initiated Honors and Awards At each school the monitors expected to see:  A variety of awards and honors * Written procedures and requirements governing honors and awards  Methods for communicating requirement to all students * A process to evaluate the honors and awards program * Plans to eliminate any racial/gender inequities ' Visible evidence that non-athletic awards and honors are  valued as much as athletic awards and honors (secondary schools) Findings: All teams reported that a variety of awards and honors were provided for academic achievement and citizenship. The Stephens team reported that a variety of simple incentive programs were used to ensure wide participation of most students. It was reported by the Rockefeller team that more awards could be encouraged. It was reported by all teams that procedures were\nV'ident to ensure that students were apprised of requirements governing honors and awards. The Rockefeller principal made personal announcements and conducted meetings inform students about award opportunities.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 6 The Stephens team reported that students were aware of and knew the requirements for academic and behavior honor rolls. According to the Stephens team, procedures were evident to assure that students were apprised of information regarding the various opportunities in educational programs\nthe school initiates its own academic competitions based upon the philosophy of the principal. Responses from Principal(s): The principal at Ish commented that in order for more students to be eligible for an award, the principal awarded certificates to those students who had been present ninety-five (95%) percent of the time. 4.0 Committees At each school the monitors expected to see:  Racial/gender composition of committees generally reflects the school community Findings: As evidenced by information listed in the school izxofiles, committees appointments reflected that members had knowledge of educational programs for a varied student population. Committee members were selected on a voluntary basis and by request, according to interviewed staff at some schools. Responses from Principal(s): (None given) * 5.0 Extracurricular Activities At each school the monitors expected to see: * Extracurricular activities generally balanced by race and gender leadership positions generally balanced by race and gender when appropriate ' Recruitment practices to promote participation of all races in extracurricular activitiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 7 Findings: Five of the six monitored schools (Ish, Garland, Rightsell, Rockefeller and Stephens) reported that participation in extracurricular activities included activity in a Host and Hostess Club and a Just Say No Club. These activities generally reflected the schools' population. The Mitchell staff reported to the monitoring team that an adequate job was being done in the area of student participation in extracurricular activities, and that by the next monitoring visit, additional activities would be developed. Responses from Principal(s): It was also reported by the principal at Ish that the Incentive schools were in the process of developing an athletic program where skills could be learned in sports such as tennis, and schools would compete against each other, this area. There were no other team comments regarding 6.0 Student Achievement/Assessment At each school the monitors expected to' see: * All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement. * Strategies to close the disparity in test scores among identifiable groups Findings: When test results were examined for the visited schools, evidence was not available in the monitoring reports that the achievement of white students remained stable or increased as black student achievement improved. Monitors reported that data to compare students, year to year, was not readily available at \"'me schools. Some monitors stated that a comparison couldn't be made until the 1991 test scores were available.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 8 Goals and strategies were developed to decrease the achievement differences between black and white students at most of the monitored schools. strategies, as documented in the school profiles, given for the norm referenced test, the Arkansas Achievement were Minimum Performance Test. Strategies for improving student achievement were described for various subjects and grade levels in the Annual School Improvement Plans. When retention rates were examined and compared, no differences were evident between identifiable groups of students at some of the schools visited'. Very few students were retained at some schools as evidenced in the school profiles. In schools where differences were evident, the identifiable groups were most often black males and/or first grade students. Responses from Principal(s): The principal of Ish reported that an intense effort was being made to work individually with at-risk students to remediate necessary skills and to get them on level, both relative to test scores and grade level work. Students who need additional assistance are identified\nthe teachers provide appropriate teaching strategies\naides work with the students, and if indications are observed that this is not providing necessary instruction, the Pupil Services Team considers the -.uudent's situation and appropriate actions are taken by the team. 7.0 Special Education At each school the monitors expected to see: * Clear, well-defined referral, assessment and placement procedures * Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment * Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences  Strategies to decrease any overrepresentation of minoritiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 9 Findings: Monitoring reports from Ish and Mitchell schools reflected all positive responses in this area. In these schools monitors noted that the special education facilities were comparable to other classrooms, were appropriately located in regard to the total school environment and were adequately furnished with materials and equipment. Teachers at these schools reported that the referral system involved the Pupil Services Team (PST) and other teachers who monitored and assessed student needs. At Ish, teachers interviewed believed that there were no students with special needs that were not being served. There is no special education classroom at Rightsell. The special resource teacher is assigned to Rightsell and a nearby elementary school on half-time basis. At Garland, the self-contained classrooms were well integrated into the total school (located on different levels). The special resource teacher was not interviewed because the half-time schedule provided for these services in the afternoon only, responses were positive. All other The special resource teacher at Rockefeller was not interviewed, but the monitors responded positively to all items in this area. The committee report for Stephens contained only one comment. This was in regard to strategies to eliminate disproportionate student assignment to special education. They reported that, according to the principal, students were carefully screened before being placed in special resource classes. Responses from Principal(s): The principal at Garland indicated to the monitors that resource students and Community-Based Instruction (CBI) students participated in several activities such as: collating and stapling materials and newsletters for distribution, awards for most improvement, the KGAR radio station and other school functions. The principal at Ish said that students in the self-contained class participated in many programs including art, music, and assemblies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 10 8.0 Gifted and Talented Education At each school the monitors expected to see: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs 1 * Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Findings: The team monitoring Rightsell neither visited the classroom for gifted and talented students, nor the teacher\ntherefore, no responses are available concerning the Gifted and Talented (G/T) Program at that school. In all of the incentive schools, except Stephens and Rightsell, monitors reported that strategies to eliminate disproportionate student assignment to G/T programs are evident. However, teams from Mitchell, Stephens, and Garland were the only ones that reported the enrollment of white students in the G/T program. Three of the eleven students in the G/T class at Ish are male. The monitors at Stephens indicated that although all students are screened on the same basis for entrance into the G/T Program, the low white population makes it difficult to draw a conclusion relative to eliminating disproportionate student assignment to that program. All monitored G/T classrooms have adequate materials and equipment to deliver the curriculum, ording to observations reported by the monitoring . urns. The facilities for G/T students are comparable to those of the campuses in general and are designed to meet the needs of the students served.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 11 With the exception of the G/T classroom at Mitchell, monitors considered the classrooms as integrated into the total school environment. ' The facility at Mitchell is housed in an extension to the building and is separated from the other classrooms in the main building and from the ones located in a separate building on the campus. Responses from Principal(s): (None given) 9.0 Staff Development At each school the monitors expected to see: * Staff development programs designed to enable staff members to fulfill the school mission and purpose * Staff development provided at a variety of places and times * Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan * Documentation of staff development participation Findings: The monitoring reports revealed that staff development related to educational eguity had been provided. However, the monitoring reports did not indicate how many staff members were involved in the training, nor the kinds of staff development that had been made available. At Rockefeller the teachers expressed a need for more training in the use of the multicultural curriculum guides. Responses were limited regarding staff development activities related to eguitable staffing practices. At Mitchell it was shared that staff development in this area was sufficient, but at Garland evidence was nonexistent. Responses from Principal(s): the principal of Ish reported that in addition to the twenty days of staff development and the District-wide Desegregation Inservice days, staff development inservices i\nre presented at each monthly staff meeting, which included but was not limited to, testing preparation and conflictINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 12 management. It was shared that the topics selected were the results of a survey conducted by the Director of Staff Development in the spring of 1990. The principal of Rockefeller expressed concern that time was not available for staff development activities related to equitable staffing practices, and that there were no plans to include these activities into the schedules. Garland the principal stated that she had no control over At hiring. 10.0 Parental Involvement At each school the monitors expected to see: * Evidence that the school reaches out to all segments of the total parent population  The school provides a continuous flow of information to parents regarding all aspects of their child's school performance. * School functions scheduled to accommodate all parent groups * Opportunities to develop leadership skills among all parent groups * Transportation provided for parents who need the service when financially possible * Documented evidence showing how all identifiable groups of parents have been actively solicited * School functions scheduled in community facilities near identifiable groups of parents Findings: Overall parental involvement of all identifiable groups of parents at the incentive schools was limited. The major concerns were more involvement from black and non-black parents, lack of transportation for working narents, and an inactive or unorganized PTA. The liens' team indicated that many strategies were being u^cd to solicit parent participation, but the process had produced very little success.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 13 Documentation regarding methods to encourage parents in school and in home supported educational activities was evident at all incentive schools, schools reported that some contact was made with All parents to communicate positive as well as negative information related to student achievement and/or behavior. At Garland the teachers stated that they were making an attempt to make positive as well as negative contacts related to student behavior. At Mitchell a procedure had been established that required each teacher to make two positive calls before any negative calls could be made. According to the reports of Ish, Garland, Mitchell, and Rockefeller, patrons and/or parents of the incentive schools did actively participate in the writing of the local school plans. Responses from Principal(s): The principal of Ish indicated that each teacher was to make one positive phone call to a parent each week regarding student achievement/behavior. It was also shared that every letter or bulletin that was sent home was numbered with tear-off section at the bottom for students to return. this section was returned, documentation. it was kept on file as a When The principal further reported that Ish had established a parent center that is utilized by all identifiable groups of parents. These same parents chaperone field trips, tutor, serve as room parents, and participate in PTA. She also shared that there was 100% participation on student conference day. The School profile from Stephens suggested that very little parental involvement was apparent. The principal expressed in the report that he did not believe in It the hands of parents\" to encourage involvement, that parents should be responsible on their own. holding He feels He stated also that the opportunity for involvement is always present, but the patrons and parents of that particular school community were not responsive. 11.0 student Discipline At each school the monitors expected to see: 4\nNo disproportionality among identifiable groups of students when discipline sanctions are analyzedINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 14 * Teachers receiving staff development and training to become more effective in discipline management and classroom management The discipline program monitored, evaluated and updated to decrease any disproportionality among identifiable groups of students by race and gender Findings: Monitors of all incentive schools indicated that information related to student disciplinary policies has been distributed to parents and students. School sent a handbook to each parent. Garland Ish School has on file forms signed by parents and students indicating receipt hcndbcckc. At each incentive school classroom rules are of handbooks. posted in most rooms. Suspension and expulsion rates are generally representative of the student population, according to the monitors at all incentive schools except Rightsell. The team at Rightsell felt that the school enrollment should be considered and did not draw any conclusions regarding these rates. expulsions. Ish and Garland reported no suspensions or Monitors indicated that classroom instruction in all incentive schools proceeded in an orderly manner. However, the team at Stephens considered the observation time too short to allow the monitors to fully observe the ' progress of instruction. In all of the incentive schools except Stephens, the monitoring teams indicated that the teachers were very active and visible in directing/controlling students. The team that visited Stephens stated that it needed to return to the school for further observation. With the exception of Garland and Ish, where the principals intentionally stayed out of the halls to allow the monitors free access to classrooms, all teams indicated that the principals were also very active and visible in directing/controlling students. Strategies to eliminate disproportionate sanctions among identifiable student groups are evident at \"sell. Garland, Rockefeller, and Ish, according to -.ic monitors. The teams at Mitchell and Stephens declined to draw conclusions relative to the evidence of such strategies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 15 Responses from Principal(s): The principal at Ish reported that all referred discipline problems are handled via a conference with the parent, oftentimes with the parent, student, and principal participating together. 12.0 Building Leadership/Management At each school the monitors expect to see: * Clear, concise and well-written improvement goals * Evidence that a handbook/policy clearly states expectations and norms for student conduct and that these policies are distributed and explained * Documentation of school-home communication and contact * Parents from all identifiable groups active in the decision making process * Evidence that an on-going review of procedures regarding expectations for student conduct occurs * A physical environment that supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti * Strategies established to prevent one-race classes and review of the strategies to determine effectiveness a * Evidence that the principal monitors the curriculum * Strategies to increase the number of minority students in upper level courses/class groups * Evidence which indicates that all students are served by the guidance program * A system to receive information from former students and patrons regarding the quality/needs of the total program Findings: All six teams responded positively that the schools had clear, concise, well-written statements of specific improvement goals. One monitoring team said that 'ncre specifics regarding inservice for new staff could be added to the school improvement goals.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 16 All monitoring teams reported that the schools had appropriate strategies for attaining improvement goals. Although the Ish team members said that this difficult to measure at this time. was Five positive responses were made regarding the schools having an effective home/school communication program. At Ish school a memorandum was sent home with children each week\nand at this school, a parent survey was conducted at the end of the first nineweeks. Rockefeller the team said that the staff effort to At communicate was commendable. At this school notes were sent home about open house\nnumerous letters went home from individual teachers, and special announcements were sent home telling parents about the awards assembly and criteria for awards. At Stephens there was no apparent two-way- feedback between staff and parents. There also was no effort to assess the effectiveness of the communication process prior to this monitoring visit. All monitored schools had available student handbooks which published clear statements of expectations for student conduct. At one school there was evidence that students and parents had signed a form stating that they had read and understood the student handbook. Evidence was seen at two schools that expectations for student conduct were posted in the classrooms. Comments about the campus and buildings were very positive. \"pleasant,\" \"\"colorful,\" \"beautiful\" and \"excellen-fcly maintained\" were used to II tl Very pleasant, cheerful,\" excellently maintained describe the campuses and buildings. orderly and the students were well behaved. The hallways were i - All positive responses were recorded related to the friendliness and helpfulness of the office staff. In schools where one-race classes existed, strategies to prevent or eliminate one-race classes were evident. Some reports mentioned impetus from the Little Rock School District central office staff was needed to eliminate one-race classes. All six monitoring teams reported that there was .vidence curriculum monitoring occurred. Three school reports indicated that the principals had made specific efforts to monitor in the classrooms.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 17 The Garland team members said that strategies to increase the number of minority students enrolled in upper level courses were evident if you consider the extended day and Saturday activities as enrichment. Regarding this issue, the Ish Principal reported that the staff tries to inspire students to prepare so that they will be able to take upper level courses as they progress in school from grade level to grade level. The Ish staff also encourages students to participate in the Mathematics Olympiad and gifted programs. The team consensus for Mitchell School said that this item was not applicable to the school. The Rightsell monitoring team reacted positively to this issue\nbut they made no comment on this item. The Stephens team members gave no positive nor negative response to the item\ninstead they wrote not applicable. The Rockefeller team members reacted positively to the item, but they also wrote not applicable unless you include gifted in which case there was good evidence. At Mitchell school the counselor was not available on the day of the visit. Other teachers mentioned that the counselor visited all classrooms and worked with students help. out of the classrooms when they needed individual One team mentioned that one counselor to three hundred student ratio was a problem. At Rockefeller school the counselor was unable to take students from class for one-on-one help. The Incentive School Plan calls for no pullouts. According to the monitoring team, it was difficult for the counselor to do one-on-one and group work with the children. School three days per week. The counselor is assigned to Rockefeller' Most staff monitored were unaware of the availability of information from former students to improve the program. At Ish school the parent surveys helped with a little data for this area. Responses from Principal(s): Principals identified the following monitoring activities: review of plan book review of grade distribution at the end of each grading period conferences with students and teachers The Ish principal reported that the Ish teachers had a major role in setting the goals of the school.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 18 She also said that when a student had a discipline problem and was sent to the school office, she reviewed the appropriate part of the discipline policy allegedly violated. The parent surveys at the end of the first nine weeks at Ish School included some items relative to curriculum monitoring. She did not say specifically what data was collected relative to this issue. All Ish staff, according to the principal, try to inspire students to prepare for upper level courses. Ish staff also encouraged students to participate in the Mathematics Olympiad and gifted and talented program. The Ish principal also has plans to generate a survey that will obtain information from former students. She has quite a few former students who come by the school to discuss their education at Ish School. : did not report specific data collected from former students. She Other Concerns/Comments: The school teams identified other concerns that were not related to specific items on the monitoring form, concerns are as follows: Those There is a need for direct recruitment of white students by central office personnel. Although no incidents have been reported, there are safety concerns for students and staff because of the dismissal time for the extended day during the central standard time period because it is dark when the students leave. There was concern for teachers and principals in all incentive schools \"holding up\" and Saturday activities. under demands of extended day The team for Mitchell stated: \"The environment at Mitchell is very positive and effective. We cannot help but say if other schools were like Mitchell, it would have a positive effect on teaching and learning and narrow the racial imbalance. IfINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT PRINCIPALS' RESPONSES I'To: From: Subject: Mr. James Jennings, Associate Superintendent for Desegregation Cheryl A. Simmons, Principal Date: Response to Concern Identified During November 8th Monitoring Visit November 30, 1990 Please find the identified concern listed below with the response following. 10.1 Parent involvement is on a limited basis. Will utilize PTA Council to get PTA organized. Garland's parents are involved in their children's education through working cooperatively with teachers in formulating Student Education Plans. Garland's parents also serve on its Bi-racial Advisory Committee, School Improvement Committee, Guidance Committee, and Discipline Management Committee. Parents have also been trained as APPLE facilitators and will be leading APPLE workshops this year, parents have attended Parent Center workshops. Several Garland Mrs. Essie Middleton, of the Little Rock PTA Council, is holding a workshop/planning session for Garland parents from 6:00-7:00 P.M. on Tuesday, December 4th to organize and plan for Garland's PTA for the 1990-91 school year. With the assistance of Mrs. Middleton and Mrs. Delores Egeston, Garland's parents will devleop a plan to organize a strong PTA which will provide continuity from year to year and serve as a valuable tool in recruiting parental involvement and improving communication.ISH INCENTIVE SCHOOL 3001 S. Pulaski Street Little Rock, AR December 3, 1990 TO: Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Lonnie S. Dean, Principal RE: Monitoring Team Visit - Response(s) 1.0 Non-certified staff has been all black since Ish School opened. They were allowed to remain when all other positions were vacated, try to fill vacant positions as needed with non-blacks. I will 1.2 The Bi-Racial Team is working on strategies to recruit more white students. We have enrolled two (2) white students since the team's visit. (We now have a total of five white students and one-hundred thirty five black students in Grades K-6). 1.4 The enrollment for Extended Day classes is one-hundred ten (110) out of a total of one-hundred twenty three (123) students enrolled in grades 1-6. Only thirteen (13) students do not participate in the Extended Day classes Monday through Friday. Our Saturday enrollment represents 83% of our walking students. District does not provide transportation for Saturday classes. Our 2.2 All ASDP's are available in each classroom now. Grades 4, 5, and 6. 2.5 Staff have displayed additional pictures in the areas of the sciences:  i.e., medical field, lawyers, engineers, scientist, politicians, educators and businesses. 8.1 We are in the process of adding two (2) black males to the Gifted and Talented program. All paper work is completed.LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 24 \u0026amp; Battery Streets Phone 375-6931 Little Rock, Arkansas 72206 MEMORANDUM December 3, 1990 TO: James Jennings. Associate Superintendent for Desegregation Monitoring and Program Development FROM: \"nita Hudspeth, Principal 'tchell Elementary SUBJECT: Response to Monitoring Concerns of November 8 First, I would like to express my appreciation for the comments registered in this report. While there is always room for improvement, I am proud of the program we have in place. The written student education plans in the format requested are new for most teachers. I am continuing to work with staff members individually and in groups to ensure that the plans are relevant and helpful. Initiation dates could vary depending on the student andteachers. All teachers, however, should be documenting when students have completed identified skills. with teachers individually. Again, I am working Part of the December faculty meeting will address these concerns. I The need for increased parental involvement is ongoing. We have increased attendance at meetings this year as well as a dramatic increase in volunteer hours thus far. While we have made improvement, we will continue to work in this area. LITTLE ROCK SCHOOL DISTRICT Rockefeller Elementary School 700 East 1 7th Phone 374-1226 l-iltle Rock, Arkansas 72206 To\n\u0026gt;1 a in G s Jennings, November Assoc: i akt\n27, 1990 I'lcBti tor i ng and Program OevGlopment Superintondent for Desegregation From: Anne Mangan', IP-' K-r 'incipal, Rockefeller School Subject\nResponse to concern of first monitoring visit -from the Little Rock School District biracial Advisory Commi ttee On Novcember visit from the 1990, Rockefel 1 er LRSD Ecir-acial Bcitool had the first, monitorincj con f er enc.e, titercj was on] y Advi sory Commi ttee. On the Nineteen classes werce visited one are.'i\u0026lt; of concern di d not have Edi.icati onal understand!ng. records Equi ty current or' Moni tori ng and I was told that eiipr essed ' ex i t to me. on all answers wliich they report four teachers were incomplete. further As I read the report I woulti ]iave eticept tliB one mentioned (.2.2) . ver i f i es 1 h e that see titat we receivecJ i ndicated a II yes II i terns There were comment positive response and a concern only at the end of Lite on several request to comment on the concern regarding report. There is no tiiat tile materials needeti to safety or on the fact was be prepared for the monitoring team sent to the school only four days before the scheduled visit. This was not enough time to adequately compile all documentation. You have been selective would like for me to f cjr me t o d ti t er nt i n e in choosing the criteria items respond to in this report. that you comments were selected how they were chosen It is difficult since some areas w i 11 \u0026gt; i terns and others not. 1.0 as requested. I will respond to those The i ntervi ewing i ntervi ewi ng staff team. at Rockefel 1 er School was elected E a c h s t a f f fn e m b e r by an process. T wo o f decided that they could the went through an extensive or i g i n a 1 s taf f were bl ack. Seven not commit to Lite incentive new black teachers or elected to be a part, of the Rockefeller staff. sped al i st members vjfio school plan u were b 1 ac li certified staff, f our Of the seven new change to another balance tfie staff. were allowed school The result by Human Resources to with no regard for tfie need to racially i s 3 1 s i s my understand!ng that this percentage, in an aacccceepp ttaabb1lee range. many black applicants as are vacancy. I have kept in interviewed every applicant me in the past. staff will ch is 297. black. It although not desirable, I plan to continue aval 1 abl e whenever to interview as I have a teaching close contact with Robert Robinson that he or Human and Resources has sent 2. 1 about The comment made? the need for by kindergarten and neighborhood and community yoLinejer children to first grade teachers study about the world was the general awareness before? be taught more? about being expected They art? however and do required to follow the feeling of those teachers. to so as about using the required d i rected. materi als. mi.tl ti cul tural They have had agreement of They just curriculum guides adequate inservice are not in total they teach. its appropriateness for the very young children that before school plus twenty days of inservice have one other additional day. already been provided o I am, at. the determine if present any are Mastery dates will not t i me, checking all teacher records to I have be checked current, up-dated, and on a regular basis. complete. uggested that a to better plan lessons would be desirable. usi ng staff development the multicultural I have also inservice on how curriculum guides very helpful i f the curr i culurn tated that I think it would be supervisors could cross reference the material in different subject areas. It is my understanding that the January staff development day for incentive schools will be devoted to the individual needs teachers to feel to be turn in for the school. I 3. 1 More offered to suggestions which their greatest need. awards, than we have ever will g.i ven students at Rockefeller School for indicate before 1 have what have the 1990-91 asked they been school Students with straight A's and honor roll students for the year. first weeks grading period have their names boldly displayed on the front hall wall. A reception in their honor was held the nine week students following the end of the first nine weeks. were invited to attend and Parents of these The students were school Sti.ident P. T.A,\u0026gt; , presented a large number were present. a and sticker/badge. Principal 's achievement ribbons (purchased by the Award n penci 1 Refreshments followed for and al 1 a (I Super students chi 1dren their parents. were honored. This activity Plans to was very have a wel 1 recei ved. S7 recept i on students will he repeated at the end of each nine weeks. for honor each A good Monday citisen of the week 1 s announced over the intercom recei vi ng morning. a gol d star The to be students chosen are honored students are further with a II Super Citizen\" recogni zed at lunch on that day. si gn worn during by having the a Cl asses that the playground all week day/week. and helium balloons as display good behavior are sped al tabi e in the awarded an extra period at the end of the contest time. Students, 1 n behavior chart for some classes, who a the weeh:, have no are allowed to by The set centerp i ece cafeteria and on 15 minutes recess checks bring their on their trays to the classroom and have lunch with their teacher. 1 unch Plans have been made with our partner. the Arkansas Oazette, to take the 6th grade honor students to the (Sazette at the end of the year f or a tour and lunrt,.The Arkansas Bazet.te vn 11 ma|::e picture badges for the rnino to the honored students. aue^rds reception help by providing some of the refreshments, to get special T-shirts for the Straight A They will and al so They are also trying students. ntudents checks on end of the I'itio have proven ho citizenship on the report be grand cards pi tl sen fl by having no year. Grades will not be will be honored at the Perfect attendance awards will also be given. considered in this area. The monitors from businesses. suggested long term incentives such as scholarships proposals that, have not I believe that this is one of the controversial date. I personally have been approved by the courts as of this no would certainly welcome any one of the monitoring team obtain such an i ncenti ve way of offering such an incentive, scholarships that could be offered members or suggestions about how offered to all but -feel that it woul d student on an very CDStly. equitable basis have to and it might I by to be be 7.5 left I am not aware Roc kef el .1 er of any student white nr black or plans to special education needs met. leave for reasons of who has team have member mentioned this I as not having think that one of the monitoring 10. 1 not been able to identify being a student any such student. in speech but I c1assroom functions Teachers simply and was parents limited. stated being t h a t abl e parent partici pation This to participate i n families have both away to volunteer parents working i n t h e partly due to the fact that in the school c1 assroom. and they are Some transportation problems but whenever this problem unable to parents do many get have transportation has been offered i s p 1 armed. Act i vi t i e such as after regular working hours. to the parent i denti f i ed , or a home visit is P. T.A. and open houses are held 10.2 the f or our Whenever a home visit is visit anyone total are immediately stated. made, the purpose and reason for to question the purpose. There is A home absolutely no reason visit can rei nforce concern and unable to the parent. come to th? t i me there it might We never try i nterest school, i n t h e students. the school If a parent i s can be is no phone. 12. 1 member Inservice on 55  General are to make unannounced i s a an certainly come to surprise visit and the i f there only a great need and individual basis is held for i nformati on assisted on their needs a determined by their i s given as a all new staff assigned grade level group but teacher assi gnment. and instructed on the12.3 Every ef-fort is made to provide communication program at Rockefeller School. an effective hoine/school will have to further a goal. dates to eKplain how our The monitoring team efforts are failing to meet We are constantly notifying parents of up-coming events, avai1able, activities informative remember, acti vi t i es F'.T.A. meetings of i nterest. articles are to and In attend, entertainment, sent to addi ti on, parent and news semi nar5 any bul1et i ns other w i t. h from teachers, every Thursday. Parents are sent parents and numerous letters I fail to see a behavior report on their child how any of these things could anything but promote good home to school communication. dog!. LITTLE ROCK SCHOOL DISTRICT Stephens Elementary School 3700 West 18 Phone 663-8374  Little Rock, Arkansas 72204 December 3, 1990 TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Stanton L. Strauss, Principal, Stephens Incentive School SUBJECT: RESPONSE TO CONCERNS FOR FIRST MONITORING VISIT 1.1. There are five black males on the staff: one P.E. teacher, one music substitute, one instructional aide, and two custodians. I followed the interview process as established by LRSD as well as reviewing personnel files in the department of Human Resources. The District has hired a full time employee to rectify the recruitment problem of lack of black males as well as black females in the District. 2.3. All students are involved through direct questioning, guided practice. and independent practice. 'actively' involved... than others. More explanation is needed for \"...more Communication between student and teacher is to be done according to individual learning styles. Consideration also needs to be given to the amount of time the observers were tt actively\" observing whole classroom instruction and what teaching strategies were being used. report Stephens is in compliance with article 2.3. According to the 3.2. According to the appraisal form Stephens's students do know the requirements for academic and behavior honors, yet this still is a concern. I don't understand these conflicting statements. The entire focus is to promote academic success. I see this as a very positive goal. Steps toward achievement must be taken one at a time. Teachers must start where the students are and not where we want them to be. If we can get all students working at grade level, that will be quite an accomplishment. Then we can go up from there. 3.4. Here again I am reading conflicting statements. difficult. Responding to this is with article 3.4. According to the monitoring report Stephens is in compliance A statement reads that recognition of as many students as possible.\" attention is given to as possible II how can more effort be given. If we are doing as much Stephens recognlzies students through academic success, behavior success, good deed success, is done both publicly and privately. This Monitoring Concerns December 3, 1990 Page 2 6.3. Stephens graduation rate is excellent. the LRSD policy. Our promotion policy follows 8.5. 10.1. 10.2. 10.5. 11.2. 12.3. 12.12. grades K-1. males. retained. Stephens does have most of its. rententions falling in Unfortunately most of those being retained are black As long as there is a graded system some students will be There are virtually no retentions beyond first grade. The retained students have successful second years and are emerging as leaders. According to the monitoring report Stephens is in compliance with article 8.5. expanded. Facilities for the G/T teacher does not need to be In the incentive schools, half of the contact time is performed during Extended Day. G/T student at the same time. The G/T Teacher does not see every Numbers do not exceed the size of the classroom. center. The G/T teacher also make excellent use of the media For those students not attending Extended Day, (which is not many), they are pulled out of the classroom and are serviced in the G/T room. Again, I feel that the facility is adequate. Stephens parental involvement has increased from 1989-90 to the present. This should be seen as a positive. I know we are not at the level of involvement that we desire. \"Holding parents hands was taken out of context. I do believe that the school should make every effort to communicate with parents and I feel that we do. According to the monitoring report Stephens is in compliance with article 10.2. notebook. Staff can communicate daily through the assignment Many conferences have been scheduled. According to the monitoring report Stephens is in compliance with article 10.5. being discussed, increasing. New strategies for parental involvement are always As stated previously, parental involvement is According to the monitoring report Stephens is in compliance with Article 11.2. The school has sent many communications to the parents in the form of newsletters, letters, points of interest. school information, calendars, and invitations, as well as interim reports, weekly letters from teachers, and good news notes. On the next newsletter from the office, I shall offer a space for parent feedback. There has been no information provided for principals about former students. It is not that I am not aware of the availability there just is no information made available once students leave Stephens.OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK ARKANSAS 72201 TO: James Jennings FROM: Hart I RE: Desegregation Monitoring Report on Incentive Schools DATE: March 27, 1991 Thank you for the monitoring information on Incentive Schools. Areas that you did not address were: 1. The scholarship program for incentive schools (p. 32) Field trips (local and national) for incentive schools (p. 42, 66, 73) 3. Foreign Language Programs and science labs at each school 4. Number and percentage of parent involvement in various activities in Incentive Schools (p. 103-104), e.g.: (a) (b) (c) (d) training workshops to develop parenting skills, etc., two way system of communication between the home and the school, parent volunteers and PTA participation, inservice to help parents assist students at home, and (e) training sessions to help parents ideas in decision making. assume active 2 . 5. Statistical data to support the number and percentage of white parents who were recruited during the 1990-91 school year and the recruitment and marketing program presently in effect. These are only a few of the areas that I'm sure you agree should be carefully implemented and monitored since they are vital to the success of the program. Also, your assistance in providing information on the programs presently being implemented during the regular day and during the extended day program in each school would be helpful to this office at this time. _ _________ ___ any changes will be submitted in your final Court submission for I am cocnizant that approval. I appreciate your assistance.3* 7 FYI Ann Bob Connie Horace Linda Melissa Polly Yt Margie I Please return to Im I it K\u0026gt; i '  filed U S DISTRICT COURT eastern DISTRW ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 10'1992 CARL Sy: NTS, CLERK OEPCL^^ LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER On June 5, 1992, the Office of Desegregation Monitoring [ODM] filed its 1991-92 Incentive Schools Monitoring Report. The parties filed no objections, and on June 3 0 and July 1, 1992, the Court held hearings to discuss the report. No objections to the report were raised in the hearings. The Court hereby adopts the recommendations of the ODM contained in the Incentive Schools Monitoring Report. These recommendations, which are made in a spirit of support, should help the Little Rock School District achieve the goals of the desegregation plan. DATED this /d day of July, 1992. united states distric:tt/JjUuDdG( E THIS DOCUMENT ENTERED ON DOCKET SHEET M COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP ON-----0O''1l33^ BY \"A PILED us DISTRICT COURT eastern OISTRlir ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 10 1992 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 3y: CARL R. S, N\"S, CLERK L( /\n/yA Py OEP CL^ PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS On June 5, 1992, the Office of Desegregation Monitoring [ODM] filed its 1991-92 Incentive Schools Monitoring Report. The parties filed no objections, and on June 3 0 and July 1, 1992, the Court held hearings to discuss the report. No objections to the report were raised in the hearings. The Court hereby adopts the recommendations of the ODM contained in the Incentive Schools Monitoring Report. These recommendations, which are made in a spirit of support, should help the Little Rock School District achieve the goals of the desegregation plan. DATED this f-u ) day of July, 1992 . UNITED STATES DDIISSTTRRIICCT/JUDGE mis DOCUMENT ENTERED ON DOCKET SHEET W lOMPLIANCE^WITH RULE 58 AND/OR 79{a) FRCP JN 121/5 A BY OFFICE OF DESEGREGATION MONITORING 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 DATE: July 22, 1992 TO: Mac Bernd, Chris Heller, Alston Jennings, Steve Jones, Richard Roachell, and John Walker PROMT nn 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: Five 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 QDM, 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 all 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 44RECEIVED JUL 7 mi June 7. 1995 Office of Dessgragation Monitoring TO: Ms. Ann Brown FROM: Steve Anderson SUBJECT: Review of a document entitled Incentive Schools Monitoring Report I marked the Incentive Schools Monitoring Report pretty carefully line-by- line, though I m sure another reading would turn out additional comments. At the sentence level. I see some good writing, but I also see some of the old features that don t make for the best readability: passive voice (in places where the active voice would serve better), use of there are and there is\" constructions, and dreadful noun phrases ( incentive schools staffing needs assessment process'). These features show up in a lot of professional and academic writing, but I know that you want documents that the general citizenry can read. I could comment on other points of usage, but I won't hereI've marked a great number in the manuscript. I believe you would improve the document a great deal by simply accepting my editing. But I've already acknowledged that I probably haven't marked quite everythingso flaw's remainand I know that you want your writers to take care of these features themselves. I'd be happy to discuss with you ways to approach the rewriting. I see problems in other places. The REQUIREMExNT sections seem especially given to passive voice, et al. I did not mark these sections (past the first few ! under the assumption the report is quoting language from other documents. If these statements aren t untouchable quotes, then they need serious attention (actually, they could use attention even if they are quotes-- though some would argue that quoted words must be preserved intact). Further, the REQUIREMENT heading could give more information, but that is an easily remedied point. For me, the tables do not read easily, nor do they easily reflect the material in the body. Perhaps more complete labelling would help. Or you might consider different placement. Arguably, only an expert reader would want the tabular information, an assumption that might justify placing the tables at the back of the sections or. with less justification, in an appendix).Noles\nplural or singular for data? --can enrollment \"see a decline\" figures or words for numbers?-grades 3-6. or grades three through six? slash I/) constructionse/- . Date: July 12, 1993 To: All Associates From: Subject: Incentive School Report Revisions As you know, Steve Anderson has concluded his review of the draft Incentive School Monitoring Report. Attached is a copy of his cover letter for each of you along with one complete copy of the edited report. 1 have scheduled a session with Steve for all of us at 1:30 p.m. on Wednesday, July 21, 1993 to discuss his suggestions and the questions we have about them. There seems to be some confusion about what is standard practice\" or \"ODM style.\" Also, some of the same old mistakes are still cropping up repeatedly. In the meantime, please divide this report up among yourselves in whatever fashion needed in order to get started incorporating Steves changes. While you are not required to take every one of his suggestions, think about it carefully before you reject his marks. As you review the edited document, make a list of whatever you encounter that you want to discuss with Steve when we meet with him. Since vacations are coming up for everyone, dig into this task and get it out of the way. Im well into writing the reports introduction and Bob is working on the double-funding section. Although 1 will still be responsible for the final report edit, each one will have to complete a thorough review of his or her sections and make any needed changes before taking vacation or by luly 29, 1993, whichever comes first. That will give everyone about the same amount of time between now and then even through individual leave periods are not in sync. RECEIVED JUL 7 mi June 7, 1995 Office of Desegregation Monitoring TO: Ms. Ann Brown FROM: Steve Anderson SUBJECT: Review of a document entitled \"Incentive Schools Monitoring Report I marked the ' Incentive Schools Monitoring Report' pretty carefully line-byline, though I'm sure another reading would turn out additional comments. At the sentence level. I see some good writing, but I also see some of the old features that don't make for the best readability: passive voice (in places where the active voice would serve better), use of there are \" and \"there is\" constructions, and dreadful noun phrases ( incentive schools staffing needs assessment process \"). These features show up in a lot of professional and academic writing, but I know that you want documents that the general citizenry can read. I could comment on other points of usage, but I won\"t hereI've marked a great number in the manuscript. I believe you would improve the document a great deal by simply accepting my editing. But I've already acknowledged that I probably haven't marked quite everythingso flaws remainand I know that you want your writers to take care ot these features themselves. Td be happy to discuss with you ways to approach the rewriting. I see problems in other places. The REQUIREMENT sections seem especially given to passive voice, et al. I did not mark these sections (past the first few) under the assumption the report is quoting language from other documents. If these statements aren't untouchable quotes, then they need serious attention (actually, they could use attention even if they are quotes though some would argue that quoted words must be preserved intact). Further, the REQUIREMENT heading could give more information, but that is an easily remedied point. For me, the tables do not read easily, nor do they easily reflect the material in the body. Perhaps more complete labelling would help. Or you might consider different placement. Arguably, only an expert reader would want the tabular information, an assumption that might justify placing the tables at the back of the sections (or. with less justification, in an appendix).Notes: plural or singular for data? can enrollment \"see a decline\" figures or words for numbers?grades 3-6, or grades three through six? slash (/) constructionsOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 June 2, 1994 FitBD u s. OISTKlUi '-W- eastcrndisirictaw- The Honorable Susan Webber Wright U.S. District Court, Eastern District of Arkansas P.O. 3316 Little Rock, AR 72201 JUM - 21394 By:. 