{"response":{"docs":[{"id":"bcas_bcmss0837_406","title":"Early childhood","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":["1990/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Childhood development","School improvement programs"],"dcterms_title":["Early childhood"],"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/406"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nFree Program For Four-Near Olds Applications Accepted April 29-May 10 LITTLE ROCK SCHOOL DISTRICT First Class Schools For World Class Kids \\ /? A A Program Of Fun And Learning For Four-Year Olds  Certified early childhood education teachers  Ratio of two adults to every 20 students (1 teacher, 1 aide)  Structured learning environment  Developmentally appropriate curriculum and activities  Before- and after-school childcare available Tuition-Free Tuition-free program for children who will be four years old on or before October 1, 1991, is available at the following schools during the 1991-92 school year: X / ' I ^''A7 -1  Badgett  Franklin  Garland  Ish  Mitchell  Rightsell  Rockefeller  Romine  Stephens  Washington  Woodruff Applications will be accepted at these schools April 29-May 10. /\\ Selections will be by lottery whenever the number of applicants for the Program for Four-Year Olds exceeds the available seats. Enrollment preference is given to children who live within the school's attendance zone or have brothers/sisters enrolled at the requested school. Students selected for enrollment will be notified by May 23. Those who cannot be placed will be put on a waiting list. I I School Hours. The regular school hours are from 8:00 a.m. to 2:30 p.m., Monday through Friday except for regular school holidays. Childcare. Childcare for a fee is available from 2:30-5:30 p.m. For additional information. For more information about the Program for Four-Year Olds, call the Student Assignment Office at (501) 324-2272. \\ s \u0026gt; 3 K - ' /I -I / /! PUT YOUR 4-YEAR OLD ON THE RIGHT TRACK FOR SOCIAL, EMOTIONAL, PHYSICAL, AND COGNITIVE GROWTH. Enroll now for the Little Rock School Districts Special Program for Four-Year Olds. Little Rock School District Student Assignment Office (501) 324-2272 i I -f- X f SOH   G n ?r \u0026amp;: I \\  \"1 I  --1 '1  V \\ lx kJ 3  tZ5 X '\\ ' .ZX/ I t I t r I r Free Program For Four-Near Olds I\" \\ \\' A I I \\ - #* \\ I x. '' I - \\ .71 \\ \\ Applications Accepted April 29-May 10  r- 2 m o 3 3 2 \" i \u0026gt; -O o \" -T y n \u0026gt; Q D H (re  \u0026gt; g Os 73 R- m  o' X I LErCESB LITTLE ROCK SCHOOL DISTRICT First Class Schools For World Class KidsLittle Rock School District March 20, 1990 TO: FROM: Downtown Early Childhood Committee James Jennings, Associate Superintendent for Desegregation^^ Monitoring and Program Development SUBJECT: March 7 Minutes Members Present: Fatimah Akbar James Jennings Chip Jones Rachel Myers It was noted that Glenda Bean (Arkansas Early Childhood Commission) and Jack Turner (Domtown Partnership) could not attend the meeting. Both have had experience in developing a downtown early childhood program. The committee identified five planning areas for the downtown early childhood project: (1) Site Identification (2) Publicity (3) Licensing Requirements (4) Staffing (5) Support Services In regard to site identification, the next meeting will be used to discuss the site identification process. A prospective site should have at least three classrooms (20 students in each class) and outdoor space for play. Hie conmittee also agreed that the center should only enroll four-year old students. Other age groups can be considered after the center is in operation. Teacher representatives will be added to the committee. Also, respresen- tatives from the other districts in Pulaski County will be added to the committee. 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-33612. 3. 4. DOWNTOWN EARLY CHILDHOOD CENTER COMMITTEE Site Selection Report Staffing and Program Report Publicity Needs Assessment AGENDA 4/17/90 1. 5. Additional Committee MembersDOWNTOWN EARLY CHILDHOOD CENTER COMMITTEE April 17, 1990 MINUTES Those attending were Jack Turner, Thelma Jasper, Cecil Talliaferro, Dorisen Hill, Michele French, Rachel Meyers, Fatimah Akbar. Mrs. Meyers opened the meeting. The minutes were read by Michele French and they were approved by the committee. a report on the task of the commission, were heard on the following: Mrs. Meyers gave Questions and discussion 1. 2 . 3. Including 3 year olds and 4 year olds Funding for 3 months beyond the regular school year Care during vacation days, summer and after school The site acquisition committee had several possibilities. searched and reported on A description was given on each, and Jack Turner was given the task of setting up an appointment to visit the Bushman Court Building at 6th \u0026amp; Pulaski and also the Cashion Company at 501 Sherman. of the exact date and time. All committee members will be notified The staff and A question was program committee presented two staffing plans. asked concerning North Central Association accreditation if the center is disassociated with the schools. Carver Magnet School was suggested as a possibility for associating the center with a school since there is no existing 4 year old program. suggested go to an affiliate Discussion on giving children a preference to Meyers was asked or to associating school was presented. check on requirements for the center and to North cost modified version of Plan 1 was recommended. Mrs. Central Association out both plans. A A vice principal was recommended instead of a full-time administrator. The curriculum completed by the Early Childhood Task Force recommended and would be programs in the District. consistent with other 4 year was old A question was asked about a theme in the center. Mrs. Meyer's committee was asked to check on possible schools the center could be attached to. Mr. Jennings asked that consideration be given to Thelma Jasper's program. A needs assessment established as follows: was asked for and a subcommittee was Glenda Beane Dorisene Hill Cecil Talliaferro Co-Chairman Co-ChairmanDOWNTOWN EARLY CHILDHOOD CENTER COMMITTEE May 3, 1990 MINUTES Those is attendance were Jim Moses, Michele French, Glenda Beane, T^my Jack Turner, Thelma Jasper, , Dorothea Davis, parent from the North Little Rock School District. and a Site selection sub-committee asked Mr. Moses to present facts about the Cashion Building and Bushman Courtyard Building. Moses reported the following: Mr. A. 6th Street. The Bushman Courtyard Building is located at 1300 West 1. 2 . 3. 4 . 5. 6. 7 . 8. 9. 10. 11. 12 . 5500 sq. ft. of usable space $3,100 per month to lease Smaller spaces Sharp corners 3 major hallways Kitchen Parking spaces Intra structure work needed 35 years old Some remodeling has been done Previously a doctors' building Possible playground by using some parking area B. The Cashion Building is located at Sth and Sherman. 1. 2. 3. 4 . 5. 6. 7 . 8. 9. 10. 11. 4,800 sq. ft. of usable space Larger spaces Large kitchen Parking spaces Full lot adjacent to building for playground For lease - $5,000 per month (including taxes \u0026amp; insurance) Will spend $15,000 for improvements 10 years old Excellent condition Circle driveway Parking Recommendation to have Jack Turner and the committee pursue the Cashion location. after the meeting. make an offer, frame to be used. Other committee members were excited to visit Mr. Turner proposed that the sub-committee Consideration for money, improvements and timeNew members were assigned to the sub-committees as follows\nDorothea Davis - Staffing Jack Turner - Publicity Glenda Beane NLR Parent - Site Selection The next meeting will be on May 10 at 1:30 p.m.ROCKEFELLER COOPERATIVE EARLY CHILDHOOD EDUCATION DEMONSTRATION MAGNET PARENT-TEACHER PLANNING COMMITTEE ON STAFF DEVELOPMENT AND CURRICULUM PRELIMINARY RECDMMENDATIDNS March 20, 199D TRAINING AND STAFFING Thosa who care For young children must be well prepared and sensitively selected For their work. They must have Formal training in both child development and appropriate pedagogy, For quality training For all personnel who provide care and education For vary young children is a critical component in the success oF early education programs. Ongoing inservice education must be an integral part oF their training and growth as early childhood educators. ThereFore: Early childhood education curriculum and daily activities will be based upon young childrens interests and styles oF learning, emphasize developmentally appropriate learning, and appeal to childrens sense oF curiosity and eagerness in order to help them experience the joy oF learning. Thora will bo a Full spectrum oF activities to stimulate children at various levels oF development. A comprehensive curriculum and training approach is to ba collaboratively developed among the throe districts by those presently responsible For training and supervising HIPPY paraproFessionals, CARE employees Cor other beFore- and aFter- school day care programs), and teachers and aides who work These individuals in any aspect oF early childhood education. will utilize the expertise or professionals From local insti- tutions oF higher education in deaigning the training curri culum. A coordinated training approach among HIPPY, extended daycare, and early childhood education personnel will promote understanding, cooporatlon, and continuity among the programs. To promote understanding oF the total.school program, early childhood staFF should be given an overview oF the elementary curriculum and the elementary staFF should ba given an over- view oF the early childhood program. Thon appropriate in- aervica training should bo provided separately For early childhood staFF and elementary staFF. This approach to training should enhance cohesiveness oF staFF while allowing spaciFic targeting oF teaching levels and oFFicient utilization oF training time. # # # Z2 # Early childhood students should not attend school at least one week CpreFerably two weeks) beFore elementary school students return in the Fall oF each year to allow certiFied and non-certiFied staFF to attend the inservice training and prepare For the coming year. tha First # Early childhood teachers should meet during two weeks oF summer vacation with Dorothea Davis, Michelle r. a representative For Arkansas Baptist College and UALR (Tish Henslee, iF possible), and Marian Shead (HIPPY), This French, to continue work on the early childhood curriculum. could be coordinated with Systematic Training For EFFective Teaching with a halF-day oF curriculum reFining and a day oF S.T.E.T. halF- # The training outlined in the two previous paragraphs will provide one month oF training recommended For RockeFeller School StaFF. . , x IN-SERVICE TRAINING SHDULD INCLUDE\n* Human Relations workshops For entire school and perhaps some just For early childhood staFF to occur in August * Training For staFF about working with computers Viewing and discussion oF the videotape made to illustrate the NAEYC booklet on Developmentally Appropriate Practices For Young Children  Workshop presented by Dr. Anna Heatherly about what early childhood classes should provide to encourage language development and literacy \u0026gt;!= Training For staFF , in building conFlict resolution strategies in early childhood classrooms and playgrounds ! An inspirational speech by Dr. Bettye Caldwell in preparation For the school year 1990-91 * Training For instructional aides at RockeFeller to be required For continued employment and including: 1 . 2. Early Childhood Methods Child Development OTHER RECOMMENDATIONS + CertiFied early childhood staFF should not be required to Many extra hours aFter 3:DO P.M. work longer hours each day. are necessary to plan and prepare For optimal experiences daily For early childhood students and these hours are give IF teachers are n voluntarily by early childhood teachers. required to spend extra hours working with children, this voluntary preparation time will be reduced and program quality will suFFer. + Additional salary compensation should be provided For instructional aides who work longer hours at RockeFellor in tha early childhood classroom than instructional aides It is our at other Little Rock School District schools. understanding that tha promise oF extra pay worked has not been honored. For extra hours3 + Comprehensive developmental screening should be provided * 1. . A__II.. M4 1 rlrn * C3 for early childhood students. Arkansas Children's Hospital might be a resource for this need. + Regular observational assessment of all children should be provided + Foreign language instruction (ppench or Spanish] should begin in early childhood classrooms. ly childhood students should be paid + Field trips for early childhood students snouxc co paxu Little Rock School District Cat least one per for by the class per nine weeks]. + Several specially equipped vans with removable restraining Seats for -inf ants , - twov - and tbree-yeac. old.-studeots-pcovided to allow this age group of children transportation for field trips. to have state mandated + All children should not be required to stayuntil 5:00 P.M. as In f.hR Incentive School Plan. This should be Stated in the Incentive School Plan. voluntary. + More time should be allotted during the summer for teachers to work in their classrooms. AFTER SCHOOL CARE S HIPPY 0 To apply developmentally appropriate practicesfor young four-year-old students should be provided consistent and nurturing by the same staff, with the sama children, experiences group This does not occur of children throughout each day. enrolled in the CARE program after 2:30 daily, enrolled in our classes when they are Ten parents of four-year-old children at Rockefeller have their children picked up by a private bus and taken to a private after school program day care artar scnoox progi an- simply because of this inconsistency of care in this school. Consistency can be provided by having staggered schedules for instructional aides throughout the early childhood program. must receive careful @ Those employed in extended day programs training, supervision and support. As indicated in the section on Training and Staffing of the Early Childhood Plan for desegregation, daycare personnel must bo included in the early childhood education training program which is designed and implemented by the districts and are to members of the school faculty. to be be supervised and supported as @ There must be uniformity of quality among extended daycare programs regardless of the school at which they may be based. @ Activities provided during extended day hours should be sufficiently varied, appealing, and age-appropriate to sustain the interest of the children, 0 The Little Rock School District will consider mandating or strongly encouraging participation in HIPPY for all four- year-old students at the incentive schools.RECOMMENDATIONS should not bs required to + Early childhood children be remain in school until 5:00 p.m. It has worked well for those children not needing extended child care to bo picked up 2*30\n1 r-Hn not endoPBC voung children Qw C.C3. Child care experts do not endorse young attending preschool for long hours if child care is not necessary. Thev feel that the children should be with their Families. parents They feel that the =. A parent on this committee stated that many , including herself, would not enroll their children children were required to remain at Rockefeller if the for an extended day. + An assistant co-teacher is needed for the infant/toddler classroom because of the number of children in that area.OFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 LITTLE ROCK, AR 72201 Hand Delivered Date\nMay 2, 1990 To: James Jennings, Associate Superintendent From: t^^Ann S. Brown, Associate Metropolitan Supervisor Subject: Progress Report on Desegregation Plan, Early Childhood Education Section As we discussed in our meeting last Friday, April 27, 1990, members of the Metropolitan Supervisor's Parent Committee on Early Childhood Education reported on April 26 that they have a number of concerns about the development and implementation of the early childhood education portion of the Desegregation Plan. They are aware that the Desegregation Plan requires the bi racial participation of parents, teachers, and representatives of UALR and the local black colleges, along with district administrators, throughout the planning and implementation of all programs which involve early childhood education and Rockefeller School. The concerns which these parents express relate to both communication and participation. To illustrate, the parents state that as members of the planning committees at Rockefeller, they have received no acknowledgment nor any sort of response regarding reports which they submitted to the District in late March. These reports contain suggestions on curriculum, training, and staffing. Without administrative response to their reports, the parents are uncertain how to proceed next in the development and implementation process. The parents al so say that they have not been consulted about the re-evaluation of Rockefeller's early childhood education policies as required in #6 on page 15 of the early childhood section of the Plan. There have also been complaints that the teacher interview committee at Rockefeller was decidedly racially imbalanced and that there was no representation from UALR or the black colleges. Previously, there have been other difficulties regarding the Little Rock School District's compliance with the early childhood education section of the Plan. In early March, you and I discussed the necessity of involving parents and representatives from the local university and colleges in interviewing the candidates for principal of Rockefeller. A March 5 memo, sent at the direction of Mr. Reville in order to insure compliance with the plan, plainly described and mandated what the composition of the Rockefeller principal interview committee was to be. Yet the procedure outlined in that communication was not followed. Apparently, corrective measures were not implemented until sometime after a March 22 memo which reiterated the necessity for following the requirements of the Desegregation Plan and the directives of the March 5 communication.May 2, 1990 Page 2 In order to assess compliance with the early childhood education section of the Desegregation Plan, and to prevent confusion or misunderstanding on the part of parents, teachers, administrators, or this office, a progress report seems in order. Therefore, by Monday, May 14, please provide the Office of the Metropolitan Supervisor with information which clearly defines how the Little Rock School District is complying with the Desegregation Plan's provision that \"...the process of developing, modifying, or augmenting any early childhood education programs must be done in conjunction with biracial planning and oversight groups approved by the Metropolitan Supervisor and comprised of parents, teachers, representatives of area universities and colleges, and the districts' supervisors responsible for early education.\" This report must: --Contain an update on the progress made regarding all provisions of the early childhood section, including curriculum, staffing, training, the Downtown Early Childhood Education Center, interdistrict collaboration, etc. --Indicate how suggestions from parents, teachers, and representives from local institutions of higher education are being incorporated into program planning and implementation. --Include the names and race of the parents who have been added to the District's Early Childhood Education Task Force, the date they were added to this group, and the primary tasks this group is presently focusing upon. --Include a timeline which indicates key tasks and expected or actual start and completion dates, and the individuals or groups primarily responsible for each task. If there are problem areas or tasks which have not been undertaken, please briefly indicate what the difficulties have been and how and when you expect them to be overcome. I believe that a progress report at this time will help resolve questions, alleviate uncertainties, and uncover problems which must be resolved before they become major hindrances to the timely implementation of the Desegregation Plan. If you have any questions, please don't hesitate to contact me. Thank you.OFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 LITTLE ROCK, AR 72201 Date: May 2, 1990 To: James Jennings, Associate Superintendent From: 4^Ann S. Brown, Associate Metropolitan Supervisor Subject: Progress Report on Desegregation Plan, Early Childhood Education Section As we discussed in our meeting last Friday, April 27, 1990, members of the Metropolitan Supervisor's Parent Committee on Early Childhood Education reported on April 26 that they have a number of concerns about the development and implementation of the early childhood education portion of the Desegregation Plan. They are aware that the Desegregation Plan requires the biracial participation of parents, teachers, and representatives of UALR and the local black colleges, along with district administrators, throughout the planning and implementation of all programs which involve early childhood education and Rockefeller School. The concerns which these parents express relate to both communication and participation. To illustrate, the parents state that as members of the planning committees at Rockefeller, they have received no acknowledgment nor any sort of response regarding reports which they submitted to the District in late March. These reports contain suggestions on curriculum. training, and staffing. Without administrative response to their reports, the parents are uncertain how to proceed next in the development and implementation process. The parents al so say that they have not been consulted about the re-evaluation of Rockefeller's early childhood education policies as required in #6 on page 15 of the early childhood section of the Plan. There have also been complaints that the teacher interview committee at Rockefeller was decidedly racially imbalanced and that there was no representation from UALR or the black colleges. Previously, there have been other difficulties regarding the Little Rock School District's compliance with the early childhood education section of the Plan. In early March, you and I discussed the necessity of involving parents and representatives from the local university and colleges in interviewing the candidates for principal of Rockefeller. A March 5 memo, sent at the direction of Mr. Reville in order to insure compliance with the plan, plainly described and mandated what the composition of the Rockefeller principal interview committee was to be. Yet the procedure outlined in that communication was not followed. Apparently, corrective measures were not implemented until sometime after a March 22 memo which reiterated the necessity for following the requirements of the Desegregation Plan and the directives of the March 5 communication.May 2, 1990 Page 2 In order to assess compliance with the early childhood education section of the Desegregation Plan, and to prevent confusion or misunderstanding on the part of parents, teachers, administrators, or this office, a progress report seems in order. Therefore, by Monday, May 14, please provide the Office of the Metropolitan Supervisor with information which clearly defines how the Little Rock School District is complying with the Desegregation Plan's provision that \"...the process of developing, modifying, or augmenting any early childhood education programs must be done in conjunction with biracial planning and oversight groups approved by the Metropolitan Supervisor and comprised of parents, teachers, representatives of area universities and colleges, and the districts' supervisors responsible for early education.