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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School integration","Court records"],"dcterms_title":["Exhibits: Unitary hearing, Pulaski County Special School District, Volume II"],"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/1206"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nExhibit numbers 426-437\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\na EXHIB TS 426 - 437 0 y e2  MAR 9 1998 OFFICE OF DES6REGAl\\OM MOMITORIMQ \u0026lt;f GUIDANCE AND COUNSELING REPORTS 1996-97 Submitted by Virginia Raum Director of Counseling Services l:XHIBIT I . 4'\u0026amp; 10 TABLE OF CONTENTS Home School Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Elementary Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Superstars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Secondary Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 College Admission - Black Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Number of Black Students Taking ACT .. .. ..... .. ............... . ........ 25 College Representatives ...... .. ........... .. ... . .. . .. . . . ... .. . . ...... 26 Next Step Plans of Seniors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Arkansas Governor's School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 - HOME SCHOOL COUNSELING PROGRAM 1996-97 During the 1996-97 school year, the Pulaski County Special School District employed thirteen home school counselors/consultants to provide services to academically disadvantaged students in schools in the district that had minority student enrollment equal to or greater than 40% of the school's population. Schools receiving services were: Mills University Studies High School Fuller Junior High School Lajuana Green Bob Barker Baker Elementary/Taylor Elementary Rosalyn Jackson Bates Elementary Shirley Miller Clinton lnterdistrict Magnet School Carol Carlan Shade Gilbert Karen Lowery Crystal Hill lnterdistrict Magnet School Judith Fears-Drayton I Michelle Klee- substitute) College Station Elementary Mary Roper Fuller Elementary Mary McFadden Harris Elementary Bob Carey Jacksonville Elementary Greg Woods Landmark Elementary Laura Montgomery Student Selection Students were selected for participation in the Home School Counseling Program based on the following criteria: The student's scores on a nationally recognized norm-referenced achievement test were at or below the 25th percentile. The student's grade point average on a 4-point scale fell below a 2.0 grade point average. The student's attendance record indicated multiple absences that could be impacting academic performance. School records listed disciplinary actions taken that resulted in time out of school for the student. 1 - Students meeting all four identification criteria were offered service first. Students not meeting all enrollment standards were offered service as slots became available. Every effort was made to collect data for evaluation on each student. Students new to the district !kindergarten or transfer) could be included in the program based on teacher recommendation. Early Prevention of School Failure scores were also used to identify kindergarten students. Standardized tests were administered in the fall of 1996-97. Test scores were compiled for each student. The examination given was the Stanford Achievement Test -Ninth Addition. The home school counselors and consultants used the scores for selection of students to participate in the program and to evaluate student academic growth. All members of the Home School Counseling staff participated in Process Parenting Training. A grant for $10,000 was secured from the Arkansas Department of Human Services-Children and Family Services Division to fund the training. The counselors and consultants were introduced to the program with a three day training sessions. The counselors and consultants then presented the program to parents whose children are served by the participating schools. The instruction provided valuable information for both professional and personal use in working - with students, their families and school personnel. 2 HOME SCHOOL COUNSELING PROGRAM ENROLLMENT Number of students receiving services during the school year: 1995-96 1996-97 Total number of students 1296 1238 Black students 851 (66%) 817 (66%) White students 445 (34%) 421 (34%) Black males 499 (39%) 454 (37%) Black females 352 (27%) 363 (29%) White males 265 (20%) 254 (21%) White females 180 (14%) 167 (14%) Number of students who dropped out of the program: 1995-96 1996-97 - Total number of students: 125 176 Black students 66 (53%) 101 (57%) White students 59 (47%) 75 (43%) Black males 40 (32%) 60 (34%) Black females 26 (21%) 41 (23%) White males 32 (26%) 47 (27%) White females 27 )22%) 28 (16%) Number of students receiving services second semester: 1995-96 1996-97 Total number of students 1146 1062 Black students 772 (67%) 716 (67%) White students 374 (33%) 346 (33%) Black males 453 (40%) 394 (37%) Black females 319 (28%) 322 (30%) White males 225 (20%) 207 (20%) White fem ales 149 (13%) 139 (13%) 3 READING - ELEMENTARY LEVEL - IMPROVED DECLINED NOT VERIFIED SAME 95-96 96-97 95-96 96-97 95-96 96-97 95-96 96-97 Black students 332 272 36 41 109 122 85 72 White students 141 104 25 16 46 48 31 42 GRADE POINT AVERAGE - ALL SUBJECTS - SECONDARY LEVEL IMPROVED DECLINED NOT VERIFIED SAME 95-96 96-97 95-96 96-97 95-96 96-96 95-96 96-97 Black students 98 89 91 80 4 34 17 6 White students 66 67 52 37 l 30 12 2 ATTENDANCE Black Students - IMPROVED DECREASED NOT VERIFIED SAME 95-96 96-97 95-96 96-97 95-96 96-97 95-96 96-97 Elementary 228 172 194 207 76 97 64 31 Junior High 46 50 65 23 30 l 0 Senior High 44 25 47 70 3 5 4 6 318 141% 1247135%1 306140%1) 300 142%1 79110%11132118%) 6919%) 37 15%1 White Students IMPRQVED DECREASED NQT VERIFIED SAME 95-96 96-97 95-96 96-97 95-96 96-97 95-96 95-96 Elementary 108 74 80 76 33 45 22 15 Junior High 42 32 39 14 30 l Senior High 27 22 17 33 2 4 4 0 177 147%) 128 137%1 136 136%) 123136%) 3519%1 79123%1 26 17%) 16 15%) 4 - TOTAL NUMBER OF S-ENTS RECEIVING SERVICES - SECOND SEMESTER 1996-97 COUNSELOR/CONSULTANT BLACK MALES BLACK FEMALES WHITE MALES WHITE FEMALES TOTAL ELEMENTARY CAROL CARLAN 34 31 33 19 117 BOB CAREY 39 37 18 13 107 ROSALYN JACKSON NO REPORT MICHELE KLEE 31 22 9 8 70 MARY MCFADDEN 38 41 17 13 109 SHIRLEY MILLER 45 36 22 15 118 LAURA MONTGOMERY 44 32 16 15 107 MARY ROPER 41 18 12 18 89 GREG WOODS 47 34 13 12 106 TOTAL 319 251 140 113 823 JUNIOR HIGH BOB BARKER 32 26 36 16 110 KAREN LOWERY 40 26 34 13 113 TOTAL 72 52 70 29 223 SENIOR HIGH LAJUANA GREEN 30 33 22 10 95 SHADE GILBERT 33 27 22 15 97 TOTAL 63 60 44 25 192 GRAND TOTAL 454 363 254 167 1238 5 TOTAL NUMBER OF STUDENl- HO DROPPED FROM THE PROGRAM - 1996-97 COUNSELOR/CONSULT ANT BLACK MALES BLACK FEMALES WHITE MALES WHITE FEMALES TOTAL ELEMENTARY CAROL CARLAN 8 13 8 3 32 BOB CAREY 1 0 0 1 2 ROSALYN JACKSON NO REPORT MICHELE KLEE 2 1 1 1 5 MARY MCFADDEN 4 8 3 1 16 SHIRLEY MILLER 7 4 5 4 20 LAURA MONTGOMERY 3 0 3 1 7 MARY ROPER 4 3 3 6 16 GREG WOODS 4 1 1 2 8 TOTAL 33 30 24 19 106 JUNIOR HIGH BOB BARKER 6 2 8 2 18 KAREN LOWERY 10 3 9 3 25 TOTAL 16 5 17 5 43 SENIOR HIGH LAJUANA GREEN 6 4 2 3 15 SHADE GILBERT 5 2 4 1 12 TOTAL 11 6 6 4 27 GRAND TOTAL 60 41 47 28 176 6 TOTAL NUMBER OF STUDENTS REMAINING AE PROGRAM AT THE END OF SECOND SEMESTER - 1996-97 COUNSELOR/CONSULT ANT BLACK MALES BLACK FEMALES WHITE MALES WHITE FEMALES TOTAL ELEMENTARY CAROL CARLAN 26 18 25 16 85 BOB CAREY 38 37 18 12 105 ROSALYN JACKSON NO REPORT MICHELE KLEE 29 21 8 7 65 MARY MCFADDEN 34 33 14 12 93 SHIRLEY MILLER 38 32 17 11 98 LAURA MONTGOMERY 41 32 13 14 100 MARY ROPER 37 15 9 12 73 GREG WOODS 43 33 12 10 98 TOTAL 286 221 116 94 717 JUNIOR HIGH BOB BARKER 26 24 28 14 92 KAREN LOWERY 30 23 25 10 88 TOTAL 56 47 53 24 180 SENIOR HIGH LAJUANA GREEN 24 29 20 7 80 SHADE GILBERT 28 25 18 14 85 TOTAL 52 54 38 21 165 GRAND TOTAL 394 322 207 139 1062 7 I COUNSELOR/CONSULTANT ELEMENTARY READING LEVEL CAROL CARLAN BOB CAREY ROSALYN JACKSON MICHELE KLEE MARY MCFADDEN SHIRLEY MILLER LAURA MONTGOMERY MARY ROPER GREG WOODS TOTAL JUNIOR HIGH GPA BOB BARKER KAREN LOWERY TOTAL SENIOR HIGH GPA LAJUANA GREEN SHADE GILBERT TOTAL GRAND TOTAL REPORT ON STU. T ACADEMIC PROGRESS SECOND SEMESTER 1996-97 IMPROVED DECREASED I BLACK WHITE BLACK WHITE 7 10 14 5 33 13 10 4 NO REPORT 36 9 3 0 49 20 0 0 50 20 0 0 57 23 0 1 24 7 5 16 2 9 5 272 104 41 16 21 11 15 11 26 22 8 47 33 23 12 20 18 29 9 22 16 28 16 42 34 57 25 361 171 121 53 8 NO WAY TO VERIFY SAME BLACK WHITE BLACK WHITE 12 10 11 16 14 7 18 6 0 0 11 6 18 6 0 0 17 7 3 1 13 3 3 0 19 9 4 4 29 6 22 9 122 48 72 42 13 18 2 17 12 2 0 30 30 3 2 0 3 0 3 0 0 0 4 0 3 0 156 78 78 44 I COUNSELOR/CONSUL TANT ELEMENTARY I CAROL CARLAN BOB CAREY ROSALYN JACKSON MICHELE KLEE MARY MCFADDEN SHIRLEY MILLER LAURA MONTGOMERY MARY ROPER GREG WOODS TOTAL JUNIOR HIGH BOB BARKER KAREN LOWERY TOTAL SENIOR HIGH LAJUANA GREEN SHADE GILBERT TOTAL GRAND TOTAL REPORT ON-DENTS ATTENDANCE SECOND SEMESTER 1996-967 IMPROVED DECREASED ATTENDANCE ATTENDANCE BLACK WHITE BLACK WHITE 19 21 17 12 26 7 28 10 NO REPORT 5 2 40 6 26 11 22 9 17 5 34 16 31 8 25 13 20 8 18 5 28 12 23 5 172 74 207 76 25 13 12 10 25 19 11 4 50 32 23 14 15 10 34 17 10 12 36 16 25 22 70 33 247 128 300 123 9 NO WAY TO VERIFY SAME ATTENDANCE ATTENDANCE BLACK WHITE BLACK WHITE 3 8 5 0 14 7 7 6 3 5 2 2 18 6 0 13 5 6 2 14 3 3 3 14 8 0 0 18 3 7 2 97 45 31 15 13 18 0 17 12 0 0 30 30 0 0 0 4 0 5 4 2 0 5 4 6 0 132 79 37 16 rE. REPORT ON . DENT TEST SCORES - 1996-97 COUNSELOR/CONSUL TANT IMPROVED DECREASED NO WAY TO VERIFY TOTALS TEST SCORES TEST SCORES TEST SCORES ELEMENTARY BLACK WHITE BLACK WHITE BLACK WHITE CAROL CARLAN 20 12 4 5 20 24 85 BOB CAREY 13 8 15 5 47 17 105 ROSALYN JACKSON NO REPORT MICHELE KLEE 12 8 20 2 20 6 68 MARY MCFADDEN 15 9 12 5 40 12 93 SHIRLEY MILLER 41 18 17 6 9 2 93 LAURA MONTGOMERY 34 10 11 9 28 8 100 MARY ROPER 12 8 7 3 33 10 73 GREG WOODS 19 5 8 4 49 13 98 TOTAL 166 78 94 39 246 92 715 JUNIOR HIGH BOB BARKER 21 17 12 14 17 11 92 KAREN LOWERY 19 13 14 11 20 8 85 TOTAL 40 30 26 25 37 19 177 SENIOR HIGH LAJUANA GREEN 8 3 3 42 23 80 SHADE GILBERT 7 6 4 0 42 26 85 TOTAL 15 9 7 84 49 165 GRAND TOTAL 221 117 127 65 367 160 1057 Students with identical scores for both years are not reported. 10  HOME SCHOOL COUNSELING PROGRAM ELEMENTARY LEVEL Baker Elementary The home school consultant at Baker Elementary was asked to serve two schools this year. Taylor Elementary was added to her assigment. Due to a family medical emergency, the home school consultant was on leave for the last nine-weeks of the school year and not available to submit a final report. Bates Elementary Career awareness was the emphasis at this school. The home school consultant conducted groups on careers and incorporated two field trips into the activities. The trips were planned to appeal to the educational needs of parents, as well as the future needs of the students. Selected parents were asked to accompany the children. After the death of a Bates' student at a school bus stop, the consultant also worked with the Granite Mountain Community on grief issues. Clinton lnterdistrict Magnet School The Home School Program at Clinton elementary was well received by the staff, parents, and students. Special attention was given to disaster relief, fire victims and the homeless. Many families were identified with special needs and several agencies were contacted to provide assistance. Positive results were experienced by the students who received tutoring (both individual and group) in reading, mathematics and spelling . College Station Elementary The home school consultant worked closely with the elementary counselor to provide for the needs of the students in the program. The tornado at the first of March had a severe impact on the students and the community. Many agencies were contacted for assistance. The counseling department at this school coordinated much of the disaster relief. Crystal Hill lnterdistrict Magnet School Judith Fears-Drayton, Crystal Hills' Home School Consultant, has been on leave second semester. There was a period of about 2 l /2 months the school was without a home school consultant. Mrs. Michelle Klee was hired as a substitute in mid-March. Mrs. Klee tutored the students in math, English, spelling and reading. School supplies were purchased so that the students had the necessary items to complete school assignments. She also assisted the elementary counselors with the Aim High Club, a career day, and the Peace Patrol training. Fuller Elementary The March tornado and the closing of Apollo Terrace has proven stressful to the students at Fuller Elementary. The home school consultant worked closely with the elementary counselor to remove some of the pressure by providing activities such as Project Improve, Our Club, a basketball team and a choir. Field trips to Blanchard Springs, the Titanic Exhibit in Memphis and Space Camp in Huntsville, Alabama were taken to give the students insight into careers. 11  Harris Elementary A mentoring program was established to help students perform academically and to improve school discipline. Assistance with the Mentor Program was provided by the Masons, retired military personnel and teachers. The home school consultant continued to coach a basketball team, to help with the Future Builders' Tutoring Program and to transport students to and from the pfeiffer Camp Program. Several efforts were made, with the cooperation of local agencies, to help improve the lives of the students identified for the program by providing medical assistance or eyeglasses. Landmark Elementary The home school consultant focused this year on positive parent participation. Parents assisted with Fall Fest and solicited prizes and funds worth about $5000. During the spring Mardi Gras celebration, parents operated a store at school where students could purchase items for the Mardi Gras parade. This activity enriched the students understanding of another area of our country and served as a multicultural experience. The tornado on March 1, 1997, had a great impact on the students and families in the school . Landmark and the home school consultant were there with open arms to make sure the families were taken care of and physical and emotional needs of the students were met. Jacksonville Elementary The home school consultant found the second year at Jacksonville Elementary to be a rewarding one. A drill team, a basketball team and the stock market game were implemented to help motivate students to achieve. Parents were more receptive to assistance and the school staff was supportive. The basketball program helped several students improve their grades, control their bE:havior in the classroom, and improve their self-esteem. Several students were observed going from being unmotivated to developing a sense of pride in their accomplishments and an understanding that if they do positive things\npositive things will happen to them. Fuller Junior High School The home school counselors at Fuller Junior High were involved in their customary duties , including school-based counseling, home visits, parent support, referrals and consultation with outside agencies. The tornado which hit Pulaski and Saline Counties was particularly devastating to a number of Fuller Junior High School students and their families. Over 100 Fuller students were identified as having been affected, physically and emotionally by the storm. The home School Counselors worked with the administration, the secondary counselors and the school staff in coordinating the crisis response and providing relief through acquiring and delivering donations from students, staff, churches, and other agencies. School efforts included group counseling, providing updates and information to staff, and follow-up support and sessions for victims. Duties also included serving as liaisons to several committees. Working with the Parent/Guardian Training Committee, the home school counselors helped plan and facilitate the first Fuller parent Visit Day.'~ Over 100 parents registered to experience a day at Fuller with their children. Plans are being made for this to be an annual event. 12  Mms University Studies High School While both home school counselors were new to Mills this school year, they felt the year was a good one and that a strong foundation was built with students, parents, faculty, and administrators that will lead to better years to come. The major accomplishment made for the community came during the relief efforts in the aftermath of the tornado. Food, clothing, and other support was given to families and students from College Station and the Arch Street areas. The activities the counselors participated in and assisted with included: Job Fair, Honors Night, COE, graduation exercises, study skills training, drug education ( activities such as Neon Drunk Driver Simulator and Prom Promise Pledge Day) and career planning . 13 PULASKI COUNTY SPECIAL SCHOOL DISTRICT - HOME SCHOOL COUNSELOR/CONSUL TANT REPORT 1996-97 1995-96 1996-97 Number of black students counseled individually: 5,323 5303 Average per counselor 409 442 Number of white students counseled individually: 2,734 2943 Average per counselor: 210 245 Number of black students seen in groups 4,502 3440 Average per counselor: 346 287 Number of white students seen in groups 4,874 2728 Average per counselor: 375 227 Number of teacher/counselor conferences 3,993 4146 Average per counselor: 307 346 - Number of administrator/counselor conferences: 1,833 1821 Average per counselor: 141 152 Number of parent/counselor conferences: 2,625 2062 Average per counselor: 202 172 Number of conferences with referral agencies: 776 786 Average per counselor: 60 66 Number of conferences with other resources, support staff, etc. 2618 2554 Average per counselor: 201 213 Number of hours of home visits: 2498 3206 Average per counselor: 192 267 14 ELEMENT ARY COUNSELING 1996-97 The Pulaski County Special School District employed twenty-nine 129) elementary counselors to provide counseling services to students in grades K-6 during the 1996-97 school year. The racial composition of the group was twenty-three whites 179.3%) and six blacks 120.6%). All elementary counselors were female. Twenty of the counselors worked in single schools full time. Eight counselors served two schools and one counselor provided service to three separate schools. The duties performed by the elementary counselors were in compliance with Act 908 of 1991 of the Arkansas legislative session. Under the regulations for this act, the counselor/student ratio is 1/450. The act requires school counselors to spend 75% of work time providing direct services to students. The remaining 25% could be devoted to administrative activities provided the activities relate directly to the provision of guidance services. The elementary counselors conduct classroom guidance sessions, small group counseling sessions, individual counseling, and consultations. Approximately 50% of the counselors' time was spent in delivering classroom sessions. This amount of time was spent on classroom instruction because the elementary counselors believe that prevention of problems is easier to achieve than modification of behaviors or attitudes, once problems exist. The following sessions were conducted in all or most of the schools in the district during the 1996-97 school year: 1. Orientation to Counseling Service 2. Self Esteem Building 3. Friendship 4. Transition to Junior High 5. Conflict Resolution 6. Teamwork 7. Career Awareness B. McGruff 9. Study Skills 1 O. Too Good For Drugs Introductory Units Examples of other units taught in selected schools included: 1 . Test Preparation 2. Prejudice/Discrimination 3. Character Education 4. Understanding and Respecting Feelings 5. Safety/Self Protection Other programs conducted, maintained, or supported by the elementary counselors were: 1. Student Ambassadors 2. S.T.O.P. !Peer tutoring program) 3. Red Ribbon Week 4. Academic Awards 5. Superstars Program 6. Rice Depot !food distribution) 15 The elementary school counselors assisted in the following: l . 2. 3. 4. Junior University SA T-8 Testing D.A.R.E. Program Kindergarten Testing A growing number of children enter school with physical and emotional needs that are not being met. The role of the elementary counselor is to identify those children and to facilitate assistance so that the children can concentrate on academic growth.  Counselors should be there to help a child one-on-one or in small groups, to solve a problem, deal w1Yh an interpersonal or family issue, or work on a conflid between the students and a teacher or another staff member, or even a conflid w1Yh a friend- Carolyn Shelton, president of the American School Counselor Association. Better Homes and Gardens Magazine The elementary counselors in the Pulaski County Special School District attempt to fill the above described role. They are a dedicated group of individuals working with parents, students, teachers, and administrators to improve the school climate by meeting individual needs . This school year, many of the counselors took an active part in the tornado relief efforts for victims of the March l, 1997, tornado. The counselors coordinated the procurement of resources and their distribution. They conducted small groups and individual sessions to help students deal with the loss of relatives, friends, homes and pets. The counselors comforted students when additional spring storms came through this area and share information and insight with concerned parents. Whatever the crisis, be it the death of a student at a bus stop , a tornado , or the death of a parent, the persons employed as elementary counselors use all their acquired skill s to bring comfort to the involved individuals. Children can learn and teachers can teach, only when their individual needs are met. 16 PULASKI COUNTY SPECIAL SCHOOL DISTRICT - ELEMENT ARY COUNSELING REPORT 1996-97 1994-95 1995-96 196-97 Number of students seen in classroom guidance activities: 181,101 171,395 167,804 Average per counselor: 6,037 5,910 9,683 Number of black students seen in small groups: 5,497 7,765 6,1 88 Average per counselor: 183 268 213 Number of white students seen in small groups: 7,696 9,729 8,304 Average per counselor: 257 335 286 Number of black students counseled individually: 7,364 7,040 7,582 Average per counselor: 245 243 260 Number of white students counseled individually: 14,220 12,989 13,937 Average per counselor: 474 447 480 Number of black parents seen in conferences: 594 690 760 Average per counselor: 20 23 26 Number of white parents seen in conferences: 2,205 2,364 2550 Average per counselor: 74 82 88 Number of black parents contacted by phone: 769 722 759 Average per counselor: 26 25 26 Number of white parents contacted by phone: 1,806 1,547 1,965 Average per counselor: 60 53 68 Number of black parents contacted by letter: 4,172 2,959 4,234 Average per counselor: 139 102 146 Number of white parents contacted by letter: 7,842 7,043 9,351 Average per counselor: 261 243 322 Number of teacher/counselor conferences 8,335 7,976 8,797 Average per counselor: 278 275 303 Number of administrator/counselor conferences 3,565 3,698 3,924 Average per counselor: 119 128 135 Number of support staff/counselor conferences: 2,185 2,318 2,558 Average per counselor: 73 79 88 17 - PULASKI COUNTY SPECIAL SCHOOL DISTRICT SUPERSTARS 1995-96 SCHOOL BLACK BLACK TOTAL PERCENT ENROLLMENT WHITE WHITE TOTAL PERCENT ENROLLMENT SCHOOL FEMALES MALES BLACKS TOTAL PERCENTAGE FEMALES MALES WHITE TOTAL PERCENTAGE TOTAL Adkins 89 85 174 42% 40% 132 112 244 58% 60% 418 Arnold Drive 58 56 114 23% 25% 205 171 376 77% - 75% 490 Baker 48 52 100 22% 24% 171 183 354 78% 76% 454 Bates 117 97 214 54% 53% 103 76 179 46% 47% 393 Bayou Melo 7 18 25 3% 3% 435 395 830 97% 97% 855 Cato 91 65 156 20% 23% 311 315 626 80% ----- 77% - 782 Clinton 225 183 408 48% 48% 217 225 442 52% 52% 850 -- - College Station 77 75 152 45% 46% 84 103 187 55% 54% 339 ------ ---- Crystal Hill 188 188 376 44% 45% 244 243 487 56% 55% 863 Dupree 68 66 134 27% 26% 204 158 362 73% - -- -- 74% 496 --- --- Fuller 178 161 339 62% 63% 126 85 211 38% 37% 550 --- - Harris 80 46 126 50% 53% 55 69 124 50% 47% -25-0 - Jacksonville 113 116 229 43% 42% 176 132 308 57% 58% 537 Landmark 158 173 331 43% 43% 234 210 444 57% 57% 775 32 70 16% 16% 181 192 373 84% \u0026gt;---- - -- - Lawson 38 84% 443 Oak Grove 41 40 81 21% 22% 172 132 304 79% 78% 385 Oakbrooke 54 92 146 22% 24% 248 255 503 78% 76% 649 Pine Forest 68 58 126 22% 21% 218 229 447 78% 79% 573 Pinewood 127 146 273 35% 35% 259 256 515 65% 65% 788 Robinson 64 50 114 22% 24% 213 202 415 78% ~ 76% - 529 Scott 36 36 72 38% 35% 60 60 120 63% 65% 192 84 19% 25% 178 188 366 81% - ~ 75% --- Sherwood 44 40 450 Sylvan Hills 50 50 100 21% 21% 179 187 366 79% 79% 466 --- Taylor 96 148 244 39% 41% 184 199 383 61% - 59% 627 Tolleson 88 52 140 23% 23% 241 231 472 77% - 77% 612 Grand Totals 2203 2125 4328 31% 33% 4830 4608 9438 69% 67% 13766 18 Enrollment percentage is taken from the third mne weeks period Percent of Tolal 1nd1cates the percentage of sludents who received super star awards by race w1th1n the school SECONDARY COUNSELING 1996-97 The Pulaski County Special School District employed thirty certified secondary counselors to provide counseling services to students in grades 7 -12 in the district. The counselors employed by the district averaged 12.65 years of experience in counseling and guidance. Of the thirty counselors employed: Four were male Twenty-six were female Nine were black Twenty-one were white 113%) 187%) 130%) 170%) Eleven of the secondary schools' counseling departments organized a Care Committee composed of students trained to help other students. The Alternative Learning Center did not form a committee because the student body was configured into families that provide the same type of support services. A total of 492 students participated on the committees. Black students 1197) made up 40% of the committees membership and white students 129 51 comprised 60% of the membership. Students participating on a Care Committee receive training in peer counseling and the warning signs for suicide. Some activities undertaken by various committees included: l . Participation in Youth Suicide Prevention Week/Conference 2. Red Ribbon Week Activities 3. Food/Clothing drives for Tornado Victims 4. Prom Promise 5. Christmas Toy Drive 6. All Star Retreat The counseling departments sponsored Guidance Advisory Committees. These committees served in an advisory capacity to the school counseling personnel. The committees composed of parents, teachers, students, administrators, and counselors met and reviewed current counseling practices. Recommendations for change or improvement came from the committee back to the counselors for consideration. During the 1996-97 school year, 116 persons served on the committees. Of that number fifty were black 143%) and sixty-six were white 157%). Jacksonville High, Mills High, North Pulaski High, Oak Grove High and the Alternative Learning Center did not have committees. Sylvan Hills Junior High School combined the Guidance Advisory Committee with the School Equity Committee. The counselors conducted various activities to promote multicultural understanding. The activities included: l . distributing information on minority enrichment programs at state institutions, 2. designing and preparing bulletin boards with multicultural themes, 3. recommending students for inclusion in the Upward Bound Program, 4. working with foreign exchange students, 5. scheduling visits by representatives of minority institutions, and 6. recruiting students for Future 500. 