0P CLa!\u0026lt; Dear Judge Wright: During the process of monitoring the six incentive schools in the Little Rock School District (LRSD) this year, we recently concluded visits to Franklin, Garland, Mitchell, Rightsell, Stephens, and Rockefeller. We are presentiy preparing a comprehensive incentive school monitoring report that will include findings based upon these on-site inspections. During our May visits to the incentive schools, we noted problems with the Franklin and Mitchell facilities that alarm us. Because our complete report will not be published until later this summer, l am filing this short, preliminary report to alert the Court and the parties to conditions at Franklin and Mitchell that need immediate correction before staff and students return to those buildings next school term. The comments are excerpted from the draft Facilities Section of our incentive school report and, therefore, include our positive observations as well as notations describing conditions needing prompt attention. The LRSD is presently petitioning the Court to close Stephens Incentive School, citing the \"declining condition\" and \"structural problems\" of that facility as among the reasons for seeking to close it. By immediately tending to needed repairs at Franklin and Mitchell, the LRSD will be able to prevent declining conditions that could lead to structural problems at those two buildings. Quick attention to facility needs should help the district avoid any appearance that it is failing to maintain incentive schools as a basis for eventually closing them due to deterioration. Sincerely yours, Ann S. Brown Enc. cc: All Parties and Counsel of RecordODM Observations of the Facilities at Franklin and Mitchell Incentive Schools When the monitors visited the incentive schools in the spring of 1993-94, we noted several problems with the facilities at both Franklin and Mitchell. Below is our description of the conditions we observed at those two schools, followed by a summary list of problems that require immediate attention. Franklin: The Franklin facility has deteriorated visibly since the last monitoring visit we made during the 1992-93 school year. The roof leaks that have plagued the school for years persist, leaving damaged ceilings throughout the building. Gaping holes mar the cafeteria ceiling, and the ceiling of the principals office collapsed a few weeks prior to our visit. Rainwater also floods under doors into one office and a classroom on the third level of the building. On the first level, both ceiling and floor tiles have deteriorated and are unattractive. Walls throughout the interior are grubby and unattractive. The Franklin custodians have spot- painted some walls, but the spots stand out conspicuously because the new paint does not match the old. The district made several improvements to the schools exterior during 1993-94. Workers removed some old, dangerous wooden equipment from the playground and replaced it with more modem equipment salvaged from Ish Incentive School, which closed at the end of the 1992-93 school year. Four-year-olds received an additional climbing structure in their play area and the assistant principal reported that the PTA and Student Council were working cooperatively on future projects for playground improvements. Mitchell: Our previous reports on the incentive schools have praised the Mitchell facility. Indeed the 1908 structure designed by Charles Thompson, Arkansas most noted architect, is beautifully designed and appears structurally sound. But several areas of the building have fallen into disrepair. During 1993, we noted a severe ceiling leak in the reading room. During the past year, the math classroom next door developed a similar problem. Teachers told us that district workers made several attempts to correct the problem, but the leaks have nevertheless persisted. The district installed new carpet in each classroom during the spring of 1994, but the unabated leaks ruined the ceilings and the new carpet in both these classrooms, leaving an objectionable musty smell. The new carpet in other parts of the building looks fresh and neat, but its slate blue color clashes with the earth-toned walls. When the district renovated Mitchell several years ago, the architects took care to select a color palette appropriate to the period of the schools construction. The new carpet ignores those earlier efforts, and gives the interior a rather hodgepodge appearance. The multi-story building includes a basement that houses the cafeteria, kitchen, and minimal classroom space. The stairs leading down to one section of the basement have become so tilted, due to settling of the building, that they present a danger to solid footing. Workers had replaced the broken floor tiles noted in our 1992-1993 report, but several of the brown and white floor tiles, used throughout the first floor of the building, were loose when we visited this time.The exterior of the building includes some commendable improvements and some obvious needs. The schools entry area is now pleasantly adorned by a large flower bed planted with blooming annuals. The four-year-old children have an additional play structure designed for their use, but it is inconveniently located and inaccessible from their classroom. The youngsters must leave their room and walk into the main building to find the only exit that leads to this fenced play area. The buildings exterior trim paint has begun to flake off in some areas, signaling the need for scraping and repainting. Summary Listing of Conditions Requiring Immediate Correction Franklin: 1. 2. 3. 4. 5. 6. 7. 8. Ceiling leaks Ceilings damaged by leaks Holes in the cafeteria ceiling Collapsed ceiling in the principals office Dirty walls Mismatched spot painting Flooding from rainwater on the third level Deteriorated ceiling and floor tiles on the first level Mitchell: 1. 2. 3. 4. 5. 6. Ceiling leaks Ceilings damaged by leaks Carpets damaged by leaks Tilted basement stairs Loose floor tiles Peeling exterior paintt B4100401 1100/10/05 PLANNING MATERIAL FOR ADE BILL MOONEY OFFICE OF DESEGREGATION MONITORING OCTOBER 6, 1994 A. WHAT WILL PROJECT MANAGEMENT DO FOR ME ? B. ADE Court Order (annotated) C. Basic Steps for Setting up a Project (Bill Mooney) D. Sample task sheet (IBM) E. F. Sample project management tool for small project (ODM, Parent Involvement Project) Sample project management tool for small project (ODM Incentive Schools Report) E. Sample project management tool for large project (LRSD Program Planning and Budget Process)B4100402 1130/10/04 WHAT WILL PROJECT MANAGEMENT DO FOR ME ? BILL MOONEY OFFICE OF DESEGREGATION MONITORING OCTOBER 6, 1994 A project management tool will HELP you. * Deliver the project and its parts on time * Deliver the project within budget * Deliver a product that meets required specifications Additionally, a project management tool can ENABLE you to, * Predict future needs at any stage in the project * Evaluate personnel performance * Evaluate planning, scheduling, estimating, and budgeting techniques * Judge the quality of the product being produced * Evaluate the control process itself * Focus attention on problems in time to do something about themlittle vs. IN THE UNITED STATES DISTRICT COURT eastern district of ARKANSAS WESTESN DIVISION GC:\u0026lt; SCHOOL DISTRICT Nc - LI^0*32 36o ~?ULA3KI DISTRICT No. COm^TY SPECIAL SCHOOL 1, ET AL MHS. LORENZ JOSHUA, ET AL KATHERINE KlflGHT, ET AL 10 RXipci PLAINTIFF DEFIMDANTS int: VZNORS INTERVENORS nKfr * jki ^353 ORDER On Karen 25, 1993, the Joshua Intar'/enors (\"Joshua\") ilad a motion to re.unSk-ate the Arkansas State Department of Education (\"ADE\") 3S a party demandant to this case. asserting that ADE failed to comply with the terms of the settlement agreement [doc  r 733 ] . By Order dated August 13, 1993, this Court granted Joshua's motion to reinstate for the purpose of determining whether ADE is complying with the terms of the settlement agreement [doc.#1947], and on November 17-13, 1993, held a hearing to address the issue. This Order constitutes the Court's findings of fact and conclusions of law as issued from the bench on November 13, 1993. In addition. this Order disposes of Joshua's motion for clarification and other relief (doc./'s 2035 and 2036]. I. The facts as presented at the November 17-18, 1993 hearing established that ADE's monitoring plan referred to in Section III of the 1989 settlement agreement (pg. 13) is the document which was i. A description of the evaluation strategy that will be used to detamine the effectiveness of the iapleaentation phase of monitoring once it is underway. This description must include hew evaluation criteria will be est\nlished, how frequently evaluation will occur, how corrective action be me: iated, and how evaluation will impact an the next ring cycle. ?. A general timetable for developing and executing 1 implementation plan. A general description of how the develocment chase will be inated and controlled, including the. project management strategy and project management tod to be used bv the .ADE lead planner. 2, Project management tool\nThe ADE will develop and implement an oversight and management instrument which will be referred to as the project management tool. This tool will enable ADE to stay on track as it sets in motion both the development phase and the sxibsequent action steps that constitute the implementation phase. ADE will submit to the Court not later than 5.0Q PM on the last work day of each month the most recant copy of the project management tool it is regularly using to guide_ monitor, and control the planning and execution of both the development phase and the implementation phase. The first report will ba due the last work day of January 1994, and will continue monthly until further notice by the Court. -5-B4O91201 1100/10/04 BASIC STEPS FOR SETTING UP A PROJECT BILL MOONEY 1. Project instead of program a) Set up some form of cycle b) Everything will have a start and a finish c) Consider the fiscal year 2. Draft the concept paper a) Small projects may not have all of these elements b) Goal/objective c) Summary level tasking I) General groupings 2) Timeframes will become milestones 3. Define detail tasking ' a) Brainstorm everything that needs to happen b) Organize by summary level c) Should be written in complete sentences d) Might use a task sheet e) You are complete when you can answer \"yes\" to this question..Jf I successfully complete all of these tasks, will I successfully achieve my objective? f) Assign timeframes g) Assign single name responsibility for seeing the task is completed 4. Revise draft concept paper to final concept paper a) Check tasking to summary level b) Check tasking timeframes to summary level milestones c) Publish final concept paper 5. Load tasking to automated project management software a) Set up summary level tasks b) Enter detail tasking, timeframes, responsibilities c) Decide on report parameters 6. Educate and communicate a) Define audience b) Define training objectives c) Design training program d) Conduct training program e) Follow-up and evaluatef) Modify training for future sessions g) Conduct follow-up training h) Establish regular communications process 7. Monitor and adjust a) Use project management tool to manage the process b) Set up monitoring process c) Project manager is the overseer and expediter d) Adjust and update project management tool regularly e) Communicate updates 8. Evaluate planning process for next cycle a) Evaluate project b) Define and design modifications c) Revise concept paper for next cycle d) Develop new project management tool for next cycle e) Do it better each timeIBM  Dale originated INSTALLATION PLANNING SCHEDULE For: # (For hand printing rise GX20-B010) Last modi lied Page_____\u0026lt;il System Model Ship/I stall date No. ACTIVITY (over for list)  C Q .0 a Q  o 6 tn Z o UI H Z c Q. o U) o 5 I I n o 9 o (D0^'^ rz(SR ctsriN\u0026amp; LRSD PARENT INVOLVEMENT PROJECT 1 \"1 n3\" 4~ __ 6___ ___6__ 1 ___8__ 9 __ 10__ n 12 11 _14__ __ 15__ ___16__ _17__ __ 10__ __ 19__ _20__ n _22__ __ 23__ __ 24__ 25 __ 26__ __27 _ __ 28 29 30 __ 31__ __ 32__ 33 __ 34__ __ 35__ 36 38 _39__ __ 40_ 41__ __42__ __ \u0026lt;3__ 44 Name ____ __________________________________________ QAJA COLLECTION,_______________________ _______ Request info from LRSD on process __Analyze ^esponse/material ^rom LMO^____ Regues^claclfIcatlon/add 1 llona 1 Info fro team i^qOIry^ZZZ.Z ----- Develop l!?_iDivii^ ____________ ____Pln for Joshua_involve^nt______ ___ _____ ___ Develop^Inter^iew team questionnaire ___ Approve Interview team gu^tionnalro_____ Prepar^m^8ter_l lBt_of _tMm_membera_ ___Hake assignments for team 1^(9 __WrJto Initial cali_scrlpt___ _____ _WrIto letter for team Intervlowe Hake initial calls to team members ____ Hake master Interview list Hall team member letters Conduct team interviews ___ __ ______ ___Sumnmrlze tMro interviews by hool___ __ SUR^rlze/ not^tr^^ Pull together summaries MRC jNQ'yiRY __ZZ_________ZZ Z ZZZZ ZZ Z Determine content of HRC letter Send letter to HRC on role ____ Response back from HRC on role ___ Schedule HRC member Interviews ___ O^eiop MRC member guostionnalro______ ____ Conduct HRC member interviews _ Compile HRC Interview results Prepare MRC role information ADMIN IN'QUIRY ~~ ____ ZZ_,___ZZ__ .Z __Oovel^op adrair^^gulry ES???____________ __ Schedule admin interviews__________________ Deve^p_admln gueatlonnare__ Approve admin questionnaire Conduc^admin intervi^s______ ____ ____ Compile admin interview information FEEDBACK SESSION ______ Determlr^ date/agenda __Oetermin^fe^back participants______ _____ __ Wrlte feedback invitations _ _ ____ __ ___ Jt2931S5-.2 foedback session_____________ Hall feedback Invitations_____________ ____Conduc^t_roe^ack seaelon___________________ Incorporate feedback changes (7^ 4 Durst 1 Z^2(i .......id _ Z*i  6d 22(1 Id __ lid --ZZ^y ' ZZ 2d Z___ 2d _ Id 2d 1' ____^^4d \" 3d .Z^y Bd ___ 3d Z- 2d __ \"2d __Z _ *y Z ZI Zy Id 1- y zzify ZZ ZZy __ 7d ____ 2d __ _ld Z_ y ___l3d ___ Id Id ___ Id ~12d __Ziy ___ Id 2d Sctioduled Start 772?.?! ' 7/0/94 ZZ'2. -Z22^?* 6/30/94 ZZZz7iZ?* 7/8/94 7/12/94 ___ J/B/?* __ 2/p/?* /p/?* __ 7/13/94 7/13/94 ZZ PP?* \"7/18/94 ZZzZ?/?* ^27/94 2^29/94 Z7/y/\u0026lt; /?*/?* _ 7/14/94 7/14/94 7/18/94 7/19/94 Z ZZ?27/94 ZV27/94 Z_ZZ 7/26/94 Z 2^12?* _ Z 2^*P* ' '7/20/94 222/94 _ 7/22/94 Z Z?/VM ?//?* \"'2 ' 0/i/?4 *'6/1/94 fl/i/94 Z _ Z0/2/94 Z Z /\u0026lt;?* 0/16/94 l^pbur Scheduled Finish _ 7/16/94 6/30/94  i/iTz?* .................... 7/15/94 L_.. j212/?* ............. '7/14/94 ' 7^4/94 ^7/15/94 7/15/94 7/22/94 \"*7/27/94 __ 7^29/94 272^/94 Z 7/15/94 7/15/94 7/22/94 7/21/94 .2/27/94 7/29/94 2 ZZ*/?* 8/V94 zzzz Z /pZ?* _ Z22/94 7/19/94 ___2/20/94 Z '/*/2* i/nrt4 0/1/94 ZZ ?2/?* ..ZZZ?//?* Z ZZp/?* Z /iZi* _Z?//?* 0/17/94 Page 1 % Complete ______ 100% _21 Z ZZ-i' 100% .__J09S 1-- ~ r~2i ____ ZZ21 \"___ 100% '2_ ZZl22i _____ __ 100% _2' ______ 100% _ZZ _ ___'_ioo% 100% Predecessor 2 2 6__________ Z_1_L__ 8____ _____ 6 2Z.Z_ Z iyZZZZ__ 9_________ iiZhiiZ^. * ZZ_ Z 14\" nesource Initials HS ___ ____________ HO/HPriitOO.^jHS HOjMPjBJ^jA^ _ ilS,HO,HP,BHOO H3,HO,HP,BHOO,AB HS^HQ^ilP^BHOO___ AB 2,______________ PR________________ PR________________ AJ_______________ mp,dh2__ ______ HQ JIP/.BHO?/M__ PR________________ PR ______100% 100% \" _100% 100% ZZ?% 166% io6% 100% ^921 \"6% Oo% 2*1* 17 ~ 18___ 19 22 23 23 2**23 _ 2'25 21 24 ^00%12____ 100% jii 100% #31,3 100% #33 901 ioL 0% 2 0% 0* 0% 0% 30____ I?'!- 30 ___ 40^___ * *2 43~* H3HQ,HP,AB (IS, HO, HP HS,H0,HP Ha,HP, A8,BHCX\u0026gt; J_____ AB___________ H8,PR_________ 3MO,^,AB _ HS\nH0,HP,AB US,HO,HP,AB H3,HO,HP,BHOO ^^2*12*?l?2*^*l??- y 2  t!2 *1Z_________ y 3 *^^Q/HP/Bhoo,ab AB________________ yS,HO/MP _ _______ H3,HQ,HP,BHOO,AB H3 ----- iis --------------- H9----------------- PR__________ PR__________ HS,HQ,HP,AB HS,HO,HP,AB ^,3 6\u0026gt; C' v''P \" .r0^  p\u0026lt; If29f9i o''- LRSD PARENT INVOLVEMENT PROJECT ID _i6__ _ii_ 48 __49__ __50__ 51__ __13__ _54__ __55__ __56__ _57__ __50___ 59 Name ___________________________ report PREPARATION__________________________ ____Determine roport fornmt_____t* t * *29T2 _ Prepare report draft_______________________ __Edit report draft___________________________ __ _Prln^coport________________________________ Print final report_____________________ _ rile report_wiUi Co^t________ _ ______ OTHER\" ________2ZZZ Z -Z-2 Budget hearbig preparations Transcript review fprj^r^cHves_______ ___999^_2^*^ directives _ Budget hearings ____ODM tetreat___________________________________ ____Prepare for LRSD budget hearing____________ Budget hearing Duratl \"gad lid id aod  22 Z _?2 2_ __^3d ____7d id Scheduled Start \"22___7^2O/?4 7/2O/?i 8/4/94 .....................8/12/94 '2. 8/15/94  _7 .Z Z17n8/?4 7Z 7/18/94 ~~__ _ 7/20/94  77 2 7^27/94 J2__ __ ____~__0/3/94 0/12794 Scheduled Plnlsh . _..z_. . 2.. 72/!/?! Z _ ?/i2/?i 0/15/94 0/19/94 27^ 8/10/94 .....................8/i9_/94 22 7 7ZZiZ?i ZZiiZ^ Z 7 22Zi/?i \" e/iI/94 8/12/94 % Complete _.g%  0% 2 O' 7 2' 2 0% ___0* ' 100% 271222 100% Ot 2* 0% Predecessor 10/3620,29 44 SO 55 56 5S Resource Initials ____________ H9 j MO^MP j ___ PR___________________ PR___________________ Afi ____ 51192 __________ H5^Hq,HP,BHOO^BHOR PR__________________________ HiJl?/HP,BHOO,AB,BHOR,PR m^^^BMOR_______________ BMOO,AB,BHOR/PR StOl pa Page 2 7/29/94LRSD INCENTIVE SCHOOLS REPORT Projecl Leader: Margie Powell ID I 1 2 3_ 4__ 6 6 9 TASK NAME__________________________ DATA COLLECTION AND ANALYSIS __Write Inhodiiclion ____ __Write lest data section__________ ____Write summer school section________ VVrile enrolimenl section Write slatflr^ section yyiB^sslpi.ln 55!!P ________ Wriie gifted and talented section Write facilities section JO_______Write program and operaiions section _11_ 13 _!4_ 16 16 ____Write parent Involvement section____ ____y^lle recruiiment section____________ ____Write early childitgod seciion________ VVrite double funding section REPORT PREPARATION _____ZZ __- _____Merge completed sections 17_______EdiUng round 92_\n2P!ly _J8_ 20 22 23 24 _25_ 20 27 28 29 30 ___Revise sections based on editing_____ _ Anerson editing________________ ___Write recornmen^tigns____ _ ____Editing round #3 staff____________ ____Editing round 94 -- Ann___________ ____Revise sections based on editing_____ Pul report in finaFformal ____Print final report___________________ pile Pinal report with Court Disseminate report to public__________ FEEDBMK PROCESS_________________ ____Define feedback partlcipanls Write cover memo __31 ____tland deliver copies to partlcipanls____ 32 ____provide feedback 33 Pick up drafts and comments -J*- 36 37 39 ____rWJust report, ft necessary____ PROJECT MANAGEMENT Mooney CPR class Columbus Day -- ODM holiday________ ____Mooney out_______________________ Veteran's ^y\nODM jlollday_____ 40 Thanksgiving Holidays 4 43 44 Polly out Polly out fialloween Margie out 10/4/94 4d START 0/27/94 ' 4d ...W21ia \" 4d 4d \" QI27IQ4 ai27IQA 4d 3121 ISA 4^d 4d 1 'W 8d Z 3^ Z. ?d J 4d \"22 7d L d __id ___id _ id ' id _ id L id __3d __id ^id Z\u0026lt;?d Id Z_id _25d Id - 2d __Id _ id Id 'i2d 9/27/94 9/27/94 9/27/94 9/27/94 Z Z 10/3/94 10/3/94 ZZZ i 0/4/94 ' 10/14/94 _ 10/19/94 '10/20/94 ZZ iii _11/16/94 __ i/25/?4 ___1'2/1/94 ____T 12/^94 ___i 2/5/94 __ 12/5/94 hpiat   i i/e/94 Z ii/9/94 ii/i4/94 _ii/i5/94 Z. _ 9/29/94 _ i 0/10/94 Z 10/17/94 ii/ii/94 ___ii/24/94 ___' 10/7/94 ___^^10/19/94 ___iO/31/94 10/3/94 9/30/94  9/30/94 9/30/94 9/30/94 __ 9/30/94 __ 9/30/94 9/30/94 \"9/30/94 Z ' 9/30/94 9/30/94 Z9/30/94 ZZ 9/30/94 19/30/94 Z 9/30/94  ' i2^/6/94 Zi 0/3/94 10/13/94 ' _iO/i8/9^4 Z_iO/3V94 Z_ '11/1/94 i i/7/?4  ii/24/94 Z Z' 1/30/94 _ZZ i'^v?4 i 2/2/94 i 2/5/94 '12/5/94 _ ii/16/M 9/27/94  1I/7/94  Z ii/8/94 ' ii/ii/94  ii/i4/94 Z Zii/5/?4 __li/26/94 ZZ 10/10/94 il/i8/94 _ ii/ii/94  ii/M/gl ZZi 0/7/94 10/19^4 ZZO/3i/?4 i 0/16/94 COMP 69% 6% 75% - Q% ZZiw'it _~o% 100% Zioo% _iQ0% _ 100% 0% 0% . 0% 'Z  20% _ 20% Z P% ........0% 0% 0% 0% ' 0% ZZ_ 0% p% ___0% 'k iM% _Q'% 0% z  0% 0% 0% 0% ......0%  0%  *0% 0% 0% ZZq% __o% ____g% 0% PREDECESSOR RESOURCE LEADER Margie .M3r9!__________________ ! __________________ ii?/??__________________ Margie Margie Margie,Horace,Melissa _____ Melissa Melissa________________ Boi) _ ' 2,3,4,5,6,7,8,9,10,1 i,12,13,14 J   _ 16 1___ZZ 1/___________ Z_ Z i __ _ ..... 19,'20____ .........._Z_ 2i,34ZZ_Z____ Z_.Z' _ 22____________ Z.ZZ 23 24 _ _ 25_________ 25 ......2?  30,2i 31 Z. 32 33 Page 1 Polly _ Z. '___________________ Poiiy_____________________________ Margie ______________________ Margie _______________________ Margie,Horace,Melissa,Bob________ y?fgie,Ann,tlotace,Melissa,Bob____ Ann_______________________________ Margie,Horace,Mel!ssa,Bgb_________ Polly \"  Poiiy_____________________________ poliy ____________________________ Pdiy _________L Margie____________________ Margie____________________ Margie, jtorace.Mellssa______ Margie____________________ Margie,Hgrace,Melissa_____ ^?'g!O|Hpfa5e,Meilssa____ 3:08 PMLRSD INCENTIVE SCHOOLS REPORT ID 1 Task Name________________ DATA COLLECTION AND A Duration 4d Sep 2^ '94 T 2 Write Introduction 4d 3 Write lest data section 4d 4 Write summer school se 4d 6 Write enrollment section 4d 6 Write stalfing section 4d 7 Write discipline section 4d 9 Write gifled and talented 4d 9 Write tacilitles section 4d 10 Write program and opera 4d 11 12 13 14 16 16 18 19 20 21 22 Oct 2, '94 w s's r w rr''i~n s -Ann Margie [-Margle- Honee- (-Horeee- I'Wargiie'- I Margie- l-Meitau [-Margie-,1 loradi e,Metlssa Oct 9, '94 Oct 16, '94 S I M m w f T I F fs' M I T I wl T I F I S ' Oct n, S I M I T~f W Write parent Involvement Write recruitment section Write early childhood sec Write double funding sec REPORT PREPARATION Merge completed section Editing round #2 -- Polly Revise sections based o Anderson editing Write recommendations Editing round #3 - staff Editing round #4 ~ Ann Project: LRSD INCENTIVE SCHOOL Date 10/4/94 10/4/94 310 PM 4d 4d 4d 4d 46d td 8d 3d 9d 9d 4d 7d Task Progress Milestone 44ergieil loradi e,Mellssa Melissa |Polly .Polly iMaigie Summary Rolled Up Task Rolled Up Milestone ' Page 1LRSD INCENTIVE SCHOOLS REPORT ID 23 Task Name Revise sections based o Duration 4d Sep 25, '94 T Wl T I F I s' Oct 2, '94 S Oct 9, '94 I M I T I W I T I F I s' S I M I T f W I T I F I S Oct 16, '94 S I M I T Tw I T I F I S Oct 23, S I M I T I W 24 Put report In final format 1d 26 Print final report Id 26 File final report wllh Cour Id 27 Disseminate report Io pu Id 28 FEEDBACK PROCESS 36d 29 Define feedback particlp Id jml Margie 30 Write cover memo Id 31 Hand deliver copies Io pa Id 32 Participants provide feed 3d 33 Pick up drafts and comm Id 34 Adjust report, If necessar Id 35 PROJECT MANAGEMENT 42d 36 Mooney CPR class Id 37 Columbus Day - ODM h Id 38 Mooney out 25d 39 Veteran's Day ~ ODM H Id 40 Thanksgiving Holidays 2d 41 Polly out Id 42 Polly out Id 43 Halloween Id 44 Margie out 12d ! Task Summary Project LRSD INCENTIVE SCHOOL Dale: 10/4/94 Progress Rolled Up Task Milestone Rolled Up Milestone  / 10/4/94 3:10 PM Page 2LRSD INCENTIVE SCHOOLS REPORT 94 Oct 30, '94 T I F I S 'S I M I T TW 1 T I F I S Nov 6.'94 Nov 13, '94 S fM I T I W I T I F rs I S I M I T fw Pt | F | S Nov 2. 'M Nov 27. '94 s 1 M 1 T |~w'[ T~rF~F s|s|m|t|w|t|f|s S I M latgle iMargl,Horaca,Mells*a,Bob Margie, Ann Jtoraee,Mellasa.Bob------ lAnn I' Task Summary Proiecl LRSD INCENTIVE SCHOOL Date 10/4/94 Progress Rolled Up Task Milestone Rolled Up Milestone : 10/4/94 3 10 PM Page 3LRSD INCENTIVE SCHOOLS REPORT 94_____ T I F I S Oct 30, '94 S I M I T I W I T I F I S S I m7 Nov 6, -94 Nov 13, '94 W I T I F fs s7~m7~T [w'I T^FfTs __ Noy 20. 94 S I M I T ( W I T F LS Noy 27, 94 S I M I T I W I T I F I S S I M |Margle,Horce,Mellss I iPolly i Task Project: LRSD INCENTIVE SCHOOL Dale 10/4/94 10/4/94 3 10 PM Margie fa,Margie, Horace, Melissa Margie- |Mar\u0026lt; lie,Horace,Melissa Margie,Horace,Melissa Progress Milestone  i Rolled Up Task Rolled Up Milestone \u0026lt; Page 4 it) 1 2 3 4 5 6 2 8 J Page 1 l.illle Rock School District Program Planning and Budgeting Tool First 2c\u0026gt; FAsts ar cyccem ^ame_________ BeyeiQBinent ol a Elauoiog QiaatiijaliQU and StuiEltiie Designale DIsIrlcI Planner Hire Planning Specialist Train Planning Specialist Reassess planning organization and structure Restructure and rtiodify, if necessary Needs Asssssnieol Define purpose, process, and formal % Complete J 00% Scheduled Start Jul 1 '93 Scheduled Finish JllL3flL'S4 Resource Mames 7^ It 100% 100% 100% 100% 100% lOQSt 100% Jul 27 '93 Jul 27 '93 Board Sep 9 '93 Sep 9 '93 Jul 1 '93 Apr 1 '94 JuL2 '93 Jul 30 '93 FY95 Sep 9 '93 Apr 30 '94 Jul 30 '94 Jul 30 '94 Jun 30 '94 Jul 30 '93 Ingram,Board Ingram.Clowers Willlams.Mallhls.Clowers Williams,Mallhls,Board Matthls,tngram,Mllhollen,Board 8/31/94Lillie Rock School DisIricI Program Planning and Budgeting Tool ID 9 ^anie___________________________________ Communicate Io Ilie DisIricI and community Hie puipose, process, and loinial Io be used In Ilie program planning and budgeting process \"'jT Coinpieie 100% Scheduled Siad Jul 30 '93 Scheduled Finish Feb 3 '94 Resource Names Mallliis,lngram,Boatd 10 Develop and define Ibe mission statement and goals for the District 100% Aug 31 '93 Aug 31 '93 Mallhis,Ingram,Board, Cabinet 11 Develop preliminary list of issues lor needs assessment 100% Aug 31 '93 Aug 31 '93 Mallhls,lngram,Board,Cablnet 12 Identify data Io measure needs of district 100% Jul 2 '93 Jul 2 '93 Mallhis,lngram,Milhollen 13 Study data Io measure needs 100% Aug 2 '93 Mar 24 '94 Williams, Malltiis, Ingram,Milhollen 14 AikBosflS Minimum Perlofrnance lAMEIt TesJ data mauaflainaul 100% Nov 10 '93 Nov 23123 15 Develop data colleclion plan lor AMPT results 100% Nov 10'93 Nov 10'93 Ingram 16 Assign responsibilities lor AMPT data colleclion 100% Nov 12'93 Nov 12'93 Ingram ______X. Page 2 FY 95 8/31/94Lillie Rock School District Program Planning and Budgeting Tool ___Td 17 Name _________ ColiecI dala Irom AMPT resulls % Complete 100% Scheduled Start Nov 12 '93 Scheduled Finish Nov 17'93 Resource Names I lobby 18 Analyze dala ftotn AMPTrestills 100% Nov 17'93 Nov 19'93 Hobby 19 Reporl dala findings Irom AMPT for merge inlo needs assessment 100% Nov 23 '93 Nov 23 '93 Hobby. Ingiam 2Q Siantoi'l S Tesl ilsla nimiogwiKnt .1.09% tiov W/93 Nov 23:33 21 Develop dala colledion plan lor Slanlord 8 results 100% Nov 10 '93 Nov 10 '93 Ingram 22 Assign responsibilities lor Slanlord 8 dala collection 100% Nov 12 '93 Nov 12'93 Ingram 23 Colled dala Irom Slanlord 8 resulls 100% Nov 15'93 Nov 16 '93 Dunbar 24 Analyze dala Irom Slanlord 8 resulls 100% Nov 18'93 Nov 22 '93 Dunbar Page 3 FY95 8/31/94Lillie Rock Scitool District Program Planning and Budgeting Tool -----15 25 Tianie________________________________ Repod data findings from Stanford 8 for merge into needs assessment '% Compile 100% Schedule? Slart Nov 23 '93 Scheduled Etnish Nov 23 '93 Tiesource Names Dunbar,Ingram 26 DBSBOififlaliQU Meuiloiiiig fJenoUs Andil JQQ3i Qcl-i5293 6ci_20Ja4 21 Assign responsibility for data collection ,00% Oct ,593 Oct ,8 '93 Mayo 28 Develop data collection plan ,00% Oct ,8'93 Oct 20 '93 Mayo.Har, 29 Collect data ,00% Oct 2, '93 Dec ,4 '93 Mayo.Hart 30 Request to Program Managers to compare with , st Quarter's Program Budget Document too% Dec ,5 '93 Jan 3, '94 Hart,Mayo 3, Report findings to PRE for merge with Program Budget Document, where appropriate too% Feb 9 '94 Apr 20 '94 Mayo 32 DBSsar^galion Elans Audit 100% Oct 16 '9.3 Apt 20 -'94 J Page 4 FY 95 8/3,/94Lillie Rock School District Program Planning and Budgeting Tool ___[D 33 ___Nanw________________________________ Assign responsibility for data collection %C92'Pj?Le__ 100% ScheduieH Start ~ Ocl 15'93 Scheduled FInisi? Oct 18 '93 Resource Names Mayo I 3-1 Develop data collection plan 100% Ocl 18 '93 OcI 20 '93 Mayo,Hari 35 Colled data 100% Ocl 21 '93 Dec 14'93 Mayo,Hail 36 Request Io Program Managers Io compare with 1 si Quarter's Program Budget Documenis 100% Jan 31 '94 Jan 31 '94 Mayo.Hari 37 Report lindings Io Planning, Research and Evaluation for merge with Program Budget Document, where appropriate 100% Feb 9 '94 Apr 20 '94 Mayo 3S Cfluil Qidfijs Audit OctlS-'-gJ Apr 20 '94 39 Assign responsibility lor data colledion 100% Ocl 15'93 Ocl 18'93 Mayo 40 Develop data collection plan 100% Ocl 18'93 Oct 20 '93 Mayo,Har1 I Page 5 613 U9AI kittle Rock School DisIricI Program Planning and Budgeting Tool ID 41 Name Collect data % Complete 100% Scheduled Start Oct 21 '93 Sctieduled Finish Dec 14 '93 Resource Names Mayo,llait 42 Request Io Program Managers to compare Willi 1 si Quarter's Program Budget Document 100% Dec 15 '93 Jan 31 g-l Mayo,Hart 43 Report findings Io Planning, Research and Evaluation for merge with Program Budget Document, where appropriate 100% Feb 9 '94 Apr 20 '94 Mayo 44 Cnrrictilutn Aiulil 100% Aua-2_'-93 Feb 4'94 45 Develop plans lor data colleclion lor Curriculum Audit 100% Aug 2 '93 Nov 19'93 Mallhis,Curriculum Supervisors 46 Assign responsibilities for colleclion-Curriculum Audit 100% Nov 12'93 Nov 12 '93 Mallhis 47 Collect data for Curriculum Audit 100% Nov 15'93 Nov 30 '93 Curriculum Supervisors 48 Establish procedures for review and assessment o( Curriculum Audit data 100% Nov 15'93 Nov 19'93 Mallhis,Curriculum Supervisors I Page 6 FY 95 8/31/94t itile Rock School District Program Planning and Budgeting Tool -----Id 49 Tia me_______________________________ Organize and label Curriculum audil dala- lindings ol Monitoring and Status Reports, Curriculum Objectives, achievement % CoiTijileie ScFieduled 1^ 100% Nov 29 '93 SclieduletJ Finish Dec 7 '93 Resource Names Mallhls,Curriculum Supervisors 50 Relale/assess lire dala resulls back Io lire Curriculum Audil findings 100% Dec 6 '93 Dec 15'93 Matlhls.Curriculum Supervisors 51 Analyze lire ellecliveness ol revised curriculum, polices, elc. 100% Dec 15'93 Dec 15'93 MatIhls.Currlculum Supervisors 52 Idenlily laclors llial lacililaled allainmenl o( curriculum goals 100% Dec 16 '93 Dec 17 '93 Malllils.Curriculum Supervisors 53 Idenlily obslacles Ihal ptevenled curriculum goal allainmenl 100% Dec 16 '93 Dec 17 '93 Mallhls,Curriculum Supervisors 54 Make recommendalloins lor program addilions/delelions/modilicalions 100% Jan 7 '94 Jan 21 '94 Mallhls,Curriculum Supervisors 55 Reporl dala findings Irom Curriculum Audil lor merge inlo needs assessmenl 100% Jan 7 '94 Feb 4 '94 Mallhls,Curriculum Supervisors 56 SciifloJ ClimaiB/Burjian Balaliaiis Survey iQQ24 Allfl 1S 193 Aug 25'93 Page / FY95 8/31/94I illle Rock School District Program Planning and Budgeting Tool lU 57 Name________________________________ Develop data collection plan lor SC/IIR ____% ____ 100% Scheduled Start Aug 16 '93 Schedule Finish Aug 16 '93 Resource Names Irrgram x 58 Assign responsibilities lor SC/tIR data collection 100% Aug 17'93 Aug 17'93 Ingram 59 Collect data from SC/IIR survey 100% Aug IB '93 Aug 19 '93 PennNottnan.Smllh 60 Analyze data from SC/IIR survey 100% Aug 23 '93 Aug 25 '93 PennNornian,Smith 61 Report ot data findings from SC/HR survey for merge Into needs assessment 100% Aug 24 '93 , Aug 24 '93 PennNorman,Smith,Ingram 62 Easylilies Slutty !0Q% Sep 1 .'93 Jun 30 '94 63 Develop data collection plan for Facililies Study 100% Sep 1 '93 Sep 16 '93 Milhollen, Eaton 64 Assign tesponsibllilles for Facilities Study 100% Sep 17 '93 Sep 17 '93 Milhollen,Eaton Ingp 8 FY 95 8/31/94ID Name 65 Colled data lor Facllilies Sludy 66 Prepare report (or Facllilies Sludy 67 Report data findings (rom Facilities Sludy (or merge into needs assessment/Court submission fiS Pronortional AUacfllicn Formulas 69 Develop data collection plan for Proportional Allocation Formulas 70 Assign responsibilities (or Proportional Allocation Formulas 71 Collect data lor Proportional Allocation Formulas 72 Analyze data (rom Proportional Allocation Formulas  Page 9 l.illle Rock School District Program Planning and Budgeting Tool % Complete 100% Scheduled Start Sep 20 '93 Schedule Finisi? Jan 12 '94 Resource Flames Milhollen.Ealon I 100% 100% JfiQSii 100% 100% 100% 100% Jan 25 '94 Mar 22 '94 Aug 2 '93 Aug 2 '93 Aug 23 '93 Aug 24 '93 Nov I '93 FY 95 Mar 4 '94 Jun 30 '94 Feb 4 '94 Aug 20 '93 Aug 23 '93 Ocl 27 '93 Nov 24 '93 Milhollen.Ealon Milhollen.Ealon Mllhollen Mllhollen Ealon.Barnhouse.Boyklns.Gadberry.Milhollen Milhollen.Ealon,Barnhouse.Boyklns.Gadberry 8/31/94Lillie Rock bchool DisIricI Program Planning and Budgeting Tool Td 73 Name__________________________________ Prepare Proportional Allocalion Formulas Report % Complete 100% Scheduled Start Nov 29 '93 Scheduled Finish Feb 3 '94 Resource Names Milhollen 74 Report data findings from Proportional Allocations Formulas study lor merge Into needs assessment 100% Feb 4 '94 Feb 4 94 Milhollen 75 Collect and merge Issues from work session (Aug. 31,1993) into needs assessment Information 100% Jan 25 '94 Feb 4 '94 Willlams.Mallhls, Ingram, Milhollen,Mayo 76 Conduct work session lor data analyses ol all studies, surveys, lorums, dialogues, etc. 100% Jan 26 '94 Feb 4 '94 VVilliams,Mallhls,lngram,Milhollen,Mayo 77 Complete needs assessment listing 100% Jan 27 '94 Mar 7 '94 Williams, Mallhls,Mayo 78 Publish Draft of Needs Assessment Report 100% Feb 25 '94 Mar 24 '94 Williams,Ingram 79 Finalize and Publish Needs Assessment Report 100% Mar 29 '94 Apr 4 '94 Willlams,Mallhls,lngram fifl EiaatfllU Inventory 100% Jul 1 '93 Apr 22 '94 + Page 10 FY95 8/31/94ID ,UI* * S' 5 2 3 4 5 6 1 Lillie Rock School District Program Planning and Budget Tool First 5 OF LH-Sa c.'fe.L.e: 2L, tone______________________ neyfilsu/insni qI a Elanniiw Qiganijalisin and Structure Designale District Planner Hire Planning Specialist Train Planning Specialist Reassess planning organization and structure Restructure and modify, if necessary Neesla As^essmeut Project: FY95 Dale 8/31/94 1st Quarter Jul I Aug I Sep 2iid Quarter Oct r Nov ] Dec 3rd Quarter Jan 1 Feb] Mar 4tli Quarter Apr~| May J Jun 1 st Quarter 2nd Quarter Jui~j Aug Sep Oct [ Nov | Dec 3rd Quarter Jan I Feb | Mat 7^ 4./A/er ' 5ee ON I Critical Milestone Rolled Up  Page 1 4tli Quarter Apr I May | Jun 4ARD B/uJLittle Rock School District Program Planning and Budget Tool ID 8 Name__________________________ Define purpose, process, and formal 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3td Quarter Jan I Feb | Mar 4th Quarter Apr~r May | Jun 1st Quarter Jul I Aug Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 9 Communicate to the District and community the purpose, process, and format to be used in the program planning and budgeting process 10 Develop and define the mission statement and goals for the District 11 Develop preliminary list of issues for needs assessment 12 Identify data to measure needs of district 13 Study data to measure needs 14 Arkansas Minimum Performance lAMPTI Test data maoagemsut Project FY95 Bale: H/31/94 Critical Noncritical Milestone Rolled Up  Page 2Little Rock Sctiool District Program Planning and Budget Tool ID 15 Name 1st Quarter Jul I Aug 7 Sep 2nd Quarter Ocl I Nov~| Dec 3rd Quarter Jan I Feb | Mar 4tH Quarter Apr I May | Jun 1st Qiiaiter Jul I Aug Sep 2ird Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4tK Quarter Apr I May hJun 16 17 18 19 2Q 21 Develop data collection plan (or AMPT results Assign responsibilities (or AMPT data collection Collect data from AMPT results Analyze data (rom AMPTresulls Report data findings (rom AMPT (or merge into needs assessment Slanlfird 8 lesl data iiiaiiaueiiient Develop data collection plan (or Stanford 6 results Project FY95 Dale 8/31/94 Critical Noncritical I I I Progress Milestone Rolled Up Page 3Little Rock School District Program Planning and Budget Tool ID 22 Name 1st Quarter Jul f Aug [ Sep 2nd Qirarter 3rd Qirarter Oct f NoyJ Dec Jan ^Feb | Mar 4th Quarter Apr I May [ Jun 1st Quarter Jul I Aug Sep 2nd Quarter Oct I Nov 1 Dec 3td Quarter Jan I Feb | Mat 4tli Quarter Apr I May | Jun 23 24 25 2fi 27 28 Assign responsibilities for Stanford 8 data colleclion Collect data from Stanford 8 results Analyze data from Stanford 8 results Report data findings from Stanford 8 for merge into needs assessment Deseoreaation Monilofing HsBcrls Audit Assign responsibility for data colleclion I I I Projeid: FY95 Dale: 8/31/94 Develop data colleclion plan Critical Progress Noncritical Milestone Rolled Up  Page 4Little Rock School District Program Planning and Budget Tool IP 29 Name Collect data 30 Request Io Program Managers Io compare with 1st Quarter's Program Budget Pocument 31 Report findings Io PRE for merge with Program Budget Pocument, where appropriate 32 DfisfifltfiaaiioD Plans Audit 33 Assign responsibility for dala collection 34 Develop data collection plan 35 Collect dala Project FY95 Pale 8/31/94 1 st Quarter Jul I Aug ! Sep 2nd Quarter Oct I Nov I Dec I Critical Noncrilical 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May^l Jun Progress Milestone Page 5 1st Quarter Jul I Aug Boiled Up  Sep 2nd Quarter Oct I No7 I Pec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | JunMEMORANDUM To: From: Margie, Melissa, and Horace Polly Re: Incentive School Report Date: November 2, 1994 Here is your copy of the incentive school report, in the form that it went to Dr. Anderson. Now you need to write the recommendations. If you would complete that writing by Monday, November 14, I can then make one computer pass and incorporate the recommendations. Dr. Anderson's changes, and the LRSD administration changes. Let's use the following format for recommendations: On the hard copy of the report and after each Summary and Conclusions, insert one of the following codes in red ink:  NRS for the \"no recommendation statement\" to be inserted. I will insert the standard statement that we used last year.  Your initials (HS, MP, or MG) and a number, for example, HS-1. On a disc, note the corresponding code (HS-1), tab, then type the recommendation. On the 14th, give me the hard copy of the report, a hard copy of your recommendations, and the disc. That's all folks!! (At least right now)MEMORANDUM To: From: Margie, Melissa, and Horace Polly Re: Incentive School Report Date: November 2, 1994 Here is your copy of the incentive school report, in the form that it went to Dr. Anderson. Now you need to write the recommendations. If you would complete that writing by Monday, November 14, I can then make one computer pass and incorporate the recommendations. Dr. Anderson's changes, and the LRSD administration changes. Let's use the following format for recommendations: On the hard copy of the report and after each Summary and Conclusions, insert one of the following codes in red ink:  NRS for the \"no recommendation statement\" to be inserted. I will insert the standard statement that we used last year.  Your initials (HS, MP, or MG) and a number, for example, HS-1. On a disc, note the corresponding code (HS-1), tab, then type the recommendation. On the 14th, give me the hard copy of the report, a hard copy of your recommendations, and the disc. That's all folks!! (At least right now)Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: November 2, 1994 To: From: Subject: Principals of Franklin, Garland, Mitchell, Rightsell, Rockefeller, and Stephens Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, and Horace Smith, ODM Monitoring Report on the Incentive Schools A draft copy of ODMs monitoring report is enclosed for your review. This report reflects the information we gathered during our visit to your schools this past spring. Please read the report carefully, checking for accuracy. If you find any statements that are inaccurate or if there are areas that need clarification, please summarize your comments and submit them to our office in writing, no later than S.'OO p.in. Tuesday, November 8,1994. One of the monitors will come to your school on that date to pick up the draft copy. If you have written comments and they are ready by the time a monitor arrives, you may send the comments back with him or her. If a monitor arrives before you prepare any response, you may bring it to our office later that same day. We will not accept any responses received after 5:00 p.m. on November 8. If you have questions or concerns about the report, please call our office and discuss those issues with a monitor. We make every effort to present fair, accurate information. Since this report is a draft copy, we ask that you do not duplicate it or share it with others. After the review process, we will file a completed report that includes an introduction, findings, summary, conclusions, and recommendations with the court. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process and thank you for taking the time to review the draft. cc: Russ Mayo Pat Price Sterling IngramOffice of Desegregation Monitoring United Stales 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: May 8, 1995 To: Principals of Franklin, Garland, Mitchell, Rightsell, and Rockefeller From: ODM Staff Subject: ODM 1994-95 Monitoring Report on the Incentive Schools Enclosed is a draft of the findings we will include in ODM's 1994-95 monitoring report on the incentive schools. This report is based on information we gathered this year as we talked with you, visited your schools, and reviewed a variety of data and documents. Now we are asking for feedback from you and others who provided us with the information reflected in this draft. Please read the report carefully to check for accuracy. If you find any statements that are inaccurate or if there are areas that need clarification, please summarize your comments and submit them to our office in writing, no later than 5:00 p.m. on Wednesday, May 10,1995. A member of our staff will come to your school on that date to pick up the draft copy. If you have written comments and they are ready when we arrive in the afternoon, you may send your comments at that time. If we arrive before you prepare any response, you may bring your written comments to our office later that same day. We will not accept any responses after 5:00 p.m. on May 10. If you have any questions or concerns about the report, you are welcome to call our office and talk with a staff member. We want to make every effort to present accurate information. Since this report is a draft copy, you may not duplicate it or share it with others. After the review process, we will file with the Court a completed report that includes introductions, findings, summaries, conclusions, and recommendations. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process, and thank you for taking the time to review the draft. cc: Sterling Ingram Russ Mayo Essie Middleton Pat Price Becky Rather Rockefeller Early Childhood TeachersOffice 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: June 4, 1996 To: Principals of Franklin, Garland, Mitchell, Rightsell, and Rockefeller From: ODM Staff Subject: ODM 1995-96 Monitoring Report on the Incentive Schools Enclosed is a draft of the findings we will include in our 1995-96 monitoring report on the incentive schools. This report is based on information we gathered this year as we talked with you, visited your schools, and reviewed a variety of data and documents. Now we are asking for feedback from you and others who provided us with the information reflected in this draft. Please read the report carefully to check for accuracy. If you find any statements that are inaccurate or if any areas need clarification, please summarize your comments and submit them to our office in writing, no later than 5:00 p.m. on Thursday, June 6, 1996, A member of our staff will come to your school on that date to pick up the draft copy. If you have written comments and they are ready when we arrive in the afternoon, you may send your comments at that time. If we arrive before you prepare any response, you may bring your written comments to our office later that same day. We will not accept any responses after 5:00 p.m. on June 6. If you have any questions or concerns about the report, you are welcome to call our office and talk with a staff member\nhowever, be advised that our staff will be attending a hearing on Thursday, June 6. So any inquiries must be made Tuesday or Wednesday. Since this report is a draft copy, you may not duplicate it or share it with others. After the review process, we will file with the Court a completed report that includes introductions, findings, summaries, conclusions, and recommendations. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process, and thank you for taking the time to review the draft. cc: Paula Grier Sterling Ingram Ed Jackson Essie Middleton Russ Mayo Pat Price Becky Rather Rockefeller Early Childhood Teachersi *  FROM : Panasonic FAX S'i'STEm PHOI-IE NO. t Nov. 18 1995 0: 53AM Pl \u0026amp; I I kl J\na S^il y. \u0026gt; 4 L ( i t r . Mitchell .} n Baticry Streets DATE J_ T-O: NAMS PHONE FFCM: tx 5\u0026lt;* ^3r9E lementary School Pifone 3 4 2^15 LUtlo Rock, Arkansas FAX KtJMBER (501) 324-2413 XA.ac 1 1 K A sr a f J M X X-T^A-X.- __ TiMii: 7: do PSPAWTMENT THIS 4 TBAMSMlTTAl. TOTAl.S .essage__ OPEHATOR_^/ jr,S.'r\u0026lt; -.rwB /\" :7n5?? PAGES, I'NCLUOlI'tC OCVER PAGE St I 1 g ! - J uKsiisaI FROt-1 : Panasonic SVSTEH PHONE NO. Nov. IS 1995 0\n55m P4 CARE Item 4. The number of students by grade/aqe group that attend the extended day program and then go to CARE each month. Response. Listed below is the requested info. ist 9 I 2nd 12 3rd b 4th 6 5 th 9 6 th 7 seraFROM : P3n3 3cr-li FA\n:: SYSTEM PAt.it'iE NO. No','. id Q: 54Ar-1 P3 during the Early Dismissal days. Add itionaliy, the Writing to Read instructional aide attended inservicing by the IRC to enhance her skills in the lall. 1995. Item 5. measured, Response. The purpose of these efforts and how the results were The purpose of the efforts centered around improving the effectiveness 'and efficiency of the instructional aides. Measurement indicators were a decrease in refeirals, decrease in sspension.s/expuislons, improvement of academic perforinarioe of students, and an increase in the attendance of the and indicators office suspension.s/expui.sions, ot instructional aides- Field Trips Item i. The specific purpose of each field trip. of each field trip was to support and enhance Response, The purpose the LRSD curricuium with haptic learning experiences. lylore specific data may be obtained from VIPs- Itern 7. were measured. The purpose ot your field trip program and how the results Response . increase The overall purpose of the field trip program was to the application and appreciation of curricular learning as measured by gains on criterion and standard!zed assessments, overa11 i Improvement in student pertormancfe, less suspension/expulsion. referrals, rankinos on Climate Human le.ss office referrals, ana improved School Reiation.s Survey and other monitoring reports. Item 8. Describe the process by wnich the field trip budget is developed. Response.   . 1995-96 Approved Budget Allocation for the operating control accounts and desegregation control Based upon those allocated figures for field trips, projections and planning with the theme specialist .end teachers were made for the school year . The district's comptroller produced and provided the Approved Budqet Allocation the accounts. Item 9. the teachers, Describe how the field trip allotment is apportioned among Response. Field trips were and teacher apportioned in accordance to curriculum alignment. food Services Item 4. The name of the person responsible for the coordination of food services for the extended day ana CARE. Response. Delores Iverson, the CARE person in charge, and Sharon Ivy, the cafeteria manager, are the persons responsible for the coordination of food services for the extended day and CARE program. PPijM\nFA?' .TEN Phone no. Now 13 1995 02:53AM P2 .XEMO To: Mr. Skip Marshall From\nDr. Marjorie Bassa, (Resigned) Date: Septombei 3, .1996 responses to items requested txom the \", Expenditures, and Double Funding. addressed have been cited to be addressed by other within the district. The information provided is based school operations only for the 1995-96 school year because Contained herein are the to reques ted \"Monitoring Guide for Budgets, I terns not sources The upon the previous principal for that, school year was not able to acquire the data for the 1994-95 school year. Teacher Stipenas Item 3- Ihe s^ecitic purpose tcx' paying the stlperid. Stipends were used tor for several functions: Response. Day/Rxtended week participation (beyond tne normal working hours). txtended and a Great Expectations inservice I teni 4 . rhe purpose of these eitorts and how the results were measured. Response. provision student-s teachers - The purposes of Che stipends were to of enhancing educational learning experiences Support and to enhance The results the instructional effectivene.ss were for ol measured by periormance gains the the the of _________ improved on the School Climate and Human Relations Survey and other monito.ring reports, and improved teacher s tudents, rankings and rankings on summative evaluations. Insrructionai .4ides Item * The job description for each job, the duties to be performed. plus better perform those duties. the training each person receiveo in order to R Kponse. assistants. Nine (9) instructional aides were assigned as classroom sup\u0026lt;=*rvis ing, Their major and overa 11 functions included tutoring, inst ruct ional assistance. mentor mg, One instructional aide was assigned as an oftice/lab assistant. { 1) Her responsibilities included office work and attending to the c.omputer lab cn the days when the regular computer iab assistants were not assigned to .Mitchell. One (I) instructional aide provided \"Writing to Read Instruction and management in the \"Writing to Read\" iab. All eleven (11) instructional aides participated in a pre-school inservice in August, 1995, Additionally, instructional assistants participated regularly in staff development activities in. the Little Rock School District MEMORANDUM received To: A Brown, Office of Desegregation and Monitoring From: Dr. Don Roberts, Superintendent Date: December 6, 1996 DEC 2 0 1996 Olice d Desojrsgaiia, Uonnoriof Subject: LRSD Responses to Incentive School Monitoring Report (1995-96), July 12, 1996 Attached you will find a report stating the status of each recommendation the Office of Desegregation and Monitoring recommended in their 1995-96 Incentive School Monitoring Report. If you should have questions, please contact me. C: Chris Heller, LRSD Attorney I HAVE A PHOTOGRAPHIC MEMORY BUT SOMETIMES I LEAVE THE LENS CAP (duk'idUid  I L 46 (iUuA. oldui 650502 eFV*G. me. DoomoQ12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 1 Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1995-96), July 12,1996 Summary of Recommendations DATE 7/12/96 DOC MR NO T PG RECOMMENDATION _______________ The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) PERSON I DONE Rather Principals 7/12/96 MR Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 5)____________________________________________________ The incentive program is successfully desegregating each incentive school. (LRSD Plan. pg. 149) Gremillion 8/96 7/12/96 MR 28 Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 5)_____________ Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nJuly 10, 1992 Court Order: ref. June 5, 1992 ODM Report, pg. 15) Gremillion Principals Glasgow 7/12/96 MR 28 Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 49)______________________________________ The curriculum at each school incorporates foreign language instruction using the foreign language lab and the total physical response method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Gremillion 2 3 4 7 Capitalize on the districts resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. (ODM 1992- 93 Incentive Schools Monitoring Report, pg. 51) RESPONSE: Gene Parker gave court testimony 8-11-95, on the foreign language program and the probleofts LRSD faced. LRSD continues to face the same problems that were outlined In Parkers testimony to the courts. - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 2 DATE 7/12/96 DOC MR * NO T PG ______________________________RECOMMENDATION______________________________ The curriculum at each school incorporates foreign language instruction using the foreign language lab and the total physical response method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Place as many qualified foreign language teacher\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_503","title":"Incentive Schools: Monitoring visits","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":["1991/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Monitoring visits"],"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/503"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nOffice of Desegregation Monitoring Schedule of Formal Monitoring Visits to the Incentive Schools DATE SCHOOL TEAM LEADER Wednesday, October 30, 1991 Mitchell Connie Hickman Monday, November 4, 1991 Rightsell Connie Hickman Tuesday, November 5, 1991 Rockefeller Horace Smith Wednesday, November 6, 1991 Ish Melissa Guldin Tuesday, November 12, 1991 Stephens Margie Powell Wednesday, November 13, Garland Horace Smith 19991 Thursday, November 14, Franklin Melissa Guldin 19991 . The monitoring team will arrive at each school by 8:30 AM.TO: POLLY FROM: MONITORS RE: SCHOOL VISITS Below is the schedule of school visits to go over the Incentive School Monitoring Reports: May 18 Rockefeller, 9:00 AM (Horace) May 19 Rightsell, 9:00 AM (Margie and Connie) Franklin, 1:30 (Margie) May 20 Stephens, 9:00 AM (Margie and Connie) Ish, 2:00 PM (Margie and Horace) May 21 Mitchell, 9:00 AM (Connie and Horace) Garland, 1:00 PM (Horace and Connie)OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To: From: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 23, 1991 Subject: Incentive School Monitoring Visits Enclosed you will find a schedule of our upcoming school monitoring visits. In addition, ODM's Monitoring Guide for all schools and the supplemental Incentive School Monitoring Guide are included. We encourage you to share this information with your staff. Both documents were developed in our office and reviewed by LRSD administrators. The guide reflects the provisions of the settlement plans adopted by the school districts of Pulaski County. The items to be monitored under the Incentive School Guide are taken directly from the 1989 LRSD Settlement Plan, Volume II. The JDR number cited after each description refers to page numbers of the court document. During our visit to your school, we will make every effort to be as unobtrusive as possible. In order to complete our report we will need an area in which to work and copies of the following data: - school profile - master schedule - student handbook - volunteer records - EPSF class modality grids - parent/teacher conferences documentation - discipline records by race, gender, Eind grade level - PT A membership lists, sign in sheets, agenda and minutes - parent/community committee membership hst, agenda, minutes - staff development records for the previous year and this year to date - special education enrollment figures by race, gender, and grade level We will also need time to meet with you early in the day to go over the specific items in the Incentive School Monitoring Guide. All documentation required will be compiled by our staff. You will not be expected to complete any of our monitoring forms. Our team wiU be available for an exit conference at the end of the day. Completed copies of the Monitoring Guides will be forwarded to you within ten working days from our site visit. A copy of the completed guides will also be furnished to the central office and the court. We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376-6200. cc: Dr. Ruth Steele James JenningsDATE Wednesday, October 30, Monday, November 4, Tuesday, November 5, Wednesday, November 6, Tuesday, November 12, Wednesday, November 13, Thursday, November 14, Office of Desegregation Monitoring Schedule of Formal Monitoring Visits to the Incentive Schools SCHOOL Mitchell 1991 1991 1991 1991 1991 19991 19991 TEAM LEADER Connie Hickman Rightsell Rockefeller Ish Stephens Garland Franklin Connie Hickman Horace Smith Melissa Guldin Margie Powell Horace Smith Melissa Guldin , The monitoring team will arrive at each school by 8:30 AM.