\" This report must: Contain an update on the progress made regarding all provisions of the early childhood section, including curriculum, staffing, training, the Downtown Early Childhood Education Center, interdistrict collaboration, etc. --Indicate how suggestions from parents, teachers, and representives from local institutions of higher education are being incorporated into program planning and implementation. --Include the names and race of the parents who have been added to the District's Early Childhood Education Task Force, the date they were added to this group, and the primary tasks this group is presently focusing upon. --Include a timeline which indicates key tasks and expected or actual start and completion dates, and the individuals or groups primarily responsible for each task. If there are problem areas or tasks which have not been undertaken, please briefly indicate what the difficulties have been and how and when you expect them to be overcome. I believe that a progress report at this time will help resolve questions, alleviate uncertainties, and uncover problems which must be resolved before they become major hindrances to the timely implementation of the Desegregation Plan. If you have any questions, please don't hesitate to contact me. Thank you.Little Rock School District May 11, 1990 V TO: FROM: Ann Brown, Prentice Dupins, and Arma Hart - Associate Metropolitan Supervi sors Chip Jones, Manager of Support Services __ James Jennings, Associate Superintendent for Desegregation 03 Monitoring and Program Development THROUGH:lj^br. Herb Cleek, Deputy Superintendent of Schools (?)^Dr. Ruth Steele, Superintendent of Schools SUBJECT: Downtown Early Childhood Center Site Selection The planning committee for the downtown early childhood center (the Center) has located a site that will be a showcase of the four-year old program in the Little Rock School District. The selected site is currently owned by Cashion and Company. The district has negotiated a price of $4,500 per month for the location contingent upon approval by the Office of the Metropolitan Supervisor. Current cost estimates for the total program are as follows: Rent Utilities 3 teachers 3 aides 1 custodian 1 coordinator 1 secretary Benefits Food Service Material \u0026amp; Supplies Postage Furniture \u0026amp; Equipment Renovations Contingency $54,000 10,000 75,000 30,000 9,000 20,000 12,000 21,900 15,000 3,000 500 20,000 (Start-up) 20,000 (Start-up) 30,000 $320,400 The committee recommends that funding for the Center be similar to the Magnet Schools. Each participating district will be responsible for the costs of the Center based on seat allocation. It is further recommended that the partici-pating districts be allowed to use the Settlement proceeds to pay for the Center. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 Downtown Early Childhood Center May 11, 1990 Page two In order for the District to open the Center for the 1990-91 school year, it must commit withing five working days (by May 18) to a lease agreement. The current occupant needs time to locate new space, remodel and move by August 6, 1990 to allow the district time to open the Center by the beginning of school. The building is well-suited for an early childhood program. Most of its wal1s are movable so that renovation requirements are minor\na separate lot will provide an outdoor play area\noff-street parking is generous\nand access to downtown and to the freeways is strategic. The total square footage of the building itself (not including play areas and parking) is 5,500 or $9.82 per foot, which is very competitive for downtown office space. The committee also considered: --Bushman Court Reporting Building (6th and Pulaski, $3,169 per month. 6,500 sq. feet). This was the committee's second choice\nhowever, in order to use the building for an early childhood program would require extensive and expensive remodeling, this expense would be prudent. The committee did not feel that --Olympia Publishing Building (900 West Fourth, $2,000 per month, 3,400 sq. feet). The committee believes the space would not be adequate for the Center and that it would be difficult to occupy in time for the 1990-91 school year. --SE Corner (3rd and Ringo, $3,000 per month, 3,600 sq. feet). committee believes the space would not be adequate for the Center. Again the Seat Allocation According to the Tri-District Desegregation Plan, II the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area. II As a result, seats will be allocated for downtown employees from each of the three districts in Pulaski County -- Little Rock School District, North Little Rock School District, and Pulaski County Special School Di strict. The Downtown Early Childhood Center will have three four-year old classes during the 1990-91 school year. Each class will have a maximum of 20 students. The seat allocation formula for the interdistrict magnet schools will be used to allocate the 60 four-year old seats among the three districts. LRSD NLRSD PCSSD 45.6% 15.7% 38.7% 27 seats 10 seats 23 seats ODowntown Early Childhood Center May 11, 1990 Page three Assignment Process All assignments are subject to desegregation requirements and capacity. As stated in the Tri-District Desegregation Plan, the Downtown Early Childhood Center is specifically aimed at serving the children of parents who work in the downtown area. in Pulaski County, Arkansas. However, the parent must reside in one of the three districts Act 609, Act 624, or legal transfers cannot be used for admission to the Downtown Early Childhood Center. Special publicity efforts will be used to inform downtown employees about the early childhood program. Special meetings will be held prior to the appli- cation period to inform downtown employees about the downtown early childhood program. city efforts. The three districts will work together to promote and support publi- As stated earlier, the downtown early childhood program is aimed at serving the children of parents who work in the downtown area. The downtown area is defined as the Central Business District of Little Rock. The boundaries of this area are Interstate 30 on the east side, 15th Street on the south side, the State Capitol Mall on the west side, and Markham Street on the north side, parent's worksite must be located in this area in order for the parent to be classified as a downtown employee. The The Little Rock School District Student Assignment Office will be responsible for processing all applications. In order to be eligible for admission, the child must be four years old on or before October 1, 1990. Parents must present a birth certificate and proof of address during the application process. A lottery will be conducted if demand exceeds the supply of seats for a parti- cular district. Students who are not selected will be placed on a waiting list for the remainder of the school year, each year. A new waiting list will be developed Hours of Operation The Downtown Early Childhood Center will have the same opening and closing time as a regular elementary school. In addition to the normal hours of operation, parents will have the option to participate in the before and after school care program. Office. The costs will be determined by the Little Rock School District CARE CARE services also will be provided during holidays. Transportation The three districts will not provide transportation. ODowntown Early Childhood Center May 11, 1990 Page four Curriculum The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily acti- vities. The program itself will be compatible with the developmental needs of young children. the joy of learning. It will appeal to young children an help them experience The early childhood program will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. to learn about themselves and other cultures. Young children need the opportunity An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. Children will be offered choices and will select many of their own activities in learning areas: keeping, and music. children to explore and manipulate. blocks, science, math, games, puzzles, books, art, house- There will be many concrete materials in each area for Teachers are expected to facilitate the development of self-control in children by using positive guidance techniques. havior are a part of the classroom management program. Modeling and encouraging expected be- Children will have many opportunities to develop social skills such as cooperating, helping, and talking with other children, the staff, and resource persons. Children will be provided many experiences which lead to literacy: listening, drawing, and copying. and fine motor development. Such activities facilitate language talking. Listening to stories, telling about pictures. poetry, fingerplays, field trips, dictating stories, and participating in dramatic play all provide a foundation for beginning literacy. Formal reading and writing instruction is reserved for a more developmentally appropriate time. Implementation Plan Since the Center is required by the Tri-District Desegregation Plan, the Little Rock School District plans to implement the recommendations of the committee as described herein. Please advise us before May 18, 1990 if the Office of the Metropolitan Supervisor is not in agreement with this decision so that other plans might be developed. The North Little Rock and the Pulaski County Special School Districts have been provided a copy of this memorandum. cc: Billy Bowles, PCSSD Bobby Acklin, NLRSD OLittle Rock School District r .f- - J*  May 11, 1990\nA TO: FROM: Ann Brown, Prentice Dupins, and Arma Hart - Associate Metropolitan Supervi sors Chip Jones, Manager of Support Services James Jennings, Associate Superintendent for Desegregation \"753 Monitoring and Program Development THROUGH:iJ^Dr. Herb Cleek, Deputy Superintendent of Schools (?^Dr. Ruth Steele, Superintendent of Schools J SUBJECT: Downtown Early Childhood Center Site Selection The planning committee for the downtown early childhood center (the Center) has located a site that will be a showcase of the four-year old program in the Little Rock School District. The selected site is currently owned by Cashion and Company. The district has negotiated a price of $4,500 per month for the location contingent upon approval by the Office of the Metropolitan Supervisor. Current cost estimates for the total program are as follows: Rent Utilities 3 teachers 3 aides 1 custodian 1 coordinator 1 secretary Benefits Food Service Material \u0026amp; Supplies Postage Furniture \u0026amp; Equipment Renovations Conti ngency $54,000 10,000 75,000 30,000 9,000 20,000 12,000 21,900 15,000 3,000 500 20,000 (Start-up) 20,000 (Start-up) 30,000 $320,400 The committee recommends that funding for the Center be similar to the Magnet Schools. Each participating district will be responsible for the costs of the Center based on seat allocation. It is further recommended that the parti ci- pating districts be allowed to use the Settlement proceeds to pay for the Center. O 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361Downtown Early Childhood Center May 11, 1990 Page two In order for the District to open the Center for the 1990-91 school year, it must commit withing five working days (by May 18) to a lease agreement. The current occupant needs time to locate new space, remodel and move by August 6, 1990 to allow the district time to open the Center by the beginning of school. The building is well-suited for an early childhood program. Most of its walls are movable so that renovation requirements are minor\na separate lot will provide an outdoor play area\noff-street parking is generous\nand access to downtown and to the freeways is strategic. The total square footage of the building itself (not including play areas and parking) is 5,500 or $9.82 per foot, which is very competitive for downtown office space. The committee also considered: --Bushman Court Reporting Building (6th and Pulaski, $3,169 per month. 6,500 sq. feet). This was the committee's second choice\nhowever, in order to use the building for an early childhood program would require extensive and expensive remodeling, this expense would be prudent. The committee did not feel that --Olympia Publishing Building (900 West Fourth, $2,000 per month, 3,400 sq. feet). The committee believes the space would not be adequate for the Center and that it would be difficult to occupy in time for the 1990-91 school year. --SE Corner (3rd and Ringo, $3,000 per month, 3,600 sq. feet). committee believes the space would not be adequate for the Center. Again the Seat Allocation According to the Tri-District Desegregation Plan, \"the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area. II As a result, seats will be allocated for downtown employees from each of the three districts in Pulaski County -- Little Rock School District, North Little Rock School District, and Pulaski County Special School Di strict. The Downtown Early Childhood Center will have three four-year old classes during the 1990-91 school year. Each class will have a maximum of 20 students. The seat allocation formula for the interdistrict magnet schools will be used to allocate the 60 four-year old seats among the three districts. LRSD NLRSD PCSSD 45.6% 15.7% 38.7% 27 seats 10 seats 23 seats ODowntown Early Childhood Center May 11, 1990 Page three Assignment Process All assignments are subject to desegregation requirements and capacity. As stated in the Tri-District Desegregation Plan, the Downtown Early Childhood Center is specifically aimed at serving the children of parents who work in the downtown area. in Pulaski County, Arkansas. However, the parent must reside in one of the three districts Act 609, Act 624, or legal transfers cannot be used for admission to the Downtown Early Childhood Center. Special publicity efforts will be used to inform downtown employees about the early childhood program. Special meetings will be held prior to the appli- cation period to inform downtown employees about the downtown early childhood program. city efforts. The three districts will work together to promote and support publi- As stated earlier, the downtown early childhood program is aimed at serving the children of parents who work in the downtown area. fined as the Central Business District of Little Rock. The downtown area is deThe boundaries of this area are Interstate 30 on the east side, 15th Street on the south side, the State Capitol Mall on the west side, and Markham Street on the north side, parent's worksite must be located in this area in order for the parent to be classified as a downtown employee. The The Little Rock School District Student Assignment Office will be responsible for processing all applications. In order to be eligible for admission, the child must be four years old on or before October 1, 1990. Parents must present a birth certificate and proof of address during the application process. A lottery will be conducted if demand exceeds the supply of seats for a parti- cular district. Students who are not selected will be placed on a waiting list for the remainder of the school year, each year. A new waiting list will be developed Hours of Operation The Downtown Early Childhood Center will have the same opening and closing time as a regular elementary school. In addition to the normal hours of operation, parents will have the option to participate in the before and after school care program. Office. The costs will be determined by the Little Rock School District CARE CARE services also will be provided during holidays. Transportation The three districts will not provide transportation. ODowntown Early Childhood Center May 11, 1990 Page four Curriculum The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily acti- viti es. The program itself will be compatible with the developmental needs of young children, the joy of learning. It will appeal to young children an help them experience The early childhood program will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. to learn about themselves and other cultures. Young children need the opportunity An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. Children will be offered choices and will select many of their own activities in learning areas: keeping, and music. children to explore and manipulate. blocks, science, math, games, puzzles, books, art, house- There will be many concrete materials in each area for Teachers are expected to facilitate the development of self-control in children by using positive guidance techniques. havior are a part of the classroom management program. Modeling and encouraging expected beChildren will have many opportunities to develop social skills such as cooperating, helping, and talking with other children, the staff, and resource persons. Children will be provided many experiences which lead to literacy: listening, drawing, and copying. and fine motor development. Such activities facilitate language talking. Listening to stories, telling about pictures. poetry, fingerplays, field trips, dictating stories, and participating in dramatic play all provide a foundation for beginning literacy. Formal reading and writing instruction is reserved for a more developmentally appropriate time. Implementation Plan Since the Center is required by the Tri-District Desegregation Plan, the Little Rock School District plans to implement the recommendations of the committee as described herein. Please advise us before May 18, 1990 if the Office of the Metropolitan Supervisor is not in agreement with this decision so that other plans might be developed. The North Little Rock and the Pulaski County Special School Districts have been provided a copy of this memorandum. cc: Billy Bowles, PCSSD Bobby Acklin, NLRSD OPROGRESS REPORT ON DESEGREGATION PLAN, EARLY CHILDHOOD EDUCATION SECTION May 14,1990 B JB A_C J[ A L._..RAjR I IC. IEAT-I-OjN The District will continue to have biracial participation throughout the planning and implementation of all programs, which involve Early Childhood Education and Rockefeller School. Rockefeller School. On March 21,1990 - The Planning Committee met at a) b) c) d) e) Represented were: The Metropolitan Supervisors' Office The Little Rock School District The Rockefeller Staff Parents The Local Colleges After a general meeting the group broke up into subcommittees in order to plan, organize and schedule their next meeting date. Rockefeller School. On March 28, 1990 - A general meeting was held at The following committees met : 1. 2. .3. 4. Public Relations, Recruitment, and Parent and Community Involvement Elementary Curriculum Early Childhood Education Policies and Procedures Staff Development and Curriculum Represented were: a) b) c) d) Little Rock School District Rockefeller Staff Parents Local Colleges CQMMUJSJLCAri.QH-..AND_JPAB.LKIEAIIGH A letter was sent to the Chairperson of the various committees from Mrs. Mangan on March 29, 1990, informing them their reports have been forwarded to the Central Office. These reports will be addressed beginning the third week of May by a District Committee comprised of the following: a) b) c) Rockefeller Parents, Teachers, and Administrators Little School District Administration College representatives The purpose of the District Committee is to review all recommendations and concerns and to make final recommendations to the Metropolitan Supervisors' Office. Page 1These recommendation: concerned. will then be made available to all parties EAP,LL_CHILtDHQQD...ED.UCAT LON _EQL LC.IES. The parent committee met on March 28,1990 and submitted a list of ten preliminary recommendations. These will be examined at the meeting scheduled for the third week of May and the above stated procedure will be followed. This committee will reconvene in order to develop specific recommendations regarding the following: 1. Infant Enrollment Age 2. Sick Days for Extended Illness The plan specifically state that these items \"must be evaluated by the parent committee on early childhood education.\" Childhood section, page 15, item 6) (Early T.EAC.HR.-.IN.TEm.EK_GQWMLTJrE The Teacher Interview Committee at Rockefeller School has been enlarged by representation from U.A.L. R. and Shorter College. The composition of the Interview Committee is as follows: 1. Ann Mangan Principal 2. Rachel Meyers Asst. Supt. B F 3. Rose Ivory Supervisor 4. Dorothy Daniels Parent 5. Evelyn Jackson Retired Teacher B F 6. Jaime Foster 7. Romona Clark U. A. L. R. Shorter W F B F B F W F B F These changes should adequately address any earlier concerns of imbalances. SIAEEIHG All of the applicants have been interviewed with the exception of two which are scheduled for an interview next week. The Director of Human Resources will begin staffing the school Thursday, May 10, 1990. TRABUMS A tentative outline of training is complete and will be addressed by the District Committee during the third week of May. DQWHTQHH...EARLY-.CHILDH.Q.QD...EDU.CAT.LQK..,CENTER Page - 2STATUS REPORT May 8, 1990 The Downtown Early Childhood Center Committee has met five time since its March 1 inception. According to the Tri-District Desegregation Plan, the Downtown Early Childhood Center will be: 1. Of the same high quality as other early childhood education programs in the district. 2. Aimed at serving the children of parents who work in the downtown area. 3. Racially integrated. The center is scheduled to open in 1990-91. In order to meet this deadline, the committee has agreed to place primary interest on selecting a site as soon as possible. A property search in the downtown area was conducted by committee member Jack Turner. Mr. Turner is employed by the Downtown Partnership, were reviewed during the April 17 meeting. Five sites On April 27, several of the committee members toured two of the facilities. and Pulaski Streets. The Bushman Reporting building is located at Sixth Fifth and Sherman Streets, for both buildings. The Cashion Company Building is located at Jim Moses is the real estate agent The building were evaluated on the basis of the following areas: Access ibility Condition Renovation Work Expansion Landscaping Attractiveness Playground Space Costs The committee agreed to pursue a lease arrangement on the Cashion Building. The site selection committee (Jack Turner, Chip Jones, and Amy Flynn) will make a recommendation to the committee at the May 10 meeting. Three subcommittees have been established. As already stated. the site selection committee is preparing a lease proposal, staffing and program subcommittee has recommended a staff of three teachers, one administrator, one secretary, and The paraprofessional support. The center will have three four-year- old classes (20 students each) during the first year of operation. The Little Rock School District four-year-old curriculum will be used at the downtown center. Subcommittee members are Rachel Myers-Jones (LRSD), Michelle French (PCSSD), Thelma Jasper (Educational Cooperative), and Doretha Davis Page - 3(Philander Smith College). The staffing and program subcommittee will develop plans for year-round service, extended day care, and holiday service. The publicity subcommittee is developing a needs assessment survey for downtown employees. Subcommittee members are Glenda Bean (Arkansas Early Childhood Commission), Fatimah Akbar (LR parent), and Monecia West (NLR parent). The publicity subcommittee also will develop plans for recruitment in the downtown area. INTERDISTRI.C.T...C.QLLAB.QRAT.,IQN. A comprehensive curriculum and training approach is to be collaboratively developed among the three districts by those presently responsible for training and supervising HIPPY paraprofessionals, CARE employees (or other before- and afterschool daycare programs), and teachers and aides who work in any aspect of early childhood education. The Little Rock School District Early Childhood Task Force will develop a training model for early childhood teachers and aides. The training model will focus on the delivery of the specific skills and objectives listed in the early childhood curriculum report. The training model will be completed prior to the end of the 1989-90 school year. In regard to training for CARE and HIPPY employees, Jo Evelyn Elston will be responsible for developing a tri-district committee to address this task. The Little Rock School District HIPPY program currently uses a training model that has been refined over the past five years. LRSD will explore the possibility of developing collaborative HIPPY training with PCSSD and NLRSD. two weeks. The tri-district committee will meet within the next INC0RP.QRATJNG_5JGGESTlQN.S_JKLQ_fR.Q.GRAM...