{"response":{"docs":[{"id":"nge_ngen_m-2392","title":"Albany Civil Rights Memorial","collection_id":"nge_ngen","collection_title":"New Georgia Encyclopedia","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["The Albany Civil Rights Memorial is located in the the city's Charles Sherrod Civil Rights Park. Sherrod came to Albany in 1961 with the Student Nonviolent Coordinating Committee to organize a voter registration drive.","Photograph of the Albany Civil Rights Memorial, which is located in Albany, Georgia's Charles Sherrod Civil Rights Park. The memorial is situated in a circular fountain. Four granite markers stand around the center fountain, from which a spray of water rises into the air.","The park is named for civil rights worker Charles Sherrod, who came to Albany in 1961 with the Student Nonviolent Coordinating Committee to organize a voter registration drive."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["http://www.georgiaencyclopedia.org/articles/history-archaeology/albany-movement","Forms part of: New Georgia Encyclopedia"],"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["http://www.georgiaencyclopedia.org/articles/history-archaeology/albany-movement","Forms part of: New Georgia Encyclopedia"],"dcterms_subject":["Memorials--Georgia--Albany","Fountains--Georgia--Albany","African Americans--Civil rights--Georgia--Albany","Civil rights--Georgia--Albany","Monuments--Georgia--Albany","Albany Movement (Albany, Ga.)"],"dcterms_title":["Albany Civil Rights Memorial"],"dcterms_type":["StillImage"],"dcterms_provenance":["New Georgia Encyclopedia (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["https://www.georgiaencyclopedia.org/articles/history-archaeology/albany-movement/m-2392/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["color photographs"],"dcterms_extent":null,"dlg_subject_personal":["Sherrod, Charles, 1937-2022"],"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_193","title":"AL Early Governors","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["In this lesson, students will learn about the executive branch of government at the state level, especially related to the first governors of the state of Alabama. Their impact on the development of Alabama and Alabama's role in the United States will be discussed. Students will use research and note taking skills to gather information on an early governor. Then students will participate in jigsaw groups to share their information, discuss the importance of each governor, similarities, and impact. Finally, students will discuss the role of governor and how governors have an impact on the state and the impact these men had in Alabama and in other states."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Celebrities--United States--Alabama","Pioneers--United States--Alabama","Statehood (American politics)"],"dcterms_title":["AL Early Governors"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/193"],"dcterms_temporal":["1810/1819","1820/1829","1830/1839"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gsu_uprising_22","title":"Alma Friday and E.O. Friday Interview","collection_id":"gsu_uprising","collection_title":"Uprising of '34 Collection","dcterms_contributor":["Stoney, George C.","Helfand, Judith, 1964-","Stoney, James B."],"dcterms_spatial":["United States, Georgia, North Carolina, 34.92535, -85.26773","United States, North Carolina, Gaston County, Gastonia, 35.26208, -81.1873","United States, North Carolina, Gaston County, Gastonia, Modena Cotton Mills"],"dcterms_creator":["Friday, Alma","Friday, E.O."],"dc_date":["1990/1999"],"dcterms_description":["E.O. Friday was an African American textile worker at the Modena Cotton Mill.","E.O. Friday talks about discrimination against African American workers in the mills, their exclusion from joining the union, and working conditions in the mills. He also discusses Ku Klux Klan activities during this time, his service with the United States Navy, and starting his own business. Alma Friday talks about her education and her early life on a farm."],"dc_format":["video/mp4"],"dcterms_identifier":["L1995-13_AV0322"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["https://creativecommons.org/licenses/by-nc-nd/4.0/"],"dcterms_is_part_of":["Southern Labor Archives","The Uprising of '34 Collection","https://archivesspace.library.gsu.edu/repositories/2/resources/472"],"dcterms_subject":["Textile factories","Factories--Employees","Strikes and lockouts--Textile industry","Industrial management","Labor unions","Textile industry","Textile manufacturers","Textile workers","Cotton textile industry","Wages","African Americans--Employment","New Deal (1933-1939)","Unfair labor practices","Great Depression","African Americans--Education","African Americans--Segregation","Working class African Americans","African Americans--Civil rights","Civil rights movements","Discrimination in employment"],"dcterms_title":["Alma Friday and E.O. Friday Interview"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Georgia State University. Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digitalcollections.library.gsu.edu/cdm/ref/collection/uprising/id/22"],"dcterms_temporal":["1990/1999"],"dcterms_rights_holder":["Copyright to this item is owned by Georgia State University Library. Georgia State University Library has made this item available under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. For more information see http://creativecommons.org/licenses/by-nc-nd/40/"],"dcterms_bibliographic_citation":["Alma Friday and E.O. Friday, interviewed by George Stoney, Judith Helfand, and Jamie Stoney, no date. L1995-13_AV0322, The Uprising of '34 Collection, Special Collections and Archives, Georgia State University.","Click the blue timestamps in the transcript above to navigate to any point in the video and transcript."],"dlg_local_right":["Copyright to this item is owned by Georgia State University Library. Georgia State University Library has made this item available under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. For more information see http://creativecommons.org/licenses/by-nc-nd/4.0/"],"dcterms_medium":["oral histories (document genres)","videotapes"],"dcterms_extent":["00:58:52"],"dlg_subject_personal":["Roosevelt, Franklin D. (Franklin Delano), 1882-1945"],"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_201","title":"AL Pine Barren","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["Students will read a description of the pine barrens by Basil Hall and analyze the text by using the 3-2-1 strategy. Students will discuss the life and work of Basil Hall, including his travels and journaling in North America. They will observe how a camera lucida functions and debate whether using a camera lucida is \"\"cheating\"\" in art. Next, students will venture outside to create a sketch of their environment while appropriately utilizing materials. They will compare and contrast their products to the sketches of Basil Hall and critique each other's work."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Pioneers--United States--Alabama","Statehood (American politics)","Transportation"],"dcterms_title":["AL Pine Barren"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/201"],"dcterms_temporal":["1820/1829","1830/1839"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_163","title":"Alternative Learning Center","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Remedial teaching"],"dcterms_title":["Alternative Learning Center"],"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/163"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["prints (visual works)"],"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 THE METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72202 December 4, 1990 Mr. Sanford Tollette Route 3, Box 424 Little Rock, AR 72211 Dear Sanford: I very much enjoyed talking with you today. Your fine work with children in the Camp Pheifer project is so important to all of us. I am distressed that funding uncertainties seem to be looming for the project. However, since your program is an integral part of the alternative learning program which is described in the Tri-District Desegregation Plan, there should be no question that the districts are responsible for ensuring that the program continues, and that it continues at least at the level described in the plan. (You may remember that Judge Woods called the Tri-District Plan minimal: the districts cannot do less than the plan prescribes.) The program at Camp Pheifer can be underwritten, entirely or in part, by the school districts' desegregation funding, program. If the districts choose to apply for grant monies to help finance the that is their prerogative\nhowever, I do not believe that it is necessarily incumbent upon you to pursue that funding. Enclosed are copies of the Security Section of the desegregation plan (which contains the provisions regarding alternative learning) along with a copy of the Operational Proposal on Tri-District Alternative Learning Programs submitted to this office in accordance with provisions of the plan. You'll be able to see from these documents that the Camp Pheifer project is intended to continue on as a part of the desegregation effort in Pulaski County. Perhaps a meeting between you, leaders from the Downtown Kiwanis, and the three superintendents will provide an opportunity to discuss your concerns in plenty of time for the districts to make plans for the financial support of the Camp Pheifer project so it continues desegregation plan. to operate fully. as described in the Please keep us posted on how things are coming along. you and your work, so many children. We care very much about Thank you for the difference you are making in the lives of Sincerely, Ann S. Brown Associate Metropolitan Supervisor Enc. To\nFrom\nI s J I' f r LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS February 28, 1991 Board of Directors }^ZAngela M. Sewall, Special Assistant - Accountability Through\nSubject\na M. Ruth S. Steele, Superintendent Herb Cleek, Deputy Superintendent Update on the Alternative Learning Center The Alternative Learning Center (ALC) ] students in September, 1990. Student referral principals through the Pupil Services te high schools and the Board of Directors, schools is accomplished by which is included with this 1990. began receiving s are made by teams at the junior Referral from the means of completion of the report Referral is based foina Characteristics of students which wouW nSSj? p?::^ at risk of failure in the regular school setting. A Placement and Referral Committee -4. . , , --------wconsiders all referrals at meetings which are held on a regular basis and placement on the basis of cf principals, counselors, need. recommends The committee is composed c?'^nselors, and the New Futures Liaison. The Student Hearing Officer also attends meetings. The school, which can serve up to 60 students in grades 7, has a staff of six teachers (English, MaLhcu.ai.iu o Studies, Vocational Education and Health/ P.E.), one counselor, two aides, u secretary/bookkeeper and an administrator. are provided by means of a cooperative program among the nurses assigned to the eight junior high schools and the Supervisor of Health Services. Science, Mathematics, a campus supervisor, a Nursing services Food Service is provided by means of a Satellite Lunch Program. udents serve on a committee with representatives of the ood Service Department in order to help select school menus. The District also transports the students to and from school. menus. Parents play an important role in student placement at the ALC. A parental consent form is completed before the student can enter the ALC. Additionally, an entrance conference is scheduled with the parent and student on the day of entry into the school program. The conference i held by the school administrator and details tions. Students typically remain at the ALC until recommended for return to the home school by the ALC staff. ALC. program. school expects- i I s, t. I S'-- l: Ai'CP.RAL FCi When such a recommendation is given, ' ^^^^^Gnce is .. with the student, the principal/counselor from the school and the ALC staff. The purpose of the confere to discuss expectations on return to the home school effective strategies for success of the student. attend these conferences as well. hone Parents a student referrals and enrollment at the ALC have been follows during this year: as Student Referral: I Grade 7 Grade 8 Grade 9 17 BM 27 BM 14 BM 3 WM 7 WM 4 WM 2 BF 13 BF 5 BF - WF 1 WF 1 WF Students Placed at ALC: Grade 7 Grade 8 Grade 9 11 BM 15 BM 10 BM 2 WM 7 WM 4 WM 1 BF 8 BF 4 BF - WF 1 WF 1 WF Students Exited to Home Schools: I I 1 Grade 7 Grade 8 Grade 9 2 BM 2 WM 3 WM 1 WM 1 BF 1 BF I Students Exited for (Non-Attendance)\nGrade 7 Grade 8 Grade 9 1 BM 2 WM (non-attendance) (non-attendance) Students Scheduled to Enter ALC the week of February 18 : I Grade 7 Grade 8 Grade 9 1 BF Fifty-one students are currently enrolled. One student will report the week of February 18 for a total of 52 students. Arrangements have been made with the Data Processing Department to flag these students on the database so that their achievement, attendance and behavior can be monitored for the two students following their return to the home school to ascertain whether or not the ALC interventions were effective in assisting the students to be more successful in a regular school setting.ttemativc little rock enter ---------- SCHOOL district 8QP,^person 7J2202 ^'324-2370 RECEIVED J ,2993 MJ 2 1993 To Members of the Little Rock Sch^,^Bj^  ^8\nePt Desegregation tenitoring From Othello 0. Faison, Principal Alternative Learning Center It has been brought to my attention that NO provisions have been made for inclolsion of ALC in the promised renovation process. I am distressed, not bust for myself, but moreso for those parents and students to whom it was promised. If we are to receive students , who for all practical purposes have been dumped from their home schools, for whatever reason. then we ought to at least prepare to receive them in a building that reflects dis trict pride\nor are they not consedered trworld class students\"? In 1990, August, the Friday before I was to report back to Central High 1 was called to the central office and verbally assigned to the old Carver building to open an alternative school for junior high school students who are being suspended from their home school or who just generally n eed smaller classes and more Individual attention. I really was not given an opportunity to refuse. However, I usually accept challenges when it comes to children. and so I came. With the help of a committed staff, I built a quality program. Students and parents were encouraged to the point that many asked to be reassigned to us. Last SEptember, I made a report to the board at the request of the then associate superintendent. I did spell out our needs, and made the observation that these students don't need less, they need more. I did not have a clue at that time that we were about to be excluded altogether. I understood that the board pledged its support, but again, we were placed on a back burner, with the possible hope that we would go away. Well, we're not going away. We are prepared to work harder than ever to assure both your support and community support. We are seriously in need of a new floor for the cafeteria. a place wher we eat and where we also present our programs. It was placed on a priority list by Mr. Stueart, Mrs. Bernard, Mr. Vernon Smith and Mr. Doug Eaton. The Health Department has cited us because of the floor, and it must be done. Another major concern is the lack of accoustical ceiling in the halls. We need this for noise control. Presently, the floor is concrete, the walls are concrete block, and the ceiling is sheet rock. Accoustical ceiling tile,PLEASE! As the members of the Deseg team walked through our building, it was noted by all that we had no science equipment. We did order science equipment last fall, with guidance from Dennis Glasgow, but the requisition never got past Charlie Neal whose idea it was that we had no plumbing, so there was no need for science tables at that time. I need not remind you that there are projects that can be carried out on science tables that do not require plumbing. In addition, the purchase was from my budget, and we would not have been overspent. Our annual budget was only 13,000 dollars. Each year I have tried to continue to build, because I am aware of what is needed for these students to continue their education. IT IS EVERY BIT AS IMPORTANT TO MAKE OUR SCHOOL SAFE AND ATTRACTIVE AS TO DO IT FOR THE MAGNET AND INCENTIVE SCHOOLS. We get White students too. In order to continue services for the ninth graders, we must add a foreign language, I chose Spanish\nArt. Each could be a .5 position. Industrial Arts HOme Economics WE have the equipment. .5 co w H H Pi O W Pi Pl. A realistic budget which will allow us to continue to purchase library books. Carpet in offices, since I see nice carpet in most other offices. It is important that parents and students see an attractive building. A nurse , even on loan from the Health Department. I have begun work on this. A mental Health Professional. I have talked with Dr. Elders about this. One good riding mower and a new lawn mower. WITH YOUR SUPPORT, MORAL AND FINANCIAL, WE HAVE PLANS TO BUILD A WORLD CLASS MODEL. I HAVE TALKED WITH PERSONS WHO CAN HELP TO MAKE IT HAPPEN. MY SALARY AND TRAVEL MUST BE BROUGHT INTO COMPLIANCE WITH THE SALARY SCHEDULE. NOT TO DO SO IS DISCRIMINATORY. THE DISTRICT IS THREE YEARS BEHIND. Copies: all board members Office of Deseg.ALTERNATIVE LEARNING CENTER Date: January 27, 1995 We were pleased to find: 1. 1. 3. 4. 5. 6. 7. 8. 9. 10. The parking lot was newly resurfaced, lending a very neat and professional appearance. The exterior grounds looked well-tended and were almost litter-free. Sidewalks, which during our last visit had been covered with grass and brush, were clean and visible. The grass was neatly mowed and edged, American and Arkansas flags were in place on the pole. The courtyard and walkways were free of litter and looked well-tended. The three huge trees in the courtyard served to beautify the area and will provide welcome shade in the summer. A large eagle-adorned red. white, and blue banner was draped handsomely in the entrance way, bidding \"Welcome\" to all who entered. In the entryway, a neat bulletin board announced the schools mission. The reception area was spacious, allowing visitors and students to be in the area without feeling overcrowded. The hallways were very clean. The walls looked freshly painted and, although few in number, the bulletin boards in the halls were attractive. Plenty of strategically-placed large trash barrels helped to keep litter off the floors throughout the building. The kitchen area was clean and smelled of freshly baked cookies and bleach. The brightly painted lockers were somewhat age-battered, with some dents, scratched and chipped paint, and a few apparently sprung doors, but all were padlocked and free of graffiti. 11. On the cold, misty day we visited, the temperature throughout the building was comfortable. 12. Most of the girls  bathrooms were free of litter and had paper towels. 13. The few students we encountered were friendly and well-behaved. 14. From classroom door windows, we could see most students participating in class discussions or 15. 16. 17. otherwise focused on learning tasks. During class changes, students moved swiftly and with a minimum of noise. Teachers were present in the hallways and a security guard at the end of the hallway monitored the time for students to get to their classrooms. The principal and other staff we encountered were welcoming, friendly, and eager to answer questions and share information. The principal clearly takes pride in the building, its appearance, and its mission. Security personnel were on duty. Areas Needing Attention: 1. 2. 3. 4. 5. Only one of the two drinking fountains in the cafeteria worked, and only one of the twin fountains in the main hallway was operable. Most of the interior and exterior doors had chipped paint. Most of the windows on the classroom doors had tape residue. The cafeteria had two bulletin boards, but one was bare except for a tattered construction paper backing. The other contained only one or two few visuals, also on a slightly tattered and faded paper background. Both appeared to have been untended for some time. The library was locked and our observations were limited to those that could be made at the door windows. The carpeted room was tidy and clean. It contained only books and magazines. Page 16. 7. 8. 9. 10. 11. and had no audio-visual, computer, or other technical equipment. In addition to the printed matter, the room contained only three small tables and a total of nine chairs. Four skimpy plants on the window ledge and a few posters were the rooms only decorative touches. An instructional aide served as the librarian/media clerk, and also doubled as the attendance clerk. According to the aide, the books, which were donations, were old and did not appeal to todays youth. The only current publications available to the students were through sporadic deliveries of some magazines. In parts of the building interior, sheaves of wires have been bundled and openly run overiiead. The only recreational equipment we saw was a ping-pong table on the stage of the cafetorium and an exterior basketball goal. The principal explained that the school had no physical education program. During the school day, the students have access only to unorganized recreation during the recess time. A desk, apparently used by security personnel in the entrance was unattended when we arrived. The nearby counselors office was dark and locked. One set of double doors to the rear of the building was not locked from the outside. The principal said the locks were broken and could not be secured without also preventing exit. Another set of twin exit doors was also accessible from the exterior, but these doors opened to an interior courtyard which also served the Hearing Office. One of these doors was propped slightly open by a chain, apparently to allow staff to enter and exit at will. One entire wing of the school is empty, except for the Hearing Office. This space could be used to expand the services of the ALC. 12. The Hearing Office, located in the otherwise unused wing, appears newly constructed to 13. 14. 15. accommodate the district hearing officer, who recently moved to the building from the LRSD Annex. Another office area in that same wing sits empty and unused. The door to the computer room had a hole in it. Paint on the exterior window frames was cracked, faded, and peeling. The floor of the cafeteria was well-swept, but bore many scuff marks and looked as though it had not been scrubbed or waxed in quite some time. Girls Restrooms 16. 17. One restroom, marked for the use of faculty women, contained five stalls, but only one had a roU of toilet paper. This seemed to be a regular pattern in the restrooms. Inadequate amounts of toilet paper, one bar of soap, if any, and skimpy supplies of paper towels were common in the restrooms for both students and faculty. None of the taps provided hot water, and some restrooms had no hot water taps at all. Other problems noted were burned out light bulbs, inoperable faucets, and graffiti on stall doors or mirrors. The floor in one restroom needed mopping and waxing. The room had no stall for handicapped students. The wall in one restroom was marred by a large dark area that apparently once contained a heating or air conditioning unit. Boys Restrooms 18. The restrooms were relatively clean and odor free, but dimly lit. The rooms were stocked with paper goods, and e toilets were clean. The faucets were working, and soap was furnished. Page 2\u0026lt;?c: 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 January 30, 1995 Dr. Walter Marshaleck, Principal Alternative Learning Center 800 Apperson Street Little Rock, AR 72202 Dear Walter: We enjoyed visiting the Alternative Learning Center last week and appreciated your gracious welcome. You obviously care very much about your school and its students and staff. As promised, enclosed is a copy of our December 1992 monitoring report on the alternative schools in the three county districts. 1 know youll be interested in our observations and recommendations, particularly concerning the school you now lead. We hope this information will be helpful to you and your staff. 1 encourage you to contact the other alternative school directors and also to visit their facilities, particularly e one at Scott in the Pulaski County Special School District. Youll enjoy getting to know Joni Turner, the schools principal. Joni is warm and enthusiastic, and, as a fellow alternative educator, she understands the unique challenges you face. 1 have taken the liberty of contacting Joni and she will call you (or you can call her at 961-1518). Later this year, ODM will again monitor the alternative schools in all three districts to access the progress they have made since 1992. Well notify you in advance of our visit. If you should have any questions or need information, please dont hesitate to contact me or Margie Powell, my colleague who takes a special interest in alternative education. Well be glad to hear from you at any time. Sincerely yours, Ann S. Brown Enc. CC.' Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 November 22, 1995 The Honorable Jim Dailey City Hall, Room 203 500 West Markham Little Rock, AR 72201 Dear Mayor Dailey: I have been pleased to read about the current public dialogue, in which you and other community leaders are engaging, concerning alternative schools in our local school districts. For some time, I have shared a number of the concerns about alternative education which I now hear being addressed in your discussion. Well-run alternative schools are an important intervention that can serve to positively redirect both student behavior and academic achievement. Alternative education should be a valued, integral, and strongly supported part of our public school system. For your information. I'm enclosing a report which my staff and I issued in December 1992 on the alternative schools in the Little Rock, North Little Rock, and Pulaski County Special School Districts. Although this report is now three years old, most of the observations we made at that time still hold true today. The Conclusions and Recommendations sections (which are organized by individual school district on pages 12-17, 25-31, and 38-42), will provide you with a comprehensive summary of our findings about the schools and our recommendations for improving them. We are in the process of publishing a follow-up report on the alternative schools in the three county districts. I will send you the report when it is issued within the next few weeks. Meanwhile, if you should have any questions or need further information, please feel free to contact me or my associate, Margie Powell, who has primary responsibility for monitoring the alternative schools. Sincerely yours, Ann S. Brown Enc. cc: Judge William Watt Board of Directors for the City of Little RockBusiness Case Alternative School For Senior High Students * T Office EXECUTIVE SUMMARY The LRSD began operation of the Evening School on March 16, 1996 for a limited number of District students who require an alternative learning environment in grades ten through twelve. Approximately forty-five students are served through the program which is located at Metropolitan Vocational Center. However, this site cannot meet the demand for alternative educational programming required by a number of District students with behavioral and or adjustment problems. To meet this need, a collaborative arrangement with the Little Rock Job Corps Center to provide an alternative education program for seventy-five tenth, eleventh and twelfth grade students is being proposed. As an option to a longterm suspension or expulsion, LRSD senior high students would be referred for enrollment in the LR Job Corps Program to restructure their learning habits, social habits, and to develop a commitment to positive educational outcomes before returning to the regular school program. The financial commitment of the LRSD program would be minimal as the Job Corps would absorb the major costs for the education of these students. In addition to a self-paced academic curriculum, students will receive health sen/ices, social skills training, and vocational curricula which are competencybased and require students to demonstrate specific competencies that are tracked and reinforced for mastery. Program Benefits: 1. 2. 3. Program is open-entry, open-exit. That is, students continuously enter and exit classes which will allow for enrollment throughout the school year. Instruction is individualized/self-paced based on academic assessment at entry. Students will have the option of pursuing a GED or a regular curriculum that will prepare them for re-entry into the LRSD.4. Students will receive financial benefits: 5. a. b. c. d. e. f. bi-weekly pay checks a bonus of $250.00 for completing a vocational trade a bonus of $250.00 if GED is authorized and completed financial incentives for improving reading and math skills a bonus of $100 to $350 for placement back into the regular school program $25.00 to $80.00 bonus for positive school performance every 60 days. Clothing allowance 6. 7. Three free meals provided daily Free medical, dental and optical care An expansion of the Alternative Learning Center to include sixty (60) senior high school students was considered, but at a total cost of $465,110.00, was determined to be beyond what the LRSD can afford at this time. The impact of this proposal will be to provide a sound academic and vocational program to students who require behavior modification and a more structured, non-traditional educational environment at a cost that the LRSD can afford. Supporters of this proposal will be the parents and students at-risk of long term suspension or expulsion who need an educational alternative to being out of school from a semester to a full academic school year. Detractors to this proposal may be individuals who feel that separate alternative programs are convenient \"dumping ground\" for the school district's failure to adequately meet the education needs of all its students. a 2BACKGROUND On March 16, 1996, the LRSD began operating the first Alternative Educational Program in the system for senior high school Students in 20 years. The LRSD Evening High School, located at Metropolitan Vocational Center, provides classes for about forty-five students in grades ten through twelve, four days a week from 5:00 p.m. until 9:15 p.m. The students enrolled in this progrom generolly toll into one or more of the following categories: (1) (2) (3) (4) students who cannot attend regular day school because of economic, personal, and/or family problems students who have dropped out of school or are potential dropouts I teen parents who cannot attend regular day school because of child care obligations students who are enrolled in day school but need to make up credits lost through various circumstances. The Evening High School appears to be adequately meeting the needs of students in these categories, but senior high students with disruptive behavioral problems within the traditional school setting or are at risk of suspension or expulsion create another group of students whose educational needs are not being addressed. As a result of exploratory discussions with the staff of LR Job Corps Center located at 2020 Vance Street, an opportunity is available to partner with the Center in providing an alternative school environment for seventy-five 10th, 11 th, and 12th grade students beginning July 1,1996. Aside from funding one teacher position to provide a credit course in English and supplementary transportation for students needing this service, all other costs for this program will be borne by the Job Corps Center. Generally, students will enter the program on an open entry system which will allow us to refer students as needed. The goal will be to return students to their respective schools with improved motivation and academic functioning. However, a student and parent may elect to enter and prepare for a GED. iThe Center will provide both a residential or non-residentiol option. According to Job Corps Center Staff, about fifteen percent of students live off campus. Course work includes academic, vocational and social skills training on the basis of student needs. Academic classes are designed to increase basic reading and mathematics competencies and support the vocational program. Courses in which high school social studies credit may be earned are also offered. The World of Work Program prepares students for jobs by emphasizing appropriate job attitudes, job search techniques, interview techniques and consumer education. The Social Skills Training (SST) Program is a structured program consisting of 50 skills which all students must master. Skills such as teamwork, anger management, conflict resolution and questioning are examples of skills taught in SST. After careful review of the benefits to students and the extremely modest financial commitment that the LRSD would be required to make, it was concluded that entering a partnership with the LR Job Corps Center to provide an alternative education program for LRSD Senior High Students would be the most prudent and fiscally responsible path to take for the 1996-97 school year. PROBLEM DEFINITION The number of LRSD senior high students requiring an alternative educational program currently exceeds our internal capacity and financial resources to address their needs. Three alternatives were considered. The first option was to expand the Alternative Learning Center program at the Apperson Street site to include sixty 10th, 11th \u0026amp; 12th grade students beginning in the 1996-1997 school year. The second option considered was to increase capacity for senior high students by opening an alternative program in one of the vacant school buildings in the District. The third option is to maintain the status quo and add no new capacity for the 1996-97 school year. The fourth option is to enter into a partnership with the LR Job Corps Center to provide alternative schooling for approximately seventy -five LRSD students at the Job Corps Center located at 2020 Vance Street, L.R. 4ANALYSIS OF ALTERNATIVES Several strategies were considered to expand educational alternatives for senior high students who lack motivation, are disruptive to the learning environment or are at risk of long term suspension/expulsion. These options include: 1. 2, Expand the Alternative Learning Center capacity at the Apperson Street facility to accommodate sixty senior high school students. Increase the enrollment capacity by providing services at the school campuses or facilities in the District. 