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 To: James Jennings, Associate Superintendent for Desegregation Incentive School Principals From: ODM Monitors: Ann Brown, Melissa Guldin, Connie Hickman, Bob Morgan, Margie Powell, and Horace Smith Subject: Review of the Incentive School Monitoring Guides Date: May 29, 1992 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.Date: April 23,1993 To: From: Subject: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Connie Hickman-Tanner Incentive School Monitoring Visits Enclosed you will find a schedule of our upcoming monitoring visits. As you recall, you received a copy of the revised ODM Incentive School Monitoring Guide last December. If you need an additional copy, please contact our office. During our visit, we will make brief classroom visits. In order to complete our report we will need an area in which to work and copies of the data listed below. The numbers following each of the items corresponds to a page number in the General Guide or provision number in the Incentive Guide. W e will also need time to meet with you early in the day to discuss specific items in the monitoring guide. You will not be expected to complete any of our monitoring forms We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376- 6200.  Discipline, Suspension, Expulsion data by race and gender - General Guide p. 7  Current Gifted and Talented Enrollment data - General Guide p. 8  Field Trip Documentation p. 22 - #31  Building Discipline Plan (including time-out strategies) p. 25 - #41  Pre-Professional Documentation p. 26 - #42  Individual Student Test Profiles p. 26 - #44  Building-level Counseling Plan p. 27 - #45  Updated Staff Roster (only if additional staff has been added since the School Profile was compiled)  List of the Parent Center Committee by race, gender, and position p. 36 - #68'Vv- List of e Parent Center Committee recommendations and indication of recommendations incorporated into center p. 36 - #68  Parent Center sign-in sheets and check out documentation p. 36 - #68  TSe naine, gender, race, and phone number of the parent trained to operate e Parent Center p. 36 - #68  _ Copies of e Parent Centers monthly communication packet p. 36 - #68 (V^List of parent meetings including topic, time, location, and sign-in sheets p. 37 - #69, 71 Home visits documentatiorf^p. 37 - #69, p. 38 - 71  Copy of parent handbook and copies of school monthly calendars p. 38 - #71  Description of the mechanism designed to ensure that parents regularly sign homework p. 38-#71 -  Description of early indicators and early intervention programs including alert and success cards to update parents on their childs progress p. 38 - #71  List of community meetings and activities including topic, time, location and sign-in sheets p. 38 - #71  List of three-leey-communicators by race p. 38 - #71  Number of signed, contracts and description of follow-up procedures p. 39 - #72  Speakers bureau roster byname, gender, and position and list of speaking engagements including time, location, and participant sign-in sheets p. 39 - #74  Extended Day Schedule . Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: April 26, 1993 To: From: Subject: Janet Bernard, Associate Superintendent Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Incentive School Monitoring Visits - Schedule and Request for Documents ODM is planning to monitor the incentive schools on the dates indicated on the enclosed schedule. We will need the following information from the districts central administration staff. In order to expedite this process, please furnish the information below by May 14. If you have any questions and/or concerns, please do not hesitate to contact us.  Description of the incentive school parent program, including program goals, objectives, timelines, and person responsible for this program  Copy of community needs assessment and results  List of adult education opportunities, description of how parents were notified, the type, location, and time of the educational opportunities, and number of participants by race and gender  Description of the parent internship program and a list of parent interns at each of the incentive schools by race and gender  Description of the parent/ teacher mentorships and a list of parent/ teacher mentorships at each incentive school by race and gender  Documentation of parent workshops including topic, time, location, number of participants by race, gender, and childs school, and evaluation results  Volunteer documentation including the number of volunteers by race and gender and the number of hours at each school.  Mentor documentation by race, gender, participation hours, and a brief description of the types of activities shared by students and their mentorsIncentive School Monitoring Information (Cont)  Mentor training records  List of community meetings including time, location, and copies of sign-in sheets  Documentation of identified parent pick-up points for school functions  Parent Council membership list by race, gender, organization represented, monitoring instrument, and quarterly reports  Extended year schedule/ plan cc: Dr. Mac Bernd Marie ParkerOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 27, 1994 To: From: Subject: Sterling Ingram, Associate to the Deputy Superintendent Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Incentive School Monitoring Visits - Schedule and Request for Documents ODM is planning to monitor the incentive schools on the dates indicated on the enclosed schedule. We will need the following information from the districts central administration. In order to expedite this process, please furnish the following information by May 16,1994\n 1993-94 Incentive School Staffing Committee membership by school represented, race, and sex  Minutes of 1993-94 Incentive School Staffing Committee meetings  Documentation of hiring criteria and procedures established by the Incentive School Staffing Committee  Copy of the 1993-94 incentive schools staffing needs assessment guide  Documentation (e.g. agendas, handouts, guides, etc.) of inservice held during the 1993-94 school year regarding the staffing needs assessment process  Documentation of the LRSD Human Resources Departments involvement in the staffing assessment process  Copy of the Spanish curriculum currently in use in the incentive schools  Description of the incentive school parent program, including program goals, objectives, timelines, and person responsible for this program  Copy of community needs assessment and resultsIncentive School Monitoring Information (Cont)  List of adult education opportunities, description of how parents were notified, the type, location, and time of the educational opportunities, and number of participants by race and gender  Description of the parent internship program and a list of parent interns at each of the incentive schools by race and gender  Description of the parent/ teacher mentorships and a list of parent/ teacher mentorships at each incentive school by race and gender  Documentation of parent workshops including topic, time, location, number of participants by race, gender, and childs school, and evaluation results  Volunteer documentation including the number of volunteers by race, gender, and the number of hours at each school  Mentor documentation by race, gender, participation hours, and a brief description of the types of activities shared by students and their mentors.  Mentor training records  List of community meetings including time, location, and copies of sign-in sheets  Documentation of identified parent pick-up points for school functions  Parent Council membership lists by race, gender, and organization represented  Copies of Parent Council monitoring instrument, meeting minutes, and quarterly reports  Biracial Committee membership list by race, gender, and address  Copies of Biracial Committee meeting minutes, monitoring schedule, and monitoring guide  Copies of 1993-94 Planning Research and Evaluation quarterly reports of the Biracial Committee monitoring visitsIncentive School Monitoring Information (Cont)  A list of all incentive school recruitment strategies or activities planned and implemented for the 1993-94 school year Examples: A. If a strategy involves developing a brochure: identify the person(s) responsible for its development and distribution\nprovide a copy of the brochure it it has been completed\nidentify the audience targeted to receive the brochure\nstate the brochure distribution dates\nidentify the amount of money allotted for the brochures development and distribution, the amount actually spent to date, and the amount remaining\nand explain how you will track the brochures results. B. If an activity involves a presentation: identify the person(s) responsible for developing and making the presentation\nidentify the audience targeted for the presentation\nbriefly describe the type of presentation, and its date and location\nprovide sample participant sign-in sheets\nand explain how you will track the results of the presentation. If you have any questions and/ or concerns, please do not hesitate to contact us. cc: Dr. Russ MayoDate Schedule of ODM Monitoring Visits to the Incentive Schools School Wednesday, February 22, 1995 Rightsell Tuesday, February 28, 1995 Rockefeller Thursday, March 2,1995 Garland Friday, March 3, 1995 Franklin Tuesday, March 7, 1995 Mitchell1996 ODM INCENTIVE SCHOOLS MONITORING SCHEDULE Tuesday, April 2 - Rightseil Wednesday, April 3 - Garland Thursday, April 4 - Mitchell Monday, April 8 - Rockefeller Tuesday, April 9 - FranklinIncentive School Monitoring Schedule Date School Team Leader Friday, April 30 Mitchell Connie Wednesday, May 5 Rockefeller Melissa Friday, May 7 Stephens Margie Monday, May 10 Ish Margie Wednesday, May 12 Franklin Horace Friday, May 14 Garland Connie Monday, May 17 Rightsell Horace First Draft of the school reports is due Friday, June 18. Subsequent deadlines will be discussed at the April 23 meeting.IO-12'H5 l-^ora.ce.'s SeheAucle, - S'iaPPi DI b'lonlVoDn i:3O - h'li'-ichel I J^ncen'J'ix/e vScVtool iO:i3 ' /^^hiseil iocenlive School l:OO~ GCLrlancfi- Znceniiwe School 2:00' RockePelter incenkwe Schoolk 501374413? WALKtP l-H'.'J r IR''l 443 P01.--Q3 NP'i 14 \"?7 11:5\u0026gt; t /OHN W.. WALKER,P.A. at Law 1723 Broaelway^ Little Rock, ArkanSiis 72206 Telephone (501) 374-3/5S Fax (501)374-4187 FAY TRANS.MiSSION COVER, SHEET T0\nfitX: 77 Q-j ! 60 ! OCO Dtrtt: ,.fc,.\u0026lt;----- cover sheet)] PAGE(S), IN'CLUDING yOlU SHGVLD RECEIVE f \u0026lt;?. (including THIS COVER SHEET. IE YOU DG NOT RECEIVE ALL THE PAGES, PLEASE CALL \u0026lt;(501) 374-3758\u0026gt;. The information contained in this facsimile message is att '.ey privileged and ccnfidential infonnadon intended only for the use of the indiUdual 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 u.e intended recipient, you are hereby notified that any disseiranation, disuibution or copying of this communication is strictly prohibited. If you have received this communicaUon in error.^^please immediate notify us by telephone, and return the original message to us a------------------ at the above address via the U.S. Postal Service. Thank you.501 ^1413? WhLKEP LhIm FIrT't P02. 03 HA'r , 1 = 3 John W. \\^alker, EA. ATifaNEY At Law 1723 Br0\nWway Little Rock, .a.rkansa? ( Telepho.VS (501\n374-37 FAX (301) 374-4187\nCe JOHN .V. WALKER RALPH WASHINGTON NLARK BLRNSTTE AUSTIN PORTER. JR KIMBERLY R. DICKSON Via Facsimile - 324-2146 May 14, 1997 Dr. Don Roberts Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Roberts\nI have previously written a letter to zir. Chris Heller regarding our concerns about monitoring of the Incentive Schools. I am writing you now to indicate that we have not been invited participate in the decisions regarding possible Incentive School modifications with the task force you have assigned. You should be already aware that we have received criticisms that the vzork of the committee is negative to the spirit of the settlement to You should agreement and that some of the participants are negative to the interests of ohe African .American incentive school children. Based upon that information, Ms, Joy Springer, of my office, invited herself to one of the meetings. This meeting was on March 2S, 1997. It is our view that our participation in this process has not been sought at the preliminary staaes our role as monitors has been denigrated. Thi and that The ODM, however, has been favored and is represented by Mr. Gene Jones, Via are concerned about the manner in which decisions about the Incentive Schools are being considered and the active participation by Soard more than  ------ ------J member, Ms. Judy Magness, in u' I am actually surprised that if a Board member was appointed to the committee that it was not the zone process. that representative. I am also disappointed that the white student interests seem to be the primary focus of the activity. I arrive at that conclusion because of the disproportionate membership of tne Rockefeller Incentive School (2 members, while several of the more African American incentive schools, had no representatives). Franklin and Garland, A change occurred in represntation after Ms. Springer's suggestion that the committee was not rnclusive. Had the leadership been sensitive, this glaring omission v/ould not have been so evident. inclusive. We reiterate our expectation that the desegregation plan Will be followed and that we  ' -  '  - - Will be materially involved in, and made knowledgeable about, the District's plans from the inception.5013744187 IJALKEh LhI.I FI Efl 44S F03O3 MAY 14 ?' Page May 14, 1997 Letter to Dr. Don Roberts Thank you for your attention to this natter. cc\nMs. -Ann Brown erely, CJohn Walker WW\nj s Mr. Chris Heller Ms. Margaret Gremillion Ms. Sadie Mitchell 50137441 hWLKER LAW FIRM 453 0^ 14 '97 t John w. Walker, p.a. .ATi'oi-i.\\-EY .At Law 1723 Bko.wf.v.' Litt\n.,'-\nRock, .4RKANS.ts 72206 TEiEr'HO.VE (501) 374-3753 FAK (,501.) 374-4187 JOHN W. WALKEH RAL.DH WASKINOTO.V M.AHK BURNETTE AUSTI.N PORTER, -JR. May 14, 1997 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Bldg. Little Rock, Arkansas 72201 Re: LSSD V. PCSSD Dear Cliris: This ts in response to your response to my response today regarding the monitoring visit that I hope to make with Ms. Margaret Gremillion. Please advise me of your authority to monitor or monitoring. Also, please be advised that I still wish to speak with Ms. Gremillion and to have the information that I have requested. Is there information or access to Ms. GremiiJion? reason that you do not wish for me to have the I understand that you are out of the office maybe until Monday and that if I 1 iiwi \u0026gt;uu arc oui oi me omce mayoe until Monday and that if I am to pursue Mils issue, I must do so pursuant to your timetable and limitations. That is simply unacceptable. I will however, defer receipt of the information until Monday. Any time much later than that would be cutting it rather close to the end of school when information will become less readily assessable to all concerned. I am keeping the court aware of our continuing efforts to represent our client, in this instance, by the simple method of obtaining information. I do plan to ask her for specific relief next week on a pest haste basis if we cannot work this out. Thank you for your attention to this matter. /yjohn W. Walker JWW:Jp cc\nDr. Don Roberts Ms. Margaret Gremillion Ms. Sadie Mitchell Ms Ann Brown Clerk of the Court a51313744137 lAlHLr'hh Lnl't FIRM PQl 02 14 John IV, Walker, P.A 1723 Broadisiay Little Rock, AR 72206 (501) 374-3758 Fax: (501) 374-4187 PAX TRANSMISSION COVER SHEET Date\nTo: May 14, 1997 Ms. Ann Bro:m Fax: 371-0100 Re\nSender\nLRSD V. PCSSD John W. Walker yOL/ SHOULD RECEIVE 2 PAGE(S), INCLUDING THIS COVER SHEET. I YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CAIL (501) 374-3758. IF p\\e informailon 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 tins message is not the intended recipient, or the employee or agent responsible to deliver it to rhe intended recipient, you are hereby noticed that any dissemination, distribution or copying of this convnunication is strictly prohibited. If you have received Oils communication in error, please immediate notify us by telephone, and return the original rness-age to us at the above address via the U.S. Postal Service. Thank you.5013744137 bJALK'ER LAW FIRM 444 KAY 14 11:43 JOHN VV. Walker, P.a. Attorney Ar Law 1723 BiKizUAVAY Little Rock, ARK.t\\SAS 72206 Telephome (5011 074-3755 F.iX 1501) 374-418? JOKN W. WALl-TEh' RALPH W ASHINGTON MARK BURNETTE AUSTIN PORTER. JR KiMBEELY R. DICKSO.N Via Facsimile May 14, 1997 376-2147 Chris Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Sank Building Little Rock, AR 72201 Re: LR-C~82-S66 Deaf Mr. Heller: We are trying tc fulfill our monitoring responsibilities, especially with respect to the Incentive Schools ,  ,------------------ uviiuuxi, when we seek to inquire of Ms. Margaret Gremillion regarding plans for those schools. If the District is taking the position now that we can not engage in monitoring programs without going through your office and the procedure you have set forth in your letter dated May 13, it would appear that rhe District now seeks to preclude our monitoring. 1997, S' At no time in the past have we been Moreover, no other monitors are so restricted, need not remind you that our representative status secures our right. restricted. O I We believe that no one in the District' -  - - administration has lookedcarefully at the programs which are in place at the Incentive schools and other schools as required by the plan, is very curious that when we attempt to focus our attention on this subject you attempt to block us at the pass, to meet with Ms. Margaret Gremillion at 4:00 p.m. In anticipation of that meeting, even if it is not held,\" like to have any and all writings that she and those working under ner supervision have made regarding the Incentive Schools on a school by school basis by 4:00 p.m. today. It I still hope as scheduled. I would I would also xike to knov/ what recommendations the Office cf Desegrecation ' \"\" ' regarding the Incentive Schools which have not been shared with us a. Monitoring has mad' CJ of this date. In view of the face that the Judge has approved withdrawal cf monitoring by the Office of Desegregation Monitoring during this time so that ODM could have a different role U118 orme rnar ouw role, we are the only defenders at this time of the existing plan and therefor believe we are entitled to this information. ------------- By copy of this letter, I also asking that Ms. Ann Brown provide a detail e response to the question regarding recommendations provided by her office to the District.5013744157 UAI_kEP LAW FIRM 444 POj MAY 14 \"?' 11:44 Page 2 May 14, Letter to chri 1997 Heller I also bothers me that , ... Board member is seeking to involve herself in the administration of the incentive school i.e. Ms. Judy Magness. . programs, Ms. Magness is no friend of the Incentive Schools and has consistently sought to have them altered and the funds devoted to them redirected. By copy of this letter, I am asking for a detailed explanation of her involvement with the Incentive Schools and whether she has been opportunity to select staff, afforded the , , . determine programs and otherwise engage in administrative type actions. z___ll^^. sensitive subject, but I remind you that ail''Board'members equal and that if anyone should be concerned about the well being of the black children in the Incentive Schools, it should at least be Doctors Michael Daughtery and Katherine Mitchell who represent tne zones in which the Incentive Schools Ms. I'  I realize that this is a are are located. Magness was elected from the Pulaski Heights^-Hall Hioh iaI -Mi 1  i OThe- _______________ ... . . School-Williams Magnet School area, I believe, favored by the district as you know. Those schools are Inasmuch as you have to share this letter with board members, please advise Ms. Magness that we believe that anv clans regarding any of the schools in the District should be shared with the Joshua Intervenors as they are beincr considered rather than after they have been developed. cooperation. The plan contemplates Your letter signals an end to any possible cooperation and undermines the prospect for anv plan modification without court involvement. . Surely your letter is thoughtful with respect to that issue and for this reason I am submitting a cooy of your letter to the Clerk of the Court with yuui xeooer co one cierx Of our response for filing with a request that the Clerk bring it to the attention of Judge Wright. I also plan to ask the Court of Appeals to allow us to supplement our existing appeal appendix with your letter and mv response. JWW:j s cc: r^cer^lyj j icerelv ohn W. VJalker f Dr. Don Roberts Ms. Margaret Gremillion Ms. Sadie Mitchell Ms. Ann Brown Mr. James w. McCor.mack, Clerk of the Court1374418' WALKER LAW FIRN 444 PQl riHi' 14 '?' 11\nI JOHN IV. WALICER,P.A. Attorn^ at Law 1723 Broadwajr Little Rock, Arkansas 72206 Telephone (501) 374-3758 Hvc (501) 374-41S7 TFL^\\^SMISS.iON COVER SHEET lymte: \u0026lt; T^: /J. fttx\n3 '1 ile: '3oh./v YOU SHOULD :RCEIVE [__(including cover sheet)] EAGE(S), INCLUDING THIS COVER SHEET. IF YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CALL \u0026lt;{3'^1) 374^3753\u0026gt;. The informalicn contained in this facsimile message is attorney privileged and confidential infcxn-iaticn Intended only for the use of the individual or entity named above. If the reader of this message is not th^e 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 this communication in error, please immediate notify us by telephone, and return the original message to us at the above address via the U.S. Postal Service. Thank you.* 5013744137 l-WLkER LAW FIRM 471 POl MAY 15 3' 13:31 I JOHN IV., WALKER,P.A. Attorn/^ at Latv 1723 Brcad^vaj Little Reck, Arkansas 72206 Telephone (50.1) 374-3758 Fax (501) 374-4187 E\\X TR.\\NSMISSION COVER SHEET Dfttf: T: lU\nSeiukr: YOU SHOULD RECEIVE [ (including cover sheet)] PAGE(S), INCLUDING THIS COVER SHEET. IF YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CALL \u0026lt;(501)374-375S\u0026gt;. Ths inforn^.alion contained in this facsimile message is attorney privileged and coni'idenLial 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 tltis communication is strictly prohibited. If vou have received this ccmmtmication In error, please S M1 k I * t  v T kf . *** A immediate notify us by telephone, and return die original message to us at ths above address via the U.S. Postal Service. Thank you.501374413? WALKER LAW FIRM POl 'Ol NAY 15 '?' JOHN w. lULPH WASHINGTON MARK BURNEITE AUSTIN PORTER. -JR. KIMBERLY R. DtCTISON John w. Wklker, P.A. ArroK.'sfY At Lay. 1723 BftO.vLWAY Juiri'i-i\nRock, Ark-^xsas 72206 Tele?!!' (501) 374-3758 FAX (501) 374-4187 Via Facsimile May 15, - 376-2147 1997 Chris Heller Friday, Eldredge \u0026amp; Clark 2000 Commercial Bank Building Little Rock, AR 72201 Dear Mr. Heller: It is one o'clock. I have your 11:15 a.m. fax wherein you say that you are available to respond to any complaint that I may have regarding selection of incentive .chool principals. I am v/riting because you are apparently not available, according to your office. After this letter I will be unavailable. I renew' my request to speak with Ms. Gremillion, not necessarily because I have a complaint but because she is the responsible party for implementing what is essentially my ideas regarding the way the six predominately black schools should be dealt with. At no time has Ms. Gremillion sought to meet with ms to discuss the Incentive Schools. Ms. Estelle Matthis, Mr. Sterling Ingram and I met many times, sone of which you were present, to discuss and refine the plan where there were concerns regarding either the theory or rhe implementation of the plans. My desire to talk with Ms. Gremillion is a result of what appears to be an attempt to focus away from remediation of achievement disparities of minority youth and to continue the trend of bad mouthing these schools. You personally, I, district officials and the Board all agreed that these would be the bes schools in the District. especially since thi I intend to see that they are, representative's counsel. is my obligation as the class This means. Chris, that before I can intelligently complain regarding implementation I must be able to examine the information and to converse with information sources. That is normal monitoring, access to nor the State. That is what you do not deny ODM Thank you for your attention to this matter. Sincerely, / Z /jjdnn W. WalkerUi' 7441S7 UIALkEP LAI'I FlPI't 471 PG2 Page 2 Letter to Chris Helier May 15, 1997 ' W\nj s c: Dr. Don Roberts Ms. Margaret Gremillion Ms. Sadie Mitchell Ms. Ann Brown\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_510","title":"Incentive Schools: Parent community involvement","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":["1991/1994"],"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","Parents' and teachers' associations","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Parent community involvement"],"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/510"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 August 2, 1991 PARENT'S CONTRACT My child (Complete Name) grade at is presently enrolled in the Incentive School. As a parent I agree to support the provisions of my child's educational philosophy, program, and goals of Incentive School. I will\nattend regularly-scheduled and specially-called teacher/parent conferences\n*1 cooperate with the school when disciplinary actions are . necessary\nsupport school rules and policies\nensure the student's compliance with the dress code policy\nprovide a proper study environment and require completion of homework as assigned\nensure prompt and regular school attendance\nand *be an active member of the parent/teacher organization and attend all meetings and other school function. * * * *, I agree with the fundamental principles as stated above and will assist the staff with my support. at . ____________ honoring this contract. I am aware that my child's success Incentive School is contingent upon my Date Parent/Guardian's Name Parent/Guardian's Signature Address (Home) Telephone // (Work)INCENTIVE SCHOOL PARENT SURVEY SCHOOL TEACHER .TUDENT INFORMATION: Name\nLast First M.I. Date of Birth Grade Address: Phone: Parent/Guardian: Last First M.I. PARENT INFORMATION\nEducation Completed: (please check) Grade School Post Grad. High School Vocational School ___College____ If you did not complete high school, would you be interested in help with meeting G.E.D. requirements? YES NO Would you be interested in attending a workshop or seminar on any of the fol lowing? may have.) (Please check one or more and write in any suggestions that you ___Using your Parent Skills ___^Drug Awareness ___^Successful Parent/Teacher Communication ___Disciplining my Child ___Single Parenting ___Communicating with Teens ___Personal Finances (Making ends meet) ___Dealing with Stress/Learning to Relax ___Making Family Outings Fun, Cheap, Educational ___Motivating Your Children ___^Listen!ng Ski 11 s ___Career Planning ___How to use a Computer ___^Safety in the Home I'ncouraging your Child's Creativity ___Understanding Tests my Child Takes ___Sharpening Your Math/Reading Skills ___How to Help My Child in Reading/Math ___Helping your Child with Homework ___How to be an Advocate for my Children ___Storytel 1 ing ___Healthy Body, Healthy Mind ___Diet and Eating Right! ___^How to Talk to Young People about Sex ___^Other Suggestions Circle One: Do you work outside the home? YES NO (Spouse) YES NODate and Time 10-26-91 10-11:00 \\/ Saturday Morning a.m. 11-4-91 6-7:00 p.m. vffonday Night (At Rightsell) 11-11-91 6-7:00 p.m. /Monday Night (At Stephens) 11-18-91 6-7:00 p.m. ^/Monday Night (At Rockefeller) /11-20-91 6-7:00 p.m. Wednesday Night 11-25-91 6-7:00 p.m. 'Vfonday Night (At Mitchell) ,12-2-91 ^Monday Night 6-7:00 p.m. (At Garland) 12-9-91 (At Rockefeller) 6-7:00 p.m. Incentive School Parent Workshops Fall 1991 Title How to Help my Child in Reading Mrs. Alice Stovall How to Help my Child in Reading How to Help my Child in Reading How to Help my Child in Reading How to Use the Computer How to Use the Computer How to Use the Computer How to Use the Computer 1 Location Franklin (Parents only) Mitchell \u0026amp; Rightsell Garland \u0026amp; Stephens Rockefeller \u0026amp; Ish Parents Franklin Parents only Mitchell \u0026amp; Rightsell Garland \u0026amp; 1 Stephens Rockefeller \u0026amp; Ish VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT November 8, 1991 11 i vV Ms. Lonnie Dean, Principal Stephens Elementary School 3700 W. 18th Street Little Rock, AR 72204 I A' Dear Ms. Dean: A group of young Black community people known as the Ambassadors of Life recently formed a speakers bureau. The members volunteered to speak to students in the Little Rock Public Schools about their careers, hobbies or interests at the request of a teacher. Tracy Steele is the Chairperson of the organization, however, they have charged me with the responsibility of coordinating activities for the speakers. Please share the AOL list with your school staff. If any of your teachers would like to request a speaker for their classroom or would like more information please have them call me at 324-2292. Sincerely, ZcLfed: Valerie R. Hudson Incentive School Coordinator Enclosure 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-2290 AMBASSADORS OF LIFE. INC. Speakers Bureau Resources For information regarding the following resources, please contact Valerie Hudson at 324-2292. 1. Tracy Steele - Special Assistant for Economic Development, State Department for Economic Development. (AOL Chairperson) 2. Janice Kearney - Owner/Publisher, Arkansas State Press, 3. Fred Allen - Senatorial Legislative Aide, Senator Pryor's office. 4. Ethel D. Armstrong - Supervisor for Medicare Secondary Pay, Blue Cross and Blue Shield. 5. Troy Baker - Manager, Professional Conmunications, Entrepreneur. 6. Jerry Bradley - Family Advocacy Network Coordinator, NLR Boys Club. 7. Richard Brown - Enforcement Officer, Arkansas Beverage Control. 8. Lauren Chambers - Engineer, Entergy Operations. 9. Valerie Hudson - Incentive School Coordinator, Volunteers in Public Schools. 10. elevon Young - Planner, Arkansas Human Development Corporation. 11. Connie Cogshell - Administrative Assistant, Blue Cross and Blue Shield. 12. Greg Clay - Graphic Designer 13. Ed Coleman - Chief, Monitoring \u0026amp; Support, Employment Security Division. 14. Cassandra Curry - Speech Language Pathologist, Stephens Elementary. 15. Byron Dillard - Community/Consumer Relations, Arkla Gas Co. 16. Brenda Donald - Assistant to the City Manager, City Manager's Office. 17. Roosevelt Dobbins - Program Analyst, Harvest Foods. 18. William Deloney - PSA Director, COOL 95. 19. Allie Freeman - Special Assistant Governor's Aid, Appointments, Boards and Commissions. 20. Sandra Lilly - Employee Relations Coordinator, Blue Cross and Blue Shield. 21. Lisa Mathis - Lawyer, Justice Bob Brown, Supreme Court.Ambassadors of Life Speakers Bureau Page 2 22. Christopher Bell - Assistant Director, COPE 23. Crystal Hogan - Case Manager, New Futures. 24. Deborah Robinson - Program Director, Channel 14 BET. 25. Carla Stokes - Just Say No/Project LEAD Coordinator, Arkansas for Drug Free Youth. 26. Carla Faye Edwards - Hearing Officer, Blue Cross and Blue Shield. 27. Lott Rolfe, III - Extention Specialist for Community Development, University of Arkansas Cooperative Extension Services. 28. Pat Vincent - Claims Representative, Allstate Insurance. 29. Marty Burton - Assistant Coordinator of Mediation Programs, Arkansas Development Finance Authority. (Farmers) 30. Dionne Mitchell - Group Life Therapist, Centers for Youth and Families, Elizabeth Mitchell Division.4 111 * I X i. f. \u0026lt; X i f X X X + X' XIX X * X X X X i K X X i. t X X X X * IX .1X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X P.Ol I n! SENDER TRANSACTION REPORT DEC- 3-31 TUE 8:47 RX TINE PAGES TYPE NOTE X   i I i ii.1 I. : 8:45 501 374 7609 1'37\" 2 RECEIVE OK X X X X X X X  ' . * IH'. .1X X * X X X X X X XIX X X X X. X X Y I, X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X BSB H19:54 5111 ri 7609  L R School Dist U01 Itf aJ  L'TTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324-2032 Decenib^r 3,].,19.91. Connie Hickman Arma Hart 324-2037 Speakers Bureau Attendance (11-26-91) ,. i/MtS Tease advise whether or not this is adequate. ILL-niQU _ Out! HR 3r r.\\ PROCESSING GEE!C USE ONLY -Oaie __ _ Tirnt_____  : 17 301 374 7609 L R School 1)1 st 01)51  001 c. Dept LITTLE ROCK Fax X . Post-It brsiid fax transmittal memo 7671 i* pasas  012? yy\\ rj icbiTcin Ft^m c. Phone ir 32/\" 2-OeX) 3 -^.\u0026lt;4 - 2*05 2. Rightsell Elemen i ahy  ocmool 911 West 19\" street Phone 324-2430 Little Rock, Arkansas 72206 Novem'ber 20, 1991 LiS. Area Hart, Desegregation facilitator,^ received MOV 2 0 ^391 : Mrs. Bobbie H. Goodwin, Principal desegregation Spucikci's Bureau Robert Cook Street! -\n.e Rock, Arkansas 224 28 (BM) 8? Ms. Ann Sanders Rightsell Elementary Phone: 32A-2430 auelyn Dayidson '\nienal Parkway Rock, Arkansas 888-7042 (WF) . Frenzella Dodson  Oitseji hl\u0026amp;aientary (BP) 324 2430 ene Goetz  '1 EleTaentary 324-2430 (WP) 1 (BP) 430 rary 4 - M. Johnson me )er, Arkansas  '8-0283 72202 (V)P) md Jones . -.\nLib 12/02 91 17\nIS L R School Dlst --* ODM  002 S3 301 374 7609 '.9 I K'S .y!JSaK-?V LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 Sout*' Harrison Phone 671-6380 Little Rock, Arkansas 72204 TO: BKOM: Larry Robertson, Assistant SuperintendratJ^QjyPC h'n'/ ? 7 1SS1 Franklin A. Davis, Principal. SUBJECT: Speaker's Bureau T'.TE\nNovemtsy:- 22, 1991 The foUoxvung persons have agreeded to serve as the committee for the .rankiin School Speaker's Bureau: liJ^ENTS TCAtlHKRS i'lJda Roddy 414 Fair Pack Boulevard ittle Rock, AR 72204 J0NE_\n_ 664-6529 ACE: White\n1ENDER: Female Pam Person 5716 Randolph North lattla Rock, AR 72116 PHONE: 0887 RACE\nBlack GENDER: Female rl 'oung  \u0026lt; .t 24th ock, AR 72204 666-2472 Black -OR: Female Jade Montgomery- 2603 Lehigh Drive Little Sock, AR 72204 PHONE: 224-1836 RACE\nGENDER\nBlack- Female fc rsra Jenkins 1608 South Grant little Rock, AR PHONE: RACE\nBlack Brenda Hansnons 35 North Meadowcliff Little Rock, AR 72209 PHONE: 562-5244 CHOES: RACE: White ter GENDER\nFemale I 12 02 -91 17\n19 501 34 7609 01)51  003 I** Garland 3ei5W.25ih. Little Rock, AR 72204 L R School DlsT 'a* 'a* Incentive Mr. Robert L. Brown, Jr., Principal ' ' Rione\n(501)671-6275 lb Simply TmniifarrTUitianal' I'* t- 1^? R ED  ilK. -\nrp Av Deseg. Facilitator !.. BroliTi, Jr., Principal November 21, 1991 Speakeis Bureau t40V 2 5 B9  ?ted below are the names, addresses and gender which-you requested the Speakers Bureau: . -tta Cavis 'Charles Parents rens Address Race/Gender ee Turner Teachers Coney d_i\u0026gt;!rs. Loretta Barris Jennifer Parley I ) ie Weidow'er Crsnne Woodruff 3118 Ware St, 4101 W, 21st St. 6520 Kelley Rd. Address 6824 Honeysuckle Lane 10IB Audubon Govs 1500 S. I'yler W/M E/F W/F (unconfrrmed) itace/Gender W/F B/F 12.02 91 17:19 EPSOl 374 7609 ISH TNCES'IlVE SCHOOL 3001 \u0026gt;. Pulaski Street lii-t..e Rock, AR 72206 Nov,',. ..r 21, 1991 TO: :\u0026lt;CS. ..ia Hart ?BOM\nStar Strauss RE: Speaker.^ Buraau Participants NV- ADDRESS a L R Sclinol DI sr 0D?I  004 i--rs, Angela, Parent '--Ergrtvick, Kim, Parent 'ons.\n-ric, Parent ^..Mrch^ield, Vicki, Teacher \u0026gt; -Rilis Cl evel.ano, Teacher (,XFf, Jayrae, Teache- 1224 W. 33Td 3204 Katherine 15 Greenway Dr. 21443 Crabapple 1603 K. 23rd P. 0. Bos 25012 aca received NOV 2 5 1991 DESEGREGATION R/S B/F W/M S/M PHONE # '.-5 568-9419 B\u0026amp;Q-IQ7J 375-5431 666- 463 dil I s I I I I ! i J $ ! :\u0026gt; s i\n* I 1\na i\n117:20 501 374 7609 L R School Dl\u0026amp;t OPM @no5 \u0026lt; \u0026lt;\u0026gt; M-. .i*r s % fe h '5 J h'fir S S I ri J*\u0026gt;  Ai LITTLE ROCK SCHOOl, DISTRICT Stephens Elementary School 3700 West 18 Phone 671-6350 Little Rock, Arkansas 72204 NoveiEoer 21, 1991 geceNeo ro: Araa Hart, Desegregatiori Facilitator ^0^ \"2 5 FROM: Locnie S. Deaa, PriDcipal StBJECi: SPEAKERS' BUREAb COMMITTEE List ..cio-B-are\nthe\nSpeakers Bureau Committee for Stephens Incentive School: ms PARENTS ^5-j8 E f , 0 . r'. ColXct -eu - B/M 37th , Station - 72053 L,JlafiiiEa Wright?- B/p 1503 S. Maple LR - 'jO J' \u0026lt;::elle2Eilington - W/F 12 Green Mta.-i409S 72212 2-2178 \u0026amp;-r''5-M.r's.i-\nPh'iiiip? Whiteaker _ H'/y pt/p 1405 Jr. Deputy Road LR - 72205 224-5542 .............. . . '7 Lftj.kerson - W/F ' orge #1104 - TL07 1 3319 i^^-hilsatEarhes's  ?- w/F 13701 Denn Dr, 54 Helenwood Dr:.. i NLR - 72118 851-872512 02'91 17:20 3U1 374 7609 L R School Dlst -- ODM  006 SPEAKER'S raiRRAn Tracy Noel 2412 Marshall. St. Little Rock, AR 72204 2 5 (501)372-2032 562-6295 WORK Cheryl Kell-y 8710 Winston Dr. Iiittle Rock, AR 72209 (501)562-1627 5-^ ''Rita Dade 1523 W. 23rd Little Rock, AR (501)376-2467 T22j-. Ami Hansen 2810 State. St. little Rock, AR fSiii 'maii Soilth 2015 Center- St. Little Rock, AR (501).3\n2-4323 ranet Louise Lynch 8706 'Ainston Lane Little Rock, AR 72209 (562 .'27) ii i 1 17\n21 111 074 7609 L R School Dlst 01)51  007 LITTLE ROCK SCHOOL DISTRICT Rockefeller Eleivjentary School 700 Easi i7th Phone 374-1226 Little Rock, Arkansas 72206 ROC:-. I\"R SPEAKERS : \u0026lt;j Maginn Street - 1 \\'\n\u0026gt;\nk, AR c\n'.'.  L960(work\nHdie: Wt. i ce 72207 Mr'i. Mary Hross 310 $. Vernon l.ittle .Rork AR '2205 '7^ 33930iome) White ' -iieth Pa'ctsrscn \u0026lt;egard Dr-vc ! i'  . Rock, AR /ZEiVi i^rfortj  : Black F.i , \u0026amp; Mrs. Roy Albert !\u0026lt; .7 College Street  ttle Rock, AR 72202 '-..'2 6672lwo\u0026gt; Race\nBlack . . ' Mrs. Roxannn 'defley 58 Belmont Drive Little Rock, AR 72204 371-7459\u0026lt;v.-.^rk) Rdce\nTerry Stevenson Benui t-gar. i t -' Rnck, 3? U06(wor.k\n.1 ve  72236 R- Black SCHOOL Si'AFF: Jindergarten - Lynr iii-stitute - Eiizal' '111' th :.ry - Patric't\n ..r-'iate - -  11 09.5 4 _____ I 501 374 7609 6 L R School Dlsr. 7 .1 ^:6r ,ij r\\ I' T) r y 7\\: 4\u0026lt;\u0026lt; --7 a /, @002 i- L 6' U C./C.. ^i[fc7-k 2..^ \u0026gt;\u0026gt; -? f Zms._CJ/v^ \u0026lt;36M^Yb^^ .. ^5^!^ lCs.Q-iL...i^.'3'C-'^.33.3y. -tf il^T,1f U\\, ii dlC'b W : /'^ ^'.j- \u0026lt;(.yi3x^''-''^'^ I ' '\u0026gt;-\u0026lt;3 ! ..'\u0026gt;W 9 9 ! 1 1 i i *1.. 7z^ '! fi ''-iii^ .5'-  ---------, A 4b-h( t / f' 1 , X' /- -Z 3'^ I' \u0026gt; \u0026gt;.. AV 17^0 '. y/ty. L Z r-, - \"S. I '.'''3'c t . ) 1, W-il 374 ~l',il9 L H School Dlst.  002 I ' . .'5\u0026gt;' .v\\. 4. !  I J -r --r z U- ' J\n- O' J .. .h-j' j'., S:kx.\u0026lt;jLt-G^. 1 ) '-.s- 141 X  (/. I f f ' a I G /C? \u0026lt;2 li,. ./I U/C '\u0026lt;A^. 'f [jL^ L4.' ..^ f f' ' * - 1 ''} . r  .// 10 A4^ ll(i\u0026gt; z^- - I. t- ,\u0026lt;  f - i*?'\\ 77^ ''J i-.\n\"- V  A^.i'- ,..,x , *1 760 Ik J jtiivjtirr-' '\"k, /__I_ ^4771^01 'I-, i.. -  ' .  f 45- 17 'C/. .- ' 1 !J r / . t -------- !\u0026amp;. f. a:- L .-  r O C f.. Franklin School LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 1991-92 Parent Council List Rightsei I Denise Northcutt 4101 Holt St., Little Rock, AR Richmond Oones 1915 S. Izard St., LR, AR Phone: 445-7430 (Home) 671-7430 (Work) Phone: 372-7240 Pearl Young 4303 W. 24th St., Little Rock, AR Phone: 666-2472 (Home) Robert Cook 917 West 22nd, LR, AR Phone: 224-5128 Mitchell School Stephens Sharon Armstrong (B) 1618 West 22nd St., Little Rock, AR Phone: 375-6612 (Home) 686-9612 (Work) Doretha Grimes (B) 4111 W. 22nd St., LR, AR Phone: 663-0520 Cheryl Kelly (WF) 8710 Winston Lane, Little Rock, AR Sandra Oackson (W) 1508 Marshall St., LR, AR Phone: 375-5830 Phone: 567-1627 Rockefel1 er Ish School Rolanne Hefley (W) 58 Belmont Dr., Little Rock, AR Frankie Jeffries (BF) 1218 West 28th, Little Rock, AR Phone: 664-3116 Phone: 376-6209 Eric Simmons (WM) 15 Greenway Dr., Little Rock, AR Roy Albert (B) 1217 College St., LR, AR Phone: 375-5105 Phone: 568-9419 (Home) 377-0993 (Pager) Gari and Johnetta Davis (BF) 4101 West 21st, Little Rock, AR Phone: 664-5588 Helen Surratt (BF) 2000 Valentine, Little'Rock, AR Phone: 663-5823OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 heritage WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To: From: James Jennings, Assistant Superintendent for Desegregation Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 28, 1991 Subject: Additional Incentive School Documentation Needed Thank you for agreeing to meet with our staff on November 4, 1991. During further review of the Incentive School Monitoring Guide, it became evident that additional data would be needed to complete our reports. As we indicated during our conversation on October 28, 1991, obtaining this information will require the expertise of several of the district's central administrative staff. We will need the following information: - Incentive School Program Committee- membership list and minutes #2 Incentive School Parent Council- membership list and minntps #3 - LRSD Definition of Criterion-Reference Testing - Copy of District homework policy #21 - Homework Hotline- staff list, example of materials #32 - Update on year-round school #37, #92 - Staff recruitment procedures #40, #68 - Staff development records of training in the Incentive Schools #41 - Camp Pfeifer referral guidelines and procedures #55 - Procedure for monitoring SEP's - team list #56-59  - Copy of Incentive School Staffing Needs Assessment/Recommendations #66 - Guidelines for Incentive School staff evaluation #70 - Staff Development Planning Committee - procedures/membership list #71 - Copy of Staff Development Needs Assessment - resrdts/recommendations #72 - Status of the Incentive Schools Instructional Specialist #79 - Teacher Demonstration Committee - membership and current status #77 - Master Teacher Program Committee - membership and current status #78 - Copy of the Teacher Assistance Program Plan #80 - Copy and status of the reserved kindergarten seat policy #82 - Status of Adult/Parent/Community Education #64,83,92 Status of Parent Intern Program #84 Parent Workshops - list of dates/locations, topics, participants #87 - Copy of Parent Recruitment Plan, materials, current status #96 If you have any questions and/or concerns, please do not hesitate to call on us. cc: Dr. Ruth SteeleW- I INCENTIVE SCHOOL PARENT INVOLVEMENT II Surveys of teachers, principals, parents and students identified five main types of parental involvement... have The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, assistance, workshops... parent usually in connection with parent volunteer audiences. and parent attendance at A fourth type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. suggested activities are listed below: Some II (JDR 2308-2309) 83. Adult community education opportunities are offered. 2309, 2310) (JDR STATUS: 84. A Parent Internship Program recruits parents as teacher aides and other positions. (JDR 2309, 2310) STATUS:85. Parent/teacher mentorships are established at the school. (JDR 2309, 2310) STATUS: 86. A Parent Center in the school is staffed and supplied with materials recommended by a staff/parent committee. Materials are loaned to parents. parents. (JDR 2309, 2311) There is a monthly communication packet to STATUS: 87. Parent workshops are offered to assist parents in carrying out school expectations and include such topics as study skills. discipline, time management, financial management, etc. 2312) (JDR STATUS:V 3 88. Community resources are used in the instructional program. (JDR 2313) STATUS: 89. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers given, and students are involved in the selection process. (JDR 2313-2314) STATUS:11 90. Home and school communication is evident at each incentive school. Parents pick up report cards, sign homework, report absences, understand how to advance support and concern for the school, receive a parent handbook and a monthly calendar, and attend school activities and counselor/teacher and PTA meetings. Each school has identified three key communicators and utilizes community role models and mentors. (JDR 2309, 2312, 2315-17) STATUS:91. Parent contractual commitments are signed prior to enrollment. (JDR 2317) STATUS: 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 : 93. School and community trust is raised through inservice courses for teachers and school, speakers bureau for community groups events. in school zones, and posted calendar of neighborhood Neighborhood pride is promoted through events that are coordinated by school staff. (JDR 2319-20) STATUS:t H / 94. School policies and procedures are established by a governing body of administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement. (JDR 2321-22) STATUS:t r f INCENTIVE SCHOOL PARENT RECRUITMENT n Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation reguirements. (JDR 2323) 95. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences and a telephone hotline. Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses. (JDR 2323, 2327-28) STATUS:A t r t 96. Recruitment includes use of brochures, PSA's, billboards, radio, television, newspapers, videocassette recordings, flyers, open house, neighborhood blitz of geographic targets, small group tours, special designation from ADE, celebrity endorsements, and a speaker's encouraged activities. bureau and two for each parent school. recruiters M-to-M transfers conduct are recruitment STATUS\n(JDR 2325, 2329-32)V 97. Recruitment monitoring and evaluation procedures are in place, involving the district Bi-racial Advisory Committee as a steering committee for recruitment, evaluating recruitment quarterly, committee reviews bi-monthly reports from the desegregation office on the progress of recruitment strategies and is advised by marketing/advertising experts. The receives special inservice on the incentive school program and the desegregation plan. (JDR 2325-26, 2333-34) committee The STATUS: TUESDAY, AUGUST 30, 1994  3B Parental ties to schools vital, candidates agree 3 incumbents, rivals appear at forum I BY ADAM BIEGEL Democrat-Gazette Staff Writer Little Rock schools need more parental involvement and less court supervision, six school board candidates agreed at a forum Monday night. The group  three incumbents running for re-election and their challengers in the Sept. 20 school board election  also expressed support for decreased busing, student uniforms and efforts to combat truancy and violence. Our schools will get better only when parents are involved in every aspect of students education, said Judy Magness, who is challenging Little Rock School Board president Dorsey Jackson to represent the citys north central area. Jackson defended Superintendent Henry Williams, who has been criticized for not adequately involving parents in policy development, but said more can be done to improve communication. He explained that parents might not be able to participate in every decision to transfer a principal because some involved confidential personnel issues. But it can t be just a whim, said incumbent Pat Gee, who represents south central Little Rock. Jackson and Gee said the school districts court-approved desegregation plan needs to be amended if the schools hope to be autonomous. It is too burdensome and cumbersome to work, Jackson said. Incumbent O.G. Jacovelli added that the Little Rock School District should focus on the basics and not the race of the child. Two challengers  Ronald Doc Roland and Shelia Parker  said they were unfamiliar with the plans details but pledged to study it if they were elected. Roland, who is challenging Jacovelli in Southwest Little Rock, said a more active school board can help unite often-fractious groups of parents, teachers and administrators. I feel the tone is set from the top down, Roland said. There is no problem with the Little Rock School District but leadership. Parker called for automatic suspensions of students found carrying drugs, guns or other weapons on school property,  This is no place for Batman and Robin, said Parker, who is challenging Gee. This is a place for education. Magness said a hot line should be established for the public to report school-age children they believe to be truant Magness, who lost to Jackson in 1991, criticized him for his misdemeanor conviction on six federal duck-hunting charges in May. I think school board members should lead by example, Magness said, promising to restore personal and public integrity to the Zone 3 seat. The candidates appeared at a public forum at McClellan Community High School sponsored by the Coalition of Little Rock Neighborhoods and Southwest Little Rock United for Progress.RECEIVES MAY 1 6 1994 Office of Desegregaho?! INCENTIVE SCHOOL PARENT/TEACHER MENTORSHIP 1994  The district strives to satisfy the requirements of the Desegregation Plan through existing programs. Although no formal parent/teacher mentorship program exists, the intent of the program is being implemented through the development of parents as teachers of their children via the Academic Support Program parent component, and the development of the aides as effective supporters of student learning. (Information on actual participants is not available.)