7. scheduling presentations on multicultral issues by outside agencies li.e., Multirace say It Straight\"-by The Centers for Youth and Families) 19 The secondary counselors continued to conduct many activities in educational and career guidance. A list of activities follows: 1 . The Pulaski County Special School District held a college Day  for seniors in October. 2. The three districts, in conjunction with Pulaski Technical College, conducted a \"Job Fair\" for seniors going into the world of work. 3. All ninth-grade parents were invited to individual conferences to discuss the educational and career goals of their students. 4. Selected students were accompanied to Metropolitan Vocational School's Open House. The counselors administered the Test of Adult Basic Education IT ABEi Practice Exercise and Locator Test. Acts 572 and 837 of 199 5 placed the responsibility for testing students sixteen and seventeen years of age, who wish to drop out of public school and enroll in an adult education program, on the public schools. Due to time constraints, the counselors elected to administer the Locator Test rather than the complete battery. After the parents contact the counselor to request testing, the test is administered and a parent/student/counselor conference is held. A discussion then takes place on the best education path for the student to pursue. At the conclusion of the conference, a decision is reached. If the conference decision is for the student to continue the pursuit of an adult education program of study, a form is completed and the parent is instructed to take the completed form and a letter requesting permission to withdraw from public school to the office of Pupil Personnel. The Arkansas Legislature removed this testing responsibility at the end of the 1996-97 school year from the counselors. The role of the secondary counselor included being responsible for personal and social counseling\neducational and career planning\nminority recruitment for scholarships, college applications, enrichment programs, and advanced classes, as well as standardized testing. The individuals who are employed as counselors are persons who are willing to put forth much effort to see their responsibilities completed. Because of the variety of tasks allocated to the secondary counselors, patrons often complain about the speed in which their needs are met. Pulaski County secondary counselors work hard to fulfill the requests of parents, teachers and students in a timely manner. Unfortunately, as the work load increases on secondary counselors so does the time needed to response to concerns and demands. The promotion of positive community relations (quick and accurate response to concerns) must be a priority for counselors. 20 PULASKI COUNTY SPECIAL SCHOOL DISTRICT - SECONDARY COUNSELORS REPORT 1996-97 1994-95 1995-96 1996-97 Number of classroom counseling sessions: 1,294 489 857 Average per counselor: 43 16 29 Number of black students seen in small groups: 1,480 1,563 1,309 Average per counselor: 49 52 44 Number of white students seen in small groups: 2,769 2,547 2,017 Average per counselor: 92 85 67 Number of individual counseling sessions with black students: 19,306 17,222 22,473 Average per counselor: 644 574 749 Number of individual counseling sessions with white students: 28,266 28,055 25,962 Average per counselor: 942 935 865 Number of conferences with black parents: 6,123 6,927 6,492 Average per counselor: 204 231 216 Number of conferences with white parents: 13,205 13,794 12,125 Average per counselor: 440 460 404 Number of teacher/counselor conferences: 11, 158 12, 124 10,836 Average per counselor: 372 404 361 Number of administrator/counselor conferences: 5,447 5,587 4,865 Average per counselor: 182 186 162 Number of referral agency/counselor conferences: 1,187 985 871 Average per counselor: 40 33 29 Number of special education conferences: 2,432 2,344 1,678 Average per counselor: 81 78 56 Number of conferences with college, 1,312 1,402 1,022 vocational technical, and military representatives: 43 47 34 Average per counselor: 21 Total Value Accepled Scholarships Number of Accepled SCHOOL Scholarship ht Year 4 Year Value Value Jacbonville Hieh $237.315 $870 175 95 Mills Hieh $287.547 $1,140 756 79 Nonh Pulaski Hi2h $229.745 S 815 .245 77 Oak Orove Hiah $ 66 658 S 229 882 25 Robi010n Hiah $ 74 275 $ 279 690 29 Sylvan Hills Hi.l!h $206 660 S 748 640 87 Diltrict SI 102 200 $4 048 388 392 SCHOLARSHIP REPORT 1996-97 Total Value Declined Scholarships Number of Srudenl\u0026amp; Black While Other Isl Year 4 Year Value Value 16 38 4 $145 849 $ 572 896 20 30 2 $ 274 967 $ I 078 252 37 12 I $55 634 $ 222 539 3 16 0 $ JO 280 $ 41.120 3 19 0 $ 70 600 $ 266.300 18 51 0 $ 83 139 $ 310 330 97 172 7 S640.470 $2 491,337 TOTAL276 22 Number of Declined Number of Students Scholarships Black White Other 32 3 14 I 61 16 JO 2 21 4 13 0 3 0 3 0 33 1 10 0 22 7 20 0 172 31 70 3 TOTAL 104 DISTRICT COMPARISON OF SCHOLARSHIPS AWARDED - 1994-95 1995-96 1996-97 Number of accepted scholarships: 232 258 392 Total value of accepted scholarships: First year value $727,363 $827,161 $1,102,200 Four year value $2.760,291 $3,121,140 $4,084,388 Number of students accepting scholarships: Black 58 56 97 White 170 195 172 Other 4 7 7 - Total 232 258 276 Number of declined scholarships: 155 95 172 Total value of declined scholarships: First year value $663.427 $510,733 $640.470 Four year value $2,589,644 $1,961,962 $2.491,337 Number of students declining scholarships: Black 13 18 31 White 67 74 70 Other 0 3 3 Total 80 95 104 23 SCHOOL NUMBER TAKING ACT SCHOOL YEAR 91-92 92-93 93-94 JACKSONVILLE HIGH 48 66 58 MILLS HIGH 33 37 33 NORTH PULASKI HIGH 27 15 24 OAK GROVE HIGH 11 11 19 ROBINSON HIGH 13 13 28 SYLVAN HILLS HIGH 23 22 28 COLLEGE ADMISSION TESTS BLACK STUDENTS 1995-96 II 94-95 95-96 96-97 91 -92 35 47 38 17 29 23 46 17 35 20 30 18 18 18 17 17 18 9 21 17 29 21 41 17 AVERAGE SCORE 92-93 93-94 94-95 95-96 96-97 17 17 17 17 18 17 18 18 19 19 18 18 18 18 19 16 18 17 18 16 17 17 17 16 16 19 17 17 18 18 r.   r\nmrmi~~-.e,1~--~r ... , .. t\n!r ...... --,,.-r.-:i- 11!':~\"'t~1TI(\"\"\"1'P:::JF.~'lr 'Jr  r ..  -- i1 '\"' r-.  .,. -!i7  .,. - .. r  -r- 'f\n1 l!:_\n__~ ..~ ,.__ ___ _ !_. 24 NUMBER OF BLACK ST,ENTS TAKING ACT 1995-96 BY SCHOOL SCHOOL YEAR JACKSONVILLE HIGH 38 SYLVAN HILLS MILLS HIGH 46 HIGH NORTH PULASKI HIGH 30 OAK GROVE HIGH 17 ROBINSON ROBINSON HIGH 21 HIGH SYLVAN HILLS HIGH 41 OAK GROVE HIGH NORTH PULASKI HIGH ''. MILLS HIGH JACKSONVILLE HIGH 0 10 20 30 40 50 25 l Series2 I  Series1 COLLEGE REPRESENTATIVE MONITORING FORM 1996-97 SCHOOL Number of institutions Number of traditionally who sent representatives minority institutions who for visits. sent representatives for visits. Jacksonville High 18 3 Mills High 21 2 North Pulaski High 10 l Oak Grove High 8 0 Robinson High 14 l Sylvan Hills High 71 6 Total 142 13 (9%) Comparison of College Representatives Who Visited Total number of institutions: Number of minority institutions: 1993-94 163 15(9%) 26 1994-95 114 15 (13%) 1995-96 135 18 (13%) 1996-97 142 13 (9%) COLLEGE REPRESENTATIVE MONITORING FORM The Pulaski County Special School District and the North Little Rock School District held a College Fair at Fisher Armory on October 24, 1996 . Students from Jacksonville High School, Mills High School, North Pulaski High School, Oak Grove High School, and Robinson High School, participated. The College Fair was held to facilitate student access to a variety of colleges and universities. The activity is funded through the district's office for desegregation. The following colleges and universities sent representatives: Abilene Christian University Arkansas State University - Jonesboro Arkansas State University - Beebe Arkansas Tech University Art Institute of Dallas Baylor University Centenary College of Louisiana Central Baptist College Christian Brothers College College of the Ozarks Drury College East Texas Baptist University Harding University Henderson University Hendrix College ITT Technical Institute Lambuth University Lane College Louisiana Tech University Lyon College Northwood University Oklahoma Baptist University Oklahoma City University Ouachita Baptist College Park College Philander Smith College Phillips University Pulaski Technical College Shorter College Southern Arkansas University Southern Methodist University Southwest Baptist University St. Louis College of Pharmacy 27 Texas Christian University Union University University of Arkansas -Fayetteville University of Arkansas - Little Rock University of Arkansas - Monticello University of Arkansas - Pine Bluff University of Arkansas Medical Science University of Central Arkansas University of Mississippi University of the Ozarks University of Tulsa Washington and Lee University Webster University Westminister College William Jewell College William Woods University Williams Baptist College . ~ - - - \"NEXT STEP\" PLANS OF SENIORS - 1996-97 I I I PLANS OF SENIORS B w B w B w B w B w B w B w Total \"' Numbar of enior in class (who areduatad). 78 128 81 90 47 136 16 60 11 61 69 176 269 649 918 100\"\u0026lt;. Number with Diana to enter colleae: 41 80 40 89 9 63 7 20 8 46 35 119 140 388 628 67\"\" Number enterina non-colleae trelnina oroarama: 8 6 10 8 18 28 6 17 0 5 9 18 48 80 128 14'6, Number planning to enter the field of acience, math, modern foraign larvw.,..,...a: 7 17 6 11 6 24 3 6 7 24 12 31 39 112 161 18'6, Number plannina to enter the field of teachina: 8 16 6 6 6 13 0 0 0 6 16 8 33 44 77 II \"- Numbar aoina immedlatelv into military ervice: 6 6 4 7 6 11 0 1 0 0 3 8 18 33 61 8'6, Numbar goina directlv into regular emc\u0026gt;lovment: 23 38 6 8 16 46 3 22 2 10 12 29 60 148 208 23\"- Number of preceding category who plan to enter college 10 16 0 0 7 21 1 5 1 5 7 15 26 82 88 10% later: Othr (married and no oln for trelning or emolovmentJ: 0 0 2 2 2 0 0 0 0 0 0 1 4 3 7 1\" Number with no olan at ell: 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 o\" 28 COMPARISON OF \"NEXT STEP\" PLANS OF SENIORS . . . Plans of Seniors B w TOTAL % II w TOTAL % CHANGE % Number of aeniora in cl  11 (who grdu tdl. 262 894 948 100% 289 849 918 100% --- Number with plan to enter college: 138 384 620 66% 140 386 628 67% lncree  e Number entering non-college training programs 34 82 118 12% 48 80 128 14% Increase Number planning to enter the field of  cienc , math, modern foreign languages: 32 131 183 17% 39 112 161 18% Decree e Number planning to enter the field of teaching: 28 62 88 9% 33 44 11 8% Decrease Number going immediately into military service: 26 48 71 1% 18 33 61 8% Decree  e Number going directly into regular employment: ( 62 162 214 23% 80 148 208 23% Same Number of preceding category who plan to enter college later: 17 63 10 1% 28 62 88 10% Increase Other (married end no plans for training or employment I: 3 13 18 2% 4 3 1 1% Increase Number with no Diena et ell: 2 1 9 1% 0 0 0 0% Decrease 29 1997 Arkansas Governor's School STUDENTS NOMI NA TED SCHOOL TOTAL WHITE BLACK OTHER Jacksonville High 6 6 0 0 Mills High 24 16 5 3 North Pulaski High 10 9 1 0 Oak Grove High 0 0 0 0 Robinson High 7 4 3 0 Sylvan Hills High 5 5 0 0 Totals 52 40 9 3 In Pulaski County Special School District, 52 students applied for admission to the Arkansas Governor's School and 27 were accepted (52% of those whCJ applied). School Number of Students Number of Students Accepted Alternates Jacksonville High 4 0 Mills High 17 ' 0 North Pulaski High 2 1 Oak Grove High 0 0 Robinson High 3 1 Sylvan Hills High 1 0 District Total 27 2 30 Ten Year History Year To Attend As Alternates Total 1988 36 12 48 1989 29 8 37 1990 26 15 41 1991 21 19 40 1992 33 11 44 1993 28 6 34 1994 18 9 27 1995 21 11 32 1996 31 11 42 1997 27 2 29 Areas of Participation Areas Number of Students Number of Students Accepted Alternates Choral Music 3 0 Drama 0 1 Language Arts 8 1 Instrumental Music 1 0 Math 3 0 Natural Science 6 0 Social Studies 4 0 Visual Arts 2 0 31 RECOMMENDATIONS: Counselors at all levels are expressing a need for computers and computer software to support counseling functions. The elementary counselors have requested televisions and VCR's to use in classroom presentations with students. Home school counselors and consultants would like to expand the use of the cellular phones beyond just emergency situations. 32 NOT IN EVAL. Comments or Suggestions: 0 ~ l \\ A TN fuLt::~ Computer printers and word processing capabilities are needed in e~ounselor's office. There is still a need to enable all counselors' computers to run the GIS Jr. Career Program and in C.O. classes, aiding in 4-year plan work for 8th graders and parent conferences in 9th grade. In addition, a greater flexibility in the use of air conditioning before and after contract times would be beneficial. Counseling students and meeting students' needs continues to be a priority. There are many ongoing conferences with students, teachers, and administrators. There seems to be a larger number of suicidal, DHS, and screening/referral meetings. The court continues to recommend students for special education testing. This issue needs to be addresses by PCSSD. Sylvan Hills Junior Do something to relieve counselors of Special Education paperwork. Place counselors on higher pay scale (comparable to examiners). Due to the large number of students with special needs !CBI, MR, LD, ADD-HD, OHi, 504, Emotional Disturbed) this department needs a counselor/social worker to work with this population!!! Northwood We continue to need help on how to get everything done that is expected of us with fewer days of contract. Mills We are still in need of a copier. When the machine does work, copies are only file copy acceptable. Anything of importance must be taken to the main office for copying. Also, I believe a paper shredder should be purchased for the school. The amount of documents that contain personal and confidential information that is disposed of yearly is scary. The documents are tossed in a dumpster for anyone to find and read. Space is needed for small group work. The conference room is shared by many people. It has been requested that specialist and other people use the conference room on days other than Tuesday and Wednesday mornings. This time is needed for small group work. Oak Grove High The Guidance Secretary's contract should be extended to be the same as the counselor's contract\nand the secretary should be paid better wages. There is a dire need for a new typewriter and copier. Our offices need soundproofing. Everything that is said in our offices is heard outside in the waiting room. Our intercom does not work. Please cut out or assign to other departments some of our paperwork so that we may devote more time for counseling. Our principal said that counselors are suppose to spend 75% with the students and 25% on paperwork. What will be done about this since as of now it seems that it is the other way around the paperwork receiving the 7 5%. How will this be monitored? What procedures should we follow to accomplish this because they are right? Counselors should be counseling. Robinson High With a new counselor, new secretary, and new department head, each of us faced many new challenges this year. It has been a very busy, but productive year. Sylvan Hills High GUIDANCE AND COUNSELING REPORTS 1995-96 Table of Contents Home School Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . l Elementary Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Superstars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Secondary Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 College Admission - Black Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Number of Black Students Taking ACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 College Representatives ... . ... . ... . .. .. ............... . ..... .. ... . ......... . . . .... 20 Next Step Plans for Seniors ..... . ..................... . ........ .. ............... . . . . 22 Arkansas Governor's School ..... . .. . .. . ..... . .... .. . . ......... . ..... . ...... . .. . . . . 24 Recommendations .. ...... ... .... . . . ......... .. ..... .. ......... . ... .. . .. . . ........ 26 - HOME SCHOOL COUNSELING PROGRAM 1995-96 During the 1995-96 school year, the Pulaski County Special School District employed thirteen home school counselors/consultants to provide services to academically disadvantaged students in schools in the district that had minority student enrollment equal to or greater than 40% of the school's population. Schools receiving services were: Mills University Studies High School ruller Junior High School Baker Elementary Bates Elementary Clinton lnterdistrict Magnet School Crystal Hill lnterdistrict Magnet School College Station Elementary Fuller Elementary Harris Elementary Jacksonville Elementary Landmark Elementary Dr. Robert Clowers Bob Barker Rosalyn Jackson Shirley Miller Carol Carlan Judith Fears-Drayton Mary Roper Mary McFadden Bob Carey Greg Woods ~aura Montgomery Lekita Scott Karen Lowery Mary Roper Students were selected for participation in the Home School Counseling Program bases on the following criteria: The student's scores on a nationally recognized norm-referenced achievement test were at or below the 25th percentile. The student's grade point average on a 4-point scale fell below a 2.0 grade point average. The student's attendance record indicated multiple absences that could be impacting academic performance. School records listed disciplinary actions taken that resulted in time out of school for the student. Students meeting all four identification criteria were offered service first. Students not meeting all enrollment standards were offered service as slots became available. Every effort was made to collect data for evaluation on each student. Students new to the district !kindergarten or transfer) could be included in the program based on teacher recommendation. Early Prevention of School Failure scores were also used to identify kindergarten students. Standardized testing was moved from spring to fall during the 1995-96 school year. The levels of the Stanford Achievement Test - 8th Edition ISAT-81 changed from 1994-9 5 to 199 5-96. Test scores were compiled on each student, but the home school counselors and consultants were not asked to evaluate growth, since the second test I 1995-961 was administered within five months of the first test 11994-951. Test score comparisons are therefore not included in this report. 2 HOME SCHOOL COUNSELING PROGRAM ENROLLMENT Number of students receiving services during the school year: 1994-95 1995-96 Total number of students 998 1296 Block students 643 164%1 851 166%) White students 355 136%1 445 134%) Block moles 385 139%) 499 139%) Block females 258 126%) 352 127%) White moles 209 121%) 265 120%) White females 146 115%1 180 (14%) Number of students who dropped out of the program: 1994-95 1995-96 - Total number of students 89 125 Block students 53 160%1 66 153%) White students 36 140%1 59 147%) Block moles 33 137%1 40 132%1 Block females 20 122%1 26 121%1 White moles 23 126%1 32 (26%) White fem oles 13 115%1 27 )22%) Number of students receiving services second semester: 1994-95 1995-96 Total number of students 909 1146 Block students 590 (65%) 772 167%1 White students 319 (35%) 374 133%) Black moles 352 139%1 453 140%) Block females 238 126%) 319 128%1 White moles 186 120%1 225 120%) White females 133 (15%1 149 (13%1 3 - BEADING - ELEMENTARY LEVEL IMPRQVED DECLINED NOT VERIFIED SAME 94-95 95-96 94- 95 95-96 94-95 95-96 94-95 95-96 Black students 312 332 26 36 79 109 10 85 White students 161 141 12 25 32 46 8 31 GRADE POINT AVERAGE - ALL SUBJECTS - SECONDARY LEVEL IMPRQVED DECLINED NQT VERIFIED SAME 94-95 95-96 94-95 95-96 94-95 95-96 94-95 95-96 Black students 93 98 60 91 5 4 12 17 White students 67 66 32 52 2 1 12 12 ATTENDANCE Block Students IMPROVED DECREASED NQT VERIFIED SAME 94-95 95-96 94-95 95-96 94-95 95-96 94-95 95-96 Elementary 149 228 175 194 63 76  64 Junior High 81 46 30 65 . 1 Senior High 12 44 30 47 5 3 4 242141%1 318141%1 235 140%1 306 140%1 68!12'l.l 79!10'l,l 6919'l.l White Students IMPRQ~D DECREASED NQT~RIFIED SAME 94-95 95-96 94-95 95-96 94-95 95-96 94-95 95-96 Elementary 83 108 80 80 23 33  22 Junior High 61 42 21 39  Senior High 6 27 11 17 2 2  4 150 l47'l.l 177 147'l.l 112 135%1 136 136%1 2518'l.J 35 19%1 26 (7'l,j  Information not available in same format. Seventy-seven students or 8% of all students had the same attendance as the previous year in 1994-9 5. 4 HOME SCHOOL COUNSELING PROGRAM ELEMENTARY LEVEL Baker Elementary The home school consultant at Baker Elementary worked with students individually and in small groups in an effort to make a difference in student attitude and to contribute to the students' academic success. Parent workshops were held. The last workshop offered during the 199 5-96 school year dealt with the SAT-9. Parents had an opportunity to work with the Preview for Parents and to become familiar with the format of the new examination. Bates Elementary To increase career awareness and motivate students, the home school consultants organized two groups that met once every two weeks. The groups viewed films, had guest speakers, talked about careers, and played games based on careers. The climax of the program was a trip to the University of Arkansas at Pine Bluff to helped tie education into career goals. Clinton lnterdistrict Magnet School The new person hired last fall to serve this school had a productive year. The program was well received and supported by the facility, the PTA, and the community. The consultant completed home visits, parent training sessions, student tutoring, and study skills training . School activities and field trips allowed the consultant more interaction with the targeted population of the program. College Station Elementary A mente/mentor program was implemented at College Station Elementary. The home school consultant working in conjunction with the elementary counselor asked community volunteers to participate in the program as good role models for academically at-risk students. The consultant and counselor held a luncheon for the mentors, students, and the students' parents. Crystal Hill lnterdistrict Magnet School The home school consultant at Crystal Hill Elementary implemented the school's participation in the Joseph pfeifer Kiwanis Camp, Alternative Classroom Experience. The consultant performed all duties related to Camp pfeifer, such as interviewing parents, completing paperwork, arranging for physical examinations, providing transportation to and from the camp, meeting and consulting with the camp's staff on student progress and conducting required student follow-up conferences. 