{"response":{"docs":[{"id":"tmll_hpcrc_69702960","title":"The Immigration Reform and Control Act : assessing the evaluation process : a report","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["United States Commission on Civil Rights"],"dc_date":["1989"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights.","Requires Acrobat plug-in to view files."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["United States. Immigration Reform and Control Act of 1986","Emigration and immigration law--United States","Illegal immigration--United States","Noncitizens--United States"],"dcterms_title":["The Immigration Reform and Control Act : assessing the evaluation process : a report"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/Marshall/usccr/documents/cr12r25z.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_69702960"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["vii, 46 p. : ill. ; 28 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tmll_hpcrc_69174274","title":"Implementation in Colorado of the Immigration Reform and Control Act : a preliminary review","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":["United States Commission on Civil Rights. Colorado Advisory Committee"],"dcterms_spatial":["United States, Colorado, 39.00027, -105.50083"],"dcterms_creator":null,"dc_date":["1989"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Colorado--Emigration and immigration--Government policy","Noncitizen labor--Government policy--Colorado","Noncitizens--Government policy--Colorado","Illegal immigration--Colorado"],"dcterms_title":["Implementation in Colorado of the Immigration Reform and Control Act : a preliminary review"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/Marshall/usccr/documents/cr12im7z.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_69174274"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["35 p. ; 28 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_471","title":"Incentive Schools: Enrollment","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":["1989/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","Education--Evaluation","School enrollment"],"dcterms_title":["Incentive Schools: Enrollment"],"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/471"],"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\nFRANKLIN SCHOOL ENROLLMENT GRADE LEVEL 4 yr. K 1 2 3 4 5 6 Self-C TOTAL PERCENT B 364 BLACK WHITE OTHER TOTAL % BLACK M F M F M F 17 14 12 13 1 3 60 52% 25 23 3 3 1 1 56 86% 36 29 7 3 0 0 75 87% 36 27 2 1 0 0 66 95% 31 25 4 3 0 0 63 89% 25 29 35 7 241 48% 1989-90 W 0 T 17 26 24 2 187 37% % Blk B 4 4 4 1 41 8% 3 0 0 49 86% 3 1 1 64 86% 1 0 0 64 92% 0 0 0 10 90% 30 6% 1990-91 W 0 T 3 5 507 84% 1%  1% 1991-92 % Blk B W 0 T % Blk 12 12 448 81% 343 59 9 411 83% 428 71 8 507 84%GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 268 BLACK M F 3 8 15 15 19 14 17 20 26 6 135 48% 1989-90 W 0 T 12 22 11 21 13 17 17 6 127 45% % Blk B 15 2 285 94% GARLAND SCHOOL ENROLLMENT WHITE 211 OTHER TOTAL % BLACK M F M F 3 2 2 18 61% 1 1 1 3 2 10 4% 1 1 5 2 2% 1% 28 39 34 35 32 38 43 12 279 96% 95% 88% 100% 94% 97% 100% 100% 94% 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 18 11 240 88% 262 15 2 279 94%GRADE BLACK LEVEL M F 4 yrs 8 4 K 6 7 1 24 16 2 15 11 3 9 10 4 8 17 5 11 20 6 11 6 CBI 3 2 TOTAL 95 93 PERCENT 48% 47% B 157 1989-90 W 0 T % Blk 7 164 96% ISH SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL I BLACK 2 2 1 17 71% 1 1 15 40 2 1 29 19 25 1 6 3% 1 3 1 2 B 142 32 17 6 200 2% 1% 1% 87% 100% 90% 100% 100% 97% 100% 83% 94% 1990-91 1991-92 W 0 T % Blk B W O T % Blk 4 146 97% 188 9 3 200 94%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 SC* TOTAL PERCENT B 220 BLACK M F 7 6 17 12 19 24 24 28 14 24 7 164 53% 1989-90 W o T 19 0 239 25 17 14 16 16 13 2 121 39% % Blk 92% B MITCHELL SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 3 3 3 1 1 1 12 4% 183 4 3 2 2 2 1 1 15 5% 1990-91 W 0 T % Blk B 24 0 207 88% 285 20 35 46 46 41 46 31 38 9 312 1991-92 W 0 T 27 0 65% 83% 96% 89% 93% 96% 97% 97% 100% 91% % Blk 312 91%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 TOTAL PERCENT B 194 BLACK M F 4 1 16 14 27 21 17 19 27 15 23 21 19 154 53% 1989-90 W 0 T 14 22 16 128 44% % Blk B 16 1 211 92% RIGHTSELL SCHOOL ENROLLMENT WHITE 191 OTHER TOTAL % BLACK M F M F 2 3 16 69% 0 0 0 0 0 0 0 2 1% 1 0 0 0 0 0 0 4 1% 1990-91 W 0 T % Blk B 1 1 1 1 193 99% 282 31 48 36 43 37 43 35 289 1991-92 W 0 T 100% 100% 98% 100% 100% 100% 98% % Blk 6 1 289 98%GRADE LEVEL Infant 4 yr K 1 2 3 4 5 6 TOTAL PERCENT B 215 28 243 BLACK M F 10 16 14 25 15 17 22 24 14 157 36% 1989-90 W 0 T 12 15 18 21 16 18 18 11 18 147 33% % Blk B 33 2 250 86% 6 34 82% 39 2 284 86% ROCKEFELLER SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 7 8 37 59% 15 13 1 60 52% 9 12 53 60% 11 12 69 67% 5 2 4 3 4 60 14% 195 22 217 7 7 2 5 5 71 16% 1990-91 W 0 T 2 2 % Blk 1 1 3 1% B 71 16 87 5 211 12^ 282 5 45 45 46 44 41 440 1991-92 W 0 T 38 309 116 5 403 69% 78% 87% 80% 78% 69% % Blk 70% 58% 22 15 37 59% 70% 304 131 5 440 69%GRADE BLACK LEVEL M F 4-year 6 2 K 5 19 1 18 21 2 21 14 3 13 12 4 16 7 5 18 23 6 21 14 CBI 5 1 TOTAL 123 113 PERCENT 50% 46% B 225 1989-90 W 0 T % Blk B 0 1 226 100% STEPHENS SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 3 1 1 5 2% 1 2 3 1% 1990-91 W 0 T % Blk B 1 1 12 25 41 35 25 23 41 37 6 245 1991-92 W 0 T 191 5 7 203 94% 236 8 1 67% 96% 95% 100% 100% 100% 100% 95% 100% 245 96% % Blk 96%SCHOOL B INCENTIVE SCHOOL THREE YEAR ENROLLMENT COMPARISON 1989-90 1990-91 1991-92 W O T % Blk B W O T B W O T g. Blk Franklin* Garland Ish Mitchell Riffhtsell Rockefeller Stephens Total 364 268 157 220 194 243 225 1,671 72 15 7 19 16 39 0 168 12 2 0 0 1 2 1 18 448 285 164 239 211 284 226 1,857 81% 94% 96% 92% 92% 86% 100% 90% 343 211 142 183 191 217 190 1,477 59 18 4 24 1 87 12 205 9 11 0 0 1 5 0 26 411 240 146 207 193 309 202 1,708 83% 88% 97% 88% 99% 70% 94% 86% 428 262 188 285 282 304 236 1,985 71 15 9 27 6 131 8 267 8 2 3 0 1 5 1 20 507 279 200 312 289 440 245 2,272 84% 94% 94% 91% 98% 69% 96% 87%'''' \"SoZcrt t-r\u0026lt;onk.liri\nEnrallf^eni - Hl5 ZnrollnenT:- '-1'7Z ClG.5drocr-i5\n2i ft\\ie. 010.5.5 Size: 20-1 Aicle5 'Rec^enredL: H over 20.') /?G.te: JO GcLrlc-ncG i7\u0026lt;7\u0026lt;3-\u0026lt;7l E.nrollricr\u0026gt;i - 2cS'' / 771-72 IzarcIlnei'iT:- 2,73 ^3.1^0 i3\\. Uli} 8'9.2% 31. 99,/% 3i. CC-50rCGrl.3: H hvc. Clc.5^5 Size: i7^\u0026lt;a AicUis'ReqcirecL: 9.3 C-ier zai 7?ci.ic: 3 \u0026lt;21. j-sh : l^7C 7l ZCircIlrieni - -^7^ LorcHoenl\" ZCZ ^7.9% 31. 94.C% 01. C+5A^ CICK^ssrocns: iC Ave. CIczss Size: 1 S'. 1 AiJes Hecji-i redL\n4.. 6, Over 20\n1 ScJjc : Z CZO-cZo} '\u0026gt;'^iiche! 1. i^'^C'91 Lord ineril - 2ic 8'7,6:% i31, /79i-'7Z LnroZ/rven^--316= iO.57o3i. C+iOfc') C.ickasrocno: Ave. Clc^ Side: Zc.'4 AicLts i^ecjOireJL\n'^.3 LnroHnenl - ISZ Znrol Ineni- Z7Z C+/o') C^\u0026amp;\\' ZC:i Rziic: iS'.^ Zo 81. *7 5 'Zo 31. Cickisrooi'nij: 13 Over ZC\u0026gt;:i J^cdo\n6= Cii,.i%') \u0026lt;ZI\u0026lt;3^ Size: z*?,? AicJjSS Aeq-jireJL'. Sf. 6RockcFe'der: /Gnrol In\u0026amp;n/ ~ ZIZ n9t-=l2 EnrGlii'^e.ni- 3^!^ C Ic^'fiOono\nIC3 7O.37c. SI. 76.7% 3'- Cr/23) C'^\u0026amp;r 20\nI Rc.-hc: IO CiLZ,5-7c) fhMc. Cicss SiLc: 21-0 Irides Req\u0026gt;jirec!L'. lO-fe S+ephei'is: l'^i^a-9i boroHnen-l'- 2O3 i\u0026lt;i9i-^Z ,nrcllnen{.- 239 C'!. 9S.37o SI. C.lcL55rccM3: iZ. OMer za:'! i^Tio.- 3 (.25.C^'} Ci34-.') A'ie. C 1(^35 ize: /S^. 2 Ricle^ r^ecjuireci,'. lo+cJL j-ncenii^e School tsnrolGnen'i': \"Totc,L 1^'il-^Z Tt'}c.en-ii\u0026gt;ie School fc-nrcKnent: Vihi-^\u0026amp;jC-fiTer - Zi5 Ci2.c^^} V-ihAelaker - ZiiS' Cts^') (12.1% ', I c+cJL increase: 5 H(o ^CIcssreons: SCC Ct-Il3 idlcjzE S+udcen'b^ Over 2iC:l 'patio\nVZ Pct\nV2.C \u0026lt;!7. IGTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas September 5, 1991 72201 Horace Smith, Associate Monitor James Jennings, Associate Superintendent for^*^ Desegregation Monitoring and Community Services Classroom Enrollment in Incentive Schools Please find enclosed the information you requested concerning the classroom enrollment in the incentive schools. Per your request, this information is by race. Although this information is based on our September 4 enrollment, please understand that we are currently in the process of making class size and staffing adjustments throughout the district. c Dr. Ruth Steele Arma Hart Larry RobertsonTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 4, 1991 Mr. James Jennings .^Associate Superintendent Larry S. Robertsoiff^^T'stant Superintendent Incentive School Enrollment Per your request, please find attached current enrollment counts for the seven (7) Incentive Schools.SCHOOL FRANKLIN TEACHER D. Oordan T. Parish 0. Winston S. Beatty T. McGee D. Kennedy M. Carpenter L. McNulty G. Cokeley L. Davis A. Bridges V. Scrubbs M. Smith Legend BM Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male DM BF X X X WM WF X X X X X X X X X X OF INCENTIVE SCHOOL COUNT as of September 4 . 1991 PRINCIPAL FRANKLIN DAVIS STUDENT COUNT TOTAL OM GRADE CBI  Pre-K Pre-K Pre-K K K K 1 1 1 1 2 2 BM 7 5 5 5 8 7 10 1 9 8 13 11 9 BF 2 5 4 5 9 8 8 1 10 8 5 10 10 WM 1 4 4 4 3 2 1 2 2 1 WF OF OM 10 5 4 4 1 1 1 2 1 1 1 20 19 1 1 1 19 19 19 19 17 20 20 20 21  20SCHOOL FRANKLIN TEACHER B. Hammons W. Davis J. Buck 0. Matheny D. Garner D. Sharp a. Eddy C. Brown M. Calloway K. Carter A. Giles 3. Clayton Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male DM X BF X X X WM WF X X X X X X X X OF INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL FRANKLIN DAVIS STUDENT COUNT TOTAL OM GRADE 2 3 3 3 4 4 5 5 5 6 6 6 BM 11 11 9 10 12 12 8 9 10 10 10 11 BF 8 8 8 8 9 6 9 9 6 8 7 8 WM 1 2 2 2 2 3 2 2 2 WF 1 3 Q 1 2 1 OF OM 21 21 1 2 21 21 23 23 18 21 21 21 19 19I INCENTIVE SCHOOL COUNT as of September 4 , 1991 SCHOOL GARLAND PRINCIPAL ROBERT BROWN i TEACHER STUDENT COUNT TOTAL BM BE WM WF OF OM BM BF WM WF OF OM M. Robinson X CBI 3 2 5 F.Norwood X CBI 3 4 7 B. Hines X Pre-K 3 7 2 2 14 T. Arnold X K 11 9 20 X K 5 3 1 9 D. Gross X 1 1 10 6 11 8 1 1 1 23 15 F. Williams X 2 10 6 1 17 0. Farley X 2 9 7 2 18 S. Taylor X 3 7 10 17 0. Joseph X 7 9 1 17 P. Wilson-Robinson X 4 7 7 2 16 S. Connie X 4 9 6 15 Legend I BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male I'SCHOOL GARLAND TEACHER BM BE WM WE OE R. Walker X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL ROBERT BROWN STUDENT COUNT TOTAL ( ( OM BM BE WM WE OE OM 5 9 9 1 20 L. Harris X  5 10 8 18 L. Slater X 6 14 7 21 Y. Anderson X 6 12 9 21 I Legend BM - Black Male BE - Black Eemale WE - White Eemale WM - White Male OE - Other Eemale OM - Other MaleI INCENTIVE SCHOOL COUNT 1 SCHOOL ISH TEACHER BM BF WM WF\nOF E. Smith X V. Burchfield X E. Self X Y. Redwood X E. Wiley X G. Harp X L. Smith X Y. Jackson X H. Hicks X B. White X M. Pearson X Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male as of September 4 , 1991 PRINCIPAL STAN STRAUSS OM BM BF STUDEN WM COUNT WF TOTAL OF OM CBI 3 2 1  Pre-K K 1 1 2 2 3 4 5 5 6 8 6 12 12 7 7 9 8 4 8 11 3 1 8 9 6 5 11 17 11 9 7 2 1 1 1 2 1 1 1 1 16 15 20 21 14 14 20 25 16 17 18SCHOOL MITCHELL TEACHER BM BF WM WF OF L. Hudson X J. Hoover B. Samler X M. Hale X B. Govan X 0. Hestir X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL donITA HUDSPETH STUDENT COUNT TOTAL OM GRADE CBI Pre-K K K 1 1 BM 7 \u0026amp; 11 8 10 10 BF 2  4 8 13 10 WM WF OF OM 9 3. 1 2 A 1 1 21 18 21 21 B. Banks X 2 10 1 1 21 T. Hamilton X 2 11 10 21 C. Guin X 1 11 8 1. 2 21 P. Ross X 3 13 8 1 1 23 S. Mattison X 4 11. 8 1 1 21 G. Stubbfield X 4 14 8 1 23 N. Cooksey X 5 7 9 16 Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleSCHOOL MITCHELL TEACHER BM BF WM WF OF M. Walker X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL DONITA HUDSPETH B. Hipp X M. Johnson X Legend BM - Black Male BF - Black Female WF - White Female WM White Male OF - Other Female OM - Other Male OM GRADE 5  6 6 STUDENT COUNT TOTAL BM 7 11 12 BF 7 9 6 WM WF 2 OF OM 16 20 1 19SCHOOL RIGHTSELL TEACHER C. Woodley B. Croft F. Dodson S. Brown R. Ziegler S. Bryant B. Fincher 0. Brown A. Sanders E. Fairchild S. Walker D. Cleaver N. Dailey Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X X X X X X X X WM WF X X X X OF INCENTIVE SCHOOL COUNT as of September 4___. 1991 OM GRADE Pre-K  K K 1 1 2 2 3 3 4 4 5 5 PRINCIPAL BM 5 8 7 12 12 9 8 14 13 10 13 8 10 BF 7 5 9 9 9 8 11 7 7 8 7 12 11 BOBBIE GOODWIN . STUDENT COUNT WM 1 I TOTAL WF 2 1 OF OM 15 14 16 21 21 17 19 21 I 21 18 20 20  21SCHOOL RIGHTSELL TEACHER L. Falls Legend BM BF Black Male Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X WM WF OF INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL BOBBIE GOODWIN STUDENT COUNT TOTAL OM BM BF WM WF OF OM 6 16 12 28INCENTIVE SCHOOL COUNT SCHOOL STEPHENS TEACHER BM BF WM WF OF K. Skarda X B. Smith X M. Ellington' X as of September 4 , 1991 PRINCIPAL LONNIE DEAN STUDENT COUNT TOTAL OM GRADE CBI  Pre-K K BM 5 7 2 BF 1 2 10 WM WF OF OM 6 4 1 14 12 0. Pence X K 2 8 1 11 T. Butler X 1 6 12 1 19 M. Wilkerson X 1 12 6 1 19 B. Hollaman X 2 11 5 1 17 M. Smith X I 2 10 8 18 K. Harness X 3 13 11 24 0. Irby X 4 15 7 22 B. Hagar X 5 6 14 20 M. Wilkins X 5 12 9 21 N. Nelms X 6 11 7 18 Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleINCENTIVE SCHOOL COUNT as of September 4 , 1991 SCHOOL STEPHENS PRINCIPAL UINblJF-nfAhL I STUDENT COUNT TOTAL TEACHER BM BF WM WF !OF OM GRADE BM BF WM WF OF OM P. Rov X Z 1 1 la I Legend I. BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleSCHOOL ROCKEFELLER TEACHER K. Ellis B. Foti L. Jones G. Bruce M. Finney N. Romontio M,. McMahan. M. Midrilehrnnk P. .Bell. Pfiten-Holder B. Butts D, Keller Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X WM WF X X X X X X X 1. X I i I OF X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL ANN MANGAN STUDENT COUNT TOTAL OM JaRADE Pre-K Pre-K Pre-K K K 1 1 1 2. 3 3 NOTE: PRE-K BM 4 6 A 4 6 8 5 11). 7 9 10 7 5 5 BF WM 4 5 6 WF 3 6 3 OF 1 OM\ni9 20 20 h. 5 7 8 7 6 1 9 9 10 - Black 31 White 27 Other__1_ 59 J 3 1 4 3 1 3 2 1 I u. 4 4 4 4 5 3 5 2 2 4 1 1 1 IB. 16 18 24 20 22 23 24 t 23 22INCENTIVE SCHOOL COUNT as of September 4 . 1991 SCHOOL QCKELLR PRINCIPAL ANN MANGAN STUDENT COUNT TOTAL TEACHER F. Moore A. Pollard M. Matthis L. Miller 0. Myers D. Skyes Legend BM BF Black Male Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X X WM WF OF OM GRADE 4 BM 11 BF 8 WM 2 WF OF OM 21 X X X 4 5 5 6 6 11 13 10 6 7 9 6 6 9 9 2 2 3 2 2 2 2 2 2 1 24 22 21 19 2001 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL * * * * * *TEACHER* * * * * * Class Teacher BM BF WM WF OM OF K CARPENTER M. 1 K HAMMONS B. 1 K MYERS T. 1 P4 BUCK J. 1 P4 PARISH P. 1 P4 WINSTON J. 1 01 ADAMS P. 1 01 SCRUBBS V. 1 02 MATHENY J. 1 02 MCNULTY L. 1 02 SMITH L. 1 03 COKELEY G. 1 PAGE 20 ****CLASS ENROLLMENT**** SP BM BF WM WF OM OF Total Count % Black 10 4 1 1 16 87.5% 9 7 4 5 3 6 8 5 6 6 8 7 4 2 3 5 3 3 1 5 3 4 6 3 3 2 9 3 2 12 6 2 1 1 8 10 5 1 2 16 16 16 17 11 20 20 15 14 16 16 100.0% 68.8% 56.3% 58.8% 52.9% 75.0% 100.0% 73.3% 100.0% 100.0% 81.3%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 21 SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 03 DAVIS L. 1 5 5 4 14 71.4% 03 JORDAN D, 1 1 1 100.0% 03 SHARP C. 1 7 8 1 16 93.8% 04 GARNER D. 1 10 4 14 100.0% 04 HIGHT R. 1 8 6 14 100.0% 04 JORDAN D. 1 2 1 3 100.0% 04 DAVIS W. 1 8 6 1 1 16 87.5% 05 BRADFORD G. 1 10 8 18 100.0% 05 CALLAWAY M. 1 11 8 19 100.0% 06 CARTER K. 1 5 4 1 10 90.0% 06 GILES A. 1 5 5 10 100.0% 06 JORDAN D. 1 5 3 8 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 22 SCHOOL: 026 GARLAND INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K ARNOLD T. 1 12 6 1 19 94.7% K HARDIN C. 1 1 1 100.0% P4 HINES B. 1 5 4 5 2 16 56.3% 01 GROSS D. 1 6 8 1 2 1 18 77.8% 01 TAYLOR M. 1 5 8 1 1 1 16 81.3% 02 CARR M. 1 9 4 2 15 86.7% 02 JESTER L. 1 4 9 13 100.0% 03 S^MS -grr 1 4 4 1 1 10 80.0% 03 SIMS S. 1 8 4 12 100.0% 04 MOTTIN M. 1 9 4 1 14 92.9% 04 ROBINSON M. 1 1 1 .0% 04 WILSON-ROBINS P. 1 8 3 1 12 91.7%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 23 SCHOOL: 026 GARLAND INCENTIVE SCHOOL * * * * **teacher* ***** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 05 CLAYBORN C. 1 6 7 13 100.0% 05 HOUSE K. 1 6 7 2 15 86.7% \u0026lt;1^^ 05 NORWOOD F. 1 2 2 100.0% 05 ROBINSON M. 1 2 2 100.0% 06 EKWOROMADU Y. 1 3 5 1 1 10 80.0% rfci 06 NORWOOD F. 1 1 2 3 100.0% 06 SLATER L. 1 6 1 1 14 92.9%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 40 SCHOOL: 034 MITCHELL INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K HALE M. 1 4 4 2 1 11 72.7% P4 HOOVER J, 1 3 5 2 1 1 12 66.7% 01 GOVAN B. 1 9 4 1 1 15 86.7% 02 FLEMING B. 1 6 5 1 1 13 84.6% 02 HAMILTON T. 1 6 3 1 1 1 12 75.0% 03 REGNIER M. 1 2 1 3 66.7% 03 ROBERTSON S. 1 6 12 1 19 94.7% 03 ROSS P. 1 6 11 1 1 19 89.5% 04 CALHOUN J. 1 7 6 1 14 92.9% 04 REGNIER M. 1 3 1 4 100.0% 04 ROSS P. 1 1 1 100.0% 04 STUBBLEFIELD G. 1 8 5 13 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 41 SCHOOL: 034 MITCHELL INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 05 COOKSEY N. 1 8 5 1 1 15 86.7% 05 WALKER M. 1 7 6 1 14 92.9% 06 HOODER C. 1 8 8 16 100.0% 06 HYATT JR R. 1 11 5 1 17 94.1%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 52 SCHOOL: 039 RIGHTSELL INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K DODSON F. 1 8 11 19 100.0% P4 WOODLEY C. 1 3 6 9 100.0% 01 BENTIVENGO S. 1 5 6 1 12 91.7% 01 ZEIGLER R. 1 5 6 1 12 91.7% 02 BRYANT S. 1 6 7 13 100.0% 02 FINCHER B. 1 7 5 1 13 92.3% 03 SCULL L. 1 8 7 15 100.0% 04 KESLER J. 1 8 11 1 20 95.0% 05 COX S. 1 10 6 16 100.0% 05 TARKINGTON R. 1 10 6 1 17 94.1% 06 FAIRCHILD E. 1 8 7 15 100.0% 06 FALLS L. 1 7 5 1 13 92.3%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 46 SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL * ** * *teacher* * ** * ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K GLOVER G. 1 4 5 3 2 1 15 60.0% K HARDIN C. 1 4 6 2 12 83.3% K RUSSELL M. 1 5 6 1 2 14 78.6% Pl BARR M. 1 1 1 2 1 5 40.0% P2 BARR M. 1 4 3 1 8 50.0% P3 WILKINS M. 1 2 4 5 1 1 13 46.2% P4 FOTI E. 1 5 3 4 4 16 50.0% P4 JONES L. 1 1 3 4 4 18 55.6% P4 MILLER L. 1 6 4 4 3 17 58.8% 01 BREEDLOVE J. 1 5 1 4 1 17 70.6% 01 MCMAHAN M. 1 7 3 4 3 1 18 55.6% 01 STRICKER K. 1 1 6 3 3 19 68.4%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 47 SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 02 BELL P. 1 3 5 4 4 16 50.0% 02 BURROUGHS R. 1 4 4 3 3 14 57.1% 02 HOLDER P. 1 5 4 2 3 1 15 60.0% 03 BUTTS V. 1 5 8 1 2 16 81.3% 03 GARDNER L. 1 5 7 3 2 17 70.6% 03 LOVETT W. 1 5 7 1 2 15 80.0% 04 ELLIS K. 1 7 5 2 1 1 16 75.0% 04 MOORE F. 1 6 5 3 2 1 17 64.7% 05 JARBOE J. 1 6 9 1 2 18 83.3% 05 MATHIS M. 1 6 10 2 18 88.9% 06 LARKOWSKI A. 1 6 6 1 1 14 85.7% 06 MEIER J. 1 8 6 1 1 16 87.5%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 56 SCHOOL\n041 STEPHENS INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K LAYER M. 1 5 5 10 100.0% K SMITH M. 1 1 1 .0% K PENCE J. 1 4 6 10 100.0% P4 SMITH B. 1 4 5 1 10 90.0% 01 HOLLAMON B. 1 8 8 1 17 94.1% 02 BUTLER T. 1 4 7 1 12 91.7% 02 SMITH M. 1 4 8 12 100.0% 03 MALONE D. 1 6 11 17 100.0% 04 PEARSON M. 1 5 9 14 100.0% 04 ROY P. 1 6 5 11 100.0% 05 WILKINS-COOPE M. 1 10 6 16 100.0% 06 HAGAR B. 1 6 4 10 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 57 SCHOOL: 041 STEPHENS INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 06 SMITH M. 1 3 1 4 100.0%\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_472","title":"Incentive Schools: ''Little Rock School District 1989 Settlement Plan,'' Incentive Schools Section","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":["Marketsearch, Little Rock, Arkansas"],"dc_date":["1989"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School improvement programs","Educational planning","School management and organization"],"dcterms_title":["Incentive Schools: ''Little Rock School District 1989 Settlement Plan,'' Incentive Schools Section"],"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/472"],"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\n1 LITTLE ROCK SCHOOL DISTRICT 1989 SETTLEMENT PLAN INCENTIVE SCHOOLS SECTIONINCENTIVE SCHOOL PROGRAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose Of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation. but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and school district. in the entire The following schools will provide the incentive school program: -Franklin -Garland -Ish -Mitchell -Rightsell I -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic. social and emotional needs of all student participants . The incentive program must also serve as a recruit- 31 02233I ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1999, the committee will determine the costs of implementing a scholarshio program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If .feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund I would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3 02234H bl bl bl bl Incanrive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Ths Olosorint for the incentive school -- - --------- program was developed by a committee or administrators, teachers, communitv reoresenta- The blueprint will ps used as the frameworx Lives anc oarents. teachers, cornmuni Tor soeci activities that are exoected to occur after court acoroval or the incentive school oroqram. The roll owing areas were considered in ths devslooment of ths incentive school program: A. Staffing 9. Parent involvement C. 0. c _ P. G. H. I. 3. K. L. Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment - _ 33 02235Incentive School Program 3LIJEPRIMT FOR EXCELLENCE ihe purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Proi Comniitt detai 1 ni shes \"he soe^ - -- -  - -------itive School Program did not. however, attempt to specifically define ror the incentive school program. T' '------------ the community with the parameters for excellence in education. every This document merely fur- ic details and concerns for each individual incentive school must be developed by the local practitioners The local practitioners . - - - -immunity representatives in each incentive school area. The District firmly believes that the success of any program depends on the opoortunity for the practitioners to make certain decisions at the local level. This document is hereby to the federal court and the community with the understanding her details will be developed. e the principals, teachers, parents and supmi tt: that fur ,rl I .he Incentive School Program Committee will continue to function until August 1, 1989. The committee will be expanded to include at least one parent from each incentive school attendance zone. On August 1, the committee will be restructured to function as a district-wide council of incentive school parents. The council will have two parent representatives from each incentive school. Also, four members at-large will be appointed by the Joshua Intervenors. The Incentive School Program Parent Council will he resoonsibie Tor monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors and Joshua Intervenors on a quarterly basis. a support. Academic achievement is the result of commitment, high expectations, strong belief that all children can learn, and broad-based community When these ideals are coupled wit.h the availability of rinancial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. 1 f 02236 34K I SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 5 I i 35 02237NCN7I7E SCHCCLS ACADEMIC PROGRAMS Ai'JO C'JPRICJL'JM DEVELOPMENT N Schools have the rssponsibi 1ity for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all childre an. \"The content of the education must be true, appropriate, and relevant. The oro- cesses of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. I lence in educa In addition, exceln must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well.\" (Saving the African-American Child, 193A) I The goals. he content of the academic programs, the instructional method- ologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of while knowledge, important skills, and sound ideals. worth- 1 ACADE.MIC PROGRAMS General Areas for Imolementation  four-Year Old Program (Early Childhood Education) - The Little Rock School District's Pour-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. i i 2. Writing to Read, an instructional tec -ology program, will be implemented at eac.n Incentive School for K-2 students. 3. Kinderoarten - The Little Rock School District Early Prevention of School Failure moael will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. - . 36 02238 14. Seacina Across -------------Curriculum will be a major reacing pronciency and critical reading skiT will also uci1iOS acpreciaoion 5, 2 emphasis for developing Each suoject area IS. .-nr to increase students' pleasure of and or reading (Pre-kindergarten-o). Oral Expression Across the Curriculum will offer instrurinnx 1 and.strategies in eacn suoject area designed to increasa'the ora/eSr'^^^ munications and American English skills If the students (pJt 6. ki ndergarten-o). 7. Laarning Styles a. 9. 10. n. 12. 13. Inventories will be used in uj. ho c- u tneir teaching styles to match the 1 .ne Students. teacners in aiv or Sch ?ta each Incentive School to assist earning styles col Themes will be developed at the local school level by parents and ., anc are recommended to be integrated into the total curriculum. Semi-depart-mentalization will be the recommended organizational ' \"21 organization will facilitate the development levels^ respective grade for graces 3-5. structure of in indivicuai classrooms. ill be e.aflabie fn specialized laboratories and Ic|en^^|or|^or2 equipped with adequate equipment and materials/supp1ies will be availaple ror students in grades 3-6. /PP\"es minimum of 24 stations in each classroom. L\"\"* ni te expanded for a Foreign Language Laboratories with be operative in each scnool. appropriate equipment and materials will yudy and Test-taking Skills will be taught in an integral component of curriculum at eacn grace level. ths 14. Computer Loan Program ---------------------_ - portable computers will be available for loan Students (.graaes 4-6) for use at home. to Remediation and enrichment software will be available for home-based learning experiences. 15. Parent Home Study Guides will be developed in each core subject area for eacn grace (1-6). 16. Computer-Managed Instructional Technology will be used for continuous track- ing or stucent progress. 17. Individualized Education Plans will be developed, implemented, and monitored ror eacn student. I 13. Spec.al iced Programs - Federally or state mandated programs (remedial, special ecucation, gifted and talented) will be available during the c instructional day, with reinforcement activities available through the extended day, week, or year programs.*(Sea page 7) core 37 0223919 . 3 ^centlve Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 20. 21. 22. Homework - homework is required according to Little Rock Sc.-ool District policy and regulations. Criterion-Referenced Testing - formative criterion- rererenceo test will be computer generated for the ongoing assessment of students.   Het.ereoQeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. M 23 . school, tation. ^^hools model will be operative in each incentive ' with appropriate training provided for implemen- A^.ican and African-American History - each school will establish a sequential program to Include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for areas. each of the content READING -Learning to Read Through Literature, with emphasis on progrXn*^(K-6f^ genre, will be the primary reading -Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills -Increased motivation and learning with oral expression (grades 4-6) i.e., choral reading, student story- telling, debate, drama, etc.) {K-6) ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -^itlng Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increas and word attack skills of students -Oral Language Expression will be a major emphasis in the reaoing and English/language arts areas (K-6) e the vocabulary (5-6) 3S 02240 24 .I -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral vocabulary, and usage skills of the teachers expression, I (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History {4-6) I 02241 3S (a) II ii I S'i I !4 -emphasis on introductory conceots in history, geography, and civics (:\u0026lt;-3) Geograony will be taught through active learning strategies each subject and grade level in social studies will include a earning strategies ! nulti - hnic curriculum (K-6) 'studies^ activities will premote \"living social emphasis on American and Arkansas History f4-51 mohasis on World History (5) '.elebrations/caremonies will be integrated into the curriculum MATHEMATICS emohasis on use of word or st ry proolems (2-6) to basic concepts in geometry and algebra (2-6) use of manipulation (?ra-k-3) Use or computers for organizing and utilizing mathematical ntrocucticn xtensive data (5-6) results (,\u0026lt;-5) in addition to methodolocy and SCIENCE -instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -\u0026lt;-lassrocm and textbook work will be supplemented demonstrations and experiments that i,p. luuiuies or of'science suggest the applications and possibilities with practical reinforce the principles of I -Emphasis in the upper grades will be on the life physical sciences (4-6) -'^astery or concepts should culminate with i.e.. Invention Convention, Science Fair, sciences and an annual project\netc. -ronework assignments will include prepared information packets describing experiments parents and students can do together to reinrorce what has been taught in the classroom FINE ASTS -Content will include an introduction to basic and art concepts in music -rt and music instruction will be sequential and cumulative in the content, knowledge, and skills iphasis in the earlier grades will be on the cr.jo creation of music, painting, and crafts (Pre-k-3) enjoyment and -emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and develop- '\"ante I expression ments (4-6) -In-school performances.and/or exhibits and field trips will be used to reinforce the learning of concepts 39 022425 I 1 FOREIGN DNGUAGg -each school will select at least one foreign language for s.udy, with Spanish and a choice of an Asian language strong recommendations as I -Ihe instructional methodology for each language will be a Atalphysical response\" approach -emphasis will be on basic vocabulary, conversational, and J cultural materials for K-3 -w foreign language laboratory will be used for instruction i^ncludmg computers where appropriate  -Emphasis will be on transcribing and translating foraion language age-appropriate material (A-o) -revision of practical experiences and interactions with a native language user -Emphasis wi11 be on vocabulary, cultural materials (4-6) PHYSICAL EDUCATION/HEALTH grammar, reading, writing, and -Family Lire Education will be included in the total curriculum (1-6) elementary -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis on the development of an understanding of and for the handicapped\ni.e., disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) respect I' SOCIAL SKILLS Social skills will be taught, where appropriate, through the core i instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills\nFamily Folklore - Students will learn the values and mores of weir ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taugnt in small group sessions. (I Jj il Interpersonal Skills - Structured group sessions will propiem-so1Ving, decision-making, peer pressure, etc. focus on T H 40 02243 I It 6 Rites of Passage - A structured program will be Initiated to changes in the young students. -------- ----------------- uuM wixx xiix u-L\u0026lt;a ueu to respond to the emotional, physical, and social developmental Cl 2 -- J ---------- separate programs may be established for male and female students. Role Models Programs - Individuals (International, national, community) will be used for presentations every^area of the program to provide role , ud_..t_. Special emphasis will be placed on African-American role models for males. state, local and at the school in models for the students. com- Mentoring Program - Utilizing local resources in the community and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, zations. and/or units of national or state organi- I Academic Reinforcement Activities limited to) the following: may include (but not Peer-Tutoring Program - Peer tutors will be program - Peer tutors will be assistants to teacners in the Homework Program or during the regular Students will be compensated for after-school peer tutoring (see Support Programs). school day. or during the regular ili Academic Reinforcement Clubs =------------, -----------  Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Great Books Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Club 41 02244 I hTennis Club Arcnery Club Camoing Club String Instr' Art Cluo Horsaoack Riding jn\nen\ns Gymnas s Club Sign Language Club Aeropics Club Cooking Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field ~--:s - Field r'ds will oa used ts enhance learnina, t3 broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the develop.nent of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (washington, .^artin Lutner King Center (Atlanta, Georgia) George_'Washington Carver Museum (Tuskegee, Alabama) Gulr Snores (Gulfport, Mississippi) Each scnool will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. I i However, School Program Plans must be submitted to the Soard and administration for approval on an annual basis. i Documented school-based involvement in the needs/interest planning process must accompany each School Program Plan, budget must accompany each plan. assessment and A projected li 'll :fi I 42 02245r. Sackcround I i fel II. II 11 L.ATI.'I E.'IR IChME.'IT PRCGRAM iuE.ME^ARY LAi'IGL'AGE ARTS CLASSES LIiiLE RCC:\u0026lt; SCHCCL DISTRICT In the early ISSG's, and .ocaiuiry scoresel^n^Ialyic^ool eSnS = = reading La:in in lanciade arcs clasll, ?h. i S\"!'? Latin in language arts classes. Latin teachers, but t.he materials language arts teachers\nI trie\nraised reading hrnimh a __ ine program was developed by a team of were designed to be used by elementary tejcSer, in tne elenien-.rj have Seen i.nolenented'il L, idof di 1-, ?':= llcller ' = 3=dr,i 'cllLTllxa'l ' fd? ' =  ~ I I M C I c J f '.,'ashington, O.C.