/- RECEIVED S? f- y MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL PARENT INVOLVEMENT PROGRAM 1994  See Little Rock School District Desegregation Plan, pages 205-214, which includes program description, program goals, objectives, timelines, and persons responsible for this program. Additional person responsible includes the Supervisor of Social Studies.  In addition, parent involvement is guided by the parent component of the Academic Support Program.LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT PROGRAM CHARTER 1, ESEA PARENT INVOLVEMENT PROGRAM CHAPTER 1 PARENT INVOLVEMENT PROGRAM CORE PARENT EACILITATORS-32 PRIVATE SCHOOLS-(4) 320 MEMBERS CHAPTER 1 DISTRICT WIDE GROUP 40 MEMBERS CHAPTER 1 PRIVATE SCHOOLS 10 REPS, FROM EACH CHAPTER 1 SCHOOLLITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT PROGRAM CHAPTER 1, ESEA CORE PARENT INVOLVEMENT PROGRAM (ADVOCACY PROGRAM) PURPOSE The core parent involvement program is designed to accelerate of students by encouraging parents to take the learning rate _ active role in their child's learning process. an effective parent involvement can: Help parents appreciate the school's efforts and their child's education Increase student's motivation to succeed in school 1. 2 . 3 . Improve student achievement I Help children, through home activities, concepts they're learning in school reinforce THE FOCUS  Social behavioral expectations of students  Academic learning environment -enhancing the environment environment at home and supporting the school learning Parent inservice - family literacy CORE FACILITATORS Conduct group meetings  Facilitator training the Chapter 1 Application - conducting meetings and reviewing 4 . THE CORE GROUP  Articulate the Chapter 1 program Primary contacts with Chapter 1 parents and general information meeting reminders,  Assist the local school in meeting Chapter 1 district goalsMEETING OF CORE PARENT GROUP Discuss Organizational Structure Plan Core Parent activities for the school year Schedule facilitator and Core Parent meetings for the year PARENTAL INVOLVEMENT First Semester Identifying, mobilizing, organizing, informing, and involving parents. A. B. District wide meeting of Parents of all eligible children School Base - Scheduled meetings C. Activities PARENTAL INVOLVEMENT Second Semester I. PREPARATION FOR PARENTAL INVOLVEMENT Academic learning and behavior modification experiences A. Improving family and school relations B. Helping teachers and administrators understand the positive effects of family and school relations II. MEMBERSHIP K Parents or guardians of children eligible for Chapter 1 services Recommendations by classroom teacher(s). Chapter 1 teacher(s), principal(s) III. TRAINING A. B. Discussing basic requirements of Chapter I (Federal, State and Local) Examining how the district plans its Chapter I application and who is responsible for specific programs C. Planning the Chapter I Parental Involvement Program D. Making reportsIV. ACTIVITIES A. Selecting Chapter I participants B. Services to Chapter I students C. Chapter I classroom-facilities and supplies D. Meeting place and school support V. EVLAUATION Questions parents and school officials will want to answer in evaluating the effectiveness of the core parent program. A. How were core members selected? of all Chapter I parents in the district? Are they representative B. Does the core group have regularly scheduled meetings? C. How are core group members and other parents involved in participating several activities? D. Is there a training program for core parent members? What does it involve? E. How effective is the training to parents involved in school activities? F. What is the school response to the Chapter I parent involvement program? LEADERSHIP DEVELOPMENT CORE PARENT GROUP SHOULD: 1. Decide a meeting time, date, place, and the number of meetings to be held 2 . Select a facilitator 3 . Set goals 4 . Develop activities 5. Develop a calendarTHE FACILITATOR SHOULD: 1. Preside over all meetings 2. Use basic parliamentary procedures 3 . Develop meetings based on needs 4. Participate on all committees 5. Selected by core members THE RECORDER SHOULD: 1. Notify core members of meetings 2. Keep accurate minutes of all meetings 3. Submit copies of minutes to Federal Programs Office and to the school principal ' 4. Distribute materials to core members 5. Selected by core members CHAPTER 1 TEACHER(S) SHOULD: 1. Serve as liaison to local school core parent members 2. Assist core parent facilitator/parent Coordinator in fostering parent inservice and school base meetings 3 . Attend core parent meetings 4 . Attend districtwide core parent meeting(s)(A' INCENTIVE SCHOOLS J Focus on Parental Involvement  All families are interested in their children's futures.  There are various ways in which parents can become involved in their children's education.  Reaching out to parents is important if some parents are not going into school, the school may need to go where parents are and provide them with support and opportunities to become involved.  Effective outreach requires a partnership between schools and other community organizations.  Schools must be willing to try new approaches and to restructure in order to meet the needs of families for flexible timeframes, childcare, and transportation.  Schools need to collaborate with other community and social service providers in providing educational services to parents who, due to their own life circumstances, cannot assist in their children's schoolins.PARENT ADVISORY COUNCIL (PAC) GOALS FOR 1993-94 1. To increase student attendance and academic achievement. 2. To create and implement a design for optimal parent invo1vement. 3. To mobilize parents and the community at large to become involved with their schools and to participate in setting future directions for the Little Rock Public Schoo 1s. 4. To establish and effective planning, management, monitoring, evaluation, and accountability system so that public and private funding sources will be encouraged to increase their level of financial support for public education in Little Rock. 5. To ensure a safe, we 11-organized school environment which is conducive to teaching and learning for Chapter I students, teachers, and parents. 6. To help prepare each Chapter I student to assume a productive role in a technological society. 7 , To improve staff competencies through effective staff development programs as enablier for PAC parents. 8. To improve communication and linkages between schools and their communities on the school, district and community 1 eve 1. 9. To develop interagency programs which provide a holistic approach and maximize the use of existing resources. RECEIVFO MAY 1 6 1994 Office of Desegregation Moniioring INCENTIVE SCHOOL COMMUNITY NEEDS ASSESSMENT 1994  Community needs are assessed in a variety of ways. The responsible person for Incentive School parent involvement is delivering services from the survey attached. The attached information is from the 1992-93 school year.  In addition, needs will be identified through the School Climate/Human Relations survey which was administered May 10, 1994. Results will be provided when scanning and analysis are completed.Sdhool - Rockefeller Incentive School Parent Survey Results m _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication_____________ Disciplining my Child Single Parenting__________________________________________ Communicating with Teens Personal Finances (Making Ends Meet) Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children Listening Skills - -- -  Career Planning How to use a Computer Safety in the Home Encouraging your Childes Creativity Understanding Tests my Child Takes Sharpening Your Math/Reading Skills_________________ How to Help My Child in Reading/Math________________ Helping your Child with Homework I 20 25 r \u0026gt;5 24 20 17 18 *32 21  eMi 14 6 6 35 24 20 \"S' 32 ' -29 i How to be an Advocate for my Children 9 Storytelling Healthy Body, Health Mind Diet and Eating Right! How to Talk to Young People about Sex 2 12 14 23 Other Suggestions: Teaching Children to Resolve Conflicts Among Themselves 1 Education of Parents: Grade School Post Grad. _9 16 High School__63 Vocational School 26 Need GED 9 College__51__ Working Mothers 95 Non-Working Mothers ___33 Working Fathers ___59 Non-Working Fathers ___12School 'o Ish Incentive School Parent Survey Results _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication____________ Disciplining my Child___________________________________ Single Parenting__________________________________________ Communicating with Teens________________________________ Personal Finances (Making Ends Meet)_________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children________________________________ Listening Skills Career Planning___________________________________________ How to use a Computer_________________________'_________ Safety in the Home_______________________________________ Encouraging your Child's Creativity__________________ Understanding Tests my Child Takes__________________ Sharpening Your Math/Reading Skills__________________ How to Help My Child in Reading/Math Helping your Child with Homework 8 \" It  P 5 10 8 5 7 7 6 5 . -19? 8 1 10 8 9 T I How to be an Advocate for my Children 5 Storytelling________________________________ Healthy Body, Health Mind_______________ Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions 2 3 8 -- 15 Education of Parents: Grade School Post Grad. 3 4 High School__23 Vocational School 14 Need GED 2 College__23__ Working Mothers ___ Non-Working Mothers ___ 8 40 Working Fathers Non-Working Fathers 16 7ISchool - Mitchell incentive^ School Parent Survey Results i _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication_____________ Disciplining my Child___________________________________ Single Parenting__________________________________________ Communicating with Teens________________________________ Personal Finances (Making Ends Meet)_________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children___________________________- Listening Skills__________________________________________ Career Planning___________________________________________ How to use a Computer Safety in the Home V 12 14 \u0026gt;7 t 18 8 7 12 15 r  ilRiyiI'Hli 6 6 Encouraging your Childes Creativity V n I Understanding Tests my Child Takes Sharpening Your Math/Reading Skills How to Help My Child in Reading/Math Helping your Child with Homework How to be an Advocate for my Children Storytelling______________________________ Healthy Body, Health Mind_____________ Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions Education of Parents: 9 13 32* 21 8 10 7 8 18 J Grade School Post Grad. 4 5' High School__51 Vocational School 26 Need GED 3 Co1lege__3 5__ Working Mothers _________ Non-Working Mothers ___18____ 64 Working Fathers ___39 Non-Working Fathers ___23School - Garland I Incentive School Parent Survey Results Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness Successful Parent/Teacher Communication Disciplining my Child Single Parenting Communicating with Teens Personal Finances (Making Ends Meet)_____________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children Listening Skills Career Planning How to use a Computer Safety in the Home Encouraging your Childes Creativity Understanding Tests my Child Takes Sharpening Your Math/Reading Skills How to Help My Child in Reading/Math Helping your Child with Homework How to be an Advocate for my Children Storytelling Healthy Body, Health Mind Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions - Parent Heritage Classes (African) 5 2 5 3 5 4 9 12 7 12 . 4 6 14 2 10 7 4 9 10 7 5 5 4 3 1 Education of Parents\nGrade School Post Grad. 1 i High School__18 Vocational School 7 Need GED 4 College__11__ Working Mothers ___ Non-Working Mothers 9 20 Working Fathers ___14 Non-Working Fathers 4WORKSHOP REQUEST ROCKEFELLER SURVEY RETURNS 118 1. -2. 3. 4. 5. How to Use a Computer Motivating Your Children Helping Your Child With Homework How to Talk to Young People About Sex Understanding Tests My Child Takes ^4^ V WORKSHOP REQUEST STEPHENS SURVEY RETURNS 82 ^1. ^2. 3. 4. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Successful Parent/Teacher CommunicationPARENT SURVEY RETURNS FRANKLIN INCENTIVE SCHOOL 111 RETURNS WORKSHOP REQUEST X 1 . \\2. 3. 4. 5. 6. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Helping Your Child With Homework Single Parenting Disciplining My ChildWORKSHOP REQUEST GARQAND INCENTIVE SCHOOL SURVEY RETURNS 75 \u0026gt;^1. ^2. 3. 4. 5. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Helping Your Child With Homework Understanding Test My Child TakesWORKSHOP REQUEST ISH SURVEY RETURNS 49 1. 2. 3. 4. 5. Motivating Your Children How to Use a Computer Single Parenting How to Help My Child in Reading/Math How to Talk to Young Children About SexWORKSHOP REQUEST RIGHTSELL SURVEY RETURNS 24 1. Motivating Your Children 3. 4. 5. How to Help My Child in Reading/Math Helping Your Child With Homework How to be an Advocate for My Children How to Talk to Young Children About SexRECEIW^ MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL ADULT EDUCATION OPPORTUNITIES 1994 Brochures from the Adult Education Center were distributed in the Incentive Schools. Attached are copies of:  L. R. Adult Education Center 1993-94 Schedule for Adult Education, Computer Literacy and Business Education  Brochure - \"Open the Door to Opportunity\"  Brochure - \"Adult Education (ABE/GED) - A Better Life!\"  Brochure - \"Dont Wait - Brighten Your Future\"  Flier - Community and Adult Education Courses - Schedule  Flier - FREE Adult Education Classes, Metropolitan, McClellan and Adult Education Center (Information on actual participants is not available.)DO YOURSELF A FAVOR - ENROLL IN ADULT AN EDUCATION CLASS! Would you like to: A. Get your high school diploma? B. Review and refresh your high school skills? C. Learn to read, write or do math better? D. Study computers or take some Business Education Courses? LITTLE ROCK ADULT EDUCATION CENTER If you answered yes to any of the above questions you should call 324-2260 or come by 1401 Scott Street and enroll in one of the adult education classes. You will be glad you did. 1993-94 SCHEDULE HOW CAN ADULT EDUCATION CLASSES HELP YOU? You will need good basic skills to be considered for many jobs. Good basic educational skills, such as reading, writing, and, math can be the key to advancement in your current job. a GED or high school diploma is required if you wish to enroll in a college or technical school. a diploma can help you find a better job. a better life By enrolling you may encourage your children or grandchildren to stay in school Adult Education classes can prepare you to help your children with their homework. it will help you to improve your reading, writing, and math skills. Computer or Business Education classes can help prepare you for a job. ADUL T EDUCA TION COMPUTER LITERACY oi Sd H Z u u z s u 9 a Ed H 2 H 2  S U u J -J H  F- H  H J 3 J a (S B6 BUSINESS EDUCA TION 1401 SCOTT STREET LITTLE ROCK, AR 72202 S324-2260 OFFICE HOURS Monday through Friday 8:15 A.M. - 3:15 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M.ADULT EDUCATION CLASSES COMPUTER LITERACY LOTUS 1-2-3 FEE: S60, INCLUDES TEXTBOOK The adult education classes are offered at no cost and you may enroll at any time that school is in session. INTRODUCTION TO PERSONAL COMPUTERS FEE: S50, INCLUDES TEXTBOOK You are eligible to enroll if you are 18 or older. Persons between the ages of 16 and 18 may enroll under certain conditions Nine three-hour sessions includes lots of hands-on training. Lessons include the basics of computer hardware, MSDOS operating system, software. A complete course. Starts with Lotus basics such as spreadsheet formatting and setup, saving and other bask commands, and progresses to more advanced applications. Each class is set up for one semester\nhowever, you can finish the classes at your own speed. Each class is individualized. work processing, graphics. database, spreadsheets and LOTUS, PART n FEE: S45 (SAME BOOK AS PART I) Your will get plenty of personalized attention from teachers that want to help you. You will also learn some general skills such as how to study. ADULT BASIC EDUCATION (ABE) This class covers basic reading, spelling, english, and math. GED PREPARATION This class covers all the subjects necessary to prepare a person to pass the GED test Subjects are: Writing skills, social studies, science, literature and the arts, and math. COMPUTER CLASS SCHEDULE DAYS: 8:30 AM. -11:30 AM. Session 1: Aug. 23 - Nov. 1 Session 2: Nov. 8. - Jan. 24 Session 3: Jan. 31 - Apr. 4 Session 4: Apr. 11 - June 6 EVENINGS: 6:00 P.M. - 8:30 P.M. Session 1: Aug. 31 - Oct 26 Session 2: Nov. 2 - Jan. 11 Session 3: Jan. 18 - Mar. 15 Session 4: Apr. 5 - May 31 BUSINESS EDUCATION WORD PERFECT 5.0, PART 1 Advanced Spreadsheet features such as macros. Database and graphics using Lotus. One student per computer. Hands-on experience. KEYBOARDING/TYPING FEE: S60, INCLUDES TEXTBOOK Basic keyboarding, technique building, and speed and accuracy drills. SPEEDWRITING/SHORTHAND (UPON REQUEST, MINIMUM 10 STUDENTS) FEE: S60, INCLUDES TEXTBOOK Teaches alphabetic speed writing in 20-30 lessons. Build speed and accuracy. This course can be taught at your business site. BASIC SKILLS REFRESHER Allows the student to review and refresh bask skills that they may have forgotten since leaving schooL The student may study the subject of their choice. FEE: S60, INCLUDES TEXTBOOK COMPUTERIZED ACCOUNTING Subjects are: Reading, writing, social studies. science, lierature and the arts, and math. ADULT EDUCATION CLASS SCHEDULE Monday through Friday 8:15 AM. - 12:00 P.M. 12:30 P.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. -8:45 P.M. GED TESTING SCHEDULE Monday thrmigh Thursday 8:15 AM.-3:15 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. A complete course using WordPerfect 5.0. Part I of the course starts with the basic features of WordPerfect: Setup, exit, saving, indent, bold underline, center, etc. One student per computer. Hands-on experience with business documents. Basic typing/keyboarding skills are required. WORD PERFECT 5.0, PART n FEE: $45, (SAME BOOK AS PART I) Part n covers the advanced/fun features of the WordPerfect program. It starts where Part I ends and covers such areas as newspaper columns, merge, move/copy, document assembly, sort, etc. One student per computer. Hands-on experience with business documents. Part I required. FEE: $60, INCLUDES TEXTBOOK Basic accounting principles are taught first manually and then on the computer. BUSINESS EDUCATION SCHEDULE DAYS: Monday through Thursday 8:30 AM. - 12:00 P.M. Monday and Wednesday 12:30 P.M. - 2:30 P.M. EVENINGS: Tuesday and Thursday 6:00 P.M.-8:30 P.M. Session 1: Aug. 23 - Sept 23 Session 2: Oct 4 - Nov. 4 Session 3: Nov. IS - Dec. 16 Session 4: Jan. 3 - Feb 4 Session 5: Feb. 14 - Mar. 17 Session 6: Apr. 4 - May 5These classes are provided as a service to the community by the Little Rock Adult Education Center. Textbooks are included in the fee. Each class normally meets for one-3 hour session each week. OPEN THE DOOR TO OPPORTUNITY Call 324-2261 or 324-2262 to get the schedule for each class. COMPUTER LITERACY (introduction to Computers)  O ADULT EDUCATION O 9 sessions $50.00 LOTUS 1-2-3, Part I 10 sessions $60.00 LOTUS 1-2-3, Part II 10 sessions $60.00 TYPING BEGINNING AND REFRESHER 10 sessions $60.00 WORD PROCESSING I (Word Perfect 5.0) 10 sessions $60.00 WORD PROCESSING II (Word Perfect 5.0) 10 sessions $60.00 DESKTOP PUBLISHING i 10 sessions $60.00 COMPUTERIZED ACCOUNTING 10 sessions $60.00 QC UJ H Z UJ CM O \" CM SPEEDWRITING 10 sessions $60.00 oo oz w-t 5 S ! NOTE\nA CLASS MAY BE CANCELLED IF THE MINIMUM ENROLLMENT OF 10 IS NOT MET. UJ \u0026lt; 2  I O- CO oO'* T- tr  -* LU  O ADULT EDUCATION CENTER 1401 Scott Street Little Rock, AR 72202 324-2261 8 I II SI 3 Q \u0026lt; 324-2261 Little Rock Adult Education Center Adult Education Education Programs: (ABE/GED) The Adult Basic Education (ABE) Program includes courses in: Reading Spelling Math English English as a Second Language!ESL) The General Education Development (GED) Program includes courses in: Engli sh Reading Math Science Social Studies Computer Assisted Instruction GED-ON-TV The Adult Vocational Program includes courses in: Home/Personal Computer I Home/Personal ComputeriI Typing I i II Word Processing Lotus 1-2-3 Shorthand/Speedwri t i ng Office Machines and Procedures si 0 U HD cu 0 H . I* JJ,  *\u0026gt;\u0026lt; r C (0 0 01 0 01 V* D[ The Little Rock Adult Education Center is open from 8:15 A.M. to 4:00 P.M. Monday through Friday and 6:00 P.M. to 9:00 P.M. Monday through Thursday. UI Q 2 0 ~ u  0 h J  r II 3  \u0026lt;  0 Hi J LITTLE ROCK ADULT EDUCATION CENTER 1401 Scott Street Little Rock, AR 72202 324-2260 Do Yourself A Favor Get Your GED Diploma! Are you one of the many who do not have a high school diploma? Would you like to have your diploma? If you already have your diploma, would you like to take some refresher courses? If you would like to get your high school equivalency diploma or take some refresher courses, ask us about our General Adult Education program. Through day or night classes, you will be able to study for the GED examination. When you pass the GED exam, you will be awarded an Adult Education High School Diploma. Am I Eligible? If you are 18 or older you may enroll. Under certain conditions. persons between 16 and 18 years old may enrol 1. When Can I Enroll? You can enroll any time that school is in session. How Long Will It Take? The adult education class is set up for one semester. However, you can finish the course at your own speed. You may be ready for the GEO exam in less than a semester, or you can study longer if you need to. What Are the Classes Like? Here Are Answers To Some of Your Questions You will be more employable with a GED. It wont cost you to enroll. You can work at your own speed. You will get plenty of help and you will know your are ready for the GED exam. A GED diploma is equal to a high school diploma. It is not too late for you. How Will It Help Me? * You will need a high school or GED diploma to be considered for many jobs. * Your GED can be the key to advancement in your current ix\u0026gt;b. * A diploma is required if you wish to enroll in college or technical t raining. * A diploma can help you find a better job, a better life!  May encourage your children or grandchildren to stay in school. Prepare you to help your children with their homework.  Improve your reading, writing and math skills. You will study the writing, reading, social studies, science, and mathematics you will need to pass the GED exam. You will get plenty of personal attention from people who want to help you succeed. You will also learn some general skills such as how to study. What Will It Cost? There is no cost for enrolling. The State of Arkansas pays for your study because it is so important that you get your GED Diploma. Books for the course cost about $10.00. J, I K. (I A? Inian Ml * 'III'  i i/jr.ti to/- .Ji? -liS ' 'J XJ O id hU o K) o tn n O 5Z\u0026gt; a re o70 n c DON'T WAIT BRIGHTEN YOUR FUTURE m Q. C n o' 3 n o R3* o at the Little Rock Adult Education Center 1401 Scott Street Little Rock, AR 72202 324-2260 SUCCESS AWAITS YOU The Adult Basic Education (ABE) Program includes courses in: ONLY IF YOU PREPARE FOR IT. ADULT EDUCATION HELPS YOU  improve your reading.  prepare for a GED.  prepare for a vocational or college education.  prepare for the Armed Services.  prepare for a job.  increase your opportunities for a more productive life.  help your children with their homework. The Little Rock Adult Education Center and its satellite programs are sponsored by the Little Rock School District to enable adults 16 years of age or older to improve or finish their education. Reading Spelling Math English English as a Second Language (ESL) The General Education Development (GED) Program includes courses in: English Reading Math Science Social Studies Computer Assisted Instruction GED-ON-TV Classes are held MONDAY through FRIDAY 8:30 a.m. to 2:45 p.m. Monday through Thursday 6:00 p.m. to 9:00 p.m. For further information call 324-2260 or 324-2261 or come by the Adult Education Center at 14th and Scott Streets. The Adult Vocational Program includes courses in: Home/Personal Computer I Home/Personal Computer II Lotus 1 -2-3 Typing I \u0026amp; II Word Processing I \u0026amp; II Shorthand/SpeedwritingCOMMUNITY AND ADULT EDUCATION COURSES SCHEDULE 1993-94 ADULT BASIC EDUCATION (ABE) Reading, Spelling, English, Math Monday through Friday 8:15 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.jVL - 8:45 P.M. NO FEE INTRO. TO COMPUTERS Monday (April 11,1994) 8:15 A.M. - 12:00 p.m. Tuesday (April 5,1994) 5:45 P.M. - 8:45 P.M. 9 Weeks FEE: S50.00 BASIC SKILLS REFRESHER English, Math, Spelling Monday through Friday 8:15 A.M. - 3:00 P.NL Tuesday and Thursday 5:45 P.M. - 8:45 P.M. NO FEE TYPING, BEG. \u0026amp; REFRESHER Tuesday and Thursday 8:15 A.M. - 12:00 P.M. April 5,1994 Monday and Wednesday 12:30 P.M. - 2:30 P.M. April 4,1994 FEE: $60.00 5 Weeks GED PREPARATION Monday through Friday 8:15 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. NO FEE WORD PROCESSING 1 (Word Perfect 5.0/5.1) Monday and Wednesday 8:15 A.M. - 12:00 P.M. April 4,1994 GED TESTING Monday through Thursday 8:15 AJM. - 3:00 PJM. Tuesday and Thursday 6:00 P.M. - 8:30 P.M. NO FEE Tuesday and Thursday 12:30 P.M. - 2:30 P.M. April 5, 1994 Tuesday and Thursday 5:45 P.M. - 8:45 P.M. April 5,1994 5 Weeks FEE: $60.00 FOR MORE INFORMATION, CONTACT THE LITTLE ROCK ADULT EDUCATION CENTER 1401 SCOTT STREET LITTLE ROCK, AR 72202 324-2260 OR 324-2261FREE ADULT EDUCATION CLASSES AUGUST 23,1993 THROUGH JUNE 3,1994 OPEN ENTRY/OPEN EXIT ADULT BASIC EDUCATION(ABE) GED PREPARATION BASIC SKILLS REFRESHER GED TESTS SCHEDULE MONDAY THROUGH FRIDAY 8:15 A.M.- 12:00 P.M. 12:30 P.M. - 3:00 P.M. TUESDAY AND THURSDAY 5:45 P.M. - 8:45 P.M. OFFICE HOURS: MONDAY THROUGH FRIDAY 8:15 A.M.-3:15 P.M. TUESDAY AND THURSDAY 5:45 P.M. - 8:45 P.M. COMMUNITY EDUCATION CLASSES HCOMPUTER LITERACY (Introduction to computers) HTYPING /KEYBOARDING (Beginning and refresher) awORD PROCESSING (WordPerfect 5.0) BLOTUS 1-2-3 aCOMPUTERIZED ACCOUNTING ^HORTHAND/SPEEDWRITING CALL 324-2260 FOR A SCHEDULE OF CLASSES METROPOLITAN VO-TECH Monday through Friday 8:30 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. LITTLE ROCK ADULT EDUCATION CENTER 1401 SCOTT STREET LITTLE ROCK, AR 72202 324-2260 McClellan high school Feb. 1 - May 12, 1994 Tuesday \u0026amp; Thursday 6:00 P.M. - 8:30 P.M.RECEIVED MAY I 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL PARENT INTERNSHIP PROGRAM 1994  Attached is a list of parents of Incentive School students who have been hired as aides at the Incentive Schools.PARENT INTERNSHIP PROGRAM PARTICIPANTS SCHOOL NAME POSITION FRANKLIN Tammy Fleming Martha Hood Instructional Aide Instructional Aide Sadie Henry Gloria Jackson Instructional Aide (4- yr. old program) Instructional Aide RIGHTSELL Pamela Timms Annette Merrill Writing to Read Aide Computer Lab Attendant ROCKEFELLER Charlotte Lee instructional Aide Cynthia Antoun Rhonda York Instructional Aide Instructional Aide Carol Brown Instructional Aide Connie Bledsoe Instructional Aide Roselyn Harshaw Sandra Amos instructional Aide Instructional Aide Harriett Redmon Instructional Aide Ester Lee Instructional Aide STEPHENS Gloria Carroll Instructional AideRECEIVED MAY I 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL MENTOR TRAINING RECORDS 1994/ Volunteers in Public Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year ^3 Date Name Address Phone Sex*Race* Please print Street or PO Box aty ZIP M/F B/W/0 Age* A*' under IS B-l^24 C-2M0 Dover 60 Activity or Volunteer job Time In Out I Total I Hours /15 /h Ejumftif Lnmqr' 39OS \\A4 /z^it S|-r^ek Lttfe. Kxx^k^ 7227\u0026gt;4 3ZI - 11'15 I.Z5 'il.1 73/ /^L/ G\u0026lt;7Ar\\rji5.ei^ ^0cit- fA.ac'zKu.ii /iS Xr/r 37-5 \" 5^6- 7^70 7.00 3(77/^ 7770 \u0026lt;3 \u0026gt;iZ /U. 3^^\" I n A4 Co i f u.,n^ /Vm ^t\u0026gt;bA -j- 17// fjO\u0026lt; 377 - y(xU^ 70 f / IaJ e\u0026gt; /y\\cr\\7\u0026gt; M'lenk'i' ^'30 w . V J I /1 yC^acti'K ) T H ^T777 m a Q 6 6 c c L C e c 5 ii3^ A ^V\u0026lt; 3 n ' \u0026gt; 7 cf'I \"t Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. Were glad you're here!Volunteers: sign in please! Volunteers in Public Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year Date Name Address Phone Sex*Race* Q 5 ' '^iL. 171 221 / 7x, . a ^1 'iiL ' ^1/ h t Please print Larn cir~ U- tr-i Street or PO Bax Oty 23P 3^s \\A4 t zeh Litffe. Kock, Ait 722i^ M/F B/W/0 Age* A\u0026gt; under 18 B18\u0026gt;24 C-2S-60 Glover 0 Activity or Volunteer job Time In Out Total Hours Uhl o rn J enni ftr JjKnsoyx CefQ\\d:fs\u0026amp; ,\\n\\Avx5pr\\ k.ttig 3u3s k- Jjr. '........... ... I uiiiiifci..|.i.*iiifc............*JsiflTuurife eiver?r\u0026lt;xiV 7ZZDZ. no* 5. Clei/tlitcvA 13.XP4 _________ /on' f^hlaUercfAj CrIZ, Wl'e 'Il s I 7n^a'c '}Z'L0^ 3ZI- ^77^ 3^'4- I'ttn ?/\u0026lt;a- M h F r 6 B (xy (3 V e c- c i3 . J C J Infonnation on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. AV fl lor rfl-njt\u0026gt;r n'i5 Ui' S\u0026lt;J b,', be 'pcoi^A/t, r^CnA-ov^ P''Oia\u0026lt;^i,rrt f^erto J________ IZ'.^ IZ5 L'.3O th , xVs' M \u0026amp; uV 3 7. jyr.l 'N lb'30 I e Thank you. We're glad you're here!Little Rock School District VIPS Mentoring Program Orientation September 28, 1993 6:00 - 7:30 p.m. 1. Welcome \u0026amp; Introductions II. The VIPS Mentoring Program III. What is Mentoring? (Brainstorming session) IV. Sensitivity to Cultural Diversity V. Where do we go from here? VI. ClosureJi- ^iS Volunteers tn Public Schods Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are nearest 1/4 hour. recorded. Please round off service time to the Please complete shaded area if this is the first time you have volunteered at this school during the current school year 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 School HWr/^ i f itLAbxkc\\ L Month and Year .IF 1^73 Date Name Address Phone SexRace* Age* IS pg -II Please print Example Larry ar- Street or pohox CHy w M/F /w/o Attnder 18 C2S^ Activity or Volunteer job Time In Out Total Hours /ZHt Crim t s:Sddl l.-h.k UtHe\u0026gt; Kock, Afea 53 ^'em'eAi CT\"' '\" ' LiltM Y?(V. e 7221^ SiT\" 6 e iTaezilcir i:i5 IZ'.^ 1-2,5 1 -3 r P tL. JZiXZjfe. 9^ 'Sf^i ct-tf'i l^'^ t (%S - 3*^0 bi^3- flL- T?5'i F p (e /oa 7 \u0026amp; \u0026amp; Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. nLC.nP^\u0026lt; If Thank you. We're glad you're here!na Volunteers in Public Schools 501 Sherman Ultle Rcx?k, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year Date Name Address Phone Sex*Race* IS Please print Ltanaar- Of r a I street  PO Box 3905 aty M/F B/W/O Age* A-under 18 C\"2S^ D\u0026gt;veT60 Activity or Volunteer job Time In Out Total Hours titfb Kock, Ait 72204 tl, -7? 2 04 321- 3-314 53^*^ 11'15 /2,-5c IZ5 ^dey /2^ SlriwH' 6 e F P 6 lOcrWi^ V^f\u0026gt; d Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. We're glad you're here!msffl Volunteers m Riblic Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schixil during the current schixil year School Month and Year Date Name Address ftenc Scx*Racc* Age !* Activity or Time /A 'll M h 'In Please print Lnrvi a\u0026gt;^ Sat ley t?vtt^5-0A^ I /ilk J Q:,CQ?-Q\u0026gt;e. S^b fumAS' Ia).'Ic/- tt  Street or PO Box m M/F /w/o A- under IS C2S^ D-ovvrtO Volunteer job __ In Out Total I lours 5^\u0026lt; vz /0i Liifk Kock, Afc AUkyotH\u0026lt;jt\"A- AL TXOOi t-ZK^ \u0026gt;4.zf 870/ J-i-yU ds, 4f. -ZZ2pf rrJe C'i-Me. fix. C70(e Aif-TU aJUcU. ! /\u0026lt;) iZ.. isr- ^rrtf O*^lo7. 3 ^-5572. ri M yvt 6 D B Q G e C. 8 Informahon on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. I 11-15 1-2.5 1 V-O-IIO f*v\u0026lt;^ r^5 M r-\\^ Vru, 1 M  G?OC'^ II I'j 7.'/O ^'.OD n'5o i I'OC r I I I i I Thank you. Were glad you're here!Mentor Training 93-94 Margaret Williams, counselor at Rightsell Elementary School, recruited 6 mentors and conducted orientations at her school on the following dates: November 16, 1993 - 3 mentors January 25, 1994 - 1 mentor January 27, 1994 -2 mentorsLittle Rock School District VIPS Mentoring Program Orientation February 15, 1994 6:00 - 7:30 p.m. 1. Welcome St Introductions - V cu IL What is Mentoring? \" (Brainstorming session) VcJ, III. The VIPS Mentoring Program  IV. Sensitivity to Cultural Diversity Where Do We Go From Here? '  y-. VI. ClosureVolunteers m Public Schools 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Date Name Please print 9/15 Lamar Bailey j! L'--5 ' A f IS. /\\ 6^ 6. C' i!- V ' /^ f 1^ V, il','' f-.,: ' r :i 2) I L 0 s i Ix't' Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please comfrfete shaded area If dtis is the first time you have volunteered at this school during the current school year. School AddreM Month and Year VA r' \u0026gt; ':14V- Street or POBok liHtiW lii* RKUie Ceroier^ Race* M/f tfW/O Age* Ao iMwUrlS ^18-ai C-Ml DxwwCO Activity or Volunteer job Time In Out Total Hours 3805 W. 12m Stre^ Uttte RodCyAR M B C mentor 11:15 12:30 1.25 M 0 !#\u0026gt; ........... F kJ 14/ // l^- / \u0026gt; * ......................................... S' . c I'C/ iW\u0026lt;^faVi i F B iS 'I 1\u0026gt; *t $ ^^FtfrXSj-\ni %  UShi 6 c |V\\ J? tA B iz r.i Information on gender, race and age is needed for evaluation of volunteer programs. TfUink yOlt. ^^6 ^TC gld^ hCTC! 1-^ 1'/^ ]^c4Volunteers: sign in please! Volunteers m Public Schools Arkansas law requires tt\\at all volunteers sign in and drat all hours are recorded. Please round off service time to the nearest 1 /4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year. 501 Sierman Little Rock^ Arkansas 72202 Phone 324-2290 School Month and Year Date Name Address Ptione Gender* Race* Example 9/15 ,5- Please print Lamar Bailey z-kr-^./v./c Street or PO Box ZJP M/F B/W/O Age* A- under 18 B.18*24 C-J5^ Dm3Vct60 Activity or Voiunteer job Time In Out Total Hours 3805 W. 12th Street Little Rod\u0026lt;, AR 7^ 32}- 9776 mentor 11:15 12:30 1.25 J! 'it/,, u) 3o lii t M B C w i F^iiiM^^i^'**^*******^ n '3c^ s Information on gender, race and age is needed for evaluation of volunteer programs. Thank yOU, Wc glad yOU'rC hcfe!sign in please! \\bkinteers in Arka Kiblic Schools Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schixtl during the current school year. SCI Sherman l ittle Rixk. .Arkansas 72202 Phone .^24 22t\u0026gt;0 School (\u0026gt;/\u0026lt; Month and Year Date Name Address Phone Gender* Race* 9/15 7, \u0026gt;'/ n i\\ I Please print Lamar Bailey r A, ~Z^ r? Ku) A-\ni I //S i- Street or PO Box aty ZIP M/F B/W/0 Age* A under 18 B 18-24 C2S4\u0026gt;0 D-over 60 Activity or Volunteer job Time In Out Total I lours , ! ' I Z l-L 3805 W. 12th Street Little Rock, AR 72204 32}- 2i77Q M b B C mentor 11:15 12:30 1.25 1 \nF F F W C ' I \u0026lt; I / ' f I Information on gender, race and age is needed for evaluation of volunteer programs. T7l\u0026lt;lfc yOU. Wc 'fC glud yOU 're here! 11 ! I l/^ I/. /Z 1Volunteers: sign in please! \\bkinteers in Hiblic Schools Arkansas law requires that all volunteers sign in and that all hours are recorded. Please mind off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schcxtl during the current schixil year. 50i iherir.an Li 1 tlf Kock, Arkansas 72202 Phene .124-22OJ School Month and Year a iAALCi. Q3, iWt. Date Name Address Phone Gender* Race* [xjmpie 9/15 Please print Street or PO Box ZIP M/F B/W/O Age* A\u0026gt; under 18 B-18-24 Cx25^ D'-^over 60 Activity or Volunteer job Time In Out Total Hours Lamar Bailey 3805 W. 12th Street Little Rock, AR 72204 321- 9776 M B C mentor 11:15 12:30 1.25 a 17: C 7 )/ ('0 1 c. \u0026lt; C'i /I. I'i-r Information on gender, race and age is needed for evaluation of volunteer programs. Thunk. yOU. WcVc yOU tC hctc!Little Rock School District VIPS Mentoring Program Orientation March 15, 1994 6:00 - 7:30 p.m. I. Welcome \u0026amp; Introductions. n. Why Mentoring? in. What is Mentoring? The VIPS Mentoring Program. IV. Communicating with Youth. How to listen to kids. Dealing with diversity. V. Where Do We Go From Here? The first meeting between the mentor \u0026amp; mentee. VI. ClosureVolunteers: sign in please! Volunteers m l\\iblic Schods 50! Sherman Little Rock, Arkansas 72202 Phone 324-2290 Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year. School Month and Year IS. Date Name Address Phone Scx*K.ace* Please print Street or PO Box Qtx w M/F B/W/O Age* A under IS a-lS-24 C-2M0 Drover SG Activity or Time Volunteer job____ In Out Total Hours q/ 715 Example Laryyar- seog /Ze*! #wF\" LiifU Kock, Alt ' 3 I e I  iI t ! I I /. fh, A 31/ sW i-- 6 \u0026amp; e C vncrflor A b /v '}d- 11-15 iz-.sc 1.2.5 ' A\"' 7:^0 ( 7- 5 7 7 :C Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. I 'j \u0026gt; - Thank you. Were glad you're here!lyjawi Volunteers m Public Schools Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first lime you have volunteered at this school during the current school year. 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 -I'-io- 7 7 ^School Month and Year / zl Date Name Address '' y- Phone Sex*Race* 15 '7. Please print Example L\u0026lt;^nrieir' BaJey fTnt j CaSors Street or PO Box ZIP M/F B/W/O A* under 18 C-25^ D\u0026gt;vertiO Activity or Volunteer job Time In Out Total Hours 3ss'\\AZ'72rs^ LitHc Kock, Ait 321- 9 776 \u0026lt;L lll5 iz-^ I.Z5 f/ noo W Cap'/a I L.-Hie 1?ocR, AR (L i. tA Sl / ! 9. i / lOO l^. di 6 [j / //i r i l/\u0026lt;^t'/ice. CVfl Acs 'J^U (f  (hcei, iv\\ bJ. A 6 -700 ^\u0026gt;9^ jEi'-'u- J, /k. 71 h/ 311L c Q Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. We're glad you're here!Mentor Orientation Introduction: Self \u0026amp; Participants Warm-up - ...Think of someone who you admired or wanted to be like who today would have been called your mentor... History - \"It has been said that kids drop out of school physically by the 9th grade and mentally before the 7th. tl 1991 How the VIPS Mentoring Program got started. Goals of the program - a) Improvement in attitude toward school b) Improvement in attitude toward learning c) Increase in self-esteem Who can be a mentor? - No one is exclude, we are inclusive. Should be at least 21 years of age. Responsible/respect alternative lifestyles. Listen well. Willingness to commit 1 hour a week Willingness to work w/kids. Choice of school and grade Screening Process - 2 References (Not related to you) * Driving Record * Police record - (criminal record) * Reported child abuse Selection of Students - Teachers, counselors or parents. Criteria: School reasons - poor attendance/lack participation Personal - unmotivated/seeking attention Social - unhappy/poor eye contact/poor communication Training - Orientation 1.5 hours (formal orientations are given) Support sessions - feedback, address concerns, issues, etc. Matching - Parent/Guardian permission * Volunteer interest sheet * Student interest sheet * Going to the school * 1st meeting - share forms * Tour of school bldg, policies and procedures. * Set goals w/student * Set next visitation date w/teacher Activities - Reading in library * Lunching $1.25 or $1.50 W/Milk * Playground - (Tennis shoes) * Job shadowing - get parents permission \u0026amp; let VIPS know. * Out of school activities * Gift Giving - (books, pencils or crayons. Educational toys) Recognition - EFTS and mentor/mentee appreciation picnic - May 17. Evaluation - Feedback Formal orientation - dealing w/Cultural Diversity Video - \"Mentoring Works Q\u0026amp;ARECEIVED MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL COMMUNITY MEETINGS 1994  Attached is a list and documentation of community meetings conducted during the 1993-94 school year. Some community meetings are reported through the parent involvement program (parent workshops).SCHOOL FRANKLIN GARLAND/ STEPHENS RIGHTSELL ROCKEFELLER COMMUNITY MEETINGS MEETING LOCATION DATE Parent Workshop Parent Workshop Community Forum Employment Seminar Stress Reduction Seminar Laptop Computer Inservice Community Health Clinic Home Study Guide Community Meeting Community Involvement Meeting Disability Services Outreach Meeting Franklin Franklin Garland Philander Smith College Canaan Baptist Church Rightsell Rightsell Rightsell Eastside Church of Christ Philander Smith College Holiday Inn Airport 10/16/93 12/04/93 12/06/93 03/19/94 04/09/94 11/20/93 Each Wednesday, 2:45 - 4:30 10/09/93 and 10/14/93 11/21/93 11/16/93 02/22/94SCHOOL ROCKEFELLER (continued) MEETING Career Development Day Central Ark. Black Data Processing Associates Community Forum LOCATION Philander Smith College Rockefeller DATE 02/16/94 02/15/94 11/30/93 STEPHENS Law Students for Literacy Picnic Parent Community Service Workshop McArthur Park Stephens 10/21/93 11/20/93 01/22/94 02/19/94 03/19/94 04/30/94 Chapter I Parent Meeting (CORE) Community Meeting Grandparents Recognition Stephens First Baptist Church Highland Park Stephens 02/03/94 and 02/17/94 02/15/94 First and third Friday of each monthc.lKBB0 LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 October 5, 1993 Dear Parents, Franklin School is planning something special just for you. We are having our first parent workshop for 1993-94. It includes parents/guardians of students in grades Kindergarten, One, Two, and Three. 11:35 A.M. The date is Saturday, October 16, from 9:00 A.M. until Let's meet in the Library. Some of the topics are \"Laptop Computers Techniques.\" II and \"Teaching and Learning Please complete the form at the bottom of this letter. Return it to your child's teacher tomorrow morning. We need to know how many parents are planning to attend. We look forward to your response. Erma Bayley, VIPS Chairperson Carol Brown, Media Specialist Pamela Person, Curriculum Specialist Franklin Davis, Principal YES. I WILL ATTEND THE PARENTING WORKSHOP ON SATURDAY, OCTOBER 16 AT FRANKLIN SCHOOL FROM 9:00 A.M. UNTIL 11:35 A.M. IN THE LIBRARY. MY CHILD (CHILDREN) IS TEACHER (TEACHERS)_____ GRADE (GRADES)__________ MY NAME______ ,____________ ADDRESS PHONE# NO. I WII NOT BE ABLE TO ATTEND THE PARENTING WORKSHOP ON SATURDAY, OCTOBER 16 AT,FRANKLIN SCHOOL. M^JAM^f^Sohr^^ PLEASE MY CHILD INFORM ME ABOUT,FUTURE WORKSHOP? tCHILDREN^^^^4^^^^^^f^2^ (IFrankiin School WarKnt Workshop Parent 'arent^ Child\u0026lt;ren\u0026gt; Teacher y*v^s \"T^dzA/v) 5 5. 6. s\u0026gt;QXt,o42\u0026gt; 8.\n9. ft  10. IO V 12. i  /^l Cl. , tL- 'a^a I 1 o n o S'v, i-'ly  ^hi2j^ i 13. 14. 15. 16. 17. 19. 20. 21. 22. 25.LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School h I '3 1 J I $4 ? I 5 J J ? fl I 1701 South Harrison November 18, 1993 Dear Parents\nPhone 671-6380 Little Rock, Arkansas 72204 Franklin School is planning the second parent workshop. The parent evaluation forms all agreed that the first parent workshop was great, but we need more parents! Please make every effort to be with us this time. All parents are invited. SATURDAY, DECEMBER 4y 1993 9:00 A.M. 11:35 A.M. FRANKLIN LIBRARY The date is: We will allow more time for the \"Make-n-Take\". A question and answer period regarding \"Parenting\" will be an.important part of this workshop. \"Communications Technology and Franklin Students\" will be presented by Mrs. Pam Person, Theme Specialist. We will need to know how many parents are planning to attend. Please complete the form at the bottom of this letter and return it tomorrow to your child's teacher. sincerely, *5 Erma Bayley, VIPS Chairperson Carol Brown, Media Specialist Pamela Person, Theme Specialist Tab Phillips, Vice-Principal Franklin Davis, Principal Yes, I will attend the Franklin Parent Workshop on Saturday, December 4, 1993 from 9:00 a.m. until 11:35 a.m.. No, I will not be able to attend the workshop on Saturday, December 4, 1993 from 9:00 a.m. until 11:35 a.m.. !) fi I I S mi JI fi MONDAY 7:45 A.M. 3:05 P.M a a TUESDAY 7:45 A.M.-3:05 P.Ma WEDNESDAY 7:45 A.M.- 3:05 P.Ma Ks HURSDAY 7:45 A.M.-6:00 P.M. FRIDAY 7:45 A.M.-3:05 P.M. Hours may be extended for parents. baaa Please Join Us Little Rock School District Garland \u0026amp; Stephens COMMUNITY FORUM Monday Dec. 6 7 p.m. Location: Garland Incentive School Cafeteria 3615 West 25th Street Little Rock. AR 72204 :NTS and community members\nYour ideas are im\"p o--r-t-a-n\\t-.------- I'v |,RSD Superintendent Dr. Henry Williams in a discussion of issues and . .4. Mnnc fn.- nhinnirid fnr thp piirrpnt vear and bevond for the Litt Aa' w Alt your ideas for planning for the current year beyond Little School District. Date: / \u0026lt;^2-  4 z NAME SIGN IN SHEET XT ADDRESS PHONE # SCHOOL T I L?\u0026lt;S\\} /I J \u0026lt;\u0026lt;Hit.O.''P 'P' (K v'l/c. X L^'^lr Vv. \u0026lt; ~7 c\\ V' ^ooo Ti\n^CJ Go y 'j 'r Pps ^1M' 21iJd^ Pa-i/- C '\u0026gt; ^1 U/ ff \u0026lt;7 f Wv. t 373 } P 6 6f PtIP' '^'T' I M(iq^ laold^A Pu^A^P \\aA^j3L^ ) r IHI cP ?2J^3 2,7i,-'^'\n i \u0026lt; Pirrh ^Pp ! rev o.p^S-y, zA^r/v (PAOJ SIGN IN SHEET X. NAME ADDRESS Date: !-'Cy-,l t'V' PHONE # SCHOOL 6q\u0026lt;^ f^oU?-.C-S V)x\u0026lt;aA^VV C?^VvA^cW ) isfZ ' V c/^'\" [fj' c O\u0026gt;\\v-* 29 H vC^ c^. /J 7^h 14 /C} fj' /^A ^709 ClLl\u0026lt;^ 212 I Cvi2^(A,l, 'yi i)j I '( !/, T T e [V J I T~ 1 Co / /O^ffx.'.-y T CC,^- AijoA\nk\\\\ s P (I o.Pc4^\u0026lt; ,J-^ UC^ Ce 1') I I A.. c 'i\u0026gt; L cZo^ 0 Clai-k CC'C'-CZ /^tcirZ-c-L Z^i^ k^../\\ / V ' Qycsj\\99^i'^\u0026lt;0___ Qoov^llcu-'A- ^rDate: NAME i^Lbi \\ SIGN IN SHEET ADDRESS / ! PHONE # 'r.\u0026gt;^ A-l SCHOOL Xii/j. i.Parent Employment Assistance Seminar 1 I Saturday March 19, 1994 Philander Smith College Student Union 9:30- 11:00 a.m. Free Free Free Free Sponsored by Arkansas Employment Register Newspaper The Rightsell Incentive School Parent Center Pick up you free copy today! (Available in the office.)? pl l\u0026gt; s ia? IE R ? FREETTWONE! FREE! NW ARKANSAS PROFILE OVERVIEW Register Welcomes Fayetteville Readers The Arkansas Employment Register is now available to workers and companies in the Fayetteville area. The paper has received numerous requests from businesses and readers for northwest Arkansas distribution. Thanks to some wonderful individuals and businesses in Fayetteville the Register will begin circulation with this May 9 issue. Many residents in central Arkansas are also interested in finding out more about the employment opportunities available in the northwestern part of the state. Central Arkansas businesses want to recruit from the students at the University of Arkansas. The Register will help employers and candidates in these two parts of the state find each other through these pages. Readers may pick up the Register at the Red Continued on Pase 7 SNELLING Temporary Services One Financial Center, Suite 312 Does Your Current Employer Offer Benefits? BENEFIT PACKAGE Prescription Cord  Long Term  Medical Insurance 80/20  Dental Insurance  Retirement 125 Cafeteria Plan  Vision ADVERTISING RECEPTIONIST Little Rock company likes to promote from within. Great opportunity for a \"Foot in the Door\". Medical, Dental, Vision and Vacation are only a few of the great benefits offered. Temp to Hire means NO COST TO YOU! Call Nicki @ 223- lOBS or 223-3753. WORD PROCESSOR Computer training available for a temp to hire position. NO COST TO YOU! Starting as high os $15,000.00 p/yr. Benefits include Life, Medical, Dental, 2 weeks vacation after 1 yr., paid holidays, profit sharing, savings plan and even sick days. Call SHELLY 223-JOBS or 223-3753. PERSONNEL ASSISTANT Corp, office in LR area seeks parttime and fulltime individuals to operate payroll and assist in other administrative duties. Starting to $7.50. Temp or Temp to Hire. NO COST TO YOU. Call Nicki 223-fOBS or 223-3753. Call Nicki Rix or Shelly Martin 223-JOBS or 223-3753 Snelling Temporary Services #7 Financial Center, Suite 312 1-630 at Shackleford NEVER A COST TO YOU! CALL NOW FOR AN APPOINTMENT! Williamsons Roles On and Off the Court Corliss Williamson is pursuing a Communications major with a minor in Drama. Williamson based his choice for his second career on the experience he will have accumulated in the NBA and his love for the game. \"Basketball is not always going to be there,\" Williamson says. \"Jlopefully 1 will get a chance to go into the broadcasting field doing play-by-play for games. 1 have been around basketball all of my life. 1 have got a lot of knowledge that I can give to people. Whatever 1 do, 1 hope that 1 can always stay around the sport.\" Williamson also hopes to break into the film industry somewhere along the way. He enjoys the diversity and spontaneity of acting out scenes in class. \"Those types of things can catch you off guard sometimes,\" he says. \"You have to be on your toes and be able to react. You have to be able to do what is asked of you at that given moment.\" Drama also provides a light-hearted balance to the intensity of the basketball court. \"Basketball is very physical. You have to work hard and sacrifice your body. When you get in the classroom it's more fun, because it's not really putting in pressure on you to perform in a certain way. You just go up there and do the best you can do. You can do whatever comes freely.\" Williamson thoughtfully notes the similarities between his approach to his game and to the dramatic field. \"It's kind of like basketball in the sense that whenever I'm inside those four lines on a basketball court 1 block everything else out. The whole world is those ten guys that are on the floor. It's the same way with drama class.\" Williamson is known for his generosity to everyone he meets. He notes that his participation in skits and scenes in class has given him a greater understanding of the diversity of challenges faced by those around him. In acting, you can be a kid, you can be an older person, you can be another race, a woman, whatever they ask you to do. You get to put yourself in another person's shoes and act out their life and see the differences between your life and someone else's.