5 Fuller Elementary This school year proved fruitful and intriguing to the consultant at this school. The consultant served on both the Parent Involvement Team and the Discipline Management Team. A Junior Beta Club and an Our Club were sponsored by the consultant and the elementary counselor. Working with the elementary counselor, the consultant was able to take a group of students to St. Louis, Missouri, to provide an educational and inspirational experience for the students. Harris Elementary At Harris Elementary, the home school consultant and the elementary counselor organized an all male club, HARRIS RAINBOW CLUB. The purpose of the club was to improve behavior, promote leadership qualities, and increase cooperation on the school campus. The club met, went on field trips, and visited business sites in the community. Landmark Elementary The home school consultant served as an advocate to parents when needed, provided transportation to conferences, medical facilities, referral agencies, and secured school materials for use by the students at home. Parents were encouraged to participate in school activities. Students were provided school supplies, individual conferences, individual tutoring, and other services as needed. e Jacksonville Elementary This was the first year for the Home School Counseling Program at Jacksonville Elementary. The new home school consultant organized a student drill team for the school. The purpose of the drill team was to help students build positive self esteem and to teach them the role of discipline in life. Fuller Junior High School The home school counselors at Fuller Junior High were involved in the ongoing school improvement process. One served as chairperson of the Discipline Committee, which oversees the work of the action committees in the implementation of the five-year plan. Both counselors served on the Steering Committee, which oversees the total school improvement plan. During the summer, the counselors will work with a group to redesign the student handbook. At the request of Fuller administrators, the home school counselors have assisted the district Coordinator of Multicultural Education in the development of a teen court at Fuller. 6 Mills University Studies High School The Home School Counseling Program benefited many students at Mills University Studies High School. A workshop was held for parents that focused on \"Helping Your Student Study along with summer employment information. The home school counselors participated in or assisted with a financial aid night, the Miss Mills Pageant, the annual Job Fair, a Prom Promise Assembly, and a Mock African Wedding. The counselors served as contact persons for MADD and the substance abuse program. They were in charge of the school's care groups, including \"Friends Against Drinking, Drugs, and Suicide (FADDS) and coordinated a special FADDS event called the \"Neon Drunk Driving Simulator\". The simulation provided a sate way for students to experience the effects of operating a motor vehicle while under the simulated influence of alcohol. In conclusion, the home school counselors/consultants at all levels have worked with parents and students in an effort to improve student success in school. A variety of activities have been undertaken to reach that goal. The personnel in this program are dedicated to students and make every effort to meet the physical, psychological, and educational needs of the children they serve. Concerns raised by the home school counselors/consultants during the last school year were: 1. 2 Personal Safety Usually, the parents of the students on the case load are cooperative, but the neighborhoods are often unsafe. Cellular phones have been provided for the home school personnel in an effort to provide access to emergency assistance, but evening and night visits still involve some risk. Strategies for Working With at Risk Students As the magnitude of the problems experienced by students in the schools increases, the need for successful intervention strategies multiples. The home school counseling program continues to explore new intervention methods and strategies, but additional resources are needed. 3. Lack of Understanding of Role by Staff Members School personnel in some cases have expressed a lack of understanding of the role and responsibilities of the home school counselors/consultants. There seems to be a constant need to explain the program in depth. 7 - PULASKI COUNTY SPECIAL SCHOOL DISTRICT HOME SCHOOL COUNSELOR/CONSUL TANT REPORT 1995-96 1994-95 Number of black students counseled individually: 2,846 Average per counselor: 285 Number of white students counseled individually: 1,247 Average per counselor: 125 Number of black students seen in groups 945 Average per counselor: 95 Number of white students seen in groups: 800 Average per counselor: 80 Number of teacher/counselor conferences: 1,789 Average per counselor: 180 Number of administrator/counselor conferences: 727 Average per counselor: 73 Number of parent/counselor conferences: 1,357 Average per counselor: 136 Number of conferences with referral agencies: 289 Average per counselor: 29 Number of conferences with other resources, support staff, etc. 2006 Average per counselor: 200 Number of hours of home visits: 1623 Average per counselor: 162 8 1995-96 5,323 409 2,734 210 4,502 346 4,874 375 3,993 307 1,833 141 2,625 202 776 60 2618 201 2498 192 ELEMENT ARY COUNSELING 1995-96 The Pulaski County Special School District employed twenty-nine (29) elementary counselors to provide counseling services to students in grades K-6 during the 1995-96 school year. The racial composition of the group was twenty-three whites (79 .3%) , five blacks ( 17 .2%), and one other(3.4%l. All elementary counselors were female. Twenty of the counselors worked in single schools full time. Seven counselors served two schools and two counselors provided service to three separate schools. The duties performed by the elementary counselors were in compliance with Act 908 of 1991 of the Arkansas legislative session. Under the regulations for this act, the counselor/student ratio is 1/450. The act requires school counselors to spend 75% of work time providing direct services to students. The remaining 25% could be devoted to administrative activities provided the activities relate directly to the provision of guidance services. The elementary counselors conduct classroom guidance sessions, small group counseling sessions, individual counseling, and consultations. Approximately 50% of the counselors time was spent in delivering classroom sessions. So much time was spent on classroom instruction because the elementary counselors believe that prevention of problems is easier to achieve than modification of behaviors or attitudes, once problems exist. The following sessions were conducted in all or most of the schools in the district during the 1995-96 school year: 1 . Orientation to Counseling Service 2. Self Esteem Building 3. Friendship 4. Transition to Junior High 5. Conflict Resolution 6. Teamwork 7. Career Awareness 8. McGruff 9. Study Skills 1 O. Too Good For Drugs Introductory Units Examples of other units taught in selected schools included: l . Test Preparation 2. Prejudice/Discrimination 3. Multicultural Awareness 4. Understanding and Respecting Feelings 5. Safety /Self Protection Other programs conducted, maintained, or supported by the elementary counselors were: l . Student Ambassadors 2. S.T.O.P. (Peer tutoring program) 3. Red Ribbon Week 4. Academic Awards 5. Superstars Program 9 The elementary school counselors assisted in the coordination of the following: l. 2. 3. Junior University SA T-8 Testing D.A.R.E. Program During the 1994-95 school year, the elementary counselors in cooperation with the Arkansas Cooperative Extension Service and Hallmark Corporation piloted the reamwork Series: r.J. Talks. This school year the counselors added a second component, Conflict Resolution Series: T.J. ralks. The new series ties into the discipline management plans written by many elementary schools, and reinforces the schools' efforts to establish a safe and orderly learning environment. A student survey has been developed by the counselors to determine what segments of the elementary counseling program are seen as most helpful by former students I current junior high school seventh graders). The new survey will be piloted during the 1996-97 school year Information from the survey will be tabulated and analyzed. Results of the analysis will be reviewed and will be available for monitoring committees that examine the district's counseling program. An inservice was held in May to familiarize the elementary counselors with the legal issues identified with sexual harassment. Attorney Paul Blume from the Arkansas School Boards Association came and shared information on the laws related to this issue. He also discussed current cases that have arisen in Arkansas. The elementary counselors are trained to meet many school and home-based issues and problems. They serve as a resource to students, teachers, parents, administrators, and to the community at large. The complexity of school counseling continues to expand. The need for well trained, caring individuals grows. Pulaski County Special School District is fortunate to have a cadre of professional people to serve in this employment category. 10 PULASKI COUNTY SPECIAL SCHOOL DISTRICT - ELEMENT ARY COUNSELING REPORT 1995-96 1993-94 1994-95 1995-96 Number of students seen in classroom guidance activities: 162,072 181,101 171 ,395 Average per counselor: 5,589 6,037 5,910 Number of black students seen in small groups: 4,636 5,497 7,765 Average per counselor: 160 183 268 Number of white students seen in small groups: 8,002 7,696 9,729 Average per counselor: 276 257 335 Number of black students counseled individually: 7,072 7,364 7,040 Average per counselor: 244 245 243 Number of white students counseled individually: 12,796 14,220 12,989 Average per counselor: 441 474 447 Number of black parents seen in conferences: 659 594 69 Average per counselor: 23 20 23 Number of white parents seen in conferences: 2,299 2,205 2,364 Average per counselor: 79 74 82 Number of black parents contacted by phone: 783 769 722 Average per counselor: 27 26 25 Number of white parents contacted by phone: 1,920 1,806 1,547 Average per counselor: 66 60 53 Number of block parents contacted by letter: 3,819 4,172 2,959 Average per counselor: 132 139 102 Number of white parents contacted by letter: 10,161 7,842 7,043 Average per counselor: 350 261 243 Number of teacher/counselor conferences: 9,911 8,335 7,976 Average per counselor: 342 278 275 Number of administrator/counselor conferences: 4,109 3,565 3,698 Average per counselor: 142 119 128 Number of support staff/counselor conferences: 2,228 2,185 2,318 Average per counselor: 79 73 79 11 SCHOOL BLACK --- - --- FEMALES - - Adkins 77 Arnold Drive - - - - 59 - - Baker 72 -- Bates 97 -- Bayou Me_t~ 9 - Cato 76 -- Clinton 175 ------- ---- College Station 58 Crystal Hiif -  -- ------ 174 -- Dupree 66 Fuller - - - --------- 180 - - ---- Harris 99 ---- -- ---- Jacksonville 130 f---- .. - - ------ Landmark 134 ------ - --- -- Lawson 43 -- Oak Grove 55 --~- Oakbrooke 61 Pine Forest 54 - Pinewood 119 -- Robinson 58 ---- Scott 38 - Sherwood 58 Sylvan Hills 64 Taylor 94 Tolleson 76 Grand Totals 2126 BLACK MALES 74 45 51 69 5 - 113 135 f--52 f------ 169 -- 51 ---- ---162 74 - 108 ---- 133 --- - 38 PULASKI COUNT- CIAL SCHOOL DISTRICT SUPERSTARS1995~6 TOTAL PERCENT PERCENT WHITE WHITE TOTAL --- --- ---- SCHOOL --- --- -- - --- BLACKS TOTAL FEMALES MALES WHITE ---- ---- --- --- --- 151 38% 38% 119 130 249 ---- ----- --- - --- \"761- - 104 22% 23% 193 168 - -- ------ -- - ---- 123 25% 26% 169 204 373 ---- -- -- - - 166 51% 55% 78 83 161 ---- -- --- -- --- - 14 2% 2% 402 410 812 --- - ~1% ___ 339 - - -- 189 21% 352 691 ----- ----- - --- -- 310 46% 49% 175 182 357 - 110---- - --- -- --- 42% 40% 64 90 154 ----- ----- - -----~---- ---- --- .. 343 45% 47% 238 179 417 ---- ------ -- - - ---- - -- - 318 - 117 27% 26% 178 140 ------ --- ------- ----- - - - 151 - - -- - 342 53% 57% 152 303 --------- - - ------ - ---- - 173 47% 48% 94 101 195 -- ---- ---- - - ------- ----- 238 37% 39% 230 183 413 ----- ------ - ---- - -- -- 267 41% 41% 209 177 386 - ---- ---- -------- ---- - - -- - 81 18% 20% 186 181 367 - ----- ----- ------- - -- 175 ___ 28 83 19% 23% 174 349 - -- 12-1 - - 23%- - ------- 60 22% 218 176 394 . - - ---- ----- - -- - ---- 50 104 20% 20% 198 211 409 --- - ----- ---- - - ----- 126 - --24-5 - --1! ~ -- ~!% 271 - 267 538 61 119 23% 24% 199 203 402 ---- --- ----- ------ 38 76 33% 36% 87 68 155 - 24% 66 124  ---26-%-  198 197 ---~ - - - ---- ---------- 64 128 25% 24% 191 184 375 - ------ ----- -- ----- 117 211 40% 36% 158 162 320 ----- ----- -- ---- --- - 61 137 23% 20% 255 204 459 -- - 32%. --- 1950 4076 30% 4788 4565 9353 PERCENT PERCENT SCHOOL SCHOOL ----- TOTAL TOTAL -- ---- -- - 62% 62% 400 -- - --- 78% 77% 465 --- ---- - - 75% 74% 496 -- --- -- - 49% 45% 327 -- - 9-8% 9--8-%- 826 - - - -79-%- 79% 880 ---- --- -54%- 51% 667 --- 58% 60% 264 -- 55% 53% 760 ---- -- 73% 74% 435 ---- -- - - 47% 43% 645 --- - 53% 52% 368 --- -- -- 63% 61% 651 -- 59o/o -- - 59% 653 -- - - - 82% 80% 448 --- ----- -- 81% 77% 432 - --- - - -- - - 77% 78% 515 --- iioi. 80% 513 -- ---- -- - 69% 69% 783 --- ----- --- --- 77% 76% 521 -- --- 64% --- 67% 231 ------ ---- --- 76% 74% 519 - -- 76% -- 75% 503 - 60% . --- --- 64% 531 ---- ----- 77% 80% 596 -- ---- ----- 70% 68% 13429 Percent of School indicates lhe percentage of slUdents of a race enrolled in lhe school. Percent of Total indicates the percantage or students who received super star awards by race within the school 12 SECONDARY COUNSELING 1995-96 The Pulaski County Special School District employed thirty certified secondary counselors to provide counseling services to students in grades 7- 12 in the district. The counselors employed by the district averaged twelve years of experience in counseling and guidance. Of the thirty counselors employed: Four were male Twenty-six were female Eight were black Twenty-two were white (13%) (87%) (27%) (73%) Twelve of the secondary schools organized a Care Committee composed of students trained to help other students. The Alternative Learning Center did not form a committee because the student body was configured into families that provide the same type of support services. A total of 487 students participated on the committees. Black students ( 188) made up 39% of the committees' membership and white students 1299) comprised 61 % of the membership. Students participating on a Care Committee receive training in peer counseling and the warning signs for suicide. Some activities undertaken by various committees included: 1. Participation in Youth Suicide Prevention Week/Conference 2. Red Ribbon Week Activities 3. Food/Toy Christmas Drives 4. Prom Promise 5. School Carnival Booths The counseling departments sponsored Guidance Advisory Committees. These committees served in an advisory capacity to the school counseling personnel. The committees composed of parents, teachers, students, administrators, and counselors met and reviewed current counseling practices. Recommendations for change or improvement came from the committee back to the counselors for consideration. During the 1995-96 school year, 124 persons served on the committees. Of that number, forty-three were black (35%) and eighty-one were white (65%). Mills High School and the Alternative Learning Center did not have committees. Sylvan Hills Junior High School combined the Guidance Advisory Committee with the School Equity Committee. The counselors conducted various activities to promote multicultural understanding. The activities included: 1. distributing information on minority enrichment programs at state institutions, 2. designing and preparing bulletin boards with multicultural themes, 3. recommending students for inclusion in the Upward Bound Program, 4. working with foreign exchange students, 5. scheduling visits by representatives of minority institutions, and 6. recruiting students for Future 500. 13 The secondary counselors continued to conduct many activities in educational and career guidance. A list of activities follows: 1. The Pulaski County Special School District and the North Little Rock School District held a college Day  for seniors in October. 2. The Little Rock School District joined the Pulaski County Special School District and the North Little Rock School District in a career Fair for juniors not planning to attend college. 3. The three districts, in conjunction with Pulaski Technical College, conducted a \"Job Fair\" for seniors going into the world of work. 4. All ninth-grade parents were invited to individual conferences to discuss the educational and career goals of their students. 5. The Boy Scouts of America - Explorer Divisions working with the counselors provided guest speakers on a variety of career options. In the fall of 1995, the counselors began administering the Test of Adult Basic Education (TABEl Practice Exercise and Locator Test. Acts 572 and 837 of 1995 placed the responsibility for testing students sixteen and seventeen years of age, who wish to drop out of public school and enroll in an adult education program, back on the public schools. Due to time constraints, the counselors elected to administer the Locator Test rather than the complete battery. After the parents contact the counselor to request testing, the test is administered and a parent/ student/ counselor conference is held. A discussion then takes place on the best education path for the student to pursue. At the conclusion of the conference, a decision is reached. If the conference decision is for the student to continue the pursuit of an adult education program of study, a form is completed and the parent is instructed to take the completed form and a letter requesting permission to withdraw from public school to the office of Pupil Personnel. The role of the secondary counselor continues to expand. The counselors are responsible for personal and social counseling\neducational and career planning\nminority recruitment for scholarships, college applications, enrichment programs, and advanced classes, as well as standardized testing. The individuals who are employed as counselors are persons who are willing to put forth much effort to see their responsibilities completed. Unfortunately in many situations, as the responsibilities grow, the quality of performance becomes secondary to getting the job done. The secondary counselors in the Pulaski County Special School District are to be commended for making a concerted effort to maintain a high level of performance. 14 PULASKI COUNTY SPECIAL SCHOOL DISTRICT - SECONDARY COUNSELORS REPORT 1995-96 1993-94 1994-95 1995-96 Number of classroom counseling sessions: 936 1,294 489 Average per counselor: 31 43 16 Number of black students seen in small groups: 952 1,480 1,563 Average per counselor: 32 49 52 Number of white students seen in small groups: 1,770 2,769 2,547 Average per counselor: 59 92 85 Number of individual counseling sessions with black students: 16,476 19,306 17,222 Average per counselor: 549 644 574 Number of individual counseling sessions with white students: 29,601 28,266 28,055 Average per counselor: 987 942 935 Number of conferences with black parents: 5,253 6,123 6,927 - Average per counselor: 175 204 231 Number of conferences with white parents: 11,769 13,205 13,794 Average per counselor: 392 440 460 Number of teacher/counselor conferences: 10,823 11, 158 12,124 Average per counselor: 361 372 404 Number of administrator/counselor conferences: 4,667 5,447 5,587 Average per counselor: 156 182 186 Number of referral agency/counselor conferences: 856 1,187 985 Average per counselor: 29 40 33 Number of special education conferences: 2074 2,432 2,344 Average per counselor: 69 81 78 Number of conferences with college, 1,354 1,312 1,402 vocational technical, and military representatives: 45 43 47 Average per counselor: 15 SCHOOL Jacksonville Hi1h Mills Hi1h Nonh Pulaski Hi1h Oak Grove Hi1h Robinson Hi1h Total Value Accepted Scholanhips Number of r------i Accepted Scholarships 1st Year 4 Year Value Value $22.5,207 $8.53,334 93 S 57,970 S 233,812 27 $178,45.5 S 668,6.53 96 S 62 797 S 26.5,963 33 S 62,470 S 207,180 30 Svlvan Hills Hi1h $240 262 S 892,198 89 - ::::%::::::::::::::::::::,:,:::::::::\nJ\u0026amp;t\nlilt/i -:-:\n:\n:\n:\n::::: SCHOLARSHIP REPORT 1994-95 Total Value Declined Scholarships Number of Students Black White Other 19 46 6 21 0 13 43 .5 4 19 0 3 1.5 0 II .51 :::::\n:,:::::::::::::=:-::- :::,:::::::::\n::,o:\n:::::,\n:::: 1.::::::::::::: Vii}::' :::::::::::::,:::11::::::::::::::::, TOTAL2.58 16 1st Year Value $256,093 S 46,905 S .51,782 $32,879 S 40,620 S 82,454 4 Year Value SI 002,.542 S 164,106 S 201 128 S 131,516 S 150,440 S 312,230 Number of Declined Number of Students Scholarships Black While Orhcr 60 3 19 19 8 II 0 19 JO 16 3 6 0 14 0 8 0 37 3 20\n:,.\n:\n.\n... ,:\n...\n:\n.  }::' .. :::'\": . ',',?'::,:::::::,:,:,::us,{:\\/'\u0026lt;''=' t la \u0026gt;! ,,: ,,:1\\ 1 TOTAL95 DISTRICT COMPARISON OF SCHOLARSHIPS AWARDED - 1993-94 1994-95 1995-96 Number of accepted scholarships: 193 232 258 Total value of accepted scholarships: First year value $589,769 $727,363 $827,161 Four year value $2,156,327 $2,760,291 $3,121,140 Number of students accepting scholarships: Black 29 58 56 White 160 170 195 Other 4 4 7 - Total 193 232 258 Number of declined scholarships: 145 155 95 Total value of declined scholarships: First year value $449,290 $663,427 $510,733 Four year value $1,665,946 $2,589,644 $1 ,961 ,962 Number of students declining scholarships: Black 10 13 18 White 62 67 74 Other 1 0 3 Total 73 80 95 17 SCHOOL NUMBER SCHOOL YEAR 90-91 91-92 JACKSONVILLE HIGH 49 48 MILLS HIGH 27 33 NORTH PULASKI HIGH 29 27 OAK GROVE HIGH 13 11 ROBINSON HIGH 13 13 SYLVAN HILLS HIGH 27 23\niii~ OIST~IOT,t':iMii, ._-i,~.a :.a..91il ,,iA1~5.,,Q TAKING 92-93 66 37 15 11 13 22 COLLEGE ADMISSION TESTS BLACK STUDENTS 1995-96 ACT 93-94 94-95 95-96 90-91 58 35 47 17 33 29 23 18 24 35 20 17 19 18 18 18 28 18 9 17 28 29 21 15 AVERAGE SCORE 91-92 92-93 93.94 17 17 17 17 17 18 18 18 18 17 16 18 17 17 17 17 19 17 ,\n:,1.~ 1,~ i'..tA901'U: tu!J.18,~ - 1l..J. l~.i.!t~~\n~ 18 94.95 95-96 17 17 18 19 18 18 17 18 17 16 17 18 : J/~~1 'lt.l~'i1 i1.~.1'3Ji.i NUMBER OF BLACK S.ENTS TAKING ACT 1995-96 BY SCHOOL SCHOOL YEAR JACKSONVILLE HIGH 47 MILLS HIGH 23 NORTH PULASKI HIGH 20 OAK GROVE HIGH 18 ROBINSON HIGH 9 SYLVAN HILLS HIGH 21 DISTRICT! . -1~.:, I SYLVAN HILLS HIGH i ROBINSON HIGH i OAK GROVE HIGH I NORTH PULASKI HIGH i MILLS HIGH ~ JACKSONVILLE HIGH I 0 10 20 30 40 50 19 COLLEGE REPRESENTATIVE MONITORING FORM 1995-96 SCHOOL Number of institutions Number of traditionally who sent representatives minority institutions who for visits. sent representatives for visits. Jacksonville High 16 3 Mills High 17 2 North Pulaski High 13 3 Oak Grove High 8 2 Robinson High 18 5 Sylvan Hills High 63 3 Total 135 18 (13%) Comparison of College Representatives Who Visited Total number of institutions: Number of minority institutions: 1993-94 163 1519%) 1994-95 114 15 (13%) 20 1995-96 135 18 (13%) COLLEGE REPRESENTATIVE MONITORING FORM The Pulaski County Special School District and the North Little Rock School District held a joint College Fair at Fisher Armory on October 24, 1995 . Students from Jacksonville High School, Mills High School, North Pulaski High School, Oak Grove High School, Robinson High School, and North Little Rock High School participated. The College Fair was held to facilitate student access to a variety of colleges and universities. The activity is funded through the district's office for desegregation. The following colleges and universities sent representatives: Abilene Christian University Arkansas State University - Jonesboro Arkansas State University - Beebe Arkansas tech University Art Institute of Dallas Austin College Baptist School of Nursing Baylor University Bethel College Centenary College of Louisiana Central Baptist College Christian Brothers College College of the Ozarks Cornell University David Lipscomb University Dillard University Drury College East Texas Baptist University Freed-Hardeman University Harding University Henderson University Hendrix College ITT Technical Institute John Brown University Kansas Newman College Lambuth University Lane College Mississippi State University Morehouse College Northeast University Northwood University Oklahoma Baptist University Ouachita Baptist College Park College Philander Smith College Phillips University Pulaski Technical College Rhodes College Shorter College Southern Arkansas University Southern Methodist University Southwest Baptist University Stephens College Union University University of Arkansas -Fayetteville University of Arkansas - Little Rock University of Arkansas - Moticello University of Arkansas - Pine Bluff University of Arkansas Medical Science University of Central Arkansas University of Memphis University of the Ozarks University of Tulsa Vanderbilt University Washington and Lee University Webster University Wellsley College Westminister College Wiley College William Jewell College William Woods University Williams Baptist College 21 - - . \"NEXT STEP\" PLAN,OF SENIORS - 1995-96 - . PLANS OF SENIORS B w B w B w B w II w B w B w Total % Numbef of seniors In class lwho oraduatedl. 