\nCali fornia\nKansas City, Missouri. hew York City, flew York\nCallas, Texas\nCakland, Cali fo Los develooed tea means to i eir own materials. ng formal Latin I '  ' -w. -., .ai -ome use the Philadelohia materials\ngrammar\nIn these programs the rni a\nand others have focus is not on rove English skills, imcroved self i \u0026gt;. is on using Latin words and myths ^^ese programs have also resulted in image among learners. as a I i '0 I ementa ed di str s^i?' -------icied cistricts r.ven] at leas* a 11. s.ancar,..ed tests in tile abeve : and a ii -is,-:\\shs: cr^ldLlnln' nieVcI^ienralilJ'^eraLtac'ned:. a PC cu: xecor i den The tar ied cistricts reveal In all districts, a voca lx.. teachers trained the elementary lanonan teacners in using the materials and served ------------ e^enoa y language bacxgrounc in Roman and Greek culture elementary teachers studied to become arts tune. as resource persons for program us in the same methods and approach. The materials English readi i', As,the program grew, many of these I,,..- corresponding this program uses proficient in Latin. he Greek language has also been develooed\ng and vocabulary skills. courses are designed for fi Materials are varied\nas a basis to increa  mythology ano life, including science, math . . the two basic n and sixth grades and are based on classical Supplemental courses cover a wide variety of subjects astronomy, and blacks in antiquity. I -.a na I e s More than focusi.no\nedg rea s 3 on c\nerr i Ab i 1 i t areas more s livi senc se. : of words a tin wore sh yocaou:ary. Many f OU la include mythoic hmen t. 1 S SU in:: in the 1 ish language ar-e based on Latin words\nroots and word-bui1 dine elemer : ary and sixtn his subject ma y and the Grec ill b r a C n ad -.z-t O' 30 , Z' an 1 s tne will increase knowl- social studies and worlds\nan learn vocabulary ng and I is,net limited to ta-nguage arts and other academic S3 in 1 i fe i tsal f\nuals who increas-no an unusual subje fee I c ce abili ty creates 9 3 os an J is no 1 and  4 Ct for stud cusad on 1 e 3 n 'tved self a-en:' subje ftaoe to deal with school and ts, especially in elementary ning the Latin language per , and seeing success in he learne'\"s  44 ILa n yncisen: Program -- Page 2 The program itself is easy to implement. The cost is minimal, and invest- -ent of time by elementary chpr/ t/i u Tnimal, \u0026lt; r-aiiy ase4 b, Mny ppp PPCPasp- fce dopli a The program has be and can Pock. students\nThe uniqueness of .. SKuations similar to Liflo the program should appeal - -Cwie as elimi na s ng disparity be school communi tv. III. 1^. have such a program. certainly in the The program would scares and I i- I   ethnirel^men^forthe the Little Rock'schcor^i^ric* VteH^'s caVbi^Zeducation with Ss wc um Uai t.d* ____ Also elude this emphasis. di rected \"ooosal rict ion wi thi n to in- -a the  1^ talents and skiTir^d teachers '.3 the special interests and . - - that are needs or Arkansas students. It is proposed that the Li L in program in the el amen grade levels in the incenti 1 I a e Pock School District implement ry language arts classes at veschcols for the purpose of the self-image of learners. Program Cescrioti0n he fi an elementary h and six tn increasing reading ,.,4 enhinc,. incentive schools have been identified in f ((a aa^arl- Of inaarvtca tyainin, iayjn'S .mented ,z the star- 0-  Program will be imple^ ...e_ 193,-90 scnool year and will be incorporated inti oral block for approximate the spring the r 1 and six grade language arts ins t=_ twenty minutes per day. 71..^..\n..^ Sachers will be involved in fou-r (ij'acditi per c semes Throughou 1S39-90 school year. 1 i clonal inservice workshops (two Z -sse^uaacners will have the opportunity to become more ^e- ^i\\ o\\J:I w?\u0026lt;iT course designed'especiall'\nf'ar' -i, will be optional and at the teache-'s own ex-ense i- will moniJJ\nt\nproq  Au .ne enc or the 1939-90 school year, a formal dihrict-wide ^ssesJme^^^oZ\" especially for the progra.\" data will be made\nIS assessment will be based on surveys and test 45 1 02243J*- Latin Enrichment Program -- Page 3 Budget Summary (Per feacner) Instructional Materials Printing Inservice Materials Inservice Consultant Fee College Course Materials College Course Instructor's Fee Inser/ice Stipends $ 30 60 30 IS 20 30 60 / TOTAL S 245 Budget Summary (Program in a 11 5th and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers 1 school with 10 tsichsrs - 10 tsschsrs TOTAL J6,860 2,450 59,310 46 fl I h!OBJECTIVE activities 2.b. Duplicate copies of above materials 2.C, Schedule 2 Inservice meetings of 3 hours each 2.d, Develop agenda for abov 2 meetings IHPLEHtNTATIOII PLAN participants 'ERSON RESPONSlBttl COHPIETIOH DATE Harle McNeal July I, 1989 E VAI HAT I ON One copy for each teacher 2 Harle HcHeil Harle Hclleal June 1, 1909 July 15, 1909 Heelings on Calendar Printed agendas I I 3 Z.e. Conduct above 2 neellngJ Teachers and Z.f. Contact UAtR about oring college course 2.g. Schedule above college course Principals Cayle Cloud Harie HcNeal Gayle Cloud August 18, 1989 June 1, 1989 Agendas and materials Course proposal Gayle Cloud UALR official Harle McNeal Oecemlier I, 1989 2.h. Implement above college I Teachers course Z.l. Schedule four two-hour inservice workshops in locll bulldlngs/clusterf/ district-wide 1 Z.J, Conduct above four inservice workshops Teachers Principals Gayle Cloud Principals Harie McNeal Gayle Cloud lay. 1990 Identified dales/times place Completed course September 1, 1989 Meetings on Calendar Hay 1, 1990 (2 per semester) Meeting agendas Mi COSI lonr learhei I ! ^*0 print! nq (ler teacher) -Il- -11- 120 materials (per teacher) 1200 consullani feeds per Itai he' 160 st ipends leacher (ilO liour) per per -Il- -1). trO Mia I er i,i I s (per teacher) tl?00 insiriicinr lee 1510 teacher) per -0- IIO nm ter ia Is (per teacher) 1400 lee ant 1*111 fier teacher) ITo OBJECTIVE activities IHPLEMENTATIOH PEAK provide awareness of the Latin program to Incentive school principals and staffs l.a. Present implementation pijn proposal to asso- date Superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of i Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals I.e. Schedule awareness meeting with current Sth S 6th grade teachers In Incentlve schools I l.f. Conduct awareness meeting with current Sth t 6th grade teachers I.g. IdentIfy 5th j filh participants Angela Sewall Beverly White Arma Hart Rachel Myers Marie McNeal Marvin Zimmerman Principals of Incentive schools Sth \u0026amp; 6th grade teachers at Incentive schools , , . -  gradeIPrInc Ipa 1 $ teachers who wish Io remaln at Incentive scholils l.h,' Recruit and fill cles vacan- EPSON RESPONSIOI II COHPICTIOH Harle McNeal Marvin Zimmerman Angela Sewall Angela Sewall Beverly White Marie McNeal Marvin Zlmme Gayle Cloud reian Rachel Myers Harle McNeal Marvin Zlmmerma Gayle Cloud n DA IC rvAI IIAIIOII COST January 30, 1909 Plan Presentation (l\u0026gt;rr le/tclipr) -0- March I, 1989 Harch I, 1989 March 15, 1909 March 15, 1909 Pprll U, 1989 Meeting on Calendar Printed agenda Concerns/questions expressed by principals Meeting on Calendar Meeting agenda -0- -0- -0- -0- -0- Principals Richard Maple May I. 1989 List of I dent Ifled 5 th A 6th grade teachers -0- To provide Inservice to participating teachers 2.1. Requisition Instructional materials Principals Richard Maple July I. 1909 Harle Mclieal Identified Sth A 6th teachers at Incentive schools for 1989-90 -0- I I I May 1, 1909 Arrival of materials SZO materials (per teacher)o o X z -I 11 Cl E c o OJ I e o 3 c e Cl Cl Cl o o c X o co IZI o \u0026amp; o QC bA s oc A O c W\u0026gt;1 Cl \u0026lt;\u0026gt;A Wt W-1 e c c a Cl c* C5 0^ 3 Ot CL e o O 3 41 M E e s 41 O \u0026lt; O w E e s c* fi e o\u0026gt;^ * o  S o .. a fl o 41 C o o -fl Cj Cl e o cr u z z 4/  6 s a. 41 3 T3 3 cn M e Cl CJ vt Cl CTI e c o o Q. Cl E o.* o c u o Cl CL o e o C 9)\u0026lt; c Cl \"O c o o X 4\u0026gt; E o o o z fi fi Cl A t s \u0026amp; Cl Cl E 3 o E o a ot c o o o o^ cr o o C\\ o X X 41 4) O w Ol 4\u0026lt; e *o 3 * e 41 o c  o z u E e o 3 A e 41 \u0026amp; a 3 c 3 a M o 3 Cl z z z z c o 3 3 C e e o. E o E O V CU fiC a Cf 3 1' I r 49\"if aw I 1 I 1 ] ] t\n-r.il Plan 1988-89 (Spring 1 S'Son Responsible  Sunmei v,.,\u0026gt; li L.'l, :11: ^0 develop tna' implemenr e qua Iity academic program for Incentive Schools I'rp.ii .iih!. .  r   Pl .1 ..vision Cm'r icu linn nnil S|ieci\u0026lt;il .-rocram/Area Incenlive SchnnTs OBJECTIVES STRATEGIES/ activities SEGIr.'lilNG DATE COHPIETION DATE COSTS O M ha Ch 1. To promote/enhance leadership and staff understanding of the Incentive School concepi l.a. Provide an indepth pre-orienlation session on each component of fie Incentive Schools for principal. 1-b. Develop In cooperation with the principals a detailed process and Eormat for developing the individual IncentI School Plan ve February 15, 1969 February 28, 1989 -0- Harch 3, 1989 March 15, 1989 -0- KESPOl.S.'B.'LlTt f VAI HAT I Oil 1 C/I 4^ I I l.c. Assist each building principal In presenting an Indepth pre-onenta- tion session for staff on each component . I.d. Assist each principal and staff with orientation session for parents in the ln\u0026gt;-.\u0026lt;*niu Arhnnle Harch 1, 1989 Harch I, 1989 Harch 15, 19891 Harch 15, 190' -0- -0- Superintendent's cabinet Assistant Superintendent-Incentive Schools Superintendent *s Cabinet Assistant Superintendent-Incentive Schools Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent'! nel Principals Cabi - Assistani Su|ierinteii- deni Schuols InceniivenUlUibilii tMiaifeaiN I'll\" Hl ?)in ^trton Retponttcie ::(l: (Vttr) OBJECTIVES STRATEGIES/ activities 1 1 I 1 I I a 1 a a  I'age ? C:V 1 s I cn Pro\n.- m./Krtt BEGIh'lliNG COrPltTION CATE COSTS 2. To develop Incentive School Plan for each school 2.a. Identify Incentive School Plan teams KESPoi\ns:B:iiTr 3. To develop curricul specific to the Incentive Schools um June I, 1989 June IS. 1989 -0- Principals evaluation 2.b. Develop the detailed I June, 1989 individual Incentive! School Plan | 2.C. Review and , School Plan approve June, 1989 July. 1989 July, 1989 -0- -0- 3.1. Identify each area In need of curriculum development June IS. I9B9 July 31. 1989 -0- Assistant Superintendentj Incentive Scliool s A11 Divisions Superiniendent's Cabine Board of Directors Prine ipals Assistant Superinten- dent Incentive School 3.b. Identify teachers for curriculum teams Curriculum Division Supervisors June I. 1989 June IS. 1989 -0- Principals Assistant Supermten- dent \u0026gt; Schools Incent ive 3.C. Plan orientation am format for curriculum development June I. 1989 June IS, 1989 -0- Curriculum Div islun Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors O IO IO cn O) m cnI j ( T-.al Plan trion Reipontioie a:i1: J iCK T.-KELJ.x Pdgt 3 -:V j s ion Pro\n.- tc./Krtt OBJECTIVES STRATEGIES/ activities begikking DATE COMPLETION DATE COSS I A. To procure equipment and furniture for Incentive School Pro- irtmi O IO to Ul u\u0026gt; I I C/1 Ci 3.J. Review preliminary draft of revised curricular for titti Rock School District 3.e. Develop additional components for each curriculum area 3.f. Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and ride Inservice pro- on the Implementation of the curriculum guides B.a. Develop specification for bid for equipment and lur- nlture June ). 1989 June I, 1989 July 1. 1989 July 20, 1909 August I, 1989 March IS, 1989 June 30, 1989 June 30. 1989 July 20. 1989 July 30, 1989 -0- -0- 13,000 (fst.) (Clerical Support) 110,000 (st.) ( Print ing Cost August 30, 198 April IS, 1989 PisPOksiBiiiir Curriculuni ledni^ Curriculum leanis Curriculum Division Principals Curriculum Division EVACUA11 OK I (Cost to he Included In Individual School Plans) Curriculum and School Division -0- Principals Director of Purchasing Assistant Superinten- i dent - Incentive School Staff-Curriculumf-fLal Plan _______ t'sen Rciporsioit j:il: (Vtir)  'Oil f diie 4 objectives strategies/ activities BEGIfilliflG bf-'it completion OAit COSTS vision  zri!:./Krtt A.b. Old for specific equipment and furniture A.c. Order furniture equipment and B.d. Install and inventory to ensure adequacy of all equipatent and furniture *Prtl 15. 1989 15, 1989 Io be determined 15, 1989 ugust I, 1989 Io be determined August I, 1989 |Augu$t 15, 198: -fl- FESPOl.S.'BiLITr Principals, li Purchasing. A llirecior ol Superinlendenl - is istani Incentive Schools. Staff - Curricul Ulll Principals. Purchasing. ____ Superintendent - Director of Assistant Incentive Scliools. Staff - Curriculum Principals. Di Purchasing, Ass\nSuperintendent - Director of Sistani CVAIUAIIOU 5. To effect facility \"odifIcations for implementation of the Incentive School special lied programs. I I 5.a. Review the detailed Incentive School Plans with the Support Services Ol.vlsion 5.b. Identify modifications timeline as previously collaborated In the development of the plan. 5.C. Contract for service April 15, 1989 Aprll IS, 1989 April 30, 1989 April 30, 1989 -0- -fl- Incentive Schools. Staff - Curriculum Division of Schools - Associate Superinlenden Assistant Superintenden Principal Division of Support Services O hS to o\u0026gt; o I I I cn as needed/ldentl- Tled In the Plans. April 30. 1989 *y 15. 1989 -0- Division of Support Services It --.'ul Fbn j'lon Rcipontioit  1: 'iOK T.'Kiin.i l3i|C S 6. -* Vs ion OBJfcnns STRATjGIfS/ activities SSCn.'Na'NG Okli COKPlfTION Dfiii COSTS To ensure the avall- hility Qf adeguate S.d. Implement the modi-ficitlon plan for the facHUIes 5.e. Hake final Inspection on the work for the facilities modl-ficatlon I 6.1. resources to Implement academic programs I Initiate Identifications of materials and textbooks needed for the 1989-90 school year H*y 15, 1989 \u0026gt;**y 15. 1989 H*y 1, 1989 6.b. Involve school teams Hay 1 igng , itaff and parents In *   I reviewing the needs I Identified as re- I gulred for core and special programs 6.C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 1. 1989 RiSPOKSIBlllTT lAuguJt 15. 1989 (Io be August 15. 198! June 30. 1989 June 30, 1989 *y 20. 1989 oul-lined in the Plan) -0- Io be determined Principals -0- To be determined tVAlUAJIOK PrlncIpal/School Teams O M IO Ol I cn CD 6.d. Maintain building record of requlsl-tlons for the 1989 tchool jfitr. l**y 1. 1989 Ongoing -0- Principal. Assistant Principal. All Dlwl-slons. with major input from Purchasing Prlncipal I I I I ! = Plin 'KPL-K\ne'lon Rttpor.tioie j:il: (Her) CH T:KL\ni.: I'lXje h - Is I s ion rrocrec./A\nd OBJECTIVES Lstrategies/ activities EEGIl.'lfiNG DATE COKPLETIOM Df^:i COSTS RiSPOKSIBlllIr 6.e. Monitor and requisitions t'VAlUAllOH approve as H*y 20. 1989 lOngoIng requested fro* ln\u0026lt; centive Schools -0- Appropriate Associate Superintendeni 6.f. Maintain audit for all naterials received Juty 1, 1989 'Ongoing Prine ipel fi.9. Cross validate with purchasing all order not received July 1, 1989 Ongoing -0- Princ ipal o IO IO O) IO i I I cn CD 6.h. Obtain requlreaients for participation In all special programs 6.1. Pay participation II fee and order all necessary materials I fqr special activity 6.J. Select sponsors Tor each ipeclal , 9rn activity pro-approved in the Incentive School Plan. Excepl for erticles Harch IS. 1989 April 30. 1989 -0- Principal April 30. 1989 April 30. 1989 requilrlng a eiuch longe July I. 1989 iTo be deter-  ined Prine ipel July 30. 1989 I To be det l\u0026lt;pfned er- Prineipel time period, ah requisition J are signed on or iedi. , ely fol lowing July \n-.--.al Plan____ erson Aesponssoic 3:il: (Vtjr) C T L 1dije 1 C : I- i 1 icn rro:rir./Arte OiJiCTIVli STATGI:S/ ACTUITI-S SCGIIIIIING DAXt 6.k. Complete speclei L COKPiniON DATE COSTS P.iSPOl.SiEaiTv con tracts with all ea- I tended day employees Cor the 1989-90 school year. 6.1. Complete Master Schedule for total school program 6-m PevieM/revlse as necessary the staff development plan for the fall (September- December) August I. 1989 April 30, 1989 tVAlUAi toil August 30, 198! August 15, 1989 August 30, 1989 September (As necessery bu once eich semes I 1989 t least C) 15. -0- II O IO IO Oi u (X o -0- Pcinc ipel Principel Prine ipel I I I I PUn 1988-89 (Spring and Summer] ------------------------------- (Veer) :CH 7\nK\nL:i.: rirson Rttponsioie ^ = *1 provide sOII developmenT Tor Implement Ion of Incentive School Plans C  VI \u0026amp; icn (.ttt 11 Ulll ____idiluiw I. Sfci la I rrojrair./Area Iiic enl i ve Sc tuiui r OBJECTIVES STRATEGIES/ activities BEGIliUlNG DATE COMPIETION D^li COSTS 1. To Implement staff CcSPOl.SIEIllTr development activities for Incentive Schools l.a. Identify the staff development needs of each Incentive Schoo *prH 30. 1989 Miy 15. 1989 1o be determined Priiic ipal s Director of Staff Development I VAI UA11 Oil O fo a\u0026gt; I az ll.b. Develop Inservice I schedule In collaboration with building I principal l.c. Notify each school I staff of proposed Inservice dates I for pre-school I training I l.d. Plan details for I delivery of In- I service - I.e., I I site. time, arrange-! ments. etc. I I.e. Obtain services of | consultants (as | required) I I 1 .f. Implement, fal 1 training cycle H*y 15. 1989 May 30. 1989 May 30. 1989 May 30. 1989 August I. 1989 May 30. 1989 August 30. 1989 July 30. 1989 July 30. 1989 -0- -0- -0- August 30.1989 To Be Deter- I mined Prine ipaU Director ol Staff Development Priiicipals Principals Assistant Superintenden Director of Staff  Development Principals Assistant Superinlenden Director of Staff Development I Principals Assistant Superintended Director of Staff Development Is r.r.ual Plan trson HitpoRtltiic S:i1: (fe*r) .'K?LK-i\nTjOK 7ir.L:i.i division ___ t^rc^r i.n./Krt t I'aijc ? objectives STRATEGIES/ activities 6CirJUNG 0A7 COKPIETION DATE COSTS RtSPOl.-SIBllITT fVAlUAilOH I I I 1 o IO O) O) I fO  l-g- Evaluate staff development activity through survey response from each staff August I. 1989 Ongoing lo Be Veler- nined Principals Assistant SuperintenUcn Director of Staff  Development i 1SECTION TWO -SCHOOL ADMINISTRATION I - _ 63 02266INCENTIVE SCHOOLS SCHOOL ADMINISTRATinw SohoS\nSS\"be^rovlde%geuScr?S!^ Incentive academic support\nindividualized education aS^fle^bllltJ These schools shall exemolify the close  parents and the school community which is demic perspectives. ' cased and The school r aca- SUPPORT PROGRAMS h following items will be components of scnooi every incentive A. HOMEWORK CENTERS A u I 1 ~ Although it is anticipated that schoo^ shall extend from 8:00 a.m. to 5:30 p.m. Homework Centers should be extant in each least two (2) days per week to assist students who in neeo of specific help wit.h class material, school communities, i.e. 8:00 a.m. to 5:30 the school at are (Some , parents, staff and students week for students who I? J -J g OULIU otherwise involved in activities during nniir'x nr ___a___ _ are not B. hours of the day, Monday-Thursday). the last two (2) It will be students hS\"Sa??etthri-' home dents whose parents cannot __ foir Homework Center so 'that~stu- ho ilvro^ilC O? supply transportation anS/Gr diSs=n ??? Homework Centers, other options for student Staffing -for assistance will be explored, starring for the Homework   classroom teachers who will be availabl volunteer\" rotating basis, community v Centers will be in the form of e on a peer tutors. Staff will be community volunteers and compensated. Homework Centers will have I r r ___I__ If certified teacher working e^Jh2n^hf reaches 25, an instructional* aide shall be added to assist students. of student. attPnH?n. students. When the number or souoents attending regularly reaches 50, . . - ------------------3 i-sau.iitss tional certified teacher will be hired, each additional increment of uwuGcin.a autenas instructional aides and teachers will be added alternating basis. an addiThereafter, as of students attends, certified on an HOMEWORK HOTLINE into nlar Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursdav evenings. This too will be staffed by teacKrs rotating basis such that each incentive provide one (1) evening's service class days. ~~ on a teacher will , - ,7 approximately every 45 Staff will be paid for this time. 6^ I' 02267c. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated stu- --ntc. The role of peer tutors will not be limited only dents. to those students with outstanding academic averages but will AlQn ho Anan 4- z-Vr 4 . 4  , , , open to achieving students who work well other students and who can verbalize an under- shsnding of subjsct msttsr to be coversd. Peer tutors will be compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supolies items the family may not be providing as well as athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and in order to allow all students who on a rotating basis turors the opportunity to do so. wish to serve as peer D. RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend deoending on their neecs. own E. INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. Qualifica- Aides shall communication with F. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written infor- 5vest speakers, films and other presentations wil be provided to students on topics relevant to possible career choices. Among the information given in presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general \"mapoing\" of how a student can progress from elementary school to the desired career goal. Other components of this category will be interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America. r 55 02268G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incentive schools. This program will be in two 5 to 6 week segments. Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally attending those schools. A few seats may be open to other students on a well. A few seats may be open to space available and paying basis as Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. designation. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each Incentive school which provid for field trips and community access for students together with students from other LRSD schools. Field trips and access will Include the opportunity for student experiences with: es  *  historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an Some such exhibits and performances will also be brought to the schools. Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. Among opportunities in the community which exist are: several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66 02269 KIl I F I. li J. r F F n * is is is is a museum of nature science and history three previous state/territorial capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hosoltals and a law school. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined as ticipate in: the opportunity to par- * is iK choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child (eind hopefully to the program), but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A. STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)\nand ongoing training will be provided on a regular basis for all staff at each school. 1. A nationwide search will beconducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban district\nto working with youth at risk and to __ mitting the time necessary to provide the kinds of support and services provided at incentive schools. com- 67 02270 ! b2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on the p p 02271 A7 f 1 continued - Incentive Schools page 5 perfcraancs and tne sues working with students and pr contractual feature will alsi of aides, clerical and  t-e individual in Thi s one Q C. 0. completion of the with the District. cecures. ims year apply to the positions custodial workers. year may lead to a long r Successful arm contract ongoing training will be provided for Su... in areas li,\u0026lt;a human relations skills\nlearnino and interactive styles\nTESA\nPET\nworking with youS a? H?k- and analysis and use of data for Gnridncinc studsrit dchisvsmsrTC, All staff, including support staff, will be involved in '\"imng. Patrons also will access soecial traininc in working with tneir students, L. a nu '.*111 receive assis ess soecial ion and human growth and developments. PARENTAL INVOLVEMENT the learning process. ig witn homework, Parents will be absolute partners in --- Parents will be asked to sign all hemeworx assignments on a daily basis. - ' wr7t ka 0 S communication will tae place, both through written and oral means. Day visits for parents will be arranged to come to school to volunteer.for the day and to work wit. students as well s to '5ular meeJng Jonth y will be held at the school. Parental access will be provided fo?\nJ J r form or tutoring, storytelling, general assist, paid a stipend for this. ta ance and may be LEARNING TIME SCHEDULES - Daily schedules for 3:00 - fan^ar a 1 StUdentS tO i..i,luue cue ncmeworK for'lxarap?e'-^^ training and leisure time activities. 5:30 win include the Homework * Homework Center  Special Skills  Leisure Activities - Monday-Thursday - Tuesday - Thursday (volleyball, basketball, table tennis, dance karate, chess, checkers, Karate, cness, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday a 5. KOME/SCHOOL COMMUNICATION  Monthly reporting to parents will Sr indicator and early intervention programs will be formulated with \"alert\" and \"success\" rsm. m i alert' and \"success\" cards to be aSfeSementr^^ ^^'^^nt's needs and GS 022721   continued - Incentive Schools page 6 . EXTRA CURRICULAR- PROGRAMS - Ext established to allow students r G. H. curricular .gn i programs will be n, leadarsnip experience and a chance to be involved in scnool ac-ivi-^oc Among these will be future teachers programs -  Clubs, intarTurals, mcni'ar with the flag, safety patrol, council memcerships. 3ust Say .'/o \"jobs\" in tne office, library, rira marsnalls and scudant * at races3 or lunch time, not class t ia ATTENDANCE ANO SE.^AVICR GUIDELINES - Attendance and behavior guidelines wili provide unique opportunities to assis* students and keep the.m in scnool. A Time-out rooms staffed with trained_personnel will help students with p'roblem solving Students will participate in the process of develcoina based management rules in the process of developing school Students and parents will sign a contractual agraeement to be at scnool anc on time eacn day. SUSOECT RELA for students D E.XTSA CURRICULAR ACTIVI I - Other 0 ... , \"sy include, but not be limited to, activities like math olympiad, junior great books, young authors' club young scientiSts, Olympics of the mind, elementary band and a string program. informed of all of these options ra.cHua ue in.ormea or ail or these options. Students participate in these activities and regular schedule will exist for cluh/aradpniir raia+a/H activities. COUNSELING/SOCIAL WORK A, S. exist for club/academic related COMMUNHY SERVICES ACCESS - Thera shall be access to community based support programs provided to attend the incentive schools. students who a Among these supports will be prvjec..s to be negotiated and/or secured by compact ..\ne availability of students from area colleges and j L.es to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and ' ' such as: uni ver si - I extra curricular activi- uias, assisusnce from social agencies to intervene if vi ==. Qsiiiuaiius rrom social agencies to intervene if students need assistance in health and/or personal need situations. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhanca aware- ness of skills necessary for successful entry into the world of work. The program will also serve to heighta.n student expectations with regard to their own abilities and potential to attend college and to graduate, also receive this information Parents will so that they may be awara of the options which truly are open to their*students. 69 02273continued - Incentive Schools page 7 c. iuJOY SKILLS - Counselors and\n-\u0026lt;cr'\u0026lt;ing witn students to '^nanc s.\u0026lt;i Ils and study skills. aac.-.ers will tas I.. be rssocnsible for D. E. F. G. H.  King skH1s, 1istaning students in test taking, i^e^'^'hubh^if-^Z^-''n'i\nclass tests end e .enleti J? , e'^ i=n cants in test by teacners. king 5 provided for on types will Se usg(j .h'CME.\u0026lt;''iIGr3CRHGGD MEETI.VGS - Mi always Se held at ne scncols CUPS of parents, will Se so.-. testings with parents will not Other .meet' ic\nc 'cs, for s-all suc.n as cnurones and some homes culed at oomnunity locations less formal meetings cut as inv d Py parents. These less Formal meetings cut cf t-P -ri -Z  ' luese '\"\"5ea scncoI/neiSScd\"'^ ' s.iip. Jv IS suggested that local ministers be c-nsideroh Pirz OF the sc.hccl partnership and c=.hBunlty I.VDiyiDUAL ANO GROUP COUNSELING - I,,, counseling as well as peer facilitat' Individual and gr 0 .ne so.nocl to assist Students as thev normal issues wnich? and^development takes place, conflict resolutions. Studen INCENTIVE/RECOGNITION PROGRAMS - partner- as rs will b attempt oup o a.mployed at s c ^cr'\u0026lt; through se as student growth 'will also Se taught u.ww.iiivt/xtuuu.UiiON PROGRAMS - Incentive/rer-^cpirinn programs will be developed by students ^'^-\"5mtion eac.h school. ' -  Ideas (suggestions) committee meeting included: - * sta and patrons at presented in the sub- meeting me uded- awarrf? . days, good citizin cluSs frerSer?? athletic events, tangible rewards such ^-^^''^nity and student's choice for academic growth and the l?ke?^ \" wELL.'JESS PROGRAM n place at each or a full time nurse. Students will ticn on topics like self-esteem, nutriti 'Ye inmrma- and awareness and first aid. made to parents on similar continuing education basis. Prese.n topics for CAMP PFEIFER- Students in need on, drug prevention icns will 1ikewise be leir information on a OT additional academic assistance.will have access to prcgra.ms'suc.h as St cur. enJy in place at Camp Pfeifer, whereby, they spend some time in residence at a program awav fr-m ma t-L,.. ..u. a program away from the school and the home which provides counseling, intensive ^a S s Sort oaf- involvement iS an^Xrent on h\\mewnrk\\nrf^!wJ?J^^^^^^^\"9 the.m to work with students me management skills. on homework and academics. I, academic support _ 70 02274centin page 3 uei - Incentive Scncols MCNITCRI.VG A,'JO S7ALUATIC.N A. 7E31 IA3LE MCiMITCS ING OF SuDE?JT G.iC^^TH men* of t.'ie dis I - - V-.strict will te assigned the : a plan ,cr verifiable monitoring of stude\"^ tne 6 asK of ing Ceqart- developing '' '''aijic uiufii.unng or StUCe\"* n.4 e cevelo,t of reliaole procofores :p acooripiijl\" : s plan and its accomcanving prpce'''uros account net only I Sut also class ac. corricolum/cr ( , sr.ould take into scores achieved on nor: .Ton 1 tor  ng '^m cn a 1 so nievement as evidenced it'j i ion referenced tests. Ther i ra-arenced tests acner tests and cna! pat kas in e snculc te a long-  __ account stucent matura- 3. REGULAR TRACKING CF S'L'CENT ATTEN--------- - =^scuiar tracking of stucen- di3s.ip11 ne/benaVIor anc achievement snail b 7E?E.'IT - Raoul ar JDAi\\C, DISCiPLINE/EEHAVIOR ano acniavament at ncanca, acccihOl i Sited development of and use of indii-lcuaiand class iies by Ciasirocm teachers and the buildirc acrini^--\u0026gt;3 mis assessmen* ''ii ____ sCiuiniSu. amr C. 0. '*ili be done cn a minimum of a quarterly cn of inter-  ''I wc 'm.whc a wUiHiUtUrn Oj Individual student planning, select! vent!cns and/or programmatic c.hanges will te needs,or enrichment indicators determined basis. predicated trougn ongoing review of data. E.XCELLENCE PLANS J\" IS M'-JfNESI Of SIUOEST EDUOnOML \" I he sc.hcol staff snail involve tie eevelopneit of stJdJntJouc-Kionrrelo/ilencI Parents are the first teachers of L in a context outside of the school. and interests. their students and sea them - In the parental capacity, talents \u0026lt; W\u0026lt;\u0026gt;WW  4J ViiCS awareness of a child's potential, -s. As such this, input is extrememly i not only acadamic programs but also curricular, special skills and e.xtanded da important e.xtra y activities. RtrQxii ANO VISI7ATICNS - Quarterly reports will be made and visitations will take place for the purpose of ^nd care of The monitoring team wilj be composed - Quarterly reports will grounds and equipment? of district s a from , school staff, patr the community. ns and representatives All staff shall write goals for^^the school in'general, but riso'personarccals'^sfnca'every s,.-. , memoer has a duty to provide a climate conducive to learning and should hold and model high expec students. 3 - ions for all seal setting process and will icrmulate CunuracLS\" for their own ac.hievement. .. _ 71 02275If I continued page 9 F. G. IncantTve Schools JCENT cVAL'JATCRS - ccnioleta evaluations ralati -danc avalua tneir educational e.xperienca twic  selected at random to participata''i.n involvement from eac.h grade level. e designing or Cuesticnnaires to ctad and the generation of conch given back to the students regarding c to student issues raised in this evah i n Li col la- cgmfut\nirf r 3 DATA ACC Swill be asked to ve to the scnool - Coirputari its climata and Students will be is procass based on a Students will be involved year. e used, analysis of data sicns. Resorts will be nances itaCa in response uation procass. id data accass will be a reality in alT incentive schools so t 2221 ly accessible and accass can be i\" which, mignt be needed r^ativp ri aii a i-.dLive co ail school program aspects. that studant data is mediate for reports 'COL SITE imoleme.n teams - School si L de of greater laeded programmatic teams will be rc benefit 3 * teams wi'i ulOG a de crea id to work to the students. Tens whicn wi 11 ing and on a semester dasi Memcership on these (inciuoing custodial, aides and cafe ...w.......a .--jLuuiai, dices ana careteria wcrx^irxi and students have an opportunity for input. SCHOOL POLICIES ANO PROCEDURES A. FLE.XIBLE PROGRAMS - Every student will individualized instruction 8. s sc that staff racaive seme every day. Programs will be flexible such that team teaching ande.xt=nde- time locks rcr additional student assistance as needed will be provided. sc.ncol have\n 'e=en\u0026lt;!ed -.-a-. SJC.