\" Williamson found that Nolan Richardson's concept of the importance of each player on the team came naturally to him. \"You have to look at the team concept,\" Williamson explains. \"If 1 was to play 40 minutes and all of our starters played 35 or 40 minutes, that Continued on Page 8 Arkansas NCAA Basketball Champions Razorbacks Discuss Their Future Plans and the Mental Dynamics of a Championship Team An impressive majority of the Razorback basketball team will play basketball professionally following their college career at the University of Arkansas. Their commitment to their current \"career training\" led to the 1994 NCAA Basketball Championship. These links are self-evident to the fans who have watched and listened to their games, consequently the Register chose to explore those aspects of this team that are less apparent, though more accessible to Register readers. Most Arkansans will hold multiple careers in their lifetimes. This radically alters the way that most of the workforce to date has viewed their occupation and career planning. Those Razorbacks who pursue professional athletics look forward to brilliant and profitable careers, that if highly successful, may last 15 or 20 years. These men will then be in their late thirties or early forties with yet another one or two careers ahead of them. Today, when not on the court, they are studying and preparing themselves for their next vocation. The Register asked them to explain their choices and methods of conditioning themselves for their lives after basketball. The team's athletic superiority has been the subject of many articles and television stories throughout the country. Yet, Razorback fans in Arkansas choose to laud the team's selflessness and willingness to sacrifice as the key to their national success. These characteristics are rare in a team filled with superstar college athletes. In an era where Total Quality Management and team building merit the investment of thousands of corporate dollars, the Register asked these youthful heroes to explain in layman's terms how their team developed their unity. Their answers are moving\ntheir methods available to any Arkansas worker who opts to try them. Continued on Page 4 AER ISSUE Volume 2, NumberlO ir Publication Date May 23,1994  Advertising Deadline  May 18,1994 IH THIS ISSUE Fayetteville Readers.............. Corliss Williamson............... NCAA Basketball Champs... Employment Empowerment Davor Rimae......................... Roger Crawford.................... Lee Wilson............................. Page 1 Page 1 Page 1 Page 2 Page 2 Page 3 Page 6 VOL 2, NO. 9 FREE! TAKE ONE! FREE! MAY 9,1994 [ Pages ARKANSANS WORKING TO KEEP ARKANSANS WORKING\" Arkansas Employnient Register j GIVE US GUEST WRITER PROFILE A CALL! If you are interested in taking the first step towards a successful career with a growing and dynamic financial institution please call our REAL JOBLINE for the latest career opportunities. The jobline will inform you of available positions 24 hours, 7 days a week. For the most up'to-date job information call\n688-1111 Your #1 Career Opportunity is with TCB! AA/EEO If WEST LITTLE ROCK We are expanding our food service opportunities and seeking 2 persons to manage new areas of responsibility. Restaurant Manager - need 3-5 years of high-volume restaurant management experience. Great customer relations and st^ training skills are a must. Catering Director - at least 2 years experience as Director in a very fast-paced environment. Coordinating back and front of house communications is essential in this busy job. We offer an excellent benefits package including medical, life, disability, credit union and travel discounts. Salary of both positions is commensurate with experience. We are a leader in the hospitality industry!! Please apply in person to Human Resources at 201 S. Shackleford, Little Rock. AR. Employment Empowerment Part 14 by David Flake The job interview is a personal conversation between you and a potential employer. The interview is the time for you to talk about your qualifications for the job opening in detail. It is also a time for you to ask questions about the job and find out what will be expected of you should you be hired for the position. Preparing for the interview takes a lot of time and energy, but the better prepared you are, the better your chances of interviewing well. If you are prepared, you will present yourself confidently and make a favorable impression. During the interview, the interviewer will form opinions about your maturity, stability, tactfulness, adaptability, discipline, honesty, assertiveness, and sincerity as well as your eagerness and ability to work. Keep in mind that interviewers often reject applicants who make poor first impressions. Interviewers will try to determine how well you will fit in with the company and existing workers. The typical interview lasts less than thirty minutes. Often times, you will be required to make a series of interviews. This is a process by which companies screen out seemingly equally skilled applicants. The further along you are in the series of interviews, the stronger your chances of being offered a job. Keep in mind that interviewers are looking for the \"right\" person, and hope that the next person seen will be who they are looking for. More on interviewing in part 15. David Flake is an Employment Specialist at Mainstream Living, a non-residential independent living center serving persons with disabilities. Mainstream living operates a Projects with Industry program offering free placement services for consumers and welcomes any job listings from area businesses. Call 371-0012 voice or 372-3575 TDD. On-Line with Davor Rimae u u 'TiiyirSSl 7 1/1 3 n TO PLACE YOUR AD IN THE REGISTER CALL 228-0436 route delivery \u0026amp;FRIENDLY SALES We are a National Food Service Co. specializing in route delivery and friendly sales. No Experience Required. Finally! Enjoy your own business with no investment. You'll never have a boss again! Can you handle controlling your future? We Provide:  Company Vehicle  Advancement  Bonus Program  4 vacations per year  Insurance  Great Reputation  Over 52 Protected Routes  Complete Gourmet Product Line WeNesd:  People for 18 New Routes  Good driving record  Sales experience not necessary  Outgoing personality  A will to listen and learn  Someone who wants a future with excellent pay and stability CaU 753-0512 Local 1-800-354-8262 Outside AR Ask for Mr. Reale io set up an appointment. Relocation Also Available Tulsa, Springfield, Dallas, Jackson, Memphis, New Orleans, Shreveport, Austin \u0026amp; Houston. Davor Rimae has chosen an academic schedule that is as challenging as his athletic endeavors. Fans have seen his game improve dramatically year after year at Arkansas - the result of his hard work and commitment to personal improvement. His familiarity with the process of patiently working day by day towards his goals will no doubt serve him well once his professional basketball career is over. Majoring in Computer Science requires a great deal of additional study outside the classroom. Rimae admits that the work is demanding. \"There can be a lot of research involved and papers to write,\" he says. \"But I have always been interested in computers. I've always wanted to own one. I am most interested in programming applications.\" That is not the typical picture fans might hold of this athlete off of the court. He agrees that in many ways the inner workings of an athletic team resemble the inner workings of corporate America. \"There is a lot of competition for position within the team,\" he says. \"Coach Richardson says that if two guys have the same ability, but one works harder in practice, there is a good chance that the one who works harder will be more successful. Its the same way in the job market. You compete every day to be one of the ones that plays the most.\" \"Professionalism\" is evident on his team. \"Guys might get in a fight or get angry with one another on the court, but it's completely forgotten once we are in the locker room.\", he says. \"If you look at basketball as a job, and you are professional about your job, then work is completely forgotten once you get home.\" Rimae believes that each member's ability to set aside their differences and remain committed to their common goal as a team helped them achieve the national championship. Focusing on a single purpose athletically came naturally for a team that had a tendency to travel as a single unit socially. \"It's not unusual to see seven or eight of us together at night at a movie,\" he says. There may be other teams like this, but I have never seen them.\" Rimae values his relationships with his teammates almost as much as the national champi- Continued on Page 7 EMPLOYMENT REGISTER Post Office Box 25622 Little Rock, Arkansas 72221-5622 Phone (501) 228-0436  Fax (501)227-7502 Publisher Jana Greenbaum Advertising Sales Beth Welshans Graphic Design Plan B Consulting Distribution Manager David Wood The Arkansas Employment Register is published and distributed bi-weekly to locations throughout the state of Arkansas, as well as mailed to areas outside Arkansas. Advertising rates, space reservations, and distributorships may be obtained by contacting Jana Greenbaum at the number listed above. Unsolicited editorial submissions may be mailed to the address above. These manuscripts become property of the Arkansas Employment Register and will not be returned. Articles may be edited for content and/or length. I r I Arkansas Employment Resister 'ARKANSANS WORKING TO KEEP ARKANSANS WORKING\" Page 3 I FROM THE PUBLISHER EMPLOYMENT PREPARATION Crawford Wants to Teach Senior to Seek both Classroom and Courtside Assijnments Roger Crawford will graduate from the University of Arkansas in about a year with a degree in kinesiology. He intends to use his degree to seek both coaching and teaching opportunities. His choice is based on his strong love of kids and the respect he has had for both his teachers and his coaches. Crawford's dreams have always included a professional career as a player and then as a coach. He hopes to start at the junior college level, and then move up through the assistants' ranks of a major college program. Crawford points out that many junior college coaching positions allow the coach to also teach classes. \"I like kids, so if 1 can coach, 1 wouldn't mind teaching,\" Crawford says. Crawford investigated the field of kinesiology at the suggestion of his academic advisor. The two discussed it extensively\nthe more he heard about the field, the more interested he became in the degree. He has approached his career in coaching with the same determination that he has approached his career as a player. He frequently agrees to visit schools in the Fayetteville area to work with students. \"1 go to the schools around here and talk and play with the kids,\" he says. While the effort is mandatory for one who wants to have a strong body of experience when seeking employment, Crawford also does it because he enjoys it. \"It's fun,\" he says. \"1 like to play with kids. I like to watch them play and have a good time.\" He also learns by watching other coaches during games. \"I don't just watch the players, 1 also watch the coach,\" he advises. \"You can learn a lot about the way he controls his team.\" Crawford is also preparing for his \"second\" career by utilizing the mentors available to him through the university. \"I find people I can look up to. I look up to Coach Richardson and the way he teaches. I also look up to some of my teachers and the way that they teach,\" he says. Coach Richardson has taught him many things, but most importantly, an effective way to motivate his players. \"When he's talking to you, he stretches his point out and it gets to you,\" Crawford explains. \"Some coaches tell you, come on you can do it. Coach Richardson tells you that the other guy isn't better than you, that you play better than he does every day. Il gets in your head and motivates you.\" Richardson has also been Crawford's role model for his relationship with his team. He provides his players with direction and support that have nothing to do with basketball. \"His off the court teaching skills and his love and respect for his players are two of the things that I admire about him the most,\" Crawford says. \"He talks to me off the court. He really helps me focus on the things I have to do while I am here at Arkansas.\" Injury sidelined Crawford at the end of the 1994 season. He watched his teammates battle for the crown from the sidelines. Crawford's number, 31, was on their jerseys. Though he did not take the floor of the championship game, he was as much a part of the victory as any player that suited up that night. Today his cast has been removed, and Crawford is on the mend. He credits his teammates with helping him recover from the disappointment of his injury. \"My teammates really helped me a lot,\" Crawford says. \"1 really wanted to play. But my teammates let me know that I was still a big part of the team.\" \"Respect\" became a watchword for this team in the Continued on Page ? Contractor's License Center, Inc. Are you preparing for a state contractor's examination or do you find the application process too time consuming? We can help. We offer licensure assistance up to and including examination preparation in (he following states: Arkansas, Mississippi, Louisiana as well as many others. For additional information call (501) 375-8219, HELP WANTED Bakery N.L.R. Bakery has several openings for energetic individuals. Must be able to work M - F first shift. Individuals will be required to wear white slacks and white shirt each day. Call Carol at 664-8903. Olsten Staffing Services. Banquet Servers Part Time. Requires black slacks, white collared shirt. Bowtie and experience helpful. Great as a second job!! 664-9585 Interim Personnel. Car Washers/Drivers Flexible hours, easy job!! Must havovalld driver's license. Some openings ate only after five and weekends. This won't interfere with your full time job!! 664-9585 Interim Personnel College Grads Got your degree and ready for the chance to put your education to earning you money and a career? Come see the experienced personnel consultants al SNELLING PERSONNEL SERVICES in Uttle Rock located at One Financial Centre. Phone 223-2069. Customer Service Rep Locally owned national franchise seeking Customer Service Representative. Sales or telemarketing experience a plus, but not necessary. Apply in person at Fast Signs, 240 S. Shackleford, Little Rock. Forklift Operator Laid back NLR co. needs experienced operator for gas and electric forklifts. Great pay when permanent. Good working conditions. Call Mitchell at 224-9424. Snelling Personnel ASAP in Breckenridge Village. Never a Feel General Laborers $5.00 Per hour. Positions available  jogger - Grounds Keeper  Forklift Driver - Warehouse. BEST TEMPORARIES 221-BEST (2378). Heavy Lifting We have temporary positions available for warehouse/production jobs. Ist shift. Little Rock area. Call Tempus at 223-5100. Kitchen Help Dishwashers, clean up and cooks helpers. Little or no experience required. 2nd shifts only. Call today!! 664-9585 interim Personnel. If you have THE SKILLS, WE HAVE THE JOBS S Olsten has high paying and exciting short or long-term positions waiting for you at some of the most prestigious companies. Whether you're a secretary, receptionist, clerk or switchboard operator, well keep you busy with challenging assignments. Well evaluate your skills and find a position thats perfectly matched to you. And our same week pay policy means you get paid the week you work. Call Olsten at 664-8903 415 N. Mcklnley, Suite 650 Little Rock. AR 72205 Olsten staffing Services The Working Solution American Red Cross CLERICAL OPENINGS Two clerical positions available to perform general ofiice and clerical duties, including t^ing correspondence, sorting and processing mail, and maintaining accurate records and files. Will act as receptionist for department, including answering phone and greeting visitors in a pleasant and courteous manner. High school graduate with at least one year of previous general office experience. Competency in general office procedures. Ability to type 45 wpm. (Competent in Word Perfect and other word processing equipment. Excellent organizational skills required, as well as good written and verbal communication skills. Send resume' by Friday, May 13 1994 to: Department of Human Resources 401 S. Monroe Little Rock, AR 72205 (501) 666-0351 ext. 250 EOE M/F/D/V MZ^rteyour own ^et! XEROX Xerox Safes Agent seeks exceptional sales representatives. Ourexcli : us a primary source for Xerox copiers and fax machines io North Pulaski County. Now, were seeking sales representatives to attract new customers and expand our existing customer base. Complete sake training, selling tools and demo equipment are provided. Successful candidates will enjoy substantial commissions! To begin seiling - either full or part-time - and profiling from the first name in ofTice products, call today for an interview: XEROX [ Authorized Safoz A*ont Metro Imaging Systems 5401 JFK Blvd. Suite C-2 No. Little Rock, AR 72116 (501)791-2284 XEROX* is alrdHrnark ol XEROX CORPORATION ACCOUNTING CLERK Immediate opening! Temp to perm! Must have at least 1 year bookkeeping experience. Accounting knowledge necessary. Lotus 1-2-3 skills and 10-key by touch required. Type 45 wpm. Excellent company and benefits. Position starts temporary at $8.00/hour. Call Sherry at 664-8903 today! Olsten Staffing Services. SECRETARY Immediate opening in Marketing Department with an great company. Temp to perm! Must possess 4-6 years secretary experience, type 55 wpm, excellent communication skills. If you have experience with Powerpoint, Pagemaker or Desktop please call Sherry at 664-8903 today! Olsten Staffing Services. SET-UP CREW Be a part of a winning team! Excellent driving record needed to do delivery and set-up. Applicant needs to be available to work 4 days during the week and on Saturdays. Applicant will be working inside and outside. Call Carol at 664-8903 for details. Olsten Staffing Services. \"o .Si o O o X IZ! (l\u0026gt; u PLAZA WEST Suite 650 Park Plaza Mall CST sCT North McKinley I Page 4 \"ARKANSANS WORKING TO KEEP ARKANSANS WORKING' Arkansas Employment Register | SALES *** HELP WANTED HELP WANTED BE THE JUDGE Decide if this isn't a saies person's dream We think is! EARN $50,000 to $150,000 As a Rep $100,000 to $400,000 As a Manager  Immediate weekly cash  Call on business owners who have requested to see you  Prestigious product  Qualified Leads weekly  No prospecting  No wasted time on non-sales activities  No charge backs  Management opportunities  International vacations  Outstanding wealth accumulation  Stock ownership  Lifetime vesting  Retire in 10 years with close to $1 million in continuous earnings If you are well groomed, hard working and have a desire for a true opportunity you are the person we are looking for. For interview cail 501 -370-9800 Laborers Outdoor, indoor, some in SWLR, WLR and downtown. Excellent pay and benefits, with temp to full time on some. Requires heavy lifting on most. Call today. 664-9585 Interim Personnel. Landscapers, experienced or not! Apply today, start tomorrow, several different work locations with excellent pay. Reliable transportation a must. Call todayl! 664-9585 Interim Personnel. Light Industrial Jobs Kelly has long and short term assignments available. Great pay! Stop by today. 10800 Financial Center Parkway, Suite 315. Never a fee. EOE. M/F/H. 224-0090. Light Industrial Positions Available West LR Company, 1st shift, $5.00 hour. Can't beat this opportunity. Call Tempus at 223-5100 ASAP. Maids/Housekeepers Hotel and private homes available. Clienl requires reliable transportation, temp to full time opportunity for those with good experience. Call today! 664-9S85 Interim Personnel. Maintenance Personnel HOLIDAY INN WEST is seeking full-time AM and PM Maintenance personnel. Must have verifiable general building maintenance experience, HVAC preferred. Also seeking Painters. Good pay and benefits including medical, life and disability. Please apply in person to 201 S. Shackleford, Little Rock, AR. Maintenance Supervisor \u0026amp; Maintenance Asst. WLR Apt. complex needs two maintenance people. Must have HVAC experience and working knowledge of refrigerators, heated pools, pool pumps, etc. Will lay vinyl and work with sheet rock. Great opportunity and discount on a beautiful apartment. Call Mitchell at 224-9424. Snelling ASAP in Breckenridge Village. Never a Fee! Mechanic  Second Shift Ryder Truck Rental is seeking a 2nd shift mechanic. $11-$13 per hour with experience. Full benefits. Apply 32001-30, Little Rock. 374-0351. EOE. M/F/H/V. Production Work 5 Assembly and 11 factory, 1st, 2nd and 3rd available. No experience required!! Must be able to lift 35 lbs. Call today. 664-9585 Interim Personnel. Rental Business If you are mechanically inclined with excellent customer service skills. Available to work Saturdays. Looking for a permanent job. This SWLR company is for you. Call (\u0026gt;rol at 664-8903. Olsten Staffing Services. Resident Manager Strong personality needed to manage beautiful WLR apartment complex. Experience preferred. Will supervise staff, do light boo^eeping, use AMS! computer system, etc. Great salary plus bonuses and perks. Call Snelling ASAP. 224-9424. 1301 N. Rodney Parham, Breckenridge Village. Second Shift - Data Entry Second shift, data entry 2:30 to 10:30, 10,000 keystrokes or higher only need apply. Temp to full time, with great pay. Call today!! 664-9585 Interim Personnel. Security Officer Full-time or part-time. Burns International Security Services has full/part-time positions available. Must have a phone, reliable transportation, no felonies with a good work record. Apply in person: Suite 400, Plaza West Building, 415 N. McKinley, Little Rock, AR 72205. Shipping/Receiving Clerk Knowledge of machine tools. Energetic individual needed for this temp to permanent job. Starting salary $6.00 hour. Room for advancement. Cali Carol at 664-8903. Olsten Staffing Services. Soldering Extremely good soldering skills needed for delicate assembly. Military spec. \u0026amp; ability to read schematics. Call Carol at 664- 8903. Olsten Staffing Services. Students You and Kelly equal an unbeatable combination! Let your free time earn you money this summer. Call today and work tomorrow! Never a fee. 224-0090. Kelly Temporary Services. EOE. M/F/H/V. Summer Jobs! We are seeking people in our Food \u0026amp; Beverage operations. If you like working with the public in a pleasant atmosphere, come see sll We need Waiters, Bartenders and Banquet Slaff. Part-time or full time available. Apply in person to HOLIDAY INN WEST, 201 S. Shackleford, Little Rock, AR Warehouse/Office Trainee SWLR Company has long term possible perm position available. Customer service, pulling orders loading and unloading. 30 hoursaweek+. Call Tempus at 223-5100. Warehouse Workers Our great clients are always looking for dependable people to work long term assignments. Must have reliable transportation and good work ethics. Good working conditions and good people to work with. (Lail Mitchell at 224-9424. Snelling Personnel ASAP in Breckenridge Village. Never a Fee! Warehouse Workers Forklift and Pallet Jack operators who don't mind doing all aspects of warehouse work  weve got a great temp to \u0026amp;11 time opportunity for someone who's reliable and ready to work!! Excellent pay. 664-9585 Interim Personnel. Welders 1st and 2nd shift, MIG welding will also perform fab shop duties, brake press, drill press, etc. Great starting pay, temp to full time for the right experience and work production. Call todayl! 664- 9585 Interim Personnel I  X Division of Perfonnance Personnel Agency, Inc. Performance  ' TEMPORARY SERVICES \u0026lt;1^ V Students, 'l OFFICE SUPPORT OFFICE SUPPORT DIVISION Receptionist Doctor's Office front desk. Some experience necessary. Great phone and people skills. God organizational skills. $6-%6.50 per hour. Temp to Perm Receptionist/Switchboord Lorge WLR corp looking for professionalism. Excellent benefits and great location. $7-$7.50 per hour. Temp to Perm Sales Secretary Great opportunity for person with communication and clencal skills. Dota entry experience, WP \u0026amp; 10 key. Entry-level, will train. $6.00 per hour. Temp to Perm. ASAP! Administrative Secretary Excellent LR organization. Excellent growth potential and great benefits. Need MS Windows. Lotus 123 and MS Word. 2-3 years Secretary experience. $17-18K. Temp to Perm. Data Entry Clerk II Experienced Data Processor for Law Firm. $7-$8 per hour. Monday - Friday 8 to 5. Will be training other Data Entry Clerks, Pertormonce Temporary Service FEE PAID. Word Processor Temp Io Perm. Great WLR location. S7-$8 per hour+ benefits. 60+ wpm and prolicienl WordPerfect 5.2 or 6.0. Needed ASAPI Temp to Perm. For these and other fee paid opportunities call 374-7144 for confidential appointment. TCBY Tower, 425 W. Capitol Suite 3813, 38th Floor Little Rock, AR 72201 Phone (501) 374-7144 Fax (501) 374-7136 Retirees \u0026gt; \u0026gt; Homemakers! How Soon Can You Start? Kelly has many assignments with local businesses. Plus with Kelly you get:: He He He Great Pay Flexible Schedules Holiday Pay Vacation Pay Free Training 24 Hour Voice Mail Earn Great Pay and enhance your skills. You and Kelly equal an unbeatable combination! Call or stop by today! 224-0090 or 1-800-734-1311 10800 Financial Centre Pkwy Suite 315 Little Rock, AR 72211 KELiy\u0026amp; The Kelly Girl* People- The First and The Best /! \\ 'I An Equal Opportunity Employer \\ \\ Administrative Assistant WordPerfect for Windows and Lotus 123 will land you this great position in WLR. Must be sharp, professional and dependable. We're looking for someone with Personality +. Up to $15,000 to start. Call Llie at 224-9424. Snelling'ASAP in Breckenridge Village. Never a Feel Administrative Assistant $15K! Fee Paid! Top Company in town needs your nice appearance to handle computer duties. Best Benefits! Turnage Employment Service - 224-6870. Accounting Assistant A well known co. needs a person for accounts receivable, heavy filing, data entry, invoicing and working with sales. If you can do all of this, call today for an appointment! TEMP-TO-PERM! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Accounting Clerk Accounting experience will put you on an assignment with excellent future potential!!! Knowledge of Lotus 123, A/R and A/P required. QUALITY EMPLOYMENT SERVICES. 663-8200. Accounting Wizard WLR distributor needs a sharp motivated employee for their accounting department. Duties mil include collections, posting, data entry, general office and mote. 10 Key by touch is required. QUALITY EMPLOYMENT SERVICES. 663-8200. Arkansas NCAA Basketball Champions Razorbacks Discuss Their Future Plans and the Mental Dynamics of a Championship Team There can be no doubt, however, that as remarkable as each of these players may be, their attitude towards the team and each other originates with their leader. Coach Nolan Richardson. His belief that each member of the team is equally important to the overall success of the program is shared by every player on the team. Coach Richardson allowed the Register to interview the players because of his belief that this story was worthwhile and might help workers and students here in Arkansas. Coach Richardson teaches his team that their commitment to these principles prepares them not only for a championship in basketball, but also a championship in life. The results of the implementation of the philosophy within this team are self-evident. The Register hopes that these stories help Arkansas workers and companies implement the same philosophy in the Arkansas workplace.msa\n XRiR^w6RkiFmm\u0026lt;EiF\u0026gt;i^ OFFICE SUPPORT Activity and productivity never stop in the ofOces of this industry leader!! Requires the ability to handle customers, generate spreadsheets, word processing, and back-up the switchboard... all at the same time!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Administrative Assistant Administrative Assistant to owner, great pay, needs exceptional clerical skills including WP 5.HI Call for details, we have several openings like this. 664-9585 Interim Personnel. Benefits Specialist $20,000 per year, temp to perm assignment with large financial institution. Must have experience in 401K, Medical Insurance, life insurance, customer service. Must have 2 years experience in human resources environment. Call for more information 221- BEST (2378) 8500 W. Markham, Suite 216, Little Rock, AR 72205 Clinic Receptionist Great NLR clinic needs a dependable, energetic person to man front desk and phones. Will do light data entry. Prefers medical office experience. Starting salary to $12,500. Call Snelling ASAP. 224-9424. 1301 N. Rodney Parham, Breckenridge Village. Credit Analyst Temp to perm. Must have experience with processing credit cards. Great location $7.50 hour. Call Tempus today for an appointment at 223-5100. Customer Service Representatives Heavy phones with light computer experience. We need your outgoing, willing-to-work attitude. Hours are 3-9 pm M-F, 10-6 Saturday or Sunday. Great company with excellent full-time opportunity for the right people!! Call today for your interview. 664-9585 Interim Personnel. Data Entry Clerk Long term position available for fast \u0026amp; accurate data entry clerk. Great company, downtown location, parking provided. Call Tempus at 223-5100. Data Entry Operators Excellent data entry skills will earn you an excellent pay rate! 10-key by touch requited. All data entry positions start $6 to $7 per hour. Get paid the same week you work! Temporary and temp/perm jobs available. Call Sherry at 664-8903. Olsten Staffing Services. Engineering Secretary Temp to perm positions. Excel experience needed. 65wpm. $14,500 year. Call Tempus al 223-5100 for an appointment. Engineer's Secretary Off 4:30 each day. Fast paced company with lots of job security. This company offers medical insurance for employee \u0026amp; family plus pension plan. $16,000. Call Julie 223-2069. 1 Financial Center. SNELLING PERSONNEL AGENCY. OFFICE SUPPORT Executive Secretary Here is your chance to show them how it's done!!! Put your executive skills to work now in this long term assignment. We are offering Free Parking, $7.70 per hour with overtime paid at lime and a half. Receive your paycheck the same week you work. We never hold back a week because we know you need your money NOW!!! Call for more information 221.BEST (2378) 8500 W. Markham, Suite 216, Little Rock, AR 72205. File Clerks Kelly has many clerical jobs with leading local companies. Call today and work tomorrow. Let your skills earn you money. Never a fee. 224-0090. EOE. M/F/H/V. Front Desk Busy office needs your organizational skills to take care of hectic phones and greet customers. Must have strong WordPerfect skills! NO FEE!! QUALITY EMPLOYMENT SERVICES. 663-8200. Fun Office - Receptionist Be office manager type individual for this very successful business. Very elite clientele. Lots of personal contact. Fun, laid backgtoup. $14,000. Call Julie 223-2069. 1 Financial Center. SNELLING PERSONNEL AGENCY. General Office We have a variety of \"immediate openings\" for experienced office workers! Short... and long term assignments available in all areas of Little Rock!!! QUALITY EMPLOYMENT SERVICES. 663-8200. General Office Positions SHORT TERM, LONG TERM, TEMP-TO-PERM. Enjoy the variety of general office work and the flexibility of temporary assignments! Many positions available for experienced applicants. Duties include answer phones, typing, light accounting, filing and much much more!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Homemakers Turn your extra time into money with Kelly. Our service offers you the chance to choose when and where you work. Free training. Call or stop by today. 224-0090. Never a fee. EOE. M/F/H/V. Marketing Jobs If you like selling. Kelly has a job for you! Call today and work tomorrow. With Kelly there is never a fee! 224-0090. EOE. M/ F/H/V. Medical Medical environment needs professional person with A/R, A/P, managerial and clerical skills. Will be front desk and office manager. Make appointments, type, file, light transcription. Will be trained on new computer system. Great pay, temp to full time - call today!! 664-9585 Interim Personnel. * Managers  Pto  Assistant Managers  'Hut For Dine In and Delivery \u0026gt; If youre not earning what youre worth then take a dose look at Pizza Hut career opportunities. National Pizza Company, the largest franchise erf Pizza Hut, is expanding its franchisee in Little Rode If you are an energetic and enthusiastic individual looking for Tire Career\" opportunity, dien we want you on our team.  Major Medical and Dental Insurance  Stock Purchase Stock Options  Pension Program  Disability Insurance  Vacation after 1 year Send Resume to: Nation\u0026lt;d Pizza Co. 11324 Arcade Drive, Little Rock, AR 72212 Attn: Debbie Kaeser or Fax Resume to: (501) 228-0419 EOE M/F/H $ looking $ FOR A PART TIME JOB RlQS -Hut. Turn your EXTRA TIME into EXTRA CASH! Take a closer look at WE NEED Drivers, Cooks. Servers, Bus/dish, Hosts/ Hostesses. We offer: Flexible full or part lime hours  work one day or several.  Competitive pay  Medical insurance plan  Paid vacation for full lime  50% employee meal program  Stock ownership plan. Drivers Can Make $10  $15 Per Hour (Includes drivers commission \u0026amp; tips) Drivers need your own vehicle, auto insurance, clean driving record and must be 18 years or older. Apply in person at all locations: Pizza Hut 2912 S. University (Broadmoor Shopping Center) 7600 South University 9th Street off 1-30 301 Millwood (Maumelle) 5804 Baseline 3024 Cantrell 5921 West 12th Street 3900 Camp Robinson 4704 Camp Robinson 3701 Warden Road (McCain Mall Shopping Center) SUCCESSFUL Students: Build your Resume Gain real life work experience that will put you ahead PEOPLE of the competition after graduation. Work for Manpower this summer aUop local companies. Offering: Flexible hours, free training, comprehensive benefits and more. Call today. 25 Data Entry Operators Needed Will 25 data entry operators please call! We have jobs in Northwest Arkansas at choice companies. Great pay \u0026amp; benefits. Call manpower 756-6830 or 636-0732. BUILD SUCCESSFUL Secretary I, II, III Levels Manpower is an exclusive supplier to a large WLR data processing company!!! Several positions are available for secretaries w/MICROSOFT WORD W/WINDOWS \u0026amp; EXCEL W,'WINDOWS. Must be PROFESSIONAL \u0026amp; a hard woiRer. Both long \u0026amp; short term positions. NOW TAKING APPLICATIONS. Front Desk Must be able to handle busy phones. Looking for excellent personality, WP 5.1. Long Term assignment. 225-0044. Customer Service Rep Answer Service Calls. Field questions \u0026amp; information from customers. Clear speech required. Computer literate. Professional environment. Nights and weekends. Cail 225-0044. Tape Operator/Tape Librarian WLR co. needs several persons to mount tapes on mainframe computer. Must respond to the console and load tapes. Must be energetic \u0026amp; professional. Call 225-0044 for an interview. 20 Production Workers Needed We need 20 production workers to start at $6.00 per hour. 1st \u0026amp; 2nd Shifts. Bonuses \u0026amp; benefits. Call 756- 6830. Our hands on training gets your foot in the door. The training is quick, free, hands-on and available to Manpower temporaries who want to learn word processing and other computerized office skills. SWIIs that will help open lots of doors career-wise. We have immediate assignments available at top local businesses. Call Manpower 756-6830 or 636-0732. Attention college students \u0026amp; teachers. Lots of summer jobs to chcxjse from at choice companies in Northwest Arkansas. Great pay. Call Manpower at 75\u0026amp;6830 or 636-0732. Bookkftftning Approximately 1 year of COMPANIES general bookkeeping, clerical skills. Filing, photocopying, phones, typing \u0026amp; data entry. Free parking. Long term assignment. Call 225-0044. (501) 756-6830 408 West Emma Avenue Springdale, AR 72764 (501) 225-0044 10809 Executive Center Dr. Little Rock, AR 72211 o (501) 225-0044 10809 Executive Ctr. Dr. Little Rock, AR 72211 MANPOWER Temporary Services NEVER A FEE! (501) 756-6830 408 West Emma Ave. Springdale, AR 72764 Member AR Association Temporary Services  EOEI Page 6 ARKANSANS WORKING TO KEEP ARKANSANS WORKING' Arkansas Employment Register | OFFICE SUPPORT OFFICE SUPPORT PROHLE Medical Jobs Many Openings! Office Manager $17K-Fee paid. Medical Transcriptionists... to S20K. Medical Insurance (Need 3).. To $16K. Medical Secretary... SISK - Fee Paid. Receptionist... S14K. Optician... To $20K DOE! Turnage Employment Service  224- 6870. Medical Transcriptionist - Full Time Heights clinic needs an excellent typist to do tape transcribing. Must have medical terminology and good spelling skills. Professional appearance necessary. G.I. experience a plus! Call Snelling ASAP. 224-9424. 1301N. Rodney Parham, Breckenridge Village. Medical Transcriptionist - Part Time NLR Doctors office needs a great typist with strong medical terminology and WordPerfect 6.0 to work daily from 1:00 PM to 5:00 PM. Must be flexible with hours. This fun office needs a person who can do a variety of duties. Call Snelling ASAP. 224- 9424. 1301 N. Rodney Parham, Breckenridge Village. Microsoft Word Miaosoft Word knowledge and experience! If you type 40+ wpm and have Microsoft Word skills you qualify for assignments (temporary and/or temp to perm) at some of the most prestigious companies in Little Rock. Earn at least $6.25 to $8.00 per hour. Call Sherry at 664-8903 for details. Office Manager/Bookkeeper - SISK Beautiful offices! Brush shoulders with celebrities! Nice position for someone ready to move up! Turnage Employment Service  224-6870. Office Support Office workers all over LR ate taking a break. We need YOU to help with the workload! Receptionist/Front Desk, Legal Secretaries, Data Entry operators. Accounting Clerks, Mailroom and many, many mote!!! QUALlTi' EMPLOYMENT SERVICES. 663-8200. Office Support We are needing to fill all types of positions\nword processors, receptionists, bookkeepers, general office, etc. Please give us a call! Short term, long term and temp to hire! Call Leslie at 224- 9424. Snelling Personnel ASAP in Breckenridge Village. Never a Fee! Part-Time Receptionist (Need 2) 8 am  12:30 pm or 12:30 pm - 5 pm. Receive full benefits. $6.50 per hour. No cost to you. Temp to Perm. Call 221-BEST (2378) Best Temporaries 8500 W. Markham, Suite 216, Little Rock. People Person Work with LR's most respected Cos!!! Duties include heavy typing, Wordperfect and lots of people contact. Detailed and well-organized people call for an interview!! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Best Temporaries lists with most of the top companies in the greater Little Rock area. Our companies are seeking individuals with the following skills listed below:  Wordperfect  Proficient in Typing  Secretaries (Executive and General)  10 Key by Touch  Switchboard Operators The list is endless! Give us a cal! today for your future tomorrow. 221-BEST (2378) 8500 W. Markham, Suite 216 Little Rock, AR 72205 Never a fee! Executive Secretary Here is your chance to show them how its done!! Put your executive skills to work now in this long term assignment. We are offering Free Parking, $7.70 per hour with overtime paid at time and a half. Receive your pay check the same week you work. We never hold back a week because we know you need your money NOW!! Call for more information 221-BEST (2378) Benefits Specialist $20,000 per year, temp to perm assignment with large financial institution. Must have experience in 40IK, Medical Insurance, life insurance, customer service. Must have 2 years experience in human resources environment. Harvest Wki Markham Worthen Bank BEST TEMPOAARIES I PR Secretary Not really PR but working with celebrities who ate visiting Little Rock. Work Closely with Ad agencies also. Ready to hire now! Start to $14,500. Call Karen 223-2069. 1 Financial Centre. SNELLING PERSONNEL AGENCY. Receptionist Requites a highly motivated self-starter with excellent communication skills. Answer busy phones, input info... lots of people contact!!! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663- 8200. Receptionist Petonnel department of large company needs your outgoing personality, accurate typing, good work history and strong work ethic. Great opportunity for growth and could go perm. Start $6.00 per hour. Call 221-BEST (2378). Best Temporaries, 8500 W. Markham, Suite 216, Little Rock, AR. Receptionist Long and short term positions available. Must be able to handle busy phones and type 45 wpm. WLR \u0026amp; Downtown. Call Tempus at 223-5100 for an appointment. Receptionists If you have receptionist skills and i professional image we have positions for you! Typing skills a plus. Excellent skills earn an excellent pay rale. Paid the same week you work! Temporary and temp/perra jobs available. Call Sherry at 664-8903. Olsten Staffing Services. Sales Secretary Temp to Perm at no cost to you. This company is looking for someone to take care of their valuable clients. Your ability to handle pressure and possess skills in word-processing, 10 key by touch are really going to be appreciated. Knowledge of spread sheets is an added plus, but not a must. Call 221-BEST (2378) 8500 W. Markham, Suite 216 Little Rock, AR. Secretary Let your office skills pul you to work for Kelly! We have several positions available. Stop by today. 10800 Financial Center Parkway, Suite 315. Never a Fee. EOE. M/F/H. 224-0090. Secretary To $18K! Need 3! Polished person with secretarial experience on PC + Lotus. Turnage Employment Service  224-6870. Secretary/Bookkeeper To $18K! Fee Negotiable! One Girl Office. Answer phone/ Dispatch Techs/Ap - AR on computet! Casual Dress. Maumelle area! NEED ASAP! Turnage Employment Service - 224-6870. Secretary Positions Typing skills 50+ wpm, WordPerfect or Microsoft Word experience, excellent phone skills, legal or medical background. If you possess these skills, we have jobs for you. Temporary and temp/perm jobs available. Call Sherry al 664-8903. Olsten Staffing Services. Telephone Sales Reps. ----Sears leleraarketiug--- _____ center-is- seeking-____  professTonal? enthusiastic __ Lele43bone sales reps*___ l\u0026lt;(eniiu|4in4JSeebfl(L -sh'rfh^vaHaWe? We^e - Intervi fnamiCr --SCCe5S4\u0026gt;W lli:p3rsQfiat_ Sears Product Services '----- -EOE-M/* Wilson Wants to Contribute Through Coaching A. tf nn I n*. Lee Wilson's high school basketball coach had such a profound impact on him that Wilson intends to coach high school students himself once retiring from professional basketball. He is certainly the type of person that students will look up to, and it will not just be because of his 6'11\" height. The high school rankswill be lucky to land a seasoned, professional basketball player who wants to influence athletes both on and off the basketball court. \"1 want to be a coach because 1 believe that 1 can do a great job at it,\" he says. \"1 want to help kids out. I want to be a father figure to them and show them how to be a better person and make it to college.\" Interest in this level of basketball is due to the influence of his high school coach in Waco, Texas. Although there were opportunities for him to move up to the NBA, he preferred to remain at the high school level. \"My high school coach really influenced me through the things he did and the way he lived. He still thinks coaching is fun. 1 don't want to just work.\" Wilson also points out that professional athletes frequently retire physically exhausted from years of sacrificing their bodies for their profession. Mentally, however, the NBA will provide him with valuable knowledge and experience he can share with younger athletes. \"I'm pretty sure that when 1 get out of the NBA I'll be kind of banged up. But being in the NBA will give me the knowledge from actually doing,\" he says. Wilson is already taking advantage of opportunities to work with kids. He helped coach a group of Special Olympic athletes that came through the Arkansas Razorback bask\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_516","title":"Incentive Schools: ''Rites of Passage: A Program for Incentive Schools''","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":["1991/1992"],"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","Lesson plans","School improvement programs"],"dcterms_title":["Incentive Schools: ''Rites of Passage: A Program for Incentive Schools''"],"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/516"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nClass activities to discover historical and cultural knowledge of Africa or student's ancestral\nRITES OF PASSAGE K PROGRAM FOR INCENTIVE SCHOOLS LITTLE ROCK SCHOOL DISTRICT 1991-921 RITES OF PASSAGE PROGRAM Introduction The Rites of Passage Program has been designed for all students in the Little Rock School District's Incentive Schools. This program, coupled with the skills in the Family Life Education Program and the District's i social studies curricululm, clearly addresses the emotional, physical, and social developmental changes in young students. The preparation of these young students for their role as active and participating citizens in our global society, with emphasis on the whole child, is the primary goal of this program. 11 The 21st century is quickly approaching. Students must have the appropriate knowledge and skills in order to adequately function as contri- II buting citizens. This knowledge extends to information about their cultural and historical backgrounds to acquiring skills of displaying behavior that articulates a positive concept of self and their responsibilM ity to self and society. It is through programs such as a Rites of Passage that educators can HI assist parents and guardians in educating and developing the whole child. n n I I I I I 2I RITES OF PASSAGE PROGRAM GOAL To develop active and participating citizens through a Rites of Passage Program OBOECTIVES  Display historical and cultural knowledge of ancestoral homeland/heritage of students  Articulate a positive concept of self fl  Recognize duty of responsibility to self, family, school, and community  Implement a Rites of Passage Awards Program fl TIME FRAME fl Infusion through curriculum and one day per week, November through June fl fl fl fl fl fl 3fl RITES OF PASSAGE PROGRAM fl OBJECTIVE 1: Display historical and cultural knowledge of ancestoral homeland/heritage of students fl GRADE ACTIVITIES - All activities apply to Africa or students' ancestoral homeland. fl Students will: fl K-6 K-6 fl  use a map to identify and locate ancestoral homeland.  listen to stories from teachers and family about ancestoral homeland (Attachment //I) K-6 fl  illustrate family cultural events (K-3)\ndiscuss family cultural events (4-5) describe and K-6 K-1  listen to African Folktales audiotape and discuss (Childrens' Press)  use an outline map to illustrate examples of life in ancestoral homeland (Attachment Z^2) fl K-1  make an African drum (Attachment //3) 1-3 1-3  discuss family roles in African society  compare and contrast the role of African families with the role of African-American families today 2-3  decorate an ancestoral coat of arms (Attachment //4) 2-3  create African masks and discuss their use in African culture (Attachment 5) 4-6  construct a family tree 4  use a map of Africa to identify various countries in ancestoral homeland (Attachment #2) __ 4 5  journey on an imaginative African safari (Attachment //6)  discuss historical figures of Early Africa and recognize their contributions (Attachment //I) 5  compare contributions of Early African figures with historical contributions of African Americans past and present 4RITES OF PASSAGE PROGRAM OBOECTIVE 1 (cont.): GRADE ACTIVITIES 6 6 6 Students will:  write reviews about one book about Africa and one book about African American history  select African American periodicals (magazines or newspapers) to be read each month and give oral reports of them  present a pictorial one-act play entitled \"Places and Sounds of Africa\" at end of year (Attachment //7) 5RITES OF PASSAGE PROGRAM  OBJECTIVE 2: Articulate a positive concept of self I GRADE ACTIVITIES  Students will: K-6  create a collage to illustrate their characteristics and personality that would make them a good friend to cl assmates K-1 K-1 K-1  draw a picture of themselves and their families and share with the class why they are an important member of their family  share with the class a fun activity or event that they have experienced  draw a picture of themselves being happy at school and at home 2-3  write five (5) things that make them feel good about themselves 2-3 4  create a Pride Booklet or Poster to illustrate background and anything they feel proud about  make a list of adjectives to describe themselves 4 keep a  make a list of things they would like to do better\ndiary of their progress with strategies used for improvement 5  choose from a list of African or African American role models one person and a career that they would like to pursue and discuss with teacher, mentor, and class 5  create a poster or flyer to describe themselves now and in the future  6  keep a journal of achievements, activities, personal goals, thoughts, and feelings throughout the year (mentor assigned to the student should review the journal weekly and discuss with student) 6 I  read and discuss books about African values and philosophies 6  prepare a project to symbolize the completion of their Rites of Passage experience c 6 JRITES OF PASSAGE PROGRAM  OBJECTIVE 3: Recognize duty of responsibility to self, family, school, and community GRADE ACTIVITIES Students will: K-6  prepare a list of behaviors which show respect for self and others K-6  brainstorm a list of student responsibilities to self, their family, school, and community K-2  choose a chore(s) that they can regularly perform at home K-2  keep a calendar of the chores they complete at home 4-6  make a list of things to do to improve school grades invite speakers representing different service agencies to class  talk with parents, teachers, spiritual leaders about some service they can perform  pledge to perform volunteer service in the school or community  keep records in their journals of their volunteer service experiences 6 6 6 6 e 7 zRITES OF PASSAGE CEREMONY OBJECTIVE 4\nGRADE Implement a Rites of Passage Awards Program ACTIVITIES K-5 6 The student will:  participate in an awards program and receive recognition for successfully completing activities for identified grade 1evels  participate in Rites of Passage Awards Program, which consists of the following: (1) (2) (3) send invitations to parents, relatives, friends, district officials fifth grade students will serve as ushers and hosts design and print a program (4) decorate room with African-African American theme (5) display students' work relating to theme (6) students will dress in attire representing how they feel about themselves\nattire should be acceptable to local school and LRSD dress codes (7) mentor, teacher, or counselor should escort student into room where guests are assembled (8) soft music should be played when students enter the room (9) students present one-act play, \"Places and Sounds of Africa\" (Attachment //7) (10) principal gives a motivational speech offering praise to students  (11) principal awards certificates to students acknowledging their completion of the LRSD's Rites of Passage program (12) a reception follows 8ATTACHMENT 1A  Early Africa General Gebal-Tarik  Conqueror of southern Spam  lO.OOOBX. ElKMPtO TimbwCtoo Oldwvsi I GorQ* \u0026lt; ij\u0026amp;o.oooee D \u0026lt;0 Z imMbw* Historical Figures of the African Past Pupils should know the role played by the foUowing historical personages: Osiris Isis Horus Kushites divinated by Egyptians Nefertiti  Egyptian queen Imhotep First father of medicine  Egyptian Pharaoh Khafre  Sphinx built in his image Pharaoh Cheops  Pyramid at Giza buUt under his orders Thothmes III  Kushite pharaoh of Egypt, military conqueror Amenhotep III  Pharaoh, patron of arts Pharaoh Akhenaton (or Ikhnaton) psalms and mentor of monotheism Cleopatra  Egyptian queen author of Sheba  Also known as who visited Solomon Mekada, a biblical queen Menelik I  King of ancient Ethiopia, son of Sheba and Solomon Piankhi, The Great  Kushite conqueror of Egypt Hannibal of Carthage  Military genius (247-183 B.C.) Pope Melchiades  Roman Pope (A.D. 311-314) (711) after whom named Prince Tin-Yeroutan  the Rock of Gibraltar is Ghana ruler (961-971) Tenkamenin  King of Ghana (1062 67) Yusuf Upper Senegal King, military leader, defeated King of Spain in 1086, saved Moorish civilization in Spain Sundiata Keita  Ruler of Mali (1230-55) Mansa Musa  Ruler of Mali (1307 or 1312-37) Sunni Ali Ber Ruler of Songhay (1464-92) Askia Muhammed, or Askia The Great Ruler of Songhay (1493-1528) Afionso I  King of Congo Empire (1506-45) Shaka-Zulu King (1773-1828) - military leader, developer of strategy still in use early AFRICAN HISTORY When assessing the cultures of early Africa, many historians have sought convenient means to discredit by various techniques the black people Chained to the confinement of slave-trade justifications and colonial ideologies and fostering such words as  primitive,  savage,  heathen,  ~in human, th. ese writ_e_r_s _w_ere 6 child like, and limited from the begin-and tolcd, too often, to give the black African just ning Pp raise for hisd aectrcaocmt pfrloismhm reanthtse.r than add to what was - , As a result, where Africa exhibited were taken immediately to On the contrary, the trend was to already known.  