69 146 66 70 47 206 16 60 17 66 47 166 252 694 946 100% Number with plans to enter college: 46 103 31 36 18 71 10 37 10 36 21 101 136 364 620 65% Number entering non-colleae training orogram1: 7 8 10 9 9 36 3 6 2 3 3 22 34 82 116 12% Number planning to enter the fields of 1cience, math, modern forelan language : 13 48 4 9 4 16 4 14 3 13 4 31 32 131 163 17% Number Dlannlng to enter the field of teachlna: 11 19 6 3 3 13 1 8 1 4 4 17 26 62 88 9% Number going Immediately Into militarv service: 3 8 6 6 6 26 3 0 1 2 7 8 26 46 71 7% Number going directly into reoular emolovment: 13 26 7 19 14 61 0 8 4 13 14 36 62 162 214 23% Number of preceding category who plan to enter college 0 0 4 8 4 20 0 3 1 4 8 18 17 53 70 7% later: Other lmarried and no olan1 for treinlng or emolovmentl: 0 2 1 1 1 9 0 0 0 0 1 1 3 13 16 2% Number with no olan1 at all: 0 0 1 0 0 4 0 0 0 2 1 1 2 7 9 1% 22 COMPARISON OF 11NEXT STEP\" PLANS OF SENIORS . . . ( ( Plans of Seniors B w TOTAL % B w TOTAL % CHANGE % Number of seniors In class lwho graduatedl. 261 726 978 100% 262 694 946 100% ... Number with plans to enter college: 149 462 611 63% 136 384 520 66% Decrease Number entering non-college training programs 41 88 129 13% 34 82 116 12% Decrease Number planning to enter the fields of science, math, modern foreign languages: 46 178 223 23% 32 131 163 17% Decrease Number plaooing to enter the field of teaching: 21 84 86 9% 28 82 88 9% Same Number going Immediately Into military service: 23 67 70 7% 25 46 71 7% Same Number going directly Into regular employment: 33 118 149 16% 62 162 214 23% Increase Number of preceding category who plan to enter college later: 21 44 66 7% 17 53 70 7% Same Others !married and no plans for training or employment I: 0 7 7 1% 3 13 16 2% Increase Number with no olans at all: 6 6 10 1% 2 7 9 1% Same 23 1996 Arkansas Governor's School STUDENTS NOMINATED SCHOOL TOTAL WHITE BLACK OTHER Jacksonville High 8 5 3 0 Mills High 27 22 5 0 North Pulaski High 9 5 4 0 Oak Grove High 1 1 0 0 Robinson High 10 8 2 0 Sylvan Hills High 7 5 2 0 Totals 62 46 12 0 In Pulaski County Special School District, 62 students applied for admission to the Arkansas Governor's School and 31 were accepted (50% of those who applied). School Number of Students Number of Students Accepted Alternates Jacksonville High 4 3 Mills High 17 2 North Pulaski High 3 2 Oak Grove High 0 1 Robinson High 5 1 Sylvan Hills High 2 2 24 Nine Year History Year To Attend As Alternates Total 1987 46 28 74 1988 36 12 48 1989 29 8 37 1990 26 15 41 1991 21 19 40 1992 33 11 44 1993 28 6 34 1994 18 9 27 1995 31 11 42 Areas of Participation Areas Number of Students Number of Students Accepted Alternates Choral Music 2 0 Drama 0 1 Language Arts 6 2 Instrumental Music 9 3 Math 5 3 Natural Science 2 0 Social Studies 4 2 Visual Arts 3 0 25 RECOMMENDATIONS The work load for all counselors continues to increase. Many parents and school staff personnel expect the counselors to be able to \"fix\" the students when they misbehave or fail to achieve in school. Unfortunately, in many cases the problems did not occur over night nor can they be remedied quickly. In order for parents, teachers, and administrators to understand the role counselors can play, adequate time must be available to conferences to discuss the issues. Mounting paperwork demands make this difficutt, if not impossible. Improved technological resources are needed to speed up the output of the paper trail\". Counselors at all levels have indicated a need for computers and printers. Elementary counselors are also requesting TV NCR to improve their efforts with small groups and individuals. The home school personnel would like to be able to use their cellular phones for more than emergency calls. Since counselors have not been identified as a group to benefit from the monies collected for technological advancement in the district, they must wait for old equipment to be passed down, appeal to the PTA, or devise money making projects. When the issue of technology is revisited, please remember the counselors whose responsibility is to serve all students. 26 e : GUIDANCE AND COUNSELING REPORTS 1994-95 Table of Contents Home School Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Elementary Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Superstars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Secondary Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 O Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 College Admission - Black Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 - College Representatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Next Step Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Arkansas Governor's School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Recommendation for Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 HOME SCHOOL COUNSELING PROGRAM 1994-95 The Pulaski County Special School District employed ten home/school counselorsconsultants to serve disadvantaged students in the district. Schools involved were Baker Elementary, Bates Elementary, Clinton Elementary, College Station Elementary, Crystal Hill Elementary, Fuller Elementary, Harris Elementary, Landmark Elementary, Fuller Junior High, and Mills High School. Student selections were based on the following criteria: 1. The student's scores on a nationally recognized normed reference achievement test were at or below the 25th percentile. 2. The student's performance on the Arkansas Minimum Performance Test at grades 3, 6 or 8 indicated failure to master basic skills in half or more of the areas tested. 3. THe student's grade point average on a 4 point scale fell below a 2.0 grade point average. 4. The student's attendance record indicated multiple absences that could be impacting academic performance. 5. School records indicated disciplinary actions taken which resulted in time out of school for the student. Not all students selected for the program exhibited all criteria. Students were evaluated according to the criteria and those meeting multiple criteria received service first. Kindergarten children were normally included in the program based on teacher recommendation and Early Prevention of School Failure scores. A waiting list was established for those meeting only one or two criteria. Students were added to the program as vacancies occurred. The following information was compiled from reports submitted by the home/school counselors-consultants at the end of the year: 1 ENROLLMENT Number of students receiving services during the school year: l 993-94 1092 Black Students 695 (64%) White Students 397 (36%) Black Males 403 (36%) Black Females 292 (27%) White Males 236 (22%) White Females 161 (15%) Number of students who dropped out of the program: l 993-94 160 Black Students 98 (61 %) White Students 62 (39%) Black Males Black Females White Males White Females 54 (34%) 46 (29%) 36 (23%) 24 (15%) Number of students receiving services second semester: 1993-94 939 Black Students 603 (64%) White Students 336 (36%) Black Males Black Females White Males White Females ACADEMIC 351 (37%) 252 (27%) 199 (21%) 137 (15%) l 994:95 998 643 (64%) 355 (36%) 385 (39%) 258 (26%) 209 (21 %) 146 (15%) ]994-95 89 53 (60%) 36 (40%) 33 (37%) 20 (22%) 23 (26%) 13 (15%) 1994--95 909 590 (65%) 319 (35%) 352 (39%) 238 (26%) 186 (20%) 133 (15%) Many of the district's students served by the program transferred from school to school and/or from district to district. This movement of students created a problem in record flow. It was often difficult to accumulate records on each child to check for academic growth, improved attendance and test scores. 2 READING El EMENTARY I EVEI Black Students White Students Improved '93-'94 '94-'95 263 143 312 161 Declined '93-'94 '94-'95 7 1 26 12 Nat Verified '93-'94 '94-'95 103 42 79 32 The reading level remained the same for 14 students in 1993-94 and for 18 students in 1994-95. GRADE POINT AVERAGE ALI SUBJECTS - SECONDARY I EVEI Improved Declined Nat Verified - '93-'94 '94-'95 '93-'94 '94-'95 '93-'94 '94-'95 Black Students 95 93 81 60 34 5 White Students 60 67 54 32 18 2 The grade point averages remained the same for 24 students in 1993-94 and for 10 students in 1994-95. TOTALS - ALL I EVELS: 939 Students ( 1993-94) 909 Students ( 1993-94) Improved Declined Nat Verified '93-'94 '94-'95 '93-'94 '94-'95 '93-94 '94-'95 Black Students 358 (59%) 405 (69%) 88 (15%) 86 (15%) 137(23%) 84(14%) White Students 203 (60%) 228(71%) 55 (16%) 44 (14%) 60 (18%) 34 (11%) 38 students or 4% of all students' academic performance remained the same in 1993-94 and 28 students or 3% remained the same in 1994-95. ATTENDANCE BLACK STUDENTS Elementary Junior High Senior High Improved '93-'94 '94-'95 149 54 38 149 81 12 241 (40%) 242(41 %1 3 Declined '93-'94 '94-'95 109 175 39 30 49 30 197(33%) 235 (40%) Nat Verified '93-'94 '94-'95 91 63 22 14 5 127(21 %) 68 (12%) WHITE STUDENTS Improved Declined ~at ~erified '93-'94 '94-'95 '93-'94 '94-95 '93-'94 '94-'95 Elementary 80 83 63 80 36 23 Junior High 48 61 27 21 8 Senior High 24 6 24 11 11 2 152 (45%) 150 (47%) 114 (34%) 112 (35%) 55 (16%) 25 (8%) 53 students or 6% of all students' attendance remained the same as the previous year in 1993-94. 77 students or 8% of all students' attendance remained the same as the previous year in 1994-95. TEST SCORES - BLACK STUDENTS Elementary Junior High Senior High Improved '93-'94 '94-'95 160 61 7 185 49 15 228 (38%) 249 (42%) Declined '94-'94 '94-'95 91 51 19 99 62 21 161 (27%) 182 (31 %) Same 7 2 9(2%) The remaining students were either not tested (kindergarten, first grade or twelfth grade) or prior scores had not been received. (35% in 1993-94 and 25% in 1994-95) WHITE STUDENTS Improved Declined Same '93-'94 '94-'95 '93-'94 '94-'95 Elementary 82 99 39 50 3 Junior High 42 42 36 37 Senior High 9 11 8 3 133 (40%) 152 (48%) 83 (25%) 90 (28%) 3 (1%) The remaining students were either not tested (kindergarten, first grade or twelfth grade) or prior scores had not been received. (35% in 1993-94 and 33% in 1994-95) 4 The home/school consultants and counselors worked as liaisons between the school and the home. Their activities varied from school to school based on the needs of the program's participants at each site. During the 1994-95 school year, some of the activities conducted by various home school consultants and counselors were: Parent Workshops 1. Violence Prevention Seminars 2. How to Help Your Child Succeed with Homework 3. Introduction of Discipline Management Plan 4. How to Improve Your Child's Behavior Community Outreach 1. Luncheon at Granite Mountain Community Center with a speaker on R.A.I.N. 2. Christmas Outreach Program Tutoring Programs Assisted 1 . Future Builders 2. We oare 3. Woodson Community Center 4. Christ the King Church Some of the efforts made by the personnel in this program to assist students and parents included: 1. helping a family to move from a dilapidated house to a safer apartment, 2. encouraging a reluctant and unwilling parent to attend school conferences and events, 3. finding alternative residential placement for children when a parent was incarcerated, 4. helping a grandparent enroll in a GED program, 5. finding a permanent home for a homeless family, and\n6. conducting a mentor program to help students stay our of trouble. The home/school consultants and counselors continue to serve as a bridge of communication between the home and the school. The services provided by program personnel allow parents who could not attend school conferences and other school events the opportunity to participate and to build stronger parenting skills. 5 - PULASKI COUNTY SPECIAL SCHOOL DISTRICT HOME/SCHOOL COUNSELOR-CONSUL TANT REPORT 1994-95 Number of black students counseled individually: Average per counselor: Number of white students counseled individually: Average per counselor: Number of black students seen in groups: Average per cqunselor: Number of white students seen in groups: Average per counselor: Number of teacher/counselor conferences: Average per counselor: Number of administrator/counselor conferences: Average per counselor: Number of parent/counselor conferences: Average per counselor: Number of conferences with referral agencies: Average per counselor: Number of conferences with other resources, support staff, etc. Average per counselor: Number of hours of home visits: Average per counselor: Sb 1993-94 3,375 338 1,549 155 777 78 735 74 2,532 253 1,127 113 2,137 214 715 72 3,282 328 2,065 207 1994-95 2,846 285 1,247 125 954 95 800 80 1,789 180 727 73 1,357 136 289.5 29 2,006 200 1,623 162 ELEMENT ARY COUNSELING 1994-95 The Pulaski County Special School District employed 30 elementary counselors to provide counseling services to the 11,000 + elementary students enrolled in grades K-6 during the 1994-95 school year. Of the 30 counselors, five persons were black (17%) and 24 persons were white (83%). All elementary counselors were female. Twenty-three of the counselors serves a single school full time. Seven counselors served multiple schools. The current required elementary counselor/student ratio is 1 /450. The duties performed by the elementary counselors were in compliance with Act 908 of the 1991 Arkansas legislative session. This act required school counselors to spend seventy-five percent (75 %) of work time providing direct counseling services to students. The remaining twenty-five percent (25%) of work time could be devoted to administrat.1Ye activities provided the activities relate directly to the provision of guidance services. Approximately fifty percent (50%) of the elementary counselors' time in Pulaski County Special School District was spent delivering classroom or small group guidance sessions. The following list delineates the sessions conducted at all or most of the schools: 1 . Student Orientation 2. McGruff 3. Too Good For Drugs (sixth grade) 4. Self-Esteem (second and third grade) 5. Study Skills 6. Test Taking Skills 7. Friendship 8. Career Awareness 9. Transition to Junior High 10. Teamwork: Talking With T.J. Other counseling programs presented in selected schools included: 1. Safety/Self Protection 2. Diversity/Prejudice Reduction 3. Manners 4. Conflict Resolution 5. Responsible/Respect In addition to conducting small group and classroom sessions, the elementary counselors met with individuals (students, parents, and staff) to discuss school related problems or home problems that affected student school performance. The elementary counselors also assist with the standardized testing (SAT-8). 6 Other activities coordinated by the elementary school counselors were: 1 . Red Ribbon Week 2. Superstars Program 3. Project \"Yes\" 4. Honor Assemblies 5. Birthday Club 6. S.T.0.P. (Peer Tutor Program) During the 1994-95 school year, two courses on conflict resolution were taught through the Staff Development Department. Several elementary counselors enrolled in and completed a course. Many of the counselor inservices held during the school year included conflict resolution activities the counselors could duplicate in the school setting. Additional conflict resolution courses were held during the summer for staff development credit at individual expense. Career educ$n was another area that was stressed during the year. Each elementary counselor received Careers Now! Making the Future Work - Activity Manual based on the National Career Development Guidelines. This manual contained activities that could be used in the classroom to facilitate career awareness at all levels and in all areas of career development. The elementary counselors reviewed a variety of instructional materials in this area in order to begin the development of a more comprehensive career guidance component. Efforts in this area will also continue into the next school year. The elementary counselors working in cooperation with the Arkansas Cooperative Extension Service and the Hallmark Corporation piloted the Teamwork Series: T.J. Talks as a component of the district's self-esteem curriculum. Elementary counselors continued to meet head-on the emotional, social, and societal problems children are bringing to the school setting. The elementary counselors also continued to be a resource for staff, students, and parents. The societal problems made visible in the news media are also evident in our schools. The counselors worked diligently to assist students to make school a positive environment for learning. 7 PULASKI COUN1Y SPECIAL SCHOOL DISTRICT ELEMENTARY COUNSELOR REPORT 1994-95 1993-94 Number of students seen in classroom guidance activities: 162,072 Average per counselor: 5,589 Number of black students seen in small groups: 4,636 Average per counselor: 160 Number of white students seen in small groups: 8,002 Average per counselor: 276 Number of black students counseled individually: 7,072 Average per counselor: 244 ~ Number of white students counseled individually: 12,796 Average per counselor: 441 Number of black parents seen in conferences: 659 Average per counselor: 23 Number of white parents seen in conferences: 2,299 Average per counselor: 79 Number of black parents contacted by phone: 783 Average per counselor: 27 Number of white parents contacted by phone: 1,920 Average per counselor: 66 Number of black parents contacted by letter: 3,819 Average per counselor: 132 Number of white parents contacted by letter: 10,161 Average per counselor: 350 Number of teacher/counselor conferences: 9,911 Average per counselor: 342 Number of administrator/counselor conferences: 4,109 Average per counselor: 142 Number of support staffi'counselor conferences: 2,288 Average per counselor: 79 8 1994-95 181,101 6,037 5,497 183 7,696 257 7,364 245 14,220 474 594 20 2,205 74 769 26 1,806 60 4,172 139 7,842 261 8,335 278 3,565 119 2,185 73 \u0026lt;D Black Black SCHOOL Females Males Adkins 113 131 Arnold Drive 88 54 Baker 64 67 Bates 79 66 Bayou Meto 7 2 Cato 113 114 Clinton 171 140 College Station 63 69 Crystal Hill 198 173 Dupree 63 36 Fuller 157 160 Harris 98 82 Jacksonville 119 103 Landmark 171 145 Lawson 39 44 Oek Grove 56 36 Oekbrooke 81 69 Pine Forest 60 46 Pinewood 116 120 Robinson 49 68 Scott 31 62 Sherwood 69 62 Sylvan Hills 51 53 Taylor 87 91 Tolleson 90 66 GRAND TOTALS 2182 2008 PULASKI COUN~CIAL SCHOOL DISTRICT SUPE~RS 1994-95 Total Percent Percent White White Black Total School Females Males 244 39% 40% 173 215 142 26% 22% 241 166 121 27% 25% 162 166 145 48% 52% 74 ., 81 9 1% 1% 462 435 227 25% 22% 333 334 311 49% 45% 188 189 132 44% 42% 68 103 371 43% 46% 266 243 89 20% 23% 185 164 317 64% 60% 120 146 180 39% 43% 145 134 222 39% 38% 190 164 316 44% 42% 235 176 83 20% 22% 164 175 92 23% 23% 162 160 120 22% 20% 231 197 96 23% 20% 166 158 236 31% 31% 279 250 107 21% 23% 209 203 83 34% 33% 69 94 121 26% 24% 177 191 104 23% 22% 186 171 178 37% 36% 176 122 146 23% 23% 271 226 4190 30% 32% 4909 4649  Percent of School indicates the percentage of students of II race enrolled in the school.  Percent of Total Indicates the percentage of students who received super star awards by race. Total Percent Percent School White Total School Total 388 61% 605 632 407 745 78% 549 328 73% 76% 449 165 52% 48% 300 897 99% 99% 906 667 75% 78% 894 377 51% 66% 688 171 56% 68% 303 498 57% 55% 869 349 80% 77% 438 265 46% 40% 682 279 61% 57% 459 354 61% 62% 576 410 66% 68% 726 339 80% 78% 422 302 77% 77% 394 428 78% 80% 648 321 77% 80% 417 529 69% 69% 764 412 79% 77% 619 163 66% 676 246 368 75% 76% 489 357 77% 78% 461 297 63% 64% 475 497 77% 77% 642 9568 70% 68% 13748 SECONDARY COUNSELING 1994-95 The Pulaski County Special School District employed 30 certified secondary counselors to provide counseling services to students in the secondary schools in the district. The counselors employed by the district averaged 11 years of experience in the area of counseling and guidance. Of the 30 counselors: 4 were male 26 were female 8 were black 22 were white (13%) (87%) (27%) (73%) Ten of the thirteen secondary schools organized a Care Committee composed of students trained to help other students. Oak Grove High School and Northwood Junior High Stjlool did not have a committee during the 1994-95 school year. The Alternative Learning Center did not form a committee because of the \"families\" concept under which the school operates. A total of 406 students were involved in the Care Committees in the ten secondary schools. Black students (148) made up 36% of the committees' membership and white students (258) comprised 64% of the membership. Activities undertaken by the committees included suicide prevention, drug free pledge drives, Red Ribbon Week participation, Adopt-A-Family for Christmas gifts, and memorial scholarships or plaques for victims of the Oklahoma bombing. The counseling departments also sponsored Guidance Advisory Committees. These committees served in an advisory capacity to the school counseling personnel. The committees composed of teachers, administrators, parents, students, and counselors met and reviewed current counseling practices and made recommendations for change or improvement. During the 1994-95 school year, 175 persons served on these committees. Of that number, 76 were black (43%) and 97 were white (56%). The counselors also conducted various activities to promote multicultural understanding. Some of the activities were: 1. coordinate recruiter visits from minority institutions of higher education, 2. distribute and collect Future 500 applications, 3. design and prepare bulletin boards with multicultural themes, 4. distribute information on minority enrichment programs at state institutions, 5. schedule guest speakers for some school assemblies and class seminars, and\n6. recommend students for inclusion in the Upward Bound Program. 10 During the 1994-95 school year, the following activities were conducted in the area of career guidance : 1. A \"College Day\" was held for all seniors in the North Little Rock School District and the Pulaski County Special School District, 2. A \"Job Fair\" was held for seniors from the Little Rock School District, North Little Rock School District, and the Pulaski County Special School District, 3. A tri-district career fair was held for non-college bound sophomores at Metropolitan High School, 4. Parents of ninth grade students were given the opportunity to have individual conferences with school personnel about their students' career plans, 5. A four-year career plan folder was started for students in the eighth grade. The secondary counselors continued to provide services to students in the area of educational planning and personal growth/development. They conducted orientation activities, registration activities, graduation information seminars, financial aid workshops, arw_ distributed, completed and collected applications for all types of educational programs and scholarships. 11 PULASKI COUNTY SPECIAL SCHOOL DISTRICT SECONDARY COUNSELOR REPORT 1994-95 1993-94 Number of classroom counseling sessiogs: 936 Average per counselor: 31 Number of black students seen in small group counseling sessions: 952 Average per counselor: 32 Number of white students seen in small group counseling sessions: 1,770 Average per counselor: 59 - Number of individual counseling sessions with black students: 16,476 Average per counselor: 549 Number of individual counseling sessions with white students: 29,601 Average per counselor: 987 Number of conferences with black parents: 5,253 Average per counselor: 175 Number of conferences with white parents: 11,769 Average per counselor: 392 Number of teacher/ counselor conferences: 10,823 Average per counselor: 361 Number of administrator/counselor conferences: 4,667 Average per counselor: 156 Number of referral agency/counselor conferences: 856 Average per counselor: 29 Number of special education conferences: 2,074 Average per counselor: 69 Number of conferences with college, vocational technical and military representatives: 1,354 Average per counselor: 45 12 1224-2~ 1,294 43 1,480 49 2,769 92 19,306 644 28,266 942 6,123 204 13,205 440 11,158 372 5,447 182 1,187 40 2,432 81 1,312 43 Total Value Accepted Scholarships Number of Accepted SCHOOL Scholarships 1st Year 4 Year Value Value Jaclcsonville Hi11h $205 306 $ 745 388 106 .... Mills Hi11h $ 77 911 $ 315 890 31 w North Pulaski Hi1th $148 715 $ 582 231 63 Oak Grove Hi11h $ 92 366 $ 324 656 42 Robimon Hi11h $ 42 602 $ 160 824 26 Sylvan Hilla Hi1th $160 463 $ 631 302 86 :,::t::':::::tttii?t':t,} '''\"'{?:?:,:,,,:,,,:,:,:,:,,,,,:,:,:,: ,,,,,,,,,,,,:?'i'?{c'c{c:,,,,,:,c,:,: .,.,:,:,:::::::::::c::tt'::::::c:::,:::,:::,:,::: i:,:,,,:,:,,,,,:,,,,,:,:,,,,,,,,,,,,,,,:,:,,,,,:?{i'?,?: ,.,.,.,. .,.,.,.,.,.,,?,?'?:,,,:,:,,,:,,,:,:,: :::::~  ~#.::t::: ,,,,,,,,, Cc{?:,:,:,:,,,,,:,:,,,\n,,\"'\",:,:,,,,,:,,,,,:,:,:,,,,,: SCHOLARSHIP REPORT 1994-95 Total Value Declined Scholarships Number of Studenll Black White Other 1st Year 4 Year Value Value 14 45 2 $115 898 $ 446 640 9 12 0 $ 30 006 $ 99 374 11 38 2 $133 438 $ 551 278 8 23 0 $ 24 914 $ 95 048 3 14 0 $ 62 286 $ 240 144 13 38 0 $296 885 $1 157 160 lc/c{?,,:,:,,,:,:,:,,,,,,,:,,,:,: .,.,.,'\"''\"''\"'\"'\"''?:,:,:,:?'' :?\u0026lt;?:,,,,,:,:,:,,,,,:,,,:,:,:,,, i:,:,,,,,,,:,:,:,:,:,,,,,:,c,:,:,,,.,.,:?{? r::::::::::::::,'t::::::::::::::::::r::::::: ''\"'''''''' ,,,,,,,,,,,, {c'c{l\n,\nIQ'c,,,,,,\n,,, 1'''\"'''\"'\"'''4,,,,,,,,,,,,,:,,, 1:::::'.3,:nn\n~~. ,.,.,.,. TOTAL232 Number of Declined Number of Students Scholarships Black White Other 30 2 14 0 8 I 4 0 40 s 19 0 10 0 8 0 23 I 7 0 44 4 IS 0 :t':::':tc\n:::,::c\n::::'A:::t\\/:'I: ,.,.,,,,,,,,,,,,,,,,,,, ::'}t::::::.:\n.:'::C::'/': /':}:,:li(:,j::::::::::::: \\?