-. incanti.e and dedicated to the building who is familiar with ana program philosophy at least a half time assistant p scnool population (where there i. . f^is/her time to incipal depending on is a part time assistant, working with program development and reach) community out- uniforms for students (sue.h as blue jeans and a white shirt) * dress code for staff * reguired PTA attendance, at least :wo (2) meetings per year, one of which shall be the Open House 72 02276continued - Incentive Schools page 10 Suudent handbooks available at every building which are produced in and reflective of the philosophy and nrnnr\nm jjt tha* __ vjupu/ any program at that tuilding * a science lab * a computer lab (to be used for other than remediation) * a playground for PE purposes additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills Saturday programs will be developed at each school site to enhance learning. but shall not be limited to\nThese programs will include field trips enrichment activities tutoring parent/child \"make \u0026amp; take\" sessions book fairs 73 02277! SCHOOL OPERATIONS Page I I. GOAL: OBJECTIVE iKPLEKEluATION PLAN To develop support programs and procedures which will allow Incenlive schools to provide enhanced educational opportunities for all students attending them. s STP.ATEG1ES/ACTIVITIES IKPLEKENTATION SCHEDULE RESPONSiaiLITT 1989 1990 1991 To provide Homework Centers and Homework Hotlines for the students at these schools. Schedules will be set at the schools to meet their students* needs, needs. Hours will meel studenl 1992 1993 1994 199! To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will training In peer tutoring. A model will be put in place. Teachers will supervise the receive process Fall-IP) Spring - (I) Budget- _____Lai Summer- (P) Fall-t I) Ongoing wi th evaluation Budget Item (f( sLaff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs.  Mentors will either volunteer or be paid a minimum amount. They provide extra support to students t supplement teacher work. Summer- (P) fal 1-(1) O IO IO 00 To enhance student learning through extensive use of classroom based instructional aides. Certified Instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. a I Pilot S - STUDT E - EVALUATE P - PLAN I R - RECOMMEND 0 - ONGOING fl - flUDGET ITEM Ongoing with evaluation Ongoing wi th evaluation (I) Ongoing wi th evaluation Some bl dgetary jxpendi tu e Budget I tern   Budget' Item 1 - IMPLEMENT Pl - PILOT Staff Development Asst. Supts. Office of Deseg Div of Schools VIPS Human Resources Sch PrincipalsI ! o KJ KJ u\u0026gt; SCHOOL OPERATIOKS IMPLEKEKTATION PLAN Page 2 GOAL: (continued) O3JECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 19B9 1990 199! 1992 1993 1994 To develop and implement a career skills development program which will help students develop awareness and motivate them to enhance skills leading to specific careers. Written information, guest speakers, films will be used to make students aware of career choices. Summer- (P) Fal1- (I) Ongoing wi th evaluation 199: VIPS To develop a program for year round school including enrichment and remediial options. Community access/field trips are to be arranged for enhanced experience for students. Sunnier segments in remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided visits to historical, scientific and cultural events and exhibits within the city and around to Slate and region with appropriate chaperones to provide educational Input. Sumreer- (P) Fall-(1) 1989-90 plan A pi lot at one school Maybe i budget item S - STUDY r I I C/1 E - EVALUATE R - RECOMMEND 0 - ONGOING P - PLAN 8 - BUDGET ITEM Ongoing wi th evaluation Implement at al I Incen- t i ve schools Budget I tern Budget item I - IMPLEMENT PI - PILOT Divisions of Schools Curriculum VIPS Division of Schools Curriculum DesegregationSCHOOL OPERATIONS Page 3 I. GOAL: (continued) OBJECTIVE To build a program of community Involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on a four day per week basis. I S - STUDY IHPLEHEKTATION PLAN STRATEGIES/ACTIVITIES Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include of the following: some choir, music A dance In addition to llQmewprk Center i peer tutoring E - EVALUATE P - PLAN IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 Ti7~ 1990 1^91 1992 1993 1994 199: Quapaw Council Asst Supts for Schools Fall-{1) Ongoing with evalua- Alon Maybe budget tern Principals School Staff o IO IO 00 o I I R - RECOMMEND 0 - ONGOING 1 - IMPLEMENT B - BUDGET ITEM PI - PILOT I (71MAU W I SCHOOL OPERATION'S IKPLEHEKTATION PLAN It. GOAL: iif^cedures tor administration and staffing of the individual schools such that special skills  ' ** the benefit of students at these schools. will be brought to bear for I I 4 Page 4 OBJECTIVE STRATEGIES/ACTIVITIES IHPLEKEHTATIOH SCHEDULE RESPONSIBIinr 1989 1990 1991 1992 To establish a viable Tor staff recruitment. program  Nation-wide search  Hire staff on a one year basis Parents to be Involved in the interviews.  Staff will demonstrate commitment to working with at risk\" youth Spring/ Summer- (I) Ongoing 1993 1994 ! 99\nHuman Resources Oiv of Oeseg Curriculum School Principal o to to co To provide special training for staff on an ongoing basis and special training .for parents. , TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (I) Budge item Ongoing . S- STUDY E - EVALUATE Budge i lem I I I P - PLAN R - RECOMMEND 0 - ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOTSCHOOL OPERATIONS Page 5 II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEK-KTATION PLAN IKPLEKENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 To establish meaningful attendance and behavior guidelines. 1992 1993 1994 199: To provide subject related activities to enhance student learning. I S'- STUDY R - RECOmEND o M IO OS IO I I I CZ)  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance To include some or all of: 10 include some or all of: math olympiad, junior great books, Olympics of the mind and the like. E - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) Principal School Staff Bud let item (I) Ongoing But jet item I - IKPLEKENT B - BUDGET ITEM -\u0026gt; PI - PILOT Principal School Staffi SCHOOL OPERATIOKS Page 6 ,1 i III. GOAL: OBJECTIVE IHPLEHiKTATION PLAN To create a program of counsel Ing/social work to provide extra support to students to ensure them opportunity for success. STRATtuIES/ACTIVITItS IMPLEMENTATION SCHEDULE responsibility 1969 1990 10 provide community services access for all students who need additional support. 1^91 1992 1993 To provide college/post graduation awareness via a mentoring program with role models to help students pl -for the future an To provide student training in study skills, testing skills and listening Skills. To hold home/neighborhood meetings to increase parental/ neighborhood involvement In Student learning. S - STUDY Compacts with community agencies universities to assist with student opportunities.  Parental information  Mentoring program  Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing.  Meetings at neighborhood sites with small groups of parents  Meetings at homes with of parents .. Involvement of ministers groups 1994 199z E - EVALUATE P - PLAN o to IO 00 G\u0026gt; 1 R - RECOMMEND 0 - ONGOING I to Study and recommend Smal Training Summer Fai 1-(I) (I) B - BUDGET ITEM Implement on a pi lot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (1) Ongoing cost item Ongoing Cost I tern Ongoing I - IMPLEMENT PI - PILOT Pupil Personnel Counselors VIPS DiV of Schools Staff Develop Div of Schools Principals School Staffo to 00 SCHOOL OPERATION'S IMPLEKEKTA7IOH PLAN Page 7 II, GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES ihplekehtation SCHEOULE To Increase parental Involvement so that parents become true partners in the learning process. To establish learning time schedules for the afternoon's extended day.  Parent assistance at schools  Parents will sign homework  Regular communication between school and home will take place  Day visits for parents  Schedule settings_______________ Schedule (settings) weekly extended day programs based on Individual school needs 1989 I 1990 1*91 1992 1993 1994 199: To Improve home/school communication I To establish meaningful elementary extra-curricular activities for students. S- STUDY R - RECOMMEND Fll-(l) Eall-d) Ongoing Ongoing RESPONSIBILITY Principal School Staff Principal School Staff on o  Early indicator and early intervention programs  Alert A Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities E - EVALUATE 0 - ONGOING P - PLAN (I) (1) i Ongoing Ongoing I - IMPLEMENT B - BUDGET ITEM Pl - PILOT Principal School Staff Principal School StaffSCHOOL OPERATION'S Page B I O to to m oi III. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES implekektation plan IHPLEKEIiTATION SCHEDULE RESPONSIBILITY 1989 1990 To implement individual and group counseling for al) students. Incentive/recognition programs will be implemented by 1990-1991  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be ___taught____________________ Student recogniton programs  Good Citizen programs  Community Involvement in recognition fall- Train students Spring- - (l\u0026gt; (P) Pilot one school Ongoing Budget (I) 1991 1992 1993 1994 1 OO: Pupi I Personnel To structure and begin wellness program (or students scitoo). pt each Io work with community programs like Camp Pfeifer to suppl ment school programs for students. e- (Possil I S - STUDY R - RECOftlEHD OD -\u0026gt;  Full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Work with Director to target Incentive students  Work with other community groups to undertake ' similar projects E - EVALUATE 0 - ONGOING e Budge I tem ) VIPS Partners Program (I) (P) t (S) (Budge Implement on a pilot basis Item) (I) (Budget Item) P - PLAN I - IHPLEHEHT B - BUDGET ITEM \u0026gt; Ileal th Services Pupil Personnel District divisions PI - PILOT aIV. GOAL: To more closely and thoroughly OSJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN achievement at these buUdings? STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 Page 9 RESPONSIBILITY To develop a process for obtaining verifiable information regarding student growth. 1992 1993 1994 199: To provide a systematic program for tracking student attendance, discipline, behavior and achievement. To Involve parents In the development of student ?EP)^*''*' lence plans To plan and set parameters for quarterly reports and visitations by a multifaceted monitoring team. o IO S I I 01 S - STUDY R - RECOMMEND I CD  Development of valid/reliable monitoring instrument(s) Establish training for monitoring teams in use of the instrument  To be done on a quarterly basis  Class A school profiles will be kept In regard to attendance, be- ------t'gyior- discipline A achievement  Develop EEP format  Involve parents in writing plan based on student needs  Io include extra curricular -----activities alsn  Develop reporting format  Involve staff, patrons. In 'mon I tor I ng * Involve a1I , , staff In goal setting  Evaluate goal achievement i E - EVALUATE 0 - ONGOING P - PLAN (S) A (R) Sunnier (P) (I) Develop plan Budget Summer- (P) Pall- ..(I) B - BUDGET ITEM Spring semester (I) Ongoing wi th evalua- tion Spring- (I) Ongoing with evaluation Ongoing (Budgjt Item) * I - IMPLEMENT 1 PI - PILOT Testing/Eval Assoc Supts Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers Testing/Eval Div of Schools School Staff Communi tyI SCHOOL OPERATIONS Page 10 IMPLEMENTATION PLAN IV. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 To establish a student 1991 1992 1993 1994 evaluator program for student input and Ideas. T To establish a crogram for computerized data access at each incentive school. To establish site tfeams at each school to Implement programmatic modifications to benefit the students. o M to oo S - STUDY I I R - RECOMMEND I QD CJ  Random selection of students to participate each year  Student training\"  Student generation of questionnaires  Analysis of data collection  Conclusions generated  Report back to students on response to student evaluation  Install computers  lie into mainframe  Write programs for reporting student data in a variety of mode .  Include representatives of all school departments (custodial, , food service, aides A teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING 199: P - PLAN (S) with students (R) (Bu. fall-\u0026lt;p) A (S) Eall- (I) Ongoing Testing/Eval School Staffs Principals get 11 cm) Spring (R) (I) 1990-91 school - year -\u0026gt; Hata Processing School Staff Assoc Supts  Plan for implementation of changes  Make recomnendalions lor ctiangei  Implement changes  Evaluate changes (Each aspect will occur on with a semester for each. B - BUDGET ITEM I.e. Plan Evaluate a regular and rotating basis I - IMPLEMENT PI - PILOT Reconi oen. Implement V. COAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To reassess individual school policies and procedures meeting the needs of all students. as they relate to Page 11 STP.ATESIES/ACTIVITIES IKPLEHENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 1992 1993 o M ro oci co To establish a flexible programming approach at each incentive school which complies with standards and also meets individual student needs. Areas to be Investigated for possible plan inclusion I I I S - STUDY R - RECOMMEND 1994 1 OO  Allow for team teaching by means of scheduling  Provide for opportunities for students to remain in classes for extended time periods as needed.  Develop a plan for individualized Instructions within specific building the  Permanent assigned substitute in each incentive school to be available as needed  At least a I time asst  Uniforms for students pnn  Standard dress for teachers  Required PIA attendance (at least two (2) meetings per year for parents/al) meetings for staff  SLudent handbooks will be available at every school and - ipuiy'dpaI to that school E - EVALUATE 0 - ONGOING P - PLAN (I) A (E) (S) (li (Budget item) I - IMPLEMENT B - BUDGET ITEM PI - PILOT Schoo) Principal Staff Aisoc Supts Asst Supts (Z 4^SCHOOL OPERA!lOLS Page 12 Ji\n?L:K\ni\nTiOK PLAi\nV. goal : (com iniicd) OSJECTlVc STRA' S/ACTlVITi-S IKPLEHEtiATlOH SCKiDULi RESPONSIBILITY u 1969 1990 1991 1992 1993 1994 199: I  K science lab at each school  A computer lab at each school  A complete playground for PE purposes  Additional compensation for teachers/principaIs who work the extra time periods  Community education classes should be investigated for parents in the incentive school communties  Saturday enrichment programs (Budgti items I School community members S - STUDY o M to a\u0026gt; u\u0026gt; 1 I R - RECOMMEND E - EVALUATE 0 - ONGOING P - PLAN I - IMPLEMENT PI - PILOT B - BUDGET ITEM I OD 01SECTION THREE STAFFING 11 86 02290 idINCE.'iTIVE SCHOCLS STAFF I-MQ me seiec factors in t.h selection cri able of succe ic.n and support of quality staf success of Incentive Schools, i ria and procedures will p-ovide tars will be criticel Carefully planned sta and \nScn.c: will ucnol urriculu.m of t.- s .must precar\nttaininc the coals and a sc, ror ctniz/ing s Is. fs t: dent Cncoing s a t sue t.he sta and ful LI?\" 'C:\u0026lt; SCHOOL OlSTx: Lui coirm- T (L.PSD) I.'JC quality personnel cao- r.enti nc ceve  cz: i 1 l.men 3XC P orccr r Inc el 1 en: otent s i i 1 I i i nee rec sta or incentive S will be S u. ah '.co IS, to sat cri c\nOLS S assess staffinc qua I ..ne co.-nit members, and t :== would be ct. de ror st ine pro suoer I- 20 or visors, principals, and ot.bar admi.nistratcr :r.p, to ures for , parents. s. 6. ST.\nFFi.\\'G M IS ASSE lE.'IT - Trie needs and interests of student populations in the Incentive Schools will be staff selection is initiated. t.be following. considered before Factors to be considered include S S f U11 V 3 3 n a a S V 5 0 .  C 7 \u0026lt; C ( . V 3 C * Number of students per grade level * .Pace and gender * Academic achievement needs end interests * Disciplinary/ needs * Social interaction needs  .Health needs Progra-m goals and curriculum of the Incentive Sc.^ccls will also be e.xa.mined. The L.'SO Incentive Schools Star immi 30 the.n utilize the student data, goals, and curric.lum to iden staffing needs for the Incentive Schools. will r 7 The following full-time pos't'cns are raccmrended for eac.h school but are not all inclusive of positions which may be identi during the needs assessment process. d Classroom teachers (1:13 pupil/taach.er ratio) Counselor Media specialist Music  87 02291Incencive Schools page 2  ?. . * Social Worker  Permanently assigned substitute teacher (for each Incentive School) * PAL reading  PAL math * PAL lab attendant * Resource * Speech  Scecialist for alternative classroom  Media clerk * Certified instructional aides (1 per classroom) * Program specialist * Principal sistant orincipal 'lon-certi ie-d sucer'/ision aids C. STA.-.= .1 S'JIT?iE.'lT - The LSSO Incanzivs Schccis SCa n will implement ongoing nationwide recruitment strateci Committee wi th special emphasis on recruiting qualified minority staff memoers. Current racruitment files will be maintained on an oncoinq basis. P^spective staff members also will be drav/n from promising scudent teachers participating in the Master Teacher Program (as mentioned in the Staff Development Section, Item ). 0. STAFF ScLECTION 1. The LRSD Incentive Schools Staffing Committee will develop criteria for principal and staff selection. be declared vacant. All positions in each school will Principals shall be selected first for each school so that they may be involved in staff sal ion and review of student data criteria will include, but net be limi the folIcwing. ion and collect- Selection d to, * Race and gender * Successful teaching and/cr administrative experience with at-risk youth * Record of commitment to quality desegregated education  Strong recommendations\"from a variety of sources (i.e., colleagues, princioals, college professors, and other administrators) I1 ... .. 88 022921 3^ : VS 1 3 Z. T-e LP.SD Inc w:ll work wi itive School 3 S: 5 4, 6. ce vs the Konan a ffinc ConTiittee lop job cescrioticns and s lining program and corer, Konan P.escorccs the positions. Depar corcss scial c toil rc n ihe LP.S3 Incentive Schools St will select 2 interview teens ct seven nenOsrs ccmooseo of  Psrsncs  Principals Other ac\nr tne nt tract rsnencs. will advertise the ffing Committee from five to fol 1 owi no. nistrators as acorcpriete he interview teens will concoct utilizing coestions desi commi tn coa i i ty clearly s coi reni or orospective .s ecrecated ecucat dial program ar.a h to the orincipals. 0 c intervi ews a'nine :aff remc^ on and oi s to line ractoal re- 3S wi 11 nake reccnnenCaticns The prin sals will than make rectnmendations to the Homan Resources Department, who will in turn make to the School Soard. raccnnendaticns . With Board aooroval, contracts will then be issoed. Principal and t a a one-year basis and invclunt ft will be hired on ry transfer or other decisions may be inacted at the'^rid of the.year, depencing on cuality of oerformance. (this will also acoly to aices. ceri , dspsncing coal ity ill a ice costocial workers.) Long-tern 1, and be issoed after a soccessfol f contracts may irst year. STArr COMMITMENT/E I i :peo 1. Staff commitment will be reviewed informally bv the teacher and crircipal cn an ongoing basis through the oss of clinical sotervis'on and monitoring of Individual Imorcvement Plans. Semi-annual formal review conferences also will be held. 2. Monitoring of staff effectiveness will be based opon student acade-nic achievement as measured by rormal test results and otner informal forms or measurement. Seni-annoal formal review Conferences will be held to assess staf ness. fective- 02293 B S9 i|I Incentive Schools page 4 STAFF DEVELOPMENT - A racially A. THE LRSD STAFF DEVELOPMENT PLANNING COMMITTEE balanced committee will be established to assess staff development needs, to plan staff development experiences which will meet identified needs, and to facilitate staff develop- The committee will be composed of IRC spe- c-alisu, teachers, parents, principals, and other acministrators as appropriate. ment activities. B. STAFF DEVELOPMENT NEEDS ASSESSMENT - Data concerning the needs and interests of student populations in the Incentive Schools will be collected and analyzed by the LRSD Staff Development Planning Committee. I..f^___'.i_ be examined includes, but is not limited to, the following: Information to * * Number of students per grade level * Race and gender * Academic achievement needs and interests * Disciplinary needs * Social interaction needs * Health needs * Attendance records * Tardiness records Program goals and curriculum of Incentive Schools will be examined. A survey of staff members to determine their staff development needs and interests also will be made. The LRSD Staff Development Planning Committee will use these data to identify staff development needs for the Incentive Scnools. The committee will then plan quality staff development experiences to meet the identified needs, mittee will function on an ongoing basis as staff development needs are identified through clinical vision and monitoring of Individual Improvement Plans. The LRSD Staxf Development Committee also will meet on a monthly bas.s to plan activities related to meeting the needs students who are achieving below acceptable levels of mastery. The com- super- The of The LRSD Staff Development Committee will act as facilitators for the staff development activities by coordinating, arranging speakers, and gathering materials. evaluation of staff development-experiences will be made by participants following each session. 90 02294c. MINIMUM STAFF DEVELOPMENT REQUIREMENTS - staff development experiences cro aa requirement but certainly are not all inclusive of experiences which may be identified durinq the assessment process. The following are recommended as a minimum needs   PET (1 cycle and a refresher TESA (1 cycle) course every 3-5 years) * Classroom Management (1 cycle) * Effective Schools Training . I  I  I I J I I 1 I I 4  02295 90(a) b.nee.'\npage E 1 is ' Coocerative L  ATiT .human .-1 I G. c ?3rgn /t\nuci 'en:or Te Sceci 1 c Princpa Z.-CHEP, CEMC.'.'S roc ram Commit bl e o r Qz- n 33 ra i n :c.n c ner .-.-ocr\nff Ceveic: \"jTan ? 5 , c r. ' I : :s':: Tcr  n: .Al\nCN PPCG.PAi'l - A C'ij will be stablisf v.'l I '.O S c t r - a ncn-e.nrarceb scbcols in in tn ive Sc.\" i .re c Ct ler mm G-' tee will b nistrator\nGist.' sad of a\n1 -n a 0 0 serve \nhe- Gencnscrd^icn ram c 3 I C3 1 accrapriate. in '.ne re struc en 2 2 ive Scbocls would serve in ns d b /:. on, procrams e gainec zr.r ana tnroucnc'Jt prin\u0026lt; :ais, a\ny of la\n-on ncn-ennanced so'-cols could come anc t uon C curriculu! tnese c\ne is honed that ic\"\nwnicn wcu'J ! 3 c- .-li 'ar natony : se-ve 1 i n- 33 ncc 13 3 T STE Comm^  TEACHE.P PPCG\n: A district I tee will be established to plan a cnen P--o centration cf student teachers H  zznr. in which and unive'-saries will be assigned. from sta posed of .teachers, princinals, other ad: The coitmi /ide, and local \u0026lt; .A will C ra.'O on- 1 '6CSS represen nistrators, a.n ives from state ard local colleges anc uni versi raouity M As was mentioned in Ite.m 0, the Incentive Schools wcuId ser-/e as laboratory schools where prosoective teachers woulc cain pract and meaningful e.xperiences in providing quality education in'a G^sga.ed setting, in meeting the needs ot stucents functioninc below acc------- \u0026gt;- -i- ------' able levels of mastery, estee-m of these students. , un and in enhancing the s ical A pool of prospective start members would be drawn fncm oromisinc student teachers assicne-t to Incenti'/e Schools tnrcuch the Maste-^ Teacher Program. The principal and college faculty refesentatives will moni the Master Teacher Program in the Inc areas of strengths and concerns. ive Schools to ident student teachers. Feedback would be solid of the Incentive Schools. This information would be shared with th -'J sta r. ASSISTANCE FG.P NEW TEACHERS A.'IO OTHE.RS WITH SPECIAL INSTPL'CTIONA.L MEEDS - An Instructional Resource Center (IRC) instructional specialist will be hired to provide ongoing assistance and suooert to teachers in the Incentive Schools who are newly hired or .-.ho are e.xoeriencing difficulty. Demonstration teaching, assistance with prooer use of materials and progra.m implementation, classroom Demonstraticn management, special materials and bulletin boards, environmental attractiveness, and other needs will be addressed through a _ _ 91 02296Incentive Schools cage 6 Teacher Ass:stance Plan (TAP) develccsd with incut principal and Director cr the IRC. Tron the This IRC scecialist will work with the Staff Development Planning Ccmmiuae to a^'^st training programs throughout the school yer ine District's Stafr Development Component will be directu' involved as a resource. I ( 1 1 ,1 1 1 4 I I 02297 92Committee Members\n.3AL: Dr. Pnosevelt Brown Ms. Arma Hart, facilitator Or. Katherine Mitchel 1 Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STA.-fJNG At.O 57, DEV-LOPK5K7 No. I. 2. Ma 1\n7o provide quality staff for achieving Incentiie School goals and successfully implementing programs OBJECTIVES iTSATEu S/ACTjviTIES and curriculum. I I, I Page 1 cf 9 r.ESJUi? Determine staffing needs and promote staff awareness of Incentive School concepts. Identify pool of prospective staff members and administrators. o to to US 03 1 CO CJ A. B. C. 0. E. F. Establish District Incentive Schools Staffing Conmiitee staffing needs for each Incentive School. to assess Identify staffing needs (classroom teachers and full-time support personnel, i.e.. counselor, librarian, music, art. P. .. social worker. PAL reading. PAL math. PAL computer lab. resource, speech, non-certified specialist for alternative classroom, certified instructional aides, supervisic\naide, permanently assignee substitute teacher, program specialist, principal, and others. media cl erf. assistant principal, Develop criteria for principal and staff selection based on race/ gender, successful teaching experiences, record of commitment to quality desegregated education, and strong recommendations fron. , variety of sources (colleagues, principals, and others). a Develop job descriptions to include special programs and conirac.ual requirements for staff and principal. Declare all positions vacant and advertise positions. Provide an indepth orientation session on each component of tne Incentive Schools for principals ano staffs of existing schools. Implement ongoing local and national recruitment strategies wiin special emphasis on recruiting qualified minority staff members february-March I9bs feoruary-March 198S February-Maren 1989 rebruai y-Ma.-Ch 3D. 1989 Marcti i. lyd'j February 15-28, 1989 February IE, 1989- Dngoing Associate Superintendents Assistant Superiii- tendeni Incentive Schools Staffing Committee Assistant Superintendent Incentive schools Staffing Conunittee iiniiiai. Kcs.\u0026gt;urces DireJtu: hufhuti J ij I ( u.. I v\u0026lt;i Assoc late Superintcndeiii j Assi stant Superintenueiit liuman Resources Dire.luiComrittee Members: GOAL: Dr. Roosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitcnell Dr. Mary Mosley, Chairperson Or. Cheryl Simmons, Recoroer staffing and staff development Page 2 of 9 No. 1\n(coni.) oeaesTivEs I STF.ATcuIES/ACTlV I a 2. (coni.) 3 . Select principals and provide orientation and training. A . Select staff. B. A. B. C. D. E. F. G. A. Maintain current files on qualified prospective staff memuers. Review criteria for principal selection based on successful administrative experience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superintendent's cabinet, assistant superintendent, PTA board, and others). Begin local and national recruiiment/applicaiion process. Select racially balanced interview teams of 5-7 members composed of the following: --------------- istrators as appropriate, preferable. teachers, parents, principal, ano other aumin- Experience in interview process i. Preliminary screening/interviews. Conduct final interviews. Make recoomendations to the School board. Plan and implement orientation and training inservice to acquaint new principals of Incentive Schools to job expectations, procedures and timelines for staff interviews and selection. I TI MELI I. February 1989 - Ongoing February b, I9a9 February IS. I9b9 March 1. 1989 March 15-31. 1989 March 15-31. 1989 April I, 1989 March 1-15, 1989 I F.Ei3U.3 human Resources bireciur AsSoCldlt Super I nl eiiuenl s Assistant Superintendents hunian Resources Uire. lui human Resources Direciur Associate Superintenuenis Interview Teams Human Resources liireciur Interview Teams human Resources Oireciur Superintendent Staff Development  Committee Associate and Assistant Superintendents o IO IO (O (O I ! Select racially balanced interview teams of 5-7 members composed of the following: leaciiers. parents, principal, ano other aoi.iin- istrators as appropriate from Incentive School Experience in the interview process preferable. teachers, parents, principal communities. April I - June 1, 1989 AssuCldle Sc. er Inleiiuenl l Human Resources bireciur IComr.ltiee Members: GOAL: Dr. Pnosevelt Brown Ms. Arma Hart. Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, ftecoroer ST, ING AND STA.-r DEVELOPMENT Page j of S No. I: (coni.) 03. JIVES STnATEGIES/AETIVTTIES I TIME it.ES i.. SOUS 4. Icont.) 5. Review staff member employ- ment/commitment and effectiveness on an ongoing basis. I B. C. D. E. A. B. Interview appiicants. Hake staff recommendations. Hake staff recommendations for employment to the Scnool board. Issue and explain one-year special contracts. Review staff commitment informally on an ongoing basis with semiannual formal review conferences. Monitor effectiveness tased upon student academic achievement measureo by formal test results and other informal forms of measurement. as April-June, 1989 April-Hay 31, 19bb May 1909 June 1909 August 1909 - June 1990 August 1909 - uune 199u liiierviuM icanis. Interview teams. Principal Human Resources (iirector Human besources (iirecior Pi in: Ipa I Assistant Superin\nen.lent Pr I n\nipoI Staff o M G\u0026gt; O o I ClComnittee Members: iOAL\nDr. Pnosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAffING AND STAFF DEVELOPMENT Page 4 of 9 No. II: To involve principals and teacliers in the develupnient and implementation of a Schools. quality academic program lor Incentive OBJECTIVES I. To promote/enhance leadership and staff understanding of theincentive School concept. 2. To develop curriculum specific to the Incentive Schools. A. B. C. STRATEGIES/ACTIVITIES I TJ/E.lltES F.ESuUf. S Establish in cooperavioii with the principils a detailso process and format for developing the individual Incentive Sc.iool P ----------------- March j-lS. 19bi I an. I Superintendent's Cabinel Assistant Superinieiidviil, Incentive Schools Assisi each building principal in presenting an indepth pre-orientation session for staff on each component. Assist each principal and staff with orientation in the Incentive Schools session for parents A.. . Identify each area in need of curriculum development. 6. Identify teachers for curriculum teams. C. Vian orientation and format for curriculum development. March 1-15, 1989 Haren I-IS. 19l\nJune IS-July 31, June I-IS, 1969 June 1-15, 1969 o IO u o I CD 05 Superintendent's Cabinet Assistant Superiniendeiit, Incenlive Scnools Superiniendeiit' s Cabinet Assistant Superiniendeiit, Incentive Schools Pr I nc I pa I s Assistant Super 1nttndenl. Incentive Schools Curriculum Division Supe'visors Prineipals Assistant Superiniendeiit, Incentive Schools Curriculum Division Supervisors PrincipaIs Assistant Supt .\"iniendeni. Incentive Scnaols Curriculum Division Supervisors I I I I Conoittee Members: Dr. Roosevelt Brown GOAL: Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAFFING ANO STAFF DEVELOPMENT Page 5 of 9 No. 11: (cont.) OBJECTIVES STRATEGIES/ACTIVITIES timelines f.E SOURCES 2. (cont.) I 0. . F. G. II. Review preliminary draft of revised curriculum for Little Rock School District. Develop additional components for each curriculum area. Proof and type Incentive School curriculum guides. Print curriculum guides. Distribute and provide inservice on the implementation of the curriculum guides. June 1-30, 19b9 June 1-3C. 1989 July 1-20, 1989 July 20-30. 1989 August 1-30, 1989 Lurriculum Teams Curriculurn Teams Curriculum Division Principals Curricului.i Di VI s loii Curriculum and SchuuI Division o IO ca O IO iCamr.ittes KemSers: Or. Roosevelt Brown Ms. Arma Hart. Facilitator Dr. Katherine Mitchell Or. Mary Mosley. Chairperson Or. Cheryl Simmons. Recorder S rIKG AND STAFF DEVELOPMENT Page t. of 9 1. No. Ill: X^S^WSgrllr lndo?ricte' exper.ences s. mat naff members ar. pr.pareo t... as.neve locer.iivt Sciiuc! 9'-*6 1 . I'h OBJECTIVES STRATEGIES/ACTIVITIES I TIMELINES Analyze staff development needs for principal. certified staff, and noncertified staff on an ongoing basis. o M CO o G\u0026gt; I : to on A. B. C. 0. . Establish a ^Laff bevelopmer.i Cornniiiee composed of teachers. IRC specialist, parents, principals, and other ao. inistretors appropriate to plan staff development exoeriences needs and interests identified threuoh needs necessarv to meet the assessment. Collect and review data on needs and irreresis of siuoer.i popiilation, targeting \"at-risk\" students li.e., nur.oer per grade level, race/ gender makeup, academi achievement needs/interests, disciplinary needs, health needs, social interaction needs, and atiehMance and tardines records). Conduct a survey to deierraine staff development needs and ifHeresis 11.e.. Staff Development Survey) as related to Incentive Schools Program goals, curriculum, and needs/interests of siuoent pojiulatior.. Identify st\n-f members who have not participated in the following required inservice experiences:  PET  TESA , Classroom Management * Effective Schools Training  Cooperative Learning/Lea'ning Styles ) ATiT Human Effectiveness Training (Elementary Curriculum) Parent/Educator Conriunication and human Relations Skills Assess s iff members n-.eds or. an ongoing basis through clinical supervisi n and nionitciing of Individual Improvement Plans. j RES( bflBIllTIES August 1989 - June 1990 August 1989 August 19BS/ August 1989 August 1989 - June 1990 1 I Ihceiiiive sc .jcis Pianning Ci aillce Prin\nipal Staf f Principal Staff Oevt 10 nine nt landing ( oauiii t lee Prine I pa I Principa I2. 3. o M G\u0026gt; O r, hS Na. Ill (cont.) .nsei' Hid ridfi 1 fcr lir, Kdtntnne Hii. fc:i11 lell cr Dr. Mary Motley, Ciiairperson Lr. Cneryl Sim.iions, Recorder OBJECTIVES STfiATEGIES/ACTIVITIE\nSI. Plan staff development exoeriences on an ongoing bails. I Implement staff development activities. Implement Teacher Demonstration Program. i I 1 CO CO 6. I TIME.INES I RfSPfliT.S'fill TIES Plan a minimum of me following staff development Incentive Schocil staff memoers:  PET (1 cycle and a refresher  TESA (1 cycle) dct\u0026gt;v)tifc$ for August 1989 - June 1990 Staff Oeitlopn.-.