j  - siens of greatness, steps stress that the responsible people were not Ne^oes, rarely Negroid, but Semites, Hindus, Muslims, or some instead Hamites, Arabs, dark whites, other name which avoided the apparent qualities of black skin and woolly On other occasiow positive facts from the - purposely overlooked, and ancient menu -  J--1 \"s  tall tales  hair. raanu-can past were p  . scripts which told of such were dismissed or simple glorifications. In short, the few observers break from the acceptable approach and report the facts without colorations were forced to overprove their convictions or to mention them vagu y who attempted to Suc^h^ been the fate of reports African expeditions to the Americas. While this infor-mation has escaped the attention and interest of many, 9 ATTACHMENT 1B Africans may view it with more concern. They are not so prone to overlook facts that have been treated as  nonsense  by others, and in this respect, it is their point of view which really matters.- Consequently, the possibility of early African excursions to the Americas must be approached from this perspective. TRANSATLANTIC VOYAGES That Africans voyaged across the Atlantic before the era of Christopher Columbus is no recent belief. Scholars have long speculated that a great seafaring nation which sent its ships to the Americas once existed on Africas West Coast.\" Details still remain scant, but those available leave little doubt that such a venture took place. This can be attributed to the fact that more information about African history has been published and that modem archeologists and anthropologists have deepened our awareness of the variQUS peoples and cultures of pre-Columbian America. We can now positively state that the Mandingoes of the Mali and Songhay Empires, and possibly other Africans, crossed the Atlantic to carry on trade with the Western Hemisphere Indians and further succeeded in establishing colonies throughout the Americas. During the 13th century, Mali, the earliest of these two great empires, building on the ruins of Ancient Ghana, arose to become one of the leading nations in the world.* Its importance to the Middle Ages should not be underestimated. Under its authority. West African civilization flourished with learning and trade. Timbuktu, a commercial center, became the most popular university city on the face of the globe, entertaining noted scholars close to 200,000 well-equipped men to do battle. His royal court, literally, overflowed with pupils, readers, and poets,\" Ibn Battuta, a Moorish traveler who visited Mali during the 14th century, commented on the complete security of the country and the surpassing beauty of its women. Though he had spent most of his life visiting the most advanced civilizations of that time, he added that he knew of no other nation more civilized 12 except, perhaps, his own Morocco.' MALI EMPIRE Mali started on its road to world importance during the reign of Sakura (1285-1300), the usurper, who vastly extended his domain to include much of Mauritania and established diplomatic relations with Moroc- co. From this new contact, advanced maritime tech- niques and the concept of the earths rotundity filtered into the fast-growing empire. This was made possible through the geographies and astronomical theories of such Arab writers as Abu Zaid, Masudi, Idrisi, Istakhri. Abulfeda, and those from the court of Harun-al-Rashid with whom the Moroccans were thoroughly familiar. Both Idrisi and Abulfeda stressed the rotundity of the earth, and the latter even spoke of  voyages around the world.  It was not until several years later, however, that a little known and seldom mentioned ruler elected to make use of this empire-stirring information. monarch, Abubakari II (1305-07),' This daring did not believe that it was impossible to conquer the limits of the neighboring ocean. Employing Arab navigators who had a from all parts who went there to compare ther manuscripts, Books on all subjects were written in both Mandingo and Arabic, Djenne, Malis second most important metropolis, could boast of having 4,200 0 knowledge of longitudes and latitudes, the compass, quadrant, and sextant,' he equipped 400 ships with men, food, water, and gold, in sufficient quantity for an 10 extended duration, and sent them sailing across the teachers at the close of the 12th century.' This was an empire of black people and was remarkable in that it demonstrated the Negros large capacity for government and commerce. Reaching into the Atlantic Ocean from the Senegal and Gambia tributaries, it covered an area about the size of Western Europe, from Portugal to Germany, and dwarfed its contemporary, the Holy Roman Empire.* There were well kept roads, resthouses, and a postal system.\" Superb agricultural techniques, such as crop rotation, irrigation, and soil conservation, were employed, and numerous Atlantic. His captains were informed not to return vegetable varieties were produced.' in The people wore fine original clothing as well as imported Egyptian fabrics, and soldiers adorned themselves with golden armor and weapons. The emperor was capable of mobilizing until they had discovered land, or had exhausted their supplies. After a long absence, a sole ship returned, and its captain informed Mansa Abubakari that the other ships had been caught in a violent current, like a river in the middle of the ocean, and had been carried away by it. Irritated by his captains failure to follow the others, the king equipped a fleet of 2,000 more ships in the same manner of the first expedition and decided to lead them personally across the perilous sea. He was so certain of his return that he temporarily conferred power in the hands of his brother, Musa, until he might come back to reclaim it.\" Thus, the people of Mali opened the way for West African trade relations with the American Indians. 10 iiMII ATTACHMENT 1C   aa Mansa Kankan (Gonga) Musa, who reported these exploits of his adventurous brother, eventually became absolute master of the Empire (130737). Nothing is known of his interest in conquering the Atlantic, but during his reign, Mali reached the apogee of its power. Aside from making new territorial conquests, Musa did much to develop commerce and education. The wealth of Mali soon became known as far away as Egypt, and Sankore University at Timbuktu attracted the most learned professors in the world of that time. Long after Kankan Musas death, maps of Europe carried his name SONGHAY EMPIRE In the 15th century, another powerful people emerged to challenge Mali supremacy. These were the Songhay who had for over 200 years been Mandingo vassals. They eventually overthrew their Mali masters and, .under the leadership of Sonni Ali (146492), started an empire which was to claim authority over the entire West African 'bulge. The borders of the empire stretched to a size approximately that of continental United States.'10 This was not a new empire, for a great and attributed the whole of West Africa to his domain.le GHANA 300-I050 deal of the old Mali structure remained intact. At the onset, only the ruling lineage was changed. Askia Mohammed Toure (1493-1529) gained control of Songhay after the death of Sonni Ali and devoted his energies to strengthening the empire. He recruited a professional army of prisoners and slaves which allowed the rest of his population to develop commerce, fanning, and other industries. Learning was encouraged through contacts made with doctors, scientists, mathematicians, and scholars throughout the Muslim world. Schools were established everywhere, and the intellectual level of the empire was raised enormously. The practice of medicine advanced to the point where doctors were performing some operations, such as the removal of cataracts, which were not known in Europe for another i Wolata Senegal River Air A SWi' ^Lake Chad Wausa Forest Line Bure Gold Mines WALI 1357 Tegoro Rio de Oro nghazi Lake Chad Bongo Forest Line SONGHAY 1529 ___ Timbuktu and Djenne retained the academic vigor which they had inherited from Mali, but 250 years.-'!0 their supremacy in education and commerce was contested by such other fast-growing metropolises as Gao, Walata, Mopti, Bourem, Goundam, Sansanding, and Bandiagara. Despite this intellectual challenge, Timbuktu still remained the academic hub of all Africa, and perhaps that of the entire world. Under Askia the Great, Songhay developed a very complex system of government and administration. In fact, in some respects, its structure gave the appearance of a constitutional monarchy with democratic tendencies. Elected governors, called FARI, were assigned to rule over subdivisions of the empire, and chiefs, or NOI, were appointed to administer provinces and large cities. Economically speaking, banking and credit were well managed and controlled. A uniform system of weights and measures was establi^d, sales were inspected, and laws for the entire empire were codified.'21 ATLANTIC VOYAGES RESUMED It is more important to note here that voyages across the Atlantic were resumed, or continued, during the reign of Askia. Proof of this is evidenced by the fact that Columbus was informed by some men, when he stopped at one of the Cape Verde Islands off the coast 11 an 4 ATTACHMENT 1D  had been known to set out into to  of Africa, that Negroes------------ the Atlantic from the Guinea coast in canoes loa^d with merchandise and steering towards the west. The same Christopher Columbus was further informed by the Indians of Hispaniola when he arrived in the West Indies that they had been able to obuin gold from black men who had come from across the sea from the south and southeast.\" The dates of these accounts coincide Christopher Columbus was The them at war with neighboring Indians. This report was made before the first importation of African slaves to t e Antilles, or before any Spanish colonics were ffoouunnddeedd.. Other Negro colonies of that time were discovered in Northern Brazil among the Charuas, at_St Vincent in the sided, Gulf of Mexico where the Black Caribees re-around the mouth of the Orinoco River in Venc- I. 25 These zueta. and among the Yamasees of Florida.-  precisely with the time that Askia the Great held sway over Songhay. It must also be added that Amerigo the Americas witnessed these  Vespucci on his voyage to------- *,  .3 same black men out in the Atlantic returning to Africa.- sixteenth century Spanish explorers zueia. diiu auivMu M.w A - ----------- colonies, it must be stressed, were aU reported by the first Europeans who reached the Americas. Even as late as 1775, Francisco Garces was able to come upon distinct race of black men living side by side with the He related that a Fifteenth and Si/v***--- ------ .u and early American art, legends, and burials provide the principal sources of information on what happened to these African seamen after their arrival in the Americas. Zunis of the New Mexico pueblos, the first inhabitants of the area, and that the description he gave of them This ob-the blacks were incse Ainvdu avuiuv.. ---------- In effect, the Spanish conquistadores found dispersed all over the New World small tril?es who were from the very first considered Negroes.= ' The largest Negro colony appears to have been a permanent settlement at where Balboa, who saw them in 1513, reported the New World small trifles who were suffice it to say doubt that they were Negroes. made about the same time the French similar phe-leaves no servation was explorer, La Perouse, was witnessing a nomenon in California. He also found there a race of blacks whom he immediately denoted as Ethiopians. Darien  .C.U,  ** T\u0026lt; t /rocAk. A 12 ATTACHMENT 2 '11 3 V\u0026gt;M 13 1 I I 1 [ ATTACHMENT 3 Music Materials: Reference books on African music Pictures of African instruments (optional) (oatmeal box or juice can) per student 1 round cylinder 1 piece of muslin per child (12 x 12\") Masking tape Diluted white glue or Mod Podge sealer Construction paper Crayons or markers Procedure: 1. music Introduce the letsor by discussing the importance of Music has been used to accompany within African culture. legends, tales, and morals. festivities. and communicate traditionally been celebrations. messages, It has 2 . used with ceremonies. and Present pictures of African instruments and explain of instruments that Africans have created many different types using materials from their immediate surroundings. One instrument, the drum, was often made of wood and covered with skins. 3 . authentic surround!ngs. the drum. that although they cannot make an Explain to students dJ. Lull, they will be able to make found in their own classroom environment. African drum a drum that utilizes materials 4 . mu s1 in. Provide each student with a of After taping the muslin firmly over one end of the the cloth surface with diluted white glue each student cylinder and iiiece cylinder, paint Podge to stiffen the surface. or Mod 5. While waiting for the glue or Mod Podge to dry, provide each student with a cover sheet of construction paper with which to Have students decorate the paper t)ie cylinder of the drum. colored construction paper designs. with crayon or cut paper around the cylinder. 6. Glue the Use completed drums to accompany songs, storytelling. creative dramatics activities. 14 ori! ATTACHMENT 4 Personal Coat of Arms I i T L I I I ATTACHMENT 5A Masks Materials: Reference books on African art African artifacts (optional) Student copies of mask patterns (on heavy paper) Procedure: Review information about the type of geographical features found in Africa. Emphasize climate and that climate and physical features affect the lifestyle and culture of people. 1 . 2. Display pictures of African art and artifacts that provide students examples of primitive as well as modern African art and craftmanship. 3. Explain to students that African masks are one type of African artistry that utilizes natural materials. objects found within the immediate environment. plant fibers, horns, and animal hides patterns, and Wood, ivory. are a few materials available to the African artisan. 4. Discuss the uses of masks in our own culture and those of African cultures. 5. Ask students to identify materials within the classroom that are available for them to use to create a mask. Emphasize that they will not make an African mask, but will use some of the classroom materials they identified. 6. Direct students to independently create individual masks using materials in their classroom environment. or distribute  copies of mask patterns' included decorate and assemble. 7. in this unit for them to Display classroom masks on a bulletin board. 16 ATTACHMENT 5B AFRICAN MASK I A A I B M I II M B nMn I I I % I I I I t 1 7 1 ATTACHMENT 5C AFRICAN MASK 6 18 ATTACHMENT 5D AFRICAN MASK o ATTACHMENT 6A AFRICA'S COUNTRIES 1. Students will understand that Africa is composed of many different countries. 2. Students will identify various countries in Africa. Materials: Classroom map of the world Ci assroom map of Africa Encyclopedias Reference books on African countries Student copies of passport booklets Multiple copies of Country Summary sheets Procedure\n1. Ievi ewing Introduce world map and the lesson by looking at a continent made up of many different countries, and a country. the fact that Africa is a . . Review the distinctions between a continent 2. Explain to s to go on an African \"safari.\" at a port on one of the bodies tudents that they will have the opportunity They will \"travel\" to Africa, dock of water suriounding Africa, travel through several countries. and depart Africa from a different port. 3 . students Distribute copies of the Passport Booklet. fill out the personal information page. Review the following students begin their \"journeys\n\" a. Have travel guidelines before having They will enter Africa from a port on one of the major bodies of water surrounding Africa. the name of b. Each student will write _ _ the country and date of his/her \"varS-it\" on the Visa sheet and complete a Country Summary Sheet using encyclopedias and other reference materials. When the Country Summary Sheet has been completed, the student will this country by having the teacher sign When depart and date the passport in the Departures column. 20 4 . cr 4 ATTACHMENT 6B 4 1 d. The student may then travel to a bordering country and repeat the above steps. e. The goal is to reach a port of exit on I a different body of water than the entry port. 5. A large classroom map of Africa should be available to assist students in planning their travel. 6. Conclude the lesson by displaying the passport books on a bulletin board. A large map of Africa could illustrate the travels of each student by using yarn pieces to connect passport books to various locations on the map. I I I i AFRICAN SAFARI 21 ATTACHMENT 6C PASSPORT UNITED STATES OF AMERICA NAME 22 NAME SEX BIRTHDATE (PHOTOGRAPH) ATTACHMENT 6D BIRTHPLACE ISSUE DATE SIGNATURE OF BEARER VISAS Entries Deoartures II fl 23ATTACHMENT 6E q Name COUNTRY SUMMARY COUNTRY CAPITAL FLAG i 1 I I I POPULATION MONEY ! 1 1 I I I J LANGUAGE CHIEF PRODUCTS: AGRICULTURE MINING MANUFACTURING 24 JATTACHMENT 7A 4 PLACES AND SOUNDS OF AFRICA (A pictorial play in one act for middle or upper elementary grades) Edwina Chavers Johnson Characters: There can be as few as sixteen and as many Inquisitive: (interrupting hastily) Just a moment. I as thirty, depending upon the size of the class. PROLOGUE  a map of Africa Reader Inquisitive Pyramid of Giza Pyramids of Kush Zimbabwe Palace Timbuctoo Musicians Dancers dont understand a thing youve said. Reader: Oh, Im so sorry. Ill show you some pictures, if you like. (Putting book down, uking Inquisitive by the hand now.) Here, just look this way. 4 Judges, clerics, doctors of Timbuctoo Musical dolls Costumes: Characters of African sites and roles dressed accordingly. Inquisitive and Reader dressed in school attire. (Curtain drawn, speaker at center of stage.) FLUTE MUSIC HERE (Curtain opens partially to reveal desert scene in a picture enclosure, with actor dressed as famous pyramid, centered in the scene.) Prologue: There are in Africa monuments of great cities and empires which stand today and serve as testimonials to the advanced civilization which flourished on that continent before the 16th century. The family of man was born in Africa  and from that binhplace, traveled to all other parts of the earth. DRUM BEAT Western civilization is actually based upon one of these ancient African civilizations  Egyptian civ- STOP FLUTE MUSIC HERE Inquisitive: My, oh my (great wonder in his voice), I know what you are, you are a triangle. Pyramid: (angrily, without any body movement, however) I am not a triangle. I am a pyramid. A triangle has three sides. I have four sides. See? (turning slowly to show four sides) Inquisitive: I beg your pardon. Where do you belong? Pyramid: I belong in Egypt. I was built 5,000 years ago for the great Pharoah, Cheops. Two and a half million blocks of stone were used in building me. I am one of the most amazing engineering feats in the world. ilization. This history of black peoples reveals the beginnings of the arts and sciences as well as of aesthetic expression. Those were borrowed and developed by others, mainly in the Western World. DRUM BEAT For what is the present, but the past? FLUTE MUSIC HERE (Curtain opens fuUy now, several additional, but smaller pyramids are now seen scattered about the stage.) Pyramid: There are hundreds of other pyramids in east Africa, but none so famous as I! (Inquisitive and Reader withdrew, to stage left now.) DRUM BEAT Reader: I am reading African history  about places in Africa that were built by men long, long ago. Some of these places are thousands of years old! Its really quite exciting material. Inquisitive: Read to me, please. Reader: AU right. The pyramid of Giza was ordered to be buUt during the fourth Memphite dynasty by the Pharoah Cheops. No doubt, the sphinx w^ buUt by another Memphite Pharoah, Khafre, in his own image. - - - The ruins of Zimbabwe, covering an area of approximately 70 acres represents still FLUTE-MUSIC HERE Pyramid of Kush: (Choral Speaking) MUSIC STOPS NOW We are the pyramids of Kush, the ancient name for Ethiopia. Kings and queens were buried within our walls. We stand, a tribute to the remarkable past of the African people. We stand, 5,000 years now, amid palaces and temples, one of the worlds largest collections of royal buildings and tombs. Our royalty went northward, down the Nile, and taught the, once backward people in Egypt the ans of life. 25 ATTACHMENT 7B q (Curtain closes to reveal the single pyramid again. Small pyramids leave stage.) RETAINED VISUAL IMAGERY OF THE AUDI-ENCE. FOR APPROPRIATE SCENERY, FIND FLUTE MUSIC HERE MUSIC STOPS Pyramid: People have come to visit me throughout the ages. There is something inspiring about seeing me, so they say. Would you also like to visit me? Inquisitive: Oh, yes. Pyramid: Ill be seeing you. (Chirtain closes) PICTURES OF THESE HISTORIC SIGHTS IN BOOKS OR REFERENCE MATERIAL. Reader: Here is another picture. (Bells may be rung as cunain opens here.) (Curtain reopens, two actors stand, facing one another and speak simultaneously in this picture.) Inquisitive: Zimbabwe: circles. BELLS STOP NOW I know what you are. You are a circle. (turning as bells ring) No, we are not We are half circles. (Backstage, Sphinx steps onto picture frame as Pyramid steps out.) Reader: Here is another picture for you to see. Look! (Curtain reopens, as before, revealing picture frame. Inquisitive: Zimbabwe: Oh, dear, what is your name? We are the walls of Zimbabwe. 300 feet This time, Sphinx is centered in frame. There can be an adaptation here. The frame may be removed entirely, the curtain opened fully to reveal the Sphinx upon a raised platform, or a covered ladder. A dancer may move gracefully as the Sphinx speaks and hollow instruments such as wooden blocks are struck intermittently during the speech.) Inquisitive: Ooooooooh! Who are you? Sphinx: I am the Sphinx. I was built in the image of another great Pharoah  Khafre. I have the head of a man and the body of a lion. The sands of the Sahara Desert submerged my body  as they did the paintings and rock carvings of the TassiUi cul-long, 200 feet wide, 20 feet high  and 20 feet thick. Although we are still considered a mystery, we are the remains of the marvelous Monometapa empire of 1,500 years ago in South Central Africa. We are considered so amazing because no mortar was used to construct us. We are truly a work of art. Inquisitive: Where would I find you? Zimbabwe: You could find us in what is now called ture to my west. I have seen nearly all of mans Southern Rhodesia. Perhaps you will come and solve our mystery. Inquisitive: Thank you. Thats a challenging idea. I just might do that. (Curtain closes as before.) history unfold, due to my great height and position in the East. There is not time to tell you all. Yet, linger and listen. The craftsmen, the farmers, the astrologers, the soldiers, the rulers, the philosophers  all I have met in the past. Shall I meet you, too, one day? Inquisitive: I should like that very much. Sphinx: Good, I will look for you to come. I am quite near to the great pyramid in Egypt. (Curtain closes again. Flute music, or East African music here until curtain is entirely closed.) FOR THE REMAINING  PICTURES, THE CURTAIN OPENS AND CLOSES AS IN THE PRE-CEDING ACTION. IF DANCERS OR ACTORS ARE AVAILABLE FOR APPROPRIATE ?lND RELATED INTERPRETATION OF THE PICTURES AND THE CULTURES THEY REPRESENT, SUCH DANCERS OR ACTORS, DRESSED APPROPRIATELY MIGHT ADD GREATLY TO THE 26 (Bells ring as curtain closes.) Reader : I have two more pictures for you to see. Here is the first of the two. (Curtain reopens. Palace stands centered in frame of tree-lined streets.) Inquisitive: Dear, dear, what a beautiful building you are! What is you name and where is your location? Palace: I am the palace of King Tenkamenin of ancient Ghana. As you can see, I am made of stone and wood. If you could step inside the portals, you would see the sculptures and excellent pictures of the king. My stained glass windows are extraordinarily lovely, too. Before the Sahara Desert encroached upon me from-the north, I was able to be a pan of a marvelous people. Our music and dance are well known in the U.S.A., but the desen and the wars we suffered destroyed an enormous amount of our buildings and towns. During the 11th century, our empire was at its peak of glory. New Ghana is located to the south of old Ghana. You could reach me by jet quite easily. ATTACHMENT 7C Bl Inquisitive: Wow! Id never thought the past was so near to the present. (IF THERE ARE DANCERS FOR THIS PICTURE, MUSIC BEGINS NOW. DANCERS APPEAR SI-MULTANEOUSLY. INQUISITIVE APPLAUDS THEM AT THE END OF THE DANCE.) (Curtain closes) Reader\nAnd here is the last picture 111 show you now. Look! (Curtain opens, revealing Timbuctoo, the ancient university.) Inquisitive\nI am simply overwhelmed at this point. Timbuctoo: Thank you. I am rather overwhelming when you think about it. Inquisitive: Who are you? Timbuctoo\nI am Timbuctoo. I was a part of the ancient empire of Ghana. I notice you are a student. I was the home of students of law, science and medicine about a thousand years ago, youd be interested to know. Judges, clerics and doctors walked my corridors. Men of learning were drawn to me. There was a greater profit in the book trade than in any other commercial venture in my days of fame. By the way, not too long ago, some United States Congressmen came to see me. Inquisitive: Where are you to be found? Timbuctoo\nIn the present day Mali Republic. Will you come to visit me, too? Inquisitive\nI want to. Timbuctoo: Ill be looking for you. (Curtain closes) (Curtain opens, revealing two sets of actors  on stage left are male music dolls  on stage right are the female dancing dolls.) (Reader takes Inquisitive by the hand again, walks over to the music dolls.) Reader: These are the music dolls. The music they play is as ancient as the culture they represent. They are Nigerian dolls and play instruments from Nigeria. Inquisitive: Id like to hear some of their music now. Reader\nCertainly. Ill just press the music button over here. (Crosses stage to right, presses button.) (Music begins promptly. OLANTUNHS  Drums of Passion includes an excellent band entitled  Oye  which can be played for about 60 seconds and then stopped.) MUSIC DOLLS PANTOMIME PLAYING INSTRUMENTS THEY HOLD IN THEIR ARMS AS RECORD IS PLAYED. WHEN MUSIC STOPS, DOLLS RESUME IMMOBILE POSTURE. Reader: These are the dancing dolls. Inquisitive: They are beautiful. Id like to see the Reader: How did you like the pictures? Inquisitive: Oh, great! Reader: I have some dolls to show you now. Inquisitive: Good. Where are they? Reader: Right here, just be a bit patient. dancing, too. Reader\nOK. Ill just press the dance button for you. DANCING DOLLS DANCE AS MUSIC DOLLS PLAY TO THE SAME RECORDING AS ABOVE. WHEN SAME PORTION OF RECORDING HAS BEEN COMPLETED, RECORD IS STOPPED. ALL DOLLS RESUME THEIR IMMOBILE POSITION. (Both move to left of stage  walking towards right as they talk.) Inquisitive\nThat was terrific. Reader\nNow you know why I like to read so much. Inquisitive: Youve got company now! I would never dream that all I saw could be gained through reading a book. Do you know of a book I could begin with? Reader: Youre challenged! Finish this one with me. (05 on right) n wM THE END H I I 27 4 4 RITES OF PASSAGE PROGRAM 4 MATERIALS AND RESOURCES Beyer, Barry et al. The Eastern Hemisphere. York, 1991. Macmi11an/McGraw-Hi11, New This book is the social studies basal textbook for grade 6 and is currently located at all incentive schools. Beyer, Barry et al. Neighborhoods and Communities. Hill, New York, 1991. Macmi11an/McGraw- This book is the social studies basal textbook for grade 2 and is currently located at all incentive schools. Ellis, Veronica F. Readers. First Book About Africa: An Introduction for Young OUST US Books, New Oersey, 1989. This book was ordered for use with the African/African American program. Hare, Nathan and Julia Hare. Bringing the Black Boy to Manhood: The Passage. African American Images, Chicago, Illinois, 1985. ISBN: not listed Cost: $6.00 Lewis, Mary C. Herstory: Bl ack Female Rites of Passage. African American Images, Chicago, Illinois, 1988. ISBN: 0-913543-08-X Cost: $7.95 Murry, Jocelyn. Africa: File, New York, 1990. Cultural Atlas for Young People. Facts on This book was ordered for use with the African/African American program.  Musgrove, Margaret. Ashanti to Zulu. Il 1 i no i s. African American Images, Chicago, ISBN: not available Cost: $4.95 This book is suitable for students in grades 2-5. 28RITES OF PASSAGE PROGRAM MATERIALS AND RESOURCES (cont.) Our Multiethnic Heritage: African and African-American Folktales audiotape. Children's Press, Chicago, 1990. ISBN: 0-516-06920-9 Cost: No confirmation Our Multiethnic Heritage: Guide, Levels 1 and 2. African and African-American Studies Teacher's Children's Press, Chicago, 1990. II ISBN: 0-516-06918-7 (Level 1) Cost: 0-516-06919-0 (Level 2) No confirmation A Salute to Historic African Kings and Queens, II Publications. 520 N. Michigan, Chicago, IL 60611. EMPAK's Black Hi story ISBN: 0-9616156-5-6 Cost: Depends on number ordered Little Rock School Di strict Family Life Education Curriculum Guide, K-6. School Counselor. Wellness Clinic - School Nurse. 29\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_p15728coll3_21852","title":"James I. Chatman individual file","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","dcterms_contributor":["Chatman, James I."],"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","United States, Arkansas, Pulaski County, Little Rock, Dunbar High School, 34.73231, -92.28654"],"dcterms_creator":null,"dc_date":["1991/1993"],"dcterms_description":["This folder contains documents and photographs donated by James I. Chatman.","This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : University of Arkansas at Little Rock Center for Arkansas History and Culture"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["National Dunbar Alumni Association historical collection, 1880-2016 (UALR.MS.0021)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["African American--History--Arkansas","African Americans--Arkansas--Little Rock","Dunbar High School (Little Rock, Ark.)","Education--Arkansas--History","Education--Arkansas--Little Rock","Education, Secondary","School integration--Arkansas--Little Rock","Segregation in education--Arkansas--Little Rock"],"dcterms_title":["James I. Chatman individual file"],"dcterms_type":["StillImage"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/p15728coll3/id/21852"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1129","title":"Joshua Intervenors, Preliminary School Report, North Little Rock School District and Pulaski County Special School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","United States, Arkansas, Pulaski County, North Little Rock, 34.76954, -92.26709"],"dcterms_creator":null,"dc_date":["1991/1992"],"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","School districts--Arkansas--North Little Rock","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","School integration"],"dcterms_title":["Joshua Intervenors, Preliminary School Report, North Little Rock School District and Pulaski County Special School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1129"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nJOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT NORTH LITTLE ROCK SCHOOL DISTRICT AND PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1991-92 CURRICULUM JOSHUA J IJ'l'ERVENORS PRELIMINARY SCHOOL REPORT Rjdgeroad Mi.ddle School 1) Ljmited number of Africun-American displays. 2) Ljmited examples of multicultural infusion into lesson plans. J) There is a di sproporti 011.l te number of blacks in resource 1 Lasses. '1) \\vltites exceed blacks two to one in gilled/talented ('lasses . 5) Whites exceed h 1 ucks tin ce to one in honors cl asses. DISCIPLINE 1) There is a dispcoport io11ate number of long [ arms issued lo black utudents, more blacks a1e sent to Alternative School, and more are giv 11 in-house suspension. 2) '1'11 is school i ~\nreported as one who refers the most students to tile Alternutive School. STAFF AND S'l'UDEU'l' DEVEI.OPMEH'I' 1) There is a need for more black teachers\nonly 4 of 38 are black. 2) A 1 I specialty I t'uchcrs il 1e while. 3) '1'11  giftedital e nted p1oqrum is not represent,1live of lhe ,verall blacl. stuclenl population. l'AREtf'l'AL l llVOLVEMEl!T 1) 'l'ltcre is no dtH..:umentc:1 l i 011 of parental contact regarding interim repo1 ts. 2) Ulc1ck parent pt1tl.icipalion is extremely low. I XTRACURR I l 'ULAR ACTIV I 'I' I ES 1) 'l'hc chec1 lead i 111J squad ltc1s too few black memlJP u\n. 2) Gi 1 ted/t\u0026lt;1 lf-ntcd proqr\u0026lt;1m is not representa ti (' o [ over\u0026lt;1 l l popula ion cc 11cer11i1HJ black students. \u0026lt; ENERAL SC:IIOOL CLIMATJ. 1) l'rincipal s ems resistant: to the inco1 poration of multicultural education\nthis is reflecled in the :~taf fs' sel J -expecta lions re9arding this a 1cc.1. ,JOSHUA 1 ll'rERVENORS PRE I ,TMINARY SCHOOL REPORT CURRlCULUll 1) 1,j mited amount of Africa11-American displays. 2) I. i mi ted documontatio11 of Al rican-America11 activities infused into daily lesson plans. DI SCI PLitll: 1) Black stude11ls were qiven twice as many behavior documents and referr,1 I ~\nas were whites. 2) Bl ,1ck students 1 lso rec\u0026lt;  i ved more in-house suspensions. STAFF AND ~\n'l'UDEN'l' DEVEI.OPMEll'I' 1) Al I specialty l oachet-s .ite \\Jhite except one. 2) Al I functional 1esource  l.udenls are black. J) All mentally 1 Ptarded 1 source students are black. 4) 'l'lle G/'r progr\u0026lt;1m has sj x whi Le students and only three black\nthis is disproporLionate when compared to the black populalion of the school, which is 62%. 5) 'l'llere is a need for 11101 e black teachers. (On I y 2 of tile 11 teachers ,11 e bl acf~.) GENERAL S\u0026lt; IIOOL CLIMA'l'I~ I) A large di t\u0026lt;'ll l ocn t ed to he east of t Ile school 's e ntrance pos s an exL1cme danger to any student who may be in that pc1rticula1 c1rea. Hext to thi s ditch is a tJUlley that is apptoximately fifty feet deep, whjch c reates an i 11tolernl\u0026gt; I P and hazardous set ti 11tJ. CURR I ('I I I I I I ,J OS II ll A I ll'l'ERVENORS PR1:r.1M fl !AR\\' SCHOOL REPORT HQli i n!,O i l t-:1 ementary 1) 111iled c1mount ot At t i,:,111-American displays. :i) i,11i l vd d ucu menld l i \u0026lt;\u0026gt;1l ,it Afri can-American activities in t o .t , i I y I es sun p le, 11:\n. DISC!l'l,1111 t) 11,....,1e are no p\u0026lt;11L!nls or students involv ed in pl an , t,,vu 1 op men t . STAFI /.,1', ,'l'llllEl!'I' DEVF.1.O1'111-:11'1' I) ,1, 1 L! is a need lnr rnoi,, b lack teachers  . n , 11 il clusses .ti\" piul ,ILllld t ic . l) 1 I, 1!11Li 1e sch llo I \u0026lt;1.trn i 11 i s trative s t aff is white. ,1 1 i I 1'\" uncl I-IP'I' s, 01 ,.:\n,\u0026gt; I I, I acks are d isproporti onate ,) ,,,ly tlin~e ot tli...., si,:Leen non-certified p ersonnel \u0026lt;1re I, I dCk . PAREll'l'A I I I !VO t.VE11El1'1' I) i 111_\n1: putent p,1rli\u0026lt;:ip11l1on i s not i n p r oport ion wi t h t llu t ,il whites . :i) 11 l''l'A oft icc,1s .i,,, \\Jl1il.e . ,JO'.illllA 11l'l'ERVENORS PREI.I fl I IIAl~Y :\nCHOOL REPORT CURRl CIJ 1.111 I 1) 1111,1sion isn 't hiCJllliqllled in lesson plans. ~) 1.11,ilt.:tl documenLal ioll lli African-American activities into d,ii ly lesson pli.111~\n. DISCTl'l.111 1. l) 'l'l1\u0026lt;! 1e is a cti~\np1opu1tionate number of disciplinary .,, :l ions taken u\u0026lt;Jd i 11sl black students. STAFF Alli :,'l'lJl)E ll'J' DEVELOPtll:11'1' l) '1'l1,1c js a necct 101 more black teachers: 3 white male , ,placements we1 u 111\u0026lt;11llc. 2) 1,, :\n1..!t1\u0026lt;..:e of one ro1c\" clc1sses . J) 11 1'1', c1ml MPT sl..:or,s ol ldacks are disproportionate. l) 1 ,,1e is a dist,iopu1t ionate number of whited in G/T ,.lo1:\nses cornpc11 t.:,I tu 1,1.tcks. PAREll'l'/1.1 I IIVOLVEMEtl'l' l) 11i1 uri m reports c.ll'C nut tequired to be signed by parents . 2) 1111 monitoring p1u t~s:_\nin place for the use of interim 1 upoets , ie. fol lll\\J up phone cal ls , visits, or lette1s. EXTRAClJI ' I' It '\\l LAR ACTTV1 'l'l E:i 1) I' ,1 L:iciputi,)n ot !Jlt1cl. acti,1il 1, is dispropo1Li,i11.il\u0026lt;. students in most extracurricular CURRl('lJI 1111 , I 0:\n11tIA l ll 'l'ERVENORS l'Rl:\n1,llllll i, 1~'.' :iCIIOOL REPORT R~):j!d._ c: 1 l y 11 i dd le School 1) 1 i 111 i Led amount o L l\\ l t i , \u0026lt;111-American displays. 2) 1.i11il8d documenlaliun \"l African-American activities into .i.1 i I y l esson pl \u0026lt;1n~,. 01SC1l'LlIII, 1) 111, 1e are no rcco1 cb m.i i ntained when students are removed 11um c.\n]assrourns ,.111d i11Lo hallways. 2) '!,'\" hers are able Lu Lice students in hallways. 1) 'll1on.? ure no im.:L,nl ivc!, or reward programs to recogni ze 1 Ill..) enlire stud, nl p,q,11lation. S'l'AFI l\\1111 'i' l't)l)Etl'l' OEVEl.01 '111:ll'I' l) 111,,1e js only one lllc1c..:I: male in the G/T program. i) 'l'l1L! ass ignmenl o I 1111 i l es compared to blacks to honors ,: l osses is Jisp1 opoi l ionate  .l) :\n, '/L! t ,11 speci u I L!d11,:\u0026lt;1 l ion classes are all bl ack . \u0026lt;1) 11/1.'1'1\u0026gt; \u0026lt;1nd MP'I' sco1,~~\n111 lilacks are disproportionate. CURRl ClJ I ,1,11 ,JCJ:\nllllA i ll'l'ERVENORS J\u0026gt;Rl ' l.111111/\\H'i :\nCIIOOL REPORT 1) 'I'll 1 :_\nschool j s i.-1c\u0026lt;1l: i 11 Lhe areas of defined correctives ,111d goals/objectives. 2) \"~ 1y limited mulli1.:11IL111\u0026lt;1l displays. l) ,\n1~' limited c.l 0r:u111l.!11li.1l iun of African-American activiti es Il l d,li ly ]CS!:.\u0026gt;011 pl.111.\u0026gt;. DISC! Pl , l lll. 1) 1t.i11dbooks are nol qiven the attention needed\nthere is 1 il.tlc emphasis pl.i ,:don them. 2) 1li.:1e is no progr\u0026lt;1111 lllttl promotes good behavior as of yet ,, l l ll is school . !) 111, 1e \u0026lt;1rc only 2 l ,J.1cl: \u0026lt;1dvisory council members. STAFI /,Iii ,1 lJllEtl'l' DEVEl.01'111:jl 'I' I) 111,,n~ is nor qui1emc.rnl in place to ensure the return of 111Lcrim repo1 ts, v1\n11 it the student is failing. 2) '1'11,! school's \u0026lt;1dmi11isln1Live staft is virtually white\n1l1cn.! is only u vice principal who is black. :3) tlf\\l' t, :.\ncores of bl.ic\nl,s .11~ disproportionate. PARE! l'l'A I. I II VO r.v1-: r-u:N'l' 1) 1!, l.! 1c js no acliVl: l ''IA ttL this school. EXTRAClll t' l t'll l.AH AC'l'lVl'l ll-':\n1) 11,e 1e arc scvc1\u0026lt;1 I 11 I \u0026lt;1ck students who vo iced concern 1 ,'(Jdnlinq ttldl111e 11l 11 um teacher:.\n. CURRl Cl! I 1111 ,J(l:\nllllA I ll 'l'ERVENORS PRE'I.l MI IIAW, SCHOOL REPORT ]{Q\u0026lt;! c  L~ y E1 ementary 1) 1 i1111L ..,u display!..i ol IJlt1cl~s in media center. 2) .,\u0026lt;:'-, Lc11 Leacher::, voi L:ed concern regarding split classes. 3) 1,i111ILL!d multicultut,tl di::,plays . 4) 1 i ,11 i ted docume11Li.1 l i un u I African-American activities in d I i l y lesson::... DISCl PLI 111: l) 1.11 L!nts and students ate not fully utilized in developing l l1L! ::,chool's di!..icipl i11..\nplan. STAFF Alll1 :,' l'l)f)EN'I' OEVEI.OPlll: 11'1' L) ,1 1 tllree replacenwnt ~\n.ind one addition to the staff, none 11,! 1._\nblc.1cJ.::. PARE\nIl 'l'/\\ 1, 111 1/0!.VEMEll'l' 1) '\" I 1111leer program i ~\nn,) l where it should be. ClJRRl\u0026lt;'IJI 1111 ,Jo:\nJI\\JA I IIITERVENORS PRl:r.1 fl I IIAH'.' ~\nC BO0L REPORT I) 11,, lilJ1ary ls lhclo11 ~.1.utdards and needs to be complet c,d .illll 11pdc.1t,~d. 2) 11i1,imal rnulti-cullu1,1l l ist\u0026gt;lays. l) 1 i 111 i LL!d documentul i u11 u 11 Aft\"ican-American activities into ,l.1ily lesson pl\u0026lt;1n~\n. DISCll'l.lill' I) ,,1 llle seventy-Lll1L!L! l11. .. :l1avior documents issued, all wet-e qivL!n to blacks. 2) 111.ic:ks recei vcd \u0026lt;1 11~ i gber percentage of counseJ or , ,_\n1 e 1-ra ls th\u0026lt;1 n \\Ill i l C!.\n, .. l) 1111 IL!r Junior lliyll :\n,LhooL and Oak Grove High School ,,.:tL!rrred t:hL! must !.il~1.dents. STAFF Alli\u0026gt; :i'l'lJDEtl'r DEVELOl'llEft'I' l) ,n,ly one black tt1clw1 uut of twelve on staff. PAREff'l'A I. 1 IIVOJ.VEME!l'I' l) 'I 11, ~ l L! is no acL i V,! i''I'/\\ ,..i r E\"I'O. CURRl C'll l I JI I ,I0'.illll/\\ I ll'l'ERVENORS PRE1.I f-1I11/\\ll'/ t\nC!IOOL REPORT l} 11,il much diversity S\u0026lt;.:!Cll in the classroom. 2) 1. i 11, i l \u0026lt;.:!d mu1 ti cul tu Lc1 I in l us ion in lesson plans. orsc111 1.IIII 1} 11\" 1t.!cords m inlai,1cl 101 \"time-out\" periods. S'l'AFF Alli\u0026gt; :,'l'lJDEll'I' OEVELOPflEll 'l' 1) \u0026lt;J11 I y four of t\\-1cnl y c1 c1ssroom teachers are black. 2) 1111 I y i.,\nevcn of Llie Lld 1Ly-two students in G/T are black. 3) 111 the three reso11n\ne L\u0026lt;.:!ucher , all are white. 4) 'I'll\u0026lt;.:! cnli1c adminh\nl1.itive school staff is white. !J) 11/\\'l'l) und MP'r sconss ul lJlacks are disproportionate. 6) \u0026lt;111ly two of Llie l11t11teen non-certified personnel are Ii I c1ck. ,J0:\nIIIIA II1'I'!::RVENORS PREl.1I-l I llAl\u0026lt;Y '.\nC!IOOL REPORT ~, ol ~ 1-: l ementa:ry I) 1 1 u1 i LL\nd mu] ticu 1 t11 ,u I di :..\nplays  .n I i111il.ed documL\n11L,lio1, of multicultural infusion int o , I .i i I y l cs son [\u0026gt; l c1 11 ~\n DJSCl l'Ll III I) . 111, 1\u0026lt;!11l.s i.tr~ plc1cud in I Ile hallways. S'i'AFF Alli . ,' l'lJJ)Elfi' DEVEi ,Ol'lll'l l'I' l) 111 ll1e 19 studcnU\nin lllc G/T program, only 4, or 21% are 2) 1 'J'() and MP'!' s,\not:-es of black students a1e .t I Llproport i 011..1 tL\n. 1) 't'li. ntirc admini:,t1\u0026lt;1tivc school staff is white. CURRl CUl.1 111 .ro~\n({I IA 11 l'l'ERVENORS PRELI 1-11 !I A l~V :iCHOOL REPORT 1) 1 i 111 i t.ctl amo1 int o J At I i cc1n-American displays. 2 ) 1.111,ttl.!d doc11menLal 10 11 u l African-American activities. 3) 1,11~ spl j t cLas::\n, \\Jl1id1 needs to be eliminated. 4) 111~ 1 L! is a di spropoL l j u11c1te number of blacks in resource. ~) 'I' program has d di Gpruportionate number of whites based \u0026lt;\u0026gt;11 U1e black sL11dL11L pupulation. CURRl ClJ I ,lJI I ,ro~\n!ltlA I tl'l'ERVENORS PRELTMlllARY SCHOOL REPORT\niyly911 !liJ ls Elementary 1) 1,1milcd djsplays ot At-i-ican-American culture. ?. ) l ll1 IL j cu1 tut a I c.1cl iv i ty is minimal in some lesson pli.111 t ,ool, s. DISCJ PLI I l l : I) '1'11, populat1.on oE Ute school is approximately 18% blacl., \\1. L blacks slil I 1uceive more discipline than whites. S'T'AFF Allll 'i' l'lJllEN'l' DEVELOPl-ll'. 11 '1' J) 1l1 c- f1A 'l'6 und MP'l' scutu ::.\nuf blacks are disproportionate. 2) 'll1 t.: 1c is a neecJ fuL 1110L e black teachers. J) 'I'll,, number of b] dcl sltlllents in G/T is disproportionate in compariso11 lo the total black population at this :a\nhool . CURRl ClJT.1111 ,JOSlllJA I N'l'ERVENORS PRELTM III/\\HY SCHOOL REPORT Sylvan II i l Is ,Junior High 1) 1.iltle emi,,hasis placed on infusion of multicultur\u0026lt;1l \u0026lt;1,\ntivitie::\nin lesson plans by principal. 2) f.lul it.cultural resoun\ne quides aren't being utilized. 3) 1.i111iled multicultu1c11 dit.\nplays. 4) ~\n'-'vera l leachers did not have their lesson plan books. DTSCJPT.I1II~ 1) 'l 'll 1e is no student input in developing the handbook. 2) 111I L!S ure nnl poslL!d i11 Lhe classrooms. S'l'AFF Allti ~. l'lll)l'.tl'l' OBVE1.0PMl:tl'I' l) 'l 'l1e, e are no records m\u0026lt;1 intained for short periods of ti me :,p8nl outside tile classroom\nther school has 1,0 t 1111cti oning policy re(Jdrding this area. 2) f-11\\'l0 and MPT scores ot blacks are disproportionate. PAREl1'1'A I. I IJVOLVEMEN'l' 1) '!'here j s no toll m,-up documentation regarding parent - l L!acher conferen,\n'-'s. EXTRACUl\u0026lt;l\u0026lt; I C'llLAH AC'I'IVI'I' rE:\n1) lll\u0026lt;1ck students'pc1rl:.icipation on the drill team isn' t tl:!presentative at llw school 's population. GENERAL :\nc!IOOL CLIMA'l'E l) ~\n~vc.:ra 1 students don I t t eel welcomed as M to M transfers. JOSIIUl\\ l lJ 'l'ERVENORS PRELTM fNARY SCHOOL REPORT ~yly~rn !Ii l ls High CURRICUT.IH1 1) t.imited mult.icultural displays. 2) 1.i111ited do---umenlation uf multicultural infusion int o d\u0026lt;dly Jesson pltrns. 3) '1'11,. teilcher in 1oorn I 08 did not have her plan book. DISCJPI.J m: 1) '!'here have been 51 s uspensions this year, of which 32, or 1,2. n, have been b 1 ack. 2) !I,\u0026gt; purents or sl:uuents involved in development uf dis...:ipJiri\"' plan. J) l{ulus aren't posLL\nd in most classrooms. STAFF 11111, , l'llDEN'l' Dt:VEJ.Ol'lll: 11 I' 1) 'l'l!Ln:! are no blacl. cuu11selors at the school. 2) 'l'l1ete is a need tu1 11101 1.\nblack teachers. J) 'l'lll'te ure no bluck AL' leachers. 4) '!'Ill\nof Lice supporl slal t is virtually all white. !::\u0026gt;) '!'here are no b lacl~ !::i Ludents in the G/T program. 6) '!'l1ere were sever..il classes with no black students t\nnrol 1 ed--AP EnyJ i sh, Algebra, \\Jriting, Calculus, a11J /',Lt. 7) '!'ht.! office still f i~\nvirtually all white with tl1e ..,,:ception of 0111..! bluck vice-principal. PAREIITAL lllVOLVEMENT 1) 'l'he school h\u0026lt;1s no L''l'A, and there is no parenLil involvement. 2) 'llw VIPS program is lacking in black participation. 3) l'hone contact is seldom made for cases of faili 11g dCademics or inlerim reports. EXTRAClJHI{ I CULAR ACTIVI'l' 11::\n1) 'I Ile re is only one b I ack cheerleadet . GENERAL SCIIOOL CLIMATE 1) '!'here is a racial tension in the school. 2) '!'here was a crossburning a few days prior to our visit. 3) illack students voiced concern that the counselors are not them the same opportunities as whiLe \u0026lt;1ffording :::\ntudents. 4) '!'here is a widespread feeling that the principal isn I t receptive to bJctck students. 5) Black studenls feel that they are more strongly disciplined than aLe white sludents for the same 1easons. CURRICULUM JOSHUA rwrERVENORS PRELTMTNARY SCHOOL REPORT Tgylor Elementary 1) Hot much emphasis placed on mu1ticultural education\nt..herefore, 1 esson plans did nol L-eflect this. 2) Limited, if no, displays in classtooms. DISCIPL1NE 1) !lo responsibility for behavior placed on student\nno parent involvement. 2) Rules not L:onsistent throughout building\nmany sets of 1ules that may be difficult for elementary students Lo L:omprehend . 3) 110 records maintained for di ~\nL: iplinary referrals o r \u0026lt;1ctions . STAFF A!W S'I'UDENT DEVELOPMEll'l' 1) st..udents are responsible for rel.urning interim report s\n110 system to mon i Lor their use. 2) Administrative leadership is lacking regarding multi cul t.ura 1 eduL:ation\nthis is also evident in the classrooms . 3) Only three out of eighteen classroom teachers are black. 4) MAT6 and MPT scores are disproportionate. 6) Only three of the fifteen non-certified personnel aL-e black. PAREIITAL lllVOLVEMENT 1) !lo P'1'A . 2) Awards and rewards are viewed as a \"waste ot time\", and parents are not invited to lhe school ve L-y often l or lhis reason. CURRICULIJM JOSHUA IN'l'ERVENORS PRELIMTllARY SCHOOL REPORT Tolleson Elementary 1) very limited number of multicultural display s , pdrlicularly Lhose depjcting Afrjcan-American culture. 2 ) Very limited documentation of the infusion of mult icultural aclivitjes , particularly of African- American culture. OISCIPLTJII:: 1) 'l'he black pdncipal does all the descipline in the school, whereas traditionally, vice -principals have this respnnsibiljty. The vice-principal is white. STAFF Al!D :\nTUDENT DEVELOPME!l'l' 1) 'l'llcre are o!1ly fo11r black teachers out of the twenty-four \u0026lt;lssigned to the school . 2) llt l'l\u0026gt; and MPT scores oi blacks are disproportionate. 3) 'l'lle number of sludents in functional or academic resou1 ce is all black. CURR I ClJ 11 II I I) 1 mi ted ,JO'.ill\\1/\\ I ll'l'ERVENORS PRI-:1.1 ~1111/\\H'f SCHOOL REPORT tllll i tc.:ll I l lll\"d I diversity , ldSSl\"OOlll~. 2) i1.iilecl lliCJllliCJhl inq 0 1 lesson plans. DTSCll'l.1 111 displayed in tile I} 111\u0026lt;- 1 70% oJ the dist\niplinary suspensions have been issued '\" bluck st..udcnls. STAFF /1111 :i'l'lJl)J,:tl'l' OEVEl.Ol'lll: 11 I' I) 11 , 11,1,!/school counsv I 111s unl y make r egular contact with ) 00 . l 11d\nnts. :n I I, 1 :\nyeur , this scl1tio I replaced staff vacancies with all 111 i le leache1s. !) 111,I',' l\\-/o o r e l eve11 dt.:!p\u0026lt;11 tment heads are black. f'AREll ' I'/\\ I 111 \\: OlNEMEl~ 'r l) llu 1equirement to LL Lu111 interim reports. 2) 11, monitoring syslL:111 l u L ensuring parent contact. 1) 1111.:tc is no P'I'SA ot VII~\nat this school. 4) 1 ilerc is no 01w emp I oyed at this school to act \u0026lt;1s ,:oonJinator 101 d pc11e11tal involvement group. ~) 1 l1\u0026lt;.:Ce is no c1cl iv\" I\u0026gt; i - 1 .i...:ia l commi L tee at this school. EXTRAClJI I l,'lJIAH AC'l'IVI'l' IF:i I} 111o1cl: cheerle.idc1:\n\u0026lt;111 not representative\nneither a1e l lie schooJ ' s 11u\\h\npdpur staff, i.ldvanced placement, u r 11,il ional Honor ~ioci ly . 2) 11J.1d: pul.\"licip\u0026lt;1lio11 in lhe TAG seminar is low. GENE HA!. :,1 11001. CLTMA'I'E I} 1/1denincJ dispa1il :: l \u0026gt;\u0026lt; l1-1een black and white students. CURRl('llJ tlJJ ,J0!,111 I/\\ 11 l'l'ERVENORS PRl:I.IMlll /\\ l\u0026lt;'i' :iCIIOOL REPORT !Jo1t_l1_!ki\u0026lt;1ltt s Elementa.r_y_ I) 1. i 111 i Led amount of A 1 1 i t:\u0026lt;1 n-American displays. ~) 1.i,11iled docurnentali u 11 ,, 1 African-American activities into I Ii I y I esson pl on:,. 3) 111, \u0026lt;1teu of scicnc1.\n\\J.i:\nfound to be highlighted with the 111.i:.\nl J 1equenly\nul l1L 1 :\nneed to d ocument infusion, al so . 4) Jli, 1l! an:i lllrc-, split ,lt1ssroorns (J/4, 4/5, 5/6). S'T'Af F Al II 1 :,' l'llDElrl' I EVELOPMEll'I' I) 1Jwn\nis a need 101 111\u0026lt;\u0026gt;1~ black teachers\nonly one of tl1e 1~ are black. ? ) 1-. 1,\nllers need 1t1ore 1t111 l l i cultural ttaining on infusion c1nd identifyjng 111c.1l:cr1\u0026lt;1l tor daily l essons in all subject s. CURRIClll 1111 JOSlllll\\ i ll'l'ERVENORS PRl'.Ll fl 111 /\\1\u0026lt;\\' :\nC!IOOL REPORT !!orth Lit tl~ ){~!