-RLAN.N.IRa_AND IMPLEMENTATION The Little Rock School District is soliciting and collecting suggestions from a wide range of groups including patrons. employees and local colleges. These are collected by various committees such as the Parental Involvement and Public Relations Committee. The committees forward the reports to the Principal who sends them in turn to the Little Rock School District where they are analyzed and distilled by the District Committee comprised of various enabling groups. The results of the committee's decisions will be disseminated as timely and widely as possible through the following means: 1. District Cable T. V. 2. Press Releases Page 43. District Focus 4. P.T.A. 5. Personal Communications EARkyCmJL.DHQQI?._.EDD.QAIl^^ The following parents have been added to the Early Childhood Education Task Force as of March 22, 1990: Garland Georgia Rucker 5113 W. 29th St. Little Rock, AR 664-2856 (Home) Black Garland was unable to furnish a white parent. Franklin: Denise Northcutt 4320 Irwin Road Little Rock AR 455-3110 (Work) 821-3310 (Home) White 72210 Darlene Jones 9601 Nathan Hale Little Rock, AR 666-4665 (Home) 686-9103 (Work) Black 72209 In accordance to the Tri-District Desegregation Plan, the Early Childhood Education Task Force is focusing on the continuation of high school kindergartens. UMEL INE.-_KEX-IASKS 1. Conduct an investigation of the continuation of high school kindergarten. Initiation - 12/89 Completion - 6/30/90 Persons Responsible - Rachel Myers-Jones, LRSD Task Force 2. Re-evaluate early childhood policies now in existence and their impact on desegregation and educational goals. Initiation 3/21/90 Completion - 6/30/90 Persons Responsible - Rachel Myers-Jones, LRSD Task Force, and selected Rockefeller Committee Members 3. Review and revise the comprehensive curriculum training and information document proposed by the Tri-District Early Childhood Task Force. Initiation 10/3/89 Completion - 8/27/90 (ongoing) Page - 5Persons Responsible - Rachel Myers-Jones, LRSD Task Force, Pat Price, Selected Rockefeller Committee Persons 4. 5. Staff Development - Identify the Early Childhood components that are needed in the incentive Schools. Initiation - 3/29/90 Completion - 6/15/90 Persons Responsible - Pat Price, Marvin Zimmerman, Input Task Force, Rockefeller Committee, Incentive School Curriculum Committee Identify and secure reports and other relevant concerns. Initiation - 3/29/90 Completion - On-going Persons Responsible - Pat Price, James Jennings, Estelle Matthis Page - 6TO: FROM: Little Rock School District May 14, 1990 Ann S. Brown, Associate Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Estelle Matthis, A.ssociate Superintendent for Educational Programs and Staff Development THROUGH: Dr. Herb Cleek, Deputy Superintendent Dr. Ruth Steele, Superintendent of Schools SUBJECT: Progress Report on Early Giildhood Education Section of Tri-District Desegregation Plan -   W  A * Tne progress report on the early childhood education section of the Tri-District Desegregation Plan is attached for your review. The report contains all the information requested in your May 2 memo. Your May 2 memo begins with a reference to our meeting on April 27. How- ever, your memo does not give much detail about our discussion on 4/27. It is very important to review our discussion in order to establish the proper context for responding to other concerns listed in your May 2 memo. As you know, you stated that you met with a committee on April 26 about the Rockefeller program. You stated that the committee liad a number of concerns about the development and implementation of the Rockefeller early childhood program. You also stated that the committee was the Metropolitan Supervisor's Parent Committee on Early Childhood Education. The District was unaware of a meeting scheduled for April 26 with the Parent Committee on Early Childhood Education. In our meeting on April 27, you vzere unable to respond to our questions about the role of this committee and the relationship of this committee with the parent/ staff committee for Rockefeller. Rockefellers parent/staff committee was already in existence on April 26. At the time of your meeting on April 26, you were fully aware of the existence of the parent/staff committee for Rockefeller because you were instrumental in developing this committee. As you probably recall, we met with you on March 9 and discussed the letter you wrote and distributed to all Rockefeller parents without our knowledge or approval (see attacl'iment). You also addressed the parent/staff planning committees at the March 21 orientation meeting. - 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Memo to Ann Brown Early Childhood Progress Report page two Your May 2 memo specifically refers to the concerns of the Metropolitan Supervisor's Parent Committee on Early Childhood Education. Tne District is still interested in knowing about the role of this committee, in regard to Rockefeller, and the relationship between this committee and the parent/staff planning committees at Rockefeller. The District has met with the parent/staff planning committees on several occasions, and we are in the process of responding to their recommendations. It is somewliat confusing to now hear that another committee has some concerns. There are at least four early childhood committees presently in operation: LRSD Early Childhood Task Force, Metropolitan Supervisor's Parent Committee on Early Childhood Education, Downtown Early Childhood Committee, and the Rockefeller parent/staff planning committees. Communications have varied regarding the role that each of these committees should play in developing a comprehensive early childhood program. A meeting with the committee chairpersons, the Metropolitan Supervisor's office, and LRSD will help clarify the various roles and responsibilities. Once clarity is established, all committees should be able to complete the tasks iden- tified in the Tri-District Desegregation Plan. The ultimate goal is to develop and implement a quality early childhood education program that addresses the needs of all students whether they attend Rockefeller School or any other early childhood site in the district. The merging of strategies, philosophies, etc., and the cooperation of all parties will ensure the accomplishment of this goal. In regard to another matter, your May 2 memo also refers to \"other difficulties regarding the Little Rock School District's compliance with the early childhood education section of the Plan. It of your May 2 memo, you specifically state the following: In the third paragraph A March 5 memo, sent at the direction of Mr. Reville in order to insure compliance with the plan, plainly described and mandated what the composition of the Rockefeller principal interview committee was to be. Yet the procedure outlined in that communi- cation was not followed. Apparently, corrective measures were not implemented until sometime after a March 22 memo wliich reiterated the necessity for following the requirements of the Desegregation Plan and the directives of the March 5 conmunication. In your May 2 memo, you failed to mention why the \"procedure outlined in your March 5 memo was not followed. It Please be reminded that the following individuals met on March 7 to discuss your March 5 memo: Eugene Reville Arma Hart Ann Brown Prentice Dupins Dr. Ruth Steele Dr. Herb Cleek Estelle Matthis James Jennings Chip JonesMemo to Ann Brown Early Childhood Progress Report page three Ihe District reviewed your March 5 memo and outlined the procedure we wanted to use to interview for all incentive school principal positions, including Rockefeller. We specifically stated that the teacher committee members would be selected by the LRCTA, and the parent committee members would be selected by the Joshua Intervenors. We also noted that the first round of interviews would be used to develop a pool. The second round of interviews would be used to deal with possible assignments to particular schools. Mr. Reville approved our procedure. In our minds, llr. Reville's March 7 approval of our proposal for selecting interview team members superceded your March 5 memo. We regret that a memo was not written to confirm the decisions made in the March 7 meeting. In regard to the teacher interview committee at Rockefeller, please note in the progress report that the committee includes representatives from UALR and Shorter College. This information was shared with you during our April 27 meeting. Please refer to page two of the April 27 minutes prepared by your office. The minutes clearly indicate that the District \"rectified\" this problem. In regard to the principal interview committee at Rockefeller, the local universities were involved in the process after your March 22 memo. However, you must remember that the District pro- ceeded after the March 7 meeting with our understanding of Mr. Reville's approval. cc: Prentice Dupins Arma HartMarch 7, 1990 Dear Parent: Rockefeller School is growing! And we want you to be part of the exciting changes in store for the Rockefeller community of students, staff, and parents. The new Desegregation Plan enables Rockefeller to become a cooperative early childhood education demonstration magnet school next year. That means our school will become a model of creative and exciting ways to provide the very best care and education for children from infancy through grade six. Educators and college students from all over the county and the state will be able to visit Rockefeller to learn about early childhood education at its very best. And your child will be a student at this wonderful school! As a parent, your ideas about how our school will grow into an early childhood magnet are very important. Parents, teachers and other school staff, college It representatives, and administrators will all work together to make suggestions and decisions about what our \"new\" school will become, based on the framework of the Desegregation Plan. Attached is a A number of planning areas will be addressed through parent-staff committees, each of which will concentrate on certain aspects of the school. Attccf.cd i: c list of these committees and a brief description concentration. of each one's area of Will you become our planning partner and join us as a committee member? Please say \"yes!\" by filling out the enclosed Committee Volunteer Form and returning it to your child's teacher by this Friday, March 9, 1990. Then join your fellow parents, school staff, and the Metropolitan Supervisor, Mr. Eugene Reville, for one hour at Rockefeller on Thursday evening, March 15, at 5:00 p.m. for an orientation and the first meeting of each committee. Thank you very much. Sincerely, The Staff of Rockefeller School P.S. Remember these two important dates: Friday, March 9, 1990: return Volunteer Form to your child's teacher Thursday, March 15, 1990: orientation and committee meetings at RockefellerROCKEFELLER PLANNING COmiTTEES VOLUNTEER FORM Name Address ZIP Phone (day) (eveni ng) Please join us in planning for the Rockefeller Cooperative Early Childhood Education Demonstration Magnet School. Below is a list of committees and the If you can think of types of topics that will probably be considered by each one. other planning areas you believe should be adclressed, please write your idea in the space marked \"Other suggestions.\" Then indicate your preferences for the conmittee you would like to join by placing a 1\" by your first choice, a 2 by your second choice and a \"3\" by your third choice. (You may serve on more than one committee but be careful not to over-commit your time!) Staffing: selection process\nstaff distribution\ncontract lengths\nresponsibilities\ncompensation\ncareer ladders\ninterfacing with colleges. Early childhood curriculum: emphasis on developmentally appropriate curriculum for infants through kindergarten\nhow to link early childhood and elementary curriculum\nspecial programs and events. Elementary curriculum: emphasis on grades one through six\nhow to build elementary curriculum upon that of early childhood\nspecial programs and events. ___Staff development: training programs and topics\ntrainers and trainees\nstaff development calendar. ___Scheduling and calendar: organization of the school day. week, and year. Policies and procedures: includes those of the early childhood program: infant enrollment ages\nvacation days, private pay and lunch rates for infants and toddlers\nschoolwide policies and procedures for staff, students and parents. Alternative education: al ternative classrooms and incentive and discipline programs. teaching methods\nPublic relations and recruitment: information dissemination\nschool racial balance. community outreach\ncommunication and strategies for student recruitment\nenhancing Parent and comunity involvement: types of involvement\nhow to promote. support, and sustain involvement\ntraining for parents. Student support systems: college scholarships\nmentoring\nservice learning (students as volunteers\n) peer and cross-age interaction. Other suggestions for committee topics: Please return this form to your child's teacher by Friday, March 9. Thank you!PROGRESS REPORT ON DESEGREGATION PLAN, EARLY CHILDHOOD EDUCATION SECTION May 14,1990 EIBALIAIuJEAEXIlEmi^ The District will continue to have biracial participation throughout the planning and implementation of all programs, which involve Early Childhood Education and Rockefeller School. Rockefeller School. On March 21,1990 - The Planning Committee met at Represented were\na) b) c) d) e) The Metropolitan Supervisors' Office The Little Rock School District The Rockefeller Staff Parents The Local Colleges After a general meeting the group broke up into, subcommittees in order to plan, organize and schedule their next meeting date. Rockefeller School. On March 28, 1990 - A general meeting was held at The following committees met : 1. 2. 3. 4. Public Relations, Recruitment, and Parent and Community Involvement Elementary Curriculum Early Childhood Education Policies and Procedures Staff Development and Curriculum Represented were\na) b) c) d) Little Rock School District Rockefeller Staff Parents Local College A letter was sent to the Chairperson of the various committees from Mrs. Mangan on March 29, 1990, informing them their reports have been forwarded to the Central Office. These reports will be addressed beginning the third week of May by a District Committee comprised of the following: a) b) c) Rockefeller Parents, Teachers, and Administrators Little School District Administration College representatives e The purpose of the District Committee is to review all recommendations and concern\nand to make final recommendations to the Metropolitan Supervisors' Office. Page - 1These recommendations will then be made available to all parties concerned. The parent committee met on March 28,1990 and submitted a list of ten preliminary recommendations. These will be examined at the meeting scheduled for the third week of May and the above stated procedure will be followed. This committee will reconvene in order to develop specific recommendations regarding the following: 1. Infant Enrollment Age 2. Sick Days for Extended Illness The plan specifically states that these items \"must be evaluated by the parent committee on early childhood education. Childhood section, page 15, item 6) (Early The Teacher Interview Committee at Rockefeller School has been enlarged by representation from U.A.L.R. and Shorter College. The composition of the 'Interview Committee is as follows: F 1. 2. 3. 4. 5. 6. 7. Ann Mangan Principal W Rachel Meyers Asst. Supt. B F Rose Ivory Supervisor Dorothy Daniels Parent Evelyn Jackson Retired Teacher B F Jaime Foster Romona Clark 0. A. L. R. Shorter B F B F W F B F These changes should adequately address any earlier concerns of imbalances. SIAELINfi All of the applicants have been interviewed with the exception of two which are scheduled for an interview next week. The Director of Human Resources will begin staffing the school Thursday, May 10, 1990. TRAIHIHG A tentative outline of training is complete and will be addressed by the District Committee during the third week of May. Page - 2STATUS REPORT May 8, 1990 The Downtown Early Childhood Center Committee has met five times since its March 1 inception. According to the Tri-District Desegregation Plan, the Downtown Early Childhood Center will be: 1. Of the same high quality as other early childhood education programs in the district. 2. Aimed at serving the children of parents who work in the downtown area. 3. Racially integrated. The center is scheduled to open in 1990-91. In order to meet this deadline, the committee has agreed to place primary interest on selecting a site as soon as possible. A property search in the downtown area was conducted by committee member Jack Turner. Mr. Turner is employed by the Downtown Partnership, were reviewed during the April 17 meeting. Five sites On April 27, several of the committee members toured two of the facilities. and Pulaski Streets. The Bushman Reporting building is located at Sixth Fifth and Sherman Streets, for both buildings. The Cashion Company Building is located at Jim Moses is the real estate agent The buildings were evaluated on the basis of the following areas: Acce ibility Condition Renovation Work Expansion Landscaping Attractiveness Playground Space Costs The committee agreed to pursue a lease arrangement on the Cashion Building. The site selection committee (Jack Turner, Chip Jones, and Amy Flynn) will make a recommendation to the committee at the May 10 meeting. Three subcommittees have been established. As. already stated. the site selection committee is preparing a lease proposal, staffing and program subcommittee has recommended a staff of three teachers, one administrator, one secretary, and The paraprofessional support. The center will have three four-year- old classes (20 students each) during the first year of operation. The Little Rock School District four-year-old curriculum will be used at the downtown center. Subcommittee members are Rachel Myers-Jones (LRSD), Michelle French (PCSSD), Thelma Jasper (Educational Cooperative), and Doretha Davis Page 3(Philander Smith College). The staffing and program subcommittee will develop plans for year-round service, extended day care, and holiday service. The publicity subcommittee is developing a needs assessment survey for downtown employees. Subcommittee members are Glenda Bean (Arkansas Early Childhood Commission), Fatimah Akbar (LR parent), and Monecia West (NLR parent). The publicity subcommittee also will develop plans for recruitment in the downtown area. A comprehensive curriculum and training approach is to be collaboratively developed among the three districts by those presently responsible for training and supervising HIPPY paraprofessionals, CARE employees (or other before- and afterschool daycare programs), and teachers and aides who work in any aspect of early childhood education. The Little Rock School District Early Childhood Task Force will develop a training model for early childhood teachers and aides. The training model will focus on the delivery of the specific skills and objectives listed in the early childhood curriculum report. The training model will be completed prior to the end of the 1989-90 school year. In regard to training for CARE and HIPPY employees, Jo Evelyn Elston will be responsible for developing a tri-district committee to address this task. The Little Rock School District HIPPY program currently uses a training model that has been refined over the past five years. LRSD will explore the possibility of developing collaborative HIPPY training with PCSSD and NLRSD. two weeks. The tri-district committee will meet within the next IHPiEMENTATKIH. The Little Rock School District is soliciting and collecting suggestions from a wide range of groups including patrons, employees and local colleges. These are collected by various committees such as the Parental Involvement and Public Relations Committee. The committees forward the reports to the Principal who sends them in turn to the Little Rock School District where they are analyzed and distilled by the District Committee comprised of various enabling groups. The results of the committee's decisions will be disseminated as timely and widely as possible through the following means: 1. District Cable T. V. 2. Press Releases Page - 43. District Focus 4. P.T.A. 5. Personal Communications The following parents have been added to the Early Childhood Education Task Force as of March 22, 1990\nGarland Georgia Rucker 5113 W. 29th St. Little Rock, AR 664-2856 (Home) Black Garland was unable to furnish a white parent. Franklin\nDenise Northcutt 4320 Irwin Road Little Rock AR 455-3110 (Work) 821-3310 (Home) White 72210 Darlene Jones 9601 Nathan Hale Little Rock, AR 666-4665 (Home) 686-9103 (Work) Black 72209 In accordance to the Tri-District Desegregation Plan, the Early Childhood Education Task Force is focusing on the continuation of high school kindergartens. 1. Conduct an investigation of the continuation of high school kindergarten. Initiation - 12/89 Completion - 6/30/90 Persons Responsible - Rachel Myers-Jones, LRSD Task Force 2. Re-evaluate early childhood policies now in existence and their impact on desegregation and educational goals. Initiation 3/21/9 0 Completion - 6/30/90 Persons Responsible - Rachel Myers-Jones, LRSD Task Force, and selected Rockefeller Committee Members 3. Review and revise the comprehensive curriculum training and information document proposed by the Tri-District Early Childhood Task Force. Initiation 10/3/89 Completion - 8/27/90 (ongoing) Page - 54. 5. Persons Responsible - Rachel Myers-Jones, LRSD Task Force, Pat Price, Selected Rockefeller Committee Persons Staff Development - Identify the Early Childhood components that are needed in the incentive Schools. Initiation 3/29/9 0 Completion - 6/15/90 Persons Responsible - Pat Price, Marvin Zimmerman, Input Task Force, Rockefeller Committee, Incentive School Curriculum Committee Identify and secure reports and other relevant concerns. Initiation 3/29/90 Completion - On-going Persons Responsible - Pat Price, James Jennings, Estelle Matthis Page 6 t Jack, Lyon \u0026amp; Jones, p.a. ATTORNEYS AT LAW 3400 TCBY TOWER 425 WEST CAPITOL AVENUE LITTLE ROCK, ARKANSAS 72201 (501)375-1122 TELECOPIER (501) 375-1027 Nashville Office 1201 Sixteenth Avenue South P.O. Box 121114 Nashville, Tennessee 37212 (615) 329-4664 Telecopier: (615) 320-0115 May 15, 1990 Christopher J. Heller, Esquire FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building Little Rock, Arkansas 72201 VA\"^ SAS'S RE\nDowntown Early Childhood'Center Dear Chris: Upon review of the Memorandum of May 11, 1990, from Chip Jones and James Jennings to the Associate Metropolitan \" Supervisors regarding the Downtown Early Childhood Center, I must infeorm you that the position of the North Little Rock School District is that the cost distribution provisions of that Memorandum violate the March, 1989, Pulaski County Case Settlement Agreement (as revised September I Desegregation 28, 1989). 1989, The May 11, Memorandum states at page 1, \"Each _ district will be responsible for the costs of the Center based on seat allocation.\" Thus, it anticipates that the Districts will have to provide funds for their respective students attending this Center. participating at page Thus, . _ ----- As you are aware Sectxon^II. D. of the Settlement Agreement at page 4 provides, \"The districts' obligation to contribute funds to Magnet Schools shall be limited to their paying their portions of the costs six existing Magnet Schools pursuant to the Court's Order of February 27, 1987.\" By agreement, the only funds to be provided to a host district for students attending new magnet schools is limited to the MtoM transfer payments The May 11 Memorandum suggests an obligation in addition to this which is in violation of the Settlement districts of the SIX from the State. Agreement. We note that the Memorandum also provides, _________ recommended that the participating districts be allowed to the Settlement proceeds to pay for the Center.\" \"It is further use _ _ As you are aware, pursuant to the Settlement Agreement all Settlement proceeds received by the NLRSD are restricted to providing compensatory education. See, Section VIII., B., C. and D. Thus, North Little Rock Settlement proceeds would not be available for this purpose even if we so desired. B. C.