3. Maintain the status quo. 4. Develop partnership with the Little Rock Job Corps to provide alternative schooling for seventy-five LRSD students who are at risk of Long Term suspension or expulsion. Alternative one is not feasible at this time since the two possible vacant facilities within the District, Ish and Oakhurst schools, have now been occupied by other District programs. Alternative two was extensively studied and initially recommended but, because of the projected cost of $465,110.00 to add 60 high school students to that program, it was determined to be cost prohibitive in view of the District's looming operational budget deficit for the 1996-97 school year. Alternate three is unacceptable because the list of students who need alternative educational services continues to grow and feed the ranks of dropouts, pushouts and the increasing numbers of disruptive students within schools who jeopardize the learning and safety of other students and staff. our Alternative four would enable the District to partner with the LR Job Corps Center and provide alternative schooling for seventy-five LRSD students at a much smaller cost to the District than trying to provide these sen/ices in the district. RECOMMENDATION Due to the critical need to expand alternative schooling for disruptive senior high school students, it is recommended that the District enter into a partnership with the LR Job Corps Center to provide an alternative educational program for LRSD senior high students at the Job Corps Center located at 2020 Vance Street in Little Rock. 5This proposal would enable the District to provide a quality educational experience to seventy-five senior high students at a fraction of the cost of providing this service internally. The Job Corps is a federally funded program that has established Centers throughout the U.S. and has operated successfully for over thirty years The LR Center is fully accredited by the North Central Association Commission on Schools Students accepted into the program would benefit from competency-based academic and vocational curricula that require students to demonstrate specific competencies and skills as they progress through the program. Additionally, students will receive: a. social skills training b. optional GED program format c. extensive health, dental, optical and counseling services d. financial benefits e. optional residential or non-residential placement f. clothing allowance g. three free meals daily h. vocational certificate upon completion of a vocational trade that is the equivalent of a GED in vocation. This open-entry/ open-exit program format will allow us to refer students at any time throughout the school year. Students may elect to move to a GED program or maintain courses that complement LRSD curriculum at their respective grade level in preparation for returning to the regular school program. The District would incur modest expenses in two areas: 1. 2. The cost of a certified classroom teacher, preferably in English since this is the only subject that the Job Corps does not provide its students that would be needed by returning LRSD students. Transportation of some LRSD students would also need to be considered. The Job Corps provides tokens to its students for CTA transportation. However, if we want neighborhood pick-ups we will need to provide these services at cost to the District. 6OBJECTIVES 1. To increase the number of senior high school students being sen/ed, through alternative educational options, who are at-risk of long term suspension or expulsion. 2. To decrease classroom/school disruptions and increase student motivation for learning, school attendance and academic achievement. Providing alternative educational schooling supports LRSD goals, 1 \u0026amp; 5 which state: Goal one: Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with an emphasis on basis skills and academic enrichment while closing disparities in achievement. Goal Five: Provide a safe and orderly climate that is conducive to learning for all students. EVALUATION CRITERIA Criteria for evaluation of this proposal will include: 1. A decrease in the number of senior high students who are out of school because of disruptive behavior or due to long term suspension or expulsions. 2. Increased student motivation as measured by improved attendance, academic achievement improved behavior, improved classroom/school learning climate. 3. Increased number of students successfully completing a GED or earning a high school diploma. Formative and summative evaluation data will be collected and compiled during the first and second semesters of the 1996-97 school year. Baseline data will include pre and post assessment data, report cards, progress reports, attendance records, disciplinary data and a survey of students, parents, and school administrators' satisfaction with the program. 7Expected Benefits The benefits of these objectives are to continue the educational progress of these young people in a setting that will address their need for an academic and vocational program, while providing for behavior modification. These benefits will be realized at the beginning of the 1996- 97 school year and will continue throughout the year for each student facing a long term suspension or expulsion and who is recommended for enrollment by the LRSD Hearing Officer. Resource Analysis The only personnel to be added to the payroll of the Little Rock School District as a result of this proposal is a language arts teacher. Financial Analysis The approximate salary for the program personnel will be $36,000 for the 1996-97 school year. The costs will be expected to increase by 3% over each of the next five years. The other program cost will be for transportation to the site at 2020 Vance. The approximate cost per bus will be$31,150.00 for the 1996-97 school year. In the first year of operation two busses are expected to be needed for a total transportation cost of $62,300.00. The costs for transportation are expected to rise by 3% during each of the next five years. The source of revenue to operate this proposal will be the operating budget of the Little Rock School District. This proposal will not result in a cost savings to the district. The total anticipated costs for this proposal in the rirst year of operation are estimated to be $98,300.00. Force Field Analysis The primary supporters of this proposal will be patrons of the school district who seek alternative placements for students who demonstrate behaviors that disrupt the learning climate in the schools. Other supporters will be teachers, administrators, students in the schools, and parties who / 8 ffrequently criticize district for not having alternatives for students facing long term suspension or expulsion from the district. Forces who will be against the proposal have not been identified. General Implementation Plan Milestones Timeline Tasking Approval of the proposal June 1996 School Board Advertise for personnel July 1996 Human Resources Arrange for transportation July 1996 Laidlaw Transit Assign Students August-May 1996-67 Hearing Officer- School Board Periodic review of the program August-May 1996-97 Assistant Superintendent- Secondary and Director of Pupil Personnel Program evaluation June 1997 Assistant Superintendent- Secondary and Director of Pupil Personnell 9? JOHN W. WALKER RALPH WASHINGTON NLARK BURNETTE AUSTIN PORTER. JR. JOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 received December 16, 1997 Dr. Leslie Carnine Superintendent of Schools Little Rock School District  OFFICE Of O^SEGHEBAJIOfiUOfllWaiNS 810 West Markham Little Rock, AR 72201 Dear Dr. Carnine: In reading today's newspaper, I note that the Little Rock School District is being investigated by the United States Department of Education Office of Civil Rights with respect to its alternative education programs. I am writing because of the quote attributed to you: \"I think they got us by mistake\". [Carnine] said the District's disciplinary policies and student records are already subject to federal review through the court system. It went on to indicate that your office has made the OCR aware of the federal court monitoring underway in this district. If this quote is properly attributable to you, you may be unaware that for the past eighteen months there has been no monitoring of the Little Rock School District's programs by the Office of Desegregation Monitoring. To represent otherwise is incorrect and probably should be corrected if you are to maintain your presumptive credibility regarding providing informed opinions. There simply is no monitoring by ODM of these programs at this time by order of the Court, you inform OCR of this fact at once. I, therefore, request the 1 8 1997 Thank you for your attention to this matter. sincerely, ORIGINAL SIGNED\nBV UNDERSIGNED COUNSEL John W. Walker JWW:j s cc: Judge Susan Webber Wright Ms. Ann Brown Mr. Chris Heller1 it \\.a Little Rock School District MAY 5 139, OFFICE OF ^^SESREGATlOflMd^liOPjl^^ May 6, 1998 Ms Margie Powell Office of Desegregation \u0026amp; Monitoring 201 East Markham Street Little Rock, AR 72201 Dear Ms. Powell: Please attend a meeting on Wednesday, May 13, 1998 to discuss the planning of an Elementary Alternative Learning Environment for the 1999-2000 school year. The meeting will be held at 9:30 a.m., in the Districts Board Room, which is located at 810 West Markham Street. Sanford Tollette, who is the Director of Phiefer Camp, will serve as the consultant to assist us with this endeavor. If you are interested in serving on this committee but can not attend this meeting, please call me at 324-2170. Sincerely, Dr. Linda Watson, Assistant Superintendent Student Discipline 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000OS-13-98 11:05 AM r RuM FER i Mr TO 5013710100 IS PiW August 12, 1998 Dr. Les Carnine, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Dr. Carnine\nI am pleased to endorse and support the Residential Alternative Elementary School for at-risk 3rd, 4th, and Sth graders. Prevention and intervention at the elementary level is crucial if we hope to see less academic and behavioral failure at the junior high and high school levels. The fact that you are taking such innovative steps while not under court order speaks highly of the Little Rock School District. I am familiar with the Pfeifer Kiwanis Camp program on which the school will be modeled. The staff of this office have observed the Camp's alternative classroom since 1988 and believe that children In Pulaski County have been well served by this unique and innovative effort, Students in Pulaski County who appeared to have been on the verge of failure In school as well as in life have received from the Pfeifer Camp experience a remarkable chance to reconsider their values and to turn their Ilves around. Time after time, students with behavior problems in their regular classrooms have come to the Pfeifer Camp classroom and learned to take direction, commit themselves to school work, and to take responsibility for their actions. I look forward to seeing the results of a longer, more extensive program. This potential for success with students, coupled witht he Influence of Pfeifer Camp's methods, makes the Residential Alternative Elementary School worthy of support from everyone associated with educating children. Sincerely yours, Ann S. Brown Federal Monitor pat ol pays* I Fro* phOl'^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 August 14, 1998 Dr. Les Gamine Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Dr. Gamine: One of the joys of working with the Little Rock School District is supporting district initiatives that are designed as both prevention and intervention programs attuned to the special needs of students. Thats why Im pleased to endorse the Residential Alternative Elementary School for at-risk 3\"*, 4*, and 5* graders. The optimal application of the charter school concept is to develop innovative, break-the-mold schools that venture beyond the constraints of traditionally structured institutions. The Residential Alternative Elementary School will apply fresh but proven ideas and approaches to meet the unique needs of at-risk children where other schools have fallen short. Since 1988,1 have been well-acquainted with the Pfeifer Kiwanis Camp program on which the new school will be modeled. My staflf and I have closely observed the Camps alternative program and know that it -works: children who were on the verge of failure in schoolas well as lifelearn how to learn, expand and hone their academic skills, relinquish self-defeating behaviors, and take responsibility for their actions. These children leave the Camp with new-found direction, capabilities, and confidence. The Pfeifer Camp methods deserve to be applied in a school designed specifically to turn at-risk children around while their malleable minds and moldable character can be reshaped and redirected. The Residential Alternative Elementary School is worthy of support by everyone who cares about making a difference for all children. Sincerely yours, r Ann S. Brown^AansasPemo^ C^azettg THURSDAY, APRIL 14, 1994 Copyright  Utile Rock Newspapers. Inc. T ibi QM MrI b-K-1 SI Arkansas Damocral-OazeNe/Brlan Phelps LEADING THE WAY  Community volunteers and leaders stand by in support Wednesday al City Hall as Dr. Henry Williams. Little Rock School District superintendent, announces a new youth leadership program. New leadership institute targets at-risk students BY CHRIS REINOLDS Democrat-Gazette Staff Writer At-risk high school students will be trained as leaders in a new program announced Wednesday by Little Rock community leaders. \"There are plenty of bright, ambitious young people in our schools who, for reasons beyond their control, like economics and broken homes, have been overlooked in the past for this type of program, said Henry Williams, Little Rock School District superintendent. The Youth Leadership Institute will provide leadership development and mentors for students not in such traditional programs as student councils, Williams said at a news conference on the steps of Little Rock City Hall. The institute is a cooperative effort by Leadership Greater Little Rock, the Qua-paw Area Council of Boy Scouts of America and the Little Rock School District. The program will include monthly leadership sessions and community service projects, as well as a mentor program. The institute's main goal is to find students jobs that will develop leadership skills, said Cathy Rodgers, cochairman of the institute. Mayor Jim Dailey lauded the program as a big step toward developing our citys future leaders. State Rep. Jim Argue and Pulaski County Chancellor Vann Smith have already signed up to be mentors, Rodgers said. Parents, teachers and other adults can nominate students for the 40 spots in the program. Students must be sophomores or juniors in 1994-95 and enrolled in McClellan Community, Central, Parkview, Hall or J.A. Fair high schools. The deadline for nominations is May 10. Students are required to pay a $20 enrollment fee, though scholarships are available, Rodgers said. A panel of faculty and Youth Leadership Institute Committee members will review applicants and select eight to 10 students from each high school. The program will run from August through May 1995. The institute has received about $6,000 in donation.s to start the program, which is being financed by the three sponsoring groups, Rodgers said. Arkansas Democrat ^C^azctk SATURDAY, APRIL 30, 1994 Copyright  Little Rock Newspapers, Inc. LRSD task force urges more guards, alternative clasjes -- ----------ex- programs. _____dations calls for anti-violence and conflict-resolution training to extend to the school faculty, bus drivers and parents, as well as to the students. The recommendations also call for expanding the alternative education program beyond the one junior high alternative school that serves 75 to 100 students. There are no alternative programs available for elementary or senior high students who do not function well in the traditional class- BY CYNTHIA HOWELL Democral-Gazette Educallon Writer The Little Rock School District could strengthen safety and security on its campuses with more alternative-education classes for disruptive students, more police and security guards, and training in violence prevention. Those suggestions are among 16 broad recommendations sent to district Superintendent Henry Williams and the Little Rock School Board this week bv a districtwide Safely and Security Task Force. Williams appointed the task force in December 1993 in response to security concerns raised by parents and staff at a series of public hearings. The task force did not try to determine the costs. T. Kevin OMalley, a school board member and a member of the task force, said the group realized that there were costs associated with the proposals and that decisions about spending money on the recontmen- dations have to be made by the school board. The recommendations oi the task force repeat or pand on many of the proposals made by a similar group in 1989. The earlier committee s work led to a school security department, a dramatic increase in the number of security guards at the secondary schools, strengthened school rules and an improved communications system by way of repairing school intercoms and providing staff members with two-way radios. Both sets of recommendations stressed the need for teaching violence-prevention programs. . Bill Barnhouse, the district s director of safety and security who worked with both committees, said the district has some anti-violence programs, but they are not standardized throughout the district. We're in the teaching profession and we should be teaching this thing in pre-kinder- earten through 12th grades. Barnhouse said. Successful programs exist elsewhere in the country and could be adopted by the Little Rock district. he said. room.Arkansas Democrat W'C^azettc FRIDAY, SEPTEMBER 30, 1994  LR superintendent wants to expand districts alternative learning services BY CYNTHIA HOWELL DemocratGazette Education Writer The Little Rock School District is seeking ways to expand its alternative education program for students unsuccessful in a regular school program, the districts superintendent said Tuesday. Speaking to about 250 members of the Downtown Little Rock Rotary Club, Dr. Henry Williams said he would recommend to the school board that the existing Alternative Learning Center program at Eighth and Apperson streets be enlarged this year to accommodate as many as 125 junior high students. The program now serves about 60 students, he said. The district would have to increase the number of teachers assigned to the building to work with the increased number of students, he said. The district doesnt have an alternative school for senior high school students. Williams said he was exploring the possibility of incorporating an alternative school program into the program at Metropolitan Vocational Technical Skills Center. Students having problems at their regular schools could be assigned to Metropolitan to take academic courses half the day and occupational courses for the rest of the day. No final decisions have been made about the idea, Williams said. Currently, students from all over Central Arkansas can choose to take vocational and technical courses at Metropolitan, but they take their academic course.s at their home high schools. That program isnt expected to change. The alternative school proposals are the latest in a series of efforts by Williams and his staff to improve school security. Last week, he announced plans to create a mobile security response team of 10 officers. The trained team would report as needed to schools. assist emergencies at in weapons searches or ride school buses. The district has added police resource officers to secondary school campuses this year. Last year, Williams formed a task force to review safety and security needs.Arkansas Democrat (gazette FRIDAY, SEPTEMBE.q 30, 1994  Truant problem child gets mom arrested, fined A Little Rock woman was -  She came into court with- fined and arrested Thursday out her paperwork, and she in Little Rock Traffic Court has done that before,\" Watt when she failed to tell Judge   Bill Watt why her son has been picked up for four curfew violations and attended school only one week this semester. said. She started arguing with me and when we noticed she had warrants from Sherwood. we just sent her on her way.\" Watt smd he fined Sheila She came into court Newsom Robinson $750 and offered her a work-release without her paperwork, '\"\"o'\"\"- M ^he has done that said Robinsons 12-year-old , - , son. a student at Garland El- oejore. She Started chifd problem arguing with me and The boy didnt start school when we noticed she had a problem until Sept. 6, two weeks after classes began. Watt said. Robinsons son faces warrants from a Sherwood, we just sent school district hearing today her on her way to determine if he will be sus- , I pended or expelled for bring-  Judge Bill Watt mg cocaine onto campus. A Garland teacher found the A Sherwood police officer wouldnt say Thursday night what warrants had been issued for Robinson or if she was being held in the Sherwood jail. Shes eligible for boy in a comatose state two weeks ago, and paramedics found cocaine and a large amount of cash pinned inside his pants. Watt said. Robinson told Watt her son work release when Sherwood has been seeking counseling is through with her. Watt and but she said. She doesnt need to stay couldnt back that up in court, in lockup. treatment, Arkansas Democrat (gazette  WEDNESDAY, OCTOBER 5, 1994  Alternative schools Stricter discipline get parents approval BY DANNY SHAMEER Democrat-Gazette Education Water Pulaski County Prosecuting Attorney Mark Stodola thinks the Little Rock School District should expand its alternative school program to accommodate more disruptive students. And Skip Rutherford, former Little Rock School Board member, proposes that the district toughen its student disciplinary code and judge each case individually. Those Stodola sentiments and by Rutherford, whose children attend Little Rock public schools, elicited applause by many of the 60 parents attending a forum on the citys schools Tuesday at Pulaski Heights Junior High School, Student safety and security dominated questions at the town forum, one in a series the district scheduled for this fall. The next one is Tuesday at Fulbright Elementary School, Stodola said special programs to help disruptive students are a better alternative I than kicking them out into I the streets, ! I believe no kid should be expelled or suspended. Period. Because then it becomes a community problem, he said. The districts single alternative school can accept fewer than 100 stu- dents, though some schools also reserve classrooms to accommodate problem students. The prosecutor suggested that designating more classrooms and schools for disruptive students would be a speedy remedy that should prove popular with the public. He said teachers ought to get combat pay for working in those surroundings and that students might be offered a chance to earn rewards as an incentive to return to a regular classroom. Stodola suggested that the district modify its curriculum to include lessons on the law and the consequences of breaking it. .\\nd he suggested that the district make schools follow its rules on checking students for weapons, which wasnt always the case during the last school year. Principals who disobey district policy should be reprimanded or fired, he said, The schools get an F in compliance. Rutherford, an advocate of school safety and security during his school board tenure, said the district had watered down the student disciplinary code. He said he viewed sexual harassment, verbal abuse, obscene language and gestures, and violating school rules as major offenses. Look at putting some teeth in the discipline program, and judge cases on an individual basis, Rutherford suggested.[^Arkansas Democrat ^Q^azcttc [ biOyEMBER 7, 1994 State students gravitating to alternatives Enrollment in Arkansas public universities Figures, for full-time equivalencies, are In thousands 4-yfeitr colleges UmbM-griMlutit* CkvdlMto t-yeaccolteffes BY SUSAN ROTH Oemocral-Gazette Education Wriler Arkansas students increasingly are choosing two-year public colleges over four-year universities with the addition of 12 HBW Itit'hfiitMil tidllngnn throughout the state. The higher education system enrolled fewer full-time students last year than the year before, but the total number of public college students, including part timers, continues to increase. A small but unprecedented 40 '89-'9O 93-'94 5.0 89-90 '93-'94 10.0 89-90 93--9\u0026lt; SOUnCE: AihnnsRs Ospl. ol mghof Edticntlon 1993-94 occurred at the four-year universities. Two-year colleges and graduate schools continued -------------------- trends toward higher enroll- (Jpcrease between 1992-93 and ments in 1993-94. Colleges  Conlinued from Page 1A .\"T? ^'^boojs will increas- 3TEVE SCALLION/ArtcsnMa Derr'oc'Rl.Qaietlo Higher education officials say the Arkansas numbers reflect a national shift toward two- year institutions because of .j See COLLEGES, Page 2A loKer costs, greater accessibili , ...... avvesSIDin- ty and greater fiexibility for working students. Ed Crowe, the Higher Education Departments senior a.ssoci- Arkansas or gmal stable of community colleges was already growing more rapidly than its universi ties when the Legislature creat- 199l' ''\"'eal colleges in ii. T will increas- tiigl) become feeders to the hnir-year schools,\" Crowe predicted. At the universities, we growth in numbers of third and fourth-year students. rather than in freshmen and sophomore.s. less because they employ i part time faculty than the versifies. more ! uni- In a plan to trim future fac- in Well see the technical colleges continue to grow at a rapid pace.\" said Charles Dunn president of Henderson State' University in Arkadelphia, deni^''ri' ? .bsorb the new students. But in a couple of vears I 11. utpauii asked all institutions to faculty workloads with an eye toward increasing them. examine Older students changing \"When the state is able to support the system, tuition be- u^s of a concern.\" Crowe L he department IS concerned now about the fate of the soft-drink tax. the last referendum issue remaining on Tuesday s statewide ballots  r \"'bleh funds V d 'hledicaid program to provide health insurance to low-income people. is repealed, offi- ciaLs have said they will have to look elsewhere in the state bud- , , ......auraciive \"\"\"ey. And 70 per- to local business and industry j! \"/ he state budget funds Dunn noled, education, Crowe said. oneges t ents. of years the four-year schools will re- who are nerve the benefits of these pro rmproving grams in transfers, and there ?nllo(lo frav Will ho .. .... . c--.g careers, i wfii-be\"be\n:nS' rue Iirst lime tend to choose Iwo- agreed ^we*\"Sid''\"%iy  'LbP .echnical colleges, the ggSSig o slight leveling off in the number of high school graduates, and that r-- isssSssgs to remain steaSy roVthVn\"e?ew lutes' Um S?caiYcho'rshat issaf f se If a new industry comes into the '-in- As far as the universities are concerned, all the two-year colleges. including the technical schools, represent a growing group of potential customers. \"At Henderson, we'll market hiipc Ilr-V '.w'vi man insti- bose students, mn^'i /r'b\"''^=''eboolshave 'b.? ewt the high more to nff^r *1.. . schools. Dunn said They good students. We do not get many from community colleges w^7i7i\".\"'' prepped. And wed like to have them.\" I The Higher Education Department plans to track the movement of students between nstitutions beginning this year hold'll 'f ransfer -theory holds true. Crowe said the department also is looking for an area, the school could devel- part op a new curriculum for the are more of Deleee\" ? wt-year cob h!f\n\"bey'll dip their toes in Io see if they can \"'P\" '\"'''er those ^\"\"bit hours Io a four-year -a - I,, lion of state funding. Crowe said the Higher Edu- mil?-''\"''\"'\"* '\"luest 510 million next j- - year in a new , .......... III a new * ....... ow looKing tor fl nd both kinds of That's the theoiy. Higher-ed- to Ih^e ^^^1! 8 thudents transfer, ucation officials believe the grown encourage sue- boom in the two-year school! S iofh. r be last few oess. not just enrollment,\" he eventually will lead to growth at lochnicol o some of the last decade, 1110 iiniira,.,.:*:____... ,1 III di leLonicai and commiiniHr we ve sp^n .  'We want to rhrunSyis'aTw ano conimunilv col- ^'niversityofCen- l.rSlI soid \"n ooi'ollment,\" he said. Over the s.ci HoonRc  tremendous in- mh' m bigher edu- cation. Now --  -   fered oriiy'dipromaDro'Br!.,^l  !'b\" future, the depart- 3-----------.-...s ,e , Now. their students can riceiie it critina !\" .'i'\"' \"\"'\"'\"\"\"I oal.' associate's degrees alter com 1, Pas. funding pletion of technical courses anti 7 ^ 0?? \"\"ruHment Ihe same general-ed!!!uon cr ?hat ihev a- P b'\u0026gt;\"' riculuni offered at other two- b\"y \"\"e rel.iin.nv year contmiinity colleges. 'Hie program began in 1991 hut fho \u0026lt;i, - cAams. schools had no degree.'grantt dent, \"the su- authority until the spring of h f S \"w anymore.\" Crowe year. i ring oi mis said Now we want to know how If students wish Io transfer to nl \"\"\"' ' a public four-year school for a Iwn ' \"eknowledged that the bachelor's degree afier earning stae^hio'i\n''p?'i  be an associate's degree their tidfion n 5y^\"'\" credits are all transferable  '' ' ------------- ' programs. can receive com- that tt, IO snow two and retaining students wo- and graduating ntrtro -----...6 a.uucin\u0026amp; more people fidrlrtrn. U_\u0026gt;a__ . iiiuie peon P.PPf better on exams. \" !\nonoy. But Crowe said those colleges also cost the state we want to make  sye students are meeting their ' educational enak  Alkalis as Democrat 'grtfsazettc * * WEDNESDAY, JANUARY 11, 1995  : EDITORIALS The Dailey Planner Link Rock gels a leader T here was something refreshing about Jim Daileys swearing-in a few days ago. Maybe it was the mayors boyishness in (he presence of Monsignor George 'nibou, who once taught Mr. Dailey at Catholic High School. Maybe it was the mayors attempt to hold the speech to no more than 12 minutes. (He didn't.) Or maybe it was the sight of a politician with a detailed plan and die knowledge, patience, and business sense to carry it out. Here was Lillie Rocks first elected mayor in 37 years niilliniricr Iho rifv'c J eas will continue to get new street lights first, and the city will hire an- otlier 45 police ofllcers this year. He plans to work more closely with Hen- ly Williams, the superintendent of the Little Rock School District The mayor is particularly interested in helping Dr. Williams and the district set up alternative schools for the kind of student who needs special attention, and who may only disrupt Oie classroom without it. (Good! Alternative schools are needed to relieve pressure on the regular schools.) One day each montli the mayor, the outlining the citys agenda with the experience of a city manager, and '''V Kiuiiagci, aiiu k^mir .  rApInrc nian rectors plan to man who had done this before and with the enthusiasm of someone new to the job, Nice combination. Jim Dailey started with the good news about Little Rock: Hnemploy- inenl has dipped hold a neighborhood City Hall somewhere in Little Rock. As the mayor puts it: Its important to visit and first hand. Notice a see things tern? patSpecific, to 3.5 percent, following a downward trend statewide. Crime has dropped from the record high for violence set in 1993. And the number of tourists has gone up. lliere was also some go(xl news that isn't news: Little R(X2k remains a bastion of civility and friendliness. Alter that pep talk, the once and future mayor got down to specifics. Here are some of his new years resolutions for Lillie Rock in 1995:  I*ut economic development and industrial recruitment at the top of his priorities. It's a good way to build a city  acquiring more Southwest Airlines booking centers and R\u0026amp;G Sloanes. More Jobs mean a broader tax base, a stable economy, less crime, and more prosperous people. ~ Tliink Arkansas. 'Tins state needs a strong capital city. We need to work togetlier on issues of common interest, says Jim Dailey, even (ougli issues like a multi puiposc arena. And it help if the go(xl folks in Jonesboro, Pine Bluff, and Fayelle- ville would support a multi-purpose arena in Little Rock. Please don't think of it as competition. Tliink of it as another reason for businesses and events to conic to Aikansas.  Expand tlie Statehouse Convention Center. 'This could turn out to be the Dailey Ixjgacy. We cant wait any longer, he wams. And the may- manageable goals. A vision that aims high but remains within reach. A concentration on the basics  like figlit- ing crime and cooperating with tlie superintendent of schools. No going crazy over every new fad that comes down Uie pike. And the underpinning realization that a mayor must represent the whole city and keep it together. c |ould it be that Little Rocks mayor will turn out to be that rarest of public servants, one who admits and leanis from his mistakes? Jim Dailey seems to understand dial Public Servant is a term to be taken literally. Ofien the best official is like the best butler, or the kind of waiter who is best when least noticed. Strip away the vestments of the mayor's ofiice  visibility, ego, power  and one gets the feeling Uiat Jim Dailey would still want the job. Hes called it his \"peisonal mission to do something for his home town. Back in the mid-SOs, Mr. Dailey sold one of his companies and got, in his words, a good chunk of money. He sat down with his wife to map out their future. Part of Jim Dailey wanted to move to Colorado, climb the mountains, ski, and live the good life. But a bi^er part of him wanted to stay awhile  to pitch in right here. I _ . ......................have roots, friends, family here, Jim or backed up his tougli talk witli hard Dailey once said. I grew up here. I facts: He said that the city lost about '  .............................. 70 major conventions in 1994 worth about $68 million to the local economy. He said tlie lack of convention facilities is making Arkansas-based companies hold their gatherings out of slate. For example, Stephens Inc. felt that maybe I have something to contribute. If being mayor were just has planned its investment conference outside Little Rock because an ego trip, hey. Ive already done it for two years. Some still might think that an elected mayor is only a ceremonial position. Except for perfonning a few more administrative duties and pre-  ...... senting an annual city budget, they enough space is just not available in might have a case. But they may also its home town. What a shame. But a correctable shame. A bigger Statehouse Convention Center would go well with the proposed entertainment district along (he river. But the reality behind (he rhetoric is that any expansion of the convention center would probably mean a new tax. Thats right, T-A-X. Il's going to be a tough sell. 