-nt Committee course every 3-5 years)  Classroom Management (1 cycle)  Effective Schools iraining  Cooprrctive Learnin.g and Learning Styles  ATS Human Effectiveness Training  Parent/Educator Communication and Human Relations Skills  Mentor Teacher Program AT\u0026amp; Tne LfiSO Staff Development Committee will conduct mo -.nly meeiinns for 000(00 OlaOniOQ of St^ff douAlnnma.n..r er.. ve .I.il ujj ,11 I y _|_U_C L _I IK ogoiog planning staff development experience, related to meeting the needs of students i.no are achieving oelow acceotaol levels of mastery. C. Tne LRsD Staff Development Committee will plan staff (level A. B. C. A. 01 e activities on an ongoing oasis ss needs/interests are idem -enu: UrX'In hLis' \"\"\"'-''9 \u0026gt;f Inuiviiiiial Implement Staff De lopment Coumrtee activities in order t\u0026lt; faci11tatt staff leu cjalhering mater.abK\"\"'\"' ^ranging sptai-ers, s'laff development actintiet. Evaluate staff developiient experiences evaluatel. U se inf-oni.etion for future planninq. tstahlisii a di sirici-wiue ciwr.iiiee i Program wi -e--r--e tea- c ne_ rs** taati tLnflvv Incen: tor teacn.rs in non-ennanced scnoc s oe compcscj of teacners. principals. 11 (Participants will -C1 an a leaclier |ni\u0026lt;j(.\n ra   .11. tnonis will serve as models S' atei.'ide. Ine comm t tee will a d otlier administrators. August 1939 - June 1990 August 1939 \" June 1990 AnduSt 1989 - June 1990 J..I, li Ju I ( I SdS* - June 199c Har.'i,\n. iDdf 11 I. I DBS I E:afi Develcpiiivot .oniiiii t ite Lsf: Oeiclopmuni .ommi 11 .-e Prill. I pal itaf Oevf iupment Lon Jill lite Staff Duvuiupiiiuni comm 11 tee Presenters Staff Presente:\nSldf I Inct-niivt s.-iiuuls Planning Comimtl, Committee Members: iOAL : Dr. Pnosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Hr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAFFING AND STAFF DEVELOPMENT P6\u0026lt;jc o of 9 4. 5. No. Ill (cont.) OBJECTIVES (cont.J Implement a Master Teacher Program. I B. A. B. C. STRATEGIES/A.TIVITIES timelines RESPf TIBILITIES Implement the Teacher hemonstrotion Program. The principal in each Incentive School will monitor tlie Teacher Demonstration Program and identify areas of strengths ano concerns These shall be shared with the staff fn each Incentive School. Establish i districi-wide committee to plan a Master leacher p JD BPich c concentration of student teachers t'rom~TocaT wi(H colleges and universities will oe assigned. t7?7T....,, ... . u. i,\nuv,,cik principals, otner adrinis'ra- tors. and faculty representatives from local anc siat wi. be composed of teachers Pl inram and stote- Tne committee L j| k end uni vers I ties. Implement a Master Teacner Program in eacli lirentive Scnool. Maintain a pool of prospective staff members drawn from the student teacners assigned to Incentive Schools through the Master T Program. tacner August 1989 - June 1990 Audus\n198P June 1990 April I, 1909 May 1, I9\u0026amp;9 August 1989 - June 1990 August 1989 - June 1990 O IO G] o UI ' 1 TcjCi.er Uei.jnsirat ion Program C. iiwr.i ttee Incentive Schools Staffs Visiting teachers/ oOminisii .tors Prine i(ia1 In.einive ScnuOii Plan., ng Committee Master, teacher Program Committee Master leaciier Program Committee Incentive Schools Staffs Fault! Representatives f rod. col 1 eg,. and uni vers111es. Principal Human ReSourses Direnor o cK i'aers: '.5 Pn.-stfei\nfcr\ni Arm, r.ir l\u0026lt;r. Kaths- h Lr f irv I t. i t. I i 11 C.itcr.sll ley, Cnairi cr son br, Cneryt St. rs, ht:aroer t I P\n. 9 S. 6. ht.- Ill (com.) OBJECTIVES (com. I Provide assistance for hired teachers or those newly experiencing difficulty. I D. A. STRATEGIES/ACTIVITIES The principal and college faculty representatives util monitor u..,, r  -------  ''H'I ve a *'^\u0026gt;''1*^ schom areas of strengths and concerns, staff In each Incentive School.  and ioen. ity Thes shall be shared witn the cne Select and hire specialist who will provide needed Schools, f \u0026lt;'C\u0026gt; ins.ructtonal c 1  assistance for the Incent ua Special needs will be identified - Plan (TAP) developed for teachers room. and a Teacner Assistant needing assistance in nit class* e I timelines August 1989 - June 199u Hdy-June 19H9 I RESPO'i :tlLITICS Irtncipol faculty h-. froii. c*.l . fcsestoiivf$ les oniversitles nd Princiud Huifian Resources U O rd u O Ot I I I o! II n II SECTION FOUR PARENT INVOLVEMENT II 102 I I t J I I I I I I II i 1 II f w n I Resear I1'CE?,'T I cCnOOL PROCSiM par-XT IXVOL7 ?rT parent PoU=ake their school -ne r e activities. Not all famil activities involvement. ers_consiscanciy rank anong the components of effective schooir.' continuously support and encoura'ce Idren have an advancase _ les know how co become involved  n c-r,r,r,i i anG_^noc all schools accivelv I,!, p\" .S'.nool-relaced Ci y Ciiuourag problem of desi^--- discussions o involvement Surveys of five main  1 /J - mg. g^dng, implementin o , encourage and direct parent ------ on how to solve =nd evaluating successful the C programs and the most useful MmnZ p successtul parent teachers, princxoa^s^pa^ents involvement, types or parent involvement. Cudents, have icencified me most a i-i 0 2  ood, nts bast involvement of clothing. parents is providing for the safety, heal th hei ter, and general ell teacr thetr c 1 baste icren cognt tt in their cm id reari bJ^mrSinrfamilv'r/fr'serc^^a^\"'^ = ________ .u.pTt alertness in school, providin^'suDol^Zs ''dich allows for getting them to school on m'ne  space for homework and child Idren ng acttvicies and e and soctal skills prepare them for school. e,.setciJrrilerorn^-\"T?.?..!\"yi'^?. support school, on time. Most parents meet che*r when these obli obliged to and skills, o c.n Once scions era noc \u0026gt;c assist the family. astrators and teachers ana sxills, some schools cake uncerscand and co build school learning and behavi worksnops, and programs discipline, Because parents vary in their active roles in heloinv parents to _  . , -------- in heloin positive home conditions for or. on parenting J o may be e.xperiences their children's These activities can'include publications, o f attendance, homework, _____ cit'orc a-ri services and other citrons anc practices that child development, community resour a television viewin affect student  f nutrition, the use of topics related to home success in school. con- communicacion from thePschocl'cocha''^'h^^ common to all schools is to inform parents about p'-r.-- home. The school has an obligation and parents are exoected cS act^on^c^e^p children's progress, schools send home memos, c^Sars of th^ receive. - soecial evpnt'! J.-___School year and nocicp\u0026lt;? special events. Some districts All year and notices of also offer taped messages Ideally, a school's topics that they can access by phon can ba caaagnnd so bhac useful massages, IdaaX.nd CO school. , , - - - - that useful school to home and from home so on various communication questions go from A chi d and most commonly known . ana most commonlv known tvne nf na.\".,..  . s to the school building usuallv^T^ r- involvement brin Volunteer Assista-c- Parent I,m conneccion wich Parent ist-..c-. Parent Audiences, and Parent Attendance at Wor' paren t gs shops. at Work- beyond'vnu^ola'asJisc^ancrinPclas^ri''''^''\"^ non-teaching duties. Havin? instruction, and teachers to renuAer -----active at school encourages go teachers t their chil equest ocher parents to conduct learning home.  a n 02308 encourages activities with Z . 10o learnin A fou. I? 9 major of parent involvement . vicies at home. The learn, n! assistance a vich The learning general skills and behavior\"ort!^^^??^= designed are directly coordinated with the chlldre^'rjLrss'J\" co build coor making 9 participat school comm school, dis advocates f: co formulae, or budgets\nor scaff\nfederal or cype of parencs in decision in goverance , PTO, or other \u0026lt; ance and advocacy grouos. Pa parent advisory ^formal -e, and scace levej. Ihee': \" 5 iiT PT.A c Cees, children\npar cici pate or revise school polici .  groups may be active as or statefunded and act autonomously arcicipate in the selection of new J school-related programs. a , - - These decisic but they are part of the cure, under the leadership of'school, co'^Prenensive program, however, Pajcents at all grade aUl communi\"  discricc, 0 children. on with ciori ties, . curricula, incipals, teachers, cvities mandated bv making bodies icial governin may meec scruc- or state administrators, types will be effectivelv leyels^ should be involved in ^uroose- \" acucaticn of their own all five Che school, and in the We are only beginning to understand which and locations of parent involvement lead to fa.-k. u- luvuivement leaa to soe ceacher achieyemencs, attitudes and behaviors. rr anree 1 .. _______t.. cn types, formats, urequencie\nco successfully involve parencs by coordinating cific student, parent, and rrincipais can help teache: supporting programs to strengthen that involvement, loping parental involvement activities are listed below: We e.xpect the activities to be on~going. 9 f and by plannin 9 process of deve- Some suggested 1. 2. Of 3 opportunities for adult Escablish community ecucacion. 3. 4. 5. 6. ! . 8. 9. with Recruit an Incencive-vide Parent Internship Proz-am uroose omni -------------- crogzam Che purpose of employing parencs as teacher aides. teacher aides and other qualified. incentive neighborhoods for for whic.h they are Estaolish a Parent Center in each school Assume responsibilities for of a monthly development and distributions communications packet. Prepare and distribute Parent of events. Handbooks and monthly calendar Require at least two home visits. Parenting education classes for mothers. ftI GOAL: I I 1 . PAREI.'T IS.'VOLX'ErtliT H'PLEMEHTAl 1011 PLAN ESTABLISH AND IMPLEMENT A PROGRAM FOR PARENTS NECESSARY FOR EMPLOYABILITY AT ALL LEVELS OEJECTIVE E^esign b administer a needs assessment to determine community interest and need S - STUDY R - RECOMMEND STRATEGIES/ACTIVITIES 1.1 I or STUDENTS IN THE INCENTIVE SCHOOL kITIlIK THE SCHOOL CO.MMIINITY. TO EQUIP THEM UITII JOB SKILLS IHPLEKEIITATIOII SCHEDULE 19B9 1990 1991 f fer opportunities for  ult community education 1.2. Establish an Incenclve- 1.3 vide Parent Internship Program vith the purpose Recruit parents from the Incentive neighborhoods for teacher aides and otl 2 1992 199? 1994 199: 1 .A E - EVALUATE 0 - ONGOING 2-89 2-89 tor vhich they r are Establish mentorships bet-veen teachers and parent: in the incentive schools P PLAN I - implement PI - PILOT B - BUDGET ITEM I pareiit i:\nvoLVi'tia IKPLEKEt.TATIOIJ PLAN GOAL: actions ^ud eac?^6ns?^ T7,rEm\"cAnoToccuRj{NG^ ' WHICH PROMOTES GOOD, POSITIVE inter1. objective STRATEGIES/ACTIVITIES lliPLEMEHTATlOH SCHEOULE Establish a Parent Center ii each school m------ Provide I9S9 1990 1991 1992 1993 199A resources \u0026amp; staff to noufe/operate the center whic loan materials to U i IE parent 199: rrr Train \u0026amp; employ a parent in the community to center operate the 773 ormulate a committee I parents and other personne1 on materials -------- to make composed school recommendat1 n ns h s I 1 F o Assume responsibilities for development and d i \u0026lt;r , \u0026lt; u... _ o f a evelopment distributlo f a moiitlil)' communications packet on I S - STUDY E - EVALUATE I R - recommend P - PLAN 0 - ONGOING I - implement B - BUDGET ITEM PI - PILOT O J ! (TiI 5 PAREUT IHVOlVtKtl.'T IHPLtKEUTATION REAM 1. GOAL: INCREASE PARENTAL COMMUNITY INTO THE INVOLVEMENT AND SUPPORT SCHOOLS. BY developing ACTIVITIES AND PROGRAMS TO ATTRACT PARENTS AND THE OBJECTIVE STRATEGIES/ACTIVITIES IITPl EKcfnATlOH SCHEDULE Develop a program that vill assist parents 1.1 I9B9 1990 1991 1992 1993 ....a  ----------- understani and carry out the expectations of the school out the Offer mini-vorkshops such as: study skill line, management, pre- ^^^^8 skills, financial time s on topics .discxp- manag'eiiient, oevelopmentaT learning skills 1.2 Request that parents come to the school at least year to pick up the card______________ tvice a report S - STUDT R - RECOMMEND 1994 199! 1.3 Provide and , require opportunities for counselors direct contact with through scheduled home visits E - EVALUATE 0 - ONGOING to have parents meetings and P - PLAN B - BUDGET ITEM I I - implement Pl - PILOT J9. G I PARfllT InVOLVECEia IHPLEMEHTATIOII plan GOAL: OBJECTIVE STRATEGIES/ACTIVITIES I .A Each school shall demonstrate the use of in the community resources instructional program 1989 2. Use .  parent recognition as a tool for community and parent involvement 2.1 Recognize PT. - . parents monthly at PTA meetings for ' school's expectations meeting the lliPl EHEIJIATIOII SCHEDUIE 1990 1991 1992 1993 199 199! 2.2 Recognize a I - community person monthly at PTA meetings for school involvement I 2.3 Display parent/communi tv rernortliizv^ _______ recognlijon awards hoard In the on a bullet entrance hall in S - STUDY E - EVALUATE R - recommend P - PLAN 0 - ONGOING B - BUDGET ITEM I - implement PI - PILOT J( I PARENT IJiVOLVErEl.T IKPLEKEHTAIIOII plan GOAL\nOBJECTIVE STRATEGIES/ACTIVITIES 2.A Provide school lunch and etc . for award voucher winners s S - STUDY R - RECOMMEND 1999 ikplehentatioii schedule 1990 1991 1992 1993 1994 1991 I 'l E - EVALUATE 0 - ONGOING 2.5 Involve students in the selection process of award Vinners P - PLAN I - implement 1 I B - BUDGET ITEM PI - PILOT   I PAREfIT I.WOLVEHEMT irPLEHEHTATion PLAN GOAL: OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 2, Establish a systematic approach to effective communication betueen the home and school yrr Identify at least three (3)key communicators as a vital for all to rely sourc ! upon 272~ --------------------------------- Teach parents the system for advancing support and concern for the school -.J Establish community resource list of role models and mentor a j 1989 1990 1991 1992 1993 1999 199f S - STUDY R - RECOMMEND Tn\n Invite community patrons of pre-school youngsters to PTA meetings and other parent involvement activities, E - EVALUATE P - PLAN 0 - ONGOING B - BUDGET ITEM I I - implement Pl - PILOT I J PAREIIT inVOLVPi\nT ICPLEMEKTATIOt\nPLAH GOAL: OBJECTIVE STRATEGIES/ACTIVITIES 2.5 Require parent attendance at PTA meetings and other school related activities 1989 IKPI EKEtITATIOII SCHEDULE 1990 1991 199Z 1993 1994 199\n27b -------------------------------------- Prepare and distribute Parent Handbooks and monthly calendar of events i 2.7 Require parents to sign homework assignments, projects, etc. 2.8 Require parents to call the school to report absences and retjuire the school to call the home and document reasdns Tor absences I S - STUDY E - EVALUATE P PLAN R - RECOMMEND I - IMPLEMENT 0 - ONGOING PI - PILOT B - BUDGET ITEMI IO PASEtIT Im'VOLvmcT IHPLEHEKTATIOII PLAN GOAL: OBJECTIVE STRATEGIES/ACTIVITIES IITPLEKEIITATIOH SCHEDULE I 1989 Require contractual ment from parent s s - sTuor R - RECOMMEND 3.9 ----------- Require at least two (2) home visits comraitt- 2.10 Require all parents to sign contracts by having parents sign contract prior to enroll- mnx_p_IflceDllye Program E - EVALUATE PLAN 1990 1991 1992 1993 1994 1991 0 - ONGOING 1 - IMPLEMENT B - BUDGET ITEM Pl - PILOT 1 I I P9. 11 PAREHT lUVOLVEKEKT '7 ** ihplekehtation plan GOAL: TO HELP MAJOR ENHANCEMENT SCHOOLS TO ENHANCE THE-kailE7EMENT'5rCHnD2ENj resources, opportunities and strategies OBJECTIVE STRATEGIES/ACTIVITIES IHPLEMENTATIOH SCHEDULE Strengthen linkages between the home and the school Parenting education classes for mothers 1989 2-89 1990 1991 1992 1993 1994 1995 O 2. Evening and Saturday claase to expose children to the importance of Science/Math a\nmeans to a better future 2-89 S - STUDY R - RECOMMEND I 3. E - EVALUATE 0 - ONGOING Use school as community center at minimal to user. P - PLAN cost 2-89 I - IMPLEMENT B - BUDGET ITEM PI - PILOT 7 papeiit Ka*OLX'rijT IKPLECcliTATlOti PLAN GOAL\nmJ?!* base of all teachers on AFRICAN-AMERICAN HISTORY - traditions, mores and OBJECTIVE STRATEGIES/ACTIVITIES implementation schedule Tlal se the trust level between the school 1. In 1989 1990 coinmuni c y. and the 2. S - STUDY R - recohkeho service courses for teachers and school Develop a speakers bureau for community groups in th school ---------- issues reau zones on education X X 1991 1992 1993 1994 1991 X X X X X X X X X X I 3. E - EVALUATE 0 - ONGOING Develop a calendar events of activities ^choo1 of neighborhood and post in the P - PLAN B - BUDGET ITEM X I - implement Pl - pilotP l. IJ PAScHT KiVOlV-rj'.i ir:?LrEriTA7\nc:i pix,-* GOAL\nI I OBJECTIVE STaAIEGiES/ACTIVl S ll!PLEIltllTAT:O:i SCHEDULE IE 4. Develop an act that place hi-?h value on neighborhood pride - .O3ter con- test, talent shows, _particlpation in parades, etc., ccordinated bv school staff. 1E3O 1951 I OC9 i 993 1994 199: I S - STUCf E - evaluate R - RECCMMEIiO P - PLAN 0 - ONGOING I - iHPLEHEIlT B - 3UO5ET ITEM PI - PILOTll. 11 PAnt\nr OLViCif.T I I. goal\nESTASLISil A SHARED COVERXA.'.CE TEAM IN EVERY SCHOOL CSJC?.E voraiulate of and a i irainistracors. governing boEv . parents, teachers to establish school policies and procedures I S - S.UDY R - h :0KMEH0 s: '!vi:is 1.1 Provide\nSS9 an parents are t rustuorthy atmosphere where open, honest \u0026amp; 1.2 mO b1t,1a in 'm\"aximmuumm iinnppuutt prior to making decisions by involving mmoorree poeeonpnllea in decision *riig making 1.3 Create a sense of decisions ownership in through involvement E - evaluate P - PLAN 0 - ONGOING S - BUDGET ITEK IHPLEK l=?O I - illPLEKEf.T !? = 1 VlOH SCHEDULE !E93 '1 - PILOT 1 oa 1 h II \u0026lt; t a a SECTION FIVE PARENT RECRUITMENT I !t aI i H M M INCENTIVE SCHOOL PROGRAM PARENT RECRUITMENT Aggressive marketing and recruitment are success or the incentive school prooram. incentive school program is the first st recruitnen* procram. are essential to the overall Careful marketing of the rst step toward an effective ----------------- VW..W, a,, eift-ccive 2^' t^e.parent recruitment program will focus on p,vv,u,uy yenerai inrormation to the the ini-ial community will be targeted during the tne inmal phase of marketing activities. community. providing general information Recruitment will be an ongoing The purpose of - process at the incentive schools uhe recruitment program is to encourage voluntary incentive schools to comply with assignments that will enable the i the desegregation requirements. I. To provide school program''\"'''\" community about ths incentive A. 8, C, 0. E, F. G, H. I. I I I I j i - -------' *J 3' vup League, Greek organizations. ^centive school program to special P:- Junior T . - a- - Ministerial Allianria Tri-Oistnct Council, ACORN, etc.).  Conduct information sessions at churches located incentive schools and churches throughout nity with large memberships. Conduct information near the black commusessions with special audiences. ?Spiaza%^n'^\"wJ\"?T^?\" University Mall, h Wal-Mart Stores, Safeway Stores, Kroger .stores m the black community will also^be targeted for information booths.* Special media coverage.* Develop highlights sheet for distribution to all parents (and new elementary parents). Use telephone hotline.* Place highlights sheet in local businesses.* Special media stations. coverage from State Press and black elementary radio stulpn- in conjunction with promotion of studen\n. assignment plan.) new ( I I i I 1 i \u0026gt;3  I  i ! Incentive Schools Parent Recruitment page two II. To implement ri VO erh 1 'ecruitment program that i -dhools cP comply with the desegregation requirements': A. SROCHURES -- Produce a brochure for Brochures should include: diqal, special resources. 8. C. wiH enable the incen- _ eacn incentive school. Photo or scnool. photo of prin- partners-in-education?nfo?m'a?[on''-^''\" information, list of staff -- ^^*3n^3 rscsi hnnnpc nemoers with brief credentials, honors, PSA'S -- Produce .-------- generic public service a all incentive schools. nnouncements for bus benches, etc., to adver- tise generic information about incentivo schools ' throagnout donated space. SKi:s.\"s\n5~ incentive schools. E. videocassette recordings to be :: o-,5 minutes) (i.e. PTA meetingS/PIJiSrs! S??\" Presentati ons F. FLYERS -- Produce generic incentive school flvorc tn (E^aiSle: Insert If Ji io companies' bills: mass mailings to all ^bRSD and PCSSD, e.xcept soS^hlas? quadrant) ' =' \"oppe ooportu- . -  . w J |,,y mties at incentive schools. H. ^i^bool (using secondary attendance group preference as an scnool broctares  zones)'. Stress assignment option. \"For^our Information\" tours etc ^with  businessmen, realtors, euu., wipn the incentive schools. to acquaint parents, I I I I 1 i I I I I i I il . 119Incentive Schools Parent Recruitment pd55 \u0026lt; STATE_OePARTMENT OF EDUCATION - ti cn - Seaue t a sped al designa- ijcation (i.e. \"Five t^ncation F incentive schools to be used in mar\u0026lt;eting Star Schools\", CzcEsRITIEi -- Seek incenti local caleorities. ve school aorsements from Arrange visits bv events, special ceremonies, etc., to ca\"e-at- media coverage. i-.e. dt.. meoia 1ebri ti es. news L. Conduct meetings with NLRSD and PCSSD tarents and PTA grcuos to encourage M-M transfers ince.^ti^ schools. .1. PARENT RECRUITERS - Hire two oarent recruitment activities. iters to conduct JI. SPEAKcR'S BUREAU -- Establish a soeaker'? ----------- J bureau for each 'ne parents of white students enrolleH ,n the incentive schools will be encouraged to serve on thP bureau along with celebrities, teachers,^ incentive school. etc. r 1 J I III. To monitor and evaluate the effe^'tivpop'^c -- -ho * program for the incentive Lhoo!\n. recruitment The Little Rock School District Bi-racial Advisor on =-\"onon,\n-n\npn al so serve Committee will recruitment program. motive school trict Office of These reports^iiiai^o^\nShansi\n??h''S?J\nSe Rock School District Board of Directors. 1 I 1 i i bi-monthly report ce of Desegrega- Advisory Committee will review eac.n Directors and/or Ofr\nce or uesear=aa- needed in recruitment strategies/activities.^ The bers with exnerr^y will also appoint two ex-officio mem- c-ittee 120Incentive Schools Parent Recruitment page four The 3i-racial Advisory Committee will evaluate the quarter. The evaluation of recruitment program will be addressed in the quarterly monitoring/evaluation the incentive school program. the recrui tment report on I _ . 121|*  IMMMpj  ji'. ?ltn (Yer) 1: I. IKPLSHi GK 7:h-l:i:e Oivls ion Tn prnultla paner*! Infnnmtlnn tn th rnmiin 11y ahnilt the Inrnntlun nmnraa OBJECTIViS STRATiGIES/ ACTIVITIES BESliailNG DATE completion DATE COSTS RS?OHS:E!L!7Y Infona special Interest A. groups and seek their assistance tn disseminating information to general public. II. Conduct special information campaign in black community. o to (O to I I I So to Mail final report on Incentive school program to special interest and community groups. 1. Get Court approval to release Information on Incentive schools. 2. Design cover for fine report and print. 3. Update mailing list o community groups. Conduct Information sessions with special audiences. 1. Send invitation and information to specie interest groups. A. Conduct Information sessions at churches. 1. Identify churches and contact pastors. 2. Schedule and publicize sessions. 3. Send Information pack age to other churches in the black communit March I Feb. IS Feb. 1 Feb. 1 March I March 1 Feb. IS March 1 March 1 March 6 March I Feb. 15 Feb. 15 April 24 March a March 1 April 24 March 15 Associate Supt.- Desegregatlon LRSD Attorneys Assoc. Supt.-Deseg. Parent Recruiters Assoc. Supt.-Deseg Assoc. Supt.-Deseg. Parent Recruiters Student Assignment OfficerPage Two Msr\ncK TZMSirct n (Ttsr)  Reipor.sioie Jainca Jennings___ To provide oeneral infnmutinn tn the rnmnnnlty jhmit thw inrantliie nrnnram 2 i V i s i c n ___________________________ Program/Ares Incentive Sfhnnl\nC50 v: s STHAT S/ ACTIVTIxS BxSIIhIIHS DATi COKPltTIOH DATE COSTS K-SrONSISILZTY B. Special media coverage from State Press and black radio stations. March 1 April 24 Distribute Infomation to parents and coonun- tty. O IO u IO CD I ro CO A. B. C. Develop highlights sheet for distribution to all elementary parents. Establish Saturday information booths at University Mall, Park Plaza HaH and Wal-Hart . Stores.* Place highlights sheet: in local businesses.* . Special media coverage* . Use telephone hotline* * Will be done in conjunct! I ! t Feb. 15 Harch 1 Harch 1 Harch I March t on with promotion Harch 22 April 24 April 24 - April 24 April 24 of new student assignment plan Assoc. Supt.-Deseg. Communications Dept. Assoc. Supt.-Deseg. Parent Recruiters Communications Dept. Parent Recruiters Communications Dept. M .J Page Three IMPLaiiir CK 7IsL:: Lt Plan jsn F.tpor.iiD, jamsi Jenn I no a : !Q jfflglement a rprmltnwnt pi (Tetr) .ornnrm Ihat-Mlll allow, the lnfgntlu schnnlt tn rnanly with thp rtp^pprpnat inn reniilrAmAnt, 01 vl$ icn ?ro$rem/Are8 OS-iCTIViS STiUT Ai 5/ ivTiis SiSinilNS CATE coKPirriOH DATt COSTS KiSrONSIalLiTY I. To utilize a variety of marketing strategies to recruit white students to the incentive schools A. Produce brochure for each Incentive school. Brochure should Include -Photo of school -Photo of principal -Special resources -Programs -Theme Information -Partners information. -Grants received -Honors -List of staff July 1 Nov. 1 Assoc. Supt.-Deseg. ( Schools Asst. Supt.-Incentive Schools Incentive School Principals Communications Dept. Parent Recruiters I B. Produce generic public service announceawnts for all Incentive schools. C. Use billboards, bus benches, etc., to advertise generic In-  formation about Incen-  tlve schools. 0. Conduct an ongoing medi blitz to heighten publl awareness regarding Incentive schools. a c June 1 August I March 1  Ongoing Ongoing Ongoing Assoc. Supt.-Deseg. CooMunlcAtions Dept. Assoct. Supt.-Deseg. Communications Dept. o IO u IO Ui 4*I. dge Four iHPiSMStr CH 7:KL:i:i -ti ?lin (Yesr) sen Sespor.siDie James Jennings . 1\nlo Implanent a recruitment ornnram that will allow the Inrpntivm schools tn cnanlp-NllD-the.. deseareoat Inn reauXruaenls IIP. Dtvisicn ___________________________ Progrtm/Area Incentive Srhnnl^ CEJiCTlViS STRATEGZ-S/ AC7IV7iS seaiHHiNS CATE CCHPtmOH DATE  COSTS RiSrOHS.BlLITY o to u to o 1 h) cn E. Produce short (10-15 ninutes) videocassette recordings to be used In public presentations. F. Produce generic incentive school flyers to be disbributed throughout Pulaski County. 1. Insert flyers in untllty companies' bills. 2. Hass mailings to all K-5 white parents in NLRSD and PCSSD (except southeast quadrant) G. Follow\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eMarketsearch, Little Rock, Arkansas\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_518","title":"Incentive Schools: Scholarship program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","Scholarships"],"dcterms_title":["Incentive Schools: Scholarship program"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/518"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 VOLUME II \\ i 1ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of trust fund to provide future a college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3 fLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN (Edit Copy) Pages 219 - 490 _ May 1,1991 I In order to be successful, the incentive program must address the academic, social and emotional needs of all student participants. The incentive program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive-school program committee the parties will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1089, tihe commi-tetee parties will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee parties will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. Re: 02234 Page 261RRR V   R I The Desegregation of the Little Rock School District Preliminary Plans LA' if November 1, 1989 :i si f Incentive School Plan The purpose of the Incentive School program is to promote and ensure academic excellence in schools that have It is believed that the been difficult to desegregate. Incentive School Program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire District. In order to be successful, the Incentive Program must address the academic, social, and emotional needs of all student participants. The Incentive Program must also serve as a recruitment tool for meeting the desegregation reguirements in these schools. With the proper resources and expectations, the Incentive School Program will serve as The a model of excellence for the county, state and nation. success of the Incentive School Program is directly related to the success of the long-term desegregation plan in the Little Rock School District. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can learn, and broad-based community support, these ideals are coupled with the availability of financial When resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that enhances positive self-concept for all students, but especially for those students who have been identified special-needs students. Also, all students will have as equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. Students will be encouraged to pursue post secondary schooling. Each Little Rock School District (LRSD) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. -27-TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Magnet Incentive School Programs The attached document is a joint submission from the Little Rock School District, Joshua Intervenors, and Knight Intervenors. This submission should be regarded as a supplementary document to the incentive school plan included in the Tri-District Desegregation Plan, January 2, 1990^ - The parties reached consensus in all areas except theLscholarship program and / 'Staffing. Please note that the Little Rock School District provided separate  recommendations for the areas of scholarships and staffing. The parties look forward to meeting with the Metropolitan Supervisor's office in order to discuss and resolve the areas of disagreement.OBJECTIVES AND GOALS The schools referred to heretofore as \"Incentive Schools\" shall be referred to and known as-Magnet Incentive Schools. They shall have two (2) primary objectives: 1) to effectively eliminate academic achievement disparities which exist between pupils who attend these schools as compared to those pupils whose academic achievement is the highest in the school system's \"best\" school\nand, 2) to be established simply as schools which are racially integrated and racially non-identifiable. IDENTIFICATION OF MAGNET INCENTIVE SCHOOLS The district presently operates six schools which, by court definition, must be classified as \"racially identifiable\". These schools are attended almost entirely by pupils of African American descent. Those schools and their respective locations and pupil capacities are as follows: SCHOOL ADDRESS CAPACITY 1. Garland 3615 W. 25th, LR, AR 300 3. 5. 6. Ish Mitchell Rightsell Rockefeller Stephens 3001 Pulaski, 2410 Battery, LR, AR LR, AR 911 W. 19th, LR, AR 700 E. 17th, LR, AR 3700 W. 185th, LR, AR 200 280 240 340 260 2. 4 . 