/Hk /::::\n: TOTAL80 DISTRICT COMPARISON OF SCHOLARSHIPS AWARDED Number of accepted scholarships: Total value of accepted scholarships: First year value Four year value Number of students accepting: Black White Other TOTAL Number of declined scholarships: -Total value of declined scholarships: First year value Four year value Number of students declining: Black White Other TOTAL 1993-94 193 $589,769 $2,156,327 29 160 4 193 145 $449,290 $1,665,946 10 62 1 73 1994-95 232 $727,363 $2,760,291 58 170 4 232 155 $663,427 $2,589,644 13 67 0 80 The number of scholarships increased, the total value of scholarships increased, and the number of minority students receiving scholarships increased. 14 SCHOOL SCHOOL YEAR 89-90 JACKSONVILLE IDGH 41 MILLSIDGH 44 NORffl PULASKI IDGH 19 OAK GROVE IDGH 5 ROBINSON fflGH 6 SYLVAN IDLLS fflGH 27 . -: I :::\n:\n:1\n:\n:::: ... (11 SCHOOL SCHOOL YEAR 89-90 JACKSONVILLE IDGH 5 MILLS IDGH 5 NORm PULASKI mGH 1 OAK GROVE fflGH 2 ROBINSON IDGH SYLVAN IDLLS fflGH 3 COLLEGE ADMISSION TESTS BLACK STUDENTS 1994-95 NUMBER TAKING ACT AVERAGE SCORE 90-91 91-92 92-93 93-94 94-95 89-90 90-91 91-92 92-93 93-94 94-95 ,, 49 48 66 58 35 18 17 17 17 17 17 27 33 37 33 29 17 18 17 17 18 18 29 27 15 24 35 17 17 18 18 18 18 13 11 11 19 18 17 18 17 16 18 17 13 13 13 28 18 15 17 17 17 17 17 27 23 22 28 29 17 15 17 19 17 17 .,., ........ ,., ..,. .......... -iltik:::\ni::::\n!1li/i:]!\n: Ii~!?1 a I i }ii ::::11il t1\n1: :}J'.\nI ! :at , .. iii, NUMBER TAKING SAT AVERAGE SCORE 90-91 91-92 92-93 93-94 94-95 89-90 90-91 91-92 92-93 93-94 94-95 4 3 3 1 900 873 803 830 5 4 2 3 824 866 693 990 963 3 3 3 3 3 1000 660 683 860 773 1130 1 920 1120 1 2 3 520 490 700 1 1 1 5 902 550 660 132 942 SCHOOL Jacksonville Hi Mills Hi North Pulaski Hi Oak Grove Hi Robinson Hi COLLEGE REPRESENTATIVE MONITORING FORM 1994-95 Number of institutions who sent representatives for visits. Number of traditionally minority institutions who sent representatives for visits. 19 12 11 12 21 Comparison of College Representatives Who Visited 1993-94 2 2 0 3 4 1994-95 Total number of institutions sending representatives: 163 114 Number of minority institutions sending representatives: 15 (9%) 15 (13%) 16 The Pulaski County Special School District and the North Little Rock School District held a joint College Day/Night program at Fisher Armory on Thursday, October 25, 1994. Mills High, Oak Grove High, Jacksonville High, North Pulaski High, Robinson High, and North Little Rock High participated. The following colleges and universities sent representatives: Arkansas CaJleges and Universities Arkansas State University - Beebe Arkansas State University Arkansas Tech University Baptist Schools of Nursing and Allied Health Central Baptist Church Harding University Henderson State University Hendrix College John Brown University Lyon College Quachita Baptist University Philander Smith College Pulaski Technical College Shorter College Southern Arkansas University Southern Arkansas University Tech University of Arkansas for Medical Sciences U .A.M.S. College of Pharmacy University of Arkansas - Fayetteville University of Arkansas - Little Rock University of Arkansas - Monticello University of Arkansas - Pine Bluff University of Central Arkansas Williams Baptist College Out of State CaJleges \u0026amp; Universities Abilene Christian University Baylor University Bethel College Centenary College of Louisiana Christian Brothers University College of the Qi.arks Cornell University Drury College Grambling State University Kansas Newman College Lambuth University Lane College Louisiana Tech University Mississippi University for Women Morehouse College Northwood University Oklahoma Baptist University Phillips University Southwest Baptist University Stephens College Union University University of Memphis University of Mississippi University of the Qi.arks University of Tulsa Washington \u0026amp; Lee University Webster University Westminister College William Woods College Wiley College Willliarn Jewel College Yale University The purpose of the joint program was to provide Pulaski County Special School District students access to more elite institutions and larger scholarship opportunities. This activity was funded through Billy Bowles' office with desegregation funds. 17 - - - \"NEXT STEP\" PLANS OF SENIORS - 1994-95 ( PLANS OF SENIORS B w B w B w B w B w B w B w Total 'l(, Number of seniors in class (who oraduatad). 69 162 56 68 46 184 19 70 21 60 50 181 251 725 976 100 ~ co Number with clans to enter collaoa: 36 112 36 41 27 90 12 48 14 42 24 129 149 462 611 63 Number entering non-collage training programs: 9 16 9 9 6 31 6 6 0 3 12 23 41 88 129 13 Number planning to enter the fields of science, math, modern foreign lenguegas: 9 39 12 18 11 36 1 24 3 20 9 41 45 178 223 23 Number clennina to enter the field of taachino: 6 10 6 7 2 22 2 5 4 6 1 14 21 64 85 9 Number aoina immadiatalv into militerv service: 7 12 6 6 4 20 1 3 0 0 5 6 23 67 70 7 Number ooina diractlv into ragul11r amalovmant: 7 22 3 9 8 36 1 13 7 15 7 21 33 116 149 15 Number of preceding category who plan to enter collage 3 15 3 6 7 9 3 6 4 3 1 7 21 44 65 67 later: Others (married and no plans for treinino or amolovmant): 0 0 0 1 0 6 0 0 0 0 0 0 0 7 7 1 Number with no plans et ell: 0 0 2 2 1 1 0 0 0 0 2 2 6 6 10 1 COMPARISON OF \"NEXT STEP\" PLANS OF SENIORS , , ( , ( .... Plans of Seniors B w TOTAL % B w TOTAL % CHANGE (0 Number of seniors in class (who graduated). 270 736 1006 100 251 725 976 100 --- Number with plans to enter college : 136 470 606 60 1491 462 611 63 Increase Number entering non-college training programs 46 81 127 13 41 88 129 13 Same Number planning to enter the fields of science, math, modern foreign languages: 46 146 191 19 45 178 223 23 Increase Number planning to enter the field of teaching: 21 40 61 6 21 64 85 9 Increase Number going immediately into military service: 32 56 88 9 23 57 70 7 Decrease Number going directly into regular employment: 45 111 156 16 33 116 149 15 Decrease Number of preceding category who plan to enter college later: 18 49 67 7 21 44 65 7 Same Others (married and no plans for training or employment ): 1 5 6 1 0 7 7 1 Seme Number with no plans at all: 10 13 23 2 5 5 10 1 Decrease ARKANSAS GOVERNOR'S SCHOOL 1994-95 STUDENTS NOMINATED SCHOOL TOTAL WHITE BLACK Jacksonville High 7 3 3 Mills High 11 8 3 North Pulaski High 17 14 2 Oak Grove High 4 3 1 Robinson High 5 4 1 Sylvan Hills High 8 5 3 Totals 52 37 13 OTHER 1 0 1 0 0 0 2 In the Pulaski County Special School District, 52 students were nominated for Arkansas Governor's School and 21 students were accepted (40% of those who applied). COMPARISON OF LAST YEAR TO CURRENT YEAR YEAR TOTAL WHITE BLACK OTHER 1994 52 29 20 3 1995 52 37 13 2 The number of black students and other students nominated in 1994-95 school year decreased. 20 FIVE YEAR REVIEW OF GOVERNOR'S SCHOOL STUDENTS YEAR 1990 1991 1992 1993 1994 1995_ SCHOOL JACKSONVILLE HIGH MILLS HIGH NORTH PULASKI HIGH OAK GROVE HIGH ROBINSON HIGH SYLVAN HILLS HIGH TO ATTEND AS AL TERNA TES 26 15 21 19 33 11 28 6 18 9 21 11 GOVERNOR'S SCHOOL STUDENTS 1994-95 NOMINATED ACCEPTED 7 4 11 4 17 4 4 2 5 3 8 4 21 TOTAL 41 40 44 34 27 32 ALTERNATES 1 4 4 1 0 1 AREAS OF ACCEPTANCE AREAS # ACCEPTED # AL TERNA TES Choral Music 1 0 Drama 2 0 Language Arts 6 2 Instrumental Music 2 1 Math 3 3 Natural Science 1 3 Social Studies 4 1 Visual Arts 2 1 22 RECOMMENDATION FOR CHANGES IN COUNSELING 1995-96 The area of counseling is becoming more technically oriented , as are all facets of American education. For students in the Pulaski County Special School District to be on par with students around the state and the nation , the district has to make continuous efforts to update the technology available in the counseling offices. In cooperation with the American College Testing Program, Jacksonville High School will continue to pilot the CD interactive version of Discover for high school students. Pulaski Technical College is working with the district to fund the Discover software for junior high school students. Discover is a computer-based program designed to help 6th-12th grade students with education planning and career exploration. The University of Arkansas at Little Rock is in the process of forming a committee to explore the possibility of providing computer equipment and software to feeder high schools thereby allowing students to gather college information plus register for admission andTor scholarships with UALR and other post-secondary institutions. The district continues to fund the Guidance Information System (GIS) at the high school level and will endeavor in the next two years to update the hardware that supports this program. As these and other outside agency continue to provide assistance and support to the district's efforts to connect with the \"information highway\", the district will have to continue to explore ways to address the equipment and telephone needs of the counselors. A second area of concern is the allocation of counselors to the individual schools. The old numerical formula, that has been used to determine the number of counselors to assign to a school in order to meet the needs of the student population, does not now appear to function adequately. A committee will need to be formed to devise a formula that addresses the variables effecting the student populations in the each segment of the district. Some factors which may need to be considered are: 1 . Number of Special Education Students Served 2. Number of 504 Students Served 3. Number of Students Enrolling and Moving 4. Number of Major Crisis Situations Occurring 5. Number of Suspensions and Explosions 6. Number of Students Pursing College Admissions 7. Number of Scholarships Sought 23 In recent years each time the Arkansas Legislature has met, new laws have been enacted that have expanded the responsibilities of the school counselor. The following is an abbreviated list of some of the laws and duties: Act 837 of 1995-GED Enrollment for 16 \u0026amp; 17 Year Old Students Requires the counselor to administer the Test for Adult Basic Education (T.A.B.E.) or a General Educational Development pre-test to students wishing to drop out of public school to enroll in an adult education program and to hold a conference with their parents to discuss academic options. Act 1 097 of 1 991- Concurrent College and High School Credit Requires the c1runselor to determine if a college level course meets the graduation requirement of the local school district. Act 49 of 1.993-Reporting of Child Abuse Cases Requires the school counselor to forward information about founded child abuse and neglect cases to the next school in which a student enrolls. Act 688 of 1993-Requires School Districts to Attach Seals to the Transcripts and Diplomas of College Prep and Tech Prep Curriculum Completers with a 2.75 GPA Requires the counselor to identify which students meet tech prep or college prep curriculum requirements and have the qualifying GPA. Act 846 of 1 993-Competency and Outcomes-Based Assessment Place the responsibility on the school to give Benchmark and ACT AP Exit Exam which the counselor coordinates. Counselors also coordinate the SAT-8 testing. Act 451 of 1991-Reporting Child Abuse Set up the process whereby the mandated reporter of child abuse or neglect receives reports on the actions or intentions of the Department of Human Services. In the PCSSD, the mandated reporter is the school counselor. 24 The actions of the Arkansas Legislature will continue to impact the responsibilities assigned the counselors in the district and could impact the counselor allocation formula. The Tech Prep/ College Prep Initiative from the Arkansas Department of Education has required a parent conference with every student's parents to discuss career and educational planning. The district has selected the ninth grade for this activity to occur. In conclusion, the demands on counselors continue to increase. Parents and students expect comprehensive and speedy service. As a district, we must strive to be sure that we have staff and technical equipment to meet their needs. 25 GUIDANCE AND COUNSELING REPORTS 1993-94 Table of Contents Home /Sch.ool Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Elementary Counseling .................................... 7 Su per-sta.I-s                                             10 Seconda.ry Counseling ................................. 11 Schola.r-shiJ\u0026gt;S ........................... 14 College Admission - Black Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 College Representatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Next Step PlallS          .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Arkansas Governor's School ................................. 19 HOME SCHOOL COUNSELING PROGRAM 1993-94 The Pulaski County Special School District employed ten home/school counselors-consultants to serve disadvantaged students in the district. Schools involved were Baker Elementary, Bates Elementary, College Station Elementary, Crystal Hill Elementary, Fuller Elementary, Harris Elementary, Landmark Elementary, Fuller Junior High, and Mills High School. Student selections were based on the following criteria: 1. The student's scores on a nationally recognized normed reference achievement test were at or below the 25th percentile. 2. The student's performance on the Arkansas Minimum Performance Test at grades 3, 6 or 8 indicated failure to master basic skills in half or more of the areas tested. 3. The student's grade point average on a 4 point scale fell below a 2.0 grade point average. 4. The student's attendance record indicated multiple absences that could be impacting academic performance. 5. School records indicated disciplinary actions taken which resulted in time out of school for the student. Not all students selected for the program exhibited all criteria. Students were evaluated according to the criteria and those meeting multiple criteria received service first. Kindergarten children were normally included in the program based on teacher recommendation and Early Prevention of School Failure scores. A waiting list was established for those meeting only one or two criteria. Students were added to the program as vacancies occurred. The following information was compiled from reports submitted by the home/school counselors-consultants at the end of the year: ENROLLMENT Number of students receiving services during the school year: L.m 695 Black Students (64%) 397 White Students (36%) 403 Black Males (36%) 292 Black Females (27%) 236 White Males (22 % ) 161 White Females (15%) 1 Number of students who dropped out of the program: 160 98 Black Students 62 White Students (61%) (39%) 54 Black Males (34 % ) 46 Black Females (29%) 36 White Males (23 % ) 24 White Females (15%) Number of students receiving services second semester: 939 603 Black Students (64%) 336 White Students (36%) 351 Black Males (37%) 252 Black Females (27%) 199 White Males (21 %) 137 White Females (15%) ACADEMIC Many of the district's students served by the program transferred from school to school and/or from district to district. This movement of students created a problem in record flow. It was often difficult to accumulate records on each child to check for academic growth, improved attendance and test scores. Readim:\nElementary Level Black Students White Students Improved 263 143 Declined 7 1 The reading level of 14 students remained the same. Grade Point A verai:e\nAll Subjects - Secondary Level Black Students White Students Improved 95 60 Declined 81 54 The grade point averages of 24 students remained the same. 2 Not Verified 103 42 Not Verified 34 18 TOT AL5 - ALL LEVELS: 939 Students Improved Black Students White Students 358 (59%) 203 (60%) Declined 88 (15%) 55 (16%) Not Verified 137 (23%) 60 (18%) 38 students or 4% of all students' academic performance remained the same. A'ITENDANCE Black Students Improved Declined Not Verified Elementary 149 109 91 Junior High 54 39 22 Senior High 38 49 14 241 (40%) 197 (33%) 127 (21%) White Students Improved Declined Not Verified Elementary 80 63 36 Junior High 48 27 8 Senior High 24 24 11 152 (45%) 114 (34%) 55 (16%) 53 students or 6% of all students' attendance remained the same as the previous year. TEST SCORES Black Students Elementary Junior High Senior High Improved 160 61 7 228 (38%) Declined 91 51 19 116 (27%) The remaining students were either not tested (kindergarten, first grade or twelfth grade) or prior scores had not been received. (35%) 3 - White Students Improved Declined Elementary 82 39 Junior High 42 36 Senior High 9 8 133 (40%) 83 (25%) The remaining students were either not tested (kindergarten, first grade or twelfth grade) or prior scores had not been received. (35%) The home/school consultants and counselors worked as liaisons between the school and the home. The activities varied from school to school based on the needs of the program participants in each building. Some of the activities conducted during the 1993-94 school year included the following: Provided Transportation for Parents 1. School conferences 2. Honor Roll Assembly/Banquet 3. Health clinics 4. Juvenile Court 5. Child Study Center 6. Family Counseling Center 7. Mental Health Services Provided Workshops for Parents 1. Family Safety 2. Study Skills 3. Helping Your Children With Homework 4. Growing Up and Loong It 5. Preventing Neighborhood Crime Provided Small Group Meetings for Parents 1. Teen Pregnancy 2. Drug Abuse Prevention Recruited Parent Volunteers 1. C~room aides 2. Counseling Advisory Committee 3. Speakers for c~room programs Provided Students With Learning Opportunities 1. BRAG (Group to raise academic achievement) 2. Family Growth Project (project to prevent pregnancy) 3. STOP (Peer tutoring program) 4. Adopt Me Program (Group to build self-esteem) 4 Open Activities 1. Enrolled students in the Future Builders Program 2. Procured and delivered food baskets for needy families 3. Helped parents enroll in GED program 4. Secured medical assistance, free g~, clothing, utilities, and housing for families in need The home/school consultants and counselors felt that their personal safety was in question when conducting home visits. The district provided cellular phones so that the consultants and counselors would be able to seek assistance in any emergency. A training was also held to provide the personnel in this program with current information on self-protection strategies. The ten persons staffing this program were encouraged to make home visits in teams and to make the visit before dark. The home/school counselors and consultants continued to provide needed services to potentially \"at-risk\" students in our district. They served as a bridge between parents who had doubts about the integrity of the school and the school staff that lacked the expertise to work effectively with these parents. The personnel that staffed the program continued to be dedicated to the welfare of all children without regard to race, ethnic origin or socioeconomic status. The home/school consultants and counselors have a positive effect on the school climate in the schools they serve. 5 PULASKI COUNTY SPECIAL SCHOOL DISTRICT HOME/SCHOOL COUNSELOR-CONSULT ANT REPORT 1993-94 Number of black students counseled individually: ~ Average per counselor: ~ Number of white students counseled individually: ~ Average per counselor: 155 Number of black students seen in groups: 777 Average per counselor: ~ Number of white students seen in groups: m Average per counselor: 74 Number of teacher/counselor conferences: 2,532 Average per counselor: 253 Number of administrator/counselor conferences: 1,127 Average per counselor: ill Number of parent/counselor conferences: 2,137 Average per counselor: 214 Number of conferences with referral agencies: 715 Average per counselor: 72 Number of conferences with other resources, support staff, etc.: ~ Average per counselor: ~ Number of hours of home visits: 2,065 Average per counselor: 207 6 ELEMENTARY COUNSELING 1992-93 The Pulaski County Special School District employed 29 elementary counselors to provide counseling services to the 11,000+ elementary students enrolled in grades K-6 during the 1993-94 school year. Of the 29 counselors, five persons were black (17%) and 24 persons were white (83%). All elementary counselors were female. Twenty-two of the counselors served one school full time. Seven counselors served multiple schools. The current required elementary counselor/student ratio is 1/450. The duties performed by the elementary counselors were in compliance with Act 908 of the 1991 Arkansas legislative ~ion. This act required school counselors to spend seventy-five percent (75%) of work time providing direct counseling services to students. The remaining twenty-five percent (25%) of work time could be devoted to administrative activities provided the activities relate directly to the provision of guidance services. Approximately fifty pe\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"aar_lessons_259","title":"The Experience of Selma to Montgomery","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["Students will analyze 3 primary sources from the Selma-to-Montgomery March during 1965. Students will use the sources to understand the experiences of marchers during the Civil Rights Movement."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights"],"dcterms_title":["The Experience of Selma to Montgomery"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/259"],"dcterms_temporal":["1960/1969"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_453","title":"Extracurricular","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":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Student activities","School improvement programs"],"dcterms_title":["Extracurricular"],"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/453"],"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 FRIDAY. APRIL 29. 2005  1  ' ! LR board votes to cut athletics for 6th-graders ARKANSAS DEMOCRAT-GAZETTE Citing safety and academic concerns. Little Rock School Board members voted 7-0 Thursday to discontinue organized athletics and pep club for sixth-graders in the districts eight middle schools. District administrators had recommended the elimination of the sixth-grade activities earlier this month because the sports are typically coached\nby district employees such as security guards, custodians or teachers who dont hold state coaching credentials. The lack of any required certification or standardized training for the sixth-grade coaches raised administrative I concerns about the districts liability in the case of student injuries. Additionally. Superintendent Roy Brooks and his staff said the elimination of the activities would enable greater attention to be paid to academics by the sixth-graders who are making a big transition out of elementary school into middle school. All eight middle schools are on the states list of schools in need of improvement because of a history of low test scores earned by one or more subpopulations of students in the schools. Discontinuing the activities is expected to save the district about $80,000 in stipends for the coaches and in the costs of transporting students to and from games. In no way does this suggest that we dont support athletics.