* - a Jack, Lyon \u0026amp; Jones, p.a. Chistopher J. Heller May 15, 1990 Page 2 Also, you should be aware that the NLRSD is surprised by the proposed budget. Daycare centers in the Little Rock area, such the First United Method Church Child Development are able to provide an early childhood program for children ranging in ages from infants through four years of age for half of this cost. as Center, If we were expected to pay for such a program, we anticipate that we would be involved in the budget preparation and determination of program content. In any event, I hope that you will remind your clients about the provisions of the Settlement Agreement. Hopefully, thro 13 simply an oversight and further proceedings regarding the Settlement Agreement will not be needed. this is Hopefully cc\nVery truly yours, Stephen W. Jones All counsel of record Office of Metropolitan Supervisor James Smith PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1500 Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216 (501) 490-2000 May 16, 1990 Ms. Ann Brown Mr. Prentice Dupins Ms. Arma Hart Associate Metropolitan Supervisors Heritage West Building 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown, Ms. Hart and Mr. Dupins: The LRSD's memo to you dated May 11, 1990 regarding a proposed downtown early childhood center has been brought to my attention. This is the first time the PCSSD's Office of Desegregation has been notified of this proposal. The Court approved plan provides that the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area. II I certainly assumed that my office. which has direct line responsibility for desegregation, would have been at least notified of this decision prior to its submission to the Office of the Metropolitan Supervisor. Our district representative on the committee, Michelle French, is not aware of any discussions on funding formula or seating allocations during committee meetings she attended. While I have not had time to fully analyze the May 11, 1990 memo or to discuss it at all with the superintendent, the following objections have already occurred to me: 1. The proposed method for funding is directly contrary to the Court's Order of December 11, 1989 which accepted the alternative funding mechanism of M to M transfer monies as opposed to the funding method which has prevailed for the six existing magnet schools. funding \"similar to the magnet schools. The PCSSD is not agreeable to II 2. while the LRSD generously suggests that the PCSSD settlement funds be used to pay for this center, the fact remains that after several requests these funds have not been released to our District. May 16, 1990 Page 2 The proposed commitment It May 18, 1990 is simply unreasonable. of five working days ending 4. While you indicate that the seats will be populated pursuant to ratio that means. \"desegregation requirements\" I do not know what 3 . 5 . The late Metropolitan Supervisor, Mr. Eugene Reville, with Dr. Don Stewart, Mr. Bobby Lester and myself, in a meeting on January 16, 1990 responded to some questions and concerns that dealt specifically with funding interdistrict magnet and specialty schools. Note his response to questions number one and sixteen in the attached information. 6 . I have simply not had time to assess such important issues as access and whether or not the proposed starting time is reasonable for our patrons. Neither can I determine the racial composition that would be anticipated from PCSSD students. Because of all of the foregoing considerations, the PCSSD must, at this point in time, register its strong objections to the proposal as presently outlined. Sincerely, Bi y J. 'B Assistant Superintendent for Desegregation ch Attachments c Mr. Chip Jones Mr. James Jennings Dr. Herb Cleek Dr. Ruth Steele Mr. Bobby Lester PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1 500 DixO': ' Liitie d 3 January 18, 1990 Mr. Eugene Reville Metropolitan Supervisor Heritage West Building 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Mr. Reville: At our January 16 meeting you requested that notes be taken recording your responses to the questions and/or concerns regarding our District's desegregation plan. Enclosed is a copy of the questions and your responses, review this for verification. Please We are also enclosing our suggested changes in the wording of the tri-district desegregation plan. Sincerely, Bobby G. Lester Superintendent of Schools ps Enclosures  1. 2 . 3 . 4 . 5 . 6. PULASKI COUNTY SPECIAL SCHOOL DISTRICT QUESTIONS/CONCERNS AND MR. REVILLE'S RESPONSES REGARDING TRI-DISTRICT DESEGREGATION PLAN January 18, 1990 Who will schools? RESPONSE: pay for new Little Rock School District magnet LRSD will pay for any new magnet schools located within their district. either Will the PCSSD have any financial responsibility for the construction, operation or maintenance of the new LRSD magnet schools beyond the M to M payments its students schools generate? RESPONSE: If the No, it will not. answer is PCSSD's responsibility? students, seat other arrangements? RESPONSE: yes,\" what will be the magnitude of the Will it be based on the number of allocations, Not applicable cost of the schools, or some extent that the money does not presently exist -in the PCSSD budget, where will it come from? Other than federal magnet school grants, new revenue  * If so, what do you propose? To the from? do you plan sources for our District? RESPONSE: Judge Woods cannot order a millage increase the school districts are unsuccessful in unless -- ----- their attempt to pass a increase. I suggest you seek and pass a millage increase. to millage how do you the PCSSD finance its obligations under your proposed plan? Do you believe the PCSSD should engage in - \" If so, what additional cuts do you If the PCSSD is unable to pass a new millage. propose Do you further budget cuts? propose? RESPONSE: First, its obiigat ions a we need to do everything we can to pass increase. If we run into financial millage increase. If we run problems after the millage fails. to the courts. then we\nan go (Page 17, LRSD Student Assignment) Transportation. The statement about the 8 a.m. school opening would_ create numerous problems transporting PCSSD's students. (--- ---- time be more flexible? 8:a.m., a .m. Can this RESPONSE: (8 : 20-8:30 m., etc.) This will be discussed with the LRSD. 17 . We have serious concerns that plans may be under way by the LRSD to establish a medical arts magnet (page 16, Interdistrict Schools and Programs) which would be duplicate of the program approved for Oak Grove High, you share these concerns or do you believe duplication is satisfactory? If you share how do you propose to resolve them? arts concerns, RESPONSE: This 8 . 9. 10 . 11. 12. and a Do that such IS not conf lict. laboratory interested believed to This area is in experience be a planned for the medical courses for credit. any of our problem or to those field, a provide students rather than The elimination of one-race classes by 1990-91 is not possible to accomplish, especially on the high school level This is something that will have blacks into advanced classes and one-race in some advanced courses. to be tied to phased in. employ to relaxed? RESPONSE: What getting accomplish specific this strategies goal and do can you propose we the timetable be Explain why this is not being done. Who will pay attending incentive schools? feasible and what is the scholarships for PCSSD and NLRSD students As this money is not present in the budget, where do you propose it be secured? RESPONSE: Has the The LRSD will pay for the scholarships. business community pledged a particular amount of level of support for the public money or schools? Have you obtained some firm commitment regarding a dollar figure they would raise or guarantee? RESPONSE: Some businesses have pledged their expertise and some money to Dunbar. There has been some support for the aerospace magnet, an especially large amount from a foundation. businesses to give more than their support--they pay their taxes. We cannot expect (Page 1,\" Extracurricular Activities) Is the director of activities appointed by the principal in each school, a new position or a new assignment for existing staff? Extracurricular Activities) RESPONSE: It could be a new assignment for existing staff. (Page 3, mean all Does this Standardized Eligibility Requirement) which have membership requirements? organizations RESPONSE: We should strongly consider this proposal. 213 . (Page 10 item 4, qualifications Early Childhood required for principals Education) make it The almost 14 . impossible to find applicants. Can the \"must be changed to II should\"? RESPONSE: Yes, it can be changed to \"should.\" (Page 10 item 5 Early Childhood Education) position or added responsibility for existing staff? Is this a new RESPONSE\nThis staff. responsibility can be added to existing 15. (Page 11 item 3 Early Childhood Education) PCSSD's program to be 60 percent black? Does this allow 16 . RESPONSE: No it does not. (Page 16, Early Childhood Education) Who will the downtown E.C.E. Center? What are the pay sites for under consideration? Where are they located? What do they cost? RESPONSE: The LRSD will pay for the downtown E.C.E. Center.- There was no response to the other parts of the- question. 17 . (Page 17 item 1 Early Childhood Education) Does this make 19. extended day mandatory for every school? RESPONSE: Are No, it is not mandatory that every school have the extended day program. recommendations\" going to be mandatory is accepted by the court? RESPONSE: if this plan In most cases they will be mandatory. If the court approves those things that have been \"strongly and we are not able to comply, will we be held recommended in contempt of court? RESPONSE: The court gets angry when the districts are not serious about what they are doing or have proposed to do. ignore the court order, comply. You get into trouble when you will not be able to If you see that you come to me and explain why. Then there is no real problem. Clarification is needed (Pages 31 and 35, Incentive School) on who will administer the trust fund--two groups are 18 . listed. RESPONSE: One group will manage the trust fund and the other group will oversee the program. 3RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OCT 1 1991 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. INTERVENORS KATHERINE W. KNIGHT, et al. INTERVENORS NOTICE OF FILING Little Rock School District hereby gives notice of the filing of the attached \"Four-Year-Old Program Long-Term Plan II as required by this Court's order of August 22, 1991. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 ) BYT Christopher Hei^SrJCERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following counsel of record by depositing copy of same in the United States mail on this 30th day of September 1991. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 BYl . -- Christopher Hell -2- FOUR-YEAR-OLD PROGRAM LONG-TERM PLAN Little Rock School District This report will outline the long-range plans for expanding the early childhood education program in the Little Rock School District. In particular, this report will address the demographic, instructional, and structural needs for expanding the current four-year-old program. The report will begin with a review of background information related to the expansion of the four-year-old program in the Little Rock School District. selecting program sites will be provided. Next, the objectives for The objectives will be followed by an analysis of demographic data related to the four- year-old population in the Little Rock School District, attention will be given to identifying the number of Special disadvantaged students to be served by the four-year-old program. A review of the instructional goals of the four-year-old program will be included. Finally, long-term recommendations for establishing new four-year-old classes will be presented. Background The Little Rock School District four-year-old program was started during the 1988-89 school year as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Although Rockefeller Elementary School served four-year-old students prior to this time, the emphasis on using this program as a tool to desegregate schools started in the 1988-89 school year. Three schools participated in the four-year-old program during the 1988-89 school year: Ish, Rockefeller, and Stephens. In the following year (1989-90), four-year-old classes were added to Franklin and Washington. Four-year-old classes were added to Badgett and Garland in the 1990-91 school year and Mitchell, Rightsell, Romine, and Woodruff at the beginning of the current school year - 1991-92. As a result, eleven of the 36 elementary schools in the Little Rock School District have one or more four- year-old classes: Badgett - Franklin - Garland - Ish - Mitchell - Rightsell - Rockefeller 20 seats 60 seats 20 seats 20 seats 20 seats 20 seats 60 seatspage two Romine - Stephens - Washington - Woodruff - 20 seats 20 seats 40 seats 20 seats Total 320 seats Volume I of the long-term desegregation plan was drafted and submitted to the federal district court during the first semester of the 1988-89 school year. At that time, the Little Rock School district proposed to have a four-year-old program in all elementary schools by the 1993-94 school year. This goal included the provision that the \"scope of this program may be altered, affected and/or enhanced by the proposed assignment and construction proposals made in this plan. II The District still believes that early childhood education is a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Furthermore, we believe that effective early childhood programs will reduce, if not eliminate, the need for major remediation programs in the upper grades. For these reasons, the enhancement and expansion of the four-year-old program will continue to be a priority for the Little Rock School District. Objectives for Selecting Sites It has already been stated that the expansion of the four- year-old program in the Little Rock School District is related to two major objectives: (1) to meet the growing needs of disadvantaged students\nand (2) to improve the racial balance at schools that are difficult to desegregate. These objectives carry with them certain limitations in regard to the location of future four-year-old sites. The settlement plan emphasizes the ongoing collaboration between the Little Rock School District and other federally funded early childhood programs to meet the needs of inner city Little The District has worked closely with the Rock students. Head Start program operated by the Community Organization for Poverty Elimination (COPE). Since Head Start can only serve families below the poverty level. Head Start centers are typically found in areas that are easily accessible to this population. As a result, future four-year-old sites should be located in or near areas that will facilitate collaborative efforts between the District and Head Start.page three Another factor that should be considered in identifying future four-year-old sites is the number of disadvantaged students in a given area. Priority should be given to areas that have a very high concentration of low income students. The first objective cannot be accomplished without an estimate of the number of disadvantaged four-year-old students in the Little Rock School District. According to the settlement plan, 80% of the disadvantaged students in the city of Little Rock will be served by the citywide early childhood education program. The figures listed below represent the District's estimate of the number of four-year-old students who have been eligible for the free and reduced lunch program during the past four years: 1987 1988 1989 1990 981 1077 1237 1071 Using the long-range goal of sezrving 80% of the disadvantaged students, these figures will require the citywide program to have the capacity to be able to serve 785 to 990 disadvantaged four- year-old students. The remainder of this report will use the average of these four years, 1092 four-year-old students, for planning purposes. As a result, for planning purposes only, the long-range goal is to serve 874 disadvantaged students. The four Head Start centers currently serve 361 students. All of these students are below the poverty level. In addition. the Model Cities Program, operated by the City of Little Rock, can serve a total of 60 four-year-old children. The Model Cities Program has two centers: the East End Community Complex (near Carver Magnet School) and the South Little Rock Recreation Center (across the street from Washington Magnet School). There are no income eligibility requirements for the Model Cities Program. The second objective of the long-range plan for expanding the four-year-old program is to improve the racial balance in schools that have been difficult to desegregate. The elementary school attendance zones were originally designed to establish a racial balance at each school of 55 5, variance of 5%. black and 45% white with a Demographic changes over the past two years have resulted in some attendance zones having a lower number of white students than anticipated. The District has been successful in using the four-year-old program, along with other voluntary desegregation measures, to attract white students to schools that fall in this category. For instance, the Romine area is experiencing a steady increase in its black population. The four-year-old program at Romine School, however, is 50% white.page four The use of the four-year-old program as a means to improve the racial balance at certain schools also implies that these classes cannot be placed in attendance zones that continue to remain racially balanced. A list of the attendance zones that are not in danger of becoming racially imbalanced is provided below. This restriction does not preclude the placement of four- year-old classes in satellite zones that have heavy concentrations of disadvantaged students. Attendance zones less than 55% black: Brady, Dodd, Fair Park, Forest Park, Fulbright, Jefferson, McDermott, Meadowcliff, Otter Creek, Pulaski Heights, Terry, and Western Hills. In order to use the four-year-old program as means of improving the racial balance at a school it will be necessary to make provisions for both black and white students. This requirement must be addressed in calculating the number of additional four-year-old seats needed to meet the long-range goal. Demographics The purpose of this section is to review demographic data related to four-year-old children in the city of Little Rock, should be noted that the Little Rock School District has worked very closely with COPE to develop and maintain early childhood It opportunities for four-year-old students. As a result, some of the demographic information collected by COPE will be presented in this section. At present, COPE operates four Head Start centers within the boundaries of the Little Rock School District. Start center is at the old King/Oakhurst School, still owned by the Little Rock School District. The largest Head This site is The second largest center is in Hollingsworth Court (east Little Rock). addition, two buildings that were formerly Educare centers are In currently used at Head Start sites. The center on 65th Street will probably be vacated at the end of this school year, site in the southwest Little Rock area has already been Another identified for the 1992-93 school year. The center on Asher Avenue, directly across the street from Wilson School, opened at the beginning of this school year, classrooms that are not in use. This center has four Community Needs Assessment. was conducted by COPE in 1990. 523 families throughout Little Rock. A community needs assessment Interviews were conducted with pre-school children at the time of the interview, is a brief review of some of the findings: All of the families had The followingpage five A. More services are needed in the King School/Highland Court area, the John Barrow/Asher Avenue area, and in southwest Little Rock. B. All of the centers in the above areas have waiting lists. C. Children were identified in each area who are above the Head Start income guidelines, cannot be served by Head Start. Barrow/SWLR - 16 As a result, these children King/Highland - 25, D. Number of children in families inteirviewed\n0-2 years 3 years 4 years 5 years Total H.S. Eligible 275 233 377 72 957 508 E. 53 of the families interviewed are at the bottom of the economic ladder - less than $6,280. F. 77% (401) of the families interviewed are headed by single mothers. G. 65% of the families interviewed indicated a need for Head Start in the future. H. A substantial number of parents indicated that they would be willing to participate in the following parent programs: literacy, drug abuse prevention, self-improvement, parenting, self-sufficiency, parent support group (child abuse), parent support group (drug abuse), and adult education classes. LRSD Data. It is interesting to note that the demographic information compiled by the LRSD Student Assignment Office identifies two of the three target areas cited by COPE as areas of need. Attachment One shows the number of four-year-old students over the past four years who have enrolled in kindergarten. each geographic area. The schools are listed as a means of describing Areas A, B, H, J, L, and M have experienced increases over the past two years. The largest increase (50% growth) occurred in Area. H - the area around Parkview, Wilson, and Bale Schools. This area is referred to by COPE as the John Barrow area, growth in areas L (22% growth), A (21% growth), and B (14% The growth) is more likely to be the result of parents who decided toV page six choose public education, as opposed to a net increase in births. The fluctuations in these areas over the four-year period tend to confirm this assumption. The increase in Area M (7% growth) from 1989 to 1990 tends to confirm the finding by COPE in regard to the need for more early childhood services in southwest Little Rock. In addition to this finding, however. Area M is the only area that experienced a steady increase in the number of four-year-old children during the period of 1987-1990: 1987-1988 1988-1989 4 % growth 21% growth The findings for Areas H and M should be coupled with the trend in Area J - the area around Western Hills, Meadowcliff, and Dodd Schools. This area is contiguous to, and in some cases overlaps, what is generally considered to be the Barrow area and southwest Little Rock. Again, a steady increase in the number of four-year-old children is evident during the period of 1987-1990: 1987-1988 1988-1989 11% growth 14% growth The data supplied by both parties document the need for four-year-old services in the John Barrow Road area and southwest Little Rock. Although these areas continue to show growth. future services in the central Little Rock area should not be disregarded. Little Rock. COPE is interested in having a center in central Currently, Head Start students from central Little Rock must go to the King/Oakhurst site. Transportation from central Little Rock to King/Oakhurst is a serious problem for some of these parents. Attachment One indicates heavy concentrations of four-year-old students in Areas D and I, the areas which serve the Incentive Schools, even though both areas have experienced declines since 1988. Instructional Goals The whole thrust of the early childhood program has been to remedy the academic differences that our students are bringing into the school system. In the past, we have experienced low performance, retention, and dropouts. Significant amounts of time and money have been expended on remediation, special education, and on providing the basic level of preparation needed to succeed in school. Many of the problems of skills disparity that are chronic in the higher grades are lessened when all youngsters enter kindergarten with appropriate pre-school experiences. Thepage seven citywide early childhood programs are geared to providing the skills and experience that have often been lacking in lower income youngsters. This is tremendously important, not only to the parents, but to the self-image and self-confidence of the child. The