1 1,620 1 Metropolitan Supervisor. The term \"Magnet Incentive Schools\" was introduced by the , The term is subject to change by the office of Metropolitan Supervisor. These schools will not be under the jurisdiction of the Magnet Review Committee.BASIC CONCEPT The children who attend the Magnet Incentive Schools have been, are being and are likely to be deprived of equal educational and other expected advantage due to the racial isolation of these schools. These schools are likely to remain one race schools until the Court approved plan herein has had a reasonable opportunity to work, i.e., to assist in relieving their \"one race\" character. This is expected to be achieved under the plan within six years. The pupils who attend these schools in the meantime must have basic, compensatory and other need related educational and support programs which exceed those available in other schools of the district if their chances for equal academic opportunity are to be maximized. Major incentives within these schools are therefore required. The objective is to provide the best basic skills i programs and enrichment available as well as a full range extended J /' day and Sa^^rday programs which address individual needs and interests. The school district shall rely upon the strength of the core curriculum, strong teachers and administrators, enhanced programs and post high school graduation scholarship opportunities as factors through which to promote racial integration or desegregation of these schools. The school district shall also promote desegregation in these schools by establishing early childhood centers in each of them. Four (4) early childhood centers will be operative by August of 1990. The other two (2) will operative by August, 1991. The I premise of these centers is that they can be racially integrated m tfrom the outset and that the students who begin their education therein will continue thereafter due to the strength of the varied programs offered. THE BASIC PROGRAMS OF THE MAGNET INCENTIVE SCHOOLS The Magnet Incentive Schools shall operate basic skills programs. The design of the Williams Magnet School curriculum shall be the model used. All classes of the school shall be inclusive and all pupils therein shall be mainstreamed. The special needs of pupils shall be addressed, pursuant to Student Education Plans (SEPs) for each pupil, both during the regular school day. in the time following the regular school day. on Saturdays and, if necessary, subsequent to the end of the regular school year. A major objective of the basic skills programs shall be to insure exposure of all children to the same course materials and instruction on an equal basis. Pupils shall not be assigned to classes or to groups within classes on the basis either of purported ability or race. The practice known as \"tracking\" shall have no place in these schools. Special attention to pupils with special needs either for remedial or advanced study - shall be addressed after the period of basic course instruction. There shall be no \"pull-out\" programs for individuals or small groups of students during the regular school day. Formative as well as summutive data will be gathered in order to determine: (1) effectiveness of the SEP\n(2) uniform implementation of magnet incentive curriculum\n(3) effectiveness ofoverall programs\nand (4) secure data for revision/expansions of the SEPs and magnet incentive school programs. DOUBLE FUNDING The Magnet Incentive Schools shall operate pursuant to budget which is based upon \"double funding\". Double funding as used herein is a per pupil cost for Little Rock Pupils which is twice the per pupil costs for other non Magnet School pupils in the district. EXTENDED DAY PROGRAMS These schools shall operate extended day programs. Extended Day Programs are supplemental but essential to achievement of the primary objectives of the Magnet Incentive Schools. They shall operate from the end of the school day until 5:30 p.m., half days on Saturdays and for at least one and a half (1 1/2) months after the regular school year ends. The primary objectives of the a extended day programs, as set for in respective SEP'S, are: (a) to promote interest in the concept of learning\n(b) to provide enrichment and remediation experiences\n(c) to improve and enhance the self esteem of all pupils\n(d) to improve the verbal, problem identification and problem solving skills of pupils\n(e) to improve the conflict resolution skills of pupils\n(f) to improve the social skills of pupils\nand (g) to enlarge their experiences within and outside the community by extensive, education related programs. personalities and field trips.AFTER CARE Any elementary school age pupil who would normally otherwise be within the attendance zone of a magnet incentive school or who has previously been assigned to a magent incentive school shall .be eligible for the extended day, weekend and extended year programs I offered at their incentive zone school. The Scholarship Trust Committee shall be authorized to consider these pupils for scholarship awards pursuant to funds available and other criteria approved by the Court. .J' SCHOLARSHIP PROGRAMS A .QC scholarship program proposal submitted by the Trust Fund Committee. The Little Rock School District recommends approval of the The Joshua and Knight Intervenors recommend approval of the following: The Magnet Incentive Schools shall provide college a scholarship program which shall be available to all pupils therein. Each minority student assigned thereto as of the 1989-90 school term and thereafter, who remains in and graduates from Little Rock School District schools, shall have an entitlement to receive such assistance for college as determined by the Scholarship Trust Committee. The Scholarship Trust Committee was recommended by the Office of the Metropolitan Supervisor. Non-minority and other pupils shall also be entitled to the same benefits as minority pupils, provided they are currently enrolled (as of 1989-90) ^For purposes of this provision, LRSD schools shall include County or NLR schools if a minority magnet incentive school pupil graduates therefrom as a part of the M to M program.therein or provided they live within the shadow of a Magnet Incentive School and elect to attend that school. Non-minority pupil shall be eligible to participate in the school's scholarship programs provided they meet the requirements otherwise set out below by the Scholarship Trust Committee. The scholarship fund shall be constituted by the allocation of twenty percent (20%) of the total budget for the magnet incentive schools each year for a period of six years. The scholarship program is intended to encourage minority students to complete high school and to enroll in and complete a regular 4 year college curriculum. It is also intended to increase the enrollment in the magnet incentive schools of a representative number of non-minority pupils and to promote their interest in completing high school and college as well. The exact scholarship amount per pupil shall be determined on the basis of the funds available and the demands thereon at the time the student qualifies. It is to be determined by the Scholarship Trust Committee upon notice to the parties. The scholarship funds shall be invested, with court approval, in interest bearing securities. The court approved Scholarship Trust Committee will administer the fund. The scholarships will be paid out beginning with the 1996-97 school term and will continue thereafter until either the funds are depleted or until the court establishes other requirements. It is anticipated that the interest yield of the scholarship fund will be sufficient to allow approximately one million dollars per year to be devoted to scholarships for pupils from the magnetincentive schools thereafter. This amount is sufficient to provide each student with scholarship funds of $4,000.00 per student. At the point that these schools become racially non identifiable, a report of same will be made to the court by the parties along with a recommendation regarding the disposition of any remaining funds in the scholarship trust fund. STAFFING The magnet incentive schools shall be staffed by the district with those administrators and teachers who are committed to the goals approved by the Court herein both in general and specifically. LRSD RECOMMENDATION: The incumbent teaching staff shall be vacated. The selection criteria, in addition to the appropriate certification or licensing requirements, are as follows: JOSHUA AND KNIGHT INTERVENORS RECOMMENDATION: The incumbent professional staff in those schools shall be vacated within one week of the Court's approval of this plan and placed into a general pool with other professional staff members. The district shall select from that pool, pursuant to court approved criteria, new staff to fill the magnet incentive school vacancies. The recommended criteria in addition to appropriate 3 certification or licensure requirements submitted for approval by ^Support staff shall be afforded an option to remain at their present school assignment. They shall agree, however, to undertake the necessary training which is required for all staff to be successful in these schools.the court for the selection of magnet school professional staff are as follows: (a) racial balance\n(b) successful past experience in working with minority children and parents\n(c) sensitivity to cultural and racial differences between minority and majority pre-school and elementary pupils\nand (d) willingness to work in the communities where the magnet incentive schools are located at times other than during regular school hours. Staff members who are not selected or decline to participate in the program shall be transferred into comparable positions for which they qualify on the basis of the contract provisions, Articles XVT, XVIII. and XXXVIII. of the Professional Negotiating Agreement between Little Rock and the Little Rock Classroom Teacher's Association. The teachers who are selected to work in the magnet incentive schools shall be entitled to additional pay for the additional work and responsibilities they will have with the magnet incentive schools. A pay schedule for the additional work for teachers in the magnet incentive schools which is supplemental to the existing pay schedule. It shall be based upon a figure of not less than 20% of the base pay which each teacher earns pursuant to the regular salary schedule. This is consistent with present practice for additional time during the regular school day for which some teachers are presently paid. The contracts of magnet incentive school teachers during the 1990-91 school term shall be for ten and three fourths months withthe understanding that, by mutual agreement of the teacher and the district, the contract may be extended to the extent necessary for a period up to an additional one month. The reason for the contract period being ten and three fourths month for the 1990-91 school year is explained as follows. The district presently extends to all teachers a contract for nine and one fourth months or 192 days. The additional one and one half month takes into account approximately four weeks for magnet incentive school staff development and approximately two weeks for preparation of SEPs and for extended year programs which are not available in the other schools. It is not expected that all teachers will be employed on supplemental contracts during the 1991-92 and subseguent school years. The number of teachers necessary for the supplemental time requirements of the magnet incentive schools shall be determined by the district at the end of each school year beginning in June of 1991 and continuing each year thereafter at approximately that time. The district shall, of course, have the authority to extend contracts as necessary, on an objective, impartial basis, in order to meet the expectations of the court. For 1991-92 and thereafter the district shall be authorized to vary the length of contracts in *Each magnet incentive school teacher shall be required to spend at least seven (7) additional hours per week. While these seven (7) hours are fixed they are expected to be arranged to accommodate the individualized needs of the students to the extent necessary. It is expected. however. that absent compelling circumstances, each teacher shall spend two hours for each of three days and one Saturday per month for four hours. 4 Days deemed undesirable shall be adjusted so that they can be equitably distributed aunong staff by the associate superintendent. Fridays and Mondays shall be rotated among all staff.accordance with objectively determined needs and expectations. There shall also be an extensive teacher aide program. It's purposes shall be two fold: (1) to assist the teachers and the administrators in the classroom, with the extended day, Saturday and year programs\n(2) to supervise children in the lunch room, the playground and on field trips as necessary\nand (3) to help develop minority teachers for possible future placement in the district. There shall be at least oj^e teacher aide for each teacher. There shall also be at least one person employed in a professional capacity to coordinate field trips so that there will be a correlation between those learning experiences and the expected learning experiences which occur within the classroom in particular and the school in general. An adequate number of student aides will be selected to perform this function. They will be paid as part time employees on an hourly basis which is commensurate with the local rate of pay for comparable work. In keeping with the recommendations of the Metropolitan Supervisor and for otherwise independent good reasons, the district shall arrange and pay for educational courses which facilitate the objectives herein for the teacher aides at any teacher training institution in Central Arkansas that is accredited by North Central Association. The courses shall be college degree oriented with an emphasis upon teacher preparation.TO: FROM\nSUBJECT: Little Rock School District April 2, 1990 Office of the Metropolitan Supervisor Incentive School Scholarship Trust Committee Scholarship Trust Fund Report The Tri-District Desegregation Plan states that representatives from the Little Rock School District, the Arkansas Department of Education, the Joshua Intervenors, and the Knight Intervenors will administer the incentive school scholarship fund. The Plan also states that a Trust Committee composed of business persons, parents, administrators and teachers will administer the trust fund. The Plan further states that fully developed plans for the scholarship program will be submitted to the Metropolitan Supervisor by April 1, 1990. Because it is unclear which committee is responsible for submitting fully developed plans on April 1, the parties in the case each appointed a representative to prepare a report for the Metropolitan Supervisor's review. The Plan specifically states several guidelines for the scholarship program: 1. A Trust fund will be established for each student who completes at least one full school year at an incentive school. 2. Each student will earn $400 for each full year of enrollment at an incentive school. 3. The funds plus interest will be used for post-secondary education and paid directly to the post-secondary institution. 4. The scholarship program must have a strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator. 5. The college tuition program will be given to any black students in the incentive schools who transfer to the school built to accommodate the incentive school students educated in the Pulaski County Special School Di strict. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Office of the Metropolitan Supervisor March 29, 1990 Page 2 This committee proposes the following additions to the scholarship program for the incentive schools: 1. Current sixth graders enrolled in Ish, Stephens, Rockefeller, Rightsell, Garland, and Mitchell will receive a $400 credit for the 1989-90 school year and a $200 credit for each prior year of attendance in these schools if the student has attended one of these schools for four or more years. 2. 3. 4. 5. 6. 7. In 1990-91 students will earn $400 for a full year of attendance and $200 for prior years if the student had attended an eligible school for four or more prior years. Kindergarten students who enroll for 1990-91 will be the only students eligible to earn seven years of $400 credits (1996-97 will be the last year a student may earn credit for the scholarship program). The Little Rock School District will fund the program from proceeds from its desegregation settlement with the State of Arkansas. The Little Rock School District will begin to fund the program by January 1, 1991, according to the following schedule: January 1, 1991 January 1, 1992 January 1, 1993 January 1, 1994 January 1, 1995 January 1, 1996 January 1, 1997 January 1, 1998 for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for.credits earned during for credits earned during 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 The last contribution to the fund will be January 1, 1998. The committee recommends that when students transfer to the incentive schools from other districts under the majority-to-minority transfer program, the sending district is responsible for funding credits earned by that student. To retain eligibility for the scholarship program, the student must remain in the Little Rock, North Little Rock, or Pulaski County Special School District after leaving an incentive school. (If extenuating circumstances require that a student leave the system, the student may apply to the Trust Committee for a waiver from this requirement.) If for any reason an incentive school is closed, the students enrolled in the school for the full year prior to the closing will retain eligibility for the scholarship program and will earn credits as if attending an incentive school.Office of the Metropolitan Supervisor March 29, 1990 Page 3 8. 9. The scholarships will be limited to accredited State supported colleges and universities. The amount available for an individual scholarship will be at least the accumulation of amounts earned for attendance plus interest but no more than tuition costs. After much discussion about the mechanics of determining the scholarship amount, we realized that several issues must be considered--effective earnings. non-participation of eligible students, etc. These issues are very complicated and will take a considerable amount of time, study, and calculations to make a rel iable estimation. For this reason, we recommend that we as a committee initiate the establishment of the Trust and suggest (within legal purchasing requirements) an agent to serve as an investment manager. Once the Trust is legally established, the parties will formally appoint trustees who will determine the most equitable method for determining scholarship amounts as eligible students begin to make application for proceeds from the Trust. Respectfully Submitted, Ashvin Vihbaker, Parent Financial Committee John Fincher, Arkansas Department of Education Stella Hayes, Knight Intervenors Wiley Branton, Joshua Intervenors Chip Jones, Little Rock School DistrictReport of Scholarship Committee Questions we must answer: 1 . Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in complet ing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue-credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of theamount allotted -2- to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on the report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not suggest trustee representatives or a fund administrator. The Little Rock plan suggested the Little Rock School district. the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan t rustees would be made up of representatives of business, parents, administrators. and teachers. Committee recommendation: First pick trustees of the fund-3- with one representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If trustee retired, replacement trustee would be picked from the same a a interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal. No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in-4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incent ive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school during the 1989-90 school year. (This year.) The only students to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years. the period when the corpus of the trust IS to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next SIX years. After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' c redit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. soon If a lump sum approach were adopted, funding would be as as the funds were available and would end after. for-5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end in January, 1998 as the Little Rock district suggests. Under the Little Rock proposal in majority-to-minority t ransfer the sending district would be a responsible for funding credits earned by a student from outside the Little Rock Schools. The committee IS split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage transfer and defeat the purpose of the plan. Another unresolved question IS whether student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The a committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates state supported colleges and universities\n\" the intervenors' plan contemplates a 4 year-6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition. any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the-7- plan cease as soon as possible. Therefore this suggestion was rej ected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have \"strong counseling a and support program monitored by the Bi-racial Committee for the Rock School District and an incentive school coordinator,\" but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the f unds available and the-8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools ^4 Magnet Incentive School Programs The attached document is a joint submission from the Little Rock School District, Joshua Intervenors, and Knight Intervenors. This submission should be regarded as a supplementary document to the incentive school plan included in the Tri-District Desegregation Plan, January 2, 1990. The parties reached consensus in all areas except the scholarship program and staffing. Please note that the Little Rock School District provided separate recommendations for the areas of scholarships and staffing. The parties look forward to meeting with the Metropolitan Supervisor's office in order to discuss and resolve the areas of disagreement.OBJECTIVES AND GOALS The schools referred to heretofore as \"Incentive Schools II shall be referred to and known as Magnet Incentive Schools. They shall have two (2) primary objectives: 1) to effectively eliminate academic achievement disparities which exist between pupils who attend these schools as compared to those pupils whose academic achievement is the highest in the school system's \"best\" school\n2) to be established simply as schools which are racially integrated and racially non-identifiable. IDENTIFICATION OF MAGNET INCENTIVE SCHOOLS The district presently operates six schools which, by court definition, must be classified as \"racially identifiable\". These schools are attended almost entirely by pupils of African American descent. Those schools and their respective locations and pupil capacities are as follows\nSCHOOL ADDRESS CAPACITY 1. Garland 3615 W. 25th, LR, AR 300 5. 6. Ish Mitchell Rightsell Rockefeller Stephens 3001 Pulaski, LR, AR 2410 Battery, LR, AR 911 W. 19th, LR, AR 700 E. 17th, LR, AR 3700 W. 185th, LR, AR 200 280 240 340 260 and, 2 . 3. 4 . 1 1,620 1 The term \"Magnet Incentive Schools\" was introduced by the Metropolitan Supervisor. office of Metropolitan Supervisor. The term is subject to change by the These schools will not be under the jurisdiction of the Magnet Review Committee.BASIC CONCEPT The children who attend the Magnet Incentive Schools have been, are being and are likely to be deprived of equal educational and other expected advantage due to the racial isolation of these schools. These schools are likely to remain one race schools until the Court approved plan herein has had a reasonable opportunity to work, i.e., to assist in relieving their \"one race\" character. This is expected to be achieved under the plan within six years. The pupils who attend these schools in the meantime must have basic, compensatory and other need related educational and support programs which exceed those available in other schools of the district if their chances for equal academic opportunity are to be maximized. required. Major incentives within these schools are therefore The objective is to provide the best basic skills programs and enrichment available as well as a full range extended day and Saturday programs which address individual needs and interests. The school district shall rely upon the strength of the core curriculum, strong teachers and administrators, enhanced programs and post high school graduation scholarship opportunities as factors through which to promote racial integration or desegregation of these schools. The school district shall also promote desegregation in these schools by establishing early childhood centers in each of them. Four (4) early childhood centers will be operative by August of 1990. The other two (2) will operative by August, 1991. The premise of these centers is that they can be racially integratedfrom the outset and that the students who begin their education therein will continue thereafter due to the strength of the varied programs offered. THE BASIC PROGRAMS OF THE MAGNET INCENTIVE SCHOOLS The Magnet Incentive Schools shall operate basic skills programs. The design of the Williams Magnet School curriculum shall be the model used. All classes of the school shall be inclusive and all pupils therein shall be mainstreamed. The special needs of pupils shall be addressed, pursuant to Student Education Plans (SEPs) for each pupil, both during the regular school day, in the time following the regular school day, on Saturdays and, if necessary, subsequent to the end of the regular school year. A major objective of the basic skills programs shall be to insure exposure of all children to the same course materials and instruction on an equal basis. Pupils shall not be assigned to classes or to groups within classes on the basis either of purported ability or race. The practice known as \"tracking\" shall have no place in these schools. Special attention to pupils with special needs either for remedial or advanced study - shall be addressed after the period of basic course instruction. There shall be no \"pull-out\" programs for individuals or small groups of students during the regular school day. Formative as well as summutive data will be gathered in order to determine: (1) effectiveness of the SEP\n(2) uniform implementation of magnet incentive curriculum\n(3) effectiveness ofoverall programs\nand (4) secure data for revision/expansions of the SEPs and magnet incentive school programs. DOUBLE FUNDING The Magnet Incentive Schools shall operate pursuant to a budget which is based upon \"double funding\". Double funding as used herein is a per pupil cost for Little Rock Pupils which is twice the per pupil costs for other non Magnet School pupils in the district. EXTENDED DAY PROGRAMS These schools shall operate extended day programs. Extended Day Programs are supplemental but essential to achievement of the primary objectives of the Magnet Incentive Schools. They shall operate from the end of the school day until 5:30 p.m. , half days on Saturdays and for at least one and a half (1 1/2) months after the regular school year ends. The primary objectives of the extended day programs, as set for in respective SEP'S, are: (a) to promote interest in the concept of learning\n(b) to provide enrichment and remediation experiences\n(c) to improve and enhance the self esteem of all pupils\n(d) to improve the verbal, problem identification and problem solving skills of pupils\n(e) to improve the conflict resolution skills of pupils\n(f) to improve the social skills of pupils\nand (g) to enlarge their experiences within and outside the community by extensive, education related programs. personalities and field trips.AFTER CARE Any elementary school age pupil who would normally otherwise be within the attendance zone of a magnet incentive school or who has previously been assigned to a magent incentive school shall be eligible for the extended day, weekend and extended year programs offered at their incentive zone school. The Scholarship Trust Committee shall be authorized to consider these pupils for scholarship awards pursuant to funds available and other criteria approved by the Court. SCHOLARSHIP PROGRAMS The Little Rock School District recommends approval of the scholarship program proposal submitted by the Trust Fund Committee. The Joshua and Knight Intervenors recommend approval of the following: The Magnet Incentive Schools shall provide college a scholarship program which shall be available to all pupils therein. Each minority student assigned thereto as of the 1989-90 school term and thereafter, who remains in and graduates from Little Rock School District schools,^ shall have an entitlement to receive such assistance for college as determined by the Scholarship Trust Committee. The Scholarship Trust Committee was recommended by the Office of the Metropolitan Supervisor. Non-minority and other pupils shall also be entitled to the same benefits as minority pupils. provided they are currently enrolled (as of 1989-90) ^For purposes of this provision, LRSD schools shall include County or NLR schools if a minority magnet incentive school pupil graduates therefrom as a part of the M to M program.therein or provided they live within the shadow of a Magnet Incentive School and elect to attend that school. Non-minority pupil shall be eligible to participate in the school's scholarship programs provided they meet the requirements otherwise set out below by the Scholarship Trust Committee. The scholarship fund shall be constituted by the allocation of twenty percent (20%) of the total budget for the magnet incentive schools each year for a period of six years. The scholarship program is intended to encourage minority students to complete high school and to enroll in and complete a regular 4 year college curriculum. It is also intended to increase the enrollment in the magnet incentive schools of a representative number of non-minority pupils and to promote their interest in completing high school and college as well. The exact scholarship amount per pupil shall be determined on the basis of the funds available and the demands thereon at the time the student qualifies. It is to be determined by the Scholarship Trust Committee upon notice to the parties. The scholarship funds shall be invested, with court approval, in interest bearing securities. The court approved Scholarship Trust Committee will administer the fund. The scholarships will be paid out beginning with the 1996-97 school term and will continue thereafter until either the funds are depleted or until the court establishes other requirements. It is anticipated that the interest yield of the scholarship fund will be sufficient to allow approximately one million dollars per year to be devoted to scholarships for pupils from the magnetincentive schools thereafter. This amount is sufficient to provide each student with scholarship funds of $4,000.00 per student. At the point that these schools become racially non identifiable, a report of same will be made to the court by the parties along with a recommendation regarding the disposition of any remaining funds in the scholarship trust fund. STAFFING The magnet incentive schools shall be staffed by the district with those administrators and teachers who are committed to the goals approved by the Court herein both in general and specifically. LRSD RECOMMENDATION: The incumbent teaching staff shall be vacated. The selection criteria, in addition to the appropriate certification or licensing reguirements, are as follows: JOSHUA AND KNIGHT INTERVENORS RECOMMENDATION: The incumbent professional staff in those schools shall be vacated within one week of the Court's approval of this plan and placed into a general pool with other professional staff members. The district shall select from that pool, pursuant to court approved criteria. new staff to fill the magnet incentive school vacancies. The recommended criteria in addition to appropriate 3 certification or licensure requirements submitted for approval by support staff shall be afforded an option to remain at their present school assignment. the They shall agree, however, to undertake necessary training which is required for all staff to be successful in these schools.the court for the selection of magnet school professional staff are as follows: (a) racial balance\n(b) successful past experience in working with minority children and parents\n(c) sensitivity to cultural and racial differences between minority and majority pre-school and elementary pupils\nand (d) willingness to work in the communities where the magnet incentive schools are located at times other than during regular school hours. Staff members who are not selected or decline to participate in the program shall be transferred into comparable positions for which they qualify on the basis of the contract provisions, Articles XVI, XVIII. and XXXVIII. of the Professional Negotiating Agreement between Little Rock and the Little Rock Classroom Teacher's Association. The teachers who are selected to work in the magnet incentive schools shall be entitled to additional pay for the additional work and responsibilities they will have with the magnet incentive schools. A pay schedule for the additional work for teachers in the magnet incentive schools which is supplemental to the existing pay schedule. It shall be based upon a figure of not less than 20% of the base pay which each teacher earns pursuant to the regular salary schedule. This is consistent with present practice for additional time during the regular school day for which some teachers are presently paid. The contracts of magnet incentive school teachers during the 1990-91 school term shall be for ten and three fourths months withthe understanding that, by mutual agreement of the teacher and the district, the contract may be extended to the extent necessary for a period up to an additional one month. The reason for the contract period being ten and three fourths month for the 1990-91 school year is explained as follows. The district presently extends to all teachers a contract for nine and one fourth months or 192 days. The additional one and one half month takes into account approximately four weeks for magnet incentive school staff development and approximately two weeks for preparation of SEPs and for extended year programs which are not available in the other schools. It is not expected that all teachers will be employed on supplemental contracts during the 1991-92 and subseguent school years. 4 The number of teachers necessary for the supplemental time requirements of the magnet incentive schools shall be determined by the district at the end of each school year beginning in June of 1991 and continuing each year thereafter at approximately that time. The district shall, of course, have the authority to extend contracts as necessary, on an objective, impartial basis, in order to meet the expectations of the court. For 1991-92 and thereafter the district shall be authorized to vary the length of contracts in *Each magnet incentive school teacher shall be required to spend at least seven (7) additional hours per week. While these seven (7) hours are fixed they are expected to be arranged to accommodate the individualized needs of the students to the extent necessary. it is however, that absent compelling circumstances, each teacher shall spend two hours for each of three It expected, days and one Saturday per month for four hours. Days deemed undesirable shall be adjusted so that they can be equitably distributed among staff by the associate superintendent. Fridays and Mondays shall be rotated among all staff.Q Ik r\u0026gt; he I I \u0026lt; ) J,U-Tj (.l\\f^ 9 ,0 A. //(^ rCL IC a c\u0026gt; ,-(/ /ir i. G'H c\":3 I p'T 1'^ ahaccordance with objectively determined needs and expectations. There shall also be an extensive teacher aide program. It's purposes shall be two fold: (1) to assist the teachers and the administrators in the classroom, with the extended day, Saturday and year programs\n(2) to supervise children in the lunch room, the playground and on field trips as necessary\nand (3) to help develop minority teachers for possible future placement in the district. There shall be at least one teacher aide for each teacher. There shall also be at least one person employed in a professional capacity to coordinate field trips so that there will be a correlation between those learning experiences and the expected learning experiences which occur within the classroom in particular and the school in general. An adequate number of student aides will be selected to perform this function. They will be paid as part time employees on an hourly basis which is commensurate with the local rate of pay for comparable work. In keeping with the recommendations of the Metropolitan Supervisor and for otherwise independent good reasons, the district shall arrange and pay for educational courses which facilitate the objectives herein for the teacher aides at any teacher training institution in Central Arkansas that is accredited by North Central Association. The courses shall be college degree oriented with an emphasis upon teacher preparation.