'llie mayor has some other things in mind, too: He says high-crime ar- underestimate the importance of ceremony. It can hold us together, concentrate our attention, conclude old efforts and begin new ones. Illis capital city had a leadership vacuum for about as long as (lie four decades between mayoral elections. Little Rock needs a public servant with the integrity and vision to put Uie (leople fii-st, and one willing to be held accountable for his ideas  good and bad. Jim Dailey, is that you?4B  FRIDAY. MAY 19, 1995 Arkansas Democrat \"^(Bazctte City board favors helping LRSD fund alternative school Police arrested 23 students in BY JULIAN E. SARNES Democrat-Gazette Staff Writer crime and education,\" City directors would be wUl- ing to help fund an alternative school program with the Little Rock School District to fight discipline problems in school and crime on the street, officials said Thursday. City Dean Kumpuris said helping the public understand that the schools are aggressively tackling crime and discipline problems was vital to improving the Director school districts image, especially if district officials ask voters to approve a property tax increase this year. These are the two major problems in our community, Kumpuris said. We have to show the public that the city board and school board are coming together to deal with this problem. Municipal Judge Bill Watt, present to brief elected officials on his anti-truancy efforts, said alternative school programs backed with the threat of more serious criminal justice could benefit potential delinquents and control juvenile crime. Mayor Jim Dailey named a joint committee to study city support for expanding the alternative school program, either as an in-school program for elementary students or as a separate facility for junior high students. The committees members include Kumpuris and his fellow city director, Michael Keck, school board members Stephanie Johnson and Judy Magness. Superintendent Henry Williams and Watt. Little Rocks alternative school for junior high students has room for 88 students. A facility that would serve 200 students a year would cost at least $500,000, Williams said. Kumpuris and Watt said any alternative school program should focus on elementary school students. Williams said he would support an in-school behavior-mod- ifying program for elementary school students. He didnt discuss possible costs for such aprograms Directors and school board members also discussed the effect of the citys recent get-tough policies  Watts war against truancy and Williams zero-tolerance program toward violence. Watt said truancy reports to his court had dramatically increased. Last school year, 120 truants were reported. This year, that number has risen to 1,000. Even so, 14 of the citys 36 elementary schools havent reported any truants, Watt said. Those schools must report chil- dren who skip class if authorities are to have time to help such students. Watt said. Under the schools' zero-tolerance policy toward violence, suspensions nearly doubled in the third semester, to more than 1,000, Williams said. Expulsions have risen from four to about 25, he said. But earlier in the meeting, school board member Kevin O'Malley said he was concerned that police were too quick to arrest students involved in school fights, which prompted the zero-tolerance policy. I went to Catholic High. We had fights at Catholic, but we didnt get arrested, OMalley said. four fights at McClellan Community, J.A. Fair and Hall high schools and Mabelvale Junior High this year after school resource officers called in patrol units. School resource officers are police officers stationed at each school and paid by both the school and the city. OMalley wondered whether the resource officers were too quick to make arrests. Are they there to be a big brother, or are they there to be Big Brother? he asked. Williams said the district recently reviewed the resource officers role and training with police officials and drafted a new handbook for the officers.SATURDAY. MAY 27,1995 School parking lot scene of armed threat 1 Ai'aer in a blue Chevrolet Monte Carlo threatened to Shoot a student Thursday afternoon in the parking lot at Lit- ue Rock s Alternative Learning Center, police said. A school employee told police the Monte Carlo drove into Ir! 0\" the north side at 800 Apperson SL about 1\n15 p.m. and stopped ne.xt to a student. ^ars occupants called out to the student and waved a 9mm handgun while s^id P^^icej Arkansas Democrat'^ (i^azcttc [ TUESDAY, NOVEMBER 21,1995 City, school officials skirmish over alternative education effort BY SUSAN ROTH Democrat-Gazette Education Writer City directors on Monday called again for expanded alternative programs in the Little Rock School District, but city and school board members have dropped the ball in their joint effort. The issue of alternative education programming for students who cannot function in regular schools came up again and again at a joint meeting of the two boards held at school tees six members were present district headquarters. City directors raised the is- sue six months ago in a similar groups last meeting was or meeting. They offered to help fund a program to help the district meeting, Dailey said. fight discipline and image problems as well as the citys crime Jesse Mason and Jeff Sharp problem. Serving about 60 junior high districts new strategic plan proschool students, the Little Rock districts alternative program is the smallest of the three Pulaski County districts. Little Rock school officials have acknowledged that the district also needs alternative programs at elementary and high school levels. Six months ago. Mayor Jim Dailey named a joint committee to study city support for expanding the program. Three of the joint commit- Monday. But no one knew when the what it had done. I think they had at least one Dailey and City Directors questioned whether the school vides for more alternative pro^ grams. The queries prompted defensive responses from Superintendent Henry Williams and Linda Pondexter, the school board president.\nMost people in the cit^ would think this is the answer to our problems, Sharp said'. They want to get these kids out of regular classes. a misperception, Thats Williams said. Weve had 1,300 suspensions from school this quarter, and 800 were first-tim^ offenders. ' You think alternative edu^ cation will get rid of kids forever, Pondexter added. We have to start talking to the public about what alternative educa^ tion can and cannot do. ... ItS time to start talking about how to save kids.yUkaiisas Democrat gazette )  MONDAY, DECEMBER 2, 1996 In LR schools, hall monitors have electronic eyes these days I BY JIM K.ORDSMEIER I ARKANSAS DEMOCRAT-GAZETTE Teachers at Little Rocks Alter- | native Learning Center grew eyes\nbehind their backs last week. Ten video camera eyes. The schools three security guards started using a video ciiiii era surveillance system to monitor students in the halls and classrooms at 800 Apperson St. in east Little Rock. Wiring for a similar system is being installed at Central High, and other high schools could follow, said Bobby Jones, the districts director of safety and security. Its like having nine or 10 new people in the building working security, Jones said Wednesday. All we used to have in a school was some typewriters and a safe in the office. Now weve got expensive computer equipment, and thousands of dollars worth of computer software. There are about 90 students at the Alternative School, a school for students who dont respond to a traditional school environment, Cameras  Continued from Page 1A cover at one time, Jones said. Arkansas DemocratXaazette/STATON BREIDENTHAL Bobby Jones, director of safety and security for the Little Rock School District, checks a new surveillance system Wednesday at the Alternative Learning Center. Jones said. Aging schools, built long before educators even thought about security, make the cameras a necessity, Jones said. A new school building in Little Bock, excluding King Elementary and a few others, is about 25 years old, Jones said. These older buildings werent designed for security. They were made for easy access, in and out. There are too many rooms and exits at the Alternative School for the three-member security staff to See CAMERAS, Page 7A The problem is multiplied at Central High School, where there are several entrances and exits that are impossible to monitor at all times. On Wednesday morning, security guards at the Alternative School sat silently watching a 27- a while, said district spokesman Suellen Vann. Funding for the camera system is coming out of the districts safety and security budget, Vann said. The cameras sit in tamperproof boxes in the ceiling and look much like video cameras installed in department stores. Cameras at the Alternative . School cover the cafeteria and a room used for in-school suspension. Boxes designed to carry and inch television screen filled with images from each of the schools ,----------- r------\n- . , . 10 cameras. were installed in district buses Twisted black video cables several years ago. The cameras snake along hallway ceilings to are alternated amoiig buses as two television monitors and problems warrant, officials said, equipment that lets the guards Students never know if the box in peer down on the cafeteria, main nneratins entrances and hallways. protect portable video cameras were two television monitors their bus contains an operating camera. But the new camera system at the Alternative School is station- The system, including installation, cost the district a little less than $10,000, Jones said. The equipment is guaranteed for a ----------------- .___ year and is expected to work for years ago, and now schools are seven to 10 years without mainte- \u0026gt;* \"\"e' a'd ary, and always operating. Businesses went this way 20 starting to go to it, Jones said, nance or replacement. \"Most large school districts have That's not a bad price, Jones installed video systems.   The Alternative School sclass- said, considering it costs us at bUlU, VUllolUCl III\u0026amp; VWOOM WM V.V ------------- least $16,000 to pay a single em- . rooms are across a grassy court- --3 yard from Jones ofTice. The proximity of his office was no deterrent for the 30 students ployee who can only watch one door or classroom at a time.  Schools around the country are installing video cameras for added security  especially on involved in a fight in the cafeteria April 11. The fight started after a morning weapons search conducted just as students got off their larger campuses. But a new study by Emory Universitys Center for Injury Control suggests that money to buy securi- -------------------= ty devices like metal detectors again, we can see exactly what and video cameras is better spent happened,  Jones added, on security personnel. Videotape of fights and other Georgia school officials told re- incidents can be used as evidence bus, police said. If something like that occurs Georgia school officials told researchers al the Atlanta universi- ... -w- ---------- .J - ty that such equipment deters vio- security guards and faculty, Jones lence and crime, but that students said. Every school in the district has audio and motion alarms to alert or as a valuable training tool for were likely to see the cameras as an intrusion. ocnuoi sia.i a.ou .. police of intruders, Jones said, searchers that most violence and The cameras give security and po- vandalism happens outside lice another tool to battle bur- school buildings - but that most glars, Jones said. cameras cover only the inside. The tape records toreight School staff also told the reoutside hours before it ha.s to be changed, The Little Rock School District --------------------------------------- has been planning to install video so we can leave it on overnight, cameras on the two campuses for Jones said. Arkansas Democrat WO\u0026gt;rtzd(c I  MOMOAV ncrrunn-.  ------- * MONDW, DECEMBER 2, 39QR School program aims to help single parents BY LINDA FR1F.DL1EB ARK.ASSAS OIMCX RAI -liAZEri 1- Single parenting will be the focus of the next Super Saturday\"  an opportunity for parents from 36 Little Rock schools to hone their skills. A lot of times we have parents who say they don't know what to do with their children.\" said Catherine J. Gill, the school district's parent involvement coordinator. \"This is an opportunity for them to learn how to help them. Jn 11 Super Saturdays. \" educators will help parents improve their children's attendance, acad- T * f.. 'y- 7J?.\n- emic achievement, discipline record and more. The first session for the 1996-97 school year. Nov. 23. drew M parents to discus.s The Family Atmosphere\" at the Instructional Resource Center. Parents did an assessment of their family life. \"We have to look at how we can strengthen the family, because the family is the key thing for our children right now.\" Gill said. \"We know there are many diverse things out there, like gangs, that tend to break down the family, but we can't let that happen.\" While the parents are learning, their children can attend workshops on activities from drama to academic skills. The next Super Saturday program will be at 9 a.m. Saturday at the Instructional Resource Cen-ter. 30th Street and Dr. Martin Luther King Jr. Drive. Transportation will be provided on request. More information is available at 324-052,5. This workshop is .'il ^v' 4 .\u0026gt; I Sft i1'hj C5. s t X:ft Rv Jean Rouse, a counselor at Bale Elementary School and counselor of the year in Arkansas, uses a diagram to r / 4 \" '5 W9W Arkansas Democrat-GazettezMORRlS RtCHARDSON It make her point during a parent-teacher workshop Nov. 23 in Little Rock. starts out with an overview, then breaks into smaller discussion groups. \"We have children who are low-achieving in 36 schools.\" Gill said. V/e've got to grab those children. They cannot fall through the cracks.\" The program is funded through Title I. the largest federally fund-er Springs. King Magnet. Meadowcliff. RRiigghhttsseellbl, Rockefeller. ed education program which targets underprivileged children. All uiDuiviopcv.i... .........o___ parents of students at Baseline, children alone. Each workshop (^hicot. Cloverdale. Garland. Gey-important. Gill said, because between 40 and 50 percent of the districts parents are raising their Romine. Wakefield. Washington. Watson and Woodruff elemen-taries qualify for the program. Badgett. Brady. Fair Park. Franklin. Jefferson. McDermott. Mitchell, Pulaski Heights, Wilson. Bale. Dodd. Forest Park. Fulbright. Mabelvale, Otter Creek and Western Hills elementaries. and Dunbar. Mabelvale. Southwest, Cloverdale, Henderson, and Forest Heights junior high.s quali-fy for targeted assistance. Parents at those schools should consult with teachers and administrators. Gill said, to see whether they qualify for the program. Gill said the school district has run parent training sessions for three years, and only wants to expand parental involvement. We're talking about involving the parents to the max. setting meetings so the parents will not feel alienated from the schools. Gill said. Arkansas Democrat ^Q)jxzclLc WEDNESDAY, APRIL 3, 1996 Teacher to pursue cast against student A teacher at the Little Rock ociiooi Districts Alternative Learning Center told police he wouiu pursue charges against a lo-yeai -old student who hit him in the a^e during a classroom fight 1 uesaay, police said. Ko Hudson, 24, told police lit ,,a3 oreaking up a fight between two boys in his classroom i aocut 9:45 a.m. when one of them  hit nun in the nose. i rhe student wa,) taken to po- I lite headquarters for questioning I and charged as a juvenile with I single counts of second-and third- degree battery. Hudson told police he saw the arrested youth bite a 14-year-old student on the arm during the fight.Arkansas Democrat T^Ojazctte FRIDAY, APRIL 12, 1996 About 30 students take part in melee Employees and a seciuity guard at the Little Rock School Districts Alternative Learning Center broke up a fight involving about 30 students in the cafeteria Thursday morning, police said. Police reported no serious injuries in the brawl. The fight began while several students were in a conference room being searched after a bus driver told officials a student might be carrying a weapon, police said. When one of the students in line for the search refused to stay in the room, Principal Walter Marschaleck stepped in front of him to keep him from going into the cafeteria, police said. and As the student 15, Marschaleck stru^led, the teenager threw the principal against a wall and threatened him._ I Aikansas Demcxrat igS (gazette .  FRIDAY, JANUARY 12. 1996 Night school on agenda for LRSD $166,440 from state would fund program BY CYNTHIA HOWELL Oemocra\u0026lt;\u0026lt;3azetle Educadoo Witter An after-hours high school program for Little Rock students in Sphger of dropping out or being: kicked out of their regular I sclK^s could be in operation as eariy as next month. The Little Rock School Board will vote Jan. 25 on a proposal to spend $166,440 in state money to operate an evening high school. it-would start with about 40 teen-agers and operate out of Metropolitan Vocational Technical Skills Center at 7701 Scott Hamilton Drive. District administrators intro- ' duced the idea to the school beard during an agenda meeting Thursday. Jo Evelyn Elston, director of pupil services, said the program would be the first of its kind in the district. It would be open to students ages 16 through 19, in grades 10, 11 and 12, who are seekihg a high school diploma but are not succeeding. Candidates for the alternative program include truants, including those who have stopped attending school to work or take care, of their small children. Also eligible are students who have bebayior, academic and attendance problems in the regular high schools. Elston said she did not believe the-flistrict would have any trouble identifying enough students for\nthe program. Parents frequently call the district seeking an alternative program for their high school-age children, she said. The district has operated a daytime alternative school for tropbled junior high students for several years  the Alternative Learning Center at 800 Apperson  St. Elementary children who need special help are assigned to the alternative education program at Camp Pfeifer in west Pulaski , County for a few weeks. Elston said the evening high school will be staffed with teach- See NIGHTS, Page 4B Nights  Continued from Page 2B ers certified in the core academic subjects, as well as with support stair, including a counselor and administrator. The faculty positions will be advertised. Current employees seeking second jobs will be among those eligible to work in the program. Also Thursday, the school board: '  Invited members of the public interested in school finance to apply for open positions on the districts Adviso^ Committee for Financial Stability. The committee is an outgrowth of the strategic planning process the district used last year to develop a five- year plan of operation. 'The committee already has 16 members, only one of whom is a woman.  Learned that John Walker, the civil rights lawyer who represents black families in the Pulaski Counfy school desegregation lawsuit is interested in reaching an out-of-court settlement with the district on his request for legal fees. Late last year. Walker filed a petition in federal court seeking more than $800,000 from the three school districts for his work in the case dating back to 1989.I ^Arionsas Democrat ]  MONDAY, NOVEMBER 10, 1997 Evening High helps students reach graduation BY CYNTHIA HOWELL ARKANSAS DE.MOCRAT-GAZETTE At 6 oclock on a stormy November night after most high school students and teachers have called it a day, Jerry Cookus is gently coaxing students to iden- 1 tify the parts of speech in a sen- I tence about the Great Wall of China. Everything in grammar is like math. If you follow a step-by-step procedure, it all becomes clear, Cookus says. This is not easy, one frustrated student responds. But she and her classmates halfheartedly hang in there, trying to separate prepositions from direct objects and distinguish between gerunds and participles. Passing Cookus English class at the Little Rock School Dis- --------- tricts Evening High School will tered this semester, but enroll- put students a half-credit closer --------- . to graduation. Without night flection of the high-risk ^opula- school, many might not graduate. The district opened its tuition- free Evening High in March 1996 for dropouts and those struggling in the citys traditional high schools. Classes are held in a wing of Metropolitan Vocational Technical Skills Center, 7701 Scott Hamilton Drive, from 5 p.m. until 9:15 p.m. Monday through Thursday. It is for students in grades 10-12, under age 21. We're not at all in competition with the high schools, said Mabel Collins, Evening High principal. We have our own niche. We try to get the students to the point where they can graduate with their classes at their home schools. We're a little stepping stone for them so they\ncan step right back into their day school. The night school started with 50 students. A total of 178 regis- ment now is 97. The drop is a re- tion the school serves, Collins said. The students leave the night See CLASSES, Page 2BI Arkansas DcinocrdfilgRtlj^rtzcKv I  MONDAY. NOVEMBER 10 1997 Aikansas Oenioctat-Gazelte.'STEPHEN B. THORNTON * * English instructor Jerry Cookus talks with Principal Mabel Collins about a slu-derU disciplinary problem in the tiall at the Little Rock School District's Evening High school Wednesday night. Classes aie held in a wing of Metropolitan Vo-caiionni lechnical Skills Center, 7701 Scott Hamilton Drive. Classes  Conlinued Iroin Page IB school for the same reasons they weren't making it during the day. Some have young children or are the family breadwinners. They may have health problems, a lack uftranspoHation or poor achievement level.s. Aller Ihe first scmesler in erwise its strictly business - no activity clubs, no student council, no clas,s ollicers. The nllendaiKc policy is 199(1. six slihlents giudualed. Tweivt* graduated in 19tH\u0026gt; 97 and live nunc arr\nexpected to be eligible at Ihe end of December. \"Our biggt'sl challenge! i.s to recover students who leave be- .strict. Students must attend (5(1 hours of class. Absences must be made up, usually in the comput er laboraloiy, which i.s e(|uippcd with soltwfue that lets students learn at their own pace. II was poor school attendance that thnW Luther Coleman, a Central High senior, offtrack for graduation. school A conn-lore Ijccuiiiing completers. Collins says. Our biggest dream i.s to have a day-care program for the children of the students.\" About one-third of the .students are parents. I he school depends on recom-mendation. s from high school counselors. posted notices in community centers and word-of-mouth (rr attract .students. (Japac-ity i.s 250 students, Collins said. .Jo Evelyn Elston, district director of pupil .services, believes the school will become more in demand by young people sent Night classes in algebra and Eng li.sh follow. This is a good program. lat ton .says. Ms free. All you have to do is come here and behave. You gel the same credit you would in a regular high school.\" Konw Vat ion. also a .senior at Fitir, decided be needed algebra Il for college. Valion doesn't mind going lo night school Iwice a we\u0026lt;k :ind believes be is learning a lol fi'om It'aclu'r Donald Elston said a proposal for such a school was approved for slate funding in the late I98t)s. But Ihe district couldn't afford to pul up matching funds to get the grant, and the plan was filed away. It wa.s resurrected in the mid 1990s, when the state again was encouraging alternative education programs. 't he school'.s initial intent was lo serve students under 21 who bad dropped out of traditional high schools, Elston said. But now it also serves as a dropout Hicbardson. Like Collins and the rest of Elslon siiiil a proposal for stdor .suggested Kvc'iiiiig ii'Kh such a school wa.s He now has per ' i r 2 i feci attendance appiOVeU lof State night funding in the late 1980s. school biology class while can tljg district COUklll'l liruung lo , lend day cla.sse.s alloRl to put lip a nialcliing fumls to gel (lie grant, and the plan at- S('nH*st(*r of home school ing pul McClel - Ian High senior WilS llIcU aWUy. Il WHS n!'u.behindin rcsurrected in Ihe mid Wels-back to school or work by wel- high fare reform. The evening school offers courses in English, mathematics. her (juesl \"J'' I990.S, when the state the first in her  family lo earn ti again WHS eilCnUiaglllg '''1 schoih education diploma. science, .social .studies and .said she likes night .school b*- .speed i/conimunications. Stu-eau. se people programs. the High Evening .stair. prevruilion program. allowing Kichardson IS an experienced instructor wilh a day job. He h'ache.s algebra 11 and geometry at Parkview Magnet High. Night .school slmlmUs are more motivated than lypical high school slu-dciits, Iticbard son ays. \"There more on dents can take up lo four courses a semester and earn two credits toward lh\u0026lt;? 21 needed to graduate. Night school i.s not an alterna-get along better than at her home school, it also beats paying summer school tuition fees. Tiffany Patlon, a senior who wants to study medicine, began taking night classes last year af-live for those with behavior prob- ter her quick temper repeatedly lems. Collins has little time or tolerance for misbehavior. This is a high school in an alternative setting for students who choose to attend, sho says. There is an occasional pizza party and field trip to a city library. And there is an effort to come up with a school song. Olh-ianded her in in-school suspension programs at J.A. Fair High. She likes the small classes and individualized attention at night school. She attend.s three classes a day at Fair, then takes medical and word processing courses al Metropolitan in the afternoon. students who have failed courses or are over-age for their grade to make up lost credit while continuing to attejid their regular high schools during the day. About three-fourths of the evening school students are daytime students, loo. Ireregistratiou now i.s open for the Evening High School\nformal registration is Jan. 6 for the .Ian. 12-May 1 semester. The phone number is 570-1401. Night school ijs relatively new to central is uni\u0026lt;jue in Ihe state. Arkansas bfit not the line for most of IIk'sc* slmlcnts, .John Dollarhide. assistant be ays. riiis principal at Springdale High and district coordinator of alterna-can be consid ered their last chance, the last slop on the highway.\" The night school staff inclmles Collins, a I7 year veteran of the disirict and a computer (eclinolo gy teacher at Southwest Junior High\nnine teachers\na counselor\na computer specialist: a secre-tary/ regislrar: and a security offi Stair costs account for SlbtMMK) of the program'.s $193,000 budget, according lo district figures. The Evening High School ex-i. sled on paper long before it became a reality. live education. lays his district has been operating a night school for nine years, and there are similar programs in neighboring Northwest Arkansas districts. Springdale's night school senes about 350 in six five-week sessions each year. Dollarhide says. The school is financed in part wilh a Dunicliffe Educational Trust grant and is tuition-free. Unlike the Little Hock program, the Springdale night school is open to teens 15 and up and adults. Arkansas Democrat ^(gazette  TUESDAY, APRIL 21, 1998  Expanded alternative programs outlined for Little Rock schools BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Little Rock School District Superintendent Les Carnine on Moncial wish lists of more than $4 million in operating expenses and $116 million in facility and con- -------------- struction costs. day jounced plans to expand  Proposed an administrative the distnct s alternative education chart that elevates technology em- programs through the use of char- ployees into a separate unit that ter schools, and to give individual reports directly to the superinten- schools more decision-making au- dent. The move signifies the. im- opiy-,  . portance the district will place on I Carnine offered the draft plans developing technology systems i. -------- vxAv, piaiio ueveiupmg lecnno at a wide-ranging Little Rock the neirt few years. School Board work session during ~ which he and his staff also: in  Listed the specific staff members who will supervise district ef- Carnine, who became superintendent late last year, recommend- ed that an accelerated learning  . , , - . --------------- center be placed at Metropolitan forts to comply with a newly re- Vocational Skills Center for -stu- msed desegregation plan. dents who have fallen far behind  Gave the board a look at finan- - See PROGRAMS, Page 8B the existing alternative education sions on school operations to teams I r lU^fClIllo program for junior high students at of teachers, support staff, communi- ! 800 Apperson SL be altered in the ty members and principals.  Continued from Page 1B fall to house junior and senior high The campus leadership concept in their courses at traditional high school students who would other- has been discussed for years in the schools and are at risk of not gradu- wise be removed from school for a district but never carried out The ating. semester or longer for serious mis- purpose would be to improve stu- The center could take the form of behavior. That school might also ap- dent achievement a charter school, the first of its kind ply for charter school status, Carin the state, he said. A charter nine said. Schools would be offered incen- tives for progress in improving stu- He said he hoped the district dent achievement reducing the would reach a point in the next few drop-out rate, encouraging student dependently of a local district and years in which virtually no students and teacher attendance, raising the freed from district and state regula- would be expelled and left with no percentage of students who take coitions. Such a school would have to educational options. lege entrance pyams and improving be approved by the School Board Each of the two proposals could the scores earned on those exams, and the Arkansas Board of Educa- cost the district between $150,000 An advisory committee and sublion. and $200,000 for equipment and for committees have already been Students would use computer building alterations at the Apper- formed to develop recommenda- programs to work at their own pace, son site. Carnine said he believes he tions on the proposal, which could school is a publicly funded school that can be operated somewhat in- I Carnine said. Students, many of can staff the two programs but does take several years to fully imple- whom might be over-age for high not yet know how the equipment ment Principal training could be- school, would progress through the and renovations will be funded. gin as early as this summer and program as quickly as they can mas- .......................................... ' ter Uie materiaL i' Carnine said he thought the cen- of in-school suspension classes and ter could ultimately serve up to 400 possibly a separate site for inisbe- students but would start next fall having elementary school students, with about 150 students and about P-*'------' For the elementary schools. Car- leadership teams elected at the nine recommended the exp^ion schools next fall. On another matter Monday, Car- nine said construction of a new Stephens Elementary School could But he said such efforts .might start next fall and take about two eight staff members. The staff would take a year or more to develop. Still be acquired as a result of staff re- another possibility would be the ex- the site of the old Stephens in cen- ductions and consolidation of posi- pansion of the Camp Pfeifer pro- tral Little Rock A new elementary tions in other distnet departments.,,. gram. an alternative, short-term school in west Little Rock also will Metropolitan already hosts an' program for elementary children bebuilt evening high'school. Eventually the''* who are 'having problemsin their two'programs could be merged to regular schools. years. The school would be built on serve students from 8 a.m. until 10 p.m. each weekday, he said. Carnine also recommended that Carnine said he is working with - , city ofBcials to see about a coopera- Carmne said he would present to tive effort in selecting a site, possi- the board by the middle of summer bly a site in which a school could a plan for delegating more deci- adjoin a city park SATURDAY, MAY 21.2005  Ex-charter school chief files suit Also, 2 trustees resign as conflict persists at Academics Plus BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Discord among leaders at one of the states pioneer charter schools took some new twists Friday as the ousted president of the Academics Plus Charter School sued the corporation at founded the school, and two members of the schools board of trustees resigned. Caroline Proctor, who was president of the 258-student charter school from its 2001 opening until she was suspended April 7, filed suit in Pulaski County Circuit Court asking for back pay, damages and that the court dissolve Pulaski County Charter School Inc., the operator of the school. If Proctor wins the lawsuit, the school could lose its state-awarded chatter and be closed down. Proctor argued in the suit filed by Little Rock attorney Beth Deere that the board of trustees violated procedural requirements in her contract for suspending her from her job and has refused to pay her all of what she is owed  partly because the trustees have said the school is insolvent and cannot pay bills as they are due. She also claimed that individual trustees of the corporation are undermining the original mission of the school. Defendant has ceased acting or attempting to conform its actions to the requirements as a Charter School in the state of Arkansas and for the benefit of all children eligible to attend Academics Plus Charter School, according to the filing. To the contrary, defendant has been subverted by a group of individual trustees and parents into a quasi-private school operated at public expense.\" Richard Bishop and David Jones, two of the four trustees who have advocated for Proctors continued employment at the school, submitted identical, two-page letters of resignation to trustees Chairman Dean Elliott on Friday. They said their attempts to reason with the majority of board members regarding As of today, I think the school is on better financial footing than it was last week, entirely because of the sale of that land. .  