number of students who will flourish, learn, and perform at grade level while building on a foundation of pride, achievement, and self-esteem is simply incalculable. The instructional goals of this program are to address the needs of at-risk students, at the earliest possible age, in a manner that ensures success in learning and diminishes the current disparity in performance between not only black and white children but economically advantaged and disadvantaged children. Philosophv/Ob~i ectives. The early years of life are critical for helping children realize their full developmental potential. Arranging experiences to enhance development is a task for the home, the school, and the community. The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily activities. The program itself will be compatible with the developmental needs of young children. It will appeal to young children and help them experience the joy of learning. The early childhood program will be multicultural in focus and it will be sensitive to the cultural and ethnic heritage of children. Young children need the opportunity to learn about themselves and other cultures. An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about, and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. The Early Childhood Task Force has endeavored to structure a curriculum for four-year-old children that is multicultural and tailored to the individual needs and interests of the learners. In every instance, teachers of young children must be curriculum developers who are able to observe and talk with children to determine high interest areas. The specific skills taught in LRSD four-year-old classes can be found in the District's early childhood education handbook.page eight Parent Involvement. The active involvement of the family is critical to children's success in school. helps sustain the effects of school programs. It reinforces and Parents will be actively involved in the implementation of the program through: - Orientation Meeting and Make/Take Workshops - Parents will become acquainted with the program at Open House. Parents also will be provided a variety of activities and strategies to enhance achievement by their children. - Parent Participation - Parents will be invited to volunteer in the classroom, accompany the class on field trips, and observe the child in the classroom. - Advisory Committee - Parents will serve on the Early Childhood Advisory Committee. - Training Sessions - Principals and teachers will encourage parents to participate in training sessions so they can have a better understanding of the characteristics of children and how they grow. - Discussion Groups - Parent discussion groups with teachers and outside agency representatives will be scheduled as a means to improve parent effectiveness. - Parent Survey - Parents will help us evaluate the program in the school by completing a survey. A summary will be made from the responses to identify needs and provide better services for the children. Staff Development. The Little Rock School District is committed to providing continuous professional growth opportunities for all staff members. Major components of these opportunities are the districtwide training courses and minicourses which have been designed and scheduled to address staff development needs as reflected in the local schools' Annual School Improvement Plans. Also, in order to be in compliance with State Department Standards, LRSD certified staff members are required to complete a minimum of five (5) days or 27 1/2 hours of staff development training each year. Staff development activities for the four- year-old program will include but not be limited to the following areas: - Licensing Requirements - Classroom Managementpage nine - Child Development and Behavior - Learning Styles Parent Conferences - Developing Centers and Units - Transitional Activities - Prejudice Reduction - Behavior Management and Self-Esteem Instructional aides will receive child development associate training or early childhood education technical assistance depending upon individual needs. Program Evaluation. A longitudinal study of all students involved in the citywide early childhood program will be conducted. The information gained from this study will allow LRSD, and the other agencies, to make valid assessments of student achievement and program effectiveness. Recommendations The difference between the estimate for the long-range goal (874 disadvantaged children) and the number of children currently served by Head Start (361 children) is 513. The extent to which the Head Start program will expand over the next 3-5 years cannot be detennined at this time. long-range expansion planning. Head Start is currently involved in It will be necessary for the Little Rock School District to continue to work closely with COPE to determine the exact number of seats that can be provided by each agency to meet the long-range goal. The long-range goal will probably be modified as better information is acquired about the number of disadvantaged four-year-old students in Little Rock. In addition to determining the number of seats that must be provided by each agency, the Little Rock School District will have to provide enough seats at each new site to meet the desegregation requirements. The following recommendations are tentative pending the collection of additional details on demographics and expansion possibilities, and the finalization of agreements with COPE, citywide early childhood planning committee will be formed to A continue the process of studying these factors. The committeepage ten will consist of representatives from the Little Rock School District, COPE, Model Cities, the Housing Authority, related agencies. and other quarter. The committee will meet at least once each The nature of long-range planning to meet the growing needs of disadvantaged children is such that ongoing collaboration and planning is crucial. 1992-93 A. B. Open a class at Bale School - 20 seats Open 3 classes at the Asher Avenue Head Start Center C. D. (directly across from Wilson School) Open a class at Watson School - 20 seats Open a class at Geyer Springs - 20 seats 60 seats 1993-94 A. B. Open two classes at the new King School - 40 seats Convert Ish School to an early childhood center if the attendance zones for the new interdistrict schools will allow for accommodation of Ish students at nearby schools and place LRSD in a position to petition the court to authorize conversion of Ish to an early childhood center. The proximity of the new King School, Mitchell School, and Rightsell School, and the low enrollment at Ish are factors that will be considered in developing a proposal to submit to the court. C. Open at least one class at the new SWLR Head Start Center - 20 seats 1994-95 A. Open two classes at the new Stephens School - 40 seatsFOUR-YEAR-OLD DEMOGRAPHICS AREA DESCRIPTION 1987 1988 1989 1990 A Fulbright Terry 99 83 89 108 B Brady Fair Park Jefferson McDermott 130 125 138 157 C Pul. Hgts. Woodruff 83 105 119 95 D Rightsell Mitchell Rockefeller Ish 324 377 314 283 E Carver Mann 93 81 96 90 F Badgett 13 14 28 25 G Romine 131 161 135 116 H Parkview Wilson Bale 107 106 74 111 I Franklin Stephens Garland 324 318 313 285 J Western Hills Meadowcliff Dodd 73 81 92 93 K Geyer Springs Wakefield 73 81 100 96 L Otter Creek 24 28 23 28 M Cloverdale Mabelvale Watson Chicot 159 166 201 216 N Baseline 133 135 141 116For suspension of the rules at regular Board meeting on April 23, 1992. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEiyPO April 23, 1992 APR 2 2 1992 Office of Desegregation Monitoring TO: Board of Directors FROM: istelle Matthis, Associate Superintendent for Educational Programs THROUGH: Ruth S. Steele, Superintendent of Schools SUBJECT: Arkansas Better Chance (ABC) Program Continuing Grant Application The Arkansas Department of Education recently aimounced the availability of Arkansas Better Chance (ABC) monies for second-year funding of developmentally appropriate early childhood education programs which identify and assist educationally-deprived children ages three (3) to five (5), as specified in the Arkansas Better Chance Program, Act 212 of 1991. The request for the Continuing Grant Application was released April 16, 1992, and the deadline for submission is May 8, 1992. The amount requested for second-year funding may not exceed the total amount of last years grant award, plus a five percent increase. 1991-92 Grant Allocation Center-based Four-Year-Old Program HIPPY Program Total Allocation Five percent increase $100,000.00 47.050.00 $147,050.00 + 7,352.50 Continuing Grant Request 1992-93 $154,402.50 It is recommended that you authorize the administration to submit an application for second-year funding in the amount of $154,402.50.ARKANSAS BETTER CHANCE ( STATEMENT OF ASSURANCES 1. The applicant has the necessary legal authority to apply for and to receive the proposed contract. (Attach a copy of the substantiating document.) 2. The applicant agrees to plan and implement a program in compliance with Act 212 of 1991, the Arkansas Better Chance Program, and to follow all applicable state and federal statutes and regulations. 3. If applicable, the applicant agrees to secure a license for a child care center under The Child Care Licensing Act, Ark Code Ann. 20-78-201 through 221 (1987 and Supp. 1989). 4. The applicant agrees to keep such records and provide such information to the Arkansas Department of Education and to the Arkansas Department of Human Services as reasonably may be required for fiscal auditing and program evaluation. 5. The applicant agrees to use funds provided under Act 212 of 1991 to supplement and not to supplant existing funds for early childhood programs. 6. The applicant agrees to participate upon request in an external annual evaluation of the project as determined by the Arkansas Department of Education. 7. The applicant agrees to coordinate its efforts with other early childhood programs and service providers to provide a comprehensive, quality early childhood program. 8. The applicant agrees to prohibit discrimination and intimidation on account of race, creed, color, sex or national origin in student selection and employment practices. 9. The activities and service.s under this proposed program will be admim'stered by or under the supervision of the applicant. 10. For operation of HIPPY Programs, a letter of authorization from HIPPY USA will be provided. 11. The filing of this application was authorized at the following official meeting: District Board of Education meeting Policy Board meeting--------------- Head of Administration________ President of Board ____________ Date Date Date Date Date Signature of Authorized Official TitleFOUR-YEAR-OLD PROGRAM LONG-TERM PLAN Little Rock School District Ofiico (.\n? iiacj jUH 4 o{ Desegregation Moniw-3 This report will outline the long-range plans for expanding the early childhood education program in the Little Rock School District. In particular, this report will address the demographic, instructional, and structural needs for expanding the current four-year-old program. The report will begin with a review of background information related to the expansion of the four-year-old program in the Little Rock School District. selecting program sites will be provided. Next, the objectives for The objectives will be followed by an analysis of demographic data related to the four- year-old population in the Little Rock School District. A review of the instructional goals of the four-year-old program will be included. Finally, long-term recoiranendations for establishing new four-year-old classes will be presented. Background The Little Rock School District four-year-old program was started during the 1988-89 school year as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Although Rockefeller Elementary School served four-year-old students prior to this time, the emphasis on using this program as a tool to desegregate schools started in the 1988-89 school year. Three schools participated in the four-year-old program during the 1988-89 school year: Ish, Rockefeller, and Stephens. In the following year (1989-90), four-year-old classes were added to Franklin and Washington. Four-year-old classes were added to Badgett and Garland in the 1990-91 school year and Mitchell, Rightsell, Romine, and Woodruff at the beginning of the current school year - 1991-92. According to the May 1 court order, the District must \"accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned\" (page 16). in the Little Rock School District. There are 36 elementary schools This moans that the District must provide 648 four-year-old seats in order to comply with the desegregation plan. a four-year-old program in 1992-93. Figure One shows the schools which will have These schools will account for 378 of the 648 four-year-old seats needed by 1994-95.1992-93 Badgett Bale Cloverdale Franklin Garland Geyer Spgs. Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Watson Wilson Woodruff 2 FIGURE ONE Ineligible 1993-94. 1994-95 Brady Dodd Fair Park Forest Park Fulbright Jefferson Mabelvale McDermott Moadowcliff Otter Creek Pul. Heights Terry Western Hills Baseline Chicot* King** Booker Carver Gibbs Williams * Under consideration - will need additional space (NOTE: Wakefield is eligible for a four-year-old program, but no space is available for an additional class.) ** If approved by the Court to open in 1994-953 Objectives for Selecting Sites It has already been stated that the expansion of the four- year-old program in the Little Rock School District is related to two major objectives: (1) to meet the growing needs of disadvantaged students\nand (2) to improve the racial balance at schools that are difficult to desegregate. These objectives are consistent with the terms of the May 1 court order to \"place four-year-old programs in locations which will best further the goals of disparity reduction and racial balance\" (page 16). These objectives carry with them, however, certain limitations in regard to the location of future four-year-old sites. A factor that should be considered in identifying future four-year-old sites is the number of disadvantaged students in a given area. Priority should be given to areas that have a very high concentration of low income students. The second objective of the long-range plan for expanding the four-year-old program is to improve the racial balance in schools that have been difficult to desegregate. The elementary school attendance zones were originally designed to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. Demographic changes over the past two years have resulted in some attendance zones having a lower number of white students than anticipated. The District has been successful in using the fo\\ir-year-old program, along with other voluntary desegregation measures, to attract white students to schools that fall in this category. For instance, the Romine area is experiencing a steady increase in its black population. The four-year-old program at Romine School, however, is 50% white. The use of the four-year-old program as a means to improve the racial balance at certain schools also implies that these classes cannot be placed in attendance zones that continue to remain racially balanced. This restriction does not preclude the placement of four-year-old classes in satellite zones that have heavy concentrations of disadvantaged students. The attendance zones that are ineligible for a program because of racial balance Brady, Dodd, Fair Park, Forest Park, Fulbright, Jefferson, Mabelvale, McDermott, Meadowcliff, Otter Creek, Pulaski Heights, Terry, and Western Hills. balances that are less than 55% black. These attendance zones have racial are: In light of the information provided in Figure One, the District will need to open a total of 270 four-year-old seats by the 1994-95 school year in order to comply with the desegregation plan. This goal can be met by using area centers, opening programs at schools that are eligible, and/or adding one or more classes to schools with existing four-year-old programs.4 Demographics Attachment One shows the number of four-year-old students The over the past four years who have enrolled in kindergarten, schools are listed as a means of describing each geographic area. Areas A, B, H, J, L, and M experienced increases between 1989 and 1990. The largest increase (50% growth) occurred in Area H - the area around Parkview, Wilson, and Bale Schools. This area will be referred to as the John Barrow Road area. The growth in areas L (22% growth), A (7% growth), and B (14% growth) is more likely to be the result of parents who decided to choose public education, as opposed to a net increase in births. The fluctuations in these areas over the four-year period tend to confirm this assumption. The increase in Area M (7% growth) from 1989 to 1990 tends to suggest the need for more early childhood services in southwest Little Rock. In addition to this finding, however, Area M is the only area that experienced a steady increase of more than 1% growth in the number of four-year-old children during the period of 1987-1990: 1987-1988 1988-1989 1989-1990 4% growth 21% growth 7% growth The findings for Areas H and M should be coupled with the trend in Area J - the area around Western Hills, Meadowcliff, and Dodd Schools. This area is contiguous to, and in some cases overlaps, what is generally considered to be the Barrow Road area and southwest Little Rock. Again, a steady increase in the number of four-year-old children is evident during the period of 1987-1990\n1987-1988 1988-1989 1989-1990 11% growth 14% growth 1% growth These data document the need for four-year-old services in the John Barrow Road area and southwest Little Rock. Although these areas continue to show growth, future services in the central Little Rock area should not be disregarded. Attachment One indicates heavy concentrations of four-year-old students in Areas D and I, the areas which serve the Incentive Schools, though both areas have experienced declines since 1988. even Instructional Goals The whole thrust of the early childhood program has been to remedy the academic differences that our students are bringing In the past, we have experienced low into the school system. Significant amounts of performance, retention, and dropouts. time and money have been expended on remediation, special 5 education, and on providing the basic level of preparation needed to succeed in school. Many of the problems of skills disparity that are chronic in The the higher grades are lessened when all youngsters enter kindergarten with appropriate pre-school experiences. District's four-year-old program is designed to provide the skills and experience that have often been lacking in lower income youngsters. This is tremendously important, not only to the parents, but to the self-image and self-confidence of the The number of students who will flourish, learn, and child. perform at grade level while building on a foundation of pride, achievement, and self-esteem is simply incalculable. The instructional goals of this program are to address the needs of at-risk students, at the earliest possible age, in a manner that ensures success in learning and diminishes the current disparity in performance between not only black and white children but economically advantaged and disadvantaged children. The early years of life are critical Philosophv/Qbjectives, for helping children realize their full developmental potentxal. Arranging experiences to enhance develojxnent is a task for the home, the school, and the community. The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and The styles of learning which will guide daily activities. program itself will be compatible with the developmental needs of It will appeal to young children and help them young children. experience the joy of learning. The early childhood program will be multicultural in focus and it will be sensitive to the cultural and ethnic heritage of children. Young children need the opportunity to learn about themselves and other cultures. An appropriate curriculum for young children will be one in They will be given which the children are active learners. freedom to act on materials, to use them in their own ways, to move about, and to interact verbally and physically with other children and with their teachers. There will be a full spectrxim of activities to stimulate children with many levels of development. The Early Childhood Task Force has endeavored to structure a curriculum for four-year-old children that is multicultural and tailored to the individual needs and interests of the learners. In every instance In every instance, teachers of young children must be curriculum developers who are able to observe and talk with children to determine high interest areas. The specific skills taught in LRSD four-year-old classes can be found in the District's early childhood education handbook.6 Parent Involvement, The active involvement of the family is critical to children's success in school. It reinforces and Parents will be helps sustain the effects of school programs. actively involved in the implementation of the program through: - Orientation Meeting and Make/Take Workshops - Parents will become acquainted with the program at Open House. Parents also will be provided a variety of activities and strategies to enhance achievement by their children. - Parent Participation - Parents will be invited to volunteer in the classroom, accompany the class on field trips, and observe the child in the classroom. - Advisory Coirenittee - Parents will serve on the Early Childhood Advisory Committee. - Training Sessions - Principals and teachers will encourage parents to participate in training sessions so they can have a better understanding of the characteristics of children and how they grow. Discussion Groups - Parent discussion groups with teachers and outside agency representatives will be scheduled as a means to improve parent effectiveness. Parent Survey - Parents will help us evaluate the program in the school by completing a survey. A summary will be made from the responses to identify needs and provide better services for the children. Staff Development. The Little Rock School District is conmitted to providing continuous professional growth opportunities for all staff members. Major components of these opportunities are the districtwide training courses and minicourses which have been designed and scheduled to address staff developxnent needs as reflected in the local schools' Annual School Improvement Plans. Also, in order to be in compliance with State Department Standards, LRSD certified staff members are required to complete a minimum of five (5) days or 27 1/2 hours of staff development Staff development activities for the four- training each year. year-old program will include but not be limited to the following areas : - Licensing Requirements Classroom Management - Child Development and Behavior7 - Learning Styles Parent Conferences - Developing Centers and Units Transitional Activities - Prejudice Reduction - Behavior Management and Self-Esteem Instructional aides will receive child development associate training or early childhood education technical assistance depending upon individual needs. Program Evaluation. A longitudinal study of all students involved in the four-year-old program will be conducted. The information gained from this study will allow the District to make valid assessments of student achievement and program effectiveness. Long-Range Proposal - Structural Heeda As stated earlier, the District will need to open a total of 270 four-year-old seats by the 1994-95 school year in order to comply with the desegregation plan. This amount is equivalent to 15 four-year-old classes with a maximum capacity of 18 students in each class. It was also noted that future four-year-old programs should be located in the John Barrow Road area, southwest Little Rock, and/or the area around the incentive schools. In regard to future four-year-old sites, the Little Rock School District proposes the following: A. Chicot. In the 1993-94 school year, open a class at Baseline and The class at Chicot is contingent on the District's ability to free a classroom (e.g. eliminate a kindergarten cla\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_436","title":"Early childhood","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":["1990/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Childhood development","School improvement programs","Educational planning"],"dcterms_title":["Early childhood"],"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/436"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n'(I3/24-3S 13: 22 501 324 2023 LRSD COMMLNICATI fiDM @ 002.'1)03 Littie Rock School District For Immediate Release March 24, 199S For more information: SuelJen Vann, 324-2020 School District Opening Daycare Center Babies and toddlers will soon Join the ranks of students at a Little Rock high school. The Metropolitan Learning Opportunity Child Care Center will occuny a portion. of the Metropolitan Vocationai Techrdcal Center, located at 7701 Scott Hamilton Diive. Childcare Director Shirley Lewis is overseeing preparations for the April 1st opening of the facility. We are excited about ser''vtng young children from the age of six weeks to two and one-half years old in this center, levris said. We plan to provide childcare for any of our secondary students who may be young parents. The Metropolitan Learning Opportunity Child Care Center is funded by a $48,500 grant from the Arkansas Early Childhood Commission. The grant will fund materials and eqmpinent for the center, as well as paying the daycare costs for income-eligible students. In addition to providing daycare sendees., the center plans to teach appropriate parenting skills to teen parents in the fumre. ihe Center will be licensed by die .Arkansas Deparment of Human Sendees. We will work with infants and toddlers to improve tlieir developmental skdils by reading to them and providing age appropriate games, music and other activities, Lewis added,  i he center is open to anyone in the cornrauniry. Private pay enrollments will be accepted in addition to the children of Little Rock studente. (more) 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000 \"os. 24.98 ^..11 324 2023 LRSI) COMMVMCATI OD.M @003.003 CAlIhfcMMlMni. tx. .