\u0026lt;t\u0026lt;2nt yyr r\u0026gt;^ V A 'f I  i V Ci*jt\nk ^j \" 5 i3 H r \u0026lt; A L\u0026gt; fc  ( \u0026gt;\u0026lt; - -^i t, % 3t5^* John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 7220c Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE 'WILEY A. BRANTON. JR. Admitted to Practice in Georgia i the District of Columbia only. March 13, L990 LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG SUITE 1002 429 FOURTH AVENUE PITTSBURGH. PA 15219 (412) 288-9220 Ms. Arma Hart Assistant Metropolitan Supervisor Pulaski County School Systems Little Rock, AR Dear Ms. Hart: Enclosed is a copy of the letter which was sent to Beth Deere explaining the incentive school idea and proposed budget. I am still working on the draft which you and I discussed yesterday regarding refinement to the incentive school program. I appreciate our meeting* I feel that it was highly productive and that your insight was most helpful. S:^cerely, Walker JWW:Ip Enclosure JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72200 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. Admitted to Pnctic* in Georgia 4- the District of Columbia only May 2, 1989 LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG. SUITE 1002 429 FOURTH AVENUE PITTSBURGH. PA 15219 (412) 288-9220 Ms. Beth Deere United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72201 Dear Ms. Deere: ' Special Master Aubrey McCutcheon has indicated that he intends to recommend the funding of the incentive schools as proposed by the parties and to recommend the appointment of a consultant or other person to develop the programs and incentives for those schools. The purpose of this letter is to: (1) request the Court to allow Little Rock and Joshua to have input into that process\nand (2) to suggest certain considerations that have been shared with our clients about what they may expect from those schools over the next five to seven years. The proposals that were submitted for the incentive schools were not completed as Mr. McCutcheon observed. Our expert witnesses advise us that many of the ideas that Mr. James Jennings and Ms. Beverly White shared verbally about the workings of the incentive programs appeared to be useful in achieving the objective of remediating achievement disparities. The district staff did not address the specifics of the incentive school program fully, in part, because of the extensive amount of lawyer time spent in negotiating and otherwise securing the parties' approval of the settlement with the State of Arkansas. was, during that time, somewhat unaccessible to the district staff so that they did not secure my specific input into their planning. The incentive school program, while presented by me, was developed in consultation with black community leaders who were concerned about the disparate transportation burdens imposed upon black youngsters, the relative shortage of classroom space east of University Avenue, and the fact that black young people simply were not learning in the schools. The incentive school program IPage Two Ms. Beth Deere May 2, 1989 was designed to provide regular education from 8:00 until 3:00. During that time, there would be only limited attention given to the segregating programs such as gifted and special education classes. The 8:00 until 3:00 classes would be as rigorous as any in the school district. The special needs of the pupils in the incentive schools would be identified in the form of individual education plans similar to those developed for special students and would be addressed in the after school programs. The second part of the incentive school program would begin at 3:00 and extend at least until 5:30 each day, and would also continue on Saturdays as well. This part of the program would be devoted to the remediation and enhancement needs of each child and would be conducted in such a way as to promote each child's interest in being comfortable with a school setting most of the time. The third key part of the incentive school program would be the special role of the staff. Staff members would be expected to work approximately twenty percent more time than regular staff members. These staff members would have a specific commitment to the goals and objectives herein and would be capable of empathetic relationships with the students of these schools, their parents and the surrounding community. The fourth key part of the incentive school program would be the employment and utilization of aides and others who would supplement the teaching and professional certified staff. The aides would be recruited from parents and students in the higher grades and would work with the teachers, parents and professional staff to achieve the objectives of the plan. The aides would be selected in part because of their interest in education and in furthering their own education. The idea would be to develop, with district sponsorship, over a period of five to seven years, a number of aides as teachers or professionals who would be available for employment with in the district. The fifth part of the incentive school program provides scholarship The amount and terms of the scholarships assistance to the youngsters who are assigned or who choose to remain in those schools. have not been established, but it was contemplated by us that approximately twenty percent of the double funding would be placed into a trust fund for these youngsters. The total number of students assigned to the incentive schools or who remain there after having had a choice option for the next and succeeding years. The scholarship amounts contemplated would be set to ensure that between one and four years college tuition and costs would be made available to these students based upon the average cost of public higher education in Arkansas at this time.Page Three Ms. Beth Deere May 2, 1989 The enhancement programs would be numerous and would require specially trained persons to develop and implement them. We have many ideas that we would share with the district or with such other person(s) that the Master may designate. These schools should logically begin by July 15 with summer enrichment programs which would continue through September 1 or thereabout. Regular School Programs would begin about September 5 and end as scheduled except that educational continuation programs would be extended as need until July 1 of the next school term. Moreover, assuming an approximately one to fifteen teacher pupil ratio for approximately 2,500 pupils, the minimum incentive staff would be: Regular Year Programs Total Assistant Superintendent and Staff Teachers Counselors Principals Teacher Aides Student Assistants (Part-time High School Students) Drama Specialists Music Specialists Drama \u0026amp; Music Aides Art Specialists Art Aides Grammar Specialists Field Trip Coordinator Field Trip Staff (Aides and Teachers) 4 166 8 8 166 83 3 6 12 6 12 12 18 1 The budget would be set and generally as follows\nTotal available revenue for the schools, not transportation and other special funding sources including 2,500 pupils X $6,000 per pupil = $15,000,000 Expenses Certified Staff 220 X average $24,000 = $5,280,000 Benefits $ 530,000Page Four Ms. Beth Deere May 2, 1989 Aides (Full-time) 211 X $10,000 including benefits $2,111,000 $ Administrative Staff 100,000 Part-time Student Assistants 83 X $4,000 Continuation - 332,000 Summer School (extra staff?) 250,000 Programs Field Trips $100 per child 250,000 Activities in school $200 per child 500,000 Equipment, Instruments, Mise. $200 per child 500,000 Aide College Tuition 166 X $1,300 216,000 Parent Programs 1,000 - 1,500 parents at $100 per parent 125,000 Scholarships $600 X 2,500 (escrowed) $1,500,000 Materials and Supplies $50 per pupil 125,000 Testing and Evaluation $100 per pupil 250,000 Meals $250 per pupil 513,000 = $ $ $ $ $ = $ $ $ $ $Page Five Ms. Beth Deere May 2, 1989 Miscellaneous $ 418,000 Total $15,000,000 Staffing Monitoring and general oversight would be at the top administrative level. These costs would be absorbed by the district's budget for administrative and evaluation. Staff criteria and the section process should be developed cooperatively with the parties, especially the teacher groups. This should be put into place at once if the incentive programs have a chance to effectively work this year, as it must in face of the recent MPT results.A? s E li  12 W^^S53^1 :  A f , \" Little Rock School District April 2, 1990 TO: Office of the Metropolitan Supervisor FROM: Incentive School Scholarship Trust Committee SUBJECT: Scholarship Trust Fund Report The Tri-District Desegregation Plan states that representatives from the Little Rock School District, the Arkansas Department of Education, the Joshua Intervenors, and the Knight Intervenors will administer the incentive school scholarship fund. The Plan also states that a Trust Committee composed of business persons, parents, administrators and teachers will administer the trust fund. The Plan further states that fully developed plans for the scholarship program will be submitted to the Metropolitan Supervisor by April 1, 1990. Because it is unclear which committee is responsible for submitting fully developed plans on April 1, the parties in the case each appointed a representative to prepare a report for the Metropolitan Supervisor's review. The Plan specifically states several guidelines for the scholarship program: 1. A Trust fund will be established for each student who completes at least one full school year at an incentive school. 2. Each student will earn $400 for each full year of enrollment at an incentive school. 3. The funds plus interest will be used for post-secondary education and paid directly to the post-secondary institution. 4. The scholarship program must have a strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator. 5. The college tuition program will be given to any black students in the incentive schools who transfer to the school built to accommodate the incentive school students educated in the Pulaski County Special School Di strict. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361i. Office of the Metropolitan Supervisor March 29, 1990 Page 2 This committee proposes the following additions to the scholarship program for the incentive schools: 1. Current sixth graders enrolled in Ish, Stephens, Rockefeller, Rightsell, Garland, and Mitchell will receive a $400 credit for the 1989-90 school year and a $200 credit for each prior year of attendance in these schools if the student has attended one of these schools for four or more years. 2. In 1990-91 students will earn $400 for a full year of attendance and $200 for prior years if the student had attended an eligible school for four or more prior years. 3. Kindergarten students who enroll for 1990-91 will be the only students eligible to earn seven years of $400 credits (1996-97 will be the last year a student may earn credit for the scholarship program). 4. The Little Rock School District will fund the program from proceeds from its desegregation settlement with the State of Arkansas. 5. The Little Rock School District will begin to fund the program by January 1, 1991according to the following schedule: January 1, 1991 January 1, 1992 January 1, 1993 January 1, 1994 January 1, 1995 January 1, 1996 January 1, 1997 January 1, 1998 for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 The last contribution to the fund will be January 1, 1998. The committee recommends that when students transfer to the incentive schools from other districts under the majority-to-minority transfer program, the sending district is responsible for funding credits earned by that student. 6. To retain eligibility for the scholarship program, the student must remain in the Little Rock, North Little Rock, or Pulaski County Special School District after leaving an incentive school. (If extenuating circumstances require that a student leave the system, the student may apply to the Trust Committee for a waiver from this requirement.) 7. If for any reason an incentive school is closed, the students enrolled in the school for the full year prior to the closing will retain eligibility for the scholarship program and will earn credits as if attending an incentive school.' Office of the Metropolitan Supervisor March 29, 1990 Page 3 8. The scholarships will be limited to accredited State supported colleges and universities. 9. The amount available for an individual scholarship will be at least the accumulation of amounts earned for attendance plus interest but no more than tuition costs. After much discussion about the mechanics of determining the scholarship amount, we realized that several issues must be considered--effective earnings. non-participation of eligible students, etc. These issues are very complicated and will take a considerable amount of time, study, and calculations to make a reliable estimation. For this reason, we recommend that we as a committee initiate the establishment of the Trust and suggest (within legal purchasing requirements) an agent to serve as an investment manager. Once the Trust is legally established, the parties will formally appoint trustees who will determine the most equitable method for determining scholarship amounts as eligible students begin to make application for proceeds from the Trust. Respectfully Submitted, Ashvin Vihbaker, Parent Financial Committee John Fincher, Arkansas Department of Education Stella Hayes, Knight Intervenors Wiley Branton, Joshua Intervenors Chip Jones, Little Rock School DistrictJ J n. OKe ViB ot 4\\995 .jur4 IN THE UNITED STATES DISTRICT BASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. MOTION FILED FEB 0 2 1993 J.*.-* R- 16. CLEF^ DEP. CLERK PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS The Joshua Intervenors respectfully request the Court as f\n/. follows: 1. To require the (defendant) plaintiff Little Rock School District to consult with Joshua and the others parties prior to making any desegregation plan alterations which require court approval\nand 2. To require the defendants to include in their budget ^\u0026lt; \u0026lt;' projections the scholarship commitments made either by the school district or by the Joshua Intervenors to the parties and to the Court, including the Court of Appeals, for the pupils who attend or have attended the incentive schools since the inception of the Court approved Desegregation Plan herein. The support for this motion is found in the Desegregation Plan itself as well as in the oral arguments in the Court of Appeals made by the school district. Those commitments have been reinforced by the testimony of Dr. Ruth Steele, Dr. James Jennings r Mrs. Estelle Mathis, and every other school official other than Dr. Mac Bernd who was not privy to the agreements or commitments madeX as set forth above. without the scholarship conunitments being made a integral part of the budget of the district. the district proposes to abort the settlement. Joshua requests an Order regarding this matter so that either party may appeal. This is so because the district, under the leadership of a new superintendent, appears to disregard the basic tenets of the agreement which caused the Court of Appeals to approve the settlement herein. Respectfully submitted. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 ORIGINAL SIGNED BY UNDERSIG^\"^\" John W. Walker, Bar #64046 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon record by hand-delivery on this ___ day of ------ all counsel of , 1993. ORIGINAL SIGNED BY UNDERSIGNED COUNSEL John W. Walker Af'LEn Disicc RECEIVED rASTEKM CJSTRCr A- 92 JUL 53 PU G:  AUG 4 1993 u I J IN THE UNITED STATES DISTRICT, QOURT EASTERN DI STRICT'-OF- ARKANSAS-  WESTERN DI^.ISION I Office of Desegregation Monitoring (/ LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION FOR CORRECTION OF FINDING OF FACT OR CONCLUSION OF LAW AND MOTION FOR RULING ON REQUEST THAT INCENTIVE SCHOOL BENEFITS INCLUDING SCHOLARSHIP BENEFITS FOLLOW THE INCENTIVE SCHOOL CHILDREN The Joshua Intervenors respectfully move for correction of finding of fact or conclusion of law and for a ruling on their request that incentive school benefits. including scholarship commitments to incentive school children follow the incentive school children upon their reassignment to another virtually all black school, to wit, the new King Elementary School. 1. The Court indicates that Joshua did not object to the Little Rock survey on a timely basis, i.e., within five days, and therefore, Joshua cannot complain about the manner in which the survey was carried out and/or interpreted and implemented. Joshua did not object to the survey at all before the fact. It only objected after the fact to the good faith of the defendants in the manner in which they conducted the survey and to the conclusion that students who did not affirmatively respond to attend Ish were to be regarded as affirmatively choosing or electing to attend King. Our position was that it was just aslikely that the non-respondents would attend Ish in the same proportion as the respondents as it was for the district to conclude that all of the non-respondents would elect to attend King. We respectfully submit that no citation of authority is needed for that proposition. The Status Report of the district could not have been objected to until it was issued. The Status Report was filed on July 16, 1993. Our objection was to the manner in which the survey was conducted. We note that in the Affidavit from Ms. Marie Parker the district sets forth five separate events for which there are no dates other than June, 1993 and four separate dates for which there are no dates other than July, 1993. The absence of dates by the district is an indication that the district did not know when it did certain things or perhaps that it did not do them. It is for this reason, inter alia. that we requested a hearing. Our 2 . objection was not ripe until after the survey results were in and after the district submitted its Status Report if we had no objection to the announced process. What the Court appears to be saying is that if we do not object to the process on the front end. we cannot complain about the results on the back end. Denial of equal protection is the effect of the result of the process. 3. The Court has yet to rule upon our repeated requests for settlement plan implementation of the special benefits which were designed to flow to the Ish children because of its segregated character. The Court still does not rule. The Court has consistently ruled, however, and the evidence shows that the Little Rock School District has been absolutely derelict in seeking tochildren with benefits promised by the plan. The Court's ruling in closing Ish and in assigning the Ish children to another racially identifiable school, King, albeit a new school, is contrary to the settlement plan. . 4. The authority for the motions in this case IS the Desegregation Plan itself and the various rulings of the Court of Appeals herein. 949 F.2d. 253 (Sth Cir. 1991). The fine tuning suggestions of the plan or of the Court of Appeals' ruling are inapposite under the circumstances herein because the district itself IS responsible for the failure of desegregation and integration of Ish by its utter failure to enhance Ish and to provide it with the necessary \"incentives.\" The Court thus appears to reward the wrongdoer and to punish the children by the challenged school closure. WHEREFORE, the Joshua Intervenors respectfully request the district court to modify its opinion herein by rescinding its order to close the Ish incentive school. In the absence of modification. the Court is requested to issue an Order requiring that all incentive school benefits, including scholarship benefits, follow the incentive school children wherever they may be assigned. Moreover, in the event that King opens as a racially identifiable school, Joshua further requests that it become an incentive school so that all children therein will have the benefit of incentive school programs including the promised scholarships. Respectfully submitted. JOSHUA INTERVENORSI ( By: ohn W. Walker, Bar #64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd day of August, 1993. / + John W. Walker / / U.S. SiLRJ n n I'**- mr CO!\n: IN THE UNITED STATES DISTRlIOTb COURT EASTERN DISTRICT OF 'ARKAf^SAS''  ' WESTERN DIVISION ^\"EHTS.CLE LITTLE ROCK SCHOOL DISTRICT, ET AL. BY. OHP. GLR: 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 MEMORANDUM OF POINTS AND AUTHORITY The authorities for the motion filed herewith are: The Desegregation Plans of the district\nThe Court of Appeals' opinions approving the settlement plans herein. See 949 F.2d. 253 (8th Cir. 1991)\nand The various Opinions and Orders of this Court finding the Little Rock School District to be out of compliance with the Desegregation Plan. The proceeding before the court is an implementation one. We submit that no separate authority is required in implementation - the plan itself is the authority. Where the distric defaults in 1. 2 . 3. its duty, the court is required to act to the benefit of the black children herein. These children are not being benefitted by having their incentive school benefits withdrawn on the one hand and by their concomitant assignment to another virtually all black school on the other hand. (King will probably open as an eighty per cent or more black school\nit will thus be racially identifiable) Respectfully submitted. JOSHUA INTERVENORSBy\nll' \u0026gt; /john W. Walker, Bar #64046 I JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd .day of August, 1993. / .trohn'W. Walker /i S f. JOfl JoO rf 1 J UR 2 ud I (R i I I t I :l fw 2 ST 'lOl 22 1 ob nen lonq insq 1 2 3 4 5 V Ai' t MRi WALKERi THE COURTi 6 Yes, ma'am. -T that has not bean addressed. know, whan-I parmittad the suggested that as As you district to . survey\nthe students , I,, an incentive,-they might orfer soma of these benefits that are offered to 1ncentive .school as an.incentive to 3 6 get the kids to go to Ish. V 7 I have not in any wayirulad w1th . respectto that 8 6 motion, however, and I had assumed that the:Incentive school of one thing and that the Interdistrict magnet is another w1 th\n* 01 10 respect to this  1 can't remember what it's called. What i s I J. 11 the magnet program called? i: t 12 iif'i MS. BROWN 1 High intensity learning. El 2. 1 f. 81 T1 81 ei OS XS SS S AS as  9 13 14 16 16 17 18 IB 20 21 22 23 24 26 remembe r. but I some the COURTi High intensity learning. But, In any event, I I couldn't will ba addressing that later. did not Intend to address it today. preliminary questions about King. MR. WALKER J THE COURTi\nalthough 1 do have All right, your Honor. And with respect to scholarships. Mr. Walker keeps reminding the Court that we scho1arshi ps. The scholarship issue is a In terms of how to I know . have not ruled' on really hard one.for\nme administer the schoIarships,' and a 1 so , as 1 recall, the Plan does not commit the Litt Ie.Hock Uistrict to scholarships absolutely. to di scuss 11. MR. WALKERi but commits the district1n good\u0026gt;faith That's where wo differ^ \u0026lt; Ihat's why we '\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":"pth_bcja_metapth595467","title":"Introduction of the Honorable Barbara Jordan given by Elaine R. Jones at the Leadership Conference on Civil Rights","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Jones, Elaine R., 1944-"],"dc_date":["1989"],"dcterms_description":["Transcript of a speech delivered by Elaine Jones to introduce Barbara Jordan at the Hubert H. Humphrey Civil Rights Awards Dinner. Jones laments the loss of Jordan's presence as a watchdog of civil rights in the United States Congress."],"dc_format":["image/jpeg"],"dcterms_identifier":["local-cont-no: TSOU_0441-003-007","ark: ark:/67531/metapth595467"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American women politicians--Texas","Speeches, addresses, etc.","Civil rights--United States","United States. Congress"],"dcterms_title":["Introduction of the Honorable Barbara Jordan given by Elaine R. Jones at the Leadership Conference on Civil Rights","Texas Senate Papers"],"dcterms_type":["Text"],"dcterms_provenance":["Texas Southern University. Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth595467/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["6 p."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996","Jones, Elaine R., 1944-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"loc_rosaparks_49370","title":"[Jubilee National Collaborative tribute and presentation of the Rosa Parks Silver Commemorative Coin, Hampton, Virginia, 1989] [graphic] /","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, Virginia, City of Hampton, Hampton, 37.02987, -76.34522"],"dcterms_creator":null,"dc_date":["1989"],"dcterms_description":["Title devised by Library staff.","Photographer credit on inside front cover."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":null,"dcterms_title":["[Jubilee National Collaborative tribute and presentation of the Rosa Parks Silver Commemorative Coin, Hampton, Virginia, 1989] [graphic] /"],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.49370"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["photographic printscolor1980-1990.gmgpc","portrait photographs1980-1990.gmgpc","group portraits1980-1990.gmgpc","photograph albums.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":["Parks, Rosa, 1913-2005"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_890","title":"Junior High School, Parent-Student Handbook","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":["North Little Rock School District"],"dc_date":["1989/1990"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","School management and organization","School discipline","Student activities","Students","Parents"],"dcterms_title":["Junior High School, Parent-Student Handbook"],"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/890"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1989-1990 JUNIOR HIGH SCHOOL PARENT-STUDENT HANDBOOK NORTH LI'rl'LE ROCK SCHOOL DISTRICT NORTH LITILE ROCK, ARKANSAS NORTH LITTLE ROCK SCHOOL DISTRICT Parent-Student Statement of Responsibility Student Name Date The statement below must be signed and returned to the homeroom teacher within one (1) week after the student receives the handbook. We have read the North Little Rock Parent-Student Handbook. We understand the District's discipline policies and realize that the student must adhere to these and to the other policies, rules and procedures contained in the Handbook. In the event that we are not entirely certain of some aspect of school policy, we will contact the principal for clarification. Student Signature Parent/Guardian Signature Date State law (80-1629.6-~1629.8) requires documentation of student and parent receipt of student discipline policies. This document will become part of the student's file. (over) Emergency Procedure Information Date ____ Student's Name _______________ _ Date of Birth Address _______________ Home Phone ____ _ In case of emergency, illness or accident to the student named above, the school is authorized to proceed as indicated. Number below in order of desired action. __ Contact parent at number listed above. __ Contact father at Business Name Phone __ Contact mother at ___________________ _ Business Name Phone __ Contact other ____________________ _ Name Phone Physician's Name _______________ Phone ____ _ Ho pital Preference ____________________ _ Signature of Parents or Guardians: Mother's Signature Father's ignature tudent' Signature It  \"'ry important that this be returned to the school office as soon as po ible. JUNIOR HIGH SCHOOL PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT James R. Smith Superintendent 1989-1990 ifllil~ ~@I\u0026amp;ifllil !Lilifif!L~ I\u0026amp;@~([ ~@IID!Lil~ ~~llil@@!L~ ADMINISTRATIVEO FFICES 2700 POPLARS TREET Dear Students and Parents, The North Little Rock School District is recognized as a quality educational institution. Sound academic programs, great variety of offerings, special programs to meet student needs and strong school spirit have led to educational excellence in our schools. Excellence has been maintained through the outstanding support and cooperation of the students and patrons of our school district. I thank you for that support and cooperation and look forward to a continued good working relationship. This handbook has been provided so that you will better understand the purposes, policies, and regulations of the North Little Rock School District. It is important that you familiarize yourself with the total contents and that the handbook be retained for reference from time to time. If you have questions regarding infonnation included in the handbook or any other matter, please contact the principal's office. We welcome suggestions that will help make the North Little Rock Schools even better. I hope that this school year is a happy and productive one for you. Sincerely, '\u0026amp;~~ James Smith Superintendent of Schools bja PO BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/758-1760 ASSURANCE OF COMPLIANCE WITH CIVIL RIGHTS RESPONSIBILITIES The undersigned superintendent for the North Little Rock School District in Pulaski County, assures the Director, General Division, Arkdnsas Department of Education, that all Schools within the District are in compliance with the following Civil Rights Reguldtions as stated: ********* Title VI, Section 601, of the Civil Rights Act of 1964 No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under dDY program or activity receiving Federal financial assistance. Title IX, Section 901, of the Education Amendment of 1972 No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Section 504 of the Rehabilitation Act of 1973 No otherwise qualified handicdpped individual in the United States ... shall, solely by redson of handicap, be excluded from the participation in, be denied the benefit of, or be subject to discrimination under any program or activity receiving Federal financial assistance. This is to certify that the District's Civil Rights Coordinator is: Name: Bobby Acklin Telephone: Address: 270Q Poplar Street (P. O. Box 687) North Little Rock, AR 72115 758-1760 Date 1 COMPLAINTS AND PROBLEM SOLVING A good communication link between the school and the home is necessary if students are to receive the maximum benefits from the educational opportunities available to them in the schools of North Little Rock. Good communication results from open, frequent and objective dialogue among students, teachers, parents and school administrators. Most school problems are the result of poor communication among the parties involved. Proper communication, therefore, usually solves most, if not all, problems that are related to the school. In order to ensure that problems are discussed and solved as quickly and fairly as possible, the following procedure is to be employed in the North Little Rock School District. If a parent becomes concerned about a problem at the classroom level, the parent should make an appointment with the teacher and thoroughly discuss the matter. Most problems are solved at this level. Should the problem not be solved through discussions with the teacher, or if the problem is not related to classroom activities, the parent should contact the principal for further attempts to find a workable solution. If the parent is not satisfied with solutions offered at the building level, the matter may be appealed to the appropriate educational director or assistant superintendent at the District Administrative Office. The phone number is 758-l 7flJ. After other appeals have been exhausted, the parent may appeal to the Superintendent of Schools. The Superintendent may uphold, overturn or modify decisions made by other District administrators. An appeal of a decision by the Superintendent may be heard only by the School Board while an official meeting of the Board is being held. North Little Rock School District 1989-90 Calendar s M I w I E s s M I w I E s August January 1 2 3 4 5 H 2 3 4 5 6 6 7 8 9 10 11 12 Aua. 18, 22, 23, 2~ 7 8 9 10 11.121 13 13 14 15 16 17 SD 19 staff development 14 W [16 17 18 19 20 20 W SD SD SD W 26 Aua. 21, 25, teacher vorlt day 21 22 23 24 25 26 27 27 [28 29 30 31 Au1. 28, first school day 28 29 30 31 September Sept. ~, Labor Day February 1 2 1 2 3 3 H 5 6 7 8 9 Oct. 12-13, AEA Metting 4 5 6 7 8 9 10 10 11 12 13 14 15 16 11 12 13 14 15 16 17 17 18 19 20 21 22 23 Nov. 6-10, dismiss early for parent conferences 18 SD 20 21 22 23 24 24 25 26 27 28 29 30 Nov. 23, Thanltsaiving Day 25 26 27 28 October Dec. 21-Jan 1 March 1 2 3 4 5 6 7 Winter Holidays 1 2 3 8 9 10 11 H H 14 Jan. 1, Nev Year's Day 4 5 6 7 8 9 10 15 16 17 18 19 20 21 Jan. 15, teacher work day 11 12 13 14 15 16) 17 22 23 24 25 26 27] 28 18 [19 20 21 22 23 24 29 [30 31 Feb. 19, staff development 25 28 'Zl 28 29 30 31 (no school) November March 26-30, dismiss early April 1 2 3 4 for parent conferences 1 SBSB SB SB SB 7 5 e 7 8 9 10 11 8 9 10 11 12 13 14 12 13 14 15 16 17 18 April 2-6, Spring Break 15 16 17 18 19 20 21 19 20 21 22 H H 25 April 15, Easter 22 23 24 25 26 27 28 26 27 28 29 30 May 28, Memorial Day 29 30 December June l, Teacher vork day May 1 2 1 2 3 4 5 3 4 5 6 7 8 9 6 7 8 9 10 11 12 10 11 12 13 14 15 16 13 14 15 16 17 18 19 17 18 19 20 H H 23 20 21 22 23 24 25 26 24 H H H H H 30 27 H 29 30 31] 31 June KEY w 2 w TeacherWori\u0026lt;day, Student Holiday 3 4 5 6* r a 9 SD Staff Development Day, Student Ho\u0026amp;day 10 11 12 13 14 15 16 H Ho0day for Students and Staff 17 18 19 20 21 22 23 [ Begin Nine Weeks Period 24 25 26 27 28 29 30 ] End Nine Weeks Period SB Spring Break *Days to be used as make-up days in case of inclement weather Table of Contents Absences and EKcuses ........ . Academic Skills Development Plan Conferences Activities ............ . Arrival Time at School .... . Arkansas School Laws Governing School Attendance North Little Rock School Board Policy Pertaining to School Attendance Behavior at School Activities Bus Conduct ..... . Care of School Property .. Change of Address ..... Communicable Disease Conduct To and From School ..... Contact With Students While at School Corporal Punishment ........ . Demonstrations and Disorderly Activities De tent ion . . . . . . . . . . . . . Discipline for Handicapped Students Distribution of Literature Drugs and Alcohol ....... . Electronic Communication Devices Emergency Phone Numbers. Entrance Requirements .. Expulsion ....... . Field Trips ...... . Gifted/Talented Education Graduation Requirements Guidance Services . Handguns ...... . Health Services ... . Homebound Services Homework/Independent Study Skills Honors Classes ..... . Honor Roll .......... . Injuries/Illnesses at School Leaving School During School Day Lockers . . . . . . . . . . . . Lost and Found . . . . . Magnet Schools ..... How to Apply for Magnet School Enrollment M - to - M Transfers . . . . . .. How to Apply for M - to - M Transfer Make Up Work .......... . Medication ........... . Notes from Parents Regarding Absences Parent-Teacher Association Physical Education Promotion/Retention .... Public Display of Affection Religion in Schools .... Reporting Student Progress Safety Regulations--Bicycles/Motorcycles/Other Vehicles Schedules ........ . School Closing In Inclement Weather School Lunch ...... . School Supplies ........ Search, Seizure and Interrogation. Special Education ........ . Student Assignments ....... . Student Behavior--Prohibited Conduct Student Dress and Grooming Student Insurance . Student Records .. Student Suspension Summer School . Tardies .... Telephones Testing Program Textbooks . Tobacco and Tobacco Products Transfers . Visitors Weapons and Dangerous Instruments Yearbook 1 1 l 2 2 3 3 3 4 4 4 4 4 5 5 5 5 5 6 6 7 7 B B 8 8 9 9 9 10 10 11 11 11 11 11 12 12 12 12 12 13 13 13 13 13 14 14 14 15 15 15 16 16 16 16 16 17 17 18 18 19 19 20 20 20 21 21 21 21 21 21 21 I I Absences and Excuses The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, provided that in such instance parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of a family emergency or other family situations which have received prior approval by the principal 3. When the student is on official school business. When a student returns to school after being absent, he/she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students having unexcused tardies or absences shall be disciplined accordingly. No make up work shall be allowed if the absence is unexcused. A student who accrues 12 excused and unexcused absences in a course during a semester shall not receive credit for that course. Exceptions may be granted by the principal after consultation with teachers, counselors and others who have knowledge of the circumstances. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused and no make up work shall be allowed. Because a student is required to be in attendance, days of suspension to the Student Assignment Class are not counted as days of absence. A student who is exempted from compulsory school attendance will not be permitted to enroll after the 12th day of the first semester or after the 12th day of the second semester unless the principal determines that extenuating circumstances exist. Students who are absent during all or part of a school day shall not participate in any school activity on that day or night unless permission is granted through the principal's office. Academic Skills Development Plan Conferences Act 474 of the Arkansas General Assembly requires conferences to be organized and held by the public schools with the parents, guardians or persons in loco parentis of students in grades three, six and eight who failed to master the state's minimum performance test. The school district shall evaluate students and develop academic skills development plans to assist students in achieving mastery of the basic skills in subject areas where performance is below mastery. The conferences will be held by the end of October each school year to review the academic skills development plans. Activities Eligibility to participate in athletic activities is governed by the Arkansas Activities Association, including the requirement that a student passes four academic subjects from the preceding semester. Additional information regarding athletics may be obtained from the school office. Eligibility to be a cheerleader or a drill team member is determined by the same standards as athletic participation. Clubs and organizations related to special interests or subject areas do not have min- imum grade requirements except those clubs and organizations that are governed by charters from parent organizations. All clubs and student organizations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal. Membership to student organizations and clubs shall not be restricted on the basis of race, sex, national origin or other arbitrary criteria. Entry shall not be by decision of the current membership of the organization. Arrival Time at School Ideally, students should not arrive at school more than 10 minutes before school opens (or before bus departure time) except to participate in scheduled activities. The District recognizes that this ideal cannot always be realized because of family schedules\nhowever, because children must have the security of supervision, absolute limits must exist as to when the school will assume responsibility. The North .Little Rock School District assumes this responsibility up to 30 minutes before school hours for students who do not ride a bus to another school and up to 15 minutes for those who do. Parents must make other arrangements outside these limitations. Arkansas School Laws Governing School Attendance Arkansas school laws pertaining to school attendance are found in the following acts: (Act 60-1983, Act 1069-1985 and Act 466 of 1987): SECTION 1. The public schools of any school district in this State shall be open and free through completion of the secondary program to all persons between the ages of five (5) and twenty-one (21) years whose parents or legal guardians are domiciled in the district and to all persons between those ages who have been legally transferred to the district for education purposes. Any person eighteen (18) years of age or older may establish a domicile separate and apart from his or her parents or guardians for school attendance purposes. In order for a person under the age of eighteen (18) years to establish a residence for the purpose of attending District schools separate and apart from his parents, guardians or other person(s) having lawful control of him under an order of a court, he or she must actually reside in the District for a primary purpose other than that of school attendance. SECTION 2. The minimum age for enrollment in public school kindergarten shall be age five (5) on or before October 1 of the year of initial enrollment. Provided, any student who has been enrolled in a kindergarten program in another state for a period of not less than sixty (60) days, who will become five (5) during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon the written request of the student's parent or guardian. SECTION 3. (a) Every parent, guardian or other person residing within the State of Arkansas having custody or charge of any child or children of age seven (7) through sixteen (16), both inclusive, shall send such child or children to a public, private or parochial school under such penalty for noncompliance as shall be set by law. Provided, however, this Section shall not be applicable to any child who has received a high school diploma or its equivalent as determined by the State Board of Education. (b) The State Board of Education shall adopt rules and regulations for the imple- 2 mentation of this Act, which shall provide that any parent or guardian of a child aged five (5) on or before October 1 of any school year shall have the option not to enroll such child in kindergarten in that year. Any six year old child who has not completed a kindergarten program prior to initial enrollment in a public school district shall be evaluated by the district and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the district's kindergarten program. (Act 60-1983) SECTION 4. The Board of Directors of each school district in the State shall adopt student attendance policies. Each school district shall, as a part of its six-year educational plan, develop strategies for promoting maximum student attendance, including, but not limited to, the use of alternative classrooms and in-school suspensions in lieu of suspension from school. A student attendance policy may include excessive unexcused absences as a mandatory basis for denial of promotion or graduation. (Act 1069-1985) North Little Rock School Board Policy Pertaining to School Attendance Every child who resides within the North Little Rock School District who is at least seven (7) years of age and not more than seventeen (17) years of age, and who is not legally exempt from this requirement, shall attend public school in the District or in some other public school district to which the student may legally be transferred. The following are exempt from the compulsory attendance law: l. One who attends a recognized private, parochial or home school, 2. One who, because of a physical or mental handicapping condition, attends a special school, 3. One who has been suspended or expelled in accordance with the requirements of law, and 4. One who has graduated from high school. Truancy is the unlawful absence from school. Arkansas law holds parents or guardians legally responsible for insuring that children who are subject to the compulsory attendance law do attend school on a regular basis. The Board expects school administrators to seek strict enforcement of laws relating to school attendance. Principals shall see that charges are filed against parents or guardians when attendance laws are broken. Prior to the filing of charges, parents shall be warned in writing that such charges will be filed if their child's attendance does not comport with the Jaw. Behavior at School Activities Students attending chool sponsored activities, on-campus or off-campus, shall be governed by school district rules and regulations and will be subject to the authority of school district per onnel. Failure to obey rule and regulations and/or failure to obey reasonable instructions of school personnel may result in loss of eligibility to attend school sponsored events. Failure to comply with District rules and regulations may also result in disciplinary action applicable under the regular chool program. Bus Conduct Since the school bus is an extension of the classroom, tudents shall be required to conduct themselves on the bus in a manner consistent with established standards for classroom behavior. 3 When a student does not conduct himself /herself properly on a bus, such instances shall be brought to the attention of the building principal by the bus driver. The building principal shall inform the parents immediately of the misconduct and seek their cooperation in controlling the student's behavior. The principal shall discipline guilty students as deemed appropriate. A student who becomes a serious disciplinary problem on the school bus may have transportation privileges suspended or terminated. In such cases, the parents of the students involved shall become responsible for seeing that their children get to and from school. Care of School Property Deliberate destruction or damage to school property will result in payment for loss, as well as other disciplinary action which may include police involvement. Careless destruction or damage may result in a requirement to pay damages. Change of Address It is the parent's responsibility to keep addresses current in the school office. Communicable Disease The Board of Directors hereby authorizes the Superintendent to make determinations on the exclusion of a student/individual suffering from a reportable disease, as defined by the Arkansas Department of Health, on a temporary basis not to exceed ten ( 10) school days. An exclusion longer than ten (10) days shall be brought before the Board of Directors immediately for a determination on the individual's status. Before any official action is taken by the Board for an exclusion longer then ten (I 0) days, the individual shall be provided an opportunity for a hearing before the Board of Directors upon appropriate notice. Students/individuals excluded for reason of infectious/communicable disease shall be readmitted by one or more of the following methods as determined by the State Department of Health: I. By permit for readmission issued by the State Department of Health. 2. After a period of time corresponding to the duration of the communicability of the disease as established by the State Department of Health.  3. By application to the School Health Advisory Committee and upon the recommendation of the School Health Advisory Committee. Conduct To and From School School officials may take disciplinary action against any student who does not exhibit proper personal conduct while traveling to and from school Contact With Students While at School In case of question about the legal custody of a student, the principal shall require the necessary documentation in order to make a valid determination of who has custody and what, if any, limitations are imposed. In cases of estrangement where legal custody has been afforded a parent, or where other legal restrictions have been decided, it shall be the responsibility of the custodial parent to make such information known to the principal. Estranged parents may visit with students during school hours with consent of the parent holding legal custody. Without such consent, visits shall be in the presence of the principal. If the police, SCAN, or family service agencies wish to contact students for the purpose of obtaining information, the principal shall cooperate. If removal from school is requested, the principal shall inform the parent or legal guardian prior to any release of 4  .. custody of the student. If the principal is presented a subpoena by a police officer, he/she must release the student with or without communication with the parent or legal guardian. Corporal Punishment Reasonable corporal punishment may be used as a means of preserving an effective learning environment. When used, corporal punishment shall be moderate and shall be used solely for the purpose of changing student behavior. Corporal punishment shall be administered in the District in accordance with the following guidelines: l. Students shall not be paddled in the presence of other students. 2. Paddling may be done by a building administrator. At least one other certified staff member must be present when corporal punishment is administered. All paddling must be administered in the administrative offices. 3. The student shall be informed of the offense and be afforded an opportunity to explain his/her actions before corporal punishment is administered. 4. The District shall respect the wishes of parents who formally notify the school that they do not want their child disciplined by paddling. Other discipline measures, including suspension, may be employed if parents do not want corporal punishment usect. 5. If used, paddling will be administered to the buttocks only. 6. A written record of the date, nature and reasons for the corporal punishment shall be made and retained by the principal. Demonstrations and Disorderly Activities Demonstrations and disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such demonstration activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Demonstration and disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. Detention Elementary and secondary school principals may establish student detention (D Halls) as a means of discipline to preserve an effective learning environment. Detention may be used before and/ or after regular school hours. Parents shall be notified in advance that early /late detention has been assigned and shall assume responsibility for student transportation. Discipline for Handicapped Students Handicapped students who engage in misbehavior are subject to normal school disciplinary rules and procedures so long as treatment does not abridge the right to a free, appropriate public education. Distribution of Literature All publications edited, printed or distributed in the name of, or within the schools of the North Little Rock School District, shall be under the direction and control of the school administration and Board. In allowing the distribution of student literature, the principal shall set firm and fair regulations for students to follow. 5 Drugs and Alcohol This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus), or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 1. To sell, supply, or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To possess, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) First violation: The student shall b~ suspended off-campus for ten school days\npolice may be called\nproof of professional help is required\nand parental conference is required prior to readmission. (2) Second violation: the student shall be expelled for the remainder of the school year. B. Selling any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/drug counseling may be grounds for expulsion. Electronic Communication Devices The North Little Rock School District will enforce Act 146 of 1989, which prohibits elementary and secondary students from possessing paging devices or electronic communication devices on school campuses. 6 Emergency Phone Numbers Emergency phone numbers where parents can be contacted are to be provided for each student enrolled in the school. It is the parent's responsibility to keep these numbers current and up-to-date. Entrance Requirements In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October I of the year of initial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than 60 days, who will become five during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any public school in the state shall be age six on or before October I of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher and the child's parent/s. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in a first grade of an Arkansas School District or a private school but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October 1 of that year. A student entering a school in the District for the first time shall submit a copy of his/her birth certificate. Official enrollment shall not be completed until this requirement is met. When a student moves into the District from attendance in an accredited school, he/she shall be placed in the same grade that would have been assigned in the former school. Students who have attended an unaccredited school sh.JI be evaluated by the District and proper grade placement determined. Arkansas law requires that all student be immunized against poliomyelitis, diphtheria, tetanus, pertussis (whooping cough) and red (Rubeola) measles. Students who do not comply with this requirement shall be excluded from school enrollment. A student entering a school in the District for the first time shall submit a copy of his/her immunization record. 7 Expulsion The Board of Education is authorized to expel a student for the remainder of the school term: _1) for conduct that is deemed to be of such gravity as to make a relatively short temporary suspension inappropriate, 2) when the Board finds that the student's continued attendance at school would be unacceptably disruptive to the educational program, or 3) when continued attendance would present unreasonable danger to other stu-dents and faculty members. Arkansas Statute 80-1516 provides that directors of a school district may exclude students for immorality, refractory conduct, insubordination, infectious disease, habitual uncleanliness or other conduct that would tend to impair the discipline of the school or harm the other students. Field Trips A field trip is defined as any organized educational experience outside the classroom involving travel. Written parental consent must be obtained for each field trip. Gifted/Talented Education A program of gifted/talented education is provided for those students who require differentiated activities and services beyond those normally provided in the regular school program. Students who are above average in ability, task commitment and creativity may be considered for the program. Students must exemplify an interaction of these three traits. Referral for consideration to receive services through the gifted/talented program rnay be made to the principal by school personnel, parents, peers or the student. The decision for placement is made after all available data are reviewed by a referral/placement committee. Enghsh Mathematics Science Social Studies Practical Arts Physical Education Health Education Fine Arts Communications Electives TOTAL Graduation Requirements 4 Units 5 Units 3 Units 1 Unit  Unit 1/2 Unit  Unit  Unit 8 Units 2J Units (No substitutions allowed) (2 units of mathematics and 3 units of science or 2 units of science and 3 units of mathematics) (Must include 1 unit of life science and 1 unit of physical science) (1 unit must be American History and at least  unit must be civics or American Government) (There shall be no activity or assignment substituted for this requirement) (Three non-academic units may be counted) 8 In counting credits for graduation, courses taken in grades nine through 12 shall be considered. No more than three units may be earned in any other way than through regular attendance in a recognized high school. This exception will be made only in cases of extreme emergency and with the principal's permission. A student must be enrolled in six subjects each year. A District progress form shall be a part of the student's record to ensure that the courses taken by the student meet State Standards and District requirements. Any student lacking no more than one credit to meet graduation requirements shall be allowed to participate in the graduation ceremonies, provided the student has paid summer school tuition. A student's diploma shall be retained by the principal's office until any deficiency has been removed. Any deviation from these requirements shall be at the discretion of the principal and his staff. Guidance Services The North Little Rock School District maintains a guidance program in its elementary and secondary schools consistent with state and North Central Association regulations. The program provides counseling for students, parents and school personnel relative to students' academic progress, behavior and personal matters. Parents and students are encouraged to seek guidance services at any time. Handguns The North Little Rock School District will enforce Act 649 of 1989, which prohibits minors from possessing or carrying handguns. In Section I, a handgun is defined as, \"a firearm capable of firing rimfire ammunition or centerfire ammunition, which is designed or constructed to be fired with one hand'.' Health Services Health service by the school nurse are primarily inspectional rather than diagnostic in nature. Students are routinely creened for hypertension in the 10th grade. Screening for vision and hearing is conducted for new student and i available for others at teacher and/or parent reque t. Students receiving pecial education services may be screened more often depending uoon the date of their la t comprehensive evaluation. 9 Secondary students participating in interschool competitive athletics, including Special Olympics, are required to pass a physical examination each year BEFORE being allowed to take part in such sports. Free physical examinations are provided at the beginning of the season for all students participating in such sports. Examinations conducted by family medical doctors at parents' expense will also be accepted. Homebound Services Students with medical conditions certified by a medical doctor which will require them to be absent from school for four or more consecutive weeks are eligible for homebound services. Application forms need to be completed as far in advance as possible and are available from Special Services. (771-6123) Homework/Independent Study Skills Recognizing that homework is a flexible and individual instructional responsibility, teachers in the North Little Rock Schools shall consider the following in making this type of assignment: That parent-student understanding of the necessity for homework is desirable. That homework shall be within the limits of individual student ability. That, within the limits of good judgment, homework should vary gradually from fairly light (no more than 15-30 minutes per day) in grades 1-3 to fairly heavy (no more than 60-120 minutes per day) in grades 10-12. That teachers, particularly at the secondary level, shall, at all times, be aware of the student's problem of multiple assignments. That homework, to be purpo eful and worthwhile, should, in all probability, vary from day to day depending upon the needs of the tudents. That the availability of study materials such as reference books at home be considered in assigning homework. The following guidelines for homework and the development of students' independent tudy skills will be observed in making homework assignments: Assignments will be considered as an extension of the classroom instruction for the purpose of either independent skill practice for mastery or for review of previously mastered skills/ concepts. Assignments v.ill not involve skills/concepts which have not been previously taught. Assignments to achie\\,e mastery of new skills/concepts will follov. guided practice to ensure that the learner can successfully practice the skills concepts accurately. Maximum use of classroom time for input and supervised study should be planned for each lesson. Some homework a .. ignments can best be accomplished during supervised study conducted as part of the allotted instructional period. Assignments will be designed 10 provide short, frequent practice sessions focu ed on small segments of learning while maintaining maximum meaning for the learner. Assignment~ v.ill be made which address common needs of groups of learners and specific needs of individuals rather than automatically assigning common homework to all learners without regard to the individual learner's need. Immediate feedback should be given to the learner whenever possible. 10 Honors Classes Placement in an honors class is based on a student's grades, teacher recommendation and standardized test scores. After all data are studied, the school may issue a written invitation to the student and parent. If this invitation is accepted, then the student is placed in the honors program. Student progress is monitored continuously to determine if the correct placement has been made. Generally, if a nine-week grade falls below a \"C\", then the student is reassigned to a regular class. The grade in the honors class is weighted one point higher than other classes: A = 5 points B = 4 points C = 3 points D = 2 points F = 0 points Honor Roll Each nine weeks, all secondary schools will prepare honor rolls of students making 4.0 averages and 3.0 averages. To be eligible, a student must be a full-time student, have no failing grades, no incomplete grades and no unsatisfactory citizenship grades. Honor roll eligibility will be based on all subjects taken and on the grade point average (GPA) listed on the report card. Injuries/Illnesses at School When a student is injured in the school building or on the school grounds, the parent will be called immediately. The student may be taken to the family doctor if parents have made emergency numbers and the name of the family doctor available. When a student becomes ill at school, the parent is called immediately. The student will remain in the health room until the parent can check the student out of school. If contact with the parent cannot be made, the principal and teacher will do what is expedient and safe for the injured and/or seriously ill student, which may include taking/ sending the student to the emergency room of a hospital. The school assumes no responsibility for treatment. Leaving School During School Day All schools in North Little Rock operate as closed campuses. Students must stay on the school grounds from arrival time until the completion of the scheduled day. If at any time during the school day it becomes necessary for a student to leave school, the student must report to the office to obtain permission from both a parent or guardian and a school official and sign the check-out sheet. Any student arriving at school after the tardy bell or returning after an absence during a part of the school day must report to the office to get permission to return to class. Only those students who live within walking distance (five blocks) and have written consent may be granted permission to walk home for lunch. Lockers Locker space is provided for the storage of a student's school supplies and personal items. In grades seven through nine, locks are provided. Students are responsible for the care of their lockers. 11 Lockers are school property, and therefore, are subject to search by school officials when reasonable cause exists. Lost and Found Students are encouraged to label all belongings. Lost and found items will be kept in a designated area. Unclaimed items will be discarded periodically. Magnet Schools Six magnet schools located in Little Rock are available for North Little Rock students. Each offers one or two areas of specialization for students of all ability levels. Magnet schools offer highly-trained staff members and enriched learning activities. Optional enrollment is open to all students, kindergarten through grade twelve. Registration is on a first-come/first-served basis. Once enrolled, a student has priority to continue attending the magnet school, until he or she chooses to transfer to another magnet school or back to the assigned school in North Little Rock. The Arkansas Department of Education provides transportation to and from school for students who attend magnet schools. Pick-up points will be announced at a later date. How to Apply for Magnet School Enrollment Fill out one application for each child. Place in a stamped envelope and mail to: Magnet School Office, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 758-1760. Applications are accepted on a first-come/first-served basis according to priorities set by the court. If the target enrollment for a school has been reached, students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. High school students wishing to attend Metropolitan should see a school counselor for enrollment information. Interested students and parents must return a completed application form to the North Little Rock School District by May 1. M-to-M Transfers The plan approved by the U.S. District Court allows for majority-to-minority (Mto- M) transfers among the three Pulaski County districts (North Little Rock, Little Rock and Pulaski County School Districts.) A student who is enrolled in a district in which his or her race is predominant may enroll in any district and school in the county in which his or her race is in the minority, provided that school offers appropriate programs for the student's needs at his or her grade level. Therefore, any white student in the North Little Rock School District (which is predominantly white) may elect to attend any school in the Little Rock School District (which is predominantly black.) The Arkansas Department of Education will provide transportation from predetermined pickup points for students who participate in the Mto- M transfer plan. How to Apply for M-to-M Transfer Fill out one application for each child. Place in a stamped envelope and mail to: M-to-M Transfer Office, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 758-1760. 12 Applications are accepted on a first-come/first-served basis according to priorities set by the court. If the target enrollment for a school has been reached, students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. High school students wishing to attend Metropolitan should see a school counselor for enrollment information. Interested students and parents must return a completed application form to the North Little Rock School District by May I . Make Up Work A student who misses school due to an \"excused absence\" shall be afforded the opportunity to submit make up work. Following the absence, the teacher and student shall make arrangements for completion of the assignments. In order to receive credit, all work must be completed within the prescribed time. A student who misses school due to an \"unexcused absence\" shall not be afforded an opportunity to submit make up work for credit. Medication Written parent consent is required for the school to administer any medication. A medication consent form should be completed, even for medication given on a temporary basis. Prescription and non-prescription drugs must be brought to the school office in the original container stating the dosage and method of administration. Reasons for the medication must be clearly stated. All medication, including non-prescription drugs, will be kept in the principal's office and will be administered by designated school personnel. Students are encouraged not to possess any non-prescription drugs. (Possession of illegal drugs is addressed in the School Board Policy on Drugs and Alcohol FBO.) Notes from Parents Regarding Absences To be readmitted to school, a student shall bring a note from a parent or legal guardian stating the reason for the absence and the dates of the absence. Notes will be presented to the appropriate staff member. If a note is not received on the day of the return, the student will be readmitted to class with an unexcused absence. Parent-Teacher Association Parents are encouraged to join and participate in Parent-Teacher Association activities. Junior high school Parent-Teacher As ociation meetings are usually held on the econd Tuesday of each month. Physical Education Each secondary student shall be required to take physical education unless a doctor's statement is on tile in the principal's office recommending that the student be excused from this activity. Any student who has religious objections to certain activities in the physical education program will be allowed to substitute other activities. Religious objections must have supportive documentation. Upon written request from the parents, a student may be excused from physical education activities on a temporary basis due to illness or injury. 