Dean Elliott Proctor and the schools financial problems have been futile. My hands are tied to prevent you and the other directors from placing the corporation into bankruptcy or rendering it insolvent, both letters said. Elliott said Friday night he had not seen the letters nor the lawsuit but was not surprised by either, as they had been rumored. He said the corporation is continuing to pay Proctor her annual salary. He disputed claims that the school is only for Maumelle families, as he was unaware of any students being turned away. He acknowledged that bankruptcy was discussed in conversations exploring options to protect staff and students from a sudden closure, but the $200,000 sale this week of two school lots to Maumelle will ease the financial straits. The school will now lease the land, which is a common area for students and the site of a science laboratory, from the city. As of today, I think the school is on better financial footing than it was last week, entirely because of the sale of that land, Elliott said. Academics Plus is one of eight Arkansas charter schools run by nonprofit organizations other than traditional public school districts. A charter school is a public school supported by taxpayer funds but operated according to the terms of a three-year charter, or contract, with the state. Charter schools are exempt from many of the state regulations and laws that govern more traditional public schools. The Maumelle school, which serves third through 10th grades, was designed to offer a rigorous, college preparatory curriculum spread over a 188-day school year and an 8 a.m. to 5 p.m. school day. The school does not have an attendance zone and is open to students from throughout Pulaski County and the surrounding counties. In February, the school trustees voted 5-4 to not renew Proctors contract for the 2005-06 school year. And on April 7, representatives of the trustees notified her that she was suspended from the school and an interim president was appointed. Later that same day, the four trustees who had supported Proctor and opposed her removal from the school filed a lawsuit against the five-member majority, accusing them of violating the schools bylaws in terms of the number of trustees who had to vote to suspend Proctor and of violating the confidentiality of student records. Deere, who also is the attorney for the four trustees, could not be reached for comment at her home Friday night about either lawsuit. This past Monday, the trustees delivered a letter to Proctors attorney detailing the grounds for removing her from the schools employment in preparation for a termination hearing scheduled for June 13. The contents of the letter have not been made public. Proctor argued in the suit that she is owed more than $20,000 for 49 days of vacation and 28'/2 days of sick leave, as well as a 15 percent salary enhancement for working extended school days, which amounts to more than $10,000. She also is seeking payment by the corporation on her behalf to the Arkansas Teacher Retirement System and punitive damages for what she said was harm done to her professional reputation.in o o CM CM Charter  Charter school gets states OK BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE The state Board of Education on Monday unanimously approved a charter school for Pulaski County area students who are unable to attend their regular public schools because theyve committed serious rule violations. The new Arthur Bo Felder Alternative Learning Academy will be operated by the Little Rock School District in partnership with the North Little Rock and Pulaski County Special school districts as well as Pulaski County goverrunent and the juvenile court system. The school will serve about 100 students in grades six through 12 at 8300 Geyer Springs Road starting in August. Students who are reSee CHARTER, Page 2B I  Continued from Page 1B moved from a traditional school for violations such as bringing a weapon to a school would be candidates for the tri-district school. Other candidates would be students who have been truant or have committed juvenile crimes. They would be assigned to the school by a juvenile court judge as a last resort before being placed in a juvenile detention facility. The tri-district charter school will provide a militarystyle environment. We dont want you to misunderstand, said Gene Walker, who has worked with a previous alternative school in the county. \"Its not a drill sergeant standing in front of a little eighth- or ninth-grader barking out orders, but it is teaching each student how to learn, how to listen and how to follow instructions so not only he or she can be successful but so the entire school can be sue- cessful and students can work as a team. The school, which will work with the nearby McClellan High School staff to provide all courses necessary for high school graduation, will offer the core academic classes with remediation for those who need to catch up in their schoolwork. Daily sessions on anger management and gooddecision making, as well as other mental health services, will be provided, Linda Watson, the Little Rock districts senior director of student services, told the board. Jim Boardman, the state Department of Educations assistant commissioner for research and technology, told the board that the school doesnt fit the mold of most previous charter schools and, as a result, will present some challenges. Well need to work with them to make sure that we can track students after they go back to their home schools in regard to their academic achievement, Boardman said, \"because in some cases they wont be in attendance at this school for the complete year. Thats one of the problems I dealt with as far as fitting it into our nice package. Of course, thats the reason why we have charter schools  to not fit into our nice package. Watson said tracking student achievement will be a priority. The school will do pre- and post-testing of students as they enroll and exit the school. Their achievement levels, attendance and behavior will also be tracked at their regular schools, she said. A charter school is a publicly financed school that is exempt from some of the laws and regulations that govern traditional schools and, as a result, can be experimental in its design. In Arkansas, a conversion charter school is one that is operated by a traditional school district, as is the case with this alternative school. An open-enrollment charter school is one in Arkansas that is operated by a nonprofit organization other than a traditional school district. Organizers of the tri-district school, which will have a budget of $1.3 million, requested waivers of state education standards and laws on classroom square footage, on the requirement for a school librarian and on the minimum number of books per student in the library. The school organizers also asked that teachers who are licensed in grades 7-12 be allowed to teach sixth-graders as well. The charter school is a successor to the grant-funded Pulaski Alternative Learning Academy, which was established by juvenile court judges in Pulaski County with the assistance of the school districts, and to the Juvenile Justice Center's Step One Program. Both programs were designed to help students who are in trouble with the law or who otherwise cannot attend regular schools. The new charter school is named for the late Arthur \"Bo Felder, a former lead teacher in the Step One Program and an Army National Guard captain who was killed as the result of enemy fire in April 2004 while stationed in Iraq.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"aar_lessons_93","title":"America in Space German Voices from Huntsville Alabama","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["This lesson will follow the path of Dr. Wernher von Braun and other German scientists from Germany to Huntsville, Alabama, and explore their role in the foundation and development of the United States Space Program. It will include a hands-on activity and technology activities."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Space race"],"dcterms_title":["America in Space German Voices from Huntsville Alabama"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/93"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"hbcula_abco_0028","title":"The American Baptist College Theological Journal, Spring 1990","collection_id":"hbcula_abco","collection_title":"American Baptist College Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Davidson County, Nashville, 36.16589, -86.78444"],"dcterms_creator":["American Baptist College"],"dc_date":["1990"],"dcterms_description":["This is the Spring 1990 Issue, Volume III of the American Baptist College Theological Journal. The purpose of the journal is to \"encourage, foster and preserve the best in Christian scholarly research, including sermons and lectures, creative writings, literary criticism and book reviews.\" Some themes that appear throughout the journal are \"commitment, clarity of mission, and the need for self-discipline.\""],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","African Americans—Religion","College publications","Lectures and lecturing","Sermons","Religious leaders","African American religious leaders"],"dcterms_title":["The American Baptist College Theological Journal, Spring 1990"],"dcterms_type":["Text"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/abco/id/0028"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["The Susie McClure Library of American Baptist College believes that the items presented in our digital collections are not encumbered by copyright or related rights. Nonetheless, as these materials are accessible to the public, certain limitations on subsequent usage may be in effect. Authorized uses for these items are confined to research, educational, and scholarly endeavors by U.S. Copyright Law Title 17, §108 U.S.C. In addition to educational purposes, individuals seeking to engage in other forms of utilization must secure explicit permission from the Susie McClure Library by contacting us at 615-687-6935."],"dcterms_medium":["journals (periodicals)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"loc_rosaparks_49201","title":"American history [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1990/2000"],"dcterms_description":["Title from item.","Drawing sent to Rosa Parks by a student at Windsor Hills Magnet Elementary, Signed: Alexandra Isley."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":["Children's art"],"dcterms_title":["American history [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.49200","http://hdl.loc.gov/loc.pnp/ppmsca.49201"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["drawingscolor1990-2000.gmgpc","children's art1990-2000.gmgpc","birthday cards"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"loc_rosaparks_48319","title":"[Anderson McCauley, Rosa Parks' paternal grandfather] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1990/1999"],"dcterms_description":["Photographic copy of a head-and-shoulders portrait of Anderson McCauley (ca. 1850-1917), facing front.  Original possibly a drawing or painting.","Title devised by Library staff."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":["Men"],"dcterms_title":["[Anderson McCauley, Rosa Parks' paternal grandfather] [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.48319"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["safety film negatives1990.gmgpc","portrait photographs1990.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":["Parks, Rosa, 1913-2005"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_187","title":"Annexation","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":["1990/1993"],"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"],"dcterms_title":["Annexation"],"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/187"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["clippings (information artifacts)"],"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\nNews clippings and a resolution to petition the United States District Court to include all lands into the Little Rock School District that had been annexed by the City of Little rock since 1986. The Little Rock School Board repealed the referendum before the scheduled November 1993 election.\n2B  SATURDAY, JULY 3,1993 Pulaski Arkansas Demcxrrat TgE (gazite i LR director proposes making city, school boundaries same BY DANNY SHAMEER Democrat-Gazette Education Writer Little Rocks continued westward expansion has prompted a city director to consider whether the city and the school boundaries should be the same. The city Board of Directors will'consider a proposed resolution that asks the Little Rock School District to petition the federal court overseeing the desegregation case to revise the city?school boundary lines to include areas annexed since 1986. '. \"The major residential areas involved are in Chenal Valley and Spring Valley Manor predominantly affluent white residential areas of the city that lie within the Pulaski County Special School District boundaries. It makes no sense for the city school district not to grow with the city boundaries, said Sharon Priest, the city director who developed the proposed resolution. Priest said she is worried that by annexing and extending city services to territory not included in the majority black Little Rock school system, city government might encourage development of new neighborhoods in the majority white Pulaski County Special district. But Joan Adcock, another city director, is wondering if the city could get dragged into the 11-year-old Pulaski County school desegregation case by even raising the idea of new school boundaries. Right now I have not made up my mind, but in no way do I want to involve ourselves in school litigation, Adcock said. I dont want the city to be part of that lawsuit. If the school district wants to have the same boundaries as the city, I would favor the idea of the school district asking the court on its own. The proposed resolution is part of the agenda for a regularly scheduled Little Rock Board of Directors meeting at 6 p.m. Tuesday at City Hall. Such a territorial skirmish may seem minor compared to that which set off the Pulaski County school desegregation case in 1982. Back then, the Little Rock school system sued the state and two neighboring school districts, seeking consolidation. The 8th U.S. Circuit Court of Appeals at St. Louis overturned a 1984 consolidation order in 1985, but shifted to the Little Rock school system the 14 Pulaski County district schools located within the Little Rock city limits. The federal appeals court also said the Little Rock school boundary change was one-time only, and the city school systems boundaries would not grow with the city limits. No one representing the Pulaski County district could be reached for comment Friday, but in the past the board and administration have opposed giving up Chenal Valley because it would cut into the Pulaski County districts tax base. Chris Heller, an attorney representing Little Rock schools in the desegregation case, said Friday that school district bduild- aries could be changed oiilyto correct an unconstitutionaTkit- uation. Even if the board thinks its a good idea, the county board 1 s ! may not, and I dont know any O   Maw Proposal  Continued from Page 2B way we could force them to change the boundaries if there are no interdistrict violations, Heller said. In the discussions that led to the $129.75 million financial settlement in the Pulaski County school desegregation case, Heller said the parties discussed concerns over the potential for white flight to Chenal Valley. The decision was made that any school in Chenal Valley would have to be_ an inter- district school  that is, open to students from other districts.Arkansas Democrat IgrCbazettc WEDNESDAY, AUGUST 4, 1993 Copyright  1993. Little Rock Newspapers. Inc. I Water sales to help river but risk flight of whites board told 5 BY KEVIN FREKING Democrat-Gazette City Hall Reporter A proposal to sell Little Rock water to outlying communities prompted praise from local environmental leaders Tuesday and warnings from a local civil rights lawyer who believes it could encourage more white flight. The city Board of Directors is likely several weeks away from making a decision on Little Rocks water policy, which has been in effect about 16 years. Several directors said they are reviewing more than a policy on water, because economic, environmental and social implications are involved. Proponents of changing the policy for environmental reasons believe that making Little Rock the regional water supplier could stop a movement to build a reservoir on the North Fork of the Saline River. Barry Haas of the Arkansas Conservation Coalition said that erecting a dam would result in severe environmental damage to a river designated as environmentally sensitive by the state. This board has learned to deal with solid waste disposal on a regional basis, which is to your credit, Haas told the directors. Water is no less regional in nature. It is essential to all communities, not just Little Rock. Haas also said that if Saline County residents could get their water from the Little Rock Municipal Water Works, the countys taxpayers would save a lot of money. The policy now in place sets limits on how much water other cities can buy from the Little Rock waterworks, or it requires them to sign a pre-annexation agreement with the city. Little Rock lawyer John Walker, who is black, said the policy is important because providing a quality water source outside the city would be just another inducement to those wanting to flee from me and others of my color. Walker said the policy has not stopped people from moving to outlying areas, but has served as a deterrent. He asked the board to focus not only on the water policy, but also on its effects on the entire community regarding integration and desegregation. I ask you to make the issue larger than water because the issue is larger than water, Walker said. City Director Hamp Roy is leading the push to make Little Rock the regional supplier of water. Roy reasons that the citys current water policy, established in 1978 to limit growth in areas surrounding the city, ac- , tually has had no affect on ' growth. Little Rocks population de- i creased 1.3 percent during the last decade, while Conways 1 grew 24.4 percent, Maumelles rose 390.8 percent, Sherwoods ! increased 52.5 percent and Bryants grew 36.3 percent.10B  WEDNESDAY. SEPTEMBER 22. 1993 Arkansas Democrat Annexation item likely to be taken off Nov. 16 ballot BY KEVIN FREKING Democral-Qazette City Hall Reporter Little Rock city directors are on the verge of altering the Nov. 16 special election ballot to exclude the proposed annexation of 6.43 square miles and about 550 residents into the city limits. The possible repeal of a Sept. 7 ordinance calling for the election surfaced Tuesday night after several residents living just norlliwest of the city told the Little Rock Board of Directors they dont want to be annexed into the city. Three of the seven city directors  Jesse Mason Jr., Joan Adcock and Jeff Sharp  said they will vote to repeal the ordinance when the board meets Sept. 29. Three other city directors were noncommittal Tuesday regarding their vote. The seventh. Mayor Jim Dailey, was out of town and did not attend the meeting. Even if the annexation referendum is canceled, an election will still be Nov. 16, with residents from four wards electing city directors. The 1,222-acre parcel where the protesters live contains about 122 residents, of whom more than half appeared to be at Tuesdays meeting. The area is bordered by Pinnacle Valley Road on the west, the Arkansas River on the north, the Little Maumelle River on the south and Little Rock city limits on the east. It is one of 15 areas included in the annexation ordinance. The major complaint the board heard Tuesday was that residents were not notified the city wanted to annex the property until they read about it in the newspaper. Sam Perroni, a lawyer who lives in the area, said it was unfair for the board to pass the annexation ordinance without getting reaction from the areas residents. But city staff responded that the board was following procedure established In past elections, when notification was left up to the Pulaski County,Election Commission. \"' I \u0026lt; .' Even if all affected residents are notified of a public hearing and the board then goes ahead with an annexation referendum, Perroni said he still would not want the area annexed into the city. He said he feared annexation would lead to more urbanization of the area and would change the lifestyle the residents enjoy. The residents present Tuesday asked that the ordinance setting the election be repealed or amended to exclude that specific area. But if the board removes the area from the referendum, the entire referendum would have to be canceled. City Attorney Tom Carpenter told the board. Neighborhoods and Planning Department Director Jim Law- son also lives in the area, aiid some of the residents at the meeting said he had a vested interest in seeking the annexation. But Lawson said the advantages he would receive through annexation would be no greater than for any other resident. When Lawson recently met with some of the area residents, some of the allegations leveled were that he sought annexation because he wanted to run for the city board and that the City was going to require all employees to live in Little Rock or be fired. Lawson said both allegations are false. Spurring the annexation question was a recommendation from the Future-Little RbCk goal-setting study calling for development of a Fourche Creek Park near south-central Little Rock. Much of that land is not yet annexed into the city. Lawson directed city staff to see what other areas of the county could be included in an annexation referendum. . Lawson said advantages offered to the city through the annexation include:  '  A net increase in revehue, because the new tax money to be taken in would exceed what the city would liave to spend to provide services.  -  Aiding development of a Two Rivers Park in the area. Lawson said he disagreed with Perronis contention that annexation would create more urbanization. He said the area already lies within the cityS extraterritorial zoning jurisdiction. Lawson also challenged Per- ronis statement that residents  lifestyle would change. Neither current nor fhture residents would be forced to quit raising horses or cattle because the afea became part of the city, he'Said. In other action, the boafd de- layed a vote on establisHlng a salary for themselves uilfil Dailey could be present. (The vote will probably take piece Sept. 29.Arkansas Democrat  azctte PrIOAy OCTOBER 1.199^ Foes of annexation hope to get issue off Nov. 16 ballot BY JAKE SANDLIN Democrat-Gazette Staff Writer Residents of Little Rocks outlying areas have little say, numerically, about not wanting to be annexed into the city. What many of the residents of one west Little Rock area hope is that their unified voice carries more weight with Little Rocks city Board of Directors than their small number of no\" votes would in a citywide election. The annexation issue is scheduled for the Nov. 16 special city election, called to elect four directors from city wards. The opposition comes from residents of the Pinnacle Valley area mostly along either side of County Farm Road. The dissenters generated a proposal from the board to repeal the entire annexation referendum from the November ballot at a Sept. 21 meeting. Wednesday, however, the directors failed to vote on it. So the group, almost 40 strong Wednesday, plans to trek back before the board Tuesday night for a third time to speak against city annexation of their 1,222- acre parcel. Were going to try to persuade the board that its not in Little Rocks best interest to annex us, said Sam Perroni, a lawyer who lives in the area. We feel strongly about it The area generating opposition is bordered by Pinnacle Valley Road to the west, the Arkansas River on the north, the Little Maumelle River on the south and the existing city limits to the east. It has 122 residents. Reasons for the annexation  which totals 16 areas amounting to 6.43 square miles and about 550 residents  include providing the city a new rev- enue/tax base and eliminating islands, areas already surrounded by city boundaries. The annexation would be also a step toward a Future-Little Rock recommendation for development of a Fourche Creek Park near south-central Little Rock. Future-Little Rock was a study by 13 task forces that forwarded recommendations for improving the yity. Another specific Future-Little Rock goal regarding parks and recreation included the development of a joint city-county project for Two Rivers Park at the former Pulaski County penal farm near the south end of the Interstate 430 bridge. County Farm Road is the only access in or out of that area. Also, the annexing of the Pinnacle Valley area would be a continued growth to the citys northwest. The Important thing is trying to square up the boundaries and make some reasonable sense out there by growing into some areas where we feel potential for urbanization in the future, City Manager Charles Nickerson said Thursday. It will also continue to expand the tax base of the city in areas that appear to be logical growth areas. The residents have said they fear annexation would lead to further urbanization of the area. They also complained that they didnt realize the area was being considered for annexation until reading in the Sept. 10 newspaper that it would be on the Nov. 16 ballot. Involuntary annexation will always draw complaints, Nickerson added, but is part of city growth. Estimated revenues from all of the proposed annexation areas are $208,738, according to the city Neighborhoods and Planning Department, which recommended the annexations. Jim Lawson, neighborhoods and planning director, has lived on County Farm Road in the area for 13 years. Some residents complained at the first board meeting that Lawson has a vested interest in the annexation because he may run for a city board position In the future. Thats not true, Lawson said Thursday. Im not interested in that. The other thing I heard was that they thought the city might pass an ordinance that fired everyone who didnt live in the city limits. We can't pass a law that eliminates them because we have a lot of employees who dont live in Little Rock. ALR annexation election up in air as board sets hearing BY KEVIN FREKING Democrat-Gazette City Hall Reporter Whether Little Rock voters have the opportunity to annex 6.43 square miles of land and 550 people into the city remains undetermined. Tuesday night, rather than making a final decision, the Little Rock Board of Directors invited residents in the 16 areas being considered for annexation to another meeting at 1 p.m. Oct. 13 at City Hall. At that meeting, the board wants to hear from the residents before deciding on the annexation referendum. About five weeks ago, the t board set a Nov. 16 election date for the annexation referendum. But that was before numerous residents of a section of land just northwest of the city made their feelings about the annexation known. The residents, numbering about 120, dont want to be included within the city limits, fearing the move would change the way of life they now enjoy. They also resented not being given a chance to air their views before the election date was set. The group was joined at Tuesday nights board meeting by a few residents from a pock- Arkansas Democrat  azeltc See BOARD, Page 6B  WEDNESDAY, OCTOBER 6, 1993 Board  Continued from Page 2B et of land south of Little Rock. A spokesman for that group also said he believed the areas quality of life would diminish if it was included within the city. City Manager Charles Nickerson told the board members that if they were going to make annexation decisions based on the proposals popularity within the affected areas, city staff would likely not recommend any annexations. At the Oct. 13 meeting, the board could decide to:  Delay the election date to Dec. 14, when a sales tax proposal goes before voters.  Go ahead with the November election.  Put the annexation issue on hold. City Director Jeff Sharp said he believes the city will be dealing with more important issues than annexation in the coming months. The strongest proponents of going ahead with the November election date were City Directors John Lewellen and Dr. Hamp Roy. In other action, the board authorized staff to provide the matching funds needed to build a walkway and bicycle path across Jimerson Creek. .... I The city would fund up to $200,000 in improvements for the area, including a fishing pier, scenic overlooks, exercise courts, playgrounds and lighting. The federal government has also allocated more than $120,000 for the project. The plans also call for closing about a mile of River Mountain Road built by the city shortly before a majority of city voters said they did not want an automobile bridge built across Jimerson Creek.  MONDAY, OCTOBER 11, 1993  Arkansas Democrat '^(Sazctk LR boards vote on annexation list draws near I ' BY KEVIN FREKING Democrat-Gazette City Hall Reporter Residents in areas targeted for annexation by the city of Little Rock have a final chance , Wednesday to convince the city Board of Directors that their homes should not be an- ( nexed. I If form holds true regarding I Little Rock annexations, their best bet of winning is showing city directors why its not advantageous to Little Rock to have a particular area within the city. 'I'he city has held annexation referendums about every decade for the past 50 years, city planners say, and in many of those cases the affected residents did not want to be annexed into the city. Land annexed through that process makes up a third of Little Rocks land mass, said Jim Lawson, director of the citys Neighborhoods and Planning Department. Every time we do it, its horrible,\" Lawson said of the re- Little hock annexation city boundary is obtained, the citys tax base is increased and Q-* \u0026gt; Sc \" f l? N tr'- the city's interests are protect- , ed. Little Rock z__ 5/ I'L? IJ EM 1945-1978 referendum 1979-1993 referendum \u0026amp; islands sponse generated by residents in the affected areas. We deterniine what should be an-nexed for the good of the (Little Rock) community. You try to have annexations, or you allow growth to oc- MICHAEL STOREY / Arkansas Democrat-Gazette cur outside of the city. For example, North Little Rock cant go anywhere. The principal objective of Little Rocks annexation strategy is to extend the corporate limits so a logical and efficient Sixteen areas are targeted by city staff in recommendations for annexation. The areas encompass about 6.4 square miles and 550 residents. The board meets at 1 p.m. and is likely to vote on the is- ] sue. In early September, the board called for a Nov. 16 elec-\ntion in which city residents and  residents in the areas affected by the annexation would vote on whether those lands should be part of the city. But the board is on the verge 1 of repealing that ordinance. It could move a revised annexation list to Little Rock voters in a Dec. 14 election. Many residents in the County Farm area dont want to be put in the city. The County Farm area is a 1,200-acre plot adjacent to Little Rock on the south and to the Arkansas Riv- See LAND, Page 3A I Land  Continued from Page 1A er on the north. The residents were upset because they were not notified of what the board was considering until it had passed the annexation ordinance. Now, most of the 122 are concentrating on reasons the city should not annex them. Susie Haynes, of 12402 County Farm Road, told the board in a letter dated Oct. 1 that some of the things the city needs to be prepared to provide are: 24-hour security during flooding of the Arkansas River, police protection, mowing and trash pickup along roads and ditches, animal control, fire protection, road enhancement and repairs, sewer services, repairs from river bank erosion, and street lights. Will the (jounty Farm area be an asset or a liability? Haynes asks at the end of the letter. Lawson, who lives in the County Farm area and has drawn the wrath of many of his neighbors, says the answer to that question is asset. We contacted every department head and gave them a map of each area. We asked them to go out and look at it and see whether there were additional costs for that area to be in the city. They said in the College Station area, yes\nthe other areas, no. The College Station area was removed from consideration after residents voiced concern it would mean the state would not put a health clinic in the area. Many residents faced with annexation fear the cost of being placed in the city will be much greater than living in the county. The Neighborhoods and Planning Department recently compiled a list of the financial advantages and disadvantages of living in Little Rock as compared to the county. Cost disadvantages of being annexed into the city are:  A 20 percent increase in the property tax millage paid through real and personal property taxes.  A jump in sanitation fees from $6.90 to $13.75 per month.  Having to pay a tax when using electricity, gas and the telephone. The franchise tax for gas and electricity is an additional 5.2 percent of the bill. The franchise tax for the telephone is 7.32 percent, plus .004 cents per minute of a long-distance phone call. The cost advantages of being annexed into the city are:  Lower fire insurance costs. The city has a Class 2 fire rating, and the county has a Class 8 fire rating. The difference in the two ratings can result in as much as a 50 percent reduction in insurance premiums.  Lower water bills. The minimum monthly payment in Little Rock is $3.60, plus 74 cents per 100 cubic feet. The minimum monthly rate in the county is $5.40, plus $1.11 per 100 cubic feet.  Lower sewer bills. The minimum monthly payment in the city is $2.57, plus $1.31 per 100 cubic feet. Arkansas Democrat j@r (gazette WEDNESDAY, OCTOBER 13,1993  ' 9D . LR board expected to void referendum BY KEVIN FREKING Democrat-Gazette City Hall Reporter At the urging of residents fighting annexation into the city of Little Rock, the Little Rock Board of Directors is expected today to void an annexation referendum scheduled for Nov. 16. Mayor Jim Dailey predicted Tuesday morning the board will repeal the ordinance calling for the election during a meeting that begins at 1 p.m. at City Hall. I just think, after talking to several of the board members, theres a consensus not to push this right now, although it may come back in another annexation election, Dailey said after the meeting. While the board is poised to repeal the ordinance calling for the Nov. 16 election, Dailey said he is not sure whether the board will push for another referendum later this year or whether the board will take several months to re-examine its annexation policy. City Director John Lewellen was the most vocal in opposing a repeal. This is typical of our organization. If its working, lets fix it, Lewellen said. During the past 25 years, city directors have aggressively pursued annexations, accounting for about a third of the citys 100- plus square miles. The ordinance now being reconsidered stipulates that 15 areas, currently surrounded by or adjacent to the city, would be annexed into the city if a majority of voters approved. The parcels of land represent about 6.4 square miles and contain about 550 residents. Most of the opposition to the annexation referendum comes from residents in the County Farm area, which is northwest of the city limits. It borders the Arkansas River on the north and the Little Maumelle River on the south. Daileys prediction came a day after residents in the County Farm area gave five city directors a tour of their property. The residents are wanting to show city directors the development that has taken place there in recent decades and to ask directors to take more time to examine the issue. The residents propose the-\ncity form a committee of staff : and residents that would work during the next year in forming ' an annexation policy.