\" Brooks told the School Board on Thursday. Several board members urged that alternative afterschool activities or intramural sports be developed to replace the sixth-grade athletics. Seventh- and eighth-grade athletic programs will continue to operate in the middle schools.Vote planned on axing 6th-grade sports Lack of certified coaches, worries about liability among concerns in LR district I ! BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Athletics and spirit clubs in Little Rocks eight middle schools are headed out of bounds to sixth-graders because of a lack of certified coaches, concerns about liability in case of student injuries and the need to raise student achievement. The Little Rock School Board is scheduled to vote on I eliminating sixth-grade sports I for the 2005-06 school year at its regularly scheduled meeting April 28. The proposal would affect a few hundred students who par- I ticipate in sixth-grade football. track, volleyball and basketball, as well as Ln pep clubs. In the current 2004-05 school year, a total of 169 sixth-graders in the Little Rock School Districts eight middle schools participated in football, as did 132 in volleyball, 242 in basketball, 136 in soccer and 216 in track, according to district figures. Some students participated in multiple sports and as a result they were counted multiple times. Numbers were not available for the number of participants in sixth-grade pep clubs, which also would be discontinued, according to the proposal. If approved, the move would save the district about $80,000 a year  $40,000 for stipends to the coaches and $40,000 in transportation costs for the teams. But Johnny Johnson, the districts athletic director, said Friday that cutting costs is not the driving force behind the proposal. The biggest issue with us is that sixth-grade coaches only have to be employees of the school district, Johnson said. Weve had a number of sixth-grade coaches who were not [state] certified coaches, he said. They were either custodians or security guards or teachers who just wanted to do it. From a liability standpoint and from a certification stand point, those were big issues. The Arkansas Activities Association, which regulates athletics and other interscholastic programs starting with the seventh grade, requires coaches to have a degree in physical education or what is called a coaching endorsement from the state of Arkansas. Johnson said coaches in sixth-grade programs should meet those same state credentials. Adding to the concerns, Johnson said, is the fact that all eight of the districts middle schools are on the states list of schools in need of academic improvement because of chronically low standardized test scores. Schools that remain on that state list face increasingly severe penalties. That sixth grade is a big transition year, going from elementary school to middle school, he said. We felt the sixth-grade year ought to be used to get the students on stronger acadernic footing. Johnson also said that there are numerous athletic programs in the community tor sixth-grad- ers, particularly in football and basketball, and that those programs often give the students more games in a season than what the district can do. Superintendent Roy Brooks told School Board members at an agenda meeting Thursday that he agreed with the recommendation. We feel it would be in the best interest of the district to encourage our students to participate in athletics outside of the school day, Brooks said. Board members raised no objections to the proposal. Board member Sue Strickland said she was unaware that the sixth-graders were being coached by people who are not state-certified to coach. I think its a good idea, she said about eliminating the sports program. Board member Baker Kur- rus said there were some great people who work hard in the programs, but the lack of certification made him a little nervous. Kids have some fun, but it lacks structure, he said. My son is in the seventh grade and the seventh-grade program is excellent, but in sixth grade I wished he had focused on his work. Johnson said Friday he wished circumstances were different. If we had a perfect situation where we had plenty of coaches at each school and all of our coaches were certified. Id love to have sixth-grade athletics. Right now we struggle to keep our seventh-and eighth-grade staffs properly maintained. I Wednesday, August 22, Educators: Dont snub below-C students Keep sports open, state board is urged BY KIMBERLY DISHONGH ARKANSAS DEMOCRAT-GAZETTE Educators across Arkansas asked the state Board of Education on Tuesday to reconsider its proposal to eliminate a program that allows students to participate in sports and other extracurricular activities even if they dont have the required C average. The widely used program gives public school students struggling with class work a second chance to participate in nonacademic activities. About 160 of the states 310 public school districts use the program. Wiping out the supplemental instruction program would take away a strong incentive for many underachieving students to stay in school and out of trouble, school officials said during a public hearing. The program fell out of favor with several state educa- tion leaders when news reports revealed that the program lacked monitoring, which led to students not completing the required tutorials. Change it if you must, but do not eliminate it, said Gerald Fears, junior high school teacher and coordinator of the Pocahontas School Districts program. Fears and other educators said they would favor strengthening monitoring rather than disbanding the program. The Education Board is expected to make a final ruling Sept. 10. Robert Hackler of Mountain Home, chairman of the Education Board, said later Tuesday See GRADES, Page 9A Grades  Continued from Page 1A that calls hes taken about the issue have been fairly evenly divided between people wanting to retain the program and those wanting a strict compliance with the C-average requirement. I have had a few calls from groups or individuals, but not a lot, and I really didnt Imow what to expect from the public comment period, Hackler said. He added that although the board voted 5-1 earlier this year to put out for public comment the plan to eliminate the supplemental instructional program, no final decision has been made by the board. There never is a final board decision until after the public comment period, he said. Earlier this year, the Arkansas Democrat-Gazette published stories about rule violations in the Little Rock School District athletic program. Little Rock Central Hi^s basketball team had to forfeit its AAAAA state basketball title because one player skipped several remedial classes that were part of the supplemental program. The articles also detailed how coaches knowingly played ineligible players and how the Little Rock district, the states largest, failed to report violations to the Arkansas Activities Association, the state's governing body for high school athletics. During an Aug. 13 meeting, Ed- while he understands there is po- ucation Board members ex- tential for abuse of the program, pressed concern that no one at he believes many students bene- the sate Department of Education fit from it. However, a section of was monitoring compliance. the policy that allows students to The Education Board creat- qualify for participation by scored the supplemental instruction ing at or above the 50th percentile program in 1997 to allow students on a standardized test, even if they with grade-point averages below dont maintain a 2.0 average, en- 2'0 to stay in extracurricular ac- courages laziness, Lievsay said, tivities if they take remedial class- Some students, he said, would es. The programs aim: To keep settle for lower grades  and less failing students in school. The homework  if they knew they students must attend the extra tu- could remain eligible by scoring toring classes. If they miss one a certain percentage on an exam, class without an excuse, they Jimmy Coats, executive direc- must be declared ineli^ble. tor of the Arkansas Activities As- Ray Kirkland, superintendent sociation, did not attend the hear- of the Barton-Lexa School Dis- ing, but he noted in a written trict, called the boards plan to statement that the suppiemen- eliminate the supplemental pro- tai program was embraced by gram a knee-jerk reaction. member schools as a way to as- It is indeed unfortunate that sist students who are struggling. The schools felt so good low the rules, Kirkland said. The about the new regulation that the Central High students did not fol- guilty parties were punished. We [association] membership vot- did the supplemental instruction ed to adopt these regulations as program right, and our students part of their bylaws for eligibiJi- should not be punished.\" ty, Coats wrote. To change the Representatives from the Lit- regulation now to a strict corn- tie Rock School District said they pliance 2.0 would eliminate any understand that the districts of- students, both athletic and non- fense has endangered the pro- athletic, from the opportunity gram statewide. to participate in programs that We were the ones who have proven to be effective in pro- messed up on this, said Little viding positive educational Rock School Board member Judy periences to young people. Magness. \"We stood up and said Johnny Johnson, the Little we messed up, and we took our Rock School Districts new ath- punishment.\" letic director, said the district is ex- In response to the Little Rock working to make sure the pro- violations, the Education Board gram's rules wont be violated considered two plans, one that again. The responsibilities have would dictate more stringent been more clearly defined and monitoring of the supplemental communication between school program and one that would do staff and his office has been em- away with it. The boards 5-1 vote phasized, he said, favored eliminating the program and mandating strict compliance the program is a good one, John- with a 2.0 grade-point average for son said. \"I think they make a participation in athletics or any valid point that just because one other after-school activity. district had a problem with the Fears, the Pocahontas school program is no reason to tie it official, said the program must be away from the rest of the state. saved because it keeps students in class when they might otherwise drop out. Any time a student is willing to come to 100 minutes of learning in an after-school program, that shows that learning is important to them, Fears said at a public hearing via a videoconference from the Education Department in Little Rock that linked sites at the states 15 education cooperative headquarters. Jon Watson, athletic director for the Bauxite School District, began his comment with a complaint. I think its in very bad taste that this meeting is being held on the second day of school, Watson said. Watson surmised that many of the people who might have commented couldnt because they were needed at school. Then he asked a question. If a child makes a D in math, why would you limit his success in another area? What does that do for the self-esteem that were constantly reminded to instill in our children? Dick Johnson, athletic director for the Fayetteville School District, said keeping students in school keeps them out of trouble. The reality is that playing football may not be the only game in town, he said. They will affiliate, and they a^e being lured by activities that are not as positive as those offered in public schools. Alvin Lievsay, co-principal at Huntsville High School, said that \"I think everyone agrees thatO 50 ff. 09 3 ^22\"  TUESDAY, JULY 10, 2001  3A I cro 2. FI919 vt msS 3 o M  g\nCM3*a2^5ftKGMft S S s I Grades  Continued from Page 1A because it would kill any hope of them ever participating, Howard said. I would say that in our quest to provide excellence that a standard must be set\nhowever, I would want us to use good judgment as it relates to providing some medium for motivation for students in or- said. In the second semester, eight athletes and five nonathletes were in the program. Of those 13, six raised their grades to meet the eligibility requirement. I think [those students] definitely had an incentive, but I give credit to the instructors, he said. They motivate the kids and get them back on track. Jerry Welch, director of student services and athletics with the Pu- iS? 09 5' :\u0026gt;5 CTO st 3 \u0026gt;\u0026gt;\u0026lt;  sr I der that theyre successful not only laski County Special School Dis- in the athletic end but the acade-...............  ' c 3 B ScoSS ' 'S ?B ft ft 09 2 3i^3S- 2^r-ica.2'\u0026lt;ft 2.' SSsrU 2.^ -- ,, BO'ftBK 5-3'g' \u0026lt;2 o \u0026lt;s g   5: asa\" oS  5^ g.a s S' a S  s Slp.ggSg'S^ -s $ ft 3' ft *** B' 09 ft OwftYW - 3'\u0026lt;ftT09 e \" 5^\" \u0026lt; 3 EO M 09 571 09  (C ii. \u0026lt; ^3 \"^3 ft 3- 5 G s w (A B-^ 09 \u0026amp;-q,52. \"g.? ssg. CZi fp S 0^ 09  = s. 3 -5 SP 33\nft o oL* i faS | e 3 coS-S* (Q O O  Q c 09 O 3 - 3 3,5'? 3 sr Sa o mic end. Academics is a high priority. I think we should have high academic standards, but I think you can achieve those in a variety of ways. I dont think there should be a trict, said records on students participating in remediation programs are kept at individual ?D ' '2 5^ 5 '2 o a.. 52.3*tn 09 gj- 3-X0? ff B'SO r-h \" - SlS  S' O 5^H2COft_'CQ,,., ^G- EXB 3.' 2. p 2-3 \u0026amp; S.fte^5oE^CW r  fts-\" Sj a.\" ?6 3-3 g 1 I B - ' 3,5 3 S 2 s: S  3 09 3 g.\" St'c o-olsffgls'sS\u0026amp;S 33*\u0026lt; WgJ13\ngfto'3-33t S 3 o ft S- 09 s 3 ft 7* \u0026lt;.,3 5 Cl. V W lilies II bs.^s^ \u0026amp; 3S-S SS- 3 fl9 w-o 5  gS'3 - i-i 3 g-g-S 3'5^ Bags 1 ?s? o a 3 o 09 s. 3 fO 3 I v\u0026gt; to 3 a 3 =-S 0 3 C si o fO 3 w SS 2 3 S- In retrospect, that was the worst vote [ in favor death sentence, that we should say , . , .  , - . if you dont achieve a 2.0 grade- \u0026lt;?/ strict 2.0grode-pOlUt P\"f average, theres no hope for compliance] I ever made. Howard said he will speak out It did more harm tO against the proposed regulations if the opportunity arises. I think everyone is crying for an answer and an appropriate end to a serious problem, and I think all. opinions need to be heard and considered. Of course in doing that, you increase the chances of coming up with a workable solution. young people, and I dont think made any great difference academically.' ff  Skip Rutherford W Q,O,C!OOS?-s'l TO I O O 2 C 3  -'(S' S. 5'Q3.s.\n^'g.'B-S5.e j -t c 3,?. _ srS  3 S.Q'K 5 =io (A c o a ,S o o u fO 09 o - Pl c-. schools. However, he said, most of , those students pull up their grades Skip Rutherford, who served on after the first semester. a committee to investigate grade- \"If the supplemental instnic- questions about athlete tion program is carried out to the eligibility in Little Rock schools, letter, the way its supposed to be said he cast a vote in favor of strict then I think it serves a purpose  2.0 grade-point compliance while Welch said. he was on the Little Rock School Kids grades improve. Most of Board in the late 1980s and early the time, kids dont not make good 19^. grades because theyre not smart In retrospect, that was the enough. Ifyou make sure that kids worst vote I ever made, Ruther- go to class every time theyre supford said, adding the Little Rock posed to, do their work when board made the decision in a rush theyre supposed to, they do bet- to achieve higher standards. It ter. did more harm to young people, Mark Rush, boys baseball and and I dont think made any great basketball head coach and athlet- difference academically.... ic director in Concord (Cleburne Some people dont get it to- County), said the problem is tough gether until later in life, and some to call. ro 2. a a wi l 3 cr. Sic W* C M S 5 3 o (0 ft O'. 2.CB CD _o3:g o M'S ct.\" .. CZ3 S' a $ S' o-TO iv S.'S \u0026amp; e = 3 3 S -s:|gR2\u0026gt;gs 5. 2 s. I ci.'^  2 e- 9  3 ft o Ci fD Mark Rush, boys baseball and ^^5- ?53 3 \u0026lt;5 \u0026gt; \u0026amp; -3,.  S-' 'p  as-p* 09 3 ft *3 sr w en t s\no 3  3\"g r3 'a  Q- S S. 3- a pj O' n\u0026gt; 5S 5'sr2?'3'ft ^'^ft^ft P- a KOI iBhflhll I a!?3l0Kr.h:li.rK|  Ss peoples families make it difficult I can see both ends of the for them to study when they go spectrum, Rush said. I can see 2? ~ honie lives make it where athletes and all extra-cur- difficult in itself. Athletics for ricular participants should be many young people are the only passing. A 2.0  a C average  is way out of a difficult situation. not a whole lot to ask for. .. Suellen Vann, spokesman for u. muse the Little Rock district, said the people are not going to meet those number of students participating requirements. Thats just a fact, in supplemental instruction was And I hate to see those kids fall not immediately available. through the cracks because athlet- Gregg Thompson, principal at ics, in some cases, are all thats North Little Rock-West Campus, keeping those kids in school. I said 26 juniors and seniors there hate to think what might happen if participated in supplemental in- that was the case. struction. ___________________________ But you know some of those o ora - fc-1  _ S'- s.^  sf sag's.a Sil SB.\" Hl? \"!? aD.S.3S3  9  3* S. S.  o 3 ,5.^ I O' 09 'O n g 09 09 1-^3   go.\u0026gt;, -I ll'o .SrS.  3 rs n s w M  S \u0026gt;TO  \u0026lt;o C-.O, S' o o'o o S' C B O 3 g 1 U U CA 3 I'S jg. g'i's si 3 \u0026gt; !.?o'  o! I \u0026amp; S? S 5j w 'P B Q. a I think its real important to note that 10 were participating in athletic activities and 16 in nonathletic activities, like band, speech and drama, choir, Thompson said. Nineteen of those students raised their grade-point averages to 2.0 or better in first semester, herAoc. 01/ 01 810 West Markham Little Rock, AR 72201 For Immediate Release June 28,2001 For more information: Suellen Vann, 324-2020 Little Rock School District Hires Athletic Director Johnny Johnson, Assistant Athletic Director and Mens BasketbaU Coach at the University of the Ozarks, will become the new Athletic Director for the Little Rock School District (LRSD). Tonight the LRSD Board of Directors hired Johnson after a committee interviewed applicants and recommended Johnson to Superintendent Ken James. I am pleased that Johnny Johnson has agreed to serve as Athletic Director and feel that he will provide strong administrative leadership to our athletic program, James said. Coach Johnson is well respected and will work closely with our coaches and principals to improve our sports programs. Johnson holds a Masters degree in Education from Arkansas Tech University and a Bachelors degree in Administration from the University of Arkansas. Johnson has served as head basketball coach at the University of the Ozarks since 1990, with an overall coaching record of 173 wins and 126 losses. During that period his graduation rate for senior basketball players is 80%. Johnson previously coached at the University of Arkansas at Little Rock. He has earned several coaching honors and has been active for several years in the Special Olympics program June 12, 2 0 0 1 Wood quick study on, off playing field BY ROBERT YATES ARKANSAS DEMOCRAT-GAZETTE Perhaps the best illustration of Jason Woods athletic and academic resume is that Air Force tried to recruit the former Sheridan football standout. Former Yellowjackets football Coach Billy Dawson wasnt surprised. It was Woods combination of talent and wits that made him one of the states top players as a senior and attractive to a service academy. What made him a great football player tied straight into academics, said Dawson, who left Sheridan earlier this spring to become coach at Monroe (La.) Neville. Hes very intelligent Hes one of those guys, from a coachs standpoint, that once you told him one time it was done. Hes one of those kids you coach that hes special in the fact that he has a broad knowledge of the game. Hes a coach on the field. Wood, the Arkansas Democrat- Gazette's Male Academic Athlete of the Year, helped Sheridan to its first playoff berth in the states largest classification last fall with o 03 CO O .\u0026gt; 03 ra G a G G O o o 52 IS bS E SP 00 G G 3 G e* 5.5.5 a3 43j- flT zi co \u0026lt;\" t:' -H 4=eM M 0^ . cn Wl co 03 \u0026lt;1. 3 C-  d =3  J2 G  o x: '\"* 52 \u0026lt;13 O) \" ' OJ G \"*  o 03 03 G 3  C \u0026gt;\u0026gt;43 5 5*4= 0.^5 33 G  ,Wc:  03 O a co a G 03 G e: G G  os \"S \u0026gt;\u0026gt;. ** g 2 \u0026lt; -2  O K. G u. to G - C fc- o oo!r- IS' 03 G 43 3 rt O U, W co (4 o o o a monstrous numbers at wide receiver. Wood, 5-10, 180 pounds, earned All-Arkansas honors with a singleseason school record 74 receptions for 1,373 yards and 8 touchdowns. He rushed 7 times for 36 yards, returned 24 kickoffs for 532 yards, returned 11 punts for 180 yards and 1 touchdown and started at safety. At the same time. Wood scored 25 on the ACT and maintained a 3.91 grade-point average, graduating seventh in his class. Hes really a great kid, said Athletic Director Don Sharpe, Sheridans former football coach. Ive never heard anybody ever say anything bad about him at this school. A National Honor Society member, Wood also impacted the basketball and baseball programs. See WOOD, Page 3C Early rise has Gunn well, wise BY ROBERT YATES ARKANSAS DEMOCRAT-GAZETTE Late-night stu(J^3essions arent the norm around the Gunn household. Instead, oldest daughter Tiffany can be found hitting the books about the time the morning paper hits the front porch. Its an academic approach her father, David, used as a studentathlete at Arkansas in the mid- 1980s. It's an academic approach his daughter has grasped exceptionally well. On the heels of a record-setting spring in the hurdles, Tiffany Gunn, the Arlcansas Democrat- Gazettes Female Academic Athletic of the Year for a second consecutive time, scored 24 on the ACT and graduated from Little Rock McClellan with a 4.25 grade-point average. Im an early bird, said David 043 E 'O  to a J\n! \u0026lt;13 ,50 \u0026gt;, U fc, 2 OS 2 2^^ 03 5 C 03 o co 03 43 to Q.G fli-G - 5  -fl UO 03 Z OT G 2 2 -.2 g SS g sS?. o p.gT t, 2.S's^_-5-SS ______ g.S'g-S  S \" \u0026gt; 5b5sc gfeoa = BgKo,Z B  g \u0026gt; g = obS-'SE'-1'2'3 -g  g5'p ZG-3Gg^G43 SGG.GXJtoj-^cffljs-tSGu.  c: - x= J-** G^fc\n03 03  j ''g^ O3c::3-f343^^H-. G G-a G^S o S \u0026gt;^5355 w C 5? 2 s  p O tZ) S C tio o s g CT-e.M O E I fi. 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S 3  S 3'S2'^ 33 o  M \u0026lt;u - 3 o _ C4  03 o a_^.^ .SIP'S y \u0026lt;13 C flj r\na  : 5 \" G o J on 55 w c \"  G'a 3 X 03 2 5 ,5 2.2-E 2 G C .5 03 g 3'i o V Oi  E O O I J Gunn, who graduated from -O 0 O .g .3 C  C \u0026lt;.2 S S. Td 03 m c XJ . 0) 03 co Q u o 2 c G M OJ G G -O G co O '1 I 2 3 dj.Ti E-c \", 0)- G *0 __r, 03 c cj 'O't, oa o G M 03 CU3 Q, u\" \u0026lt;5 2 O .w (U a u\n3 Arkansas in 1987 with a degree in physical education/biological science after lettering at defensive back. Theres a lot of mornings where getting up at 4 oclock is no big deal for me. I can go to bed at 11, midnight and get back up at 4 a.m. Thats the way I studied in college. Thats one of the things I tried to instill in Tiffany. Youre in athletics, you come in a lot of times tired following a,very long day and arent as fresh and sharp as you need to be. After dinner, go to bed and get up early in the morning. Very early. Gunn said that if his daughter is still in bed at 5 a.m., then somethings wrong. Whats the old Army saying? David Gunn said. \"They do more before, what, 6 a.m., than most people do in the entire day. That may be true of Tiffany. In addition to being valedictorian, Tiffany Gunn was National Honor Society president, a Student Council representative and president of Future Business Leaders See GUNN, Page 3C C St3 S LS fD tS-S \u0026lt;D -O cc -S C0 I kJ cu \u0026lt;zi \u0026gt; \u0026lt; O \"a 2 C S 8 r .s O 03 3  O X o G 3 W G43 4*J to_\"0 . G^ O OflO ^OO S 'rt :\"! G G n co to 2 c--  .\u0026lt;9* 15 \"^-S 5 o .2 23, fe - s)Sffi  g gs g'S s s  Ja'g.\" .S S S   03 O Th ! G 03 0\u0026gt; co 43  C CO o gS^:^ 4) T-I e tn ?=! M e-S  8 o O O c tu) o 2 r- CJ -UA G tn . ^.S g 03 .ssg='55saS\u0026gt; c 5 I-  G  2  SgS gtLo\u0026lt;lJva  3 03 cBXI to 4) U o\u0026gt;2\n\u0026gt;Subi35B Uh Os_zSc0 G 03m43 *S 3 A *3 W -5 -s e -2 o\u0026gt; m 5 -' 3 C ti ra co o G oT ctO c \u0026gt; 2 -G co  S 03 S\nC3 03 so- 03 O s \u0026lt; o c .2 .. o  C 03 O .W C o \u0026lt;4 54^ 2 G co G co S 8- S O co jO h co 2 G 3 S 4G O' 2 = 03 O 4) .ts -n  n 43 I  G *4 S XJ co O 5  a  \u0026gt;? G E tn G \u0026lt;13 G 03  o 03 G C G U. 3  O .*-\u0026gt; Q3 ? S 61 4= 4\u0026gt; 3 G M to S .G 03 -r i3 to co -x t- co_ t- G 03 -S ZG 03 'G .\"2 c S =  -H  33 03 co a) B I oS'Sl .-sS I-Ei Ill's B'S o  - s 5? to c  3 co .. = ^'S o a \" 3 0) \u0026gt; 5 o * ^2^-Sg Is-2 2^ E 03 =^3!  43 G iZ co 5 G 03 \u0026gt; o5013744187 WALKER LAW FIRM 283 P02 SEP 12 00 15:32 John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (601) 374-3758 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE SHAWN CHILDS Via Facsimile September 12, 2000 Dr. Leslie Gamine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Gamine: I am writing on behalf of Marcus Winston, a 9\"' grade student at Parkview High School and similarly situated students in the Little Rock District. Would you please direct my attention to the section of the Districts student handbook which states that 9* grade students cannot participate in varsity team athletics. It is my understanding that the practice of the District in previous years has been to allow these students to participate on varsity teams. By copy of this letter to Mr. James Washington, I am also requesting that he investigate this matter. I recommend that he identify all 9* grade students at the senior high level to determine the number, race and gender of the students who are being adversely affected by unwritten directive. As I review the Districts desegregation plan, I note in Section 2.6 of that plan that the District shall implement programs, policies and/or procedures designed to promote participation and to ensure that there are no barriers to panicipation by qualified African Americans in extracurricular activities.... Tt appears that the Districts refusal to allow 9* grade students to participate in athletics at the varsity level is contrary to plan commitments. This new practice is neither promoting nor ensuring participation. Prior to invoking the process regarding compliance issues, I ask that Mr. Washington provide to this office a report of his preliminaiy findings by September 20, 2000. Thank you for your attention to this matter.5013744187 WALKER LAW FIRM 283 P03 SEP 12 00 15:32 linccrelvf Joy C. Sprin^r H On Behalf of Joshua Intervenors JCS/ cc: Mr. James Washington, Ombudsman Mr. Junious Babbs, Associate Superintendent Mr. Ray Gillespie. Althletic Director Ms. Ann Brown5013744187 WALKER LAW FIRM 283 P01 SEP 12 00 15:32 I JOHN W. walker, P.A. 1723 Broadway , Lictle Rock,. AR 72206 501.374-3753 Fix: 501-374-4137 FAX COVER SHEET FAX WMBER TRA^S^HTTED TO To: L J Of. I From\nJ JOHN w. Walker, p.a. Client/Maner\nL J Date\nj . DOCUMENTS i number of Pages* . COMMENTS\nOriginal ( ] will ( ) wiHNOT follow. t kArkansas Democrat '^(Oazeltv |  WEDNESDAY, JULY 23, Schools to offer examinations for athletics - ARKANSAS DEMOCR-AT-G.AZETTE ?the Little Rock School Districts health services office will offer physical examinations for students planning to participate in football, basketball and volleyball during the 1997-98 school year. ' School district policy requires that each student athlete undergo a physical examination before participating in any sports activity, including athletic practice sessions.\nParents are asked to contact their childrens schools beginning Monday to get a parental consent form. Coaches must be present during examinations. l^ludents may receive exams from a private physician or at Arkansas Childrens Hospital under the following schedule:  Wednesday, July 23. Mann Magnet Junior High School students, 5:30 p.m. Cloverdale Junior High, 6 p.m. McClellan High School, football 'and basketball students only, 6:30 p.m.  