\u0026lt;WU Metopohtan Child Care Center Page i of 2. Little Rock chool District Pupil Sendees Director Jo Eveljn Elston said that a survey of teen parents intiicated that some students, m ust leave school because they do not have childcare available. We believe the Center -w,!! help to keep some of our young female students in school by offering a daycare option for their infan.ts, Elston said. \"A CjUdlitv daycare program in an educational setting will meet this need . Metropolitan Learning Opportunity Child Care Center joins the Rockefe-Uer tarty L liildhooc Program in sernng infantB and toddlers. Ihs new center -^sdll be open from. S:00 a.m. until 4\n,30 p.m. Monday tliroug.h Friday. Parents ma'y visit the facility dlnng an open .house on Sunday, April 5, fioin. 2:00 un.til 4:00 p.m. Reggstration forms and additionaj ajiformation. m,a\\ be obtained by calling Ms. Le'ads at 324-216404. 21/199S 08: 19 501-.924-20 lRSD COMMLInICATIONS P.AGE 02.'02 Little Rock School District f ar Immediare P,.elease April 21, 1998 For more information\nSuellen Vann, 324-2020 Kindergiirten Students Celebrate National Kindergarten Day Thanks to YamelJs Ice Cream, kindergarten students in the Little Rock School Dismct ( LRSD) vnll enjoy ice cream parties today to cotnmsmorate National Kindergarten Day. Each kindergarten class in the LRSD received a Yarnells Ice Cream Party Kit winch included ice cream, scoops, bowls, spoons and napkins. We wanted tlie kids to have some fun vhile we took note of the significant contributions made by kindergarten programs and kindergarten teachers,\" said Doug Sanders. Yameils senior vice president. Early childhood education is the foundation for a successful, productive school experience. This is our way of encouraging the children, and saying dianks to the teachers, media NOTE: Janne Neals kindergarten class at Pulaski Heights Elementan' will have an outdoor celebration beginning at 1:30 p.m. today with huge bubbles and parachute activities as part of their National Kindergarten Day festivities. 810 West l^aTkham Street Little Rock, Arkansas 72201 (501)324-2000 Little Rock School District MEMORANDUM To: \\oard of Directors Boan From: es Gamine, Superintendent Date pril 23, 1998 Subject: April Desegregation Update The attached information represents the desegregation update for the month of April.Little Rock School District Desegregation Update Board of Directors Meeting April 23, 1998 FOUR-YEAR OLD PROGRAM A total of 990 applicants have applied for the four-year old program through April 1 1998. The Little Rock School District has seats for 720 four-year olds. Parents were notified by mail on April 17, 1998, regarding their placement in the program or on the waiting list. All unfilled seats are reserved for white/other students, with the exception of 12 seats at Badgett Elementary that are available for black students. All remaining vacant seats will be filled on a 1\" come basis.PRE-REGISTRATION JAN. 26-FEB. 6 1999 4-YEAR OLD APPLICATIONS [ Applications Filed ________________II________ Name of School \n Capacity BADGETT BALE BASELINE BRADY CHICOT CLOVERDALE FAIR PARK FRANKLIN GARLAND GEYER SPRING ML KING MABELVALE MITCHELL RIGHTSELL ROCKEFELLER ROMINE WASHINGTON WATSON WILSON WOODRUFF CLINTON CRYSTAL HILL 36 36 36 18 36 36 36 72 18 36 72 18 18 18 54 36 54 36 18 36 26 30 NON- Black IBLK 6 23 27 30 27 28 18 37 24 36 102 20 15 23 35 39 27 36 30 18 26 51 0 5 4 25 13 2 18 6 1 9 40 12 1 3 26 15 31 0 8 10 0 0 Total 6 28 31 55 40 30 36 43 25 45 142 32 16 26 61 54 57 36 38 28 26 51 I TOTAL ASSIGNED INON- Black I Black 6 18 18 9 18 18 18 36 9 18 36 9 9 9 27 18 27 18 9 18 26 30 0 8 3 9 13 2 18 6 1 9 36 9 1 3 27 15 27 1 8 10 0 0 776 678 229 906 404 206 Total 6 26 21 18 31 20 36 42 10 27 72 18 10 12 54 33 54 19 17 28 26 30 610 Non-Black Assigned total represent some 2nd choices LRSD - STUDENT ASSIGNMENT ]To\nLITTLE ROCK SCHOOL DISTRICT RECEJVED Ann S. Brown, Federal Monitor Office of Desegregation Monitoring APR 2 8 1998 From: Nancy Acre, Director Student Assignment Office OFFICE Of DESEGREGATION MONITORING Date: ^April 27, 1998 Subj.: Movement of 4-year old class Mrs. Sadie Mitchell has asked me to notify you that Little Rock School District has decided to move one 4-year old class from Badgett to Dodd, effective August, 1998. Dodd has a strong interest in offering the 4-year old class. They have polled their community and have asked the superintendent to allow them to have the class. Due to the decrease in enrollment and difficulty in filling the 4-year old seats in two classes at Badgett, it is the decision of the district to move one class to Dodd. Please feel free to call if you have questions. Thank you. Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 May 5, 1998 Nancy Acre, Director Student Assignment Office Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Nancy: Thanks so much for your April 27 memo informing me of the districts decision to move a four-year- old class from Badgett to Dodd next fall. It was good to hear from you, and I appreciate your keeping me posted. 1 would appreciate some further infonnation if you have it. WTiile I agree that it makes sense to move the four-year-old class in the instance you described, Id like to know what policies and procedures the LRSD has adopted that provide criteria and guidelines for changing the location of its four-year- old classes. As you know, the district had previously committed to locating the four-year-old program at specific schools. As a matter of fact, the LRSDs new desegregation plan contemplates that the four-year-old classes will remain at their present sites or in the same general location. While Im not suggesting that the district should not move a four-year-old class to a new location, I do want to understand the process the district follows to arrive at such decisions. Since your memo indicated that Sadie Mitchell had asked you to notify me about moving the Badgett class to Dodd, Ill send a copy of this letter to her. Tliank you very much for your assistance. Sincerely yours, Anns. Bro\\ S. Brown cc: Sadie MitchellRECBVF.e MAY 1 8 1993 OFFICE Or DESEGREGATION MONITORING Little Rock School District OFFICE OF THE SUPERINTENDENT Date: May 15, 1998 mIB To: Re: Ann Brown. Federal Monitor, Office of Desegregation Monitoring John Walker, Attorney for the Joshua Intervenors Early Childhood Program: Pre-Kindergarten We currently have, as of May 4, 1998, a total of 574 children signed up for the districts four-year old classes. 358 155 61 574 Black White Other Total (62%) (27%) (11%) We have 146 openings to fill before we reach current capacity of 720 seats. Recommendation: The District shall release all seats to children on the waiting list except two seats per classroom. The result would be the release of 114 seats to children on the waiting list, reserving 32 seats for children who move into the district during the summer. The District would release 50% of any remaining seats on the Tuesday after Labor Day. I he uisirici wouid release aii remaining seats on October 1. We understand that this is substantially what the Court has previously approved. I will request the Boards approval regarding the recommendation on May 28, 1998. If you have modifications that you would like for us to consider, I look forward to hearing from you. Re^peraully, Leslie V.cSarnine Superinten^nt of Schools 810 West Markham Street Little Rock, Arkansas 72201 (501) 824-2000 e nuz.t4^ Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: May 22, 1998 BY FAX To: Les Carnine From: Ann Bro Re: District Proposal for Releasing Four-Year-Old Seats Thank you for your May 15, 1998 memo about releasing empty seats in the LRSDs four-year-old program for 1998-99. I commend you for addressing this issue long before the start of the next school year. Im puzzled by your recommendation to release seats in increments and upon dates that bear no relationship to a district policy, procedure, guideline, or precedent of which I am aware. Nor do I agree that your recommendation is substantially what the Court has previously approved. Our records reflect no history of the district either proposing or implementing an incremental release of seats on a timeline such as that outlined in your memo. The districts practice has been to racially balance the initial spring enrollment of the four-year-old classes, reserve seats for white students in proportions that would preserve racial balance, hold those seats open until school is about to start (or actually has started), and then, citing the districts recruitment efiforts, ask the Courts permission to immediately fill the seats with black children from a waiting list. The LRSD has moved the Court for permission to release unfilled four-year-old seats on a timetable that was always the districts own (not that of the Court) and that also varied from year to year: the dates upon which the district filed its requests to fill vacancies were either in August or September as the new academic year was getting underway. The Court quickly responded to those motions, not wishing to delay childrens access to early childhood education. Because your recommendation represents a departure from the districts previous approach to releasing four-year-old seats, and because Im not aware of any district policies that guide its decisions on how and when to release four-year-old seats. Id appreciate an explanation of the process the district followed to arrive at the recommendation in your memo. As you requested, here are my suggestions: 1. Define the guidelines (policies, procedures, and timelines) for releasing early childhood seats, including an explanation of the reasons underlying the criteria. Make the guidelines sufficiently comprehensive to apply every year but flexible enough to allow for adaptation when special circumstances arise. I Page Two May 26, 1998 2. Use district records and consult with the parent recruiters to determine how many children usually move into the LRSD during the summer months and reserve seats accordingly. (I agree that it may be prudent to reserve some seats for new children, but how did the district arrive at 32 as the number of reserved seats needed for children moving into the district during the summer?) 3. Consider releasing vacant four-year-old seats before Labor Day and certainly well before October 1. Why wait to release half the remaining seats on the Tuesday after Labor Day (why 50% and why after Labor Day, which is September 7 this year)? Waiting until October 1, well into the school year, to release the remaining seats is a very lengthy delay. Its important for children to settle into their classes as early as possible in the new academic year. cc\nJohn WalkerC. Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: May 28, 1998 BY FAX To: Les Carnine From: Ann BrowJ Re: Comments on Second Draft of LRSD Recommendation for Releasing Four-Year-Old Seats Glad we finally caught up with each other on the phone. We both agree with the districts objective of seating children in early childhood classes as soon as possible in any new school year. I also agree that specific wording of the guidelines for releasing seats can be worked out in the next few days. Evidently my fax to you this afternoon crossed with the second fax you sent me, which contained some revisions of the earlier fax (sounds like whos on first!). I still stand by my previous recommendations and now, as you requested, add these, which pertain to the most recent draft Ive seen. These suggestions are to correct errors or clarify wording: Page 1, paragraph 3: Correct the error that appears in the third paragraph, because the district hasnt always filed in August. Below are the dates on which the LRSD filed its requests to fill vacant seats and the date the court responded over the last four years: LRSD Motion September?, 1997 August 1, 1996 August 16, 1995 August 25, 1994 Court Order Septembers, 1997 August 27, 1996 September?, 1995 September 7, 1994 Page 1, paragraph 4, last sentence, last phrase: Specify which disparity is to be closed. (I presume the disparity is that in academic achievement between the races, but its always best to be clear.) Page 2, paragraph 1, item b: The district doesnt report its enrollment on October 1. Rather, October 1 enrollment is the official student count that the district reports to the Arkansas Department of Education. Page 2, #6: Why release all but two of the vacancies per class? This may be a perfectly reasonable number, but what is it based upon? Do district records of enrollment patterns show that two seats per classroom will likely yield the number of vacancies the district wants to preserve over the summer?Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: May 28, 1998 To: Les Carnine From: Ann Browi Re: Changes in LRSD Recommendation for Releasing Four-Year-Old Seats Thanks for faxing me a response to my recent memo about the districts proposal for releasing four- year-old seats. Your note asked me to give you a call today, which I did, but reached only recorded messages. I know that the Board meeting days are hectic, so Im faxing you this message in case we arent able to talk by phone today. The changes Pat Price suggested are reasonable and will help ensure better service to more children earlier in the school year. However, if the seven points in the proposed guidelines are to be consistently applied every year, as Ms. Price indicated, and are also to align with the districts desegregation goals, you may want to consider the points Ive listed below. (My intention isnt to edit your documents. Les, just to make suggestions that may head off some future confusion or problems.) 1. 2. 3. Because the whole idea behind reserving seats is to promote racially balanced enrollment, add a few words or a short sentence (perhaps to #1 on Pats list) to indicate that the districts goal is to racially balance its four-year-old program. In #4 on the list, it might be wise to clarify up front who is to be responsible for making the monthly assessment of vacancies. (Student Assignment?) In #5, change fill to read racially balance the vacancies that exist. (Thats what the recruiters will be trying to do in May and June: just filling the vacancies isnt usually the problem, but getting white children into them is.) 4. Because school starts on a different date each year, guideline #7 can become more generically useful if it doesnt include a specific date (like September 1), but rather a date in relationship to, say, the first day of school. Labor Day, or the month of September. For example, the wording might be during the second week of school or the day after Labor Day, or the first Monday in September. Just use which ever timeframe district records indicate is the best date for releasing seats to accommodate the after-Labor-Day deluge and give Student Assignment enough time to process the necessary paperwork to get the children into their classes as soon as possible.LRSD SUPTS OFFICE 925 P01 MAY 28 98 13:23 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK ARKANSAS 72201 fax MJKIBER: (501) 324-2146 SUPERINTENDENTS OFFICE Date\n/i To: '^rcixn-. n Telephone No,\nMESSAGE: lOz' 1) Number of Pages Sent To FAX Phone Number J* f  LRSD SUPTS OFFICE S25 P02 MAY 23 93 13:23 LITTLE ROCK SCHOOL DISTRICT TO\nFROM: Dr. Les Carnine. Superintendent Pat Price, Director of Early Childhood Education DATE\nMay 28, 1998 SUBJECT: Response to Ann Browns Memo of May 22, 1998 Thank you for your suggestions regarding the memo of May 15, 1998, addressing the release of reserved seats in the LRSDs four year old program for the 1998-99 school year. The process that the district followed to arrive at the recommendation that was initially sent to you was: The Director of Early Childhood Education sent a memofeking what process was used for releasing the reserved seats under the revised Desegregation and Education Plan. She also asked that the issue be addressed as early as possible so that we could expedite the process and provide children 'with the opportunity to participate in the program at an earlier date. In addition, the director made a recommendation for releasing the seats. tn the past year (97-98) the request for a blanket release of reserved seats has been handled by the districts attorneys, after receiving the necessary information from student assignment, such as the number of seats available and the recruitment efforts of the district. The beginning of this process was initiated in late August. The time required for the filing process, a decision, and implementation of that decision resulted in a delay of children being able to participate in the program. It is the districts goal to streamline this process in an attempt to fill the vacancies in an appropriate manner while holding sufficient seats for new patrons and to help further racial balance. The proposal used 32 for the number of seats to be reserved for children moving into the district. This number was based on an approximation of the vacancies that existed in schools which had openings after releasing 50% of the reserved seats in all classes that had vacancies as of May 5, 1998. Please remember that this number will change on an ongoingLRSD SLIPTS OFFICE 925 P03 MAY 28 98 13:24 basis as children are assigned to the program from now until the end of June. The reasoning behind selecting the day after Labor Day and Octobei 1 as the days for releasing the reserved seats was\nJays tne reserveo was. The district usually has a number of children who wait until b. after Labor Day to register. The October 1 date is the official date that the district uses for student counts. r e The (istrict has no problem with releasing the seats at earlier dates and has r lade some adjustments in this area. The district expects these changes to provide the benefits of the program to more children, quickly. Now, seats in an effort to expedite and standardize the process for releasing the district is proposing the following procedures and timelines: 1. 2. Initial enrollment for the four year old program will be in January/Parents may enroll at the student assignment office or at th^ir attendance zone school. Notification of assignments to the four year old program will be mailed to parents in April. 3. Registration for the four year old program will reopen and parents may register at the student assignment office. 4.. After initial assignments are made, there will be-a monthly assessment to see where the vacancies exist in four year old classes and assignments made accordingly. 5. During the months of May and June, recruitment efforts will be made by parent recruiters in the student assignment office to frlfthe vacancies that exist. 6, 1. After recruitment efforts have been made, at the end of June, classrooms that have vacancies will release 50% of their vacancies to students who are on the waiting list. The remaining seats will be reserved to help^reat^ desegregated program. On September 1, all remaining vacant seats will be released and will be filled from the waiting list. ScA.Mi/5C\u0026lt;a Needless to say no system is perfect\nhowever, these procedures will , provide guidelines with time frames that can be consistently aoclied every year. The district intends to closely monitor the procedures to see if \"further changes will be necessary or advisable. I yiAjti,LRSD SUPTS OFFICE 927 P01 MAY 28 98 15:58 Date: To: From: Telephone No.: MESSAGE: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 FAXNUMBER: (501)324-2146 SUPERlNTENDENrS OFFICE c Number of Eases Sent -3 To FxAK Phone Number -0 fO 0 LRSD SUPTS OFFICE LKou oinrr uc.vc.i.urric.i'i i rciA'QVA~..\u0026gt;..sujvo riciy zo 927 PQ2 MAY 28 98 15:57 r- 50 LITTLE ROCK SCHOOL DISTRICT TO: FROM: Dr. Les Carnine, Superintendent Pat Price, Director of Early Childhood Education DATE: May 28,1998 SUBJECT: Response to Ann Browns Memo of May 22. 1998 Thank you for your suggestions regarding the memo of May 15,1998, addressing the release of reserved seats in the LRSDs four-year-old program for the 1998-99 schoc! year. The process that the district foilowed to arrive at the recommendation that was initially sent to you was: . The Director of Early Childhood Education sent a memo asking what process was used for releasing the reserved seats under the revised Desegregation and Education Plan. She also asked that the issue be addressed as early as possible so that we could expedite the process and provide chiidren witn the opportunity to participate in the program at an earlier date, in addition, the director made a recommendation for releasing the seats. Durinq the past three years the request for a blanket release of reserved seats has been handled by th districts attorneys, after receiving the necessary information from student assignment, such as the number of seats available and the recruitment efforts of the district. The ........... July by the Student Assignment Office and filed process was Initiated in July by the Student Assignment unice duu with the court in August. The time required for the filing process, a decision and implementation of that decision resulted in a delay of klCwlw'-wl I \u0026gt; Ml *W ._ I /I, chiidren being able to participate in the program. (X Traditionally two-thirds of at! four-year-oid applications are requesied for African American students. This results in a large number of these students being placed on waiting lists, while seats resented for nonAfrican American students remain vacant. It is the district s goal to streamiins this process in an attempt to fill the vacancies in an appropriate manner while holding sufficient seats for new patrons and to help further racial balance and close the disparity. The prcposal used 32 for the number of seats to be reserved for children moving Into the district. This number was based on an approximation of th vacancies that existed in schools which had openings after releasing 50% of the reserved seats in all classes that had vacancies as of May 5, 1998. Please remember that this number will change on an ongoingLRSD SUPTS OFFICE LRSD STAFF LtVtLUHMtNI FaxibUi-oz^-Loue Ilciy zo 927 P03 MAY\n8  98 15:5? basis as children are June. assigned to the program from now until the end of The reasoning behind selecting the day after Labor Day and October 1 as the davs for releasing foe reserved seats was: The district usually has a number of children who wait until a. b. after Labor Day to register. October 1 is foe date that the district reports fog gfficial student counts to the Arkansas Department of Education. The district has no problem with releasing foe has made some adjustments in this area. The distr.ct . i changes to provide foe benefits of the program to more children, quicKly. Now. in an effort to expedite and standardize the foj '^^^asing seats, the district is proposing the following procedures and timelines. 