\nThe current policy follows  development rather than antic\n ipates it. Also, a study of recent'\nannexations suggests a lack of a carefully orchestrated policy, - said Michael Drake, a resident- of the area. Some residents in the County \u0026gt; Farm area also have been told- their children would be re* quired to be in the Little Rock\nSchool District if the area waS. annexed. City officials said the asser-\ntion is wrong and the school dis--\ntricts borders are different, from the citys in several areas.2B -THURSDAY, OCTOBER 14,1993 Pulaski Arkansas Democrat (gazette LR directors repeal annexation ordinance, 6-0 BY KEVIN FREKING De^iocrat-Uazane City Hall Raportar Eitfle Rock voters wont de- cide\u0026gt;whether 6.4 square miles of I'and and 550 residents are an- nexed mto the city. 'TIid^Little Rock Board of Directors repealed an ordinance Weffiteisday calling for a Nov. 16 eftection on the annexation question. Facing opposition to annSkation from residents in the gounty Farm area northwest of the current city limits, theiboard said it wants to re- . ______ _ _ _ evaluate the citys annexation policy. Mayor Jim Dailey read a prepared statement at the beginning of Wednesdays meeting, stating the board wants city staff to catalog the various concerns raised about the citys annexation policy during the past month. The staff is then to present a report to the board, so it can determine the citys annexation policy in the future. The board voted 6-0 to repeal the ordinance. Director Jeff Sharp was not present for the vote but later attended the meeting and told the board he supported voiding the election. While it is not clear what the appropriate process should be, it is clear there is little agreement that an appropriate process has been followed, Dailey said. Rather than begin a new relationship with any area of the city on bitter terms, it is in the best interest of the city to withdraw this annexa- tion election, proceed to determine if a different process should be followed and, if so, to follow that process prior to any election. Many of the residents who would be affected by annexation into the city voiced concern they were not included in the discussion of whether their property should be annexed. They said they were not notified  Some of the residents who could have been annexed into the city asked that the city set up a policy under which all affected residents provide input into the citys decision-making. Dailey said city staff followed state law and the past practices of the city Board of Directors in preparing the annexation ordinance for the board. Other city directors, includ- of the ordinance being passed _____________- until they saw it in the newspa- current annexation policy, said ing those who support the citys per. : they did not object to a re-evalnation of the citys annexation policy. Director John Lewellen said other issues need to be at the forefront of the boards attention, but he would like to see the board address the annexation policy before the end of 1994. The city has aggressively annexed lands to the west and southwest during recent decades to capture the tax revenue coming from residential growth in those areas.MONDAY, NOVEMBER 1, 1993  Spanks WE 6oTlA S'i'OP 'IHEse Low-PowM, SNEAfCh' lyWMlG^ANTS PROAA ci^oSSiNG 0U1? SoP.^ei^\nY 2 A And Gotta STOP'e*a Noy)! if TH6g. xjJONT ' 6c AM'i'BopY Lepr N Fop. US To yWMiTog? ,1 'ABtfT Wtgi '^1 'V v\u0026lt;*. 0* % '*\u0026lt; TRg|T0Ev or TeRRiToEv /n^ ArsM r^rryr\u0026gt;^'rat.fia7fift0 \u0026amp; Jeffrey Huddlestoopinion. *) /o 0 / /J J/ The District Court approved the plan, 659 F. Supp. 368 (E.D. Ark. 1987), and no one appealed. 363, For another, the City of Little Rock annexed certain additional territory. and the question arose whether our direction that LRSD be expanded to the city limits referred to the city limits as they existed at the time of our en banc opinion, or to the city limits as they might exist from time to time in the future. The District Court held that LRSD would automatically expand whenever the city annexed new territory. so that LRSD would always be contiguous with the city as it existed from time to time. We reversed. We held that the remedy i. contemplated by our en banc opinion was intended to be a complete cure for all interdistrict violations that we had found. The en banc opinion, we said, prescribed \"a full and sufficient correction of wrongs done in the past,\" including all interdistrict violations. Little Rock School District v. Pulaski County Special School District, 805 F.2d 815, 816 (8th Cir. 1986) (per curiam). In addition. a controversy arose with respect to student assignments within PCSSD. We held that these assignments must, in general, conform to the racial percentages specified in a plan submitted by PC^D in January of 1987. We held that black enrollment in PCSSD schools, with some exceptions, would have to be within a range of 18 to 30 per cent.^ This range represents a 25 per cent, variance from the overall racial composition of PCSSD, which at that time was 24 per cent, black. We emphasized that this prescribed range was to be used as \"a guideline for the subsequent remedy, and not as a rigid quota.\" This range was subject, in any event, to the proviso that a II forty-five minute limit on busing\" of students, one way, would be a \"cap for purposes of desegregating PCSSD schools.\" Little Rock School District Pulaski County V . Special School District. 839 F.2d 1296, 1304-05 (8th Cir.), cert. Bayou Meto Elementary School, situated in a remote location, was expressly excepted from these requirements. 1305 n.l2. See 839 F.2d at -22- - v 07-02-1993 132:11PM FROM TO 3710100 P.02 2 RESOLUTION NO, 3 i A 5 6 I I i 8 9 10 II  7 .3 14 I i i 15 IS 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 3 3 34 3 36 J} RESOLUTION TO THE BOARD OP DIRECTORS OP LITTLE ROCK SCHOOL DISTRICT FROM THE BOARD THE OF DIRECTORS OF THE CITY OF LITTLE ROCK, ARKANSAS, REQUESTING THAT THE SCHOOL DISTRICT PETITION THE UNITED STATES DISTRICT COURT IN LTTTLS ROCK SCKOOL DISTRICT V. RDDASKl COUKTV SPSCIAL SCHOOL DISTRICT TO REVISE THE BOUNDARY LINES OF THE : LANDS 1986\nLITTLE ROCK SCHOOL DISTRICT TO INCLUDE ALL ANNEXED TO THE CITY OF LITTLE ROCK SINCE and FOR OTHER PURPOSES. WHEREAS, Arkansas, policies, policies, has and that in recent years the City of Little tried, to adopt annexation policies, extraterritorial extension of would not adversely affect the efforts desegregate the Little Rock School District\nand WHEREAS, I j Eighth Circuit I ! i I I : Rock, growth utility to the United States Court of Appeals for the reversed a District Court order\nautoinatically extended School District to the boundaries of the Little include extensions \\boundaries brought about by annexation\nand WHEREAS, of that Rock the City's requests to annex land to the City, or to extend utility services to areas outside the City, always involves difficult questions of the impact that such action Utility may have on the efforts to desegregate the Little Rock School District\nand WHEREAS, the City believes that territory annexed to the City Rock School District. since 1986 should be made a part of NOW, THEREFORE, BE IT RESOLVED BY the THE DIRECTORS OF THE CITY OF LITTLE ROCK, ARKANSAS: Little BOARD OP SECTION 1\nThe Board of Directors of the City of Little Rock respectfully requests the Board of Directors of 1\nthe Little Rock School District to direct the District's legal counsel to petition the United States District Court for a change in the present school boundaries to07-02-1993 02:11PM FROM TO 3710100 P.03 2 3 I I 4 assure City . that of 5 6 7 8 I I all properties that have been annexed to Little Rock since 1986 shall be a Little Rock School District boundaries. Little SECTION Rock 2. District petition concerning 9 10 I 11 12 13 14 15 16 I 18 19 20 21 23 24 25 26 27 28 29 30 31 32 I I 3 3 34 35 1 i [ I i 36 i part of the the The Board of Directors of the City further requests that the Little Rock the District Court, of School while questions desegregation of the school district are still under litigation, to conduct an annual review of the school districts' boundaries and, at such review, to appropriately modify the Little Rock School District boundaries to reflect any changes in the City's boundaries which resulted from annexation. ADOPTED: ATTEST: APPROVED: RobbIe Hancock CITY CLERK JIM DAILEY MAYOR APPROVED AS TO FORM: THCHfiS K. CITY ATTORNEY CARPEaJTER Krx?vSIG SrtS FEneilAl. REPORTER, 2d SERIES iween PCSSl) and the Little Rock School OistricL (LRi'bk We said\n3. The district court, after a hearingJ shall adjust the boundaries between PCSSO and LRSQ as follows\nf (al All land wiihin the City of LitCfi Rock shall be assigned to LRSD. and thl students living in that area shall be assigned to schools in LRSD. (b\u0026gt; All land in the Granite Mountain area will be included in PC3SD, and the -sfuilenls Jiving iti that are-i shall be as^ signed to schools in PCSSD. The recurd^ IS not clear as to the precise Imundariip IJTTLK KOCK SCII. DiST. v. I4\nL.\\: CllR4.R0i r.3JStS ISihCh ,SKJ-AAA,\\. Sl Si\" of this area, thus evidentiary hearini s 'vill be lield by the district court to deter- / with tlic exception of the Granite Mountain area described above, hem-pfnr-ward the boundaries of the Little Rock School District, both now and in the future, shall be cotornunous with the boundaries of the City of Uttle Rock as tliey exist now and as they will exist in / the future as the city expands. Rovk School Uisiricl v. Pulctski SiH'cioi School Difitiici., No. LR- 082-866 (E.D.Ark. August 1, 1986), slip 4)p. 3. 111 Tlie portion cjf this order directing \u0026gt; (hat the boundaries of LRSD shall automatically expand, at the' ex*pense of PCSSD, whenever the City of Little Rock tion with respect to any such anne.xaiions effect on s-chool-district lioun^laries will be t^sken by eillier LUSU or PCSSD. Any such farts and their legal consequences must be left to future development. (21 It follows that the distrirc court's order, insofar as it expands automalically the Lmniidarks of J.RSU in the event of any future anne.xatioh of territory by the City of Little Rock, cannot stand. Ordinarily, it xvQuld be appropriate at this [loint b\u0026gt; remand tlie ca.e to (lie ilistrict court with dir^jctions- to reciniiiider (he question of rcmcily in light of this opinion. Blere, however, we believe this pnjcedural st.ep Is tion. ii self*ci juiothur lioun iary linv if\nhe specified facts sm ei in our opinion could he fijimd. Or. remand, PCSiD did \u0026gt;uhfnir. an alternate plan, but the district court rnjeeieJ it, and we bencvt ihjs action wuiJ within the discretion of that court as doline-aied in \u0026lt;jk4r previous opininn. AJthongh portious at least of the PCS.SD plan may have points tn cumniend thenx it is nut clear that the plan 'would better meet the educational needs of the studo! of the I 13 ru 1 D '.n GJ r3o n0j Z. mine them. It is the intent of (his Cou: that the boundaries of this arei sha auiiexes Urritory, cannot stand.' The unnecessary. The order of the district reasonably reflect the area that was im' uiiiiuAis new lemcory^ caimot stanu. I houhdary-liiic change we ordered pacted by the deannexation of land from PCSSD to IJISD. nounoary-Jinc was 3 based upon \"all of (he defendants inbsrdis-nj\\ trict violations oulltned in [our] * *  opin- \\ion    \"TTS P'.2d at 4S5 n. 20, -This (c) hl lieu of the adjustments indicated in {a\u0026gt; and (b'K the district court, upon cliaoge was designed to produce, among other things, a student ratio within LRSD application by a party to this appeal, may condui't cviflentiary hearings to determine whether adjustments othnr than those indicated in (a) and (b) would have substantially the same impact on the student jxipulaticns of each district and would better meet Ihe educational needs of the students of the districts involved. After such hearings, the district court-may make adjustments to the boundaries other than those iiulicated above if it finds that they woukl better nir-et the educational needs of the students, and w'ould remedy the conslitiitional violations to (hu .same cxient as the adjust-munis in (a) amt (b). 778 F.2d a( 435 (footnote omitted). On remand, the district court held an evidentiary hearing and entered an order placing ill effect lis boundary-line remedy, rhe district court rejrix'tcd a plan aubmiUed of ap^cwiimtely sixty percent black and forf^^^ercent wTite.' Ai at 419.^the rem.er dy prcscribeir was mtemk^dti/.^itXidl-and district\"segrG^e_etfect\u0026gt;-t4ie-eourts -will orccurse be open and abl_^_tq_,prder an appnrpn^\nfein^\"oai\u0026gt;ifi|ffi - But ivrongs doEie-in the pa^t HJCSiyj.ojc_soni6other*gov??rnTnen-tal entity _coinmju._aatithec.-.a3nstitutiiial ^dotation in_the^utur^whii^^has an inter- ^by PCSSD and accepted a plan submitted dby LE31) and supported by the Joshua [inC*?rvenors, wh\u0026lt;. represent the black -gschoolchildren who are (he true aggrieved yparties in this tvhole litigation. The district js.^oiirfs order states, in pertinent part\nat least for the time being, th^ boundary change between the twci district.*^ must be a \u0026lt;i]iFt}niie~c Range  LRSD and the Joshua intervenors point to a finding made hy the district court during the trial of the question of ttabiJity (o the effect that PCSSD chose to freeze its boundaries in order to hold down the number of black students within its borders. On the previous appeal we affirmed this finiling as not clearly erroneous. 778 P.2d at 418--19. Thal boundaries were frozen in the past, however, does not prove Uiat they will continue (o be frozen for the indefinite future, and the district court has not so found. We simply do nut know what annexations the City of Little Rock may undertake in the future, or tvhat posi-court, when taken in the context of the entire case, sufficiently evinces a deternd-uatjon that the boundary line between LftSI) an\u0026lt;l Pt'SSD, e:\u0026lt;cept for the Granite Monolain area, should, to the fullest extent possible, coincide with the municipal liiniis of the City of Little Rock. We are virtually cerViin that, ih the event of a remand, the district court would simply reform its order by removing chat porcion having prospective effect, and would direct that the boundary line beixveen the two school districts be the city Hmits as they existed at die time of the hearing on remand before the district-court, June 16-19, 1986. [31 The Questbin before u.-i, (hen^ comes down to thia: Is an order fixing the schooldistrict boundary line at the city limits as of June 19, 1986, an abu.*e of di.scretion? We think the answer to this question is districts involved,\" certainly not sufficient' ly clear to justify the substitution of our )udgTneHt for that of the district conn, which is the trier of fact ami in whose discretion this kind of^llecision normally lies. Il is true, as pointed out in PCSSD's 'brief and at oral argiirrienl, that the city limits are somewhat different imw from what they were in November of 1BS5, when our eti bane opinion was fried. Thc record before us demonstrates, however, that adding the territory annexed since November of i9S5 (o LRSD will not aobsiantuilly change the srudent-population makeup (hat wc had in niind when our en banc opinion was filed. We therefore hebevc that this I III clearly n\u0026lt;3- Oiir en baj^c opinion on the rekilively small devialion. by the district court from a literal reading of our en bajie opinion is within that court's discretion. We are fortified in (his conclusion by the fact that none of the parties, during the proceedings on remand before the discrie*. court, made any point of :he additional, jiost'-19d5, annexations, or suggested to the district court that its decision slmutd be n :ti o [\u0026gt;rior ajuieal indicated a clear preference for tile city hnd(s as the school-district boundary line. It gave the district court fhsen-tion to prescribe other limits, but only on a finding that those ether limit.s \"would haxm substantialij^ the same inipact on the student populations of each district and would better meet the educational tieeds of the students of the districts involved/ 778 liased on the city limits a.'^ iey existed at the time unr en banc opinion s filed. rather than as they existed at the time uf the evidentiary hearing before the district court. In short, to the e.xtent that the orrler of the district court directed that the Ivjund-aries between the two school -iistripia shajl Cd -'J o 13 O F.2d at 435. The presumptlou, in other automatically change whet: er additional words, vzas (hat Oie boundary line should coincide with the city limits as they existed at a particular point in time, witli leave granted to the district, court, in its discrews S 2d2ii teri'itory is annexed to the City of Lntlc Rock, it should be reversed. To the extent that tJie order direcw tba: the boundary between the two school districts shall be the city limits of the City of Little Rock as O * * * )K * * DATE START SENDER TRANSACTION Ttj ]RT RX TINE PAGES TYPE P.Ol JUL- 2-93 FRI 14:07 NOTE JUL- 2 14:03 G3 3'10\" 4 RECEIVE OK * * )X )(( X x\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":"scdl_clemsonboard_93","title":"Annual Report of the Clemson Board of Trustees, 1989-1990","collection_id":"scdl_clemsonboard","collection_title":"Board of Trustees","dcterms_contributor":null,"dcterms_spatial":["United States, South Carolina, Pickens County, 34.88752, -82.72532"],"dcterms_creator":["Board of Trustees, Clemson University"],"dc_date":["1990-01-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Clemson, S.C. : Clemson University Libraries"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Board of Trustees Annual Reports"],"dcterms_subject":["Libraries","Information science"],"dcterms_title":["Annual Report of the Clemson Board of Trustees, 1989-1990"],"dcterms_type":["Text"],"dcterms_provenance":["South Carolina Digital Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://tigerprints.clemson.edu/trustees_reports/93"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright of Clemson University. Use of materials from this collection beyond the exceptions provided for in the Fair Use and Educational Use clauses of the U.S. Copyright Law may violate federal law. Permission to publish or reproduce is required."],"dcterms_medium":["manuscripts (documents)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_243","title":"Annual 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":["Little Rock School District"],"dc_date":["1990/2006"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","Education--Evaluation"],"dcterms_title":["Annual 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/243"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["prints (visual works)"],"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\nAnnual Report for 1990-91 Little Rock School District Board and District Work Toward Achieving Long-range Goals Long-range goals adopted for the District in 1989 by the Little Rock School Board continue to be our focal points for improvement: increasing educational achievement for all students, establishing climates of excellence in all schools and enhancing human relations skills for District employees. Academic Achievement Results of the Metropolitan Achievement Test over a four-year period reflect a pattern of progressively better achievement for students in grades one through 11. However, much work remains to be done to address academic achievement at the junior high level where student growth either remained virtually static or dropped slightly. (See report of MAT-6 scores included as an attachment to this report.} On the Arkansas Minimum Performance Test, scores received over a five-year period also are encouraging. (See report of Minimum Performance Test results included as an attachment to this report.) Eighty-seven percent of Little Rock students tested in grades three and eight passed the Arkansas Minimum Performance Test in reading. Ninety-four percent of the sixth graders passed the reading portion. In the math area, 87 percent, 90 percent and 84 percent passed in grades three, six and eight, respectively. At the eighth grade level, the second administration of the test showed marked improvement in the percentage of students passing the test, with all but two junior high schools having at least an 85 percent passing rate. A third administration of the test given in August resulted in all schools passing the total test and achieving an overall 92 percent pass rate for the District. Strategies to increase performance in the Arkansas minimum performance test include tutoring, increased reading and mathematics assistance, computer assisted instruction, more homework, and cooperative learning. In terms of long-range achievement, the District expects to 1 implement most of the 13 recommendations of the Board-approved curriculum audit performed by the National Curriculum Audit Center of Arlington, Va. Results were reported in January 1991 and serve as the basis for the No More Excuses posture outlined by the superintendent in March. Tliis document will serve as the guide for initiating steps to implement the recommendations from the audit and other steps which we agree will further student progress. The District will continue to emphasize and expand early childhood education, homework programs, extended day activities, restructuring efforts at the junior high level and secondary reading and mathematics assistance programs to address academic achievement issues. In addition, the District has launched a major curriculum review and revision process, under the direction of the associate superintendent for educational programs. Two new magnet schools opened: Washington Basic Skills/Math-Science and Dunbar International Studies/Gifted and Talented. Central High School added an international studies program. Six incentive schools offered extended day, Saturday school, full-time counselors, auxiliary teachers and small classes. McClellan initiated a comprehensive community education program, and Rockefeller opened with an early childhood education magnet program serving infants as young as six weeks of age. Also, as a result of the Districts successful millage election in 1990, major construction projects were started at Geyer Springs, Western Hills, Woodruff and Cloverdale elementary schools and Cloverdale Junior High School. Construction and/or improvement projects are on schedule at virtually every school in the District. Revenues 1990-91 Local Total, $103,123,807 Other, 44.9%  State, Other, $46,300,150 0 Local, $56,823,657 2 Expenditures 1990-91 Other Objects, 1.01% Magnets, 3.5% Debt Service, 6.48% Capital Outlay, 3.53% Supplies, Materials, 3.92% -  Q  B  Purchased Services, 10.19% Salaries/Benefits, $73,225,914 Purchased Services $10,457,142 Supplies, Materials, $4,020,746 Capital Outlay, $3,624,884 Debt Service, $6,646,769 Magnets, $3,592,755 Other Objects, $1,040,327 Total: $102,608,537 Salaries/Benefits, 71.37% - Climates of Excellence Declared by the District superintendent as The Year of the School, the 1990-91 school year was a year in which the needs of individual schools received major priority. Restructuring efforts continued at four junior high schools with assistance from the Annie E. Casey Foundation and the Center for Leadership in School Reform. Academic progress incentive grants of $25,000 each were awarded to area schools for school improvement projects. The focus on the school as the basic unit for the delivery of quality education to students will continue in the 1991-92 school year. A reorganization of central office staff will provide principals closer access to the office of the superintendent. Local school plans will continue to be used to improve instruction and learning in all our schools. Human Relations Through the use of trained employees, the Districts bus drivers and education support personnel received special training in human relations skills. For teachers and principals, minicourses were available through our Staff Development Office. An annual survey of attitudes toward human relations reflected the following\nA comparative analysis of the results at each organizational level showed that items ranked as areas of greatest priority did not vary significantly from those identified in 1990, witli 3a slight difference in relative standing. These focus on lack of demonstrated respect among teachers, students, parents and administrators\nlack of fairness and consistency relative to school rules and student discipline\nand lack of satisfaction by all groups, except junior high parents, relative to student progress. Areas that shifted to a lower grouping in 1991 from 1990, indicating an improvement in perception, were about teachers receiving equal treatment (junior high level)\nextra learning time provided for students who need or want it (elementary parents)\nparents promotion of the schools instructional program (elementary teachers)\nand parents treating principals with respect (elementary teachers). The survey item regarding school safety ranked as a greatest priority area for junior high parents only and collective data from each organizational level (excluding junior high parents) showed that respondents from the majority of the subgroups did not regard safety within the school as a major concern. More work will continue in this area during the 1991-92 school year as the results of the annual surveys are used to improve interaction among our students. Appeals Court Rules in Favor of 1989 Plan On December 13, 1990, the Eighth Circuit Court of Appeals approved the Settlement Plan agreed on by the Little Rock School District, the North Little Rock School District and the Pulaski County Special School District in 1989 for operation of desegregated schools. Reaching a conclusion to this long-running court case allows the District to place its effons in operation and action, rather than hearings and plan development. While there will continue to be adjustments among the parties, the Office of Desegregation Monitoring and the court to assure compliance with our plan, we can now offer parents and patrons stability and predictability in terms of the school assignments and other aspects that affect school choice decisions. 4GKAPK 1222 KUMHER TESTED 1929 1922 1991 TOTAL.. reading__ 1980 1929 1222 1991 _TQ T A II- M A1H EMA' 1292 1929 LITTLE ROCK SCHOOL DISTRICP METROPOLITAN ACHIEVEMENT TE.STS (MA'r-6) NATIONAL PERCENTILE SCORES 'jjes.l__tq: .122a .122111222 1998, COMPARATIVE DATA , 1989, 1990 AND 1991 AL_I-AN\u0026lt;iy\u0026amp;8___ 1222 122a 1221 _____ 3CTEI.ICE_ 1202 .1902 ,199a 1991 .fiOCIMi. STUDIES___ 1202 JJB9. 129a 1921 TOTAL ___BASIC_DATTERY___ A22a. 1902. - J25\u0026gt;1 TOTAL __COM p 1,6T K_ DAT' im. -im EBY- .laiLt __1__ _.i._ 0 __ 1'... .11 _ ZQ2:: 1921 20} 1 1 ?Qn-i 1?.'Z9 ?066 _12- _.19. _59_ _22- -Ol.. ,_24,. _11_ _12_ _5a_ _.52_ _HAA -MA* -1!M _li.A4 .-49- .52- ._53_ ._21. _i\na! 1A . 22-. .51 - L9 r 1911 117 2 1712 17,90 19.92 17.77 1912 1209 1910  109.2 1127 1812 1 7  \u0026gt; 1129 1206. 19 30 164.9 1927 1951 1959 I 906 17 2 Q 1706 1 7 69 .Ifi.. -.11- 54 5a -.11.. -21.. 54 .11.. _2.1_ .-22- - 19 -12. _5a.. -IL. ._21_ .54 . 04 . -5 a. 55 _01_ .09... _61_. ._51_ -21.. ..54,_ ,ay 64 _01.- _02_. .57-.. -IONA! MA! _ 4 2. .. -.12. -HA! _M.A* .22 . Il.. _52. . .UA.*.. . MA* .6Q. -24- _A1.. _61_ 66 ,7 1292 1610 1668 1610 K'Qo .1490 _4S___4n_ -.26_ .,21.. -.-49- _24_ ._22__ _92._ _22_ ,2Q ...53 -24. -.53- ._5Q_ _21_ .12 _20_ 22. 19  _2Q. -.23_J._22_ .-23- 57_ _23_ -oe.. _oi_ _01_ - o.a. _54.- _.5Q- -5X. _45, _:19_ -29 .49.. -49- '4- -52... ._52- . 19.. .53. . 51 .51. 12. .-.f\u0026gt;a. _.6a_ --5,2. -2a._ .5.1,. _26.- -21- _.29_. .52 . -22- -21 _59_ _59._ _52_. -21- *\n9 ..59.- 56 _22_. _42_ -21-. _55_ _22_. -24- -2 ^'L _22_ _16_ _26_ _5a_ _62_ _65_ -21- 66 .-21- _ 57 -22- -52- -fiO- -22_ .. ,9 61 61 .-62_ ._2a_ _21_ _47_ _22_ -23-. 59 52 50 i3_- -22_ _52_ _55.. -22 21 54 50 .21 12. . 2a_ AJ- 12. _22___ .-24_ -26.- 5 .21 _22_ ..61- 61 57 _59. 21 49 1.7 19- _56_ _2X.. -20_. -21- _22_ _55___51_ 22. 21 20. 51. 7.1 .61.. ..60 71 ...02.. 2 67 58 _63_ -29- _21_ 65 -.22.- 22 21 .67 66 62 _2k_ _52_ .11.. -11- .64. 61 .2.0.,. ..49 4 9 49 Students in grades one and two did not take scietico and sod a 1 stud ies in 1908 or 1989. 22, _22. ,49.. ,-.4 9_. ..53 . -54 -22- _22_ -29 _5 ...23 .59 .29- .J 2.. S'd. 51 54 ._22_ _aa. _53_L-22 12.. -29J19 8.7 19 8 8 READING 19 89 1990 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS DISTRICT SUMMARY FIVE YEAR COMPARISON 1987 THROUGH 1991 1.9J7, lJ-08, READING 1989 .1990. J.S11 198.7 MATHEMATICS 1988 1989 1990 1991 GRADE 3 No. Tented No. Passed P e r c e n t_ P a s s e d_ 1191 19871 1988 1274 1103 1044 154 1 1946 1683 1958 1709 1 863 1616 1275 1081 1844 1566 1946 1735 1958 1694 1863 1620 __0 7, __8_4 MATHEMATICS 198.9. 19.9.0 8_6j___87 ___.87. 0 5, ___8.5 09 87 87 19U 1987 1,198 8 I.AHGUAGE ARTS 19.8.?. .1^0 199.1 1987 198.8. SCIENCE 1989 1990 19JX 1987 SOCIAL STUDIES 1988 1989 1990 1991 GRADE 6 No. Tested No. Passed 1202 1063 1765 1533 1799 1590 1709 1542 1722 1615 1202 999 1765 1518 1798 1602 1709 1544 1722 1558 1201 836 1765 1301 1790 1354 1709 1315 1722 1336 1200 799 1765 1135 1799 1196 1709 1223 1722 1255 1200 718 1765 1157 1799 1265 1709 1318 1722 1265 Percent_Pa3Sed._ 88. 87, 0 0 ___9 0 .9.4, ___8 3. .8 6 __0?____.9 0 ___90. 7,0 __74 ___75 12 ___7.8. _|___,67. 64 .66 12 73 J, 60 6.6 7.0 IT. ___13 1987 .19.8 8 READING 1989 .19? 0 -199J, 1987 118.8, MATHEMATICS 1?8? IHQ. 1991 1987 LANGUAGE ARTS 1?J_O .19 8?. ..19?J. ,.19.91 SCIENCE .1987 19.8,8. 1989 1990 1991 1987 SOCIAL STUDIES 1988 1989 19,9Q .19_9 1 GRADE 8 No. Tested No. Passed 1326 1130 1811 1679 1799 1623 1756 1562 1792 1561 1326 1098 1811 1609 1799 1608 1756 1536 1792 1506 1326 945 1811 1560 1799 1537 1756 1478 1792 1467 1326 724 1011 1272 1799 1207 1756 1298 1792 1121 1326 866 1811 1275 1799 1337 1756 1324 1792 1134 Percent Passed 81 93 90 89 87 83 .89 ___8.9J___8.7.)___.841. ___7,1 ___86,1___85. ^BJ.)___02. 5. 1.9 ^7 Ai 65 70 7i 75 ___63.27^J'?? \"Sr-nJ 7-1 SEP 2 9 1992 Annual Report for Little Rock School District Board and District Work Toward Achieving Long-range Goals Long-range goals adopted for the District in 1989 by the Little Rock School Board continue to be our focal points for improvement: increasing educational achievement for all students, establishing climates of excellence in all schools and enhancing human relations skills for District employees. Academic Achievement The Stanford Achievement Test was administered in April 1992 to 19,287 students in grades one through 11. Because this is the first year for administering the Stanford, a longitudinal display of data is not given. However, results are encouraging. (See report of Stanford scores included as an attachment to this report.) On the Arkansas Minimum Performance Test (MPT), scores are reported for a five-year period. (See report of MPT results included as an attachment to this report.) Eighty-eight percent of Little Rock students tested in grade three passed the MPT in readin\nNinety-one percent of the third graders passed the math portion. In the reading area, 92 percent and 85 percent passed in grades six and eight, respectively. At the eighth grade level, the third administration of the test showed marked improvement in the percentage of students passing the test, with all but two junior high schools having at least an 85 percent passing rate. The 1992 percent pass rate for the District is 88 percent. Strategies to increase performance in the Arkansas minimum performance test include tutoring, increased reading and mathematics assistance, computer assisted instruction, more homework and cooperative learning. In terms of long-range achievement, the District began to implement recommendations of the Board-approved curriculum audit performed by the National 1 Curriculum Audit Center of Arlington, Va. Results were reported in January 1991 and serve as the basis for the No More Excuses posture outlined by the superintendent in March 1991. The administration was authorized by the Board to design and develop a curriculum specifically for Little Rock students which is comprehensive, relevant, challenging and properly scoped and sequenced in grades K-12. This covered the core areas of the curriculum (reading, language arts. math, science and social studies), as well as gifted/talented, physical education and vocational education. Implementation began in August 1992. The scope of this revised curriculum exceeds required statewide assessment requirements. Local schools have some flexibility in implementing the curriculum as they make decisions regarding teaching strategies, methodologies and resources. Additionally, curriculum guides were sequentially developed and objectives have been correlated to the skills in the Arkansas Minimum Performance Test and the Stanford Eight nonreferenced test. Also in August 1992, an Instructional Management System was implemented to enable teachers, administration and parents to monitor progress of individual students and provide corrective prescriptions to improve learning. It can monitor the effectiveness of instruction through an assessment component aligned with the curriculum, also. The District will continue to emphasize and expand early childhood education, homework programs, extended day activities, restructuring efforts at the junior high level and secondary Revenues 1991-92 Local State, Other, 43.1%  State, Other, $49,292,940 B Local, $64,998,181 Total, $114,291,121 2 Expenditures 1991-92 Other Objects, 1.53%  Magnets, 3.32% Debt Service, 7.06% Capital Outlay, 3.52% B   Supplies, Materials, 3.56% a   J Salaries/Benefits, $82,183,954 Purchased Services $9,036,188 Supplies, Materials $4,010,760 Capital Outlay $3,959,731 Debt Service $7,950,100 Magnets $3,738,667 Other Objects $1,724,698 Purchased Services, 8.02% Total: $112,604,098 Salaries/Benefits, 72.99% reading and mathematics assistance programs to address academic achievement issues. Two new magnet schools were planned by e District and approved for opening in the fall of 1992 by the federal court: Henderson Health Science Magnet Junior High and McClellan Business/ Communications Magnet High School. The number of incentive schools was increased to seven with the inclusion of Franklin Elementary. Incentive schools continued to offer extended day, Saturday school, full-time counselors, auxiliary teachers and small classes. The number of elementary schools offering free four-year-old programs was increased from seven to 11. Those schools. Rightsell, Romine, Mitchell and Woodruff, joined the previous schools of Rockefeller, Badgett, Franklin, Garland, Ish, Stephens and Washington. Also, results from the Districts successful millage election in 1990 continued to be evident. Major construction projects were completed at Geyer Springs, Western Hills, Woodruff and Cloverdale elementary schools, Cloverdale Junior High School and McClellan Business/Communications Magnet High School. Remodeling and construction began at Forest Heights Junior High School. Construction and/or site improvement projects are on schedule at approximately 20 other schools in the District. 