Thursday, July 24. Henderson Junior High. 5:30 p.m. Southwest Junior High, 6ji.m. Forest Heights Junior High. 6:30 p.m.  Friday, July 25, Dunbar Junior High, 5:30 p.m. Mabelvale Junior High, 6 p.m. Pulaski Heights Junior High, 6:30 p.m. Make-up days are:  Monday, Aug. 25, Mann and Cloverdale, 5:30 p.m. Henderson and Mabelvale, 6 p.m.  Wednesday Aug. 27, Southwest and Forest Heights, 5:30 p.m. Dunbar and Pulaski Heights, 6:30 p.m. Physical exams for football and basketball participants have been held for Fair, Hall, Parkview and Central High schools. Volleyball participants at the high school level may have their examinations performed on Aug. 14 at Bowen Hefley Knee \u0026amp; Sports Medicine Clinic, 5 St Vincent Circle, Blandford Building, Suite 100, as follows: Hall and Parkview, 5:30 p.m. Central and Fair, 5:50 p.m. McClellan, 6:10 p.m. 12 96 10:48 !2l 002 003 l- : 1 \"V 1 . i'. '\n- i July 12,1996 301 324 2023 LRSD COMMl?vICATI ODM LimE Rock School District LRSD Coach Takes State Team to Belgium for more information: Suellen Vann, 324-2020  1 tI I I The Central High School girls basketball coach will travel to Belgium later this month. Michael Green will accompany a team of eleven senior high girls to compete in an international basketball tournament from July 31 through August 8. Green, who also serves as head coach of Centrals girls track team and assistant boys basketball coach, was selected to serve as coach for the Arkansas team comprised of 10 Arkansas high school girls and one from Oklahoma. Green also teaches health and physical education at Henderson Health Science Magnet Junior High School. The games are sponsored by Sports Challenge International, Incorporated. The next team practices prior to their departure for Belgium will be at 9:00 a.m. and 1:00 p.m., July 27, at Central High School. 810 West Markham Street  UtUe Rock. Arkansas 78301  (501)834-3000 lU. k/WWV W W J* W .W A . I ti.1 \\,  v, a 1 J ffcPSl * 12-96 10:50 LRSD COMIIVNICATI OHM  003 1103 i 501 324 2023 Little Rock School District LRSn Bus Drivers to Drive Olympic Game Participants I : July 12,1996 For more information: Suellen Vann, 324-2020 Twenty Laidlaw bus drivers leave Little Rock Sunday, July 14, to travel to Atlanta for the Olympic Games, but they wont be there as competitors or spectators. The drivers have been invited to serve as coach bus drivers for the Olympic Games Committee. Laidlaw selected about 100 drivers from Memphis and 20 from Little Rock to provide this service at the Olympic Games. 810 West Markham Street  Little Rock. Arkansas 78S01  \u0026lt;501)324-2000 j Arkansas Democrat (gazette | SATURDAY. APRIL 20, 1996 Girl pops up in lineup after lawsuit Ajji^nsas Democral-Gazetle/BENJAMIN KRAIN Claiming sex discrimination, mom says damage is done BY CHRIS REINOLDS Democrat-Gazette Stalf Wiitei No. 34 played the second game of a doubleheader Friday between Parkview and Arkadelphia. That gave the second baseman two starts in the Parkview Patriots six games since Tuesday  the day she filed suit against the teams head coach and the Little Rock School District alleging se.x discrimination. Christi Jackson, 17, says that coach Terry Daniell limits her playing time because she is a girl. This season Jackson has been played in only two of the 12 Class AAAA conference games since Qlisti Jadson, who started for Parkview t-h-e-- -s--e-a--s-o--n started in March. In High Schools baseball team last year, both gmes, ^he todn t go m m si,,ts on.. .___I__k. _______ fho lucf iTinina Twn or tnS 2Hni6S cnoois uai\u0026gt;euail icaiii icuai yvai, --------- - T. the bench during a game Friday the last inning. Two of toe games a^nst Ariodetphia  a position she she sat out were played the day contends shes in far too often. the suit was filed. When the suit was filed, she had played in 56 of the teams 224 innings and had made stx errors. The lawsuit filed Tuesday in federal court says Jackson, identified only as Jane Doe, was recruited to play second base on the baseball team for the 1995 season. She played for both varsity and junior varsity teams. Before the 1995 season. Jack-son starred at pitcher and right field for the Blazers, a girls independent softball team that has won three state championships and played in national and world competitions, Robert Clark, then Parkview's head coach, recruited Jackson last year. Neither Clark nor Daniell would comment on the lawsuit Last year the kids had fun, her mother said. \"They played baseball and they were a team. This is not a team. On Wednesday, the day after the suit was filed, Jackson started the game. Friday night she started the second game of a doubleheader. Neither contest was a conference game. According to the lawsuit when Jackson and other female students who attended a meeting for prospective baseball players, Daniell encouraged them to find a faculty sponsor and form a girls softball team. The suit cited federal Title IX of the federal Education Amendments of 1972. Title IX requires schools that receive federal money to equalize sports opportunities for men and women. Kathryn Gunzelman. advocacy See JACKSON, Page 5B Jacksori\"  Continued from Page 1B Tm just tired of not playing. All my coordinator for the Wonien s feammateS knOW I CUn Sports Foundation in Uniondale, . , N.Y., said Jackson will probably play better and I m tired win her lawsuit , of being treated Unfairly. going to ride the pine. One teammates parent, asking not to be named, viewed the discrimination lawsuit as legitimate. Were not the worlds greatest baseball team, but we have Gunzelmans nonprofit educa-tional organization was founded in 1994 to promote and enhance sports and fitness for women. Barbara Jackson said its been a horrible season for her daughter. Daniell has told Jackson that she wasnt ready and her timing is off, her mother said, Christi did everything in her power , but it wasnt good enough, Barbara Jackson said, She didnt want to play baseball last year and now she is wanting to play and this guy wont let her. good players and Christi is one of them, the parent said. Its un, II lfoonrtuunnaatiee tuhiaati tuhiec uLnitntlce uRuocvk. My self-esteem has really school District doesnt offer soft-been shot. ball. But the parent said not every- - Christi Jackson one supports Jackson. _____________ Larry Sipes, whose son Clay plays shortstop, doesnt think the arship offers from Oklahoma City Jacksons should sue. University and William Woods It was absolutely not neces- College in Fulton, Mo. sary. Its a bunch of baloney, I dont want this to happen to gipes said at the game Friday. any girl in any high school. Bar- Sipes said Jackson is good bara Jackson said. I want him to enough to be on the team, but know can't run or bat very well. Barknow what hes done and never Shes going to get to play now, but the damage has already been done, her mother said, He knew what he was doing. Hes made her life miserable and boys. ninvinv  destroyed her self-confidence. I tn just tired of not playing. do it again. She can field well and she's Her daughter, who is growing got a good arm, he said, But the tired of the media attention be- other player (who plays second cause of the lawsuit, said she just base) is better. Theyre making it wants to play as much as the She could have gotten so much more offers. The University of Arkansas at Pine Bluff has offered her a scholarship to play on the mens baseball team. Jackson said. She is also considering softball schol- Christi Jackson said. All my teammates know I can play bet-a girl-guy thing. Sipes said the team is still new, and he worries that the lawsuit will cause the coach to quit and destroy Parkviews fledgling ter and Im tired of being treated baseball program. unfairly. My self-esteem has real- He said the teams budget is ly been shot. $3,000, and there s not enough Most games, she wonders why money to also support a girls she should show up if shes just softball team. Letters FRIDAY, MAY 6.1994 Dont eliminate the coaches stipends The Little Rock School District is in a |7----------- . xuc xjiiue nocK acnooi District is in a financial quagmire due to the districts decade-long fight against the federal courts and the millions of dollars lost in the battle. Now the district is contem- ' plating elimination of coaches stipends which would ultimately result in the elimination of high school athletics in the district. This is ridiculous It needs to be recognized by the community that at the time many area athletic programs declined, gang activity grew into a community epidemic Few have recognized this parallel of trends. Coaches in this district... have chosen their profession out of love for the i games and for working with kids. We ' eliminate these stipends and we eliminate these coaches. Many will ultimately find work outside of teaching attempting to regain wages lost. As a substitute teacher in the Little Rock schools, I rarely filled in for coaches, they were always there. I cannot say the same for regular classroom teach- : er  I always had work. These men ' and women are dedicated to our chil- i dren and are the few positive role mod- i els many students have. ( Our community should be concerned ! for the status of these coaches and their J?h. Lamar Cole and the Arkansas Activities Association should fight this proposal. Jim Lynch (if he really cares) should fight this idea. Anyone who feels that athletics is better than gang banging should fight this idea. Athletics is school pride, individual pride and ultimately improved civic pride. MARK HOOPER Little Rock^07/19/95 10:36 501 324 2023 IJ^Sn COMMCNlCATf OD)I @002/005 :i 'i4r\u0026lt;4.x '* Little Rock Schooi 1 TRIC'I r' L L News Release I r Athletic Program Physicals Scheduled for Senior High School Students I I Jelly 19,1995 For more information\nDina Teague, 324-2020 I I LITTLE ROCK ~ Senior high school students in the Little Rock School District (LRSD) who plan to participate in extra-curricular athletic programs this fall may take advantage of a limited number of physical examinations that will be provided tree of charge. All students must have \u0026lt;a physical examination before p^ticipating in athletic programs. Students who do not take advantage of the LRSD provided physicals may see a private physician for these examinations, but should obtain the appropriate forms from an LRSD high school for their physician to complete. Physicals for McClellan High School football and volleyball team members will be administered at the Arkansas Children's Hospital on July 24 beginning at 5:30 p.m. After school begins, all physicals for McClellan will be given at the McClellan Wellness Clinic. Students may contact the school nurse to make an appointment. ! J. A. Fair High School, Hall High School, and Parkview Arts and Sciences Magnet High School students who are interested in participating in football, volleyball, or basketball will be tested on July 27 at the l ittle Rock Orthopedic Clinic which is located at 13100 Chenal Parkway. Students should contact their schools for. I specific times and locations. (more) ( 810 West Markham Street  Llttle'Rock, Arkansas 72301  (501)324-3000 SSffi35^5SlK^K5S?^3BhfcMnat3.6 07/19/95 10:37 501 324 2023 LRSD COMMI?.'ICAT1 ODM 003/005 LiRSD High School Athletic Physicals July 19,1995 Page two of two 1 Centrai High School football and volleyball team members may contact the liittle Rick Central High Wellness Clinic after school begins on August 21 to schedule an appointment for a physical examination. j Physicals for spring sports and spirit groups will be provided by the Little Kock Sports Medicine Clinic. Dates and times will be posted in schools later in the school year. I' 1 ## r.?l- 'V: .  .1' 1 ! jE / - lyy, J. fe' 1- I 9^' * SL' ' I I I I . I { r t I I 4 i Add,.i 5!\" I .v f \u0026lt; 07/19/9.5 1 I 'I i I I I I  I' 10:37 ODM 004/005 July 19,1995 { 50l 324 2023 l.RSD COMllCMCATI a k. J Little Rock School District News Release LRSD Provides Physicals for junior High Athletic Programs For more information\nDina Teague, 324-2020 Lm LE ROCK  The Little Rock School District (LRSD) will provide a limited number of physical examinations for junior high school students interested in participating in extra-curricular sports programs during the 1995-96 school year. These physicals will be administered at the Arkansas Children's Hospital (ACH), and LRSD coaches tvili be present. AU athletes must have a physical examination before participating in athletic Students who do not take advantage of the LRSD provided physicals may see a private physician for these examinations, but should obtain the appropriate forms from an LRSD jumor high school for their physician to complete. j ACH requires that students provide a permission form signed by a parent guardian before an examination is administered. These forms are currently available at all LRSD junior high schools. or I Physicals for fall sports will be administered at ACH during the week of August 1 through 4 and are limited to 25 students per school. An additional round of physicals, also limited to 25 per school, will be administered on August 24. I I I (more) 810 West Markham Street  Little Rdck, .Vrkaasas 72201  (501)824-2000 Stipend flap angers LR coaches BY TIM COOPER Democrat-Gazette Staff Writer Coaches in the Little Rock School District may be dismay^ with the recommendation to eliminate stipends, but most are still taking a wait-and-see attitude until a final decision is made. More than 400 school district employees were sent letters stating that their annual stipends are not automatic and that a recommendation from Superintendent of Schools Dr. Henry P. Williams will be made that they be discontinued. -----Arkansas Democrat (Bazctt^  One coach speaks out 4C If whats in this letter is true, there is no coaching staff, Little Rock Central football coach Bernie Cox said. There are no athletics in Little Rock. The letter I received said we would not receive any stipends. Obviously they dont want us to work for nothing. They havent volunteered to take any pay cuts. Stipends compensate teachers for extra duty such as coaching or sponsoring student activities. According to coaches the Arkansas Democrat-Gazette talked to Sunday and Monday, annual coaching stipends range from $1,000 to $6,000. The letter also states that after a review of the stipends, the need for the extra duty and the district budget is completed, the employees may be asked to perform the extra duties again. I think this is an effort to balance the budget and to see what kind of funds they have available, said Oliver Fitzpatrick, the girls basketball coach at Central. The first and foremost thing is to balance the budget. If they cant do that, theres not going to be any teaching going on. If theres no teaching, theres not going to be any coaching. I havent lost hope. Its just an effort on the districts part to ensure that theyre fiscally sound. Thats good business. In an effort to save more than $1.85 million in salaries next year, the district notified 80 teachers that it is eliminating their jobs. TUESDAY, MAY 3, 1994 Copyright  Little Rock Newspapers. Inc. It was the third consecutive year the district has had to eliminate jobs, but no coaching jobs were affected. However, the elimination of stipends would effectively force some coaches to seek coaching jobs elsewhere. I think theyre crazy if they think were going to coach for free, said Parkview assistant football coach Terry Daniell. I dont think anyone asked them to be administrators for free. Im See COACHES, Page 4CCoaches  Continued from Page 1C not going to go out there and coach for free. I'm not and I know the staff at Parkviews probably not. Frank Martin, an Arkansas Education Association staff member, said that under the Fair Dismissal Act, the removal of a stipend is seen as a reduction in compensation. This means folks have to be evaluated and observed ... be- i.fore they can be removed, said Martin, who is assigned to the Little Rock Classroom Teachers Association as executive director. My initial reaction is there are going to be some serious questions whether the district is able to issue statements to these guys saying that they arent going to come back next year. Not unless they abolish this position. Williams said he did not think the re-evaluation of the stipends would hurt the sports programs in the district. I don't think it's going to affect it at all, Williams said. \"We have unilaterally given stipends to individuals over the years, and we're now looking at another way to do it.... We want to make sure that the people receiving stipends are the ones we want to do it. Williams said the district currently pays out more than $700,000 in stipends for coaches and teachers involved in extracurricular activities. But some coaches claim the letters only underscore the district's willingness to cut the athletic budget as much as possible. When the district spends $1,000 to send out certified letters notifying us there will be no stipends, they mean business, Cox said. T've been here 24 years, and I think its a slap in the face, Little Rock McClellan football coach Ellis Register said. Theres people who have worked in the district to make it better and they turn around and do that. Register said he was not shocked by the recommendation, but it hinders his staffs efforts to prepare for next season. Were making plans. Were working on schedules and our physicals for the summer, Register said. If we dont know something by Aug. 1. then we wont start practicing. Cox, who has been with the district 22 years, said it would not be fair for his team to start practicing later than other programs. Central is scheduled to open its season with defending Class AAAA champion Pine Bluff. Athletics in Little Rock has deteriorated over the past cou- I pie of years, Cox said. With all i the violence and murder in the t streets, it boggles my mind that ! theyre not putting more money into athletics and other extracurricular activities to get more young people going in a more positive direction. Athletics is a very small part of the school district in Little Rock, Daniell said. Thats evident by some of the fields we have and the crowds that come to the games. Our facilities are bad. They wont even buy the Coaches may avoid LRSD, Osmon says BY TIM COOPER Democrat'Qazetle Staff Writer Little Rock Central base- ball coach Scott Osmon, like many coaches in the Little Rock School District, does not agree with the.dis- tricts decision to re-evaluate coaching stipends. But he plans to remain with the district and has no plans to quit coaching whether stipends are eliminated or not. Personally, I will continue to coach, said Osmon, who commutes from Conway. \"I have several kids that dont play anything but baseball and we practice throughout the year. Now, there are coaches that might not be able to devote as much time to their sports. Stipends are paid to school employees who perform extra duties such as coaching or sponsoring student activities. Osmon said the elimination of the stipends will make it difficult to lure good coaches to the district and keep many of the ones they have now. Nobodys getting rich in coaching anyway and to take away the stipends is only another insult, Osmon said. As coaches, we may be the only father figures some of these kids have. A lot of those kids need us, and its a shame they may not be able to to find the money somewhere. The decision to eliminate The stipends came three days after Osmons team earned its first trip to the Class AAAA State Baseball Tournament in the programs three-year history. The Tigers (14-8) finished third in the AAAA-Central Conference and ended Conways 27-game conference winning streak. We were 4-12 our first year and 9-10 last year, Osmon said. The kids have been able to see all phases. The Tigers will play North Little Rock at Burns Park on Thursday in the AAAA-Central semifinals. The winner will play Conway for the districts No. 1 seed in the state tournament. kids a letter jacket. There is nothing prestigious about athletics any more. I guess the things that are prestigious now are having a lot of money and jewelry and being a gang leader. The letter said individuals would be afforded a hearing before the Board of Directors regarding Williams recommendation if they notified the board in writing within 30 days from the letters receipt. Democrat-Gazette Staff Writers Todd Traub and Pete Perkins contributed to this report.?VFD .J Un Vt If f' OCT 2 6 1993 Skip Rutherford 5604 Hawthorne Road Little Rock, Arkansas 72207 Office of Desegregation Monitanny Personal Not For Publication October 25,1993 Mr. Kevin Freking Arkansas Democrat-Gazette P.O. Box 2221 Little Rock, Arkansas 72203 Dear Kevin: I thought your and Grant's Sunday articles about football in the Little Rock School District were interesting. They were well-written. However, I do think you concentrated on the negative, and I wish you had been more balanced. Some observations: 1. Little Rock Hall is 5-0, leading the AAAA Central division and is play-off bound. You could have easily focused on the success of a team which was not projected to be a title contender. 2. Little Rock Parkview is having its best season in years and maybe - just maybe - football is on the way back. It could have been presented that way. 3. In your comments about the 2.0 grade point average, you could have noted that the Little Rock School District has approximately 5% of the State's students, but approximately 14% of the state's national merit semifinalists. Central itself has 18 national merit semifinalists - the most of any school in Arkansas. Like the majority on the State Board of Education, I don't believe the 2.0 GPA is driving students into gangs, and I am encouraged the rest of the state is finally following the example Little Rock pioneered years ago. After aU there has certainly been much concern voiced in your paper about college remediation costs and the poor graduation rates of college athletes.Mr. Kevin Freking October 25,1993 Page Two You could have pointed out these scores on the ACT, a respected college admission test: White Scores Black Scores United States Arkansas Little Rock 21.4 20.7 21.9 17.1 16.8 17.4 (Note that Little Rock is higher than both the state and nation.) Although the 2.0 standard may get the blame, the gangs, etc. are a result of what has been called the \"Hidden home curriculum\" exacerbated by a family environment of single parents, no parents, high divorce rates (Arkansas leads the nation) and concentrated urban poverty (while the nation has 20% of its students in poverty, cities have 40%). Inner-dty neighborhoods all across America have suffered from middle-class flight, business flight and religious flight, and since Pulaski Cotmty encompasses the only significant urban area in the state, it suffers the most. On another matter you raised, as a University of Arkansas alumnus, and former Fayetteville resident. I'm very sorry the Razorback football team has had a string of bad seasons. I'm also very sorry the LRSD (and apparently other Arkansas schools) is not providing the U of A with the \"stars of years past. I would note that one Central Arkansas star -- Catholic's Zach Adami  chose Michigan over Arkansas, and thus the problem may not only be quality athletes, but the quality of the U of A program. Although in fairness, there's stiU hope the Hogs will get a bid to the Poulan Weedeater Independence Bowl in Shreveport. (Since the U of A's current kicking game is poor at best, you might suggest that the recruiters take a look at Central's kicker, Matthew Mittelstaedt. He is being recruited by colleges for soccer.) Also, your photo of the security at the Central-Hall game should be put into context. The last-time I came to the Democrat-Gazette building. I noticed strong security. To get to the second floor of the Post-Office Building on Capitol Avenue you have to pass through a metal-detector as well as security guards. At Cranford Johnson Robinson Woods there is a security guard to walk people to their cars, and there are many more examples throughout the city. Finally, as you did on football, I hope you will do a series on LRSD basketball, and someone also will do a front page article on LRSD's academic achievements.Mr. Kevin Freking October 25,1993 Page Three In your basketball article, perhaps you will point out Charles Ripley's success rate at Parkview, including State Championships, national rankings, NCAA scholarships, 3.0 team grade point average and the 6'7\" junior guard which apparently Duke -- and most aU major colleges are coveting. In addition, you could feature Chris Williams, a scholar-athlete who starts for Central, and who is a first-class young man. Also, McQellan, Fair and Hall all have quality basketball programs. (You might even encourage people to come out and see some of the best high school - and junior high  basketball in the region.) Thank you for your consideration of a more balanced approach in your reporting. Sincerely, Rutherford SR:sw cc: Grant Tennille Walter Hussman Paul Greenberg Rex Nelson Cynthia HowellCc: Little Rock School District May 17, 1993 RECEIVED MAY 1 8 Office of DesegregaSon Mcniioricg Mr. John Walker Attorney at Law 1723 Broadway Little Rock, AR 72206 Dear Mr. Walker: In response to your letter regarding Gary Greenwood dated May 14, 1993 to Superintendent Mac Bernd, I am forwarding to you a copy of the investigative report completed by Sam Stueart, Assistant Superintendent, for the Superintendent. We collectively reached what we believe to be a fair and equitable resolution to the concerns. Please feel free to contact me should you have any questions. Yours very truly, anet L. Bernard Associate Superintendent for School Operations and Climate JLB:nr c\nMrs. Dede Greenwood Mrs. Ann Brown Dr. Mac Bernd 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET To: From: Subject: LITTLE ROCK, ARKANSAS May 17, 1993 72201 Janet Bernard, Associate Superintendent for School Operations and Climate Sam Stueart, Acting Assistant Superintendent for Secondary Schools Tennis Tryouts at Pulaski Heights Junior High School As per your request at 7:45 a.m. this morning to investigate the matter at Pulaski Heights Junior High School pertaining to the selection procedure for the Pulaski Heights Jr. High tennis team, I am submitting the following information: Investigation After discussions with Janet Bernard, the patron, Ms. Greenwood and the principal of Pulaski Heights Jr. High, I find the following facts: 1. No \"try-outs\" were held to establish team members due to the fact that the teacher was sick and rain occurred on several days when the try-outs might have been scheduled. 