1, 2. 3. Initial enrollment for the four-year-old program will be during( foe districts regular registration period. Parents may enrc.l at the Student assignment office or at their attendance zone school, if applicable. Notification of assignments to ths four-year-oid program will be mailed to parents in April. Registration for the four-year-old program will reofer. and parents may register at foe student assignment office. 4.. After initial assignments are made, there will be a monthly assessment to see where foe vacancies exist m fou^ear-old classes and assignments will be made accordingly. 5. During the months of May and June recruitment ^ll be made by parent recruiters in the student assignment office to fs-l the vacancies that exist. 8. After recruitment efforts have been made, at Classrooms foat have vacancies will reiease^but^of foe^r vacancies to students who are on the waiting nst. the remaining seats will be reserved to help create a desegregated program. 7. On September 1, all remaining vacant seats will be released and will be filled from foe waiting list. Needless to say no system is perfect\nhowever, these procedures wl.l provide guidelines with time frames foat can be consistently applied every year. The district intends to closely monitor foe procedures to see if further changes will be necessary or advisable.* Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 Date: June 3, 1998 To: Les Carnine line X From: Ann Bro Re: District Guidelines for Releasing Four-Year-Old Seats Thanks for the fax you gave me today, which contained Pat Prices updated guidelines for releasing four-year-old seats. The guidelines look fine to me. Good job!J_RSD STAFF DEOELOPMENT Fax:501-324-0508 Jun 3 98 11:03 p.02 MjtlTTLE ROCK SCHOOL DISTRICT TO\nLes Carnine, Superintendent FROM: /Pat Pat Price, Director of Early Childhood Education DATE: June 3, 1998 SUBJECT: Response to Ann Browns Memo of May 28. 1998 The suggestions that Ms. Brown has made can be easily addressed\nand if these suggestionswill help head off. confusion or problems, then I recommend all of the underlined changes be made. The process that the district followed to arrive at the recommendation that was initially sent to you was\nThe Director of Early Childhood Education sent a memo asking what process was used for releasing the reserved seats under the revised Desegregation and Education Plan. She also asked that the issue be addressed as early as possible so that the district could expedite tfie process and provide children with the opportunity to participate in the program at an earlier date. In addition, the director made a recommendation for releasing the seats. During the past three years the request for a blanket release of reserved seats has been handled by the districts attorneys, after receiving the necessary information from student assignment, such as the number of seats available and the recruitment efforts of the district. The process was initiated in July by the Student Assignment Office and filed with the court in August or September. The time required for the filing process, a decision, and implementation of that decision resulted in a delay of children being able to participate in the program. Traditionally two-thirds of all four-year-old applications are requested for African American students. This results in a large number of these students being placed on waiting lists, while seats reserved for nonAfrican American students remain vacant. It is the districts goal to streamline this process in an attempt to fill the vacancies in an appropriate manner while holding sufficient seats for new patrons and to help further racial balance and close the disparity in academic achievement between the races...LRSD STAFF DEUELOPMENT Fax:501-324-0508 Jun 3 98 11:04 p.03 The proposal used 32 for the number of seats to be reserved for children moving into the district. This number was based on an approximation of the vacancies that existed in schools which had openings after releasing 50% of the reserved seats in all classes that had vacancies as of May 5, 1998. Please remember that this number will change on an ongoing basis as children are assigned to the program from now until the end of June. The reasoning behind selecting the day after Labor Day and October 1 as the days for releasing the reserved seats was: a. The district usually has a number of children who wait until after Labor Day to register. b. October 1 enrollment is the official student count that the district reports to the Arkansas Department of Education. The district has no problem with releasing the seats at earlier dates and has made some adjustments in this area. The district expects these changes to provide the benefits of the program to more children, quickly. Now, in an effort to expedite and standardize the process for releasing seats that are reserved to promote racially balanced enrollment, the district is proposing the followng procedures and timelines\n1. Initial enrollment for the four-year-old program will be during the districts regular registration period. Parents may enroll at the student assignment office or at their attendance zone school, if applicable. 2. Notification of assignments to the four-year-old program will be mailed to parents in April. 3. Registration for the four-year-old program will reopen and parents may register at the student assignment office. 4.. After initial assignments are made, Student Assignment will do a monthly assessment to see where the vacancies exist in four-year- old classes and assignments will be made accordingly, 5. During the months of May and June, recruitment efforts will be made by parent recruiters in the student assignment office to racially balance the vacancies that exist.^LRSD STAFF DEVELOPMENT Fax:501-324-0508 Jun 3 98 11:04 p.04 6. 7. After recruitment efforts have been made, at the end of June, classrooms that have vacancies will release ail but two of their vacancies to students who are on the waiting list. The remaining seats will be reserved to help create a desegregated program. These seats may or may not exist at the end of June, and it is true that two is an arbitrary number\nhowever, in an effort to help attain the goal to promote a racially balanced enrollment, the district feels that this is a reasonable request to reserve a minimum of two seats in every classroom that has vacancies, During the second week of school, all remaining vacant seats will be released and will be filled from the waiting list. Needless to say no system is perfect\nhowever, these procedures will provide guidelines with time frames that can be consistently applied every year. The district intends to closely monitor the procedures to see if further changes will be necessary or advisable., .LRSD STAFF DEyELOPMENT Fax:501-324-0508 Jun 3 98 11:03 P. 01 LITTLE ROCK SCHOOL DISTRICT STAFF DEVELOPMENT DEPARTMENT INSTRUCTIONAL RESOURCE CENTER 3001 S PULASKI LITTLE ROCK, AR 72206 FAX (501) 324-0508 DATE TO  FROM ir 4  . SENDERS PHONE NO. 3^ V - SUBJECT Special Instructions Number of pages (include cover page) -S: FAX Phone Number Transmitted By C^^-, TrC5? Z Date Time ///\u0026gt;,\u0026lt; 09/17/1999 15:15 501-324-2023 LRSD COMMUNICATIONS C! ' PAGE 02/02 810 West Markham UttleRock, AR 72201 sevann@Irsdadm.lrsd.k12.ar.us For Immediate Release September 17,1999 For more information\nPat Price, 324-0517 Suellen Vann, 324-2020 / New Pre-Kindergarten and Head Start Classes to Open Children who are 4-years-old may apply to attend one of two new pre-kindergarten classes that will open at Wakefield Elementary School. The new classes represent a collaboration between the Little Rock School District (LRSD) and Head Start, according to LRSD Early Childhood Director Pat Price. Were pleased to welcome these 4-year-old children into the Wakefield program, Price said. This early start in their education will help these children succeed as they progress through elementary school. Parents may apply September 20-24,1999, by completing an application at the LRSD Student Registration Office, 501 Sherman Street. At that time parents should provide an original birth certificate for the child\nproof of address (utility bill, lease agreement, etc.)\nthe childs Social Security number\nand. only if interested in Head Start services, proof of income. Price said the partnership between Wakefield and Head Start will provide better service to families in Southwest Little Rock. Head Start services include health, vision and hearing screening\ndental screenings and follow-up visits to the dentist\nnutritional and developmental assessments\nservices for children with special needs\nand connections to community resources and family advocates. Date: July 26, 2000 To: Melissa From: Annj^ Re: New LRSD Four-Year-Old Sites Please contact Pat Price, asking her for the written criteria the district used to determine the placement of the three new four-year-old programs for the coming school year, as described in the July board agenda. Also, Id like an updated list of where all the four-year-old programs will operate next year, noting the number of classes at each school. Further, are these programs being funded on one-time or short-term money? Whats the districts plan for long-term funding to keep all of them up and running? The agenda item references adding a four-year-old program at Pulaski Heights Elementary in 2001-02, when space will be available. Since the proposal cites that space isnt available for the upcoming school year, find out whats going to change at the school to enable the addition of a program there. Thanks.I { ( ( Participants r Career-Tech Coordinators Coaching Staffs Secondary Content Teachers PRESCHOOL PROFESSIONAL DEVELOPMENT JULY AND AUGUST. 2001 Date Time Location Topic 1 Department G a  G cr G G I July 20, 10:00-12:30 Metropolilan Principals, Directors, Counselors, Asst. Principals, Asst. Principals, Asst. Supt., Assoc. Supt. Middle/Senior High Department Chairs Career-Technical Ed ALL NEW TEACHERS 2001 July 30. 2001 Aug. 3, 2001 Aug. 6, 2001 8:30-12:00 8:30-4:00 10:00-12:00 Board Room J. A, Fair Peabody Hotel NEW Attendance and Elementary Secretaries All NEW Elementary Teachers All NEW Secondary Teachers Secondary and Elementary Teachers (5 years of teaching ________experience________ Elementary School Staffs Aug. 6, 2001 Aug. 6, 2001 Aug. 6, 2001 Aug. 7, 2001 Aug. 8, 2001 Aug, 9-10, 2001 8:30-12:30 8:30- 11:30 1:00-3:30 8:30-3:30 8:30-3:30 8:30-3:30 Metropolitan IRC IRC Computer Lab IRC IRC IRC 6 Grade Math Teachers b\" Grade Science Teachers 7* Grade Science Teachers Aug. 13- 14,2001 Aug. 13- 14,2001 Aug. 13, 2001 Aug. 13, 8:30-3:30 8:30-3:30 8:30-3:30 8:30-3:30 Individual Elementary Schools Parkview Hall - Room 702 Hall - Room 701 1 Internships, Apprenticeships/J AG_ Coaches Orientation and Workshop ADE Content Workshop Advanced Placement Institute Career-Tech 324-4043 Johnny Johnson 324-2427 Gifted Program 324-2197 Gifted Program 324-2197 G LC (J cs I to hO I K) to Professional Development Planning for 2001-2002 Orientation Student Management ________System_________ Classroom Organizational _________Skills_________ Classroom Organizational _________Skills_______ Pathwisc Mentoring Training Elementary Building Leve ________Inservices_______ Module Training Bits A Pieces II New Science Curriculum Assessment/S A LI Career-Tech 324-4043 Pro. Dev. 324-0500 Mattie Ruth Tipton Pro. Dev. 324-0500 Pro. Dev. 324-0500 Pro, Dev, 324-0500 to register Individual Schools Math Dept, 324-0520 Science 324-0518 Science 7/30/01 w o co \u0026lt; Ci m tn \"D J\u0026gt; CD hO( ( ( I I Participants 7 \u0026amp; 8 Grade Math Teachers 8 Grade Science Teachers All Middle School English \u0026amp; Resource English Teachers All Middle and High School Foreign Language Teachers Middle and High School Band, Choir, and Orchestra Teachers Middle and High School Drama/St^eech Teachers Middle and High School Dance __________Teachers_________ Middle and High School Visual _______Arts Teachers_________ Secondary Librarians Secondary Library Secretaries 9-12 Grade Math Teachers All High School English \u0026amp; Resource English Teachers PRESCHOOL PROFESSIONAL DEVELOPMENT JULY AND AUGUST, 2001 Date Time Location Topic department G 0  G O K G G 2001 Aug. 13- 14,2001 Aug. 13, 2001 Aug. 13- 14.2001 Aug. 13- 14,2001 Aug. 13- 14,2001 Aug. 13- 14,2001 Aug. 13- 14, 2001 Aug. 13- 14.2001 Aug. 13- 14,2001 Aug. 13- 14,2001 Aug. 13- 14,2001 Aug. 13- 14,2001 8:30-3:30 8:30-3:30 8:30-3:30 8:30 - 3:30 8:30 - 3:30 8:30-3:30 8:30-3:30 8:30-3:30 8:30-3:30 8:30-3:30 8:30-3:30 8:30-3:30 Parkview Hall - Room 701 Cafeteria \u0026amp; Auditorium J. A. Fair Media Center J. A. Fair Parkview J, A. Fair Park view Metropolitan Library Central High Library Central High Park view Media Center Hall 2 Module Training Comparing and Scaling Assessment/lEY Refreshing the Curriculum Pacing the Curriculum and Materials Essential Elements of the Music Classroom Speech/Drama Workshop Dance Workshop Visual Arts Workshop Applications of Library Technology New Technologies for Secondary Libraries Standards-Based Lessons Six Traits of Writing Rubrics \u0026amp; Assessment 324-0518 Math Dept. 324-0520 Science 324-0518 English DepL Barbara Brandon 324-0510 English \u0026amp; For. Lang. Dept. 324-0510 Fine Arts Fine Arts Fine Arts Fine Arts Q l a G H I U I K K tJ Instructional Tech. 324-0577 Instructional Tech. 324-0577 Math Dept. 324-0520 Eng. Dept' 324-0510 7/30/01 to a I o p cn m c o m U) \"D m cs to! ( f ( PRESCHOOL PROFESSIONAL DEVELOPMENT JULY AND AUeUST, 2001 ( ( I Participants Date Time Location Topic Department IS 00 cs cn hO CD cs\u0026gt; All High School Journalism Teachers__________ 9-12 Grade Science Teachers Career-Tech Teachers High School Counselors Indirect, HI, VI Teachers Early Literacy Teachers (Success for All Schools) 6\"* Grade Science Teachers ?\" Grade Science Teachers 8*' Grade Science Teachers Aug. 13- 14,2001 Aug. 13, 2001 Aug. 13, 2001_ Aug. 13, 2001 Aug. 13, 2001 Aug. 14, 2001 Aug. 14, 2001 Aug. 14, 2001 Aug. 14, 2001 8:30-3.30 8:30-3:30 8:30-3:30 8:30-4:00 1:00-3:00 8:30-12:00 8:30-3:30 8:30-3:30 8:30-3:30 9-12 Grade Science Teachers Middle School Counselors Career-Tech Teachers Aug. 14, 2001 8:30-3:30 journalism Rm. Hall Parkview Greater Second Baptist Church Board Room Annex Conference ______Room IRC Hall - Room 702 Hall-Room 701 Hall - Room 701 Parkview Quality of Journalism Collaborative Learning and ______Pacing Guides_____ Curriculum Integration Guidance Program Planning____ Indirect Teachers Early Literacy Assessment Issues New Issues in SALl Training - lEY Aug. 14, 2001 Aug. 14, 2001 8:30-4:00 8:30-3:30 Board Room Greater Second Baptist Church Student Research Seminar, Textbooks and Other _______Topics_________ Guidance Program Planning________ Developing Guidelines for Collecting Required Student Data and Follow- up Policies_ 3 Eng. Dept. 324-0510 Science 324-0518 Career-Tech 324-4043 Pupil Services 324-2162 G. Smith 324-2177 BCE Dept. 324-0526 Science 324-0SI8 Science 324-0518 Science 324-0518 Science 324-0518 Pupil Services 324-2162 Career-Tech 324-4043 7/30/01 CD A UD UI CD I GJ A I bo bO to O) o I o o 01 m 7) \u0026lt; o m 01 T) Ki oI / / r 1 PRESCHOOL PROFESSIONAL DEVELOPMENT JULY AND AUGUST, 2001 ( ( Participants date Time Location Topic department c 0 G o h G G Gifted Program Facilitators Aug. 14, 2001 12:30-3:30 Hall High Gifted Programs for Secondary Students Gifted Program 324-2197 a u Selected Regular Ed Teachers/ SpEd Teachers/Therapists/School Psychology Specialists Above by Invitation Only Sp Ed Para-Pros-Mandatory Middle and High School Staffs ALL Elementary Secretaries and Secondary Bookkeepers Prc-Kindergarlen Teachers Kindergarten Teachers Kindergarten Teachers First Grade Teachers Second Grade Teachers Aug. 14, 2001 Aug. 15- 16,2001 Aug. 15, 2001 Aug. 15, 2001 Aug. 15, 2001 Aug. 15, 2001 Aug. 15, 2001 Aug. 15, 2001 8:30-3:30 8:30-3:30 8:30-10:30 8:30-3:30 8:30-11:30 12:30-3:30 8:30-3:30 8:30-11:30 School for the Blind Individual Middle [ and High Schools Metropolitan North Little Rock East Campus 2400 Lakeview Rd. Western Hills Western Hills Washington Chicot Autism Middle and High School Building Level Inservices Purchasing and Activity Funds Strategies for Improving Behavior for Young ________Children________ Introducing the New Social Studies Curriculum Integrating Social Studies into the Literacy Block Math Investigation Training Integrating Social Studies into the Literacy Block 4 K. Burnette G. Smith 324-2177 Individual Schools Gail Hester Linda Shiflett ECEZLiteracy 324-0517 Social Studies 324- 0514 ECE/Literacy 324-0517 Math 324-0520 ECE/Literacy 324-0517 7/30/01 u G J a N 1 h\nK (n o I o o to m X \u0026lt; a m (0 -0 Q m o cnr I ( ( PRESCHOOL PROFESSIONAL DEVELOPMENT JULY AND AUGUST, 2001 { I \\ G a G Participants Dote Time Location Topic Deportment (S Second Grade Teachers Third Grade Teachers ______Group A Third Grade Teachers ______Group B_______ Third Grade Teachers Group A_ Third Grade Teachers ______Group B______ Fourth Grade Teachers Aug. 15, 2001 Aug. 15, 2001 Aug. 15. 2001 Aug. 15. 2001 Aug. 15, 2001 Aug. 15, 2001 12:30-3:30 8:30-11:30 8:30-11:30 12:30-3:30 12:30-3:30 8:30-3:30 Chicot Washington Metropolitan Metropolitan Washington Fifth Grade Teachers Reading Recovery Teachers Elementary Music Teachers Elementary Visual Arts Teachers Gifted Program Specialists PreK Instructional Aides Aug. 15, 2001 Aug. 15- 16,2001 Aug. 15- 16,2001 Aug. 15- 16,2001 Aug. 15- 16.2001 Aug. IS, 8.30 - 3:30 8:30-3:30 8:30-3:30 8:30-3:30 8:30-3:30 8:30-3:30 AR Slate Police Hdqtrs. - I Stale Police Plaza Dr. G. Springs Rd. Classroom C Metropolitan Activity Center IRC M. L. King M. L. King Williams Magnet M. L. King 5 Introducing the New Social Studies Curriculum Math Investigation Training Inquiry Learning and STC Training_______ Inquiry Learning and STC Training Math Investigation ______Training Writing in Fourth Grade Introducing the New Social Studies Curriculum Standards \u0026amp; Guidelines in Early Literacy Groups Curriculum Frameworks Orff Workshop Macmillan/Scolt Foresman Presentation Visual Arts Workshop Gifted Programming at Its _______Best___________ Managing People Skills Social Studies 324-0514 Math 324-0520 Science 324-0518 Science 324-0518 Math 324-0520 ECE/Literacy 324-0517 Social Studies 324-0514 ECE/Literacy 324-0517 Fine Arts Fine Arts Gifted Program 324-2197 ECE/Literacy 7/30/01 (S cn Gl H* I co to 1 hO ro to cn o I o o \u0026lt; o m to \"D O m cs 03( (. f { I Participants Para-Professionals Speech Pathologists Occupalional/Physical Therapists Mandatory Elementary Librarians Elementary Library Secretaries Computer Lab Attendants Instructional Aides (Grades K - 5 Only) Pre-Kindergarten Teachers ALL Kindergarten Teachers First Grade Teachers First Grade Teachers PRESCHOOL PROFESSIONAL DEVELOPMENT JULY AND AUGUST, 2001 Dote Time Location Topic Deportment . Q a G cr G G 2001 Aug. 15, 2001 Aug. 15, 2001 Aug, 15, 2001 Aug. 15- 16, 2001 Aug. 15- 16,2001 Aug. 15- 16, 2001 Aug. 15- 16,2001 Aug. 16, 2001 Aug. 16, 2001 Aug. 16, 2001 Aug. 16, 2001 8:00-3:30 8:00-12:00 1:00-3:30 8:30-3:30 8:30-3:30 8:30-3:30 8:30-3:30 8:30-3:30 8:30-3:30 8:30-11:30 12:30-3:30 L J. A, Fair Auditorium Board Room M. L. King Elem. Media Center Booker Magnet Booker Magnet Carver Computer Lab Washington Media Center M. L. King Washington Western Hills Western Hills 6 Para-Professional Issues Speech Pallwlogisls Occupational/Physical Therapists Applications of Library Technology Whats New for Elementary Libraries Hands-On Software Learning to Cope with Differences ECERS \u0026amp; Licensing Requirements Math Investigation Training Introducing the New Social Studies Curriculum 324-0517 G. Smith 324-2177 C. Steele 324-2196 M. Clevenger 324-2180 Instructional Tech. 324-0577 Instructional Tech. 324-0577 Instructional Tech. 324-0577 Pro. Dev. 324-0500 ECE/Literacy 324-0517 Moth 324-0520 Social Studies 324-0514 Integrating Social Studies j Early Childhood into the Literacy Block Elementary Literacy 7/30/01 G tX cn G I CO to I to to co CO o I o p (n m \u0026lt; o m co T m CDMotion September 2, 1997 August 1, 1996 1^0 Order September 8, 1997 Aug. 27, 1996 August 16, 1995 September 7, 1995 August 25, 1994 September 7, 1994 1988-89 Classes 1 I Capacity 20 1989-90 Classes 1 Capacity 1990-91 Classes Capacity 1991-92 Classes Capacity 1992-93 Classes Capacity 1993-94 C 20 1 20 1 18 1 18 Classes Capacity 1994-95 C Classes Capacity 1995-96 c Classes Capacity 1996-97 C Classes Capacity 1997-98 C Classes Capacity 1998-99 C Classes Capacity 1999-2000 C Classes Capacity 2000-2001 C Classes Capacity LRSD FOUR-YEAR-OLD SITES AND CAPACITIES   8 IL w c  3 60 3 60 3 60 3 54 3 54 3 54 c  C 31 541 C 3 54 /JC 3! 54i [c 54i 3 54\nc 3! 54 2 36 2 J_iL i ts a D  JQ. D C    1 20   1 3 2 20 60 40 I 1 3 2 1 1 20 60 40 20 20 18 18 ll 18' I T 3I 541 3 2 1 54 36 18 18 3 2 1 1 54 36 18 18 3 2 1 54 36 18 181 4 3 2 1 72 54 36 18 4 3 72 54 2 36! 1 18 4 3 12y 54 2i 36! 1' 4| 4- 31 i 2! 11 721 I 4l 22 4? 72! 3! 54' 541 3^ 18i Z 3 iT 54 18 1 3 54 3  c e 3= 2 i  \u0026lt;0 A   s o lA O) _C   o M i S  .c  M  A 2 JB. 1 g \u0026lt;0 I 1 1 1 1 18 18 18 18 1 18 1 18 181 1 18  1 1 1 1 18 18 18 18 1 2 1 1 18 36 18 18  1 2 2 2 18 36 36 36 1 2 2 2 18 36 36 36 Si.  c  5  X  i o I  0 X z E SI lA  e-   - to I e i \u0026lt;2 I s Si.  o c o e t   3 1 I  o u o 5 100 T I I T T 1 1 1 10 200 18 18 18 18 3 1 1 1 54 18 18 18 3 54 2 36 Z 2 2 1 36 36 18 2 2 1 36 36 18 I I 2| 36? ..2\n, 361 2i 36l 1 1 18 18 1 1 18 18 li 2! + isi sei T 1 18  2 4 1 36 72 18 2 36 I I I I. 12 240 16 288 21 I 4 I T T I T 72 18| -----1 i I T T 378 28 504 40 _2L 18 1. 18 C _ [C^_ 54' I I I T 720 40 Zill- 181 Z I . -j 18 Z 11 181 18i 1' 18 Z I I I 720 1! 18l 2 2 1 18 2 36 2 36 2 36! 36 36 2 36| 2 36! 36, 2 1 2 2 2 2 36 36 36 2! 36l 2 36 2 2 2 2 2 36 36 36 36| 36 36 18 36 18i 2 II 2! 36 18: 361 2 11 2i 36 18 2 36 2! 36\"^ 2\\ 361 _2i 361 2' 36, 2 36! -A 36' 2 36 2i 361 3. 36! Z* s Operating program __2- 36' il 21 18 1' 36^ 18 2! ll 2i 1 36\n18, 36 18 2 4 1 -.L. .2 36 72 18 I --I  r 40 36l 2: 36! 2 36 \"21 36\n36\n1 I T 72 18 7 4i 1 72: 18 Z i 1i is\n_2l 36l 2 is 2- 36 C = closed school 18: 36! 2I 36i T  I 1 T I I T i 40 I 720 I r 41 738 4\n72? ZT ji' 181 18' 2! 2! 1 1' ll 36i 36 181 18 18\njr_ isj___ T I 49 882 72! 181 -21- 18\n-I- 2\\ 36\nI A 36! 1 1 1 18: 18 18! 18 1i 18| 1, 181 if 18' 51 918DEMOCRAT-GAZETTE  WEDNESDAY, JUNE 3, 1992  7B LRSD plans to seat 648 4-year-olds by 94 BY CYNTHIA HOWELL Democral-Gazelte Stall Writer The Little Rock School District has developed a long- range plan to expand its early- childhood education program for 4-year-olds from 378 seats next year to 648 seats by 1994- 95. The expansion would more than double the programs cost, from $502,973 in 1993-94 to $1.3 million in 1994-95. This years cost was $204,356. The district submitted the proposal to U.S. District Judge Susan Webber Wright late Monday. Wright asked last month for details on how the district would comply with the early-childhood component of its court-approved desegregation plan. The program is meant to expose disadvantaged children to educational experiences and to improve the racial balances at hard-to-desegre- gate schools. In a May 1 court order, Wright said the district must design a program that will accommodate as many children as would be served if all 36 elementary schools in the district operated a 4-year-old program. The district determined that number would be 648 pupils. In selecting sites for an additional 270 seats in 15 classrooms by 1994-95, district officials said priority would be given to sections of the city with a high concentration of children from low-income families and where school attendance zones are more than 55 percent black. As a result of the criteria, 17 of the 36 elementary schools ineligible to house the are early-childhood programs. The district identified Southwest Little Rock, the around John Barrow area 'Road, and east and central Little Rock as areas in greatest need of the early-childhood programs. The proposal calls for:  Si.xteen schools to house early-childhood programs in 1992-93, compared with 11 this year.  