3Positive School Climate On April 30, 1991, the City of Little Rock, the LRSD and Blue Cross and Blue Shield of Arkansas announced a program to help in the battle against the abuse of alcohol and other drugs. This unique program is an insurance policy which covers all children enrolled in the LRSD and provides coverage for treatment of problems arising from substance abuse. It is the only one of its kind in the nation. During 1991-92, 264 students were refemed for assessment, 75 percent of whom had no private insurance coverage for substance abuse treatment. Various restructuring efforts for improved organization and delivery of instruction and services continued, including work at four junior high schools under the umbrella of the New Futures for Little Rock Youth program. Funding assistance for the restructuring in the four schools continued from the Annie E. Casey Foundation and the Center for Leadership in School Reform. Also, the collaborative work between the District and the Arkansas Health Department continued at two school-based health clinics for improved health services to students . The Johnson and Johnson Community Health Foundation continued its commitment to the effort with the award of an additional $20,000 grant to the clinic at Forest Heights Junior High School. A third clinic, to open in tlie fall of 1992 at McClellan High School, was approved by the Board. Academic progress incentive grants of $25,000 each were awarded to area schools for school improvement projects. Safety and security continued to be a priority. In February 1992, the use of hand-held scanning devices to detect metal was begun and frequent, random searches at secondary schools continue. This was part of the continuing response to needs identified in the Safety and Security Task Force Report in 1989 and to the 53-point action plan for safe schools developed in 1991. Dr. Ruth Steele announced in October 1991 her resignation as superintendent, effective July 1, 1992. The LRSD Board of Directors formed a search committee and Dr. Mac Bernd was hired in May 1992. The focus on the school as the basic unit for the delivery of quality education to students will continue in the 1992-93 school year. A reorganization of central office staff will provide principals closer access to the office of the superintendent. Local school plans will continue to be used to improve instruction and learning in aU schools. Twenty-six schools are in 4the first or second year of the five-year rotating cycle of the Comprehensive Outcomes Evaluation (COE) effort begun in 1990. COE is the evaluation process designed by the state to accredit schools which combines state and North Central Accreditation criteria. Human Relations During 1991-92, the primary mission of the Districts Staff Development Department was to provide District employees with professional growth experiences that support the Districts goal of educational excellence and equity for all students. These experiences were designed and implemented according to the (1) mandates of the desegregation plan\n(2) specific identified needs as reflected in the local schools annual improvement plans\nand (3) district-wide expectations. Areas addressed included effective teaching, teacher expectations and student achievement, classroom management, cooperative/team learning, learning styles, self-esteem for students, at-risk students, classroom discipline, stress management, thinking skills, prejudice reduction training, new teacher/mentor program and subject area mini-courses. In the annual survey of attitudes toward human relations in LRSD schools, a comparative analysis of the results at each organizational level showed that items ranked as areas of greatest priority varied from those identified in 1991, with several differences in relative standing. The 1992 data revealed new areas of priority, including the need for voluntary visits by parents at the junior high and senior high levels\nparent promotion of the instructional program\nand involvement of parents and community members in school decisions through advisory committees. Improvement was noted relative to respect among teachers, students, parents and administrators\nand fairness and consistency relative to school rules and student discipline. Although the perception of junior high parents relative to school safety improved, the area remains a concern for junior high parents. As reported in 1991, collective data from each organizational level (excluding junior high parents) showed at respondents from the majority of the subgroups did not regard safety within the school as a major concern. More work will continue in this area during the 1992-93 school year as the results of the annual surveys are used to improve interaction among our students. 5Progress Made on Desegregation Plan Implementation On December 13, 1990, the Eighth Circuit Court of Appeals approved the Settlement Plan agreed on by the Little Rock School District, the North Little Rock School District and the Pulaski County Special School District in 1989 for operation of desegregated schools. Following the court ruling, timelines in the 1989 plan were revised and necessary modifications were made to reflect the status of programs that had been implemented and were being retained. While there will continue to be adjustments to details in the plan among the parties, the Office of Desegregation Monitoring and the court to assure compliance, the District continues to improve its ability to offer students, parents and patrons stability and predictability in terms of school assignments and other aspects that affect school choice decisions. 6LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) DISTRICTWIDE SUMMARY 1992 ENVIRONMENT* GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE B.^SIC BATTERY COMPLETE * BATTERY 1 TOTAL B W o 2094 1330 697 2 4 42/45.8 35/41.9 63/57.0 66/58.8 48/49.0 40/44.6 70/61.1 74/63.3 41/45.1 32/40.2 63/57.2 68/60.1 37/42.9* 27/37.3 59/55.0 49/49.5 A 45/47.5 36/42.4 67/59.5 74/63.5 39/44.0 31/39.5 64/57.8 67/59.1 2 TOTAL B X W 0 1883 1173 672 28 39/44 . 1 29/38 . 1 62/56.2 63/56.9 57/53.8 46/47.7 77/65.6 87/73.6 49/49.7 39/43.9 70/60.9 64/57.4 43/46.3* 32/40.0 65/58.0 67/59.3 A 45/47.4 34/41.3 69/60.3 73/62.6 45/47.3 33/40.8 70/61.2 74/63.5 3 TOTAL B W 0 1783 1131 632 18 39/44.2 27/36.9 63/57.0 57/53.8 58/54.1 46/47.8 76/65.1 80/68.0 50/50.0 38/43.8 70/60.9 68/59.6 43/46.1 30/38.8 67/59.1 63/57.1 46/48.0 35/41.6 67/59.2 61/55.9 49/49.2 36/42.4 70/61.1 69/60.4 47/48.2 34/41.0 70/61.0 68/59.7 4 TOTAL B W 0 1867 1211 632 23 44/47.0 33/40.9 67/59.2 60/55.4 57/53.9 49/49.2 73/63.0 76/65,1 46/47.6 35/42.1 65/58.0 64/57.4 46/47.6 34/41.5 68/60-0 66/50.7 48/49.0 38/43.5 68/59.7 69/60.3 48/49.0 38/43.6 68/59.7 67/59.0 47/48.2 36/42.2 68/60.0 67/59.0 5 TOTAL B W 0 1922 1288 612 22 38/43 .3 26/36.6 63/56.8 58/54.1 53/51.7 43/46.5 71/61.9 83/69.9 48/48-7 38/43.7 67/59.1 66/58.7 45/47.4 33/40.6 70/61.2 74/63.6 46/48.1 37/43. 1 65/58.2 70/60.8 44/46.8 34/41.1 65/58.3 71/61.5 44/46.7 32/40.4 67/59.2 72/62.4 6 TOTAL B W 0 1843 1209 609 25 50/49.9 37/42.8 74/63.6 67/59.2 57/53.8 48/48.7 74/63.3 75/64.3 51/50.3 41/45.4 68/59.9 64/57.7 54/52.0 43/46.0 74/63.5 75/64.0 59/54 . 5 48/49.0 76/65.0 72/62.0 54/52.1 43/46.4 73/63.1 72/62.2 54/52.1 43/46.0 75/64.0 73/62.6 7 TOTAL B W O 1694 1122 550 21 42/45.5 31/39.3 70/61.0 72/62.2 45/47.4 36/42.2 64 /57.3 75/64.3 43/46. 1 33/40.7 64/57.7 70/61.1 42/45.6 31/39.7 65/57.9 75/64.5 47/48.6 35/42.1 72/62.0 80/67.8 46/47.9 35/41.7 69/60.6 75/64.5 46/47.7 33/40.9 71/61.5 78/66.0 8 TOTAL D W 0 1573 1060 493 19 43/45.2 29/38.5 67/59.4 73/62.6 39/4 4.0 30/38.8 59/54.7 87/73.6 48/49.1 38/43.6 69/60.7 81/68.5 45/47.4 34/41.3 68/60.1 77/65.7 46/48.0 34/41.3 72/62.1 83/70.0 43/46.2 32/40.0 66/58.6 84/71.2 4 3/46. 1 30/39.2 68/59.8 86/72.6 9 TOTAL B W O 1554 995 536 23 44/46.6 30/39.2 68/60.1 63/57.2 34/41.2 23/34 . 1 57/53.9 68/59.6 54/51.9 42/45.9 73/63.0 69/60.6 50/50.2 38/43.4 72/62.5 69/60.7 49/49.6 36/42.5 73/62.6 71/61.4 47/48.2 34/41.1 70/61.0 71/61.7 48/48.8 34/41. 1 73/62.6 73/62.9 10 TOTAL B W O 1602 949 609 41 49/49.2 3 5 / 4 3.. 8 72/62.3 64/57.4 37/43.2 26/36.7 56/53.1 58/54.0 47/48.6 34/41.5 68/60.0 59/54.6 45/47.3 32/39.9 67/59.0 64/57.3 43/46.2 30/38.7 66/58.4 57/53.8 47/48.4 34/41.2 68/60.1 64/57.7 47/48.5 32/40.4 70/61.2 65/58.2 11 TOTAL D W O 1472 825 612 35 50/49.8 34/41.4 69/60.7 66/58.4 43/46.5 32/40.1 59/54.6 62/56.4 48/49.1 35/41.9 66/58.5 61/56.1 47/48.6 32/40.2 63/59.7 58/54.4 51/50.6 36/42.7 69/60.7 72/62.3 51/50.4 36/42.3 70/60.8 69/60.5 51/50.4 34/41.3 72/62.1 70/61\n0  At Grades 1 and 2 the SCIENCE and SOCIAL SCIENCE objectives are combined and refl noted an on*^ nrnrn undnr ENVIRONMENT.1255 1252. READIHG 1220 1221 GR.A!)E_6 No. Tested llo. Prtssetl 1765 15 13 ?eESIl^..tS.9ied_ J___ft2. 12.63 1799 159 0 00 1262 1709 15 12 .23. 1722 1615 21 READING 1223 1221 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIHUM IERIOHMANCE TEST RESULTS UI STH I CT SUHMAHY FIVE YEAR COnrARISOH FIROT ADMINIOTRATION 1900 'I'HROUGII 1992 ISQfi 1252 REAUIUC 1225 1221 12 22 1235 1252 MATHEMATICS 1223 122.1 122? QB.ade, s No. No. Tus t ed Passed 10)1 1679 1 ^99 1623 1756 1562 PtCfent_Ea95e.'d_J___2lJ__30___eg. 17 9 2 1561 __32 i No. Tested No. Passed I9reDt_ Fa33ed_ 122? 1875 1725 1222 170 1 1505 _35. 1255 17 65 1518 104 1 154 1 __8 4 \"iiATii'EMATICS 1236 lull 1 609 12 S2 1220 194 6 1603 -12 21 ...6 1950 1709 __07 -122J 1063 16 16 _,0L 128 5 1003 1503 __0 8 1044 1 566 19 4 6 1 7 35 ___0 5 1___0? iahguage'arts*'' 1232 1223 1221 17 90 1602 1 709 15 14 1722 1 550 _.32L_..23L-._2 0 1232 MATHEMATICS 1223. 1221 1 075 167 1 ... 9.1 1222 1765 1301 ___24 1265 1799 ) 600 17 56 1536 17 9 2 1 506 __311___31J_J2.|__34 170 1 1 523 _.63 I 0 1 1 1560 1798 1 354 22 19 50 16 9 4 1221 \u0026amp;2. 1063 1620 __fi? 1280 1 803 1635 1.232 2 1 SCIENCE 1223 1221 1222 1256 SOCIAL STUi)JE, 1262 1220 12 2 1 ij22 1709 1315 1722 1336 .12___IS. lANGUAGE ARTS 1232 17 9 9 153 7 1223 1 4 70 ___84 199 1 1792 14 67 ___02 1875 14 4 6 1765 1 135 1799 1 196 1709 1223 17 2 2 1255 - W_71J___2,1 1221 1701 1 4 35 31 1233 18 11 1272 70 1232 SCIENCE 1223 1221 1 /yy 1 20? IL 17 5 6 1290 1792 112 1 1875 1410 __2.2 1222 1701 1110 421__31 17 65 1157 1238 18 11 127) ...IS I 299 I 265 . 7\u0026lt;i 1709 1110 1 7 .! . I B75 1 )0 ! .21 .. 2 2 SOCIAL STUDIES 1262 17 9 9 13 3/ 71 12 2,0 I ?j .._.251. 122 1 1 / 9 1 1 J 4  f i 12 2? I 70 I 11/2 ....44LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION ARKANSAS MINIMUM PERFORMANCE TEST GRADE EIGHT SUMMARY THIRD ADMINISTRATION 1 9 9 2. SCHOOL/NO. TESTED* STUDENTS PASSING TOTAL TEST PASSING SCORE = 4204 STUDENTS FAILING BLACK WHITE OTHER TOTAL CLOVERDALE/219 Number Percent DUNBAR/242 Number Percent FOREST HEIGHTS/218 Number Percent HENDERSON/211 Number Percent MABELVALE/175 Number Percent MANN/273 Number Percent PULASKI HEIGHTS/228 Number Percent SOUTHWEST/199 Number Percent ELIZ. MITCHELL/9 Number Percent PINNACLE POINT/5 Number Percent DISTRICT/1779 Number Percent 198 90 222 92 181 83 179 85 153 87 257 94 202 89 162 81 5 56 1559 88 10 48 10 50 24 65 21 66 12 55 7 44 10 38 15 41 109 50 10 48 6 30 13 35 11 34 9 56 16 62 15 41 1 25 1 20 88 40 2 10 2 10 3 14 5 14 2 50 2 40 11 5 1 25 2 40 12 5 21 10 20 8 37 17 32 15 22 13 16 6 26 11 37 19 4 44 __5 100% 220 12 M F M 0 0 0 0 0 0 F 1 5 0 0 M 0 0 0 0 F 0 0 0 0 6 21 1 5 0 0 0 0 0 0 0 0 0 0 2 5 0 0 0 0 0 0 0 0 * The number of students tested has been revised to reflect students moving into and out of the district since the second administration and to exclude special education students who may have been included in the second administration summary.Little Rock School District RECE!Er\u0026gt; OCT 6 1992 Office of Desegregation Monitoring DATE: October 1, 1992 TO: Ann Brown Office of Desegregation Monitoring FROM: Marie A. Parker, Associate Superintendent for Organizational and Learning Equity SUBJECT: Annual Report for 1991-92 The enclosed State Report was submitted to the LRSD School Board on September 24, 1992. The report will be submitted to Arkansas State Department of Education on/or before October 15, 1992. If you have any questions regarding this report, please call me at 324-2270. rjg: 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 Annual Report for 1991-92 Little Rock School District Board and District Work Toward Achieving Long-range Goals Long-range goals adopted for the District in 1989 by the Little Rock School Board continue to be our focal points for improvement: increasing educational achievement for all students, establishing climates of excellence in all schools and enhancing human relations skills for Dis-trict employees. Academic Achievement The Stanford Achievement Test was administered in April 1992 to 19,287 students in grades one through 11. Because this is the first year for administering the Stanford, a longitudinal display of data is not given. However, results are encouraging. (See report of Stanford scores included as an attachment to this report.) On the Arkansas Minimum Performance Test (MPT), scores are reported for a five-year period. (See report of MPT results included as an attachment to this report.) Eighty-eight percent of Little Rock students tested in grade three passed the MPT in reading. Ninety-one percent of the third graders passed the math portion. In the reading area, 92 percent and 85 percent passed in grades six and eight, respectively. At the eighth grade level, the third administration of the test showed marked improvement in the percentage of students passing the test, with all but two junior high schools having at least an 85 percent passing rate. The 1992 percent pass rate for the District is 88 percent. Strategies to increase performance in the Arkansas minimum performance test include tutoring, increased reading and mathematics assistance, computer assisted instruction, more homework and cooperative learning. In terms of long-range achievement, the District began to implement recommendations of the Board-approved curriculum audit performed by the National 1 Curriculum Audit Center of Arlington, Va. Results were reported in January 1991 and serve as the basis for the No More Excuses posture outlined by the superintendent in March 1991. The  -- administration was authorized by the Board to design and develop a curriculum specifically for Little Rock students which is comprehensive, relevant, challenging and properly scoped and sequenced in grades K-12. This covered the core areas of the curriculum (reading, language arts, math, science and social studies), as well as gifted/talented, physical education and vocational education. Implementation began in August 1992. The scope of this revised curriculum exceeds required statewide assessment requirements. Local schools have some flexibility in implementing the curriculum as they make decisions regarding teaching strategies, methodologies and resources. Additionally, curriculum guides were sequentially developed and objectives have been correlated to the skills in the Arkansas Minimum Performance Test and the Stanford Eight non-referenced test. Also in August 1992, an Instructional Management System was implemented to enable teachers, administration and parents to monitor progress of individual students and provide corrective prescriptions to improve learning. It can monitor the effectiveness of instruction through an assessment component aligned with the curriculum, also. The District will continue to emphasize and expand early childhood education, homework programs, extended day activities, restructuring efforts at the junior high level and secondary Revenues 1991-92 Local State, Other, 43.1%  State, Other, $49,292,940 H Local, $64,998,181 Total, $114,291,121 2 Expenditures 1991-92 Other Objects, 1,53%  Magnets, 3.32% Debt Service, 7.06% Capital Outlay, 3.52% a   Supplies, Materials, 3.56% a   Salaries/Benefits, $82,183,954 Purchased Services $9,036,188 Supplies, Materials $4,010,760 Capital Outlay $3,959,731 Debt Service $7,950,100 Magnets $3,738,667 Other Objects $1,724,698 Purchased Services, 8.02% Total: $112,604,098 Salaries/Benefits, 72.99% reading and mathematics assistance programs to address academic achievement issues. Two new magnet schools were planned by the District and approved for opening in the fall of 1992 by the federal court: Henderson Health Science Magnet Junior High and McClellan Business/ Communications Magnet High School. The number of incentive schools was increased to seven with the inclusion of Franklin Elementary. Incentive schools continued to offer extended day, Saturday school, full-time counselors, auxiliary teachers and small classes. The number of elementary schools offering free four-year-old programs was increased from seven to 11. Those schools. Rightsell, Romine, Mitchell and Woodruff, joined the previous schools of Rockefeller, Badgett, Franklin, Garland, Ish, Stephens and Washington. Also, results from the Districts successful millage election in 1990 continued to be evident. Major construction projects were completed at Geyer Springs, Western Hills, Woodruff and Cloverdale elementary schools, Cloverdale Junior High School and McClellan Business/Communications Magnet High School. Remodeling and construction began at Forest Heights Junior High School. Construction and/or site improvement projects are on schedule at approximately 20 other schools in the District. 3Positive School Climate On April 30, 1991, the City of Little Rock, the LRSD and Blue Cross and Blue Shield of Arkansas announced a program to help in the battle against the abuse of alcohol and other drugs. This unique program is an insurance policy which covers all children enrolled in the LRSD and provides coverage for treatment of problems arising from substance abuse. It is tlte only one of its kind in the nation. During 1991-92,264 students were referred for assessment, 75 percent of whom had no private insurance coverage for substance abuse treatment. Various restructuring efforts for improved organization and delivery of instruction and services continued, including work at four junior high schools under the umbrella of the New Futures for Little Rock Youth program. Funding assistance for the restructuring in the four schools continued from the Annie E. Casey Foundation and the Center for Leadership in School Reform. Also, the collaborative work between the District and the Arkansas Health Department continued at two school-based health clinics for improved health services to students . The Johnson and Johnson Community Health Foundation continued its commitment to the effort with the award of an additional $20,000 grant to the clinic at Forest Heights Junior High School. A third clinic, to open in the fall of 1992 at McClellan High School, was approved by the Board. Academic progress incentive grants of $25,000 each were awarded to area schools for school improvement projects. Safety and security continued to be a priority. In February 1992, the use of hand-held scanning devices to detect metal was begun and frequent, random searches at secondary schools continue. This was part of the continuing response to needs identified in the Safety and Security Task Force Report in 1989 and to the 53-point action plan for safe schools developed in 1991. Dr. Ruth Steele announced in October 1991 her resignation as superintendent, effective July 1, 1992. The LRSD Board of Directors formed a search committee and Dr. Mac Bernd was hired in May 1992. The focus on the school as the basic unit for the delivery of quality education to students will continue in the 1992-93 school year. A reorganization of central office staff will provide principals closer access to the office of the superintendent. Local school plans will continue to be used to improve instruction and learning in aU schools. Twenty-six schools are in 4the first or second year of the five-year rotating cycle of the Comprehensive Outcomes Evaluation (COE) effort begun in 1990. COE is the evaluation process designed by the state to accredit schools which combines state and North Central Accreditation criteria. Human Relations During 1991-92, the primary mission of the Districts Staff Development Department was to provide District employees with professional growth experiences that support the Districts goal of educational excellence and equity for all students. These experiences were designed and implemented according to the (1) mandates of the desegregation plan\n(2) specific identified needs as reflected in the local schools annual improvement plans\nand (3) district-wide expectations. Areas addressed included effective teaching, teacher expectations and student achievement, classroom management, cooperative/team learning, learning styles, self-esteem for students, at-risk students, classroom discipline, stress management, thinking skills, prejudice reduction training, new teacher/mentor program and subject area mini-courses. In the annual survey of attitudes toward human relations in LRSD schools, a comparative analysis of the results at each organizational level showed that items ranked as areas of greatest priority varied from those identified in 1991, with several differences in relative standing. The 1992 data revealed new areas of priority, including the need for voluntary visits by parents at the junior high and senior high levels\nparent promotion of the instructional program\nand involvement of parents and community members in school decisions through advisory committees. Improvement was noted relative to respect among teachers, students, parents and administrators\nand fairness and consistency relative to school rules and student discipline. Although the perception of junior high parents relative to school safety improved, the area remains a concern for junior high parents. As reported in 1991, collective data from each organizational level (excluding junior high parents) showed that respondents from the majority of the subgroups did not regard safety within the school as a major concern. More work will continue in this area during the 1992-93 school year as the results of the annual surveys are used to improve interaction among our students. 5Progress Made on Desegregation Plan Implementation On December 13, 1990, the Eighth Circuit Court of Appeals approved the Settlement Plan agreed on by the Little Rock School District, the North Little Rock School District and the Pulaski County Special School District in 1989 for operation of desegregated schools. Following the court ruling, timelines in the 1989 plan were revised and necessary modifications were made to reflect the status of programs that had been implemented and were being retained. While there will continue to be adjustments to details in the plan among the parties, the Office of Desegregation Monitoring and the court to assure compliance, tlie District continues to improve its ability to offer students, parents and patrons stability and predictability in terms of school assignments and other aspects that affect school choice decisions. 6LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) DISTRICTWIDE SUMMARY 1992 ENVIRONMENT* GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BAITERY COMPLETE BATTERY 1 TOTAL B W 0 2094 1330 697 2 4 42/45.8 35/41.9 63/57.0 66/58.8 48/49.0 40/44.6 70/61.1 74/63.3 41/45.1 32/40.2 63/57.2 68/60.1 37/42.9* 27/37.3 59/55.0 49/49.5 45/47,5 36/42.4 67/59.5 74/63.5 39/44.0 31/39.5 64/57.8 67/59.1 2 TOTAL B \\ W O 1883 1173 672 28 39/44.1 29/38.1 62/56.2 63/56.9 57/53.8 46/47.7 77/65.6 87/73.6 49/49.7 39/43.9 70/60.9 64/57.4 43/46.3* 32/40.0 65/58.0 67/59.3 45/47.4 34/41.3 69/60.3 73/62.6 45/47.3 33/40.8 70/61.2 74/63.5 3 TOTAL B W 0 1783 1131 632 18 39/44.2 27/36.9 63/57.0 57/53.8 58/54.1 46/47.8 76/65.1 80/68.0 50/50.0 38/43.8 70/60.9 68/59.6 43/46.1 30/38.8 67/59.1 63/57.1 46/48.0 35/41.6 67/59.2 61/55.9 49/49.2 36/42.4 70/61.1 69/60.4 47/48.2 34/41.0 70/61.0 68/5S: . 7 4 TOTAL B W 0 1867 1211 632 23 44/47.0 33/40.9 67/59.I 60/55.4 57/53.9 49/49.2 73/63.0 76/65.1 46/47.6 35/42.1 65/58.0 64/57.4 46/47.6 34/41.5 68/60.0 66/58.7 48/49.0 38/43.5 68/59.7 69/60.3 48/49.0 38/43.6 68/59.7 67/59.0 47/48.2 36/42.2 68/60.0 67/59.0 5 TOTAL B W 0 1922 1288 612 22 38/43.3 26/36.6 63/56.8 58/54.1 53/51.7 43/46.5 71/61.9 83/69.9 48/48.7 38/43.7 67/59.1 66/58.7 45/47.4 33/40.6 70/61.2 74/63.6 46/48.1 37/43.1 65/58.2 70/60.8 44/46.8 34/41.1 65/58.3 71/61.5 44/46.7 32/40.4 67/59.2 72/62.4 6 TOTAL B W o 1843 1209 609 25 50/49.9 37/42.8 74/63.6 67/59.2 57/53.8 48/48.7 74/63.3 75/64.3 51/50.3 41/45.4 68/59.9 64/57.7 54/52.0 43/46.0 74/63.5 75/64.0 59/54.5 48/49.0 76/65.0 72/62.0 54/52.1 43/46.4 73/63.1 72/62.2 54/52.1 43/46.0 75/64.0 73/62.6 7 TOTAL B W O 1694 1122 550 21 42/45.5 31/39.3 70/61.0 72/62.2 45/47.4 36/42.2 64/57.3 75/64.3 43/46.1 33/40.7 64/57.7 70/61.1 42/45.6 31/39.7 65/57.9 75/64.5 47/48.6 35/42.1 72/62.0 80/67.8 46/47.9 35/41.7 69/60.6 75/64.5 46/47.7 33/40.9 71/61.5 78/66.0 8 TOTAL B W O 1573 1060 493 19 41/45.2 29/38.5 67/59.4 73/62.6 39/44.0 30/38.8 59/54.7 87/73.6 48/49.1 38/43.6 69/60.7 81/68.5 45/47.4 34/41.3 68/60.1 77/65.7 46/48.0 34/41.3 72/62.1 83/70.0 43/46.2 32/40.0 66/58.6 84/71.2 43/46.1 30/39.2 68/59.8 86/72.6 9 TOTAL B W 0 1554 995 536 23 44/46.6 30/39.2 68/60.1 63/57.2 34/41.2 23/34.1 57/53.9 68/59.6 54/51.9 42/45.9 73/63.0 69/60.6 50/50.2 38/43.4 72/62.5 69/60.7 49/49.6 36/42,5 73/62,6 71/61.4 47/48.2 34/41.1 70/61.0 71/61.7 48/48.8 34/41.1 73/62.6 73/62.9 10 TOTAL B W 0 1602 949 609 41 49/49.2 35/41.8 72/62.3 64/57.4 37/43.2 26/36.7 56/53.1 58/54.0 47/48.6 34/41.5 68/60.0 59/54.6 45/47.3 32/39.9 67/59.0 64/57.3 43/46.2 30/38.7 66/58.4 57/53.8 47/48.4 34/41.2 68/60.1 64/57.7 47/48.5 32/40.4 70/61.2 65/58.2 11 TOTAL B W O 1472 825 612 35 50/49.8 34/41.4 69/60.7 66/58.4 43/46.5 32/40.1 59/54.6 62/56.4 48/49.1 35/41.9 66/58.5 61/56.1 47/48.6 32/40.2 68/59.7 58/54.4 51/50.6 36/42.7 69/60.7 72/62.3 51/50.4 36/42.3 70/60.8 69/60.5 51/50.4 34/41.3 72/62.1 70/61i 0 * At Grades 1 and 2 the SCIENCE and SOCIAL SCIENCE objectives are combined and reflected ar. r.corn nndnr ENVIRONMENT..?BAJ\u0026gt;t*_9 No. Tested No. Passed 120 8 1765 1513 19 8? readThg 1799 1 59 0 SInt._ES.ia.4_i._ill___SS. ills i6 1220 1709 1542 lA 1991 1722 1615 n KEADIIIG UO ISi LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERIOIUIANCE TEST RESULTS OISTniCT SUMMARY FIVE YEAH COMPARISON FIROT ADMINISTRATION 1908 TIiROUGlI 1992 1-215 1292 READING 1229 1221 1212 1229 1292 MATHEMATICS 1220 1211 122? i No. Tested Uo. Passed percent Passed 122? 1875 1725 m? 1299 17 65 1518 ..9A 188 184 1 1541 8 4 HATliEMATT\u0026lt;:S 1212 1220 1790 1602 1 709 154 4 19 4 6 1603 86 .1221 1722 1558 IU. 1950 1709 87 1212 1875 1671 ... fj. MATHEMATICS ISfi. mi i22 1863 1616 _^.ei 1199 17 65 1301 ___Ll. 1 803 1503 00 1044 1566 1946 1735 19 58 16 9 4 1063 1620 .1___85____811___07 J__0 7 ITkUGUAGE ARTS llfil 1220 1121 1221 1199. 12SS 1803 1635 __9 1 1.29.2 SCIENCE 12 22 1221 1221 1299 SOCIAL SrUDH..', 1292 1 229 1 ? 3 1 1 798 1354 1709 1315 1722 1336 1875 1446 1765 1135 1799 1196 1709 1223 1722 1255 1 875 1410 17 65 1157 I 199 1 265 1 709 1 H 8 1 7 . 1 2. 187 5 1 )8 Z li ._21L__2A lAHGUAGE ARTS ill ISO mi 71 mi _ ttl 7jJ 7.J _ { T) .22 . li 2i mi ill SCIENCE 128 121 1221 i 28 a SOCIAL STVJOIES 18 1 ?p 12! OB.AIJE. S No. Tested No. Passed mil 1679 r? teaat-EassslJ.__11. 1 7 99 1623 __29 i 7 5 \u0026amp; 1562 __82. 1792 1561 .17 170 1 1505 _..15. lull 1 609 1799 1 608 __llL.-.Sl 1756 1536 11 1792 1506 11 170 1 1 523 _-.91 18 11 1560 11 it 99 1537 11 1756 1478 1792 1467 b\n1701 1 4 35 __Bl 1811 1 272 11 1 /99 1 207 1 7 56 1 290 ill. 11 1792 1121 ii 1781 1110 ___ 18 11 127) ...ip 1 ?9'J 13)1 ...7 i 112 1 1 /\u0026gt;- I I J 4 I za I .7} 11 IfLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION ARKANSAS MINIMUM PERFORMANCE TEST GRADE EIGHT SUMMARY THIRD ADMINISTRATION 1 9 9 2. TOTAL TEST PASSING SCORE = 4204 STUDENTS FAILING SCHOOL/NO. TESTED* STUDENTS PASSING BLACK WHITE OTHER TOTAL CLOVERDALE/219 Number Percent DUNBAR/242 Number Percent FOREST HEIGHTS/218 Number Percent HENDERSON/211 Number Percent MABELVALE/175 Number Percent MANN/273 Number Percent PULASKI HEIGHTS/228 Number Percent SOUTHWEST/199 Number Percent ELIZ. MITCHELL/9 Number Percent PINNACLE POINT/5 Number Percent DISTRICT/1779 Number Percent 198 90 222 92 181 83 179 85 153 87 257 94 202 89 162 81 5 56 1559 88 10 48 10 50 24 65 21 66 12 55 1 44 10 38 15 41 109 50 10 48 6 30 13 35 11 34 9 56 16 62 15 41 1 25 1 20 88 40 3 14 2 50 2 40 11 5 2 10 5 14 1 25 2 40 12 5 21 10 20 8 37 17 32 15 22 13 16 6 26 11 37 19 4 44 __5 lOQ! 220 12 0 M F M 0 2 0 0 0 0 F 1 5 0 0 M 0 0 0 0 F 0 0 0 0 6 1 5 0 0 0 0 0 0 0 0 0 0 2 5 0 0 0 0 0 0 o, .X 0 0 * The number of students tested has been revised to reflect students moving into and out of the district since the second administration and to exclude special education students who may have been included in the second administration summary.Annual Report for 1992-93 Little Rock School District Board and District Work Toward Achieving Long-range Goals Long-range goals adopted for the District in 1989 by the Little Rock School Board continuf to be our focal points for improvement\nincreasing educadonai achievement for all students, establishing climates of excellence in ail schools, and enhancing human relations skills for o District employees. Academic Achievement The Stanford Achievement Test was administered in April 1993 to 18,777 students in grades one through 11. In comparison to the 1991-92 districtwide percentile, scores show that at the primary and intermediate grade levels scores for total reading, total mathematics, and language increased from the previous year. There was an increase in science and social studies as well. (See report of Stanford scores included as an attachment to this report.) The percentile ranking for the secondary levels showed increases or stability in reading, mathematics, and English, with the exception of grade eleven. A representative sampling of principals across organizational levels reported that numerous strategies were being employed to reduce the disparity that still remains between black and white students. Some of the strategies mentioned were peer tutoring, teaching reading two times a day, accuracy of placement, flexible assignments, an early morning tutorial program, and remediation of students through the use of Academic Skills Development Plans. The Arkansas Minimum Performance Test (MPT) scores are reported for a five-year period. The test was admimstered in grades three, six, and eight. (See report of MPT results included as an attachment to this rer'on.) In the 1992-93 academic year, 86 percent of ail students tested in third grade passed reading\n1 88 percent passed mathematics. Passing percentages for third grade black students were 81 percent in reading and 8 j percent in mathematics. Ninety-six percent of third grade white J students passed both of these areas. At the sixth grade level, passing percentages for all tested students ranged from 91 percent in reading to 76 percent in language ans and social studies. Eighty-seven percent of third grade white students passed reading\nninety-nine percent of the sixth grade white students passed in this area. Eighty-seven percent of the eighth grade students who were tested passed the total test. At the eighth grade level, passing percentages for black students ranged from 82 percent in reading to 51 percent in science. The range for white students was 95 percent passing reading to 85 percent passing social studies. A slightly greater percentage of black students passed reading an in the previous year. The 1993 Arkansas Legislature passed a bill which allows eighth grade students to be promoted to the ninth grade without passing the MPT, as was previously required. This bill was implemented in 1993\ntherefore, no eighth grade students were retained solely on the basis of their failure to pass the 1993 MPT. Strategies to increase performance in the Arkansas Minimum Performance test include tutoring, increased reading and mathematics assistance, computer assisted instruction, more homework, and cooperative learning. State, 2 Expenditures 1992-93 Debt Services, 8.52% Services, Supplies, Equipment, 18.54%  Services, Supplies, Equipment, $20,795,262 Salaries/Benefits, 72.94% a  Salaries/Benefits, $81,820,303 Debt Services, $9,554,535 Total: $112,170,100 The District will continue to emphasize and expand early childhood education, homework programs, extended day activities, restructuring efforts at the junior high level, and secondary reading and mathematics assistance programs to address academic achievement issues. Two new magnet schools opened in the fall of 1992: Henderson Health Science Magnet Junior High and McClellan Business/Communications Magnet High School. Incentive schools continued to offer extended day, Saturday school, full-time counselors, auxiliary teachers, and small classes. The number of elementary schools offering free four-year-old programs was increased from 11 to 16, making them available in Badgett, Bale, Cloverdale, Franklin, Garland, Geyer Springs, Ish, Mitchell, Rightseil, Rockefeller, Romine, Stephens, Washington, Watson, Wilson, and Woodruff schools. Also, during the 1992-93 school year, the most significant building projects completed were the addition to Forest Heights Junior High and the construction of the Martin Luther King Jr. Interdistrict Elementary School. To date, the District has expended approximately 80 percent of the bond issues and completed 132 projects which include building improvements as well as new facilities. Twenty-five projects are scheduled for the 1993-94 school year. 3Positive School Climate In the annual survey of attitudes toward human relations in LRSD schools, a comparative analysis of the results at each organizational level showed that items ranked as areas of greatest priority varied from those identified in 1992, with several differences in relative standing. The 1993 data revealed new areas of priority including the need for more student respect for teachers and other students and a need for students to be more excited about learning. A concern was that slow learners did not receive as much praise as more advanced students. Another concern was that pupils felt that the school rules were not fair. Improvement was noted relative to involvement of parents and community members at the elementary and high school levels in school decisions through advisory committees. Safety and security continued to be apriority. In February 1992, the use of hand-held scanning devices to detect metal was begun and frequent, random searches at secondary schools continue. This was part of the continuing response to needs identified in the Safety and Security Task Force Report in 1989 and to the 53-point action plan for safe schools developed in 1991. Curriculum and Staff Development The Little Rock School District was authorized by the Board of Directors to design and develop a written curriculum that is comprehensive, relevant, challenging, and developmentally appropriate for kindergarten through twelfth grade. With this charge, a revised curriculum was developed in the 1991-92 school year and implemented beginning with the 1992-93 school year. The board also approved the installation and use of a technology system to monitor and assess student progress in mastering the revised curriculum. This new system, the Abacus Instructional Management System, was piloted in twenty-two elementary schools and two junior high schools during the 1992-93 school year. Implementation of the revised curriculum and its computer management system was moni- tored throughout the 19^-93 school year, and a curriculum debriefing meeting was held with a committee of teachers and administrators at the end of the 1992-93 school year. Feedback from 4monitoring and the debriefing meeting suggested that the curriculum was being used by teachers at all levels and was viewed by teachers, principals, and parents as a strong document that has to the potential to make a marked difference in student achievement. Teachers reponed that the curriculum is closely correlated to the LRSD standardized testing program and reflects the latest initiatives in curriculum development at the national level. Staff development provided for the revised curriculum was reported by teachers as a positive experience. Although curriculum implementation and training for multiple subject areas all at one time was not always viewed by teachers as the ideal method for curriculum renewal, the end result was positive. A \"trainer of trainers\" curriculum workshop was conducted in August 1992. One teacher for each subject area from each school received initial training about the revised curriculum. These trainers provided curriculum training for all teachers at each local building during the 1992-93 pre-school conference. In addition, elementary curriculum grade level to^ cluster meetings were held throughout the first semester of 1992-93. Each elementary teacher attended four sessions: language arts, mathematics, science, and social studies. Secondary traimng sessions were held through subject area cluster meetings and secondary council meetings. A large scale training program for the Abacus Instructional Management System was also undertaken in 1992-93. Training sessions for curriculum supervisors were followed by sessions for the principals and teachers at 24 pilot schools. Trainees learned to access curriculum objectives in the computer, make tests from a test item bank correlated to the objectives, and use teacher observation records and teacher-made tests to assess student mastery of curriculum objectives. During the summer of 1993, teacher committees worked to add items to the test item bank and to revise existing test items. Abacus will continue at the pilot schools and will be expanded to include the remainder of the elementary schools during the 1993-94 school term. Student and class reports generated from Abacus will give teachers, principals, and parents an up-to-date record of how well an individual student or group of students is mastering the objectives in the revised curriculum. This data will give parents, teachers, principals, curriculum supervisors, and admimstrators a basis for effecting change at the district, school, classroom, and family level.Desegregation Audit and Review During the 1992-93 school year, the LittleRock School District initiated a Desegregation Audit/Review. The purpose of the audit, as commissioned by the Superintendent, was to determine the degree to which each program of the Desegregation Plan had been implemented. What began as an assessment of implementation evolved into the formation of a system for monitoring, reporting, and determining the level of success of the Desegregation Plan. 6SLIP SHEET TO AGENDA 09-22-94 Annual Report for 1993-94 Little Rock School District NEW DISTRICT MISSION STATEMENT AND GOALS Of major importance to the Little Rock School District (LRSD) in the coming years, is the review of LRSDs mission statement and goals. Dr. Henry P. Williams, superintendent, requested a day-long planning session to review the direction the school district should take. The group developed a new mission statement and listed six major goals for the district. The group consisted of members of the board of directors, district administrators, Classroom Teachers Association and Parent Teachers Association members. Office of Desegregation Monitoring representatives, Joshua Intervenors, and a variety of community members. Both the goals and mission statement printed below provide direction for the district s educational and academic focus\ninsures equity for students, parents, and staff\nguides budget planning\nand emphasizes staff development and school safety. LRSD Mission Statement The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum.This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. LIHLE ROCK SCHOOL DISTRICT GOALS 1. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 2. Develop and maintain a staff that is well-trained and motivated. 3. The Little Rock School Board, administration, staff, and students will demonstrate in their day-to-day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. 4. Solicit and secure financial and other support our schools, including our desegregation plan. resources that are necessary to fully 5. Provide a safe and orderly climate that is students. conducive to learning for all 6. Ensure that equity occurs in all phases of school activities and operations. ACADEMIC ACHIEVEMENT The Stanford Eight Achievement Test was administered during the spring of 1994, to more than 18,000 students in grades one through 11. A Complete 2Battery was used to assess student achievement mathematics, English, science, and social in the areas of reading, reviewed separately for the diagnostic results of individual. science. When scored, subtests may be strengths and weaknesses. class, or grade level The 1994, districtwide average percentile totals showed that percentile ranks at the school level remained fairly stable. (Percentile points ranae from a low of one to a high of 99 with 50 being (Percentile points range from average.) Grades 4, 5, 6, and 10 scored at or above the fiftieth percentile on the complete battery test district level. However, from Spring 1992 scores at the indicated some increase to Spring 1994, seven of 11 grades complete battery at the district level. in the average percentile rank of the Stanford 8 A sample of principals reported that strategies were being developed and Will be implemented to focus on reducing achievement disparity. Some of the strategies shared were team teaching, individualized tutoring in mathematics and science, smaller classes, a program entitled Math-Plus, Reading Clubs for at- risk students, test taking skills, an after school homework and tutoring program, and a Reading and Language Direct Instruction Program. Arkansas Minimum Performance Test The Arkansas Minimum Performance Test (MPT) five-year period. In.1993-94, the scores are reported for a Third-grade students test was administered in grades six and eight. were not tested, as was previously required. The 1993-94 school year was the last year of administration of the MPT. 3At the sixth grade level, passing percentages for all tested students ranged from 91 percent in reading to 78 percent in language arts. Ninety-seven percent of sixth grade white students passed reading\neighty-eight percent of the sixth grade black students passed in this area. Passing percentages for eighth grade students who were tested ranged from 83 percent in reading to 60 percent in science. At the eighth grade level, passing percentages for black students ranged from 76 percent in reading to 47 percent in science. The range for white students was 96 percent passing reading to 88 percent passing science. A slightly greater percentage of eighth grade students improved their scores in social studies over the previous year. Some strategies to enhance learning and increase achievement for all students based on areas of need identified on the Arkansas Minimum Performance test include Academic Skills Development Plans, Math-Plus, Language Arts-Plus, tutoring\nhomework centers, use of Abacus (the districts instructional management system), and implementing a variety of teaching methods and educational programs. Principals also identified the need to continue staff development in human relations to improve student performance. Climate/Hu man Relations Sun^'ey A School Climate\\Human Relations Survey is conducted each year by the LRSD. The purpose of the survey is to gather opinions concerning teacher- student relations, instruction, school security, student-peer relations. parent- school relations, etc. The results are used to develop plans to capitalize on the strengths and remedy weaknesses. 4Data from the 1994 survey indicated that at least two-thirds of parents, students, and teachers surveyed agreed on several items: They were knowledgeable about their rights and responsibilities at their respective schools, and all three groups agreed that teachers treat one another with respect. The following items were among those that received the highest percentage of always and usually answers by each group: Students were knowledgeable about their rights and responsibilities, and also answered positively concerning the treatment of librarians and secretaries at schools. Among the items receiving the highest percentage of always and usually answers from teachers were that parents were welcome at school, received reports of student progress at conferences, and that principals treated parents with respect. Items to which parents most frequently responded always and a usually indicated that they agreed with the above findings. Answers to survey items also pointed to weaknesses. Some of the areas of concern identified indicated that: Students, teachers, and parents held the opinion that students did not treat other students with respect, and teachers expressed the opinion that students did not treat teachers with respect. Additionally, the survey indicated that it is the perception of parents that teachers do not expect low achievers to respond as often as other students. Information derived from the School Climate\\Human Relations Survey will serve as a useful tool in reinforcing those positive aspects of parental awareness and planning for better communications for the 1994-95 academic year. 5Curriculum and Staff Development The Little Rock School District (LRSD) educational program which provides a quality, integrated children to achieve their optimum academic, social, and emotional development. established for each subject and grade level. Curriculum objectives have been the elementary level and subject areas. The objectives are introduced at are expanded as students advance toward mastery of In order to meet the National Education establishment of new learner Goals, Act 236 of 1991 called for assessment, and professional development. outcomes linked to new curriculum frameworks. The State Board of Education adopted the Arkansas Learner Outcomes in October 1991, and in May of 1992, the State Board adopted a schedule for the rievpinnm.^, curriculum a schedule for the development of frameworks. Frameworks in developed. English, Language Arts, and Mathematics were The Districts current Course Content Guides in . English, Language Arts, and athematics were used for instruction until the 1994-95 school the 1993-94 school local curriculum guides K-12 in year the District used the state frameworks year. During to revise the the following years, LRSD curriculum English, Language Arts, and Mathematics. During frameworks for remaining will be revised in accordance with state course content areas. LRSD offers 18 challenging advanced placement students assuring that all students will be allowed courses for high school to prepare for the future at their own level of learning. A Youth Apprenticeship Program is offered at 6 t IMetropolitan VoTech Education Center, and it provides students with on-the-job training and related classroom instruction. LRSD offers Tech Prep which is designed to guide students into higher level academic and vocational courses giving them the strong technical and academic foundations on which to build their future. Quality staff development was executed in 1992 to support the implementation of the revised District curriculum through the trainer of trainers model for administrators and teachers. (975) workshops were conducted during the 1993-94 school Nine hundred and seventy-five thousand eight hundred and year, and nine received Professional Growth Training and ninety-seven (9,897) educators enrolled and programs and teaching methods: training credits in the following PET, TESA, Classroom Management, Cooperative learning, Learning Styles, and Thinking SkiUs. staff development training was well received by administrators and by the Staff Development teachers. The hands-on computer training, and implementaUon of the Abacus instructional Management System by the Staff Development and Media/Instructional Technology Departments instructional management tool. ensured the use of this viable Training for the Abacus Instructional Management for all teachers in 14 additional elementary schools this System was provided classes were offered year, and refresher at the districts Instructional Resource Center. sessions were held in the evenings for principals. During the Special year, 72 sessions of Abacus training were held for a total of 810 1993-94 school The training will equip teachers with the skills participants. and knowledge to use Abacus to 7monitor on a regular basis individual student students strengths and needs, ability to generate reports for growth as well as diagnosis of Additional features of the Abacus system are its parent conferences, obtain immediate feedback of test results, identify supplementary objectives, and to develop individual lesson resources correlated to curriculum plans for students. During the summer of 1994, objectives were added revised mathematics and language to the Abacus system along with additional correlated to the revised objectives. arts Abacus as the record-keeping system of the All elementary schools will test items I now use District. DESEGREGATION PLAN IMPLEMENTATION The Desegregation Plan to by the Little Rock School District, the North was approved in May 1992. The plan was agreed Pulaski County Special School District for Little Rock School District, and the operation of desegregated schools. During the 1993-94 school year, the Little Rock School District identified all Obligations, within our plan, within our court orders, and within monitoring reports from the Office of Desegregation Monitoring and Little Rock School  The Little Rock School is updated by Program District Planning, Research and Evaluation Department. District has incorporated a living document which Managers on a Quarterly basis. obligations. This living document called the PROGRAM BUDGET DOCUMENT is used to monitor progress in meeting our defined The Little Rock School District has students to their Attendance Zone schools. undertaken a major effort to assign all unless other choices were approved. 8The district is following our obligation to phase out Grandfathering, whereby students were allowed to remain in their current school, whether or not the school was the Attendance Zone school. Because of this effort, many Incentive School students have elected to go to their Attendance Zone school. This effort resulted in a total increase of 165 students in our incentive schools in August of 1994 over the October 1993 student count. This increase occurred with one (1) less Incentive School in 1994-95 than in 1993-94. The Little Rock School District also has moved toward actively and aggressively recruiting students to our district. During the 1993-94 school year, a districtwide recruitment plan was written to address requirements in the desegregation plan, court orders, as well as monitoring reports. The document includes plans for incentive, area, magnet and interdistrict schools. As part of the districtwide recruitment plan, each school is required to have an individual recruitment plan and a school recruitment team to implement activities in their plan. Recruitment efforts for Clinton Elementary, Pulaski County Special School Districts new mterdistrict elementary school, were extremely successful. More than 200 Little Rock School District students were part of the desegregation exchange and will now attend Clinton Elementary. LRSDs four-year-old program continues to grow and serve parents of preschool children in preparing them for kindergarten. With the addiUon of eight more classes, the district enrolled 695 students in the program for the 1994-95 school year, an increase of 203 students over last year. The Little Rock School District wUl continue to comply with every aspect of our Desegregation Plan. 9LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education.URSD Annual eport r, A Progress Report on the Little Rock School District 2003-2003 School Year advertising supplement i fall 2003 | Little Rock School District This is the fifth annual report that the Little Rock School District has prepared as an insert to inform the community about the highlights of the prior school year. Despite many challenges, the 2002-03 school year was successful in terms of growth in many academic indicators. Student learning is, and will always be, the primary focus in our schools. classes have been relocated during the process at some campuses, but the end result is worth the disorder as upgraded facilities contribute to a more appropriate and functional teaching and learning environment. The declaration last fall by U.S. District judge Bill Wilson that the Little Rock School District is unitary in all areas except program evaluation was appealed to the Eighth Circuit Court of Appeals. Oral arguments have been held, and the district awaits the courts decision. Work continues in the final area in which the district must comply with its Revised Desegregation and Education Plan. That piece, program evaluations, is being finalized and will be submitted to judge Wilson in the spring of 2004. Teachers continue to monitor closely student performance on key state and national achievement tests. Under the federal No Child Left Behind Act, schools analyze student performance data based on specific subgroups, including race, limited-English-proficient, free/reduced lunch qualification and special education. While many schools experienced double-digit growth on the state Benchmark Exams, in some cases a subgroup performance might have resulted in a school being placed on school improvement. In other cases, if a school made its required improvement during the year, it remained on the school improvement list because two consecutive years of mandated growth are required for a school to be removed from the list. We are working diligently with schools that are on school improvement in order to provide the necessary resources for teachers and administrators to improve students academic achievement. The district has updated its Strategic Plan. This work, done by more than loo community residents working in six major areas, will help to guide the districts direction in the next five years. I look forward to assisting district staff, business and civic leaders, parents and others this school year. The challenges facing our students are great and cannot be overstated. However, I believe that this community has put its support into our schools, and teachers, staff and students will benefit from knowing that public education is highly valued in our city. Morris Holmes, Ed.D. Interim Superintendent r I i: On the Inside Construction continues at schools throughout the city. Many major projects, such as Hall High, are complete, while others, such as Williams, are just beginning. Students, teachers and parents have been patient as they have lived through renovations in their buildings. Entire Performance LRSD News Page 2-3 Page 4-5 Honors \u0026amp; Achievements . . .Page 6-7 Construction Zone Page 8 Page 2 I advertising supplement State Benchmark Exams Our Performance A Grade 4 Literacy 1 o LRSD Arkansas Grade 4 Math LRSD Arkansas 1 -\u0026amp;s o    African-Arne ri can 53 46 African-Arne ri can 35 38 Grade 6 Literacy LRSD Arkansas Grade 6 Math LRSD Arkansas White 90 77 White 82 76 African-American 13 14 African-American 8 12 Grade 8 Literacy LRSD Arkansas Grade 8 Math LRSD Arkansas White 49 37 White 54 50 1 Academic Achievement One of the primary issues facing school districts across the state and nation is student academic achievement as measured by accepted examinations. There are two types of exams administered to studentscriterion-referenced exams and norm-referenced exams. Criterion-referenced exams measure student achievement on a specific curriculum or base of knowledge. In the case of students in the Little Rock School District, the Arkansas Benchmark Exam is the criterion-referenced test that students take. It measures how well students are learning the mandated Arkansas standards. As of the 2002-03 school year, the Benchmark Exam was required for students in grades 4, 6 and 8. It also is required as an End-of-Course test for students who take Algebra and Geometry, and all 11th grade students must take the End-of-Course Literacy Benchmark Exam. LRSD students recorded some significant increases at many schools on the Benchmark Exams. Benchmark results presented here indicate the percentage of students who perform at the proficient and advanced levels. There are no national comparisons on the Benchmark Exam since it an Arkansas-developed and -administered test. Algebra African-American 28 25 African-American 45 White 68 57 White 52 33 5 I What steps are being taken to assist students in schools on the school improvement list?  LRSD Arkansas Geometry LRSD Arkansas African-Arne ri can 15 18 African-American 17 11 Grade 11 Literacy LRSD Arkansas African-Arne rican 20 19 White 6o 54 White 63 47 White 71 57 Under the federal No Child Left Behind Act, students in schools on school improvement receive supplemental services and school choice options, depending on which year of school improvement the school is placed. The LRSD offers supplemental services, which consists of tutoring by a provider selected by the Arkansas Department of Education, to students in year two of school improvement. All schools in alert status or on the school improvement list develop their school improvement plan to include proven strategies to help students build skills and knowledge in literacy and mathematics. Professional development activities in these schools are geared toward improving teacher preparation to address identified student needs. Principals of LRSD schools on the improvement list are encouraged to work with principals of schools that have scored well on the Benchmark Exam in order to duplicate successful strategies. Our Performance Page 3 I advertising supplement Stanford Achievement Exam \u0026amp; ACT Norm-referenced exams compare student academic performance to that of a national norm group of students who took the same test. This allows a district to see how its students are doing compared to others, regardless of the specific curriculum taught in school. Students in Arkansas must take the Stanford Achievement Test, ninth edition, as a norm-referenced exam. Stanford Achievement Exam results are stated as a percentile. For example, a percentile rank of 72 means that these students did as well or better than 72 percent of the students in the norm group who took the same exam, African-American students in the LRSD were within 1 or 2 points of their counterparts in the state at every grade level. White students in the LRSD scored 9-17 percentile points ahead of their peers on the Stanford Achievement Test. Another exam that allows comparisons with students across the nation is the ACT college entrance exam. The districts composite ACT score climbed from 19.0 in 2001-02 to 19.5 in 2002-03. Students in the LRSD showed significant progress in many areas of all of these exams in 2002-03. When scores are disaggregated and comparisons made both within Arkansas and to other students nationally, LRSD students perform quite well. Looking at the scores for the district, state and nation on all three exams, there is an achievement gap that can be accounted for, in part, by poverty. With more than 50 percent of its students who qualify for the free/reduced lunch program, the LRSD continues to focus on methods to help students who are not performing well on standardized exams. Academic achievement remains the LRSDs top priority. Stanford Achievement Exam Grade 5 LRSD Arkansas LRSD Arkansas African-American 35 37 Grade 7 African-American 35 37 White 72 62 White 73 64 What About Schools on the School Improvement List? Readers of the local newspaper may wonder why, with LRSD student scores ahead of the state and nation in many areas on required exams, there are several schools on the states school improvement list. There are several answers to this question. There are some schools in the LRSD which have shown significant improvement on the Benchmark Exam, but they have not reached the level of improvement (Adequate Yearly Progress, or AYP) required by the state. Not only must the entire school meet the AYP, but subpopulations, such as limited-English-proficient students, students who qualify for free/reduced lunch and special education students, must meet the same AYP as all other students. Also, once a school is on the school improvement list, it must meet AYP for two consecutive years to be removed from the list. Some LRSD schools did meet AYP this year, but remain on the list until they meet AYP for a second year. All schools on school improvement, indeed all LRSD schools, continue to look closely at test results to determine areas in which to concentrate lessons in order to help students learn the necessary course material and to improve academic performance in the future. I L Grade 10 LRSD Arkansas LRSD Arkansas Nation African-American 30 31 ACT Exam White 72 55 J African-American White 17.1 16.7 16.9 23.0 21.1 21.7  Page 4 I advertising supplement LRSD News J Grants The Little Rock School District is committed to having all of its students reading at or above grade level by the end of the third grade. The district received a three-year Arkansas Reading First grant from the Arkansas Department of Education in the amount of $4,412,184. This grant money will be used to implement a comprehensive, research-based reading program in 12 elementary schools that were determined by 1999-2002 literacy data and other factors to have the greatest need. The Reading First project will build on the districts current literacy plan and will provide human and financial resources to more fully implement that plan. Other new grants implemented in 2002-03: Hall High and Henderson Middle School received 21st Century Community Learning Center grants to establish after-school and summer academic enrichment programs for the next five years. The schools will share a total of up to $1 million over five years. The U. S. Department of Education selected the LRSD to receive funding under the Professional Development for Music Educators Program in the amount of $706,785 over three years to provide ongoing professional development support for LRSD music teachers. The LRSD received the Teaching American History Grant in the amount of $995,953 over a three-year period. The district and its partners will provide professional development for all American history teachers in grades 5, 8 and 11. Paulette Martin, Director of Adult Education, accepts the Adult Education Week Proclamation from Governor Mike Huckabee. Adult Ed Celebrates Milestone The Little Rock Adult Education Center marked 25 years of service to the community. During the past 25 years, the Little Rock Adult Education Center has served nearly 65,000 adults with over 7,000 receiving their Arkansas GED diplomas. The main center and its 18 satellite programs serve over 2,500 adults a year. Classes offered include refresher courses in reading, math and English\nGED preparation\ncomputer-assisted instruction\ncomputer literacy\nfamily literacy\nand English as a second language. Foundation Provides $100,000 in Teacher Grants It wasnt Ed McMahon delivering the Publishers Clearing House grand prize, but it was just as exciting for many teachers and principals in the Little Rock School District. April 2 was the day the Public Education Foundation of Little Rock delivered 32 grants totaling nearly $100,000 throughout the district. Foundation members, donors, city dignitaries, LRSD School Board members and others boarded three school buses to personally deliver balloon bouquets and grant checks to surprised teachers! Each grant met certain criteria, whether it was targeting student achievement, parent involvement or improving teacher quality. kJ A Foundation Board of Directors member Larry Lichty gives Fair Park Elementary's Margaret Isum a hug as she receives her $5,000 grant. -4 I LRSD News Page 5 I advertising supplement SREB Training The Little Rock School District was selected from an elite group of ten urban districts across the nation by the Southern Regional Education Board (SREB) to be the first to participate in a new national leadership initiative. The goal of the SREB Leadership Initiative is to prepare school and teacher leaders to lead a comprehensive school improvement effort that will result in increased student achievement. All five LRSD high schools as well as four middle schools (Cloverdale, Henderson, Mabelvale and Southwest) are participating in the program. The leadership initiative will provide school leadership teams an intensive three-year curriculum program beginning with the 2002-03 school year. I High schools and several middle schools receive SREB training. 1 Volunteers Give 400,000 Hours Parents and other community residents continue their longstanding practice of serving schools in the LRSD. In 2002-03, volunteer hours climbed above 400,000. This huge commitment of time and energy helps to bolster the work that teachers and other staff do to help students achieve. The growth in volunteer hours has been phenomenal. In the past five years, the number of hours has grown from 187,580 in 1997-98 to 400,031 during the last school year. c o o ZEJ Volunteer Hours iiSO,ooo^^ . 4OO,OCX3 350,000 300,000 250.000 200,000 J 150,000 r 100,000 i. 50,000 0 Bi Uh3fiS0 I II xaM\u0026gt;^ Advanced Placement Enrollment 3500 3000 2500 2000 1500 1000 500 0 \u0026gt;4i. H t f i     MM! t In order to improve academic achievement, the LRSD encourages students to take challenging courses. One way to do this is through enrollment in Advanced Placement (AP) classes at the high school level. AP courses are very rigorous and meet national guidelines in terms of curriculum and college preparation. Students in AP classes may take the national AP exams in the spring. Those students who earn at least a 3 on the national AP exam may, in most cases, earn college credit for these classes. The LRSD has worked with teachers, counselors, students and parents to increase student enrollment in AP classes. To that end, we have been successful. The accompanying chart shows the increase in AP class enrollment in LRSD high schools during the past few years. Since the 1997-98 school year, there has been more than 20 percent annual growth in the number of students enrolled in AP classes and a total growth during that time of more than 100 percent. We expect these students to demonstrate higher levels of academic performance based on the more challenging courses they take, and their success in high school should continue at the college level. Honors \u0026amp; Achievements  * a Page 6 I advertising supplement Yang Dai scored a perfect 36 on the ACT exam.  Katherine Wright Knight was named Arkansas 2003 Teacher of the Year and received the national NEA Foundation Award for Teaching Excellence.  Sharon Boyd-Struthers of Rockefeller Elementary\nTimothy Eubanks of Parkview High\nRuth Eyres of J.A. Fair High\nCatherine Koehler of Baseline Elementary\nand ' Judy Meier of Rockefeller Elementary earned National Teacher Certification from @ the National Board for Professional Teaching Standards. National Board Certification is a credential attesting that a teacher has been judged by his or her peers as one who is accomplished and makes sound professional judgments about student learning.  Gillian Glasco and Earnest Sweat, seniors at Parkview Magnet High School, were elected to office at Boys and Girls State. Gillian was elected Governor at Arkansas Girls State, and Earnest was elected Lieutenant Governor at Arkansas Boys State. s\u0026lt;i  Five students from Central High School were Semifinalists this year in the Siemens Westinghouse Competition in Math, Science \u0026amp; Technology. p \\ The Siemens Competition recognizes remarkable talent all over the country and fosters individual growth for high school students who are willing to challenge themselves through science research. The students were Daniel Liu, Satish Mahalingam, Mark Mazumder, Ananth Ranganathan and Xiazhong (Jeff) Wang.  Jeff Fuell and Kenneth Patterson, students at Parkview Magnet High School, had artwork selected for use on commemorative stamps that were issued in 2003 by the U. S. Postal Service celebrating the life of civil rights leader Daisy Bates.  Dr. Linda Brown, principal of Parkview Magnet High School, was named 2003 Principal of the Year by MetLife and the National Association of Secondary School Principals. 2 Oariane Mull recieves her award for best essay in the U.S. Rice Producers Association Essay Contest. 3 Patterson and Fuell display their stamp artwork at a Board of Directors meeting. Central Fed Challenge team? from left-KevIn Luneau. David Mitchell, Jessica Marshall, Chris Burks, Shep 5 Russell, Daniel liu and team sponsor Sam Stueart. Katherine Wright Knight (left) and Dr. Linda Brown meet with First Lady Laura Bush during a reception at the White House honoring recipients of NEA teaching excellence awards.  Nineteen LRSD students were named National Merit Semifinalists in 2002-03, two were named National Achievement Semifinalists, and three were named National Merit Commended Students. The National Merit Semifinalists are: Kyla Achard, Adva Biton, Fredrick Brantley, Kevin Burns, David Gutierrez, Catherine Keisler, Daniel Liu, Mark Mazumder, Colin McAlister, Joseph McDonnell, Stephanie Nielson, Nadia Patel, Rachel Rouby, Brennan Taylor and Benjamin Wells, all from Central High School, and Alison Boland, Benjamin Carson, Jessica Lovelace-Chandler and Lorinda Peoples from Parkview Magnet High School. The National Merit Commended students are Annie B. Bauman and Mary Orsini from Central High School and Dori Scallett from Parkview Magnet High School. The National Achievement Semifinalists are Everette Callaway from J. A. Fair High School and Lorinda Peoples from . Parkview Magnet High School. David Simmons Henrywinner of the John W. Harris Leadership Award.  