2. Team members were chosen by taking those students who are ranked by the USTA. 3. No African-American team members were selected. One African- American student (Derrick Greenwood) expressed an interest, but was not ranked by the USTA and therefore was not selected. Solutions 1. In the future, state rankings by the USTA should not be used since the rankings are based on participation in tournaments requiring paid entrance fees. This works to exclude students who cannot afford to pay the fee. not to participate in the It also excludes students who did \"private tournaments\" because they preferred another activity or simply chose not to compete in those events. A student may be a very good tennis player and not be ranked by the USTA.Janet Bernard May 17, 1993 Page Two 2. In the future, round-robin try-outs are to be held so that a student has the opportunity to demonstrate tennis ability without USTA rankings being used or subjective judgements being made. In the future, 3. there should be a very serious effort to encourage participation in tennis by all members of the student body and opportunities to develop tennis skills should be given to students at Pulaski Heights. 4. To meet the immediate concern of.today, the principal will release students to play in try-outs for positions in tonight's tournament. today to \"earn position equally. One or two students should not be expected to play try-outs. a position\nall students should compete for a Two teachers will serve as line judges for the One teacher will be an African-American and one shall be of another race. A drawing will be held to determine opponents./\u0026lt; JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. ' AUSTIN PORTER, JR. * Also aiiinilhtl lo [raclin* in (U-nrgia \u0026amp; llv Dislrivl of ('obnnbia. John w. walker, p.a. Attorney At Law 1723 Broadway Little Rook, Arkansas 722n6 Telephone (501) 374-3758 FAX (501) 374-4187 rbceweo MAY 1 1 1993 QffC\u0026amp; of. DesegregaScn i'\u0026lt;\u0026lt;r icnitoring May 14, 1993 Delivered Via Fax \u0026amp; U.S. Hail Dr. Mac Bernd Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Bernd\nIt has come to my attention that there may be problems at Pulaski Heights again involving the administration of Mr. Ralph Hoffman. Please check to see whether or not the tennis team was just selected and its racial composition. I am representing the interests of Mr. Gary Greenwood, a student there, and his mother, Ms. Dede Greenwood. My information is that Mr. Greenwood was effectively prevented from being a team member by subjective consideration. My further understanding of our plan is that every effort will be made to ensure that all extra curricular activities are racially inclusive. Time is of the essence in that the tournament that this youngster is concerned about begins on Monday and continues on Tuesday. Therefore, your urgent attention is requested and action is also requested this weekend. If you agree with my conclusion, please let the youngster know so that he will have preparation time, though a minimum. Thank you for your consideration. Sincerely, John V W. Walker JWW:lp cc: Ms. Dede Greendwood Ms. Ann Brown28  THURSDAY, MARCH 18,1993   Pulaski Aikansas Democrat  azctte i  i I Grades sideline 4 % of basketball players in survey BY DANNY SHAMEER\nDemocrat-Gazette Education Writer . .' About 4 percent of the stu- . dents who played junior or se- . nior high school basketball in .1 ^Pulaski County public schools were ineligible in the second semester because of grades, an  . Arkansas Demoerat-Gazette survey found. The survey reveals no particular pattern, such as .whether younger junior high players struggled more than : older high school players to meet academic eligibility requirements. Also, the data does not in- f elude how many students may have simply stayed away from signing up for a basketball team because of the standards  a figure that would be impossible to compile, some coaches and principals said. But the survey does show that the Little Rock School District  which has had a tougher academic standard since 1988- 89  had a marginally smaller percentage of ineligible players than the other two Pulaski County public school districts. The survey found\n In the Little Rock district, the states largest in enrollment, 3 percent of 623 players from 13 schools lost their eligibility during the season. Twenty-two players ineligible the first semester regained eligibility the second semester.  The Pulaski County Special School District, the states second-largest in enrollment, had about 5 percent of 526 players from 13 schools lose eligibility during the season. Seventeen players ineligible the first semester regained eligibility for the second semester.  The North Little Rock School District had about 6 percent of 171 players declared ineligible. Students who quit the team or were kicked off for nonacademic reasons were not included in the numbers. Since 1988, the Little Rock district has required its players to have at least a C average, or 2.0 grade-point average. The North Little Rock and Pulaski County Special districts make their players earn at least a 1.6 grade-point average. Student athletes in all the states public school districts will be required to earn at least a 1.8 grade-point average in the fall semester to play on a publie school team. The minimum grade-point average increases to a 2.0 Little Rocks standard  in the 1994 fall semester. Not everyone is happy about that. I believe in letting all kids play and not excluding anyone, said Eugene Stuckey, boys basketball coach at Jacksonville South Junior High, echoing the views of many coaches. Im concerned that the Arkansas Activities Asso- we have a lot of kids who are just above the special ed line but are academically slow. We have programs for special ed and gifted students, but nothing for the kids in between. A whole group out there who need help and a little motivation will stay away from sports. These are the kids who end up in gangs. Some of these kids are going to be in someones gang  the street gang or the basketball team gang, Stuckey said. Statewide figures for basketball arent available from ciation, a governing body for interscholastic activities. Basketball is the only major sport in the schools that spans the first and second semesters.\u0026gt; P/XxcA-tCg- I ? AJO, lUjt\u0026gt; U'. I |^Ln\\-(oc l op - A \\oc Ao'P i^S 5^Lf-L \u0026lt; \\cc5'Act'\u0026lt;' dt\u0026gt;tA^ xQS\" - 4 A \u0026gt;\\ c^' 1 cx^ lo\u0026lt;xJi ftyn(X3fy^ \"\" 16\" p^ictoQOxs. (Gen 4c\\,(cC i  iq.bC iQAA SocKs f rijr , 1 \u0026lt;ppuf Cx-muCL - L-Ovn u ti n\\lAe on tiVA^ b\\cLQ_ . 434 .A'o OO LcUi^ X fYAcxi^ 2S\u0026gt; EKC^PTAOCfel o Afnc\u0026gt;\u0026gt;n43. 4\u0026gt;V10lQ5 a o 2]~~. V\u0026gt;o.oe_ o.*^ -Qu.vyy \u0026gt;1 ' Cx-^ AVvC- \\o Pcxf er\\'t ' ^r\u0026gt;oxA.\u0026lt; '^Ckx^U^A^'s 'O\u0026gt;ae_SCHOOL Central High Fair High Hall High McClellan High Parkview High Magnet Cloverdale Jr. High Dunbar Magnet Jr. Forest Heights Jr. Henderson Jr. Mabelvale Jr. Mann Magnet Jr. Pulaski Heights Jr. Southwest Jr. Jacksonville High Mills High North Pulaski High Oak Grove High Jr. \u0026amp; Robinson High Sylvan Hills High Fuller Jr. OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 EXTRACURRICULAR ACTIVITIES ENROLLMENT September 28, 1990 CHEERLEADERS DRILL TEAM/PEP CLUB DIST LRSD PCSSD It It It tl It % BLK 59% 56% 57% 62% 55% 68% 63% 69% 73% 64% 58% 62% 75% 25% 44% 21% 21% 23% 22% 50% T W B % BLK T W B % BLK 19 10 9 47% 15 7 8 53% 17 14 3 18% 18 16 2 11% 12 17 16 16 12 12 12 10 16 12 16 13 14 11 22 10 12 15 9 3 25% 24 14 10 42% 13 4 24% 22 14 8 36% 6 10 63% 25 2 23 92% 13 3 19% 20 8 12 60% 1 7 2 11 5 8 2 Other 6 4 7 9 92% 42% 67% 40% 56% 17 20 23 24 21 0 3 6 15 5 17 17 17 9 16 8 8 4 7 1 Other 12 0 1 Other 13 11 19 9 11 11 1 0 3 1 1 4 100 85% 74% 38% 76% 33% 44% 0% 7% 0% 14% 10% 8% 27% 11 22 27 17 24 28 29 21 29 0 2 11 14 2 Other 25 2 7 10 20 22 27 11 13 4 6 2 10 16 100 64% 7% 59% 17% 21% 7% 48% 55% 1CHEERLEADERS DRILL TEAM/PEP CLUB SCHOOL DIST % BLK T W B % BLK T W B % BLK Jacksonville N. Jr. tl 24% 12 8 4 33% 19 15 4 21% Jacksonville S. Jr. (I 27% 11 10 1 9% 29 20 9 31% Northwood Jr. 21% 14 13 1 7% 27 22 5 19% Robinson Jr. II 24% 8 7 1 13% NA NA NA NA Sylvan Hills Jr. M 24% 12 11 1 8% 21 10 11 52% NLRHS West NLRSD 36% 16 12 4 25% 30 21 9 30% NLRHS East II 43% 35 32 3 9% 78 42 36 46% Lakewood Middle II 41% 31 25 6 19% 76 57 17 22% 2 Other Ridgewood Middle II 42% 19 12 7 37% 54 43 11 20% Rose City II 56% 30 12 18 60% 30 8 22 73% 2OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Hand Delivered May 31, 1990 TO: James Jennings, Associate Superintendent for FROM: SUBJECT: lesegregation Monitoring and Program Development kirma Hart, Associate Metropolitan Supervisor Purchase of Cheerleader Uniforms All districts are to provide transportation and uniforms for cheerleaders, pep club, and drill team on the same basis as those items are provided for athletic squads. the court-approved plan. This is a requirement ofHand Delivered TO: James FROM: SUBJECT: The OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS May 23, 1990 Jennings, Associate 72201 Superintendent Desegregation Monitoring and Program Development Prentice Dupins, Associate Metropolitan Supervisor Purchase of Cheerleader Uniforms Extracurricular Activities following summary should clear up any problems for of interpretation of the language concerning the extracurricular activities section of the Tri-District Desegregation Plan: Items That Are Required 1. Each secondary school will have a director of activities whose duties are specifically defined on pages one and two of the extracurricular activities section. 2. Transportation and uniforms for cheerleaders, pep club, and drill team members will be provided by the district on the same basis as those items athletic squads. are provided for 3. If the absence of transportation for other extracurricular activities serves as an impediment to desegregation, the district is to provide transportation for these activities. 4. The Little Rock Districts are to and Pulaski County Special School use the services of the Arkansas Department of Education to assess its extracurricular activities. program of The districts are to develop further plans to increase black student participation. It Items That Are To Be Considered But Not Stated as Requirements 1. 2. 3. 4 . is The districts are to consider the addition of acrobatics/gymnastics to the secondary curriculum. The districts are to consider sponsoring clinics and or mini-camps for sports and music activities. The districts are to consider the addition of a mentor program to assist at-risk youths in the school. The districts are to consider standardizing eligibility requirements for extracurricular participation within the three districts. my understanding that occurring in the near future, district's requirement to pay tryouts either have or will be If the information regarding the for uniforms for cheerleaders and drill teams was not advertised prior to tryouts or practice, it will be necessary to repeat the process used to select members for these squads. All students should be appraised of these facts prior to tryouts so that cost factors will not serve as a deterrent to participation. It is my hope that this will provide clarification for any points that may have appeared unclear. I am sure that this will help you in reaching the goals you have stated in your own plans for the removal of barriers extracurricular activities. for students who wish to participate inLittle Rock School District HAND-DELIVERED May 21, 1990 TO: Ann Brown, Arma Hart, and Prentice Dupins - Associate Metropolitan Supervisors FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: 'ar. Herb Cleek, Deputy Superintendent ^Dr. Ruth Steele, Superintendent of Schools SUBJECT: Purchase of Cheerleader Uniforms According to the Tri-District Desegregation Plan, \"nthe parent committee (on extracurricular activities) recommended that transportation and uniforms for cheerleaders, pep club, and drill team members be provided by the districts on the same basis as uniforms and transportation are pro-vided for athletic squads. II Since the court-approved plan refers to the purchase of cheerleader uniforms as a recommendation, rather than a requirement, it is conceivable that each district can decide whether or not to implement the parent committee's recommendation. The Little Rock School District would like for your office to interpret the language cited above. Some items in the plan are \"recomnended\" and some items are clearly required. If possible, please provide a written response to our concern on or before May 24. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 JUN 2 \u0026amp; W IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Oiiice of Desegrcg\nIE Son MonitoriH: LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS I. BRIEF IN SUPPORT OF MOTION TO INTERVENE AND MOTION FOR A PRELIMINARY INJUNCTION LIMITED INTERVENTION MUST BE AVAILABLE TO STUDENTS WHO ARE ADVERSELY AFFECTED BY THE PARTIES' FAILURE TO MEET THEIR DESEGREGATION OBLIGATIONS The Joshua intervenors and the applicants for intervention jointly seek permission from the court to join the additional named intervenors to this proceeding pursuant to Rule 24(b), Fed. R. Civ. P. Throughout this litigation, the role of the Joshua intervenors has been to ensure that the remedy in this case resulted in enforceable commitments from the other parties on behalf of minority students in the three districts. That goal has been accomplished through the approval by the Court of the parties' settlement agreement and the three school districts' individual and joint plans for desegregation. These commitments are now enforceable by the Joshua intervenors through this court. enforcing the agreements. but in the real beneficiaries will often be individual students rather than the entire class of minority students. After all, individual students come into daily contact with the districts in entirely unique sets of circumstances. buteach student has a right to enforce the remedial obligations as it affects them in their daily interaction with the parties. Although the Joshua intervenors are diligent in their attempts to monitor the districts and to insist on compliance, ultimate responsibility for enforcement is in the court. Therefore, as the real beneficiaries of very specific remedial obligations, minority students in the district must have access to this court on their own behalf. Since it is actually the individual applicants' right to fair treatment under the parties settlements which the Joshua intervenors are seeking through this limited proceeding for preliminary injunction, the applicants for intervention should be allowed to intervene for the limited purpose of enforcing the settlement as it relates to their particular participation in extra-curricular activities at Pulaski Heights Junior High School. II. INTERVENORS ARE ENTITLED TO IMMEDIATE RELIEF The present motion is styled \"Motion for Preliminary Injunction,\" but intervenors are essentially seeking enforcement of the parties' prior settlement agreements and desegregation plans. Consequently, this motion might also be considered a motion for contempt and enforcement. Either approach justifies a quick hearing on the claims raised. A. Preliminary Injunction Intervenors will be enjoined from implementing irreparably harmed if the LRSD is not the cheerleader selection results which intervenors claim are racially biased and out of compliance with the districts obligations for desegregation of extra-curricularactivities. The selection of cheerleaders for Pulaski Heights Junior High, PHJH, occurs once a year, usually in April. This selection process has occurred and it has presumably determined the cheerleader participation for the 1992-93 school year. That participation begins during the summer. however, through the summer training camps which the school sends its cheerleaders to. Only students that attend PHJH may participate. Consequently, the minor intervenors will be ineligible for participation in the summer cheerleading camps nor in the future because they will presumably move on to the next grade and a different school after the 1992 93 school year. Therefore, relief must come swiftly, if it is to come at all. The damage to the intervenors' self esteem and their disillusionment with the educational system that will result from their denial of fair participation will also irreparably harm them in their future educational processes. The benefits of fair and equitable participation are cumulative and cannot be restored after the fact. seek. Intervenors are likely to succeed in obtaining the relief they Pursuant to the Court of Appeals for the Eighth Circuit, LRSD V.PCSSD, 921 F.2d 1371 (Sth Cir. 1990), remedial orders have already been entered in this case pursuant to the parties \"settlement agreements\" and \"settlement plans\". The LRSD plan for desegregation has recently been resubmitted and represents enforceable commitments by LRSD to the intervenors. (See \"Desegregation Plan Little Rock School District April 29,19 9 2\nrelevant portions of which are Motion) attached to Intervenor's The intervenors reserved the right to seek enforcement of these plans through this court. (See Settlement Agreement, p. 19.) Under the LRSD Desegregation Plan, the District has committed to: tl E. of Ensuring that equity occurs in all phases school activities and operations (i.e. activities school, class and staff assignments\nparticipation in extracurricular activities\ndistribution of resources\netc.) [underlining class added for emphasis] Equity, tt in this situation, means \"participation. II in meaningful numbers, not merely the right to access. There should ordinarily be some semblance of proportional participation. at least proportional to the numbers that try out for a particular activity. Here the disparities in participation are so overwhelming as to be patently unfair and ludicrous. (Eleven out of seventeen white applicants were selected, while only one out of eleven black applicants were selected\nin the previous year. an even more disparate selection ratio occurred.) The district also has a binding commitment to: I. Ongoing staff development activities to equip teachers, and other staff with the skills needed to administrators, achieve quality desegregation education, and\n(LRSD Plan, p. 1) c. Encourage positive attitudes and commitments to the desegregation plan by taking a team approach to promoting it, involving school staff,___administrators,___parfents,---and (INTERDISTRICT DESEGREGATION PLAN, p.65) volunteers. The district has failed to meet its obligation to develop these commitments in their staff and volunteers. Their failure is egregiously obvious in the disparities in these extra-curricularactivities. In addition, the ability to improve is built into the process through the school's participation in summer training camps for their cheerleading squads. Furthermore, the District has committed to a yearly \"analysis\" of participation data. The responsibility is that of the Assistant Superintendents, the Associate Superintendent for Desegregation and the Manager for Support Services. These monitoring activities must occur in timely fashion so that they can be translated into corrective policies throughout the school year. Yet, nothing has been said or done by the administration to address the miscarriage of the district's obligations in regard to the extra curricular activities complained of herein\nnot even a response to the intervenors. The district has obligations in all of these areas pursuant to their own Desegregation Plan. There is little doubt that it has not met these obligations and that intervenors will secure the relief they seek. In contrast. there can be no injury to the defendants by enforcing their obligations under the settlement plans\nthey are already obliged to take these remedial steps. After providing the proper training to the staff and judges. the district will be obliged to contact all of the students who tried out. reschedule try-outs and remake these decisions. This can hardly be considered enough of a harm to counter-balance the harm to the intervenors. In contrast. the public interest will be best served by enjoining the district and enforcing the defendant's desegregation plan. The public interest is best served when the public seesactivities. In addition, the ability to improve is built into the process through the school's participation in summer training camps for their cheerleading squads. Furthermore, the District has committed to a yearly \"analysis of participation data. The responsibility is that of the Assistant Superintendents, the Associate Superintendent for Desegregation and the Manager for Support Services. These monitoring activities must occur in timely fashion so that they can be translated into corrective policies throughout the school year. Yet, nothing has been said or done by the administration to address the miscarriage of the district's obligations in regard to the extra-curricular activities complained of herein\nnot even a response to the intervenors. The district has obligations in all of these areas pursuant to their own Desegregation Plan. There is little doubt that it has not met these obligations and that intervenors will secure the relief they seek. In contrast, there can be no injury to the defendants by enforcing their obligations under the settlement plans\nthey are already obliged to take these remedial steps. After providing the proper training to the staff and judges. the district will be obliged to contact all of the students who tried out. reschedule try-outs and remake these decisions. This can hardly be considered enough of a harm to counter-balance the harm to the intervenors. In contrast. the public interest will be best served by enjoining the district and enforcing the defendant's desegregation plan. The public interest is best served when the public seesfaithful adherence to the school's procedures and commitments to desegregation. CONCLUSION Wherefore, the LRSD has failed to meet it obligations to intervenors under the terms of the parties' settlement agreement and desegregation plans, and should be enjoined as intervenors have prayed for in the accompanying Motion for Preliminary Injunction. Respectfully submitted, JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 John W. Walker, Bar No. 64046 -2^ ), U i-1 Mark Burnette, Bar No. 88078 ? / O '222 !2:2. 1122 Wiley A. 'Brailton, Jr. Bar No-/ 90053 Norman Chachkin, Esq. NAACP Legal Defense Fund 99 Hudson Street Mew York, New York (202) 212-1900 10013CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this 'O / day of /t't 19 J Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Richard Roachell, Esq. #15 Hickory Creek Drive Little Rock, AR 72212 Mark Burnettefaithful adherence to the school's procedures and commitments to desegregation. CONCLUSION Wherefore, the LRSD has failed to meet it obligations to intervenors under the terms of the parties' settlement agreement and desegregation plans, and should be enjoined as intervenors have prayed for in the accompanying Motion for Preliminary Injunction. Respectfully submitted, JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 John W. Walker, Bar No. 64046 / // t' Mark Burnette, Bar No. 88078 Wiley A. Brarfton, Jr. Bar No-/ 90053 Norman Chachkin, Esq. NAACP Legal Defense Fund 99 Hudson Street New York, New York (202) 212-1900 10013\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":"aar_lessons_112","title":"Extra Extra Read All About It The Lusitania","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["Students will read two newspaper articles from the Birmingham News detailing the outcry after the sinking of the Lusitania. One article, published two days after the attack, is written as a feature article rather than a news report. 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