( ): Alternative Center I) 11111il'ed nun:!)er or A11i,:\u0026lt;111-American displays  . \u0026gt;) 1 ,1 j nslu\n,ce~\nof nn11 l i cultural infusion into lesson I' I dllS . DISCI l'I 1111 1) 11.1 spec i I i c i nccn l i 1, :\nfor good behavior have b e:cn 11H.:uq\u0026gt;o 1atcd as 01 yt l. 1) 111111,ber of bL1ck sl udu11ts present is disproportionate\n111,Jll~ thc1n 50u . CURR I C.:ll I I II I .l\"OSIIIJA I ll'rERVENORS PRl:LJMTIJAH't SCHOOL REPORT tlorth Little HOl :L Jli_gh School--East I) 1. 1111 i Lctl umuunt o L A f 1- i L'd n-American displays. :!.) 1,111tileu tlocumentatjun u l African-American activities into dtii ly l essson plc111s. 3) ,n .. classroom visHetl ,1herein the teacher did not have I L0 SSOl1 plans. DISC I l'l.1111 , I) 111.ict students receivul 49 of the 71 suspensions issued l I) Ucll.C!  :\u0026gt;.) 11 , 1 s school is repo1t1...d to be one which refers the most ., Lutlenls to the Allu111ati..ve School. STAFI' Alll1 :,' l '!JDEN'I' DEVEI.OPMEll'l' l) 11,._. 1-e is a neud to1 moLe black t e achers\nonly 15 of 78 Jl\"e black. 2 ) flf\\'l l) scores of bl acl:s d I e disproportionate. 3) 1nily 2 of the B depdLt111tan t heads are black. CURR I C'll I 111 I ,1O:\n11tlA I1/'l'ERVENORS l'Hl:J.11-IIIIAl\u0026lt;Y SCHOOL REPORT l) i 111 i ted amount of A 1-r j cd n-American displays. ~) 1 11n i Led docurnentc.J l i 0 11 of African-American activitj es i11Lu daily l esson plc1ns. 1) '1'11, ! LC \\Jere sev eta l 0 1w-1ace classes. 4) 111(.\nmedja cente1 1 ~ . African-American collection is 111,Hiequute\nove 1 u I l, not visually stimulating. ~) ,\n'I' [Jtogram does not. 1Lpresent bl ack enrollment\nsemirw r lid:..\nno black slud1.:nt :\n. DISC I !'I 1111 : I ) 111 \":k males r ce i ve l\u0026gt;\u0026lt;l\" of discipUnary actions issued. S'l'AFI-' I 1111 : :'l' IJDt:II'I' nEVEI.O!'rlEll'I' I) '!'I,, 1e i s a need 101 111\u0026lt;,1c black classroom teachers\nonly ii. al the 72 \u0026lt;11,! 1,1,\" I. l ) 11,,  mc1jorily ol ll1e \u0026lt;1d .inced placement classes are whi te\n\" l I eds t seven \u0026lt;1 t 1.: \" I I 1-1 hit e . l) l ' l, v majodty ol tile ~5fH.:,ia l education classes are blacL 4) 111,11 : I\nco..id1es \u0026lt;1te 1 0 11 i11 number. PAREl!'l'AI , 1 IIVOLVEMEU'l' 1) \n1 qnatu res aren ' t 1 d Jll i 1ed of parents on interim repor ts . EX'I'HA( 111  I\u0026lt; I\u0026lt; 'l 111\\H AC'I' LV \"l 'I' T 1 :\nI) 1 ,,e cost o I' t Ile h,\u0026gt;mecuming dance prevented a number o f ., l 11clenls 1 rum \u0026lt;1 l t L!lhl i 11cJ, particularly black students. GElll :!Ud I till()]. CLli-iA'l'J: I) 111q11oved school 1,,01\u0026lt;11 ,\numpared to previous y ear. CURRJCll I ,lll I JOSllllA I ll'rERVENORS PRl:LH1TIIARY SCHOOL REPORT No1-th Ptt l ask L.l!i.gh School 1) 1, 1 mi led amount of mull icul tural displays, particular} y l l10se depicting Al 1-iL:dn-American culture. 2) l.t111ited documentation ot the infusion of multicultural ,tlivities, parlit\nuldt ly African-American culture. J) 1., lv\u0026lt;1nced placement c I c1sses and gifted/talented classes ,te dispropot Lion\u0026lt;1lu in number. DISC! l'LI 111: 1) Tv.1d1ers are nol 1c , 111 i I l'll by the pt-incipal to post school ,H- classroom n1 I e:_\n. 2) 1,1 the five suspun:\nions, 3 or 60% were black m\u0026lt;1le :\ntudents. 3 ) '1 l1e school I s di ~\nc i p I i ne plan wcts developed by a Jew :\nu l e,_t students, L, .id1ers and the principal, but no 11ct1-ents \\Jere involvc.:d. ,J) 11 1 ecords arc mc.1 i 11Ld i 11ud for time spent away from the ,\nI dSSt\"OOliiS. STAFF All Ji :i'l'l!DEIJT DEVEl.01'111:II I' I) ,11 the 52 certified pei-...\nonnel, only 6 are black. 2) 1, 1 lhe 8 department hu,Hls, none are black. J) 'I l1 c re is only one IJ I ucl male teacher in the school 4) 1 l1L:t-e were seven nL:\\J l achers hired this year\nnone were I, l ~1ck . '.,) 'l'l1L I e are el ve11 \u0026lt;,ne 1t1ce classes at this school\nhalf \"1 c advanced c I \u0026lt;1:,:\net\n, Hhich may indicate tracking. ri) 'l'l,c: 1-u is no syst 111 in place to monitor the use of intetim , eports . /) tl'l'b :.\n\u0026lt;.\nores ol blt1cl: :\ndte disproportionate. PAREll'l 'AI t llVOLVEMFtJ'r I) 'l'l1\u0026lt;'l'C is nu P'l'A/1''1'() Ol\"\u0026lt;J,ll1iZation . EX'l'HAClll ' l'lt'IJLAR ACTIVl'l'ILS 1) 11,u student counL:il i.\nt1ll white. 2) 'l'l1un.\n! is only onL: l,lut\nl cheerleader . .l) 'l'li12re are no bli.1L:k dr i 11 team members. 4) 11.,. Pierson, Lile clleet\\ead ing sponsor, was not willinq to 1cLogni ze the i mpl i l\nutions of having only one bl \u0026lt;1ck , :lieerl eader and ma l:cs no special effort to improve l\u0026gt;lac..:k participaliun. CURR l ClJ 1.111 I Jo:\n111JA I ll'l'ERVENORS PRl:LlfHIIAHY SCHOOL REPORT 1) 1,imited mu1lic11lt11rc1l infusion into lesson plan s , , s pecially in Ll1e so~ i al studies area. 2 ) lh\u0026gt; ,HJministralive le\u0026lt;1de1ship in this area on the part of the principal . l) 1,i:\nplays not cunsistcnt in the classrooms. 1) lll1111bcrs of bl\u0026lt;1ck sludL:nts in adv\u0026lt;1nced placement and in 11,1 Li onal 1101101 ~\nuc i L! Ly are disproportionately low i n 1 L:lc1Lion lo schuol population . rnsc I l'I.111 1. I) :,t ,,dents aLe not .ii tonlcct the oppotlunity of some type of 1 emporar:\ns11spens ion before tiley are automatically ..., 11spencled fat l In L!C days for a t irst time infraction . t ll is practice Is inconsistent \\1 i th the n eed to te,1ch .11HI reteach de:\ni 1vd behavio1 that the princi p,11 , .t 111tends Lhc.1 l. Ill: L:lllfl I uys . ?.) Jl,J pc.1rents or sl 11dl: 11ls involved in developing the l1\u0026lt;1ntlbook. l) :\n111d enls are pcruli t Led Lo stand in the hallways, and no 1L:conls are ni.1i1il:\u0026lt;1ined\nalso, classwork that would l! l1\u0026lt;1bl c the :\nl:11dc1il to continue lear ning is11 1 t 11 cessarily t:al.,~n i1,tu the hall\\/o.1y. 4) tl1L:te is nu emplw:\ni~\ncrn r-eteachincJ desired b ehavior. t\nTAFl0 ' /\\1111 ~i'J'UDEN'l' OEVELOPfll~ll' l' l ) / I I counse 1 ors a I e \\Ill it e . L) 11A' l'6 and 1-11,1 s or-es of black students c1re di sp r-oportionct t ,_! . 3) l'l1L!l'L! is a need I ur mo1 e black classroom tea chers\nonl y 7 ,\u0026gt;l 4 1 are b L,cl:. PARl ll'l'/1 I I IIVOVEMl::ll'P I) 11inima1 p\u0026lt;1renl: involvement expected regarding inte1im 1o.\nports\nuo to l I u11-11p after required nine \\leek contact. EX'I'l\u0026lt;ACIII 11,1JJ.AH AC1 lVl 'l' l l.:i I) tll\u0026lt;1ck paet!cipc1l:io11 i11 c heerleadi11tJ is low. CURR I C'lJ I t If I ,JO!illllA I ll'l'ERVENOHS PRl:f.l 111 IIAHY SCHOOL REL10RT oc\nil.llrogl,~ Elementary 1) 1.imit..cd amounl ot multicultural displays, particularly l llosc depicting A Id c,111-American culture. 2) 1,i111ited documunL1tion of the inlusion of multiculturt1l \"c.\ntivjties , p\u0026lt;.11Licularly those of Afdcan-Americ .. rn ,:u I ture. 1) 1.i111ilcd review of plan books by ptincipal. DISCIPl.1111. ] ) 111 is school reporLs 58 behavior documents issued, but the ,ccords shm-1 1B. \\Jlwt is tlw racial makeup of the uthcr 20 docurne11t'.\n? STAl-F /\\llll :i'l'!Jl)I-:IIT IJ8VEl.0l'lll\nIJ'I' l) c,1 the six d 'pi.It L1t1l~nl chairper!c.iuns, there was only one I) I clCk, ,!) I1!,'l ' l\u0026gt; und MPT sco1,~s 01 lilacks ar ... , disproportionate. PAREll'l'AI. 1 IIVOLVEMENT 1) 'I'll ere is only one IJ I ucl~ out of s Ix persons serving on L11e l''l'A board. CURR T cu I ,l I r-1 ,JO!\nl(llA I lfi'ERVENOR~, PRELIMTl!ARY SCHOOL REPORT 1) Limited multicultun.1) displays. 2) Limited documentation of the intusion of multicultur,il \u0026lt;1ctivities, part iL-ult11  ly Afric\u0026lt;1n-American culture. STAFF Allll S'l'LJDENT DEVEJ.OPHEll'l' 1) 'l'llere j s a need fot- more black tL:c.1chers. 2) 'l'ltere is a wide di!:_\npurity in Lest scores for bla c k :\ntudents. J) 'l'he school 's entire administrative staff is white. PAREll'I'A L 11 !VOLVEMENT 1) ll l.1ck parent participalion is lo\\/. CURR I Cl 11 .I II I ,JOSllllA I ll'l'ERVENORS l'RF:LIMTtlARY i,CIIOOL REPORT 1) 1 i111ilcd multiculturul displays. 2) 1.i111iled d,Jcumentatio11 of multicultural infusion into .tc1ily lcs--\non plans. DISCIPr.IIII 1) 11, incent.i\\2 programs .. ,hool .~Ltcndanc..:\ni 11 place for students excelling in unly Honor Roll and academic 2) ,:.lL:llcnc-., . '1'11 is scllool lids a 1111111lJer .:,:Jiau]. STAFF 11111, . i'l'llI\u0026gt;Ell'l' DI::VEJ.OPMEll'I' of referrals 1) l'I, 1c j s \u0026lt;.1 need for 11101 e black teachers. to Alternatj ve 2) 1. I .ven new teachers \\1e1 e hired this year\nall were while. J) 11 ...\nL 01' tlw Al' classe...\nre white. We observed one 10th . 1,,Hle Enc:\nJjsll c]a::.\ns ll1\u0026lt;.1t was all white. ,1) \"'1 I y J ot the :!2 no11-ce1 t ified personnel are black. :...) 11 ,1'\u0026lt;, dtHl Ml''I' scores ot !,tacks are disproportionate. EXTRAClll l( I\u0026lt; 'II LAH AC'J'JVI'l'IES l) 'l'IIL te are no black cllL:erleaders and only two blacks on l Ii , d t i I 1 t e \u0026lt;1 m . GENEl~AI. :i\u0026lt;'IIOOL Cf.IMA'rE 1) 111 .icl\nstud nts do not I eel welcome in the school. 2) 111i~\nschool cu1rently l1\u0026lt;1::.i a white male vice-principal \\1!10 ,,scs dctog tut y l \u0026lt;11HJlt\u0026lt;11Je toward black students. ClJRRTC'lll 1111 ,1OS 11\\JA I l l'l'ERVENORS PRJ:I.TM TII AW/ SCHOOL REPORT P~g)L]I i I I Elementary 1) 1 i111ilL!d amo!111t of Al 1 i ,c1n-American d isplays. 2 ) 1. i .. , ill'-Ll documentatiun ,, 1 Afri can-American act i vitie s i nto .i 1i l y lesson p)ans . \"3) 'l'I,, schoo) has sevL!t.il split cla sses which need to be , I i 111 i nu ted . ,1) 111,, Chapter one pt oqram is o v erl oaded with black ., tudents\ntr,1ckinrJ SL!1.: 111s apparenl . STAFF Al l i ,\n\"J 'llDEJl 'l' DEVE!.OPMEll'I' J) 1J 11 1c is a need fo1 mu 1u b l ack teachers\nonl y one of t en 1 :\nblack . .IOSllllA I ll 'l'ERVENORS PRE! ,TM1 tlAHY :\nCHOOL REPORT Pi.!s.~Y i ~\\I ]:1 ementary CURRT CU I l 11 I 1) 11,1 i ted amount of Af d cdn-American displays. 2 ) 1,11 ilLld doc:.:menlation ul African-American activities into I.ii ly les\"'on plans . J ) 11,, n ~ are f our spliL ,:lasses in 2/ 3, 3/4, 4/5, and 5/ 6 , 1, c.1d es which need Lo IJLl eliminated. 4) 'I' ll ,, c.\n/'l' cl ass a L t..h i :\n:\ncl1ool is nol racially balanced. STAFF All\\ 1 :,' l'lJDEN'l' DEVELOPMEll'l' 1) I lf\\.' 1'6 and MP-1 scores of blacks are disproportionate. 2 ) 11. ,, , e is only one blut:I\nteacher oul of eighteen on staff il 1 his schoo I . 3 ) 1 1. -:.wrv j ce.::\nhc.1ve l i U I e to do with the importance o f ,o111lt..icultural infu s i u 11 and educat..ion. PAREll'l'A I. 1 IIVO I.VEMEIIT 1) 11, ,, 1c are no bl ack urti cers on the PTA. CURR I Clll ,111 I JOSIIIJA I ll'!'ERVENORS PRELTMIIIARY SCHOOL REPORT 1) 11111itcd mulUc11ltural displays. 2) 1,1mitcd docu111entat.io11 of multicultural infusion into ,l.i ily lesso,1 pl\u0026lt;1n~, particuldrly African-Americiln ,unlcnt. J) 1111.,ed on the populal iu11 of the school, the black student l\"'llu1ation in the G/'1' pt:'ogram is too low. D[SCIPl.1111 1) '1'11,., d iscipl inc pl ttn 11c1s developed by administrators, \"nly\nno parunts ut :..\nludents involved in this process. 2) 1111 .tucumentatiun fat l i111e spent oulside the classroom . S'l'AFI\" Al Ii 1 .\n'l'lJDl:: 11'1' LJl.::VEf.OPMEll'I' 1) 11, ,~ school's adminh\nt1\u0026lt;1live staff is totally white. 2) 1,,. I-IA'I'6 s ..... orL!s at bl\u0026lt;1cks are disproportionate. Also, t lw blacJ~ 6th grildc 1-11''1' scores in mathematics, science .i11d sociul studiec.\n,1tL! disproportionate. 3) 1111~tc is a need for 11101 e black teachers. 4) Tl,L!te are no !JI ck :..\npL't\nialty teachers on staff. CURR I Cll 1.1111 1 ) I i Ill i ted JOS!llJA I ll'T'ERVENORS PRET.IMIJIARY SCHOOL REPORT Pim~~v0gd Elementary documentation .id j I y lesson p I dn:\n, of multicultural infusion into particulurly African-America n , 11 l ture. 2 ) 1. i111ilcd multic11ltur\u0026lt;1I displays DISC I PLI Ill , 1) 111, : 1c were ,10 current :\nl utistics rega rding discipline. STAFF Al 11 \u0026gt; ~i'l'UDENT DEVET.OPMEll'I' I) '1' 11 , MAT6 and MPT scores of blacks are disproportionate. PAREll'l'A I 11 IVOLVEMENT I) ' 1'111\nP'l'A board is lol\u0026lt;1l ly white. JOSIIII /\\ I ll 'l'ERVEtlORS Ptn:J.TM 111/\\1\u0026lt; / S 11001, REPORT CURH I\u0026lt; '1 1 i 1111 I) 1 1111 i Led m11 lt i cul tutc1 I 11 111\u0026lt; ' 1 ic,111 c11ll11r u . 111lctmu clic1Lt! le vc! I I , Vt! I . 1 1111ilcd documcntal i u 11 displays, particularly '!'here were very few ,111\u0026lt;..l almost none at the l\\fricanat L he prinwry of multicultural infusion into ,l1ily l ess u n pl ,111 :\n, particularly African-Ameri can , 11 I L111 e . l ) , ,, wil e , i\n\\-Jere not \u0026lt;1 \\/ \u0026lt;11e of their role regarding the i1it11:\nio11 o [ multi c 11ll 11r,ll \u0026lt;1ctivjties. DISC'l l ' l ,I Ill I 1 11, 1 t: 1 :\n110 cluct11ne11l i t1 11 reg\u0026lt;1rding the time students spend 111 tile \"co 11f e 11 11\u0026lt;  room\" used for discjplinary I f , I (' l I , I I !\n. i ll L! I c i :\n110 ,,.pc c l. ud ol e mpl1 \u0026lt;1 :\ni :, !j l11d v 11l \n. S'l'AI F , Ill :\n t'IJDt-:11 '1' IJt-:Vl'. t.OPMl: 11 '1' Oil retea c hing desired behavior I 1 111 c ,e ii\n011 l y 0 11  l\u0026gt; Lack cla s sroom teacher out of 11,i J\"l.ecn.\n, J 111 ,. 1t! 11 i1~\na11 e x c ,~~ :. i ve numl\u0026gt;er of substitute teacl1ers t1 111  imJ the v i s it. J) 1l1t: 1e 1-mre f.i vc ne11 l1i1es fot this school year, of which 11 c1 11c \\/C l , hlt1 c k. I 1 11 ,'l' c, , lnl !JI .ide 111 1 .i 11d several of the 6Lh grade 11PT :,c1, 1e!\no l IJl.i c l~ :, l 11d , 11ls arc di!\nproportionate. CtJRRI('lll 1111 JOS!lllA I ll'l'ERVENORS PR1':LTM1!1 Al\u0026lt;'i' :\nCl!OOL REPORT l) 11 ,11 itecJ number of AJ1 i, :c1 n-American displays. 2 ) 1 i 1,1 i l.1.\nJ Jocurne11Latiu11 \u0026lt;1 I African-American activities into .t.ii ly lesson plan~. STAFF Al11, i' l'!JI)EIJ 'l' DEVEI.OPME!l 'I' I) 11, lIA'l'6 t1nd Ml '' !' scu1 l,:, o l blacks are disproportionate. :n 11, l\"t.! is \u0026lt;l need tor 11\\(ill black teat\nhers. CURR I ('Ill I II clO!:jllll/\\ 11/'l'ERVENORS l'JH:L IMil/ fll\u0026lt;, :\nCHOOL REPORT lementary I) t y limitc:d a1110111il of multicultural displays, 1,.itl icu1ui-1y Lhos, \u0026lt;1,1 icting Afri c an-American culturC::. :n ,,, ,y 1jndLeJ lllOlllll ,1 documentation of multicultUldl \":LivjUcs , pt.1rlic1i1.11-1y those of Afri can-Americc1n ''II l l: tl l\"C . STAFF Alli, :\n'l'lJDL: IJ'l' DEVEI.OPMEII'I' I) 11 l'u urn.1 several c.1 ,~-1.\nof the 6th grade MPT scores o f til,1cl(s are dispropo1 l innate . . i I 1111 ~ one of th~ c I e 1 e11 11011-certified personnel is blacl'.. PAREII I \"1 t 1JV\u0026lt;ll.VEMEtl'l' I) 111 1,11cnt 01cJ,1niz,1l i .. 11 lioard is all white. CdRRl( 'lll 1111 .JOSI!IIA I ll'l'ERVENORS t\u0026gt;Hl :I.lMill/\\1\u0026lt;'.' SCHOOL REPORT I) 1 1,11 il ed mulitc11Jlur,tl '11 :..\nplays . .:. ) 1 1,.i ih:!u docunwntati un \u0026lt;\u0026gt; L multicultural activities bejng 111Jt1sed into dail y l, :,:\nons. STAFI' .l\\ l 11, \" l'IIIH'.I1'I' DEVEi ,OPMEll'I' I) 11,, (ntire sch ool adrni111:..\ntrative staff is white. L ) 11, ,  1 '-' c1re only t\\10 l , lt1 ,: I. classroom teachers. j) I I ll! un] Y suspension l 11 j '., year was a black male, -1) 111\\'1'1) \u0026lt;rnd MP'l' ~.:., n.!s of black students ate , Ii :..\npi-oporL ion a Le . CURRl('lll 1111 ,JOSI!llA I ll'l'ERVENORS l'RELTM111fll{'i' :\nC!IOOL REPORT 1) 1 1 ,11 l1ooks ,1re not Ji iql, I iyhted in some classrooms . . n 11,1.\niLl Llll! unly :,cl,u\u0026lt;\u0026gt;l in the district \\Jith a MA'.\n'r 1,,ut.Jium, but its e111,,1 lment is primarily white. q 11,, Al t,ll.t cl c1s~cs a1 '-- 111,,.,tly white. ,I) 1, I ,il\nl:Ll oulnu111ber uli i l es in all areas of resource ,11cl.! compuced lo l 1!1 l utal percentage of blacks in l11e . ,\nl100 1. ~,) 11,'-' number ol b)acl::\nin G/T classes falls below tile 1\u0026lt;:cL:plc1b1e level ul p,itticipation when compared to tile I\" 1,\nenl\u0026lt;lCJ'c: ol blacI.:, 111 the school. D[SCI i'i.1111 I) 11, , number of susp, 11!, i u11s and beh vior documents issued tll IJl\u0026lt;.1cl:s e,:ccecl l),.,:L.! given t o whites, although tile 1,l\u0026lt;1.:I: populacion J!, ,,1tlnumbeced lJy the while. S'l'AFF /\\1111 .,'l'lll)Ell'I' DEVE!.OL'Ml:11' 1' I) 1 I,, fIA'P6 and Ml'l' scu1 v:\nof blacks i.1re disproportionate. :i) 1, , d toL more Ii I ack l v 11 !1ers . PARE!l'l'/11 I tl'/\u0026lt;\u0026gt;LVEMEIJ'l' 1) ,,,ily one of the six olliLers of the PTA is black. 2) 11., t,ysl.cm is in 1,l,11 Lo monitor the use of interim 1 ,ipotLs . EXTl\u0026lt;A\u0026lt;'lll I 1 'Ill.AH AC'l'IVl'l'I ES - I jlldle-- GE!lhl\u0026lt;AI  ll\u0026lt;H\u0026gt;L C:LlM/\\'f'I'. I) effort:\n11.il\"l ici)hil iu11 sl1u11 I be made to encourage in l Ii, .a.\nhool Is breakfast program. more CURRI CIJI 1111 ,TOSllllA I ll'l'ERVENORS PRl-:LTMHl !\\H'i SCHOOL REPORT Bi1you J:Ic t d Elementary 1) , , , y 1 ind ted rnul ti \u0026lt;..\n11 l l 111al displays of African-American , 11 l Lure . 2 ) , , 1y J i r.1 1 ted doc u111 L,ntation of the infusion o f ,11 111 itc11ll,1r-al acti v il i ~s, particularly African-Americ n , 11 I l.11 c c . CURHl('IIJ IIJJ ,TOSII\\JA I ll'l'ERVENORS PRl:L1MIIIAI{'.' :\nCIIOOL REPORT !Jeh1ood 1: I ementary I) 1 1111i led number 01 Al I i ,:.1 11-American displays. -~) 1 1 \"' i Led drn:11me1,lali u11 ,, 1 African-American activities inlo . lc1 i l y 1 e~.:\non pli.rn: , . STAFI' /1111, ,' l'IJl)J::11'1' t1EVEl,OPMEll'l' I) 1J,.1e are r.o black cl\u0026lt;1~\n:,\nt-oom teachers at this school. ~) 11,, MA'l'6 and Ml''I' sc,,1 v~, of blacks \u0026lt;1re disproportionate. J) 11 ..  1 ,, c.1te Jive !Jlcll 'I.., uut oL twelve students receiving ,J\u0026gt;e,~ ittl prog1ams . . J) . , t1uu 1 honot-s dnd .111.i Id:\nare disproportionate to bL1ck .\ntudenl.s. EX'l'HACIJI I ' 1  'Ill.AH l\\C'i'J VI 'I' I ES I) 1111: te is onli one 1,1.i,\nI male setving on the schooJ 's .,l11dc11l council . ,J OSlllJA 11 l'l'ERVENORS PRJ-:T.TMIII.I\\H'! :iCIIOOL REPOR'r CURRI 'lJ1.1111 I) 1 ,, .. 1lc\u0026lt;l number of Af1i,:\u0026lt;1n-American displays :~) 1 1, .. ilt.:d dou1mentatiu11 ,11 African-American activities inlo l,:_\n~\nun plans. j) ,1, 11,.\ne nl 1nc.111ipulaliv,:_\nis given unwarranted emphasis ,1s , J ,e cur~ ol mu] l i l\"lJ I Lural education. According) y, , ,\u0026lt;11\nlH.!l\"!.i sho111d l,l! t 1,dned, vi c.1 in-services, on tile , ... ,tllod:_\nc,f te\u0026lt;1chi111J 11111lti-cultural education. STAFl' i\\111 ,'l'lllll:IJ'I' f\")f:VELOPMEll 'I' l) 2) 11,, ,l toL more lJlack ll:.t\u0026lt; l1crs. 11 1,, :..\ncott2s in CJlad,:\n' l) are disptoportionate for bl,wk , t 1tdl!t1L:_\n. 'l'lle sc\"1 L'., 1 n grades l -3 are low, overall. JJ 111, !,cotes ot lilac!:: .,, , disproporl ionate . I) ,.1,,1 im teporl:_\nill, 11ul reviewed by the administrati ve I d(.ll I Ly. l'AREll'l'/,i t liVOf.Vl'Hl-:11'1' I) 11. 1u is only one l\u0026gt;l,11!, PTA ofticer out of the seven t ul c.1 l mernbct :_\n. 2) i I I tJ1d on Paci I i c '1'\u0026lt;,\u0026lt;1111 1111Jmbers are Hhi te. J) 1 d,q11\u0026lt;1tc cmpht1:\ni!ci i.\n111,l placed on Lhe return of intet im 1 .ports 01 t 1112 nol i Ii, 1tion of t1rents regarding the t e. CURRl Cll 1,111 I .fOS!ll If\\ l ll'l'ERVENORS l'Rl:LTM11lf\\H't :\nC!IOOL REPOl\u0026lt;'l' cerit 1 ,1 I I, 1 ementary 1) 1 , .. ,il.ud t1rnc1rnt of Al I i,.111-American displays. 1) 1 j,,.ilcd doc.:111ne11tatju11 \"' At:rican-American actjvities into , 1.1 i I y 1 cs:3on plan:c\n. l) Tl, , chapte, One p1 uCJ 1 \u0026lt;11\\\\ appears to be tracking black . l11llL,11Ls\n24 stutl111l~. ure encolled and 21 of them ate 1, I -1,I,. DTSCll'l.llll I) 11 .. 11\u0026lt;1 t-ents or stll(k11l :\n11ere involved in the development . ,1 lllc djscipline pl.111. Sl'AFI' /,1111 .\nl'lll)l:ll'I' 1.,EVEl.Ol'MEll'I' I ) 2) I I,, I'-' is , \\/cl-d I , \"Ulll j I\\Cj , 1 ,orn:\n. a need tot tec1cl1ers ll'Olll tine PAREl!'l'AI I 1I\\/l11.VEMEt:\"I' 111l\u0026gt;1, black teal\"hers. , 1, 1,,,d concern that those teachct s ~\nLI L'l!t received better equipment und I) 111\\ otticers an.! p1-,clc,i,1inantly whil.e. JOS!lll/\\ I ll'l'ERVENORS PRl'.LTMTII/\\H't SCHOOL REPORT Col I ege_ ~\nl c1 l i Q!1 Elementary CURR! Clll .111 I I) 'I I, i:.\nsc..:houl 's ,l \\lllcnls--27 ,inimurn uf 1,,o,11am. giftcLl und talented program serves 152 black \u0026lt;11111 125 white. There should be a 50 b I acl, students participating in t..he 2) 1 i 1,1 i LL!d Africa11-Ame1 i c..:.i11 displays. l) 1 i111iLecJ c.Jocumentation ul African-American activities inLo ,l-1ily lesson plan:,. DISCI l'I.1111 I) 11, school is~\n11ed 111u1\u0026lt;..! behavior documents and counsel or 11..!IL!LT\u0026lt;1ls l:o LJlu,l.:\nllldn to \\lhitl!s. srAFI' /,Iii . :\"t'llDEll'l' DEVEI.OPMEll'I' I) , 111..! MAT6 and MP'r scot\u0026lt;..!~, of blacks are disproportionate. II1e Ml''!' sc..:or\u0026lt;.Js a1\u0026lt;..! \"l I ocious . :~) 1!1\u0026lt; :\ncllool needs mo1\u0026lt;.J t,l\u0026lt;1ck teache1s. j) 1111 1,~ \u0026lt;1tI..! S\u0026lt;...!Vt.:11 spcL:i.tl isls at this school, and only one I.\nI\u0026gt; I ,H\nl. CURRl CU I I 111 JOS!llJA l ll'rERVENORS l'Rl: f.l MTIJ/\\HY '.,CIIOOL REPORT l) 11 i:\ni1Jle multiculturc1I displays are lacking throughout the .. d100I. 2) 1,illliled dor.urnuntat:ion ut the infusion of multicultural 11Uvitie::\n, pdrticuL11 ly African-American culture. DISC! 1'1.1111 1) t lie t\\10 behavior du1 :11ments issued by the school, they ,,_, ,e issueu lo bL1\u0026lt;:I: 111,1les, only. STAFI' /Ill :\n' l'lll)l-:11 '1' DEVEI.OPMEIJ'I' I) 11,.,n~ a,-e only sevlalllvl' l1 blacks assigned to G/T out of l l1L! 11 i ncLy-t\\-10 st11dL1il :.\n. 2) '11,...,rc are only two lJldl\nks out of Lhe twenty-three nonL! ttitie~ personnel \u0026lt;1l this school. 3) 1'11 lucull~ advisory l 1,111mittee has only one black membu. ,1) 11 /.' l'C, ond Hu q1.i , I,, MP'I' scores of blacks t11e , I i~\np1-opo1tio11\u0026lt;1te. CURR r C'IJ I .111 I JOSl!llA I ll 'l'ERVENORS PRl-:L1MT!IAWt :,CIIOOL REPORT l) 1,i 111 i tcd c1mo11nt of Al 1 i1.in-American displays. 2) 1.i 1,1 i Led documentation ul African-American activities into .t,1 i I y 1 essons. 1) 1 ,,, 11 uf Ll1e eleven clti:\n:\ntoom teachers are split K/1, 2/1, 1/:.i I and 5/6) . DISC! 1'1.1111 I) ,.1 nine suspensions issued thus Jar have been given to 1, lack students . 2) , di spropo!:Li onate 11u111l,er of long forms were issued to I, I \u0026lt;1(:k students . STAFF t.1111 'lllDE ll'l1 OEVEI.OPMEll'J' 1) '!'I,, t L: is a need ior mu1 L! black teachers  . n 11 spc..:c ialist:\nare \\lililc. J) .1 1 Ll1c school ' s\n-,1.tlf members are :-:cept ion ol 2 lJ I \u0026lt;1t\nI. teachers and one white with the blac k lunchruom , ide. 1) , ,1, I'/ 5 ol l he 29 st11dL 111 s assigned to G/T are black. l AREll'l't.I i llVOLVEMElll' l) 111, l''l'A has no blacl\n,,I I icers . EXTHAC'l II 1  I 1 'II I.AH AC'l'l Vl 'I' 11:S l) I I t lw student cou1,c i I otficers a1e white. ,JOSllllA 11l'l'ERVENORS l'RELTMT!I/\\R\\ :iC!IOOL REP01\u0026lt;1' p11pr i\u0026gt;e I: I cmentary CURR I CIJ 1,1 IM M \\ ,1(.1 ~I 11 1 ) 2) 1,i111itcd rnu1i.t~uJtuc\u0026lt;.1l displays. 1, 1 rn I led document.at. i rn1 of rnulticu1 tural \\ \\iy\\( ' c1 ) 1,,:~~ 1nfus1on inlo d,ii I y lesson pl ans. 1) 1111,Ju disparity in fllpha program between blacks and \\/ l1 ites. DISC I l'l 1111 I) 11, tl.! is a feelinrJ ,1111O1HJ several students that discipline .it this sd10ol is 111u1L: punit..ive than strict, ie. rul es 1u11liddi1ir:\nt,ilkin\u0026lt;J i11 Lhe cafeteria. S'l'AFI Alli, i' l'IJDl:Jl'l' DEVELOPME!l l' 1 ) 11,  , 1 1 or m0,:-e IJ 1 ack I L'd' llcrs. ~) 1,,l'--'1im rcporL,\nall' qi vu n only Cdsual attention by llie i ,1i nci pa 1. j) ,1 1,, .ind 111''1' sco1es ,,1 !, lacks are disproportionate. PARE!l'l'/11 , 11\\/01.Vl 11E11'1' I) 1,,111rnitt:cet, have a cli:,1,orportionatc number of white Lo 1 I ,,cl: me1,,l)C1 :, . CURR I Cl JI ,11 I I ,fOSllllA IIl'l'ERVENORS PRELIMil!AH'{ SCHOOL REPORT 1) 1,i111ited ctocumcntatjnn ot the infusion of multicultural .icl i v it i es , partj cu I \u0026lt;1 1 I y African-American culture. DISC I Pl.I 1W l) '1'11.: l hree suspension 110\\ cd were black males. STAFF Alli) :\n'f'IJl)EU1' OEVELOPMEtl'I' 1) 'tl1,,1e is a neeu for moru black teat:hers. 2) '1\"11\u0026lt;.!Le are 26 or 74% bl.ick students enrolled in r e source ,\nI asses . 3) 111'-' principal and vh:e-principal are white and four of l lie olher five oft ice administrative staff persons ,He 1lso wllit.e . 1) 111 11, \u0026lt;.1nd Mi 'I' test scoI :, of blacks are disproportionate. GENEl\u0026lt;AL :\n1 ll\\)(}I, cr.rr-iA'l'E 1) 11HlerCJart!:'n :\ntudcnl::, \\1cre observed lying on the b\u0026lt;1 re t I ou L. in t1s . Pere i l t 11 I ' s class. CURR I ClJ l ,I 11 J ,JOSllllA I IJ'l'ERVENORS PREL1MTNARY SCIIOOL REPOHT Fuller ,1,mio1 High School r 1~ I ' l ' . \\1'11 '  1) 1,i1,,ited mulitcultural di::.\nplays. 2) I. i mi Led docurnentat i 011 of multicultural .i.aily lesson plans. STAFF Alli, :\n' l'lJllEU'l' DEVET.OPMEtl'I' infusion inLo 1) 1,.vim-1incJ of lesson pl\u0026lt;1ns are not a part of monitorjng dune by the prjncip\u0026lt;1l ::.\n. 2 ) 111,11\nt1nd MP'l' scores ol IJlacks are disproportionate. EXTRAClJl, 1 1, tJ I.AR AC'l'IV f'I' I ES l) 11, -mbership in the llt1Lional .\nquad c1nd d 1 i 11 LL:dlll are l\u0026gt;luck stuuenl popult1Lion. Honor Society , cheerleadi ng not representative of ll1e GENERAL :, 11oo r. CLIMATE I) 1 1 ,, Englist1 d c partrne 11l chairperson, Ms. Porter, voices 1lw opinion thut \u0026lt;1I I !\u0026gt;lack people speak poorly. she 1 I ::.\no has i I I -de I i 11 L:d objectives for the English depar-tment tega td i 11q multicultural infusion \u0026lt;111d ,,d ivities . CURRTCU f.1111 J\"OSlllJA l ll'l'ERVENORS PRELIMIIH\\HY SCIIOOL REPORT Gl~UlY i QH 1nementary 1) Limited amount of Aft\"ican-American displays in the ,: 1 ussrooms. 2) 1.i111ilcd documentation ol African-American activities into di1ily lesson plans. 3) '111, ! n .! ure three splil \u0026lt;\nl .1ssrooms (1/4, 4/5, 5/6). 4) 'Jli,, G/ 'l' progl'.\"am should lJe more in line with the school's lilacl: enrollment ol ') (,% . DTSCIPJ.1111' l) I 1,11ents and students sl1ou 1 d be involved in developing the discipline plan. S\"rAFF Alli\u0026gt; :i'PllDENT DEVELOPME!l'r l) 'l 'l1ete is a neetl for 11101e black teachers\nall those in !' - 6 ,11'.\"C white. 2) fl i\\'1'6 aml l-lP'l' scan:,:.\nof blacks are disproportionate. 1\u0026gt;vcn1ll MAT6 scores i11 grade 3 and MPT areas of reading ind soci.:d sludie~\ni 11 CJtade 6 are particularly low. PAREll'l'AJ. I 1IVOLVEMEN'r 1) I 1Jleri m reports should l ie sent at least once per year lo ,,very sludenL insle.id on only at times of tailure. ,fOSHLJA l lJ'PERVENORS PRELTMUJARY SCHOOL REPORT !!9.:rrl I: I ementary CURRT Cll I ,I II l 1) llcither mulUcultur\u0026lt;1l infusion nor displays ate t:onsistent in the cl \u0026lt;1ssrooms. 2) 1111usjon into lesson pl\u0026lt;1ns isn't adequate in many of the 1) 4) 1 ooms. l\u0026lt;t \nource guides were Ii brary antl v1er-e nul 'I 'll'-' media center \\hlS , 11Llures, especially STAFF Alli\u0026gt; :\nJ'llDEtl'l' DEVEl.OPMEll'I' 1ocated in an anteroom of the \u0026lt;1ccessible to the teachers. I acking in emphasizing different Atrican-American culture. 1) tli1ly seven out of l\\1e 11ty-three bl\u0026lt;1ck classroom teache1s .ite on staff at this\nl'hool. ?.) 111 J'c, and MP'l' scores ul blacks are disproportionate. GENERAL :\n1I1oor. CLTMA'T'E 1) l h\".!dia center was I cH.:king in emphasizing different ,\n1lltures, especially Alrican-American culture. CURR l Cll I ,l Ii I JOSIIIJA I ll 'l'ERVENORS PREI.IMI!IAH '/ ~\nC!lOOL REPORT Tnd i an 11 i I I ~\nElementary 1) 1,i111itcd amount of Af1 i,\n\u0026lt;1 11-Amerlcan displays. 2) 1, illlited Jocumenlation ul African-American activities inlo d-ii ly lesson plans. 3) 'I'll, L.L! urc Liu-cc spJ il , l \u0026lt;1ssrooms ( K/1 , 2/ 3, 4/5). OTSCI Pl.I Ill. 1) .. d111inistrative inpul, u11ly , in developing the disc ipUne ,,1 an . STAFI-' Allli :i'l'(J[JEtl'I' DEVEI.OPMEll'I' 1) '1'11\u0026lt;: 1e:: is a need for mon.i black teachers . 2) 11111',' 10 ot the 32 slutknls assigned to G/T are black. 3) 11 111cipl does not rL!vi1..:11 interim reports. PAREll'l'/\\1. 111\\/O1.VEMEtl'l' 1) !It.di to increase b) ctcl, Jl\u0026lt;l rent participation. 2) 'll1v1c is only one lil.t, I officer out of five on the l''l'A t,uarcl . EXTRAC'll I{ I' I 1 :ll LAH AC'i'T VT'I' f ES 1) 1111ly 14 of the stucknl ctmbassadors are black. CURRJCUl,llll ,JOS illlA I IJ'l'ERVENORS PRELIMINARY :\nCIIOOL REPOR'r J~gKsonyil I~ Elementary 1) t.irnitecl infusjon of rn11tticultural activities in lesson 1lclllS. 2) 11t1ILic11ltural clisplc1y~ ,1ren 1t consistent throughout the :,d)UOI . S1'AFF Alll1 :\n\" l'IJDEN'l' DEVEI.OPMEtl'I' 1) 1111ly 12.6% of the std! are black\nthere is a need mo r-e t, lack teachers. 2) 'l'vuchers had j nadcqui..l t e knowledge of their roles in luuching mullicult11tc1l perspectives. J) 11 /\\' l'b and r1P'l' scores ut blacks are disproportionate. PAREll'l'AI I IIVOLVEMEII'!' 1) 11!,1,:J~ pnrent participalion is low. 2 ) ,11,I',' one of five P1'A l\u0026gt;ut1 n.l members is black. CURR I ClJ !.l 111 ,fOS!lllA 11l'l'ERVENORS PR~:1.1 MTNAHY ~iCJIOOL REPOR'r ,Tacksonvi 1 le [!grth Junior !!i.911 l} 11ut much emphasis placed on infusion at the principal 's level of administrdlion. 2) 1.i111ilcd amount of AJticun-American displays. :3) 1.i111ilcd documenlation ol African-American activit..ies in I t, S.ciOn pl [1115. DTSCIL'l.llll, l} 'l 'llete are no records tn\u0026lt;dntained ior time spent outside llle classroom. S'l'AFF Alll l :i\"l'lJDEN'I' OEVEI.OPMEll'I' 1) I\u0026lt; ,\nords for th is sclwo L show that there are only seven lilack classroom ledci1ers\n3 white slaff members wete .odded\nancl only on  of the staff replacements wete 2) ' 1'111..!te is no consisl.e1H~Y among stdff members concerning lhe use of interim t~uorts. 3) 11 /,' 1'6 and MP'r scores o t 111 acks are cl isproporti onate. 1,1 acl . . PAREll'l'A I, I IIVOLVEMEtl'l' 1) 'l'ilerc is no active l\"l'A or VIP' s program. 2) 11,,~i-e is minim\u0026lt;1l bl\u0026lt;1ck pdrticipation in PALS program. 1) 111,mber of black stmlenl office monitors and gifted c1nd t\u0026lt;1l cntcd parlicip\u0026lt;1t1l !\nis disproportionate. GEt1ERAL :i \u0026lt;'ll001. Cl,l!'!A'l'E 1) :,.! vctal CJ t.he te.id1ers visited displayed resist\u0026lt;1nt ,tULude~-- One \\1llite male coach, in particuldr, I i tera 11 y Wtl 1 ked d\\lt1Y from me as I approached Iii m l,etore class to t...c1ll. \\/ith him. CURR fClJl.llrl JOSlllJA I 11TERVENORS PRELIMINARY SCHOOL REPORT\nJct~k2 o!)vi1 lg ~outh Junior Higl1 J) 1. i 111 i ted African-American displays. 2} 1.imited documentation of multicultural da i 1 y lesson plans, particular] y of ,\n111 Lure. J) Al I specialty teachers \u0026lt;lre white. D1SC [PLI 111-: activities into Afrjcan-American 1) 'l'lle school's racial nwkcup is only JO% black, yet blacks 1cceive more behaviu1 documents, counselor- referrals, Alternative School and jn-house suspensions. STAFF Allll ~\n' l'lJDEN'r OEVELOPMEll'I' 1) 11 i lh the exception of the principal, the school 's administrative stail is all white. 2) 011 l y one of the seventeen non-certified personnel, Lhe custodian, is black. J) '!'here is a neeLl for more black teachers. 4) (l1ily eleven of the litly-three students assigned to G/T ,u-e black. 5) 011ly Lhirty-nine of the one hundred sixty-seven students assigned to honors cl.isses are black. 6) 'I'll~ MAT6 and Ml''l' scores of blacks are disproportionate. 7) All certified additions and replacements to staff were \\lh i te. EXTRACUlrn I ClJLAR ACTIVI'l'IES 1) cl\\eerleading and dri 11 team squads are not represented 11 i th an cqui table nurnber of blacks. GENERAL :,('l!OOL CLH1A'I'E I) !IL~ cafcteda needs to be renovated. CURRTCUT,llfl iTOSJllJA l llTERVENORS PREL1MTtlARY SCHOOL REPORT ,Tacksonv i l 1 Llli.gh School J) 1,imited multicult11r\u0026lt;1l displays, particularly those dup i c\ntj ng Afr ican-Ametican culture. 2) Limited documentatio11 of multicultural infusion into daily lesson plans, particularly African-American ,\nu l ture. OISCIPLIIJE l) 110 parent involvement in school's discipline plan. 2) 1 \u0026gt;1 the 22 .c\nuspensions j ssued as of 11/1/91, 12 or 54. 5% \\Jere black. J) uv e r 50% of di sci pl i ndry referrals were issued to bla c k ,.\ntudents. STAFF Alli) ~\nruoENT DEVET.OPMEll'l' 1) Advanced placement classes are predominantly white . During our visit, \\-Je saw one all white European Histoly class. 2) 'l 'h8re are three counsel ors and all are white. J) 'l'here are no blacks on the faculty advisory committee. 4) Only 10 of the 64 certitied personnel are black. ~) '!'here are only 11 black students in the G/T program. 6) I-IA'l'6 test scores of black students are disproportionate. 7) The re is no moniotoring system of interim reports. PARENTA I , I INOLVEMENT 1) I'll ere is no PTA/P'l'O org,rnization. 2) communication with patents is poor. J) 'l'l1ere is a lack of total parent involvement. 4) 'I'll(.\n! parent advisory/Bi-racial committee is selected only liy teachers. EXTRACUl\u0026lt;R I CUT.AR AC1'IVITES 1) 'l 'l1e school's student council is 84% white, while Lhe sLudent ~opulation is 24% black and 76% white. 2) 'l't.ere is only one block cheerleader and one black dd ll L cam meml..,er. 3) 'l'ltere are five head coaches at this school\nnone are l.Jlack. 4) c\nyrnnastics should not be permitted in the try-out process 1or cheerleadjng. Allowing it to remain still creates \u0026lt;1 bias for those v ho hove training in this area. GENERAL :\nc 1100L CLTMA'rE J) :\nul11e teachers voiced concern regarding the school's JO\\:/ 111ora le. CURRIC!J I ,llM JOSHUA 1 tJTERVENORS PRELIMINARY SCHOOL REPORT Lke~QQ~ Elementary 1) l.irnLted amount of African-American displays. 2) l,imited documentation of African American activities infused into daily lesson plans. STAFF Alli) S'l'UDENT DEVET.OPMEtl'l' 1) 11eed for more black teachers\ncurrently, there is only une black out of Lhe 12 teachers on staff . 2) Al I Lhe specialists ilre white. CURRICIJJ.llH JOSilllA l llTERVENORS PREf.TMJtlARY SCHOOL REPORT L 9~ewood Middle School l) Limited amount of African-American displays. 2) 1. i 11ti tcd documentation of African-American activities daily lesson plans . J) 11 lack resource students outnumber their counterparts two lo one. 4) 'l'lw fourth period resource class is all black. 5) u t the 73 resource students, 68 are black. 6) c\n/' 1' classes total opproximately l 83 students, of only 28 are black. According to the school's population, there should be a minimum of 64 :..\ntudents in this program. DISCIPLJ 11 I~ a wide between black and into white which black black whjte 1) '! 'here is djsparity referrals (6/7 students at the Alternative School are black.) 2) !lo parenl::, were involved in the development of the discipline pl an. STAFF Alli\u0026gt; S'rUDENT DEVELOPME!l'r 1) '!'here is a need for more black teachers\nonly five of the thirty-five teachers are black. 2) 11 1\\'1'6 and MPT s c ores for blacks are disproportionate. PARENT A I, 1 NVOLVEMENT l) '!'h ere are 110 blac k officers on the PTA. EXTRACUl{I\u0026lt; I CULAR AC'l'IVI'l'I ES l) 'l'he number of black students involved in office monitoring is low in comparison to white participation\nthe same is true for student council. CURRICULlJM JOSIIllA fNTERVENORS PRELIMTIJARY SCHOOL REPORT La11dmark Elementary 1) 'l'hcre was limited displays on African-American culture. 2) l,j111ited documentation of African-American activities into daily lesson plans. srAFF Atll) STUDENT DEVELOPMENT 1) 'l'lle school's administrative staff is totally white. 2) 'l'liere is a need for more black teachers. J) 'l'he MAT6 and MP'L' scores of black students are disproportionate. 4) All of the students in resource (MR) were black. 5) 'l'he school needs to review interim reports. PARENTAL ltJVOLVEMENT 1) '!'here are only two blacks out of the seventeen PTA board otficers . CURRICUL!JM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT r~wson Elementary 1) 'l'lle school ueeds more in-service training on the infusion uf multicultural activities into daily lesson plans. 2) r1i1iimal displays of African-American culture. 3) '! 'Ile principal should monitor curriculum more than l!lonthly. STAFF AND S'l'UDENT Dt:VELOPME!l'L' 1) '! 'here is a need for more black teachers. 2) 'l 'hc school's adminj strati ve staff is completely white. 3) only two of the iourteen non-certified personnel are black. 4) '!'he MAT6 scores of blacks are disproportionate. 5) '!'he MPT scores of 6th grade black students in the areas of language arts and science are disproportionate. 6) only three of the twenty-three G/T students are black. 7) All specialty personnel are white. CURRICULllM JOSlllJA INTERVENORS PRE LIM CNARY SCHOOL REPORT .LYn~tLDri ve Elementary 1) Limited amcunt of African-American displays. 2) Limited documentation of African-American activities into daily lesson plans. 3) 'l'hLs school has several split classes which need to be eliminated. DISCIPLTIIE 1) 110 parent jnput in discipline plan. sl'AFF Alli) STUDENT DEVELOPrIEll'P 1) '!'here is a need for more black classroom teachers\nonly two of tile thirteen are black. PARENTAL 1NVOLVEMENT 1) '!'here are no blact PTA officers. CURRICULUM JOSHUA INTERVENORS PRELIMTNARY SCHOOL REPORT Meadow Park Elementary 1) r.i nd ted amount of African-American displays. 2) r,j i,ii ted documentation of African-American activities in lesson pJ.-1ns. 3) There are tnree split classrooms (K/1, 2/3, 4/5). STAFF AIID S'l.'UDENT DF.VELOPMENT 1) There is a need for more black teachers\nonly 3 of the 12 are black. 2) All specialists are white. 3) 'l'he two new hires were white teachers.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\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_1085","title":"\"Joshua Intervenors Preliminary School Report,\" Pulaski County Special School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","School integration"],"dcterms_title":["\"Joshua Intervenors Preliminary School Report,\" Pulaski County Special School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1085"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nCURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Meadow Park Elementary 1) Ljmited amount of African-American displays. 2) Lh1ited documentation of African-American activities in lesson plans. 3) There are three split classrooms (K/1, 2/3, 4/5). STAFF At!D STUDENT DEVELOPMENT 1) There is a need for more black teachers\nonly 3 of the 12 are black. 2) All specialists are white. 3) The two new hires were white teachers. JOHN W. WALKER RALPH WASHINGTON MARK BURNE'ITE wrLEY A. BRANTON. JR. AUSTIN PORTER, JR. JOHN W. WALKER, P.A. ATIORNEY AT LAW 1723 BROADWAY LITILE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 DEC 9 1991 Office of Desegregation Monitoring  Also admitted to Practice in Gt'orp:ia \u0026amp; the District of f-0lumbia December 5, 1991 Ms. Ann Brown Office of Desegregation Monitoring 201 E. Markham, Suite 510 Little Rock, Arkansas 72201 Dear Ms. Brown: Enclosed are monitors during District and the our final report copies of some of the concerns noted by our their visits to Pulaski County Special School North Little Rock School District. A copy of is forthcoming. I would appreciate your sharing similar concerns and findings with this office as they become available to you. Thank you for your cooperation in this matter. I remain, Sincerely yours, OaJ~~I{- 2J~tlt\u0026lt;l{r_ti)p, Walker JWW: lm Enclosure I CURRICULUM JOSHUA JJJTERVENORS PRELIMINARY SCHOOL REPORT R]dgeroad Middle School 1) Li111ited number of African-American displays. 2) Limited examples of multicultural infusion j nto lesson plans. 3) Ther-e is a disproportionate number of blacks in resource classes. 4) Whites exceed blacks two to one in gifted/talented classes. 5) Whites exceed blacks thr-ee to one in honors classes. DISCIPLINE 1) There is a disproportionate number of long forms issued to black students, more blacks are sent to Alternative School, and more are given in-house suspension. 2) Th is school is reported as one who refers the most students to the Alternative School. STAFF AND STUDENT DEVEJDPMENT 1) There is a need for more black teachers\nonly 4 of 38 are black. 2) Al I specialty teachers are white. 3) Tltu gifted/ta]cnted proqram is not representative of the overall blacL student population. PARENTAL IIIVOLVEMEl~T 1) Tile re is no documentation of parental contact regarding interim reports. 2) Black parent pilrticipation is extremely low. EXTRA CURR J CULAR ACTIVl 'l' I ES 1) The cheerle:1di11g squad has too few black membc r-s. 2) Gifted/talPnteJ program is not representative of overall population concerning black studenls. GENERAL SClIOOL CLIMATE 1) Pr-incipal seems resistant to the incorporation multicultural education\nthis is reflected in staffs' sel f-expecta U ans regarding this area. of the CURRICULUM JOSHUA ItlTERVENORS PRELIMINARY SCHOOL REPORT Redwood ~lementary 1) Lj111ited amount of African-American displays. 2) Limited documentation of African-American activities infused into daily lesson plans. DISCIPLHIE 1) E3lack students were given twice as many behavior documents and referrals as were whites. 2) Black students also received more in-house suspensions. STAFF AND STUDENT DEVEIDPMENT 1) All specialty lcachers ,ire white except one. 2) All functional resource students are black. 3) A]l mentally retarded resource students are black. 4) 'l'lie G/T program has sj x white students and only three black\nthis is disproportionate when compared to the black population of the school, which is 62%. 5) '!'!Jere is a need for mo1 e black teachers. (Only 2 of the 11 teachers nre black.) GENERAL SC IIOOL CLIMATE 1) A large Ji tel1 loc\na ted to the east of the school's entrance poses an exlteme danger to any student who may be in that particular area. Next to this ditch is a qulley that is approximately fifty feet deep, which creates an intolerable and hazardous settin\u0026lt;J. CURR1 C(l It 11 I JOSHUA ltl'rERVENORS PRELIMUIAR\\' SCHOOL REPORT Hohinson 81ementary 1) 1 i1,1ited amount of Al ric\u0026lt;1n-American displays. 2) 1 i,11ilud documenti.1l iu11 ul African-American activities into .i .1i ly 1esson pL1n~\n. orscrpr.1111 : 1) 1t1\u0026lt;.erc are no pi:!rents or students involved in pl an ,l,Nelopment. STAFF fa.I I I, .\n1'UDEM'r DEVE LOPl-1EI 1'1' 1) 1 11 ,! t\"E:! j s a need f()r mace black teachers. 2) :: 1, I it classes urc p1 0I, I umatic. J) '1'l1 ' entire school administrative staff is white. 4) 111 1t:i and MP1' scor0s ol' I, Lacks are disproportionate ~) 111ly three or l11c si\n..:teen non-certified personnel are ti lack. PAREll'rJ-1.1 , I tlVOT.VEMENT 1) 1:1\u0026lt;1ck parent participi.iLion is not in proportion with that \"t whites. 2) :. 11 P'L'A oftice1s \u0026lt;11  ,2 \\lllite. CURRICll f.l 111 ,JQ~\nlltlA l ll 'l'ERVENORS PREl.11 fllARY :.\nCHOOL REPORT Hob i nson ,I unior High 1) 111111sion isn't hi9hligllt0d in lesson plans. 2) 1.i111ite:cJ documentation ()t African-American activities into d\u0026lt;1 i l y lesson p] ans. DIS CT PL I 111: 1) 'l'l,.:?re is a dh\np1opo1tionate number of disciplinary ,,,\nt i ons taken a\u0026lt;Ja inst black students. STAFF AIJl1 :i'l'UDE!IT DEVET.OPMEll'P 1) 't'l1L!rc is a need for more black teachers\n3 white male , '-'Pl a cements we 1e mc1dc. 2) l't ,,:.\nunce of one r\u0026lt;1cc.\nclasses. 3) 11!:'l't) and MPT scores o t Li lacks are disproportionate. -1) 11 \",te is a di sptopol\"l. i onate number of whited in G/T , : l \u0026lt;1sses compc1 red lo Ii I acks. PAREtl'l'A t. I I !VO LVEMEtlT l) 11,I erim reports aLe not required to be signed by parents. 2) 11-, monitoring process in place for the use of interim n.:ports, ie. fol luv, up phone calls, visits, or letters. EXTRA CUI ' I\u0026lt; 11 :lJLAR ACTIVJ'rIE:\nl) l'.i1 ticipati0n of blact students in most extracurricular acti Jilt,: .. is dispropotti~\u0026gt;n.,tL,. CURRIClJ 1.1111 ,JO::ltlJA l ll'l'ERVENORS PRJ::l.rtlllll\\l~'1 SCHOOL REPORT Roki_g__ U LY 1-l i_ddle School J) 1.i111ited amount of Atd,:\u0026lt;111-American displays. 2 ) 1.i1,1iteJ documentaliun \u0026lt;\u0026gt;L African-American activities into .i. , i l y 1 esson pl.in~. DISCTPT.1 111: 1) '1'l1\u0026lt;:1e are no records mc1j ntained when students are removed 1 ,om classrooms a11Ll into hallways. 2) '1'1.\n,n:hers are able tu p I uce students in hallways. 3) 11,__,1.-e are no jncent ivu~ or reward programs to recognize l lie entjre stuclt.:nt pnp11lation. STAFF Allli ~i' l'IJOE tl'1' DEVELOPflEll' I' 1) 11,ere is only one black male in the G/T program. 2) 'l'l1e assignment o t \\viii tes compared to blacks to honors ,\nlasses is disp1oportionate. 3) :iL:'Jeral special edu..:ution classes are all black. 4) 111'.'l'o and MPT scores o t lJ lacks are disproportionate. CURRJCU r,1111 ,10'.:llllA i ll'l'ERVENORS PRT::1.lfIIIIAI~\\' ~\nCHOOL REPORT Hc1h i 11son High J) 'I'll i:..\nschool is wec1k j n the areas of defined correctives ,,11d goals/objecLives. 2) l.'-.:. 1y limited multi...:ult11rul displays. 3) 1. '-' 1 y limited dm:un,entu ti un of African-American activities i 11 daily lesson plt1n :.i . DISCJPLI 111 : 1) 11.illllbooks are not uiven the attention needed\nthere is 1 itt]e emphasjs plucL!J on them. 2) '1'11,~te is no program L11c1 t promotes good behavior as of yet ,,L this school. 3) 'l'll,1e are only 2 lJ1ack advisory council members. STAFF Alli :\n1tJl)EtlT DEVELOPlIEll'I' 1) 11t,,re is no requj cement in place to ensure the return of interim repoits, L:Ve11 if the student is failing. 2) 'l'l1L! school 1s adminisLtative staff is virtually white\nl l1et-e is only a vi cc-principal who is black. 3) 11,.:,1u scores of bL1cl(s d te disproportionate. PAREIITAI. 1111/0LVEMEN'J' 1) 11tL!1e is no act ivu i''l'A at this school. EXTRACUI I' I 1 :lJ LAR ACTIVI'l' (E'.\n1) 111e1-e are severt1 l bl t1ck students who voiced concern 1 erJardiny trea trne11t t ,om teachers. CURR T CU I .l II I Jo:\nl!llA l ll 'L'ERVENORS PRE'LTMTllAWt SCHOOL REPORT 1) 1. i 1,1 i ted displays o E l.Jlacks in media center. 2) :\n'-''- ~td l teachers voiced concern regarding split classes. 3) 1. i111ited multicultural displays. 4) 1 i111ited documentcitil\u0026gt;n oE African-American activities in ,111ily Jessons . DISCIPLllll: l) I 'u n::nts and st11dents a re not fully utilized in developing lite school's discipline plan. STAFF AJIIJ :i'l'lJOENT DEVELOPflEtl'l' l) lit three replacements and one addition to the staff, none \\J\u0026lt;.!te black. PAREtlT/\\ 1. 111'/0LVEMENT 1) 1/ul11 nteer program js not where it should be. CURRTC(J 1,111 I JO:,I!lJA fllTERVENORS PRELI n r t/AH'L SCHOOL REPORT Scott. A I tt, 111ative School 1) Tl, ,, I ibrary is be I 011 ~\ntc1ndards and needs to be completed .,nu updated. 2) 11i1,imal multi-cultural Llisplays. J) 1.i111i.ted documentatiun ol' African-American activities into ,ldi Ly lesson pldn:..\n. DISCIPLllil': ] ) ,i1 the seventy-thi:-ee lK:llavior documents issued, all were qi.ven to blacks. 2) 11 I ucks recej ved a higher percentage of counsel or 1aferrals th~n whites. 1) F1111 er Junior II i gll ~\nchool and Oak Grove High School ,cterrred the mosl. sludents. STAFF Allll :\n'l'UOENT DEVEl.OPtlEl/'l' l) \u0026lt;\u0026gt;11 I y one black tet.1chcr out of twelve on staff. PAREtl'PAI. I /IVOLVEMENT J) ' l 'l,,J ce is no active l''l'A or PTO. CURRICU 1.1111 ,fOSlllJA l ll'l'ERVENORS PRE L TM 1 tlAllY SCHOOL REPORT She n-100\u0026lt; ! __ Elementary 1) Ii,)\\ much diversity seen in the classroom. 2) t.i111ited multicu)tut ... il infusion in lesson plans. DISCIPLI m: 1) 110 1\u0026lt;::?c...:ords main ta i ,1cd I ot 11 time-out 11 periods. STAFF Allll :i'l'llDEl'l'I' DEVELOPMEll'l' 1) only four of t\\1enty clc1ssroom teachers are black. 2) crn1 y seven of the thirty-two students in G/T are black. 3) llt the three resource Leacher, all are white. 4) 'l'he entire administ1ative school staff is white. 5) HA't'G and MP'r scort..:s of ulacks are disproportionate. 6) n11 l y two of the fo111Leen non-certified personnel a re lilack. CURR] Cl! 1,1111 ,IO~:l!llA I tl'l'ERVENORS PRELl tl l JJARY ~\nCHOOL REPORT ti~:Q ~-L t\nl ementa ry 1) 1.i11,ited multicultucal dbplays. 2) 1,i111ited document.ition of multicultural infusion inlo d.i i I y lesson plc111s. DISCJPLI Ill:: 1) :\nL11dents arc placed in the hallways. STAFF Allli ~\n1CJDEN'I' OEVET.OPMEll'I' 1) \u0026lt;11 the 19 students 111 Lile G/T program, only 4, or 21% are 1,1 ack. 2) 11 \\'1'6 and MP'l' scores of black students a re .1 i sproportionate. 3) 'I'll .... enU re a\u0026lt;lmini s trati ve school staff is white. CURRI CUl.111I ,TOSIIIIA lll'rERVENORS PRET.H11 II AR'f SCHOOL REPORT Sevent_h_St1..,et Elernenta.r.y 1) 1.i111itcd amo'..!nt of African-American displays. 2 ) 1.1111ited documentation ot African-American activities. 3) (J11c split class, whjch needs to be eliminated. 4) 'l'llcre is a dispropo1tion\u0026lt;1te number of blacks in resource . 5) 1\n11 program has a uispcoportionate number of whites based un the black student population. ,lOSlllJA ltl'rERVENORS FRET.IM EN ARY SCHOOL REPORT full V.2.!L!! i 11 s Elementary CURRICU LlJlI J) Limited displays of Afdcan-American culture. 2} 111,lUcultural i.lCLivity is minimal in some lesson plc1n l,ooks. DISCIPU Ill: 1) 'l'hc, population of the school is approximately 18% black, y~t black~ still receive more discipline than whites. S'i'AFF Allll :i'l'lJDENT DEVELOPMCll'l' J) l'llL: MA'l'6 and MP'I' scores of blacks are disproportionate. 2) 'l 'hc.!rc is a need for mote black teachers. J) 'I'll\u0026lt;-! number of black students in G/T is disproportiona Le j n comparison to the total black population at this school. JOSlllJA TN'PERVENORS PRELIMillARY SCHOOL REPORT Sy1 va1L1!ills Junior High CURRICUT.1111 l) r.ittle emphasis placed on infusion of multiculturul ilctivitie~ in lesson plans by principal. 2) Mu1jtcultural resource quides aren't being utilized. J) I. i 11d ted mu 1 ticuJ tu ca I displays. 4) s~veral teachers did not have their lesson plan books. DISCIPLJ!I I'. 1) 'l'il '-'ce is no student input in developing the handbook. 2) l{t!l~s are nnt posted j11 the classrooms. srAFF Atlll ~i 'l'UDEtl'I' DBVELOPMEN'l' 1) 'l'hete are no records maintained for short periods of time spent outside tile classroom\nther school has no I imctioning policy regarding this area. 2) MA'l'o and MPT scores of b1acks are disproportionate. PARENTAL I IIVOLVEMEN'P 1) '!'here is no fol] ow-up documentation regarding parentteacher conferences. EXTRACURIHCULAR ACTIVITIES 1) Ulack students'purticipation on the drill team isn't representative of the school's population. GENERAL SCHOOL CLIMATE 1) Several students rlont feel welcomed as M to M transfers. JOSl!UA 111TERVENORS PRELIMfNARY SCHOOL REPORT ~lvari Hills High CURRICULUM 1) Limited mult.icultural displays. 2) Limited documentation of multicultural infusion into dc1i]y lesson pluns. 3) 'I'll'-' teacher in room 108 did not have her plan book. DISCIPLIIIE 1) '!'here have been 51 suspensions this year, of which 3 2, or 62.7% have been black. 2) lhJ parents or students involved in development of disL:iplin1:: plc1n. 3) Hul\u0026lt;..!S aren't: posted in most classrooms. STAFF Allll ::\n'J'IJOENT Dt:VEI.OPflEtl'l' 1) '!'here are no black counselors at the school. 2) 'l'h\u0026lt;..!Le is a need fur moLe black teachers. 3) 'J'llde are no black AP teachers. 4) 'l'he office support staff is virtually all white. 5) 'l'here are no black students in the G/T program. 6) 'l'llere were sever a 1 classes with no black students E:::nro1 l ed--AP English, Algebra, Writing, Calculus, and Art. 7) 'f'he office staff is virtually all white with tile exception of one bluck vice-principal. PARENTAL IIIVOLVEMENT 1) 'l'he school has no PTA, and there is no parental involvement. 2) The VIPS program is lacking in black participation. 3) Phone contact is seldom made for cases of failing academics or interim reports. EXTRACURIUCULAR ACTIVI'L'IES 1) '!'here is only one black cheerleader. GENERAL SCHOOL CLIMATE 1) 'l'here is a racial tension in the school. 2) There was a crossburning a few days prior to our visit. 3) Blc1ck students voiced concern that the counselors are not affording them the same opportunities as white students. 4) 'l'here is a witlespreatl feeling that the principal isn't receptive to bJack students. 