13 Promotions/Retention Students from 9-12 are not classified by grade level except for homeroom and reporting procedures. For such purposes, five units are required for sophomore standing, ten units for junior standing and 15 units for senior standing. It is recommended that individually failed subjects be made up in summer school. Required subjects failed, which are not made up in summer school, must be successfully completed before the student can advance to the next course offering in that sequence. Students in grades 7-8 are on a pass or fail policy. All students in the eighth grade shall be tested in reading, mathematics, language arts, social studies and science on a competency test developed by the State Department of Education. Any student who does not achieve a passing score, as determined by the State Department of Education, shall not be promoted to the ninth grade. The level of competence required will be derived by the State Department of Education from an analysis of the Minimum Performance Test, standardized examinations and any other examination that may assist in determining the level of achievement that is expected in the United States at large. In any examination area where Arkansas students are significantly below the national average, the State Department of Education will devise a plan to move student achievement toward the national average. Retesting shall be permitted for students who score below the level required to progress to the ninth grade. The test shall be administered two (2) additional times before the beginning of the next school year on dates selected by the State Department of Education. Each local school district shall provide opportunities for additional study for all students who request it in order to prepare those students to retake the test. Any student who is retained at the eighth grade shall be evaluated by the student's school principal, teachers and counselors who shall jointly prepare an academic skills development plan to assist the student to attain mastery of the area(s) in which the student is deficient. Any student failing to achieve mastery at the end of the second year shall be evaluated to determine the educational programming that offers additional educational opportunities. A conference shall be held with each student's parent(s) or guardian(s) to review and discuss the student's retention and plan. Special Education students shall be required to accomplish the goals and objectives stated in their individual education plans for the current year before progressing to ninth grade. Public Display of Affection Public display of affection is considered inappropriate behavior. Failure to abide by this rule may result in disciplinary action. Religion in Schools The Board respects the sincere religious beliefs of all students and staff members. The Board believes that teaching about religion, as it relates to a study of the historical development of civilization is appropriate. Moreover, it is proper for teachers to enumerate and emphasize the generally accepted moral and ethical principles of the different religions. Teachers shall not, however, evaluate, advocate or place values upon any particular religion or religious belief. 14 No student shall be required to participate in programs or activities which are contrary to the tenets of his/her religion. Speakers who are affiliated with religious organizations shall be allowed to speak in schools only upon the approval of the Superintendent of Schools. The Superintendent's decision should be guided by the following considerations: The presentation is designed for all students who might attend the assembly or meeting. The presentation does not advocate the beliefs of any denomination, religious group or faith. The presentation does not encourage students to attend worship services or activities associated with specific denominations or beliefs. Reporting Student Progress Report cards are issued to students after each of the first three nine week grading periods. The final report card may be mailed at the parent's expense or picked up in the school office. Written interim reports will be sent home to parents if a student's performance is unsatisfactory. Letter grades (A-F) are used at the secondary level to report progress in academic areas. The following four-point grading scale is used: A= 4.0\nB = 3.0\nC = 2.0\nD = 1.0\nF = 0. Grades shall be based on many factors such as tests, class assignments, class participation, research and special projects and contributions. Students also receive conduct grades. A grade point average (GPA) is computed based on all letter grades a student has received. The letter grades are converted into a numerical value. Grade point averages shall be based on the following scale: 4.0-3.8 = A\n3.79-2.8 = B\n2.79-1.8 = C\n1.79-1.0 = D\nbelow I.0=F. Parents are encouraged to confer with teachers and administrators throughout the year concerning the progress of students. Appointments should be made through the school office. Safety Regulations - Bicycles/ Motorcycles/ Other Vehicles Central Junior High students may ride bicycles to school. Motor vehicles are not allowed. Students in grades eight and nine are permitted to ride motorcycles to school but are not allowed to drive automobiles. In order to have the privilege of riding a motorcycle, the student must complete a registration form provided by the principal. Bicycle and motor vehicle riders must obey the following rules: I. Observe the same traffic regulations required of automobile drivers. 2. Ride single on the bicycle. 3. Park in designated places and leave the area immediately. Bicycles and motor vehicle may not be ridden during the day. The school cannot be responsible for stolen or damaged bicycles or motorcycles\ntherefore, students are encouraged to use locks. Schedules Assignments to classes are based on available data and are generally expected to be permanent. If errors or changes in student enrollment should occur, the school staff will approve appropriate changes. 15 School Closing In Inclement Weather Weather conditions sometimes force the cancellation or alternate scheduling of school. It is not always possible to provide in advance alternative plans and procedures for students to follow because of the varied circumstances of times and conditions that might arise. Therefore, the District admini!tration is charged with the responsibility of making alternate plans, procedures and schedules as the weather conditions warrant and notifying students and parents through the means of broadcast and print media. The guiding principle will be the safety and welfare of the students. School Lunch Hot lunches are provided in the school cafeteria. Students are encouraged to participate in this nutritionally balanced program\nhowever, students may choose to bring a lunch from home. Each student who lives within five blocks of the school will be allowed to walk home during the lunch period provided that a note is brought from the parents stating a desire for a lunch permit to be granted. Students will not be excused to each lunch anywhere else except at home, and only those students having a permit will be allowed to leave the school campus during the lunch period. The North Little Rock School District operates a lunch assistance program which complies with federal guidelines. Students must not sell, give away or exchange lunch tokens. Unused tokens must be returned to the school office. School Supplies Parents are responsible for furnishing school supplies. Basic supplies are available for purchase at the school. Search, Seizure and Interrogation The District respects the rights of students' privacy and security against arbitrary invasion of their person or property. School officials do have the right, however, to search students and their property in the interest of the overall welfare of other students or when necessary to preserve order and discipline in the school. School authorities may conduct searches of student lockers, desks and automobiles when a reasonable cause exists to believe that stolen items or items prohibited by law or policy are contained in the area to be searched. School officials may seize illegal contraband, weapons or stolen property found in a search. The search of a student's person shall be conducted by a school official of the same sex and with an adult witness of the ame sex present. Interrogations by law enforcement authorities shall be conducted in private with the school principal or designee present. Efforts shall be made to have a parent or guardian present. In the event a parent or guardian cannot be present within a reasonable length of time, law enforcement officials shall be permitted to proceed with questioning. Special Education A special education program is provided for handicapped students whose handicapping conditions result in educational deficits. Special education services are available for: I . Speech/ Language handicapped 2. Learning disabled 16 I' I, 3. Mentally retarded 4. Orthopedically handicapped 5. Emotionally disturbed 6. Severely/profoundly handicapped 7. Hearing or visually impaired 8. Other health impaired Referral for consideration to receive special education services may be made to the principal by teachers, administrators, parents, counselors and students. The decision for appropriate placement is made after all available data are reviewed by an evaluation/programming committee and appropriate school personnel. Student Assignments School attendance zones for elementary, junior high school and high school students shall be established in accordance with the Federal Court ordered desegregation plan. Students shall attend the schools as assigned by the District. If a family moves from one attendance zone to another during the final nine weeks of school, the students may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. Students who establish residence in another school district may, at the option of the parents, continue enrollment in a North Little Rock school if the change in residence occurs within the final nine weeks of school. Student Behavior - Prohibited Conduct Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation and various other influences that result from student misbehavior. Certain students' actions are beyond the definition of acceptable student behavior and are, therefore, prohibited in school and while traveling to and from school. Prohibited conduct may include, but is not limited to the following: I. Disregard of directions or commands of teachers, administrators, bus drivers or other authorized school personnel. 2. Disruption and/or interference with the normal and orderly conduct of school and school-sponsored activities. 3. Behavior that involves indecent and/or immoral acts. 4. Wagering or any form of gambling. 5. Physical abuse or assault to a school employee, other student or any other individual. 6. Possession of a knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun or any other object that can be considered a weapon or dangerous instrument. 7. Using, offering for sale, or selling alcoholic beverages, any narcotil: drug as defined by Arkansas law, or what the student represents or believes 10 be any substance prohibited by the district policy on Drugs and Alcohol. 8. Destruction of or the attempt to destroy school property. 9. Stealing or the attempt to steal school property or the property belonging to an-other individual. 10. Cheating or copying the work of another student. 11. Failure to abide by a11endance rule . 12. Use of profanity, vulgar language or obscene language. 13. Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 14. Engaging in verbal abu e such as namecalling, ethnic or racial slurs or using derogatory statements to other students, school personnel or other individuals. 17 I I I I I I I 15. Hazing. Hazing includes any willful act done by a student, either individually or with others, to another student for the purpose of subjecting the other student to indignity, humiliation, intimidation, physical abuse or threats of abuse, social or other ostracism, shame or disgrace. The School District reserves the right to establish rules in addition to those appearing in this policy and to punish those who are guilty of their violation. Punishment may include corporal punishment, detention study hall, suspension and expulsion. Any of these disciplinary actions may occur on the first offense or any subsequent offense depending upon the nature of the situation and the age of the student involved in the situation. The student shall be informed of the offense and shall be afforded an opportunity to explain the actions before disciplinary action is taken. Student Dress and Grooming The general climate of any school is reflected by the dress, grooming and manners of the students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all times. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed: I. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No hats or sunglasses will be allowed to be worn in the building. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcoholic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If, in the judgment of the administration, a student's attire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. Student Insurance An accident insurance policy is offered to all students at the beginning of the school year on a voluntary basis. Parents may choose school day coverage or 24 hour coverage. Expenses above and beyond either policy covered by the student accident insurance will be assumed by the parents. 18 Student Records Authorized school personnel shall have access to students' records. The parent or legal guardian shall have access to his child's records upon written request to the principal. If a student is 18 years old or older, he/ she has the right to determine who, outside of the school system, may have access to his/her records. A student's records may be released to other school systems upon the written request of the parent or guardian, or student if he/she is 18 years old or older. A student's records may also be released to other school systems upon their request, provided that notification is given to the parent or legal guardian, or student if he/ she is 18 years old or older. Parents have the right to request that the school withdraw material from a student's record. Refusal by the school entitles the parent to a hearing to determine if material is accurate and appropriate. If at the hearing, material is ruled to be accurate, material remains in the file, but parents may prepare a statement to be placed with the material stating their objection. Statement is to be made available with objectional material whenever access is permitted. Directory information may be made available for noncommercial uses by the school principal without the prior consent of the parent. However, at the beginning of each school year, the parent may request that all or part of such information not be made available. Directory information shall be defined as: Student's name Address  Phone number Parent's name Grade level School(s) attended  Activity participation Height and weight, if member of athletic team  Dates of attendance  Honors and awards received Student Suspension The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Board views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. Within the scope of this policy, the school principal may suspend students for a period of time not to exceed 10 days for any one action. Students may be suspended off-campus or in the case of secondary students, to the on-campus ,.udent Assignment Class. The following guidelines are to be followed in imposing student suspensions: 1. Suspensions are to be imposed only by the principal. 2. The principal shall advise a student who is to be suspended of the exact nature of the misconduct and shall give the student the opportunity to express his/her perception of the facts of the matter. 3. In the case of secondary students, genuine efforts shall be made to contact the parent prior to imposing a student suspension. 19 ' ' I I i I I 4. The parent or legal guardian and the Superintendent of Schools shall be given written notice of each suspension. The notice shall include the specific reason(s) for the suspension, its duration, the manner in which the student is to be readmitted to school and (if appropriate) the method through which the suspension may be reviewed or appealed. The notice shall be mailed to the parent or legal guardians at the address reflected on the student's records on the day the suspension is imposed. If a suspension exceeds four school days in addition to the day the suspension is imposed, the parent shall be notified of the right to have the decision to suspend reviewed by the Assistant Superintendent for Student Affairs. At the review, the student and the student's parent or legal guardian may make statements and present evidence. The Assistant Superintendent may sustain, revoke, terminate or otherwise modify the suspension. The student, parent of record, the principal and the Superintendent of Schools shall be notified of the Assistant Superintendent's decision on the day the review is completed. Students may be suspended for the violation of rules established by the school and within the scope of policies adopted by the Board. Suspension imposed for periods of time in excess of 10 days shall be treated procedurally as an expulsion. Summary suspension from school, without prior notice and hearing, may be imposed when the student's continued presence in school poses a danger to other persons or property or an ongoing threat of disruption of the academic process. Due process shall be afforded as soon after a summary suspension as is practical. Student Assignment Classes (SAC) shall be established for on-campus suspension of secondary school students. An alternative school for secondary students shall be established for suspension of students who are identified as having severe discipline problems. While assigned to SAC or the alternative school students shall not be eligible to participate in, practice for or attend any student activity whether during or after the school day. Absence from school due to off-campus suspension shall be treated as an unexcused absence AND NO MAKE UP WORK SHALL BE ALLOWED. Summer School A summer school program on a tuition basis is offered to students in grades nine through 12 for credit courses. Students needing this service either for credit toward graduation or for enrichment may participate\nhowever, approval of the principal must be received before credit can be granted. Tardies Promptness to class is necessary in order to maximize learning opportunities for all students. Students are, therefore, expected to be in class and ready for instruction at the appointed time. Principals shall implement suitable discipline procedures to encourage promptness in class attendance. Telephones School telephones are for school business only. Students will be called to the phone only in case of emergencies. Important messages will be delivered by office personnel. Parents desiring to talk with teachers should call the office and leave a phone number. The calls will be returned at a convenient time. When pay phones are available, use will be regulated by building rules. 20 Testing Program Standardized tests are administered in the 10th grade. Other tests, such as the ACT, are scheduled during the year as a service to the students. Textbooks The North Little Rock School District furnishes textbooks to all students and provides access to library books and other media materials. Loss or destruction of books or other media materials will result in payment to the school district. Tobacco and Tobacco Products Students shall not be permitted to have tobacco products (including matches and lighters) in their possession. This restriction applies to students at school, on school grounds, at bus stops, on school buses and/or at any school-sponsored event during or after regular school hours. Transfers The students of the North Little Rock School District will attend school according to assigned residence zones or as assigned under the Federal Court-ordered desegregation plan. The only exceptions are for medical or programrr~ng reasons. If a family moves from one attendance zone to another during the final nine weeks of school, the student may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. Visitors All visitors are required to register with office personnel. Classroom visitations should be arranged in advance through the principal's office. Student visitors in the classroom are strongly discouraged and should be permitted only after careful consideration by the building principal. Weapons and Dangerous Instruments No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop, or at any school activity, function, or event. A weapon is defined as a firearm, knife, explosive device, or any other instrument or device capable of causing bodily harm. Expulsion from school may result and/or criminal charges may be filed against any student who has possession of a weapon as described herein. Yearbook No commercially prepared yearbook shall be produced at the junior high level. 21\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"loc_rosaparks_48559","title":"[Kevin, full-length portrait, wearing a suit] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1989"],"dcterms_description":["Title devised by Library staff.","Stamped on lower right corner: Kevin '89.","Written on verso: 1989."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":["African American men"],"dcterms_title":["[Kevin, full-length portrait, wearing a suit] [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.48559"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["portrait photographs1980-1990.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"loc_rosaparks_48560","title":"[Kevin's graduation portrait, wearing cap and gown] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1989"],"dcterms_description":["Title devised by Library staff.","Stamped on lower right corner: Kevin '89.","Written on verso: 1989."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":["African American men"],"dcterms_title":["[Kevin's graduation portrait, wearing cap and gown] [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.48560"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["portrait photographs1980-1990.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"hbcula_abco_0009","title":"The Lamp Yearbook, 1989","collection_id":"hbcula_abco","collection_title":"American Baptist College Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Davidson County, Nashville, 36.16589, -86.78444"],"dcterms_creator":["American Baptist College"],"dc_date":["1989"],"dcterms_description":["American Baptist College's Yearbook: The Lamp."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American students","African American universities and colleges","Campus life","Universities and colleges--Employees","College yearbooks","African American Baptists","Greek letter societies"],"dcterms_title":["The Lamp Yearbook, 1989"],"dcterms_type":["Text"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/abco/id/0009"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["The Susie McClure Library of American Baptist College believes that the items presented in our digital collections are not encumbered by copyright or related rights. Nonetheless, as these materials are accessible to the public, certain limitations on subsequent usage may be in effect. Authorized uses for these items are confined to research, educational, and scholarly endeavors by U.S. Copyright Law Title 17, §108 U.S.C. In addition to educational purposes, individuals seeking to engage in other forms of utilization must secure explicit permission from the Susie McClure Library by contacting us at 615-687-6935."],"dcterms_medium":["yearbooks","school yearbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tmll_hpcrc_68727411","title":"Legal assistance available to minority prisoners in Delaware","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":["United States Commission on Civil Rights. Delaware Advisory Committee"],"dcterms_spatial":["United States, Delaware, 39.00039, -75.49992"],"dcterms_creator":null,"dc_date":["1989"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Legal assistance to prisoners--Delaware","Prisoners--Services for--Delaware","Minorities--Services for--Delaware"],"dcterms_title":["Legal assistance available to minority prisoners in Delaware"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/marshall/usccr/documents/cr12as7z.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_68727411"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["31 p. ; 28 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null}],"pages":{"current_page":841,"next_page":842,"prev_page":840,"total_pages":6766,"limit_value":12,"offset_value":10080,"total_count":81191,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40200},{"value":"StillImage","hits":35114},{"value":"MovingImage","hits":4552},{"value":"Sound","hits":3248},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. Bureau of Educational Research","hits":4707},{"value":"Baldowski, Clifford H., 1917-1999","hits":2599},{"value":"Mississippi State Sovereignty Commission","hits":2255},{"value":"Thurmond, Strom, 1902-2003","hits":2077},{"value":"WSB-TV (Television station : Atlanta, Ga.)","hits":1475},{"value":"Newman, I. DeQuincey (Isaiah DeQuincey), 1911-1985","hits":1003},{"value":"The State Media Company (Columbia, S.C.)","hits":926},{"value":"Atlanta Journal-Constitution","hits":844},{"value":"Herrera, John J.","hits":778}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"African Americans--Civil rights","hits":9441},{"value":"Civil rights","hits":8347},{"value":"African Americans","hits":5895},{"value":"Mississippi--Race relations","hits":5750},{"value":"Race relations","hits":5607},{"value":"Education, Secondary","hits":5083},{"value":"Education, Elementary","hits":4729},{"value":"Segregation in education--Mississippi","hits":4727},{"value":"Education--Pictorial works","hits":4707},{"value":"Civil rights demonstrations","hits":4436},{"value":"Civil rights workers","hits":3530}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966--Correspondence","hits":1888},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1809},{"value":"Meredith, James, 1933-","hits":1709},{"value":"Herrera, John J.","hits":1312},{"value":"Baker, Augusta, 1911-1998","hits":1282},{"value":"Parks, Rosa, 1913-2005","hits":1071},{"value":"Jordan, Barbara, 1936-1996","hits":858},{"value":"Young, Andrew, 1932-","hits":814},{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":719},{"value":"Mizell, M. Hayes","hits":674},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":626}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"name_authoritative_sms","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":2598},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1909},{"value":"Meredith, James, 1933-","hits":1704},{"value":"Herrera, John J.","hits":1331},{"value":"Parks, Rosa, 1913-2005","hits":1070},{"value":"Jordan, Barbara, 1936-1996","hits":856},{"value":"Young, Andrew, 1932-","hits":806},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":625},{"value":"Connor, Eugene, 1897-1973","hits":605},{"value":"Snelling, Paula","hits":580},{"value":"Williams, Hosea, 1926-2000","hits":431}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Martin Luther King, Jr.'s Nobel Prize","hits":1763},{"value":"Ole Miss Integration","hits":1670},{"value":"Housing Act of 1961","hits":965},{"value":"Little Rock Central High School Integration","hits":704},{"value":"Memphis Sanitation Workers Strike","hits":366},{"value":"Selma-Montgomery March","hits":337},{"value":"Freedom Summer","hits":306},{"value":"Freedom Rides","hits":214},{"value":"Poor People's Campaign","hits":180},{"value":"University of Georgia Integration","hits":173},{"value":"University of Alabama Integration","hits":140}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":17820},{"value":"United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","hits":5428},{"value":"United States, Alabama, Montgomery County, Montgomery, 32.36681, -86.29997","hits":5151},{"value":"United States, Georgia, 32.75042, -83.50018","hits":4862},{"value":"United States, South Carolina, 34.00043, -81.00009","hits":4610},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":4177},{"value":"United States, Alabama, 32.75041, -86.75026","hits":3943},{"value":"United States, Mississippi, 32.75041, -89.75036","hits":2910},{"value":"United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898","hits":2579},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":2430},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":2387}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Georgia","hits":12843},{"value":"Alabama","hits":11307},{"value":"Mississippi","hits":10219},{"value":"South Carolina","hits":8503},{"value":"Arkansas","hits":4583},{"value":"Texas","hits":4399},{"value":"Tennessee","hits":3770},{"value":"Florida","hits":2601},{"value":"Ohio","hits":2391},{"value":"North Carolina","hits":1893},{"value":"New York","hits":1667}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1966","hits":10514},{"value":"1963","hits":10193},{"value":"1965","hits":10119},{"value":"1956","hits":9832},{"value":"1955","hits":9611},{"value":"1964","hits":9268},{"value":"1968","hits":9243},{"value":"1962","hits":9152},{"value":"1967","hits":8771},{"value":"1957","hits":8460},{"value":"1958","hits":8242},{"value":"1961","hits":8241},{"value":"1959","hits":8046},{"value":"1960","hits":7940},{"value":"1954","hits":7239},{"value":"1969","hits":7235},{"value":"1950","hits":7117},{"value":"1953","hits":6968},{"value":"1970","hits":6743},{"value":"1971","hits":6337},{"value":"1977","hits":6280},{"value":"1952","hits":6161},{"value":"1972","hits":6144},{"value":"1951","hits":6045},{"value":"1975","hits":5806},{"value":"1976","hits":5771},{"value":"1974","hits":5729},{"value":"1973","hits":5591},{"value":"1979","hits":5329},{"value":"1978","hits":5318},{"value":"1980","hits":5279},{"value":"1995","hits":4829},{"value":"1981","hits":4724},{"value":"1994","hits":4654},{"value":"1948","hits":4596},{"value":"1949","hits":4571},{"value":"1996","hits":4486},{"value":"1982","hits":4330},{"value":"1947","hits":4316},{"value":"1985","hits":4226},{"value":"1998","hits":4225},{"value":"1997","hits":4202},{"value":"1983","hits":4174},{"value":"1984","hits":4065},{"value":"1946","hits":4046},{"value":"1999","hits":4018},{"value":"1945","hits":4017},{"value":"1990","hits":3937},{"value":"1986","hits":3919},{"value":"1943","hits":3899},{"value":"1944","hits":3895},{"value":"1942","hits":3867},{"value":"2000","hits":3808},{"value":"2001","hits":3790},{"value":"1940","hits":3764},{"value":"1941","hits":3757},{"value":"1987","hits":3657},{"value":"2002","hits":3538},{"value":"1991","hits":3507},{"value":"1936","hits":3506},{"value":"1939","hits":3500},{"value":"1938","hits":3465},{"value":"1937","hits":3449},{"value":"1992","hits":3444},{"value":"1993","hits":3422},{"value":"2003","hits":3403},{"value":"1930","hits":3377},{"value":"1989","hits":3355},{"value":"1935","hits":3306},{"value":"1933","hits":3270},{"value":"1934","hits":3270},{"value":"1988","hits":3269},{"value":"1932","hits":3254},{"value":"1931","hits":3239},{"value":"2005","hits":3057},{"value":"2004","hits":2909},{"value":"1929","hits":2789},{"value":"2006","hits":2774},{"value":"1928","hits":2271},{"value":"1921","hits":2123},{"value":"1925","hits":2039},{"value":"1927","hits":2025},{"value":"1924","hits":2011},{"value":"1926","hits":2009},{"value":"1920","hits":1975},{"value":"1923","hits":1954},{"value":"1922","hits":1928},{"value":"2016","hits":1925},{"value":"2007","hits":1629},{"value":"2008","hits":1578},{"value":"2011","hits":1575},{"value":"2019","hits":1537},{"value":"1919","hits":1532},{"value":"2009","hits":1532},{"value":"1918","hits":1530},{"value":"2015","hits":1527},{"value":"2013","hits":1518},{"value":"2010","hits":1515},{"value":"2014","hits":1481},{"value":"2012","hits":1467}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"0193","max":"2035","count":500952,"missing":56},{"name":"medium_facet","items":[{"value":"photographs","hits":10708},{"value":"correspondence","hits":9437},{"value":"black-and-white photographs","hits":7678},{"value":"negatives (photographs)","hits":7513},{"value":"documents (object genre)","hits":4462},{"value":"letters (correspondence)","hits":3623},{"value":"oral histories (literary works)","hits":3607},{"value":"black-and-white negatives","hits":2740},{"value":"editorial cartoons","hits":2620},{"value":"newspapers","hits":1955},{"value":"manuscripts (documents)","hits":1692}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC/1.0/","hits":41178},{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":17554},{"value":"http://rightsstatements.org/vocab/UND/1.0/","hits":8828},{"value":"http://rightsstatements.org/vocab/CNE/1.0/","hits":6864},{"value":"http://rightsstatements.org/vocab/NoC-US/1.0/","hits":2186},{"value":"http://rightsstatements.org/vocab/InC-NC/1.0/","hits":1778},{"value":"http://rightsstatements.org/vocab/NoC-CR/1.0/","hits":1115},{"value":"https://creativecommons.org/licenses/by-nc-nd/4.0/","hits":197},{"value":"http://rightsstatements.org/vocab/NKC/1.0/","hits":60},{"value":"http://rightsstatements.org/vocab/InC-RUU/1.0/","hits":51},{"value":"https://creativecommons.org/licenses/by-nc-sa/4.0/","hits":27}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Jim Peppler Southern Courier Photograph Collection","hits":4956},{"value":"John E. Phay Collection ","hits":4706},{"value":"John J. Herrera Papers","hits":3288},{"value":"Baldy Editorial Cartoons, 1946-1982, 1997: Clifford H. Baldowski Editorial Cartoons at the Richard B. Russell Library.","hits":2607},{"value":"Sovereignty Commission Online","hits":2335},{"value":"Strom Thurmond Collection, Mss 100","hits":2068},{"value":"Alabama Media Group Collection","hits":2067},{"value":"Black Trailblazers, Leaders, Activists, and Intellectuals in Cleveland","hits":2033},{"value":"Rosa Parks Papers","hits":1948},{"value":"Isaiah DeQuincey Newman, (1911-1985), Papers, 1929-2003","hits":1904},{"value":"Lillian Eugenia Smith Papers (circa 1920-1980)","hits":1887}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"John Davis Williams Library. Department of Archives and Special Collections","hits":8885},{"value":"Alabama. Department of Archives and History","hits":8146},{"value":"Atlanta University Center Robert W. Woodruff Library","hits":4102},{"value":"South Caroliniana Library","hits":4024},{"value":"University of North Texas. Libraries","hits":3854},{"value":"Hargrett Library","hits":3292},{"value":"University of South Carolina. Libraries","hits":3212},{"value":"Richard B. Russell Library for Political Research and Studies","hits":2874},{"value":"Mississippi. Department of Archives and History","hits":2825},{"value":"Butler Center for Arkansas Studies","hits":2633},{"value":"Rhodes College","hits":2264}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":80736},{"value":"Collection","hits":455}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":80994},{"value":"true","hits":197}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}