The MathCounts team from Pulaski Heights Middle School captured the state championship.  The J.A. Fair basketball team captured the Arkansas state 4-A championship.  The Central High chess team earned the title of Chess Association of Arkansas Schools State Champions for the 3A-5A Division. Honors \u0026amp; Achievements^H  A Central High sophomore scored a perfect 36 on the ACT exam. Yang Dai was one of only three students in Arkansas, and 58 nationally, who achieved this distinction.  Thirty-nine students were recognized by the Duke Talent Search State Recognition program. The seventh graders took either the SAT or the ACT assessment to qualify for recognition (the same exams administered to college-bound high school students). ______  The Dunbar PTA was one of only three schools in Arkansas to receive the Certificate of Excellence from the National PTA, and it was named the Arkansas PTA Outstanding Local Unit.  Students at Metropolitan Career-Technical Center took away 26 medals from the 2002 Skills USA competition in Hot Springs. 8  Central High Schools Fed Challenge team bested the defending two-time champion to win the state Fed Challenge championship. The Fed Challenge involves researching the status of the national economy and making recommendations for actions as if the team members were the actual Board of Governors for the Federal Reserve System. t Page/ I advertising supplement  The Central High School Lady Tigers varsity womens soccer team won WjkLI the womens 5-A state soccer championship.  Dariane Mull, a 5th grade student at Terry Elementary, won the 5th grade category of the U.S. Rice Producers Association Essay Contest. The contest was open to students in grades 4 to 12 in the rice-producing states of Arkansas, California, Louisiana, Mississippi, Missouri and Texas. JOJ 9 j\u0026lt;. / '  The Central tennis team won this years state 5-A state title. The womens team compiled an 'impressive record of 5-A conference and state championships in 2001 and 2003. The mens team has been 5-A conference and state champs every year from 2000 to 2003. JI Utik  Five LRSD teachers and two students were honored with the 2003 Stephens Award. Jackson T. Stephens and the late W. R. Witt Stephens formed this program in 1985 to provide scholarships to outstanding students and cash awards to exceptional educators in Little Rock. The award-winning students were Mark M. Mazumder and Nadia A. Patel of Central High School. The outstanding teachers were: Kimberly Dade, Kirby Shofner and Amy Snodgrass of Central High\nVannessa Pace-Hampton, Parkview High\nand Hosea D. Malone, Hall High. (9)  Anne Ye, a 7th grade student at Dunbar Magnet Middle School, won the Arkansas state spelling bee championship and represented Arkansas in the National Spelling Bee in Washington.  David Simmons Henry, an 8th grade student at Dunbar Magnet Middle School, received the John W. Harris Leadership Award from the National Beta Club. Only 50 students nationwide (25 senior high and 25 junior high/middle school) are recognized each year. Anne Ye-state spelling bee champion. Central Chess Team: From left-johnson Wong, Coach Joe Gray, Joe Liu, Victor Harris. Barbara Luke (president of CAAS) and Coach Chuck West. MathCounts Team from Rilaski Heights Middle School. Dunbar PTSA president lana Hunter Geft) and principal )ohn Bacon with national PTA president Linda Modge at the national PTA convention in Charlotte. NC. National Merit and National Achievement Semifinalists.  Central High seniors Adva Biton, Fredrick Brantley and Stephanie Nielson and Parkview senior Kristen Olson received Achievement Awards in Writing from the National Council of Teachers of English. They were judged as being among the best student writers in the country. t. ( I I 1 ) I I I Page 8 I advertising supplement Construction Zone q A Construction Progress at LRSD Schools Improvements continue on many LRSD schools, thanks to the millage increase approved by Little Rock voters in 2000. While work wraps up on a few schools and continues on some, it is just beginning on others. During the summer of 2003, Wakefield Elementary held a groundbreaking for a building to replace the school that was accidentally destroyed by fire in 2002. Things are progressing rapidly at Mann Magnet Middle School where students will be in the new multi-story building next semester. Central High Schools exterior renovations are complete. The interior refurbishment of classrooms and offices continues. Major construction work continues at Williaips Elementary and Mabelvale Middle School. Construction has begun at Dunbar, while Hall Highs new gymnasium and classrooms are complete. o Central High School Construction. I- 6 I - 8 1 9 0 Terry Elementary School Media Center Construction. Construction Outside Dunbar. A  Brady Elementary Classroom Construction. s  Mabelvale Middle School Construction. Wakefield groundbreaking: From left-parent Ron Harrington, LRSD Interim Superintendent Morris Holmes, former Board president Judy Magness. Wakefield principal Les Taylor. Wakefield student lazmlne Coleman and UALR Share America representative Cheryl Chapman take part in the groundbreaking for the new Wakefield Elementary building. Dunbar Classroom Construction. Mabelvale Middle School Construciton. Hall High Construction. 5 1 Board of Directors: Dr. Katherine Mitchell, Mike Daugherty, Bryan Day, Baker Kurrus, Larry Berkley, Tony Rose, Sue Strickland How much of the 2000 millage bond proceeds has been spent? As of the printing of this annual report, more than $98 million has been invested in the voter-approved school and technology improvements. That total includes expended and encumbered (contracted) projects. Contracts for building additions and renovations at Parkview Magnet High School and Brady Elementary will be awarded this fall. Design plans are almost complete for improvements at Mitchell Elementary. Little Rock School District  8io West Markham  Little Rock, AR 72201 (501) 447-1000 www.LRSD.org 11 'I LITTLE ROCK SCHOOL DISTRICT 810 WEST .MARKHAM LITTLE ROCK, .ARKANSAS 72201 DATE: October 23, 2003 RECEIVED TO: Little Rock School District Board of Directors OCT 2 2 2003 FROM: Suellen Vann, Director of Communications OmCEOF DESEGREGATION MONITORING THROUGH: Morris L. Holmes, Interim Superintendent Title/Subject: 2002-03 Annual Report Summary: Objectives: Expected Outcomes: Arkansas Department of Education (.ADE) Rules Governing Standards for Accreditation of Arkansas Public Schools, Standard 7.02.2, requires each school district to publish an annual report in a newspaper with general circulation in the district before November 15 of each school year, a report to the public detailing progress toward accomplishing program goals, accreditation standards, and proposals to correct deficiencies. Further, Standard 7.03.3.1 requires each school board, prior to November 15, to hold a public meeting to review and discuss its annual report. To provide a summary of the information that will be included in the published 2002-03 annual report. To raise public awareness of the districts activities and performance during the 2002-03 school year and to comply with ADE directives. Budget Amt.: Cost of publishing the annual report is about $8,600. Additional copies are printed for district use as a recruitment tool and information brochure during the school year. The summary of the annual report is provided. Major information categories in the report include academic performance and student discipline\nboth areas have been previously reported to the Board. Other information included relates to program/grant information and achievements/honors.Annual Report 2002-03 Superintendents Message to the Community an This is the fifth annual report that the Little Rock School District has prepared as insert to inform the community about the highlights of the prior school year. Despite many challenges, the 2002-03 school year was successful in terms of growth in many academic indicators. Student learning is, and will always be, the primary focus in our schools. Teachers continue to monitor closely student performance on key state and national achievement tests. Under the federal No Child Left Behind Act, schools analyze student performance data based on specific subgroups, including race, limited-English- proficient, free/ reduced lunch qualification and special education. While many schools experienced double-digit growth on the state Benchmark Exams, in some cases subgroup performance might have resulted in a school being placed on school a improvement. In other cases, if a school made its required improvement during the year, it remained on the school improvement list because two consecutive years of mandated growth are required for a school to be removed from the list. We are working diligently with schools that are on school improvement in order to provide the necessary resources for teachers and administrators to improve students academic achievement. Construction continues at schools throughout the city. Many major projects, such as Hall High, are complete, while others, such as Williams, are just beginning. Students, teachers and parents have been patient as they have lived through renovations in their buildings. Entire classes have been relocated during the process at some campuses, but the end result is worth the disorder as upgraded facilities contribute to a more appropriate and functional teaching and learning environment. The declaration last fall by U.S. District Judge Bill Wilson that the Little Rock School District is unitary in all areas except program evaluation was appealed to the Eighth Circuit Court of Appeals. Oral arguments have been held, and the district awaits the courts decision. Work continues in the final area in which the district must comply with its Revised Desegregation and Education Plan. That piece, program evaluations, is being finalized and will be submitted to Judge Wilson in the spring of 2004. The district has updated its Strategic Plan. This work, done by more than 100 community residents working in six major areas, will help to guide the districts direction in the next five years. I look forward to assisting district staff, business and civic leaders, parents and others this school year. The challenges facing our students are great and cannot be overstated. However, I believe that this community has put its support into our schools, and teachers, staff and students will benefit from knowing that public education is highly valued in our city. Morris Holmes, Ed.D. Interim SuperintendentAcademic Achievement One of the primary issues facing school districts across the state and nation is student academic achievement as measured by accepted examinations. There are two types of exams administered to studentscriterion-referenced exams and norm- referenced exams. Criterion-referenced exams measure student achievement on a specific curriculum or base of knowledge. In the case of students in the Little Rock School District, the Arkansas Benchmark Exam is the criterion-referenced test that students take. It measures how well students are learning the mandated Arkansas standards. As of the 2002-03 school year, the Benchmark Exam was required for students in grades 4, 6 and 8. It also is required as an End-of-Course test for students who take Algebra and Geometry, and all 11* grade students must take the End-of-Course Literacy Benchmark Exam. LRSD students recorded some significant increases at many schools on the Benchmark Exams. Benchmark results presented here indicate the percentage of students who perform at the proficient and advanced levels. There are no national comparisons on the Benchmark Exam since it an Arkansas-developed and -administered test. Grade 4 Literacy LRSD Arkansas Grade 4 Math LRSD Arkansas Grade 6 Literacy LRSD Arkansas Grade 6 Math LRSD Arkansas Grade 8 Literacy LRSD Arkansas Grade 8 Math LRSD Arkansas Algebra LRSD .Arkansas Geometry LRSD Arkansas 11 * Grade Literacy LRSD Arkansas African-American 53 46 African-American 35 38 African-American 13 14 .African-American 8 12 African-American 28 25 African-.American 4 5 African-American 15 18 African-American 17 11 African-American 20 19 While 90 77 White 82 76 White 49 37 White 54 50 White 68 57 White 52 33 White 60 54 White 63 47 White 71 57Norm-referenced exams compare student academic performance to that of a national norm group of students who took the same test. This allows a district to see how its students are doing compared to others, regardless of the specific curriculum taught in school. Students in Arkansas must take the Stanford Achievement Test, ninth edition, as a norm-referenced exam. Stanford Achievement Exam results are stated as a percentile. For example, a percentile rank of 72 means that these students did as well or better than 72 percent of the students in the norm group who took the same exam. African-American students in the LRSD were within 1 or 2 points of their counterparts in the state at every grade level. White students in the LRSD scored 917 percentile points ahead of their peers on the Stanford Achievement Test. Grade 5 LRSD Arkansas Grade 7 LRSD Arkansas Grade 10 LRSD .Arkansas African-American 35 37 African-American 35 37 African-American 30 31 White 72 62 White 73 64 White 72 55 Another exam that allows comparisons with students across the nation is the ACT college entrance exam. The districts composite ACT score climbed from 19.0 in 2001-02 to 19.5 in 2002-03. Disaggregated scores are\nLRSD Arkansas Nation African-American 17.1 16.7 16.9 White 23.0 21.1 21.7 Students in the LRSD showed significant progress in many areas of all of these exams in 2002-03. When scores are disaggregated and comparisons made both within Arkansas and to other students nationally, LRSD students perform quite well. Looking at the scores for the district, state and nation on all three exams, there is an achievement gap that can be accounted for, in part, by poverty. With more than 50 percent of its students who qualify for the free and reduced lunch program, the LRSD continues to focus on methods to help students who are not performing well on standardized exams. Academic achievement remains the LRSDs top priority.What About Schools on the School Improvement List? Readers of the local newspaper may wonder why, with LRSD student scores ahead of the state and nation in many areas on required exams, there are several schools on the states school improvement list. There are several answers to this question. There are some schools in the LRSD which have shown significant improvement on the Benchmark Exam, but they have not reached the level of improvement (Adequate Yearly Progress, or AYP) required by the state. Not only must the entire school meet the AYP, but subpopulations, such as limited-English-proficient students, students who qualify for ffee/reduced lunch and special education students, must meet the same AYP as all other students. Also, once a school is on the school improvement list, it must meet AYP for two consecutive years to be removed from the list. Some LRSD schools did meet AYP this year, but remain on the list until they meet AYP for a second year. All schools on school improvement, indeed all LRSD schools, continue to look closely at test results to determine areas in which to concentrate lessons in order to help students leam the necessary course material and to improve academic performance in the future. What steps are being taken to assist students in schools on the school improvement list? Under the federal No Child Left Behind Act, students in schools on school improvement receive supplemental services and school choice options, depending on which year of school improvement the school is placed. The LRSD offers supplemental services, which consists of tutoring by a provider selected by the Arkansas Department of Education, to students in year two of school improvement. All schools in alert status or on the school improvement list develop their school improvement plan to include proven strategies to help students build skills and knowledge in literacy and mathematics. Professional development activities in these schools are geared toward improving teacher preparation to address identified student needs. Principals of LRSD schools on the improvement list are encouraged to work with principals of schools that have scored well on the Benchmark Exam in order to duplicate successful strategies. Advanced Placement Enrollment In order to improve academic achievement, the LRSD encourages students to take challenging courses. One way to do this is through enrollment in Advanced Placement (AP) classes at the high school level. AP courses are very rigorous and meet national guidelines in terms of curriculum and college preparation. Students in AP classes may take the national AP exams in the spring. Those students who earn at least a 3 on the national AP exam may, in most cases, earn college credit for these classes. The LRSD has worked with teachers, counselors, students and parents to increase student enrollment in AP classes. To that end, we have been successful. The accompanying chart shows the increase in AP class enrollment in LRSD high schools during the past few years. Since the 1997-98 school year, there has been more than 20 percent annual growth in the number of students enrolled in AP classes and a total growth during that time of more than 100 percent. We expect these students to demonstrate higher levels of academic performance based on the more challenging courses they take, and their success in high school should continue at the college level. Foundation Provides 5100,000 in Teacher Grants It wasnt Ed McMahon delivering the Publishers Clearing House grand prize, but it was just as exciting for many teachers and principals in the Little Rock School District. April 2 was the day the Public Education Foundation of Little Rock delivered 32 grants totaling nearly 5100,000 throughout the district. Foundation members, donors, city dignitaries, LRSD School Board members and others boarded three school buses to personally deliver balloon bouquets and grant checks to surprised teachers! Each grant met certain criteria, whether it was targeting student achievement, parent involvement or improving teacher quality. Honors and Achievements Katherine Wright Knight was named Arkansas 2003 Teacher of the Year and received the national NEA Foundation Award for Teaching Excellence. Sharon Boyd-Struthers of Rockefeller Elementary\nTimothy Eubanks of Parkview High\nRuth Eyres of J. A. Fair High\nCatherine Koehler of Baseline Elementary\nand Judy Meier of Rockefeller Elementary earned National Teacher Certification from the National Board for Professional Teaching Standards. National Board Certification is a credential attesting that a teacher has been judged by his or her peers as one who is accomplished and makes sound professional judgments about student learning. Gillian Glasco and Earnest Sweat, seniors at Parkview Magnet High School, were elected to office at Boys and Girls State. Gillian was elected Governor at Arkansas Girls State, and Earnest was elected Lieutenant Governor at Arkansas Boys State. Five students from Central High School were Semifinalists this year in the Siemens Westinghouse Competition in Math, Science \u0026amp; Technology. The Siemens Competition recognizes remarkable talent all over the country and fosters individual growth for high school students who are willing to challenge themselves through science research. The students were Daniel Liu, Satish Mahalingam, Mark Mazumder, Ananth Ranganathan and Xiazhong (Jeff) Wang. Mark Mazumder also was named a Regional Finalist and competed against nine other entrants in the Southwest Region at the University of Texas at Austin. Additionally, Mark also was named a National Semifinalist in the Intel Science Talent Search, one of only three Arkansas students to achieve this distinction this year. Often considered the junior Nobel Prize, the Intel Science Talent Search recognizes Americas brightest students for excellence in science and math. Jeff Fuell and Kenneth Patterson, students at Parkview Magnet High School, had artwork selected for use on commemorative stamps that were issued in 2003 by the U. S. Postal Service celebrating the life of civil rights leader Daisy Bates. Dr. Linda Brown, principal of Parkview Magnet High School, was named 2003 Principal of the Year by MetLife and the National Association of Secondary School Principals. Nineteen LRSD students were named National Merit Semifinalists in 2002-03, two were named National Achievement Semifmalists, and three were named National Merit Commended Students. The National Merit Semifinalists are: Kyla Achard, Adva Biton, Fredrick Brantley, Kevin Bums, David Gutierrez, Catherine Keisler, Daniel Liu, Mark Mazumder, Colin McAlister, Joseph McDonnell, Stephanie Nielson, Nadia Patel, Rachel Rouby, Brennan Taylor and Benjamin Wells, all from Central High School, and Alison Boland, Benjamin Carson, Jessica Lovelace-Chandler and Lorinda Peoples from Parkview Magnet High School. The National Merit Commended students are Annie B. Bauman and Mary Orsini from Central High School, and Dori Scallett from Parkview Magnet High School. The National Achievement Semifmalists are Everette Callaway from J. A. Fair High School and Lorinda Peoples from Parkview Magnet High School. The MathCounts team from Pulaski Heights Middle School captured the state championship. Team members were: Sho Maymia, Miles McCullough, Albert Speed, Corina Oprescu and their coach Treia Cook. Each team member also placed individually in the top ten. The J.A. Fair basketball team captured the Arkansas state 4-A championship. Team members were: Seniors: Melvin Fisher, Vincent Hunter, Earnest Maxwell and Quen Spencer\nJuniors: Lonnie Henry, Shaun Reynolds, Larry Porter and Dwight Watkins\nand Sophomores: Quincy Googe, Charles Hayes and Parris Pattillo. The Head Coach was Charlie Johnson, and the Assistant Coaches were Tom Poole and Erik Jackson. The Central High chess team earned the title of Chess Association of Arkansas Schools State Champions for the 3A-5A Division. Teams are limited to four players at the state level, and Centrals team consisted of Victor Harris, Joe Liu, Shep Russell and Johnson Wong. Other team members included David Gutierrez, Daniel Krupitsky, Elizabeth Richardson and Shannon Rodgers. The teams coaches were Joe Gray and Chuck West. A Central High sophomore scored a perfect 36 on the ACT exam. Yang Dai was one of only three students in Arkansas, and 58 nationally, who achieved this distinction. Thirty-nine students were recognized by the Duke Talent Search State Recognition program. The seventh graders took either the SAT or the ACT assessment to qualify for recognition (the same exams administered to college-bound high school students). Students listed were recognized at the State Ceremony\nand students denoted with an asterisk also were recognized at the Grand Ceremony-they scored in the top 2 percent of all participating students in the nation. Dunbar Magnet Middle School: Aska Amautovic, Melody Chang, Dylan Frost, Megan Jackson, Scotty Lankford, Peter Liu*', Linsey Miller, Cameron Murray, Melissa Nichols, Hannah Roher, Hannah Smith, Russell Viegas, Samuel Whitehorn, Anne Ye* and Elaine Zhou. Forest Heights Middle School: Jamie Coonce, Stacy Coonce\"* and Sasha Ray. Henderson Magnet Middle School: Geoffrey Jackson and Sarita Robinson. Mabelvale Magnet Middle School: Kelicia Hollis and Victoria Kreie. Maim Magnet Middle School: Cyrus Bahrassa, Jillian Carroll, Samuel Clark, Maura Conder, Elizabeth Cox, Abigail Dobson, Patricia Graves, Dillon Hupp, Grace Nam and Jillian Petersen. Pulaski Heights Middle School: Sarah Ball, Ellen Barber, Colton Koehler, Miles McCullough, Colin Rockefeller, David Steward and Kathryn Tull. The Dimbar PTA was one of only three schools in Arkansas to receive the Certificate of Excellence from the National PTA, and it was named the Arkansas PTA Outstanding Local Unit. Students at Metropolitan Career-Technical Center took away 26 medals from the 2002 Skills USA/VICA competition in Hol Springs. Students earning medals and state honors were: Matt Davidson, Jeff Merks, Fabian Marks, Nick Spear, Rolonda Foreman, Veronda Lee, LaToya Jacko, Danyell Boyd, Mary Katherine Knight, Dale Jackson, Georgina Pena, Tonya Bums, Shamika Walker, Lynzzie Cash, Tabitha Clark, Bessie Haygood, Megan Moody, Andrea Sanders, Danny Aaron, Jermond Booze, Steven Spencer, Dustin Ashley, Jeremy Baker, Jason Bredlow, Tim Lingo, Ben Royer, Greg Fundyler, Jordan McElrath, Cole Camhron, Chad Ellis, Ashley Kelly, Tara Womack and Tiffany Neam. Central High Schools Fed Challenge team bested the defending two-time champion to win the state Fed Challenge championship. The Fed Challenge involves researching the status of the national economy and making recommendations for actions as if the team members were the actual Board of Governors for the Federal Reserve System. Team members were Kevin Luneau, David Mitchell, Jessica Marshall, Chris Burks, Shep Russell and Daniel Liu. Their sponsor was Sam Stueart. The Central High School Lady Tigers varsity womens soccer team won the womens 5-A state soccer championship. The team members were: Anne Claire Alien, Caroline Allen, Jamie Bandy, Lindsey Barron, Kate Burnett, Lauren Cloud, Camille Cook, Allison Corbin, Sally Cunningham, Riley Duke, Sheffield Duke, Stephanie England, Lizzy Gray, Elizabeth Harrell, Marissa Hayes, Cara Janton, Elizabeth Jones, Jessica Jones, Whitney Maloney, Kendall Polansky, Stephanie Rogers, Megan Russell, Lindsey Short, Rosalind Smith, Becca Vehik, Robin West and Claire Wetzel. Their coach was Keith McPherson, the assistant coach and manager was David Duke, and the teams physical therapist was Bill Bandy. Dariane Mull, a 5* grade student at Terry Elementary, won the 5* grade category of the U.S. Rice Producers Association Essay Contest. The contest was open to students in grades 4 to 12 in the rice-producing states of Arkansas, California, Louisiana, Mississippi, Missouri and Texas. The Central tennis team won this years state 5-A state title. The womens team compiled an impressive record of 5-A conference and state championships in 2001 and 2003. The mens team has been 5-A conference and state champs every year from 2000 to 2003. The womens team members were Ashley Batchelor, Dovie Dockery, Ashley Driver, Barrett Jones, Lauren Kamey, Jessica Marshall, Holly McGetrick, Nancy Mitchell, Collins Speed and Presley Thomas. The mens team members were Matthew Angulo, Scott Bacon, Nick Clifford, Andrew Crone, Alex DePriest, Brock Dial, Andrew Humphrey, Daniel Krupitsky, Kevin Luneau, Sam McSpadden, David Mitchell, Jay Murphy, Blake Ross, John Shults and Peter Thomas. The team coach was Joy Thompson, and the team manager was Megan Heard. Five LRSD teachers and two students were honored with the 2003 Stephens Award. Jackson T. Stephens and the late W. R. Witt Stephens formed this program in 1985 to provide scholarships to outstanding students and cash awards to exceptional educators in Little Rock. The award-winning students were Mark M. Mazumder and Nadia A. Patel of Central High School. The outstanding teachers were: Kimberly Dade, Kirby Shofner and Amy Snodgrass of Central High\nVannessa Pace-Hampton, Parkview High\nand Hosea D. Malone, Hall High. Anne Ye, a 7*' grade student at Dunbar Magnet Middle School, won the Arkansas state spelling bee championship and represented Arkansas in the National Spelling Bee in Washington.David Simmons Henry, an 8* grade student at Dunbar Magnet Middle School, received the John W. Harris Leadership Award from the National Beta Club. Only 50 students nationwide (25 senior high and 25 junior high/middle school) are recognized each year. Central High seniors Adva Biton, Fredrick Brantley and Stephanie Nielson received Achievement Awards in Writing from the National Council of Teachers of English. They were judged as being among the best student writers in the country. Grants The Little Rock School District is committed to having all of its students reading at or above grade level by the end of the third grade. The district received a three-year Arkansas Reading First grant from the Arkansas Department of Education in the amount of $4,412,184. This grant money will be used to implement a comprehensive, researchbased reading program in 12 elementary schools that were determined by 1999-2002 literacy data and other factors to have the greatest need. The Reading First project will build on the districts current literacy plan and will provide human and financial resources to more fully implement that plan. Other new grants implemented in 2002-03: Hall High and Henderson Middle School received 21 Century Community Learning Center grants to establish after-school and summer academic enrichment programs for the next five years. The schools will share a total of up to $1 million over five years. The U. S. Department of Education selected the LRSD to receive funding under the Professional Development for Music Educators Program in the amount of $706,785 over three years to provide ongoing professional development support for LRSD music teachers. The LRSD received the Teaching American History Grant in the amount of $995,953 over a three-year period. The district and its partners will provide professional development for all American history teachers in grades 5, 8 and 11. Adult Ed Celebrates Milestone The Little Rock Adult Education Center marked 25 years of service to the community. During the past 25 years, the Little Rock Adult Education Center has served nearly 65,000 adults with over 7,000 receiving their Arkansas GED diplomas. The main center and its 18 satellite programs serve over 2,500 adults a year. Classes offered include refresher courses in reading, math and English\nGED preparation\ncomputer-assisted instruction\ncomputer literacy\nfamily literacy\nand English as a second language. SREB Training The Little Rock School District was selected from an elite group of ten urban districts across the nation by the Southern Regional Education Board (SREB) to be the first to panicipate in a new national leadership initiative. The goal of the SREB Leadership Initiative is to prepare school and teacher leaders to lead a comprehensive school improvement effort that will result in increased student achievement. All five LRSD high schools as well as four middle schools (Cloverdale, Henderson, Mabelvale and Southwest) are participating in the program. The leadership initiative will provideschool leadership teams an intensive three-year curriculum program beginning with the 2002-03 school year. Construction Progress at LRSD Schools Improvements continue on many LRSD schools, thanks to the millage increase approved by Little Rock voters in 2000. While work wraps up on a few schools and continues on some, it is just beginning on others. During the summer, Wakefield Elementary held a groundbreaking for a building to replace the school that was accidentally destroyed by fire in 2002. Things are progressing rapidly at Mann Magnet Middle School where students will be in the new multi-story building next semester. Central High Schools exterior renovations are complete. The interior refurbishment of classrooms and offices continues. Major construction work continues at Williams Elementary and Mabelvale Middle School. Construction has begun at Dunbar, while Hall Highs new gymnasium and classrooms are complete.achievement efficiency professionalism service 2004-05 Little Rock School District ANNUAL REPORTMMMktMlik .Is8 1 1  W II . f  25,868 students in 50 schools  34 elementary schools  8 middle schools  5 high schools  1 accelerated learning center  1 alternative learning center  1 career-technical center  4,064 employees  One of the top 10 employers in Arkansas  Student enrollment increased by 1.5% in 2004-05  87% of the enrollment growth is at the elementary level r Back row, left to right: Micheal Daugherty, Board president. Zone 2\nTony Rose, Zone 6\nBaker Kurrus, Board vice president, Zone 4\nBryan Day, Board secretary. Zone 3 Front row, left to right: Larry Berkley, Zone 5\nSue Strickland, Zone 7\nDr. Katherine Mitchell, Zone 1 I The 2004-05 school year was a time of change for the LRSD, changes that were carefully planned and executed with one central goal in mind: student achievement. Public schools are seldom viewed as true businesses. In order to achieve our vision of becoming the highest achieving urban school district in the nation, however, the Little Rock School District has taken a very business-based approach to educating our students. This report will review the LRSD's progress toward meeting its goals and detail the following critical components of its business: Student Achievement Operational Efficiency Employee Professionalism Customer Service We are very happy with the strong foundation we have laid for the future of the Little Rock School District. There is much more work that lies ahead for us, and like most businesses today, we face significant challenges. But if we view these challenges as opportunities and rally the support of our community, we can fulfill our promise of having great schools for a great city. Roy G. Brooks, Ed.D. Superintendent of Schools I 1 Student Achievement State LRSD 80 r State Benchmark Exam Grade 4 80 r State Benchmark Exam Grade 6 02 Uc fO D c 02 'y \"S \".p 70 - 60 - 50 - 40 - 30 20 - 28 10 - Math 58 62 28 African- American Caucasian i| 4  t Maj Literacy 30 | 31 African- American 60 69 \"C OJ u c: 03  'o (X vP 70 - 60 - 50 - 40 - 30 - 20 -I 10 - 20 Math Literacy 79 60 65 16 53 36^37 Caucasian O-\" African- American Caucasian African- American Caucasian All Little Rock School District schools met the state standards for accreditation in 2004-05. Every school is reviewing student assessments to determine appropriate measures needed to increase academic achievement for each child. Some schools received additional teaching positions, such as instructional coaches, to provide extra assistance. Other schools are using new tools, such as the Student Online Achievement Report, that will help teachers identify student progress toward mastering required concepts. The state Benchmark exam was administered to all students in grades 3 through 8. Results of the Benchmark exams are difficult to measure against prior year performance, however. The Arkansas Department of Education (ADE) changed the scoring on the 2004-05 literacy examinations to reflect additional knowledge that students must possess. Therefore, comparison with prior year performance is not valid, according to the ADE. Iowa Test of Basic Skills Data Comparing LRSD Student Performance to State-wide Student Performance African-American Students Caucasian Students LRSD 3rd Grade State 3rd Grade Reading 41 40 Math Conce\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":750,"next_page":751,"prev_page":749,"total_pages":6766,"limit_value":12,"offset_value":8988,"total_count":81191,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40200},{"value":"StillImage","hits":35114},{"value":"MovingImage","hits":4552},{"value":"Sound","hits":3248},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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