Opening early-childhood classes at Baseline Elementary and Chicot Elementary in 1993-94. Space would have to be created for the room at Chicot. In addition, an early-childhood center with five or six classes would be opened.  Opening two early-childhood classes at the new King Elementary in 1994-95. In addition, another center housing six classes would be opened.Arkansas DemocratW'(5azelle FRIDAY, JUNE 5, 1992 Critic is not impartial, teaches tennis for tots 5 In her May 23 Voices letter about the Little Rock School Districts Super Summer Enrichment Program, Lisa Gray suggested, without explaining what she meant, that my opinions on education are biased. From the letter, which wa.s replete with ad hominem insults but absent rebuttal of my column or documentation other expertise, and from the conversation that inspired her tirade, I deduced that it might be Lisa who had the bias. The way she signed the letter indicated strongly that she was not the impartial critic she presented herself to be. The letter carried her name, the notation Tennis for Tots and an address and telephone number. My curiosity aroused, I called the number. The person who answered said, Tennis for 'Tots. What do you do there? I asked. We teach tenni.s to children, the voice said. Aha! When I asked additional questions about the enterprise, the woman on the other end of the line asked who I was. Apparently she recognized my name. In any event, she wouldnt talk any more. I left word for Lisa. While I was wailing for Lisa to return the call, I called upon : I rDEAR READER  John R. Starr i my not often used but still considerable reportorial skills to do some checking. Tennis for Tots was not in please me, but because her busi- the latest Little Rock phone book, nor did directory assistance have such a listing, and the address Lisa gave was listed in the latest city directory as a private residence. A call to Arma Hart, the LRSD official responsible for psychology and almost an M.A. the Super Summer Enrichment in special education. Program, revealed that Lisa had talked with her about the possi- bility of teaching some of the young children aren't as good as proposed tennis courses. Lisa had accused me of bias. I had caught her in what ap- peared to me, in light of her call mentary and early childhood ed- to me, to be a cold-blooded conflict of interest. When Lisa returned my call, she confessed to being a tennis teacher. She confirmed that she her intelligence. had talked with Hart, but not, she said, until after she had talked with me. She said Tennis for Tots was a business, incorporated in another state, that she had owned for a number of years. Do you have a city privilege license? I asked. She said she didnt ha .-e one. Does that bother you?she asked. 1 said it did, and she said that if it bothered me, she would get a privilege license. Since her intentions seemed to be good, 1 passed up the chance to snidely suggest that she should get the license not to ness was most likely illegal without it. Lisa said she is 32, that she grew up in Hot Springs and that she has lived in and out of Arkansas during the last 11 years. She has a degree in child Sounds to me as if her qualifications to judge whats good for my wifes, whose expertise she debunked in her letter. My wife carried a double major of eleucation. In closing, because Lisa called me ignorant, stupid and foolish, I would like to assess Shes smart, but like almost everybody else, including me, shes not as smart as she thinks she is. Mniiiif'iiig Editor .lotin It. Stnrr's col II III II appears every day. .1^1Z'loCCPanel looks at age cutoff for schooling. Bill would move date  from Oct. 1 to Sept. 1 j BY LINDA SATTER ? Democral-GazeKe Staff Writer 1 Questions about when chil-  dren should enter kindergarten i and first grade dominated the' discussion in the Senate Edu- . cation Committee on Friday, j The topic was a bill by Rep. Greg Wren of Conway that would move the date by which children must be 5 years old to start kindergarten and 6 years old to start first grade. Wrens House Bill 2125 would require children to be 5 or 6 years old by Sept. 1 of the year of enrollment to get into kindergarten and first grade, respectively. Children now must be 5 or 6 by Oct. 1 of the year of enrollment, so the bill would cause\nsome children to wait another year. An amendment to the bill, however, would allow students who hadnt reached the age of 5 by Sept. 1 to enter kindergarten with parental approval and permission of the local school district. The same would be true for children not yet 6 years old seeking enrollment in first grade. Both provisions would take effect in the 1994-95 school i year. When voted as- amended, the bill failed, biitjhe vote was expunged so the matter could f be brought up again before the  legislative session ends. We all know someone whos been put in school too early and theyve been held back, Wren told the committee. He added that the national trend is to go i back to July 1. Dr. Burton Elliott, director of the state Department of Education, said: I think were putting a big burden on schools to make these determinations. There is a lot of subjective information that has to go into this. Elliott also noted that basically, everyone supports the idea that youngsters will do better in school if theyre a little older. Committee members also discussed whether many parents, thinking their children to be exSee SCHOOL, Page 3B Arkansas Democrat W gazette SATURDAY. APRILS, 1993 Copyright O 1993. LiWe Rock Newspapers. Inc. I School  Continued from Page 1B ceptionally bright, would be inclined to push their children into school prematurely. ,.7 Sen. Stanley Russ of Conway noted that study after study shows that when you push a gifted and talented child ...-you are raising the probability that child is going to encounter problems later on. ... Mttny . well-intentioned parents and educators are pushing chilcken into school too young. Sen. Bill Lewellen of Marianna disagreed, asserting, I think in 99 percent of cases we make the best decisions for our children. He favored the bill^as amended. Sen. George Hopkins*of Malvern said, If weve had it for 30 years and its not.ab- solutely broken. Im in favor of leaving it like it is.a Arkansas Democrat (gazette THURSDAY, APRIL 8, 1993 Copyrfohl e 1993. LHUe Rock Newsoepen. Inc. Stange tor scfiboltos^Tta\u0026amp;nS Democrat-Gazette Capitol Bureau that ... Legislation that would i!!! thday cutoff for children attending kindergarten and the first grade was House Bill 2125 by Rep. Greg would have moved the birthdate requirement for those students fmm fw\" 1 t q\"\"? Students from Oct. 1 to Sept 1 of each year. hn '^^dren must be 5 . .\niiiusi oe 0 anH to enter kindergarten tJ rationale for  system that works right. Let s not fix something thats not broke, said Sen. Bill Lewellen of Marianna. Sen. Stanley Russ of Conway, who carried the bill in the Senate contendd that studies show that students meeting a Sept 1 cutoff are ready for school. Before defeating the bill, Sen. J erry J ewell of Little Rock unsuccessfully attempted to amend it to allow school districts to decide whether a child raching the applicable age after the cutoff date was ready to attend school. * Senate rejected a bill that would allow some medical records to be released without the patients con- sent. Senate Bill 648 by Sen. Bill Walters of Greenwood would define when a health-care provider could release medical records without permission irom the patient. were has already been approved by both the Senate and House. The bill was returned to the Senate to consider three amendments - two of which deal with patient records. All three House amendments rejected by the Senate. My advice to you is if you don t want your confidential medical records floating w  said Sen Wayne Dowd of Texarkana Also Wednesday, the Senate defeated a House amendmen to Senate Bill 260, which woulc have eliminated the printins clerks division in the state ditor s offices. au Senate Bill 260 is the annual appropriation bill for the state auditor s office. The printing clerks division has three Ployees and a $130,000 annual em to Rep. Jodie Mahony of El Do-  numerous times in the Joint Budget Committee to delete the reference to the printing clerks office Mahony has contended that office IS unnecessary because he claims the function is duplicated by other state agencies.Arkansas Democrat (fjazettc SUNDAY, JUNE 13,1993 Copyright O 1993, Little Rock Newspapers, Inc. 1 Registration is continuing for the Little Rock School Districts Early Childhood Education programs. Parents.may register their children weekdays through June 25 between 8 a.m. and 5 p.m. at the district student assignment office, 501 Sherman St. The early childhood pro- i lie Cdiijf vuuuuvvu v gram for 4-year-olds is avail- I able in five new locations for 1993-94:  Baseline Elementary, 3623 Base Line Road.  Brady Elementary, 7915 W. Markham St.   Chicot Elementary, 11100 Chicot Road.  Fair Park Elementary, 616 N. Harrison St.  Dr. Martin Luther King Jr. Elementary, 907 Dr. Martin Luther King Jr. Drive. Selections will be made by lottery whenever the number of applicants for the program exceeds available seats. Enrollment preference is given to children who live within the schools attendance zone | and/or who have siblings enrolled at the school. Parents may register their child by providing a birth certificate and verification of address (a current utility statement, lease agreement or personal property tax bill). Programs for 4-year-old children are also available at Bad- I gett. Bale, Cloverdale, Franklin, Garland, Geyer j Springs, Ish, Mitchell, Rightsell, Rockefeller, Romine, Stephens, Washington, Watson, Wilson and Woodruff elementary schools. ! I 1SUNDAY, SEPTEMBER 5.1993  J ATTENTION!!!! PARENTS OF 4-YEAR-OLD CHILDREN Put your four-year-old on the right track for social. ' emotional, physical and academic growth. The Little Rock School District offers parents of four-year-old children a special opportunity to start the learning process in a quality integrated setting - before kindergarten. Seats for white students are available at the following schools: Badgett, Baseline, aoverdale, Romine, Mitchell, Garland, Stephens and Rightsell Efforts will be made to locate your child at the school of your choice. Application to this program does not guarantee placement. Call the LRSD Student Assignment Office at 324-2010 or return the following information to 501 Sherman Street, Little Rock, Arkansas 72202 before September 15. Please Print and mail to the Student Assignment Office, 501 Sherman St, Little Rock, AR 72202 I I am interested in sending my child to a four-year-old class at--------------------------------- . School.\ni Name______ Address  Home Phone __ City___ Work Phone Zip I Aricansas Democrat TgrtCiazcttc TUESDAY, APRILS, 1994 LRSD adding classes to early childhood programs BY CYNTHIA HOWELL Democrat-Gazeite Education Writer The Little Rock School District will expand its early childhood programs for 4-year-olds in several schools next fall, starting with a new program at an eighth school. Dr. Henry Williams, district superintendent, said one new section of the preschool program will be added at Fair Park, Watson, Geyer Springs, Bale, Woodruff, Badgett and possibly Stephens Incentive elementary schools. Those schools already have one class each of 4-year- olds. An eighth class will be added to Mabelvale Elementary, which has not had an early childhood education class. The additions will give the district 40 preschool classes in 21 of its 36 schools. Pre-registration for the classes will be April 18-29. Parents and guardians can register children in the districts student assignment office at 501 Sherman St., or at any of the 21 schools that have the preschool classes. Children must be 4 years of age on or before Oct. 1,1994 to be eligible for the program. The district started preschools in 1988-89 with three classes in three schools as a way to better prepare children for the upper grades and to improve the racial balance at schools that have been difficult to desegregate. Officials hoped to use the full-day, tuition-free preschool program to entice white families to remain in public schools as their children move through the grades. Each class of 4-year-olds is limited to 18 children and is staffed by a state-certified teacher and an instructional aide. The children also work with the physical education, art and music teachers as well as school counselors. Each class is supposed to have a 50-50 blackwhite balance. If that balance isnt achieved, some seats are left vacant to make it possible for pupils to move in later in tBe year. As of Oct. 1,1993, 58 percent of the children in the program were black and 42 percent were white. The districts preschool enrollment was 492, and the capacity was 576. The capacity will increase to 720 next year in compliance with the desegregation plan. Pat Price, early childhood education coordinator in the dis- tricL said efforts will intensify to recruit children to fill the seats for next year. The 4-year-old program has an annual budget of $1.7 million. which is about $3,500 per child. The Arkansas Better Chance program has granted the IK 0- gram about $183,000. The'ela'ss- es are licensed by the Arkansas Department of Human Services Division of Children and Family Services. The children are provided with two snacks a day and can participate in the school lunch and breakfast programs. Transportation for 4-year-olds generally is not provided by the district. \\ In addition to the schools that are getting new programs, next year, other schools preschool programs are Rockefeller, Ish, Franklin, WasSl'ng- ton. Garland, Mitchell, Righi^Il, Romine, Cloverdale, Wif^hri, Baseline,^rady, Chicot^fi'l King elemehtaries.[ Arkansas Democrat (gazette SATURDAY, AUGUST 20, 1994 Copyright e Uttio Rock Newspapors. Ine. I Aftansa# Democrat-^azeKWOavM.Qotttclulk GETTING READY FOR SCHOOL  Q!na Glover\naf Rockefeller Elementary School Tn Little Rock. prepares art supplies for her kindergarten classv  Glover is preparing for her fifth year at'tlie school. Kinde^atten or la^ Asses^g childs readiness helps parents make choice BY CHRIS REINOLDS Democrat-Gazette Staff Writer Claudia Smith wasnt sure whether her son would be ready for kindergarten this year because he had problems playing with other children. But Smith said 5-year-old There are advantages and ' lishedi , disadvantages to holding a-' The whole point of kinder-child back. z garten is readiness, McKin- Educators say most chil- ney said, dren need to attend kinder-?'\nSmith enrolled her son in a Spencer has made some garten even if they are imma-  program for 4-year-oIds l^t ture or developmentally slow-' year, and he has made signif-er than their peers. icant advances. Spencer If a child is: eligible for turned 5 on June 30\n' ' leant progress in a pre-kinder- kindergarten, I-believe the -H--e- -h-a--d- -n--o-t- -h-a-d-- p--l-a-y-m---a-t-e-s garten program, and she has child should have those expe- his own age, Smith said. We no intention of keeping him riences. If the child needs to had a very difficult year. But out of his kindergarten class repeat kindergarten* then so  he has improved a lot, and we that starts Monday, at Romine . be it said Mary K: McKinney, .hate to go back on the ad- Elementary School ' ' ' nf Him. 1*1a_ ' tinnnao wava maria alt*aaHv  Every year thousands of  De It, . saxu Kiary, i\\- mciuuuvy, uuie lu gu uu aw coordinator of the- state De- vances weve made already.\" parents in Ar^insas must de- partment of Educations' K-3 -A--r-k-a--n-s-a--s law -s-t-a-t-e-s that Initiative. children who are 5 years old cide whether their children _T_h_e_ K__-3_ I_n_i_ti_a_ti_ve- -p-r-o--g-r-a-m-- o--n- -o--r- -b--e-f-o-r-e Oct. 1 are eligi-are ready to attend kinder- is designed to help remedial ble to attend kindergarten, garten  especially, children  students ' in  kindergarten McKinney said she did not who will not turn* 5 before through third grade before know how the state designat-school starts. : See DECISION, Page 7B Decision  Continued from Page 1B ed Oct. 1 as the cutoff date. The date varies from state to state. The older they are, the easier time they have in kindergarten. But we wouldnt recommend holding them back just for that reason, said Glenda Bean, executive director of the Arkansas Early Childhood Commission. Schools are required to provide a full day of kindergarten, but parents can obtain a waiver if they do not want their child to attend. However, if the child will be 6 before Oct. 1, the state requires the child to be enrolled in either kindergarten or first grade. Liz Wright has worked as a kindergarten teacher in the Little Rock School District for 19 years. Wright said it is impor- Early Childhood Association, said that for children who are barely 5, as well as older children, the kindergarten class should fit them developmentally. Kindergarten should not be an abrupt change, Shores said. There should not be a dramatic difference in the kinds of activities from age 4 to 5. Its important for parents to ask if a kindergarten teacher is certified in early childhood rather than elementary teaching. The teacher needs to be able to recognize the childs needs and abilities and support the childs development. Shores said. If the learning plans include a lot of work sheets and paper activities, then a child who is slower developmentally may be better off waiting a yeaf, Shores said. Shores said many kinder^ should not assume children are ready for kindergarten just because they reach the appropriate age. Sometimes it may benefit a younger child to stay at home one more year, Shores said. The world is a learning environment for children of any age, Shores said. All of these learning experiences can occur at the home. It may be to a childs advantage  especially for boys or petite children  to wait another year before sending them to kindergarten. If parents decide to wait, then the child should attend pre-kindergarten classes to become familiar with the routine, Wright said. Wright said most children dont notice they are behind unless parents make an issue out of it. The way that you (parents) handle things is going to make a big difference, she said. Wright practices positive-.re-inforcement in the classroom to improve a childs self-esteem. She said parents who hav6 a positive attitude toward their child, regardless of their failures, will encourage the child to succeed. ' * I dont use the word ,no more than three times a year,' she said. The child has the opportunity for interaction but is not traumatized. tant that parents investigate garten teachers are under pres-kindergarten before they de- sure to prepare childrett^Toi* cide to delay it for a young first-grade work. child. Parents should visit st-gra The result of this is less of classes during different times of developmentally , appropriate  the year and talk to teachers be- learning activities, Shores-i fore their son or daughter is el- said. This is an insidious trend' igible for school, Wright said. Elizabeth F. Shores, publications editor of the Southern over the last couple of decades. Shores warned that parents. Arkansas Democrat '^(gazette J  FRIDAY, MAY 12, 1995 LRSD plans physicals for pre-kindergartners Little Rock Rockefeller incentive Fh free physi^fexamiLations Sta^'.SL??nnt Rockefeller Incentive Elemen- month for children who will c ter the districts kindergarten pre-kindergarten August. --------J Elementary, Franklin Incentive Elementary, Garland Incentive Elementary, King Magnet Ele- programs in mentary. Forest Height JuS High and Romine Interdistrict Elementary. en- or Appointments must be made by calling 324-2266 between a.m. and 4 p.m. Friday. The exams will be from 12:30 to 3 p.m. Tuesday and Wednes- day at the following schools: McClellan Community High, Washington Magnet Elementary, 9 Parents or guardians of children unable to take advantage of the exams should arrange for an exam by a private physician or the Arkansas Department of Health before the school year starts.Arkansag Democrat Tgr (gazette  SUNDAY, JULY 9, 2000  Preschool in LR district expanded to add 3 schools ARKANSAS DEMocRAT\u0026lt;iAZETTE {o Children of employees at the d^ 'The Little Rock School District sired school. has recently expanded its tuition- All but six of the districts ele- free preschool program for 4-year- mentary schools will offer the fuil- olds to three more schools\nJeffer- day preschool classes for 4-year son, McDermott and Fulbright ele- olds this year, bringing the total mentaiy schools. who will be served to about 1,000 Regikration for this coming year at children. (Registration for schools the three schools is under way and with established programs was held will conclude Friday. Children must earlier this year.) be 4 years old by Sept 15 to be eligible for the classes, which begin Aug. 21. Schools that do not offer thd classes yet are Pulaski Heights, Parents may apply by complet- Badgett, Williams Magnet, Carver ing an application at the districts Magnet, Booker Magnet and Gibbs Student Registration Office, 501 Magnet elementary schools. Super? Sherman St, which is just west of intendent Les Carnine said Friday the intersection ofEast Capitol Av- he is hopeful that the program can I enue and Interstate 30. be expanded again into the remain? Parents need to provide a copy ing schools as classroom space and of their childs birth certificate, ftmding becomes available. ' proof of address such as a utility Bus service is not provided for ' bill or lease agreement and their preschool children, childs Social Security number. Par- ents who do not wish to reveal the Social Security number will be pro- ' vided an alternative number for their child. I Children who live in the school I attendance zone and have siblings ! attending the school will be admitted first to a schools program. Second priority is given to children who live in the schools attendance zone but do not have older siblings at the school. Third priority is re- ' served for children who live outside the school zone but have siblings at ! the school. Fourth priority is given\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":"tmll_hpcrc_24285597","title":"The economic status of Black women : an exploratory investigation","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Zalokar, Nadja"],"dc_date":["1990"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights.","Requires Acrobat plug-in to view files."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American women--Employment--Statistics","African American women--Economic conditions--Statistics"],"dcterms_title":["The economic status of Black women : an exploratory investigation"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/marshall/usccr/documents/cr12b563z.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_24285597"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["xii, 171 p. : ill. ; 28 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gsu_uprising_437","title":"Edward Barnhart Interview 1","collection_id":"gsu_uprising","collection_title":"Uprising of '34 Collection","dcterms_contributor":["Stoney, George C.","Helfand, Judith, 1964-"],"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Barnhart, Edward"],"dc_date":["1990/1999"],"dcterms_description":["Edward Barnhart was a textile worker.","Barnhart discusses the discrimination at the textile mills faced by African American employees, the relationship between African-American mill workers and management, the domestic work done by African-American women, and other topics."],"dc_format":["audio/mpeg"],"dcterms_identifier":["L1995-13_AV0102a"],"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":["Working class African Americans","Textile workers","African Americans--Segregation","Race discrimination--Economic aspects","Wages","Race discrimination","Minimum wage","Textile workers--Labor unions","United States. 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