5) Black students feel that they are more strongly disciplined than are white students for the same reasons. CURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Tay_lor Elementary 1) Not much emphasis placed on multicultural education\ntherefore, lesson plans did not reflect this. 2) LimLted, if no, displays in classrooms. DISCIPLINE 1) No responsibility for behavior placed on student\nno parent involvement. 2) Rules not consistent throughout building\nmany sets of rules that may be difficult for elementary students to comprehend. 3) No records maintained for disciplinary referrals or actions. STAFF AND STUDENT DEVEIDPMENT 1) Students are responsible for returning interim reports\nno system to monitor their use. 2) Administrative leadership is lacking regarding multicullural education\nthis is also evident in the classrooms. 3) Only three out of eighteen classroom teachers are black. 4) MAT6 and MPT scores are disproportionate. 6) Only three of the fifteen non-certified personnel are black. PARENTAL INVOLVEMENT 1) !lo PTA. 2) Awards and rewards are viewed as a \"waste of time\", parents .ire not invited to the school very often this reason. and for CURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Tolleson Elementary 1) Very limited number of multicultural displays, particularly those depicting African-American culture. 2) Very limited documentation of the infusion of multicultural activities, particularly of African- American culture. DISCIPLitlE 1) The black principal does all the descipline in the school, whereas traditionally, vice-principals have this respnnsibility. The vice-principal is white. STAFF AND STUDENT DEVELOPMENT 1) There are o!1ly four black teachers out of the twenty-four assigned to the school. 2) MAT6 and MPT scores of blacks are disproportionate. 3) 'l'he number of students in functional or academic resource is all black. CURRTCU I .I Ii I l ) Limited JOSl!lJA rll'l1ERVENORS PRI::LJM WARY SCHOOL REPORT !'.! i L1 ~- !! i 9D School 1mlj tcu I ti1r\u0026lt;11 diversity ,:lussrooms. 2) i1o1ited higllliCJhtinq ol Lesson plans. DISC(PT.11 11 . displayed in the l) 1\n,1 ,, 1 70% ot the disciplinary suspensions have been issued tu black studenls. STAFF Alli, :i'l'lJDEt1T DEVELOPMEll'I' 1) I lu111t::i/ school counsc l ui:-s only make regular contact with )00 .,tudents. 2) 'l'li i s year, this schoo l 1eplaced staff vacancies with all lillite teachers. 1) \u0026lt; 11, I y tHo of eleven dcp\u0026lt;1rtment heads are black. f'.ll.REtl 'I'A I , I II VOLVEMENT 1) llu requirement to rL!tucn interim reports. 2) II,\u0026gt; rnonitoring sys te111 b.H' ensuring parent contact. 3) 'l'l1ere is no PTSA or V l PS at this school. 4) 'l'l1ere is no one emp I oyed at this school to act u s ,:oordinator tor u pi.nental involvement group. 5) 111L!l'.'e is no activL: IJi-1\u0026lt;1cial committee at this school. EXTRACUI :I, I CU LAR ACTIVI'l' [E:\n1) ISl.tck cheerleude1s an2 not representative\nneither are L11c school's J1 L!v1spile r staff, advanced placement, or ll\u0026lt;1tional Honor Society. 2) 111 -1ck participati on in Lhe TAG seminar is low. GENERAL :i\u0026lt;:I IOOL CLIMATE l) l/idening disparities between black and white students. CURR I Cll I I 11 I ,JOSJIII/\\ IIl'rERVENORS PRl~LTMTIIAH't SCHOOL REPORT North lleiqllts Elementaa 1) 1, i 111 i ted amount of A It i c ,111-American displays. 2} t.i111ited documentation 01 African-American activities into , L1 i I y lesson plan:.\n. 3) 111 ,. urea of scjence v1.i:..\nfound to be highlighted with the ,,,ust tcequency\nol lll:1 :.\nneed to document infusion, also. 4) '1'1,,  n ~: are thee'-' sp) il L: lassrooms (J/4, 4/5, 5/6). STAFF Alllt : i'l'llOEN'l' [JEVELOPMEll'I' 1) 'l'l,c,1-e is a need fo1  n1ti1 ~ black teachers\nonly one of the l':J are black. 2) 'l\\:.ichers need more mu 1 ti cultural training on infusion and iJentifying materiul tor daily lessons in all subjects. JOSlllJA I ll'l'ERVENORS PRELIM111AWt SCHOOL REPORT llorth Utt le Hod, Alternative Center CURR [CU I ,III I 1) 1.i,11ited nurr.ber of A11iciln-Arnerican displays. 2) 1, ,1 instai,ces of 11H1 I l.icultural infusion into lesson 1, I ,1 ns. orscrr,r.IIII 1) 1I.i specific jncenl:i 11L!:\nfor good behavior have been incorporated as o I Y'-' t  Gf.:NERAT. : ii 'IIOOL CLIMA'fE 1) II,1n1ber of black students present is disproportionate\n,11urc than 50 :i. . CURR I CU 1.1111 JOSIIIIA I ll'rERVENORS PRELIMDIAR'l SCHOOL REPORT tlorth Little Rock High School--East ]) 1.111iited amuunt of Af'riL:dn-American displays. 2) 1. i111i.teu documentation uL African-American activities into ,lu i ly lessson plans. 3) 1111 ..\ncl assruom vj sited \\1herein the teacher did not have IL!SS0l1 plans. DISCTPLI 111 : 1) 111c1c.\nk students received 49 of the 71 suspensions issued to date. 2) 111 is school is repor:-ted to be one which refers the most ~tudents to the Altecnative School. STAFF Allli S'L'UOEN'r DEVELOPMEH'l' l) 'l'l,L!re is a need for more black teachers\nonly 15 of 78 ,n.-e black. 2) 11A'1'6 scores of blacks u ce disproportionate. 3) 111il y 2 of the 8 depu rhnent heads are black. CURR l ClJ I .l i I I c10SllllA I ll'rERVENORS PRELTMTtlAl\u0026lt;Y SCHOOL REPORT t!orth Li tt1 e_ Ro,\nI: High School--West 1) I , i 11li ted amount of Afri c,rn-American displays. 2) 1, i 111 i ted documentation of African-American acti vi ti es into daily lesson plc1ns. 3) 'l'l,,,ce were several one-tace classes. 4) 111c media cente1 1::\nAfrican-American collection is 1 nadequate\novet-a 11, not visually stimulating. 5) ,\n1 program docs not i:-0present black enrollment\nseminar 1,a~ no black studl:!nt:::.\n. DISC[PJ. I 111 -: l) 111.ick males receive Gu ~ of disciplinary actions issued. STAFF P.llll :\n'l'lJDEtlT nEVEJ.OPMl::11'1' 1) 11,'-'rc is a need fat- rno1e black classroom teachers\nonly 12 of the 72 are l\u0026gt;!\u0026lt;icl: 2) '1'l1L! majority of the ildvc1nced placement classes are white\n\u0026lt;1t least seven arc \u0026lt;11 I white. 3) 11,\"\" majority ol' tlle spe,.:ial education classes are black. 4) 111 .... ck coaches are 10\\-1 i1l number. PAREtl'l'A I. I IIVOLVEMENT l) ~\ni qnatures aren I t r0quj red of parents on interim reports. EXTRACl 11 \" I ClfT ,AR AC'l' [Vl 'l'I E::\nl) '1'11c cost of the homecoming dance prevented a number of :\ntmlents from i.1 tt L!nd i 11g, particularly black students. GEN!-:l\u0026lt;AI . :\n, 1100L CLii-iATE I) 1111pcoved schoul rnott1L compared to previous year. CURR I CU 1.l 11 I JOSllllA l llTERVENORS PRELJMTtlARY SCHOOL REPORT North_ Ptl lask i High School 1) Limited amount of multicultural displays, particularly lhose depicting Africun-American culture. 2) I. i ,ni ted documentation of the infusion of multicultural .,cti vi ties, parti cul ,u-ly African-American culture. J) ! ,, lvanced placement classes and gifted/talented classes .ire disproportionate: in number. DISC I PL I Ill : 1) 'l'L.: clChers are not reqtd nJd by the principal to post school oc classroom rule!\n. 2) l\u0026gt;t the five susp~nsions, 3 or 60% were black male students. J) 11ie school's discipline plan was developed by a few :.\nelect students, tL.:,1chers and the principal, but no parents were involvc.:u. 4) 1i.-, records are ma i ntu i 11ed for time spent away from the classroorr.s. STAFF Alli\u0026gt; STUDENT DEVELOPMEll'T' 1) l\u0026gt;I the 52 certified personnel, only 6 are black. 2) lJ 1 the 8 department heuJs, none are black. J) 'l'l1cre is only one black male teacher in the school 4) 111ere were seven new teachers hired this year\nnone were 111 ack. ~) 'l'ltere a re eleven Cine race classes at this school\nhalf dt'C advanced clQsses, which may indicate tracking. 6) 'l'l,ere is no systern in place to monitor the use of interim 1eports. 7) lft..'1'6 scores of b 1 aclzs a 1e disproportionate. PAREN'T'P. t . 1 IIVOLVEMENT 1) 11t,\nre is nu P'l'A/PTO onJnnization. EXTRACllld\u0026lt; I CU LAR ACTIVl'rIES 1) '1'l,e student counci\"l is ull white. 2) 11,cre is only onc.: IJ lack cheerleader. J) 11,~re are no black dr j 1 l team members. 4) 1-L\n. Pierson, the cheer:leading sponsor, was not willing to Lecognize the imp) ications of having only one black ,:heerleader and makes no special effort to improve blacl( particjpati011. CURR ICU l .llll JOSl!lJA l l!TERVENORS PRELHI fllARY SCHOOL REPORT tlort-hwuocl Jr. High l) Limited multic11ltur\u0026lt;1l infusion into ~,specially in tile social studies area. lesson plans, 2) llu ctdministrati ve 1 eadership in th is area on the part of the principal. 3) lli:...\np]ays not consistent in the classrooms. 4) lll1111bers of black students in advanced placement and in 11.::itional Honor Suci l:ty are disproportionately low in n,lation to school population. DISCJPT.IIII\n1) '.ii m'lents are not afforded the opportunity of some type of Lemporar:/ suspension before they are automatically :...\nuspended for three uays for a first time infraction. 'I'll is practice j s inconsistent \\ti th the need to teach iind reteach llE:si red behavior that the principal ,:ontends that he l:lllp I oys. 2) tl\u0026lt;J parents or s l.11dents involved in developing the llandbook. 3) ~\nl tHJents are pernd tted to stand in the hallways, Lecords are muilltained\nalso, classwork that enable the student to continue learning 11ecessar i.ly taken i11to the halh,ay. and no would isn't 4) 'l'l1o..\nre is nu empha::\nis 011 reteachinrJ desired behavior. ::\nTAFF Atlll STUDENT DEVELOPMEll'I' 1) All counselors are \\thite. 2) l-1A'L'6 and Ml''l' scores of black students a re di sproportionat..:!. 3) 'l 'l1ere is a need tor mon~ black classroom teachers\nonly 7 ut 47 are bluck. PAREWI'A I, I ~IVOVEMENT 1) Ninimal pctrent involvement expected regarding interim reports\n110 follow-up after required nine week contact. EXTHACIJl,I, I CUT.AR ACTIVI'l' f E~\n1) lll\"ck participation in cheerleadinrJ is low. CURR I CU 1.1111 JO~llllA I ll'l'ERVENOl\u0026lt;S PRE:LHl ltlARY SCHOOL RElJORT Oakl)looke Elementary 1) Limited amount of multicultural displays, particularly l.hose depicting Africun-American culture. 2) 1.imited docume ntation of the inLusion of multicultural u cti vi ties, pa L-ticu la rly those of African-American , :u1 ture. 3) l.i11iited review of plan books by principal. DISCIPI.1 !II: 1) 'l 'l1 is school reports 58 behavior documents issued, but the L-ecords show Jll. \\Jhat is the racial makeup of the other 20 documents? STAFF Alli \u0026gt; S'l'UDEtlT UVELOPME!l'L' 1) \u0026lt;\u0026gt;t the six department chairpersons, there was only one !Jlack. 2) ll!,1'6 and Ml.-'T s c ores at blacks are disproportionate. PARENTAi , 1 IIVOLVEMENT 1) 'I'll ere is only one black out of six persons serving on Ll1e lJ'rA board. ,JOSllllA THTERVENORS PRELIMINARY SCHOOL REPORT Oakgrove Elementary CURRICUI.lJH 1) Limited multicultural displays. 2} Limited documentaUon of the infusion of multicultural c1ctivities, particularly Afric\u0026lt;1n-American culture. STAFF Atll\u0026gt; S'PUDENT DEVELOPMEtlT 1) 'l'here is a need for more black teachers. 2} 'l'l1ere is a wide disparity in test scores for black students. 3) 'l'he school's entire administrative staff is white. PARENTAL INVOLVEMENT 1) nlack parent participation is low. ,JOSII\\JA I rnERVENORS PRELIMINARY SCHOOL REPORT CURR1 cu I .I II 1 l) 1 i111ited multiculturn1 displays. 2) 1,i111ited documentation of multicultural infusion into , l-1 i. I y lesson plans. DISCTPLI Ill 1) 1\", i ncentha programs . :l:hool\nc.ttendanc~\ni 11 place for students excelling Ln only Honor Roll and academic , .,:cullenc:::. 2) 1 11 is school has a rn1H11Jer of referrals to Alternatj ve :\nchoo). STAFF Alli :\n'l'llOEtlT DEVEl.OPMEll'l' J) r1, , Le is a need for mon:! black teachers. 2) 1. I .aven new tea{.\nhers \\Jen:! hired this year\nall were white. 3) 11 \" :.\nt of thP AP classes are white. We observed one 10th ,Jrade English class Lhat was all white. 4) 1111ly 3 of the 22 non-cettified personnel are black. 5) 11 11'6 ,mu MP'l' S{.\nores ol l\u0026gt;lacks are disproportionate. EXTRACUl, I\u0026lt; I c:llLAR ACTIVI'I'IES l) 'l'l1~re are no black cheerleaders and only two blacks on L11e drill team. GENERAL :\nc 'IIOOL CLIMATE 1) ll I c1ck students do not l C:!el welcome in the school. 2) 111 i::\nschool cut:-rent I y llc1s a white male vice-principal 1\n1ho 11scs derogatory L1nCJlld(Je toward black students. ClJRRJ ClJ I ,lll l JOSllllA 11l'rERVENORS PRELTMitlAR'l SCHOOL REPORT Park II i l I _ Elementary 1) J.i111ited amount of Al d c i.ln-American displays. 2) 1. i ,,,ited documentation 0 1 African-American activities into dc1ily lesson plans. 3) '1'I ,,~ school has sevcr.i I split classes which need to be , , I i min a ted. 4) '1'l1 \u0026lt;.1 Chapter One pt-ogram is overloaded with black ,\nl_udents\ntracking s e E:ms apparent. STAFF Alli  \n1uoEMT DEVELOPME!l'l' 1) '1'11 .: r:e is a need for mu1 e black teachers\nonly one of ten i:\nblack. CURRIC(Jl ,I It I ,TOSHIJA l ll'PERVENORS PRELTMitli\\RY SCHOOL REPORT Pikev i e\\/ 1nementary l) 1.iuiited amount of African-American displays. 2) 1 i \"' i ted docclrnentation ot African-American activities into , 1 ... j 1 y 1 es:=\non plans. 3) 'l'l,,~ce are four spUt classes in 2/3, 3/4, 4/5, and 5/6 i 1c1des which need to I.Je eliminated. 4) '1'11,, G/'l' cl ass at this sdwol is not racially balanced. STAFF Alli\u0026gt; ~i'l'UDENT DEVELOPMEll'l' 1) llP.'1'6 and MP'f scores of blacks are disproportionate. 2) 11 .. , i:-e is only one b1ack teacher out of eighteen on staff ., t this schoo L. 3) 11.-services hi..!Ve Uttle to do with the importance of 11111 l ti cultural infusion and education. PARE1l'1'At. I l!VOLVEMEN'r 1) 'l'ltc!Le are no black oftic.\ners on the PTA. CURRTCIJ I .I lil JOSl!llA I ll'l'ERVENORS PRELIMHIARY SCHOOL REPORT Elrie Fur~~t Elementary J) 1.i111ited multicultural displays. 2) t. i 111i Led documentat i.011 of multicultural infusion into .i,d ly lesson pl \u0026lt;.111::..\n, particularly African-Americun , :untent. 3) ts .. ..\ned on the population of the school, the black student ,,opulation in the G/'l' program is too low. DISCTPLI 111-: 1) 'l'l1c discipline plan ,,as developed by administrators, unly\nno parents o~ sludents involved in this process. 2) Ill, documentation foL ti 111e spent outside the classroom. STAFF Allll :i'PIJDEN'I' DJ::VELOPMEll'l' 1) 'l'I, ,~ school 1 s adminjstralive staff is totally white. 2) 1,\"~ MAT6 scores of blacks are disproportionate. Also, tile blacl-: 6th grade MPT scores in mathematics, science dt1d sociul studies ari.\ndisproportionate. 3) 11i~re is a need for 11101-e black teachers. 4) Tl1L!re are no blacl\u0026lt;: sc.:cjalty teachers on staff. CURRTCU 1,111-1 1 ) Limited JOSHUA 111TERVENORS PRELIMINARY SCHOOL REPORT Pinewood _ E1ementary documentation of multicultural infusion into du i Ly lesson plan:.\n, particularly African-American l:ulture. 2) I, i ,,ii ted multi.cu 1 tur,11 di splays DI SCI PI:I I I I: 1) 1'l1L!re were no current statistics regarding discipline. STAFF Allll STUDENT DEVELOPMEJI'[' 1) 'l'l1\u0026lt;! MAT6 and MPT scores of blacks are disproportionate. PAREt-!TA I I IIVOLVEMENT 1) 'l'l1c P'PA board is totally white. JOSI Ill/\\ I rl'l'ERVEtlORS PHl:L1MJ 11/\\1, '/ SCHOOL REPORT CURHICll11111 I) 1 i111ited multicult11Lcil /1111c1 ican c11ltun~. i11tennediate levl..!l l\u0026lt;3ve1. 1. i111ileu documental i o n displays, particularly '!'here were very few .inu almost none at the l\\fricanat l:he primary of multicultural infusion into il\u0026lt;1ily lesson planLl, particularly African-American , :11 I ture. J) 1, \u0026lt;1chers were not ,n1,1 re of their role regarding the i11f't1sion of 111ulticull11ral activities. DISCll ' l.1111 is no document io11 regarding the time students spend Lile 11 confe1 e11, 1. room 11 used for discipli11ury I 11 I (! f\" e 1 J\" il I S . 111~1e js no e111pl1 ,1si :\n, ,,:pected of studl..!11L\n. STAFF f..111, :\n'l'lfl)Ell'l' DEVELOPMl:11'1' on reteaching desired behavior I) 'l'l1cte is 011ly u11e black classroom teacher out of L It i 1teen. . ) 'l 'liu 1e \\JaS an excl..!s~\ni ve number of substitute teachers it11i:-ing the visit. 'I) 111,!te \\vere five neu l1i1 es for this school year, of which 11O11e v1ere bl nck. l) 111\\'1'6, :ird g1: t1de fll ''I' ,ind several of the 6th grade MPT :\ncot e~\no I: b I aclz !\nl.11, lt:11 ts a re disproportionate. C1IRR fClJ 1.1111 JOS!lllA I ll'PERVENORS PRtLIMTIIAl\u0026lt; 'i SCHOOL REPORT .Am!\u0026gt;.(\u0026gt;Y 1-: I ernentary l) 1.11,1ited number of Al r-ic \u0026lt;rn-American displays. 2) 1 i 111 i ted documentatiun o t African-American activities into ,1 ,ii Ly 1 es son plan::\n. STAFF Al I I , : i' l'lJDEtlT OEVELOPMEI l' l' l) 1 1, ,, MA'1'6 and MP'r sca n\n:, of blacks are disproportionate. 2 ) 11, ,, n.i is n neeJ for mc ,n, black tea(\nhers. CURRlCIIJ 11 11 JOSIIIIA l ll'l'ERVENORS PRl:LIMill /\\ 1,, ~CHOOL REPORT Ar!] \u0026lt;~ h1 ! lementary l) ~,ry limited a1110 1111L of multicultural displays, 1,c1 Lticu la cly thosL, d ,\nf\u0026gt; i cting African-American culture. 2) 11 , 1 y limited mount ,, J documentation of multicultu1al 1L:Livjties, partic11l.11ly those of African-Americ,rn ,\n111 ture. STAFF Alli \u0026gt; :i'l'lJDEtlT DEVELOPME!l'l' l) 11.1, 16 and sevecal a Le-1:.\nof the 6th grade MPT scores of I i I acks are di spropo1 t i onate. 2) , 1111 y one of the eleven ,,on-certified personnel is black. PARE!l'I'i, 1. 11 IVOLVEMEtlT l} 11, L, 1,::ircnt orguniznl ic111 board is all white. JOSHllA IIITERVENORS PRl:LIMitlAHY SCHOOL REPORT B\u0026lt;d\u0026lt;er I: I e,,,l'ntary School CtJRR I Cl) I I I i I I) 1 111,ited mulitc11ltur,tl di::..\nplays. 2 ) 1 111,ited documentati on u t multicultural activities being 111fu~ed into Jaily 1....,:...,::..\nons. S'T'AFI~ l'\\ 111, :: 'l'lJOEtlT DEVEI.OPMEll'l1 1) T l ,,. entire school adnd 11 i strative staff is white. 2 ) 11i.,t\"\u0026lt;2 .1re only t,-10 !Jl i.1,:L classroom teachers. 3 ) 4) 11 .. ~ only suspension t.l,i ~\nyear was a black male. 1 IA'L'6 and MP'l' s,:u ces of black students disproportionate. CURRJ Cll I .1111 JOSI!lJA I ll'l'ERVENORS PRELTMitl!\\W/ !\nCHOOL REPORT I) 11,11 l\u0026gt;ooks r1re not hi9l1lighted in some classrooms. :n '!'Iii:..\nls the only ~\nc.\nl,uul in the district with a MAST 1LOCJram, but its e11t,JI lment is primarily white. ::J) '1'11, Alpha classes arL.: 111ustly white. 4) 11 I \u0026lt;1cks outnumber ult i l.es in al 1 areas of resource .. 11cL! compar-ed to l l!L, l otal percentage of blacks in the ,.d1ool . 5) 'l'l,L! number of blackt\nin G/T cl asses falls below the .,L:ceptable level u L 1i.1 r-ticipation when compared to the 1.,_,n\nentage ot blac:I:~ in the school. O[SCIPl. 1111 : 1) 'l'I,,~ number of suspL~,1~ i uns and behavior documents issued 1t.1 blacks exceed Ll1use given to whites, although the 1, I c1ck population is u11 tnumbered l.Jy the white. STAFF J\\1111 :\n'l'llDENT DEVELOPMEll'l' l) '1'l1L.: MAT6 and MPT scuru:.\nof blacks are disproportionate. 2) 1 I, ,.:d for more black tL:,1cl1ers. PAREtl'l'l\\ I. I I 11/0 LVEMEtl'l' 1) ,\u0026gt;i1ly one of the six 011 icers of the PTA is black. 2) 11 .. system is in plc.1,:u to monitor- the use of interim 1eports. EXTRACll 1,1: 11 ' IJ I.AR AC'rJVl 'I' 1 ES - -1 ,t, qua te-- GENEHl\\ I. :\n, 1 IOOL CLTMl\\'PE I) :iume effort~_\nsl1 ou ld be made to encourage 1,i11t ici pation in l:lk :..\nchool 's breakfast program. more CURRlCIJI 1111 JOSllllA 11l'l'ERVENORS PRELIMINARY SCHOOL REPORT Bc1y5?1L 1:1et.c1 Elementary 1) .. , 1 y limited 111ultic11l l 111-al displays of African-America n 2)  11 l ture. \" ,a Ly lir:,ited docum0ntation of the infusion of ,1111JjtcultaraJ actjvjties, particularly African-American .11 l ture. CURRIClll I'll JOS!lll/1. 1 ll'l'ERVENORS PRELJMIIIAl\u0026lt;Y SCHOOL REPORT fiel \\:!OQ\u0026lt;I I: I ementary l) 11111iled num\\Jer of A1ticL111-American displays. ~) 1 1, .. itcc.l doc11rne11tatiu11 ,,1 African-American activities into 1__. i ly le~\n:\non plan:..\n. STAFF /I.I II I \n J'(JDENT llEVEf.OPMEll'l' I) Tl\".:te are r.o black cl d:..\nsroom teachers at this school. L) Tl1L! MA'l'6 and MP'l' scan.:~\nof blacks are disproportionate. J) 11,ctL! are fiv\u0026lt;2 blac.:J:.\nuut of twelve students receiving\npecia l prog cams. -l) \" 11001 honors and c1\\1.i 1ds are disproportionate to blc1ck . .\nt11dents. EXTRACIJI I: 1, 'llLAR ACTJVI'l'JES I) 11,L!re j s only one lJ I dc.:k male serving on the schoo I I s :..\ntudenl council. CURR I ClJ 1,111 I JOSHUA I ll'rERVENORS PRELIMIIIAHY SCHOOL REPORT Boone Pu 11: Elementary 1) 1.i111ited number of Afd,:\u0026lt;1n-American displays 2) 1.iu1i tc,u documentatio11 ul African-American activities into l esson plans. 3) 11, .. 11:..\ne of munj pulat i Ve.!::\nis given unwarranted emphasis us 1l1L.: con, of multjc1iltural education. Accordingly, , ,~achers should lie L Lained, via in-services, on the ,, .. ~Lliot.ls of teachin,J 11111Lti-cultural education. S'rAFf A111, : :'1uDrt1'r DEVE1.OPME111 l)\n1, ,:d for more bluck te\u0026lt;11 l1ers. 2) 11, 1,, scores in gradL:::.. :~ -6 are disproportionate for black .\nll1\u0026lt;lentl::\n. 'l'lJe scun, :..\nin grades 1-3 are low, overall. J) 111 1 scores of \\Jlack:..\n\u0026lt;11 L.: disproportionate. 1) 11.LL.:tim reporls arL: 111\u0026gt;l reviewed by the administrative ldClllty. 1-'AREll'rAI . I IIVOLVEtIEll'l' 1 ) Tl,cte is only one bl\u0026lt;1 c k PTA officer out lolal members. of the seven 2) !. I I Union Paci L ic '1'0am members are white. !.d ..:q11ate emphasis i :\n11ut placed on the return of interim 1L:ports or the not i I i, ution of parents regarding these. 3) CURRTCU 1,1111 JOSillJ/\\ 11 l'l'ERVENORS PRELTMIII/\\HY SCHOOL REPORT Centr~l !: 1ementary 1) 1 i .. , i ted amcrnt of At d ,:an-American displays. 2) 1.i, .. iL~J docnmentatio11 ut African-American activities into , 1, 1 i I y 1 es son plan::\n. 3) 'l'li..: Chapte1~ One prog 1- \u0026lt;1rn appears to be tracking black .. Lllllcnts\n24 stuJ unL\nure enrolled and 21 of them aLe 1,1 \u0026lt;.1 c k. DISCJ PLI Ill . l) 11 ,, pc.1rents or students v1ere involved in the development ., 1 the disci1Jline pL,n. SCAFF Alli\n'l'UDE!l'P CEVET.OPME!l'I' 1) 1 !,, ,e is a need for 111 c, 1~ black teachers. 2) ::,,veral teachers vo i ..\n,~d concern that those teachers ,:oming from Pine ::il L\"l.: \u0026lt;3t received better equipment und ,oorns. FAREH'1'A I , I IIVOLVEMEt:r 1) !'I'.'\\ officers are prL~do1t1inantly white. CURRTClJ f .I Ii I JOSllllA 1 ll'l'ERVENORS PRELIMINARY SCHOOL REPORT College [_\ntc1l\"ion Elementary l) 1 11is schoul's gifted and talented program serves 152 .,Ludents--27 black and 125 white. There should be a .. 1 i.ni mum uf 50 b I ack students participating in the 1,1-ogram. 2) 1. i 11ii ted African-Amer ic.:.:.in displays. 3) 1.i111ited documentation ut African-American activities into , 1,1 i ly ) es son plan::\n. DISC[PLI Ill , 1) Tl. ~, ::\nchool issued rnor...: behavior documents and counselor , I..! rerra ls to blacl:~ Llwn to whites. srAFF Alli : i'l'(JDEll'I' l)EVELOPMEll'l' l) 111(! MAT6 and MPT scor0::\nof blacks are disproportionate. '1'11e MP'l' scores are: c.1 Ltocious. 2) 1'li., school needs mote Ii I uck teachers. J) 11,.-' L.I..! are seven speci.il ists at this school, and only one i :_\nblack. CURRTCU I .I 111 JOSHlJA l llTERVENORS PRELTMIIIAHY SCHOOL REPORT 1) \"i :\ni ble mu] ticu 1 tura l di splays are lacking throughout the .,diool. 2) 1.1111 i ted documentation of the infusion of multicultural .,c..:ti v j tie::\n, particu 1 u L. Ly African-American culture. DISCTPT.I 111 1) , , 1 tlle two behavior cloc11ments issued by the school, they .1._\nn\nissued to b 1 t1cl. 111\u0026lt;.l les, only. STAFF JI.Ill :\n' t'lJDEtl'r DEVELOPMEll'I' 1) Tl,-..\nre are only sevc.:nl L:L:11 blacks assigned to G/T out of L lie ninety-t\\vO studc.:11 ls. 2) Tl,\u0026lt;..!re are only two blucks out of the twenty-three non- . :erti fie~ personne 1 i..tl this school. 3) Tl,'-' faculty advisory cu1nmi ttee has only one black membc.:L 4) 11NI'6 and Jr-d q1.i1k MPT scores of blacks i.1re , l i sproport ion ate. CURRTCU I .I ii I JOSHUA l lJTERVENORS PRELTMTIIAl\u0026lt;Y SCHOOL REPORT l) 1.i11ti ted amount of Afric\u0026lt;1n-American displays. 2) 1.i1t1ited documentation uJ African-American activities into ,I,1jly lessons. 1) 1-\u0026lt;,11c ut the eleven clc:i~\n:.\nLoom teachers are split K/1, 2/3, I/ 5, a nu 5 / 6) . DIS CT PT.1111 : 1) ~ I I nine suspensions issued thus far have been given to 1, I ack students. 2) !, di spropo:!'.\"tionate n11ml\nc r of long forms were issued to l , lack students. STAFF l\\III1 ,:'t'UDEIIT OEVELOPMEll'l' l) 11,,an, :is a need for 11\\0LL! black teachers. 2) ,. II specialists are uliilc. 3) ,. II the school's sl:dff members are ,,,.:ception ot 2 b] acl. teachers and one white with the black lunchroom .iide . 4) 1J11ly 5 of Lhe 29 st11dcnts assigned to G/T are black. PAREH'l'AI. I IIVOLVEMENT l) Tl,,: P'I'A has no blacl: lJ I J i cers. EXTRAClJi 1: I l:lJl.AR AC'I'l V1 'l'IES l) !. I I the student counci I officers ar-e white. CURRTCll I ,1 IM JOSII\\IA l ll'l'ERVENORS PRELIMHIAR\\' :\nCl!OOL REPORT R!.![ffnQ !: \\gmenta ry ~( \\ ,1 (,I\" ~i' l ' I l ,, .. - l) 1.iu1itcd mnlit~ultural displays. 2) I, i 111 l. ted documenta t ion of multicultural daily lesson plans. 3) 1111,Je disparity in Alpha program between \\/liites . DISCIPI.I Ill': blacks and 1) 11, ,Le is a feeling amon':J several students that discipline o1t this school is mo1l! punitive than strict, ie. ru]es 1orbid,Ung talkinCJ in the cafeteria. STAFF Al I I l :\nI'lJDENT DEVE LOPMEll'l' 1) 11, ,:d for mere black te\u0026lt;.1chers. 2) 111l.l!r im reporls aru CJ i ven only casual attention by t.lle i'cincipal. 3) 11!.'1'1, and ME''l' scores o l I\u0026gt; I acks are disproportionate. PAREWl'A I. I I 11/0LVEMEll'l' 1) 1 , ,uun i ttees have a \u0026lt;.Ii :\nporportionate number of white to 1,lack me1Pbers. CURRTCO 1.1111 ,TOSIHJA I IITERVENORS PRELIMINARY SCHOOL REPORT Ful]g_r Elementary 1) 1, i rni ted documentat:i on of the infusion of multicultural .activities , part:icular1y African-American culture. DISC1 Pf.I 111-: 1) 111c.: three suspension noted were black males. STAFF Alli\u0026gt; :\nruDEN'l' DEVELOPMEtl'l' l) '1\"I 12r-e is a need for rnote black teachers. 2) Tl,s2r-e are 26 or 74% b1clck students enrolled in resource ,\nlasses. 3) '1'l10..:: pr:incipal and vice-principal are white and four of t.lle other five office administrative staff persons a re 1 Lso white. 4) I I!, l'G and MrT test sc..:oL(.! ~\nof blacks are disproportionate. GENERAi. :\n1 \"ll()OL CLHiATE l) 1' i 11c.lergarten students \\-,ere observed lying on the bare 1 loor in Ms. Percil/11! 's class. JOSHUA TtlTERVENORS PRELIMINARY SCHOOL REPORT Fuller cTunior High School l\\ .... ,t 11 ,,. CURR I ClJ I.I If 1 (i \\1 1 1i 11 f\"II'' 1) 1,i111itcd mulitcultural1 displays. 2) 1.irniled documentaUon of multicultural infusion into , 1.1 i l y lesson plans. STAFF Al JI l\n'I'IJ[)EN'I' DEVELOPMEtl'l' 1) l,L!v iewing of lesson pl.,rns are not a part of monitoring done by the pr-incjpc1]s. 2) 11/.'t'G and MPT scores of blacks are disproportionate. EXTRACUl,I, I i:ll LAR ACTIVITIES 1) llc.\nlllbership in the t-fa ti anal Honor squad and drill te:\u0026lt;.1111 are not black stuJent populc1Lion. GENERAL\n, IIOOL CLIMATE Society, cheerleading representative of the 1) ' t '!\" ! English department chairperson, Ms. Porter, voices Ll1e opini.on that al I black people speak poorly. She -..11.so has ill-defined objectives for the English department reg a nl i 11,J multicultural infusion and \u0026lt;1ctivities. CURRICUT.l lM JOSHUA TIJTERVENORS PRELIMINARY SCHOOL REPORT g_lenvi\\-J . Elementary 1) Limited amount of Afcican-American displays in the ,:lass rooms. 2) l,indted documentation of African-American activities into daily lesson plans. 3) '1'l1, ! te are three spUt clussrooms (3/4, 4/5, 5/6). 4) 111'\" G/T program should be more in line with the school Is !,lack enrollment of ~6%. DISCIPLI Ill\u0026lt; 1) 1a1ents and students should be involved in developing the discipline plan. STAFF Allll :\nTUDENT DEVET.OPMEll'P 1) 'l'lwre is a need for mon~ black teachers\nall those in I, -6 ure white. 2) MA'P6 and MPT scores of blacks are disproportionate. 1)verall MAT6 scores j n grade 3 and MPT areas of reading ,rnd social studies j 11 grade 6 are particularly low. PAREIITAI. I 1IVOLVEMENT 1) I 11terim reports should be sent at least once per year to ~very student inste\u0026lt;ld on only at times of failure. ,JOSHUA T ll'I'ERVENORS PRELIMINARY SCHOOL REPORT Harris E}ementary CURR ICU I ,lll-1 1) ll e i.ther multiculturi.11 infusion nor displays are c onsistent in the classrooms. 2) 1111usion into 1esson pldns isn't adequate in many of the 3) 4) ,ooms. l{L,source guides were library and were not 1110 media center \\Jas c 11ltures, especially STAFF Alli \u0026gt; :\n'l'UDENT DEVET.OPMEM'l' located in an anteroom of the uccessible to the teachers. lacking in emphasizing different African-American culture. 1) , \u0026gt;11 I y seven out of twenty-three black classroom teachers .ir-e on staff at this school. 2) tl!'.' l'G and MP'f scores or blacks are disproportionate. GENERAL :\n( 'IIOOL CLIMATE 1) l-1cdia center was 1 \u0026lt;.lcking in emphasizing different cultures, especially African-American culture. CURR ICU f.l Ii l JOSHUA I ll'l'ERVENORS PRELIMIMAR'! SCHOOL REPORT Indian _!! i I Is Elementary 1) I, i 111 i ted amount of Atril\n,111-American displays. 2) 1. i 111 i ted documentation u l African-American activities into dujly lesson plans. 3) t'll,L-e are three split clnssrooms (K/1 , 2/3, 4/5). DISClPT.1111 : 1) 1\\d1ninistrative input, only, in developing the discipUne plan. STAFF Allli :i'l'!Jf)EtlT OEVET.OPMEtl'l' 1) 'l'lt~re is a need for moi:c black teachers. 2) 111ily 10 of the 32 studc:nts assigned to G/T are black. J) ,,, i nclpl does not rev j L:\\I interim reports. PARENTA I. i llVOLVEMENT l) llc\u0026lt;...!d to increase black parent participation. 2) '1'11\u0026lt;...!re js only one 1Jl\u0026lt;1cl_ officer out of five on the PTA !Juar-d. EXTRACUlrn I l :ULAR AC1'1VI'l'IES 1) l11il y 14 of the student ambassadors are black. CURRICUT.1 111 JOSillJA l ll'l'ERVENORS PRETJMINARY ~CHOOL REPORT Jagkso~yiJle Elementary l) 1,i111ited infusion of multicultural activities in lesson 1 I ans. 2) llt1llic11ltural clisplc1ys ~1 ren 1 t consistent throughout tile ,.chool. STAFF Al'II 1 :\n\"L'UDEN'l' DEVELOPMEtl'l' 1) n nly 12.6% of the stat f are black\nthere is a need more l, 1 ack teachers. 2) 'l\\.\nachers had inadequate knowledge of their roles in Leaching multiculturul perspectives. 3) 11/\\' l'b and MPT scores of IJ lacks are disproportionate. PARENTAL I IIVOLVEMENT 1) 11l.i c.:t parent participation is low. 2) 1,1,ly one of five PTA boiled members is black. JOSHUA I ll'l'ERVENORS PRELIMINARY ~iCIIOOL REPORT ,Jacksonville tlorth Junior High CURRJ CUl.1111 1) llol much emphasis pl acec.l on infusion at the principal' s level of administration. 2) 1,i111itcd amount of Africdn-American displays. J) 1.i11dtec.l documentation of African-American activities in I esson pl ::ms. DISCI PL 1111: 1) 'l'llere are no records maintained for time spent outside l l1e classroom. STAFF Atlll ~\n'rlJDENT DEVELOPME!l'I' 1) for this school show that there are only seven classroom teachers\n3 white staff members were and only Oil\u0026lt;.! of the staff replacements were !.:cords Ii lack ,idued\nlj Lack. 2) 'l'l1ere is no consistency among staff members concerning Lhe use of interim reports. 3) M/\\'1'6 and MPT scores of blacks are disproportionate. PAREtl'l'AI. IIIVOLVEMEtlT 1) '!'here is no active PTA or VIP's program. 2) '!'here is minimal black participation in PALS program. 3) 1111rnber of black student office monitors antl gifted and Lalented participant~ is disproportionate. GENERAL :i\u0026lt;'IIOOL CLIMA'PE 1) :\n,.,vera l of the tea1\nhers visited displayed resistant .ittitude~.. one vildte male coach, in particular, I iterally walked a\\1ay from me as I approached llim l,efore class to talk \\1ith him. JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT JdCkSQIWil 1 e South Junior High CURRTCUJ.llfl 1) Limited African-Amer ici.ln displays. 2} Limited documentation of multicultural daily lesson plans, particularly of c 11lture. 3) A l I specialty teachers are white. DTSCIPLl Ill'.: activities into African-American 1) 'l'hc school's racial makeup is only 30% black, yet blacks teceive more behav j or documents, counselor referrals, Alternative Schoo] an~ in-house suspensions. STAFF Alli\u0026gt; S'I'UDENT DEVELOPMEIIT 1) Wjth the exception of the principal, the school's udministrative staff is all white. 2) Only one of the seventeen non-certified personnel, the custodian, is black. 3) '!'here is a need for more black teachers. 4) 0111 y eleven of the fj fty-three students assigned to G/T ure black. 5) Only thirty-nine of the one hundred sixty-seven students assigned to honors classes are black. 6) 'l'he MAT6 and MPT scores of blacks are disproportionate. 7) All certified additions and replacements to staff were \\\nhi te. EXTRACUl\u0026lt;l\u0026lt;'I CULAR ACTIVI'l'IES 1) Clleerleading and dri 11 team squads are not represented with an equitable number of blacks. GENERAL :WIIOOL CLIMATE 1) 'J'l.u cafete1ia needs to be renovated. CURRICUT.IJII JOSII!JA TIITERVENORS PRELIMHIARY SCHOOL REPORT Jagksonvjl]e High School 1) I. i mi ted multicultural displays, particularly those depicting African-American culture. 2) Limited documentatLoll of multicultural infusion into daily lesson plans, particularly African-American .\nnlture. DISCIPL 1 !JE 1) !lo parent involvement in school's discipline plan. 2) 1\u0026gt;1 the 22 '5Uspensions jssued as of 11/1/91, 12 or 54.5% \\Jere black. 3) over 50% of disciplinary referrals were issued to black :..\ntudents. STAFF Atll\u0026gt; STUDENT DEVELOPMENT 1) Advanced placement classes are predominantly white. During our visit, we saw one all white European Histoc:-y class. 2) 'l'here are three counselors and all are white. 3) 1'here are no blacks on the faculty advisory committee. 4) Only 10 of the 64 certified personnel are black. 5) '!'here are only 11 black students in the G/T program. 6) 11A'l'6 test scores of black students are disproportionate. 7) 'l'llere is no moniotor ing system of interim reports. PARENTAL fllVOLVEMENT 1) 'l'llere is no PTA/PTO organization. 2) communication with parents is poor. 3) 'l'llere is a lack of total parent involvement. 4) '! 'Ile parent advisory/Bi-racial committee is selected only !Jy teachers. EXTRACUfUU CULAR AC'l'IVITES 1) 111e school's student council is 84 % white, while the student ~opulation Js 24% black and 76% white. 2) 'l'l.\u0026lt;2re is only one black cheerleader and one black drill Learn memrer. 3) 'l'l1\u0026lt;.!re are five head coaches at this school\nnone are l.Jlack. 4) c\nyrnnastics should not be permitted in the try-out process 1or cheerleading. Allowing it to remain still creates \" bias for those v1l10 have training in this area. GENERAL :\nt~IIOOL CLIMATE 1) :\nu111e teachers voiced concern regarding the school's lm-1 111orale. CURRICULllM JOSHUA TU'I'ERVENORS PRELIMINARY SCHOOL REPORT Lakewood Elementary 1) Li 111 Lted amount of African-American displays. 2) Limited documentation of African American activities infused into daily lesson plans. STAFF AtlD S'l'UDENT DEVELOPMENT 1) lleed for more black teachers\ncurrently, there is only one black out of the 12 teachers on staff. 2) All the specialists are white. CURRICULllM JOSHUA TNTERVENORS PRELIMINARY SCHOOL REPORT Lakewood Middle School 1) 1,j 111 i ted amount of African-American displays. 2) Li11iited documentation of African-American activities daily lesson plans. 3) Ulack resource students outnumber their counterparts two to one. 4) '!'Ile fourth period resource class is all black. 5) lH the 7 3 resource students, 68 are black. 6) c\n/ 'l' classes total approximately 183 students, of only 28 are black. According to the school's population, there should be a minimum of 64 students in this program. OISCIPL111 E a wide between black and into white which black black 1) '!'here is disparity white referrals (6/7 students at the Alternative School are black.) 2) !'lo parents were involved in the development of the discipline plan. STAFF AtlD S'ruDENT DEVELOPMENT 1) '!'here is a need for more black teachers\nonly five of the thirty-five teachers are black. 2) MA'l'6 and MPT scores for blacks are disproportionate. PARENTAL INVOLVEMENT 1) There are no black officers on the PTA. EXTRACUIW rcuLAR AC'l'IVI'l'IES 1) 'l'he number of black students involved in office monitoring is low in comparison to white participation\nthe same is true for student council. . ' .. JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Landmark Elementary CURRICULUM 1) There was limited displays on African-American culture. 2) T,irnited documentation of African-American activities into daily lesson plans. srAFF AN I) STUDENT DEVELOPMENT 1) '!'he school's administrative staff is totally white. 2) 'l'here is a need for more black teachers. 3) 'l'he MAT6 and MPT scores of black students are disproportionate. 4) All of the students in resource (MR) were black. 5) The school needs to review interim reports. PARENTAL INVOLVEMENT 1) '!'here are only two blacks out of the seventeen PTA board officers. l I I Ill CURRICULlH-1 JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Lawson Elementary 1) The school ueeds more in-service training on the infusion uf multicultural activities into daily lesson plans . 2) Minimal displays of African-American culture. 3) '!'he principal should monitor curriculum more than rnonthly. STAFF AND STUDENT DEVELOPMENT 1) '!'here is a need for more black teachers. 2) 'Pile school's administrative staff is completely white. 3) Only two of the fourteen non-certified personnel are black. 4) The MAT6 scores of blacks are disproportionate. 5) 'L'he MPT scores of 6th grade black students in the areas of language arts and science are disproportionate. 6) Only three of the twenty-three G/T students are black . 7) All specialty personnel are white. CURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Lynch Drive Elementary 1) Limited amcunt of African-American displays. 2) Limited documentation of African-American activities into daily lesson plans. 3) 'l'h Ls school has several split classes which need to be eliminated. DISCIPLIHE 1) No parent input in discipline plan. STAFF AND STUDENT DEVELOPMENT 1) There is a need for more black classroom teachers\nonly two of the thirteen are black. PARENTAL INVOLVEMENT 1) There are no black PTA officers.\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":"ndd_holsaertfaith_r4wd3q764","title":"Klekota Interview materials, 1991","collection_id":"ndd_holsaertfaith","collection_title":"Faith Holsaert Papers 1950-2011","dcterms_contributor":["Holsaert, Faith"],"dcterms_spatial":["United States, Georgia, Dougherty County, Albany, 31.57851, -84.15574"],"dcterms_creator":null,"dc_date":["1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":["fhpst01003","https://repository.duke.edu/iipsrv/iipsrv.fcgi?IIIF=/srv/perkins/repo_deriv/multires_image/6/a/67/6a675536-67c7-4c34-a06d-051d2468042b/fhpst01003001.ptif/full/!350,350/0/default.jpg"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":["Faith Holsaert papers"],"dcterms_subject":["Holsaert, Faith","Feminism","Civil rights","Social justice","Women political activists","Women's rights"],"dcterms_title":["Klekota Interview materials, 1991"],"dcterms_type":["Text"],"dcterms_provenance":["Duke University. Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://idn.duke.edu/ark:/87924/r4wd3q764"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Duke has not determined the copyright status of this item. Regardless of its status, we have made a good faith determination that online access through the Duke Digital Repository is an acceptable fair use and otherwise permitted under U.S. copyright law. For more information, see our page on copyright and citations: https://library.duke.edu/rubenstein/research/citations-and-permissions."],"dcterms_medium":["interviews"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"ndd_holsaertfaith_r4sf2mj5g","title":"Klekotka Master's Thesis, 1991","collection_id":"ndd_holsaertfaith","collection_title":"Faith Holsaert Papers 1950-2011","dcterms_contributor":["Holsaert, Faith"],"dcterms_spatial":["United States, Georgia, Dougherty County, Albany, 31.57851, -84.15574"],"dcterms_creator":null,"dc_date":["1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":["fhpst01005","https://repository.duke.edu/iipsrv/iipsrv.fcgi?IIIF=/srv/perkins/repo_deriv/multires_image/8/c/85/8c851ead-8b2c-4175-84af-840d1a0f2ff3/fhpst01005001.ptif/full/!350,350/0/default.jpg"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":["Faith Holsaert papers"],"dcterms_subject":["Holsaert, Faith","Feminism","Civil rights","Social justice","Women political activists","Women's rights"],"dcterms_title":["Klekotka Master's Thesis, 1991"],"dcterms_type":["Text"],"dcterms_provenance":["Duke University. Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://idn.duke.edu/ark:/87924/r4sf2mj5g"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Duke has not determined the copyright status of this item. Regardless of its status, we have made a good faith determination that online access through the Duke Digital Repository is an acceptable fair use and otherwise permitted under U.S. copyright law. For more information, see our page on copyright and citations: https://library.duke.edu/rubenstein/research/citations-and-permissions."],"dcterms_medium":["theses"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null}],"pages":{"current_page":715,"next_page":716,"prev_page":714,"total_pages":6766,"limit_value":12,"offset_value":8568,"total_count":81191,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40200},{"value":"StillImage","hits":35114},{"value":"MovingImage","hits":4552},{"value":"Sound","hits":3248},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. Bureau of Educational Research","hits":4707},{"value":"Baldowski, Clifford H., 1917-1999","hits":2599},{"value":"Mississippi State Sovereignty Commission","hits":2255},{"value":"Thurmond, Strom, 1902-2003","hits":2077},{"value":"WSB-TV (Television station : Atlanta, Ga.)","hits":1475},{"value":"Newman, I. DeQuincey (Isaiah DeQuincey), 1911-1985","hits":1003},{"value":"The State Media Company (Columbia, S.C.)","hits":926},{"value":"Atlanta Journal-Constitution","hits":844},{"value":"Herrera, John J.","hits":778}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"African Americans--Civil rights","hits":9441},{"value":"Civil rights","hits":8347},{"value":"African Americans","hits":5895},{"value":"Mississippi--Race relations","hits":5750},{"value":"Race relations","hits":5607},{"value":"Education, Secondary","hits":5083},{"value":"Education, Elementary","hits":4729},{"value":"Segregation in education--Mississippi","hits":4727},{"value":"Education--Pictorial works","hits":4707},{"value":"Civil rights demonstrations","hits":4436},{"value":"Civil rights workers","hits":3530}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966--Correspondence","hits":1888},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1809},{"value":"Meredith, James, 1933-","hits":1709},{"value":"Herrera, John J.","hits":1312},{"value":"Baker, Augusta, 1911-1998","hits":1282},{"value":"Parks, Rosa, 1913-2005","hits":1071},{"value":"Jordan, Barbara, 1936-1996","hits":858},{"value":"Young, Andrew, 1932-","hits":814},{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":719},{"value":"Mizell, M. Hayes","hits":674},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":626}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"name_authoritative_sms","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":2598},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1909},{"value":"Meredith, James, 1933-","hits":1704},{"value":"Herrera, John J.","hits":1331},{"value":"Parks, Rosa, 1913-2005","hits":1070},{"value":"Jordan, Barbara, 1936-1996","hits":856},{"value":"Young, Andrew, 1932-","hits":806},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":625},{"value":"Connor, Eugene, 1897-1973","hits":605},{"value":"Snelling, Paula","hits":580},{"value":"Williams, Hosea, 1926-2000","hits":431}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Martin Luther King, Jr.'s Nobel Prize","hits":1763},{"value":"Ole Miss Integration","hits":1670},{"value":"Housing Act of 1961","hits":965},{"value":"Little Rock Central High School Integration","hits":704},{"value":"Memphis Sanitation Workers Strike","hits":366},{"value":"Selma-Montgomery March","hits":337},{"value":"Freedom Summer","hits":306},{"value":"Freedom Rides","hits":214},{"value":"Poor People's Campaign","hits":180},{"value":"University of Georgia Integration","hits":173},{"value":"University of Alabama Integration","hits":140}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":17820},{"value":"United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","hits":5428},{"value":"United States, Alabama, Montgomery County, Montgomery, 32.36681, -86.29997","hits":5151},{"value":"United States, Georgia, 32.75042, -83.50018","hits":4862},{"value":"United States, South Carolina, 34.00043, -81.00009","hits":4610},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":4177},{"value":"United States, Alabama, 32.75041, -86.75026","hits":3943},{"value":"United States, Mississippi, 32.75041, -89.75036","hits":2910},{"value":"United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898","hits":2579},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":2430},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":2387}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Georgia","hits":12843},{"value":"Alabama","hits":11307},{"value":"Mississippi","hits":10219},{"value":"South Carolina","hits":8503},{"value":"Arkansas","hits":4583},{"value":"Texas","hits":4399},{"value":"Tennessee","hits":3770},{"value":"Florida","hits":2601},{"value":"Ohio","hits":2391},{"value":"North Carolina","hits":1893},{"value":"New York","hits":1667}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1966","hits":10514},{"value":"1963","hits":10193},{"value":"1965","hits":10119},{"value":"1956","hits":9832},{"value":"1955","hits":9611},{"value":"1964","hits":9268},{"value":"1968","hits":9243},{"value":"1962","hits":9152},{"value":"1967","hits":8771},{"value":"1957","hits":8460},{"value":"1958","hits":8242},{"value":"1961","hits":8241},{"value":"1959","hits":8046},{"value":"1960","hits":7940},{"value":"1954","hits":7239},{"value":"1969","hits":7235},{"value":"1950","hits":7117},{"value":"1953","hits":6968},{"value":"1970","hits":6743},{"value":"1971","hits":6337},{"value":"1977","hits":6280},{"value":"1952","hits":6161},{"value":"1972","hits":6144},{"value":"1951","hits":6045},{"value":"1975","hits":5806},{"value":"1976","hits":5771},{"value":"1974","hits":5729},{"value":"1973","hits":5591},{"value":"1979","hits":5329},{"value":"1978","hits":5318},{"value":"1980","hits":5279},{"value":"1995","hits":4829},{"value":"1981","hits":4724},{"value":"1994","hits":4654},{"value":"1948","hits":4596},{"value":"1949","hits":4571},{"value":"1996","hits":4486},{"value":"1982","hits":4330},{"value":"1947","hits":4316},{"value":"1985","hits":4226},{"value":"1998","hits":4225},{"value":"1997","hits":4202},{"value":"1983","hits":4174},{"value":"1984","hits":4065},{"value":"1946","hits":4046},{"value":"1999","hits":4018},{"value":"1945","hits":4017},{"value":"1990","hits":3937},{"value":"1986","hits":3919},{"value":"1943","hits":3899},{"value":"1944","hits":3895},{"value":"1942","hits":3867},{"value":"2000","hits":3808},{"value":"2001","hits":3790},{"value":"1940","hits":3764},{"value":"1941","hits":3757},{"value":"1987","hits":3657},{"value":"2002","hits":3538},{"value":"1991","hits":3507},{"value":"1936","hits":3506},{"value":"1939","hits":3500},{"value":"1938","hits":3465},{"value":"1937","hits":3449},{"value":"1992","hits":3444},{"value":"1993","hits":3422},{"value":"2003","hits":3403},{"value":"1930","hits":3377},{"value":"1989","hits":3355},{"value":"1935","hits":3306},{"value":"1933","hits":3270},{"value":"1934","hits":3270},{"value":"1988","hits":3269},{"value":"1932","hits":3254},{"value":"1931","hits":3239},{"value":"2005","hits":3057},{"value":"2004","hits":2909},{"value":"1929","hits":2789},{"value":"2006","hits":2774},{"value":"1928","hits":2271},{"value":"1921","hits":2123},{"value":"1925","hits":2039},{"value":"1927","hits":2025},{"value":"1924","hits":2011},{"value":"1926","hits":2009},{"value":"1920","hits":1975},{"value":"1923","hits":1954},{"value":"1922","hits":1928},{"value":"2016","hits":1925},{"value":"2007","hits":1629},{"value":"2008","hits":1578},{"value":"2011","hits":1575},{"value":"2019","hits":1537},{"value":"1919","hits":1532},{"value":"2009","hits":1532},{"value":"1918","hits":1530},{"value":"2015","hits":1527},{"value":"2013","hits":1518},{"value":"2010","hits":1515},{"value":"2014","hits":1481},{"value":"2012","hits":1467}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"0193","max":"2035","count":500952,"missing":56},{"name":"medium_facet","items":[{"value":"photographs","hits":10708},{"value":"correspondence","hits":9437},{"value":"black-and-white photographs","hits":7678},{"value":"negatives (photographs)","hits":7513},{"value":"documents (object genre)","hits":4462},{"value":"letters (correspondence)","hits":3623},{"value":"oral histories (literary works)","hits":3607},{"value":"black-and-white negatives","hits":2740},{"value":"editorial cartoons","hits":2620},{"value":"newspapers","hits":1955},{"value":"manuscripts (documents)","hits":1692}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC/1.0/","hits":41178},{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":17554},{"value":"http://rightsstatements.org/vocab/UND/1.0/","hits":8828},{"value":"http://rightsstatements.org/vocab/CNE/1.0/","hits":6864},{"value":"http://rightsstatements.org/vocab/NoC-US/1.0/","hits":2186},{"value":"http://rightsstatements.org/vocab/InC-NC/1.0/","hits":1778},{"value":"http://rightsstatements.org/vocab/NoC-CR/1.0/","hits":1115},{"value":"https://creativecommons.org/licenses/by-nc-nd/4.0/","hits":197},{"value":"http://rightsstatements.org/vocab/NKC/1.0/","hits":60},{"value":"http://rightsstatements.org/vocab/InC-RUU/1.0/","hits":51},{"value":"https://creativecommons.org/licenses/by-nc-sa/4.0/","hits":27}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Jim Peppler Southern Courier Photograph Collection","hits":4956},{"value":"John E. Phay Collection ","hits":4706},{"value":"John J. Herrera Papers","hits":3288},{"value":"Baldy Editorial Cartoons, 1946-1982, 1997: Clifford H. Baldowski Editorial Cartoons at the Richard B. Russell Library.","hits":2607},{"value":"Sovereignty Commission Online","hits":2335},{"value":"Strom Thurmond Collection, Mss 100","hits":2068},{"value":"Alabama Media Group Collection","hits":2067},{"value":"Black Trailblazers, Leaders, Activists, and Intellectuals in Cleveland","hits":2033},{"value":"Rosa Parks Papers","hits":1948},{"value":"Isaiah DeQuincey Newman, (1911-1985), Papers, 1929-2003","hits":1904},{"value":"Lillian Eugenia Smith Papers (circa 1920-1980)","hits":1887}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"John Davis Williams Library. Department of Archives and Special Collections","hits":8885},{"value":"Alabama. Department of Archives and History","hits":8146},{"value":"Atlanta University Center Robert W. Woodruff Library","hits":4102},{"value":"South Caroliniana Library","hits":4024},{"value":"University of North Texas. Libraries","hits":3854},{"value":"Hargrett Library","hits":3292},{"value":"University of South Carolina. Libraries","hits":3212},{"value":"Richard B. Russell Library for Political Research and Studies","hits":2874},{"value":"Mississippi. Department of Archives and History","hits":2825},{"value":"Butler Center for Arkansas Studies","hits":2633},{"value":"Rhodes College","hits":2264}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":80736},